“Types and forms of planning educational activities in accordance with the Federal State Educational Standard for preschool education” material on the topic

Report on the topic: “Planning the educational process”

Report on the topic:

“Planning the educational process”

Planning the educational process in a preschool institution is one of the main functions of managing the process of implementing the basic educational program; planning reflects various forms of organizing the activities of adults and children.

Planning is the definition of a system of activities that provides for the order, sequence and timing of their implementation. This system of measures is aimed at achieving a set goal, clearly and specifically formulated with an indication of the final result that can be measured, compared, and evaluated.

The planning of the educational process includes the following sections:

• The calendar-thematic plan (hereinafter referred to as the Plan) of the educational process in groups is an advance determination of the order, sequence of implementation of the educational program, indicating the necessary conditions, means used, forms and methods of work. Goals and objectives of calendar and thematic planning:
• Ensuring the implementation of the educational program in preschool educational institutions in each age group.
• Implementation of educational influence on children systematically and consistently.
• Achieving positive results in the upbringing, education and development of children.
• Implementation of the main educational program taking into account the focus of the groups. The plan should:

— Comply with the principle of developmental education, the goal of which is the development of the child.

The main idea of ​​developmental education is that children’s knowledge is divided into three types. One of them is something that children have no idea about. The second type is knowledge that children already have. And the last part is in between. This is the “zone of proximal development.” In other words, it is the discrepancy between what a child can do and what he can achieve. The main principle on which developmental education is based is an individual approach. Teachers are strongly discouraged from comparing and dividing children. Each child is a unique personality that requires a special approach

— Meet the criteria of completeness and sufficiency. (set goals and objectives are solved only using necessary and sufficient material);

— Combine the principles of scientific validity and practical applicability (compliance with the basic provisions of developmental psychology and preschool pedagogy and has the possibility of implementation in mass practice of preschool education);

— Ensure the unity of educational, training and developmental goals, as well as the objectives of the education process for preschool children (in the process of implementation of which such knowledge, abilities and skills are formed that are directly related to the development of preschool children);

- Be built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas. (Integrated learning helps to form a holistic picture of the world in children, makes it possible to realize creative abilities. In the classroom, the potential of the pupils themselves is developed, encouraging them to active knowledge of the surrounding reality, comprehension and finding cause-and-effect relationships, development of logic, thinking, communication abilities. The form of the classes is non-standard, interesting. The use of various types of activities during the lesson allows maintaining the attention of students at a high level, which allows us to talk about sufficient effectiveness classes. The essence of the integrated approach is the combination of knowledge from different fields on an equal basis, complementing each other)

— Be based on a comprehensive thematic principle of constructing the educational process. (The principle is reflected in methodological approaches to organizing the life activities of a child. This approach implies the widespread use of various forms of work with children, both in the joint activities of adults and children, and in the independent activities of children and uses the leading activity of a preschooler - play as the basis for organizing the life of a children’s community)

— To provide for the solution of program educational tasks in the joint activities of adults and children and independent activities of children, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education. (Forms of conducting educational activities during the day:

Outdoor games with rules (including folk ones), game exercises, motor breaks, sports runs, competitions and holidays, physical education minutes;

Wellness and hardening procedures, health-saving activities, thematic conversations and stories, computer presentations, creative and research projects, exercises to master cultural and hygienic skills; game situations to develop a safety culture, conversations, stories, walks along an ecological trail; Game situations, games with rules, creative role-playing, theatrical, constructive;

Experiences and experiments, duty, collecting, modeling, Conversations, speech situations, composing tales, retellings, guessing riddles, learning nursery rhymes, poems, songs, situational conversations;

Listening to the performance of musical works, musical-rhythmic movements, musical games and improvisations,

fine art exhibitions, children's creativity workshops, etc. This is daily work that is carried out throughout the entire time children are in kindergarten (in the morning and evening hours, during walks), regardless of the season, event, calendar of holidays and memorable dates. In addition, the complex thematic principle of constructing the educational process determines the need to solve educational problems related to the implementation of the topic in educational activities at critical moments)

— To assume the construction of the educational process in various types of children's activities (game, communicative, cognitive-research, perception of fiction, constructive-model, labor, self-service, visual, musical, motor, as well as age-appropriate forms of working with children, i.e. based on gaming activities)

Requirements for creating a calendar plan:

— The plan is written in printed form; if the plan is handwritten, then it must be written carefully, in a clear handwriting.

— A title page must be drawn up indicating the group, the full names of both teachers of the group, and the start and end dates of the plan.

— The plan is drawn up in accordance with the approved planning model in accordance with the Federal State Educational Standard for the structure of the basic general education program.

— The last page of the calendar plan notebook is not filled out by teachers. It is intended for the records of the senior teacher.

— When planning a variety of children’s activities, the form of children’s activities is indicated (in accordance with the Federal State Educational Standard) — pictures

A goal is a deeply thought-out way of organizing children’s activities in their final form. Setting a goal means predetermining, planning, deciding what and how will be done in class. And at the same time, very clearly imagine the entire course of the work ahead in class and the level at which the material should be learned: a) level of presentation: b) level of knowledge; c) level of skills and abilities: d) level of creativity.

Diagnosis of goals. The teacher should set only the goal that he is confident of achieving. After all, clear setting of goals and their achievement creates a situation of success and joy in the lesson, without which communication can turn into hard, tedious work. And it should be noted that one of the features of modern pedagogical technologies is, first of all, the diagnosis of goals. those. Every teacher, when setting a goal, must be sure that it will be achieved. If there is no confidence, then the goal should be lowered by a notch. The teacher should take it not by the amount of time spent, but by a clearly defined goal and its achievement.

— When planning, the use of observation cards, finger gymnastics, articulation, invigorating gymnastics, etc., compiled by the group’s teachers is encouraged.

The basis for planning the pedagogical process is built on the basis of an approximate basic general education program for preschool education, which is implemented by the preschool educational institution

Calendar plans are drawn up in accordance with the group’s daily routine, calendar-thematic planning, and a cyclogram of joint organized activities during routine moments.

The calendar plan is drawn up a week in advance (with the exception of individual work with children).

Individual work with children is planned taking into account the diagnostic results and the results of organized educational activities.

• Regime moments
• Planning gymnastics
• Activities and cultural practices according to educational fields
• Joint activities of adults and children aimed at the formation of primary value orientation and socialization.
• Direct educational activities.
• Organization of a subject-spatial development environment to support children's initiative (independent activity corners)
• Supporting the child's individuality
• Working with parents.

When planning educational work, I cover all educational areas:

• Social and communicative development;
• Cognitive development;
• Speech development;
• Artistic and aesthetic;
• Physical development.

Solving this problem, I included in the planning at the NGO “Poznanie” work with children on patriotic education and local history.

Conditions that I observed when planning:

• Objective assessment of the level of your work at the time of planning;
• Identification of planning goals and objectives for a certain period of work, correlating them with the approximate general educational program of preschool education, according to which the educational process is organized, the age composition of the group of children and the priority direction of the educational process of the preschool educational institution;
• A clear presentation of the work results to be achieved by the end of the planning period;
• Choosing the optimal ways, means, methods to help achieve your goals, and therefore obtain the planned result.

According to the new Standards, the developing subject-spatial environment in a group room should be content-rich, transformable, multifunctional, variable, accessible and safe.

The richness of the environment must correspond to the age capabilities of the children and the content of the Program.

Fulfilling the requirements for equipping the group, I created conditions for implementing various types of activities with children:

Game center;

Sports corner;

Experimentation Center;

Center for Artistic Creativity;

Nature Center;

Design Center.

Approaches to organizing the educational process in preschool educational institutions have also changed.

In accordance with Article 2 of the Federal Law “On Education in the Russian Federation”: education is a single purposeful process of education and training, which is a socially significant benefit and carried out in the interests of the individual, family, society and the state, as well as the totality of acquired knowledge, skills, abilities, value systems, experience and competence of a certain volume and complexity for the purpose of intellectual, spiritual, moral, creative, physical and professional development of a person, satisfying his educational needs and interests.

The purpose of preschool education is to create conditions for the maximum development of the child’s individual age-related potential.

Individualization of education is based on supporting children in the development of their potential, stimulating children’s desire to independently set goals and achieve them in the process of learning.

My focus is on ensuring the child's active participation in the learning process. All children, including typically developing children, have individual characteristics that I must identify and take into account to ensure that learning and development are optimized. Individual characteristics that I must identify and respond to when working with children: family cultural environment, age, level of development, gender, learning style, abilities (needs/strengths), character and temperament, interests, and self-awareness. Being able to recognize differences in children's behavior and their personal strengths allows me to better understand and accept each child; and knowledge of various methods of individualizing learning allows you to find an approach that will reduce stress and maximize the positive effect of interaction. By carefully observing children and identifying their interests and strengths, I help children solve their problems in ways that suit their individual learning styles.

Preschool age is associated with the child’s need for friendly attention and respect from an adult, in cooperation with him.

When organizing the life and activities of children, from the point of view of ensuring their comfort, I must take into account the various needs of the child: recognition (primarily by the children's community), communication, cognition, movement, manifestation of activity and independence. This, in turn, requires me to exclude the educational principle of organizing the educational process of a child’s life, to introduce a ban on school-type lessons, because a preschooler is a person who plays, and learning enters his life through the gates of children’s play. In addition, a preschooler is a why, a preschooler is a doer. Therefore, for me today the main values ​​of raising a child are encouraging children’s play, children’s research and creative activity, and children’s questions.

In accordance with the Federal State Educational Standard, educational activities are directly implemented by me through the organization of various types of children's activities (play, motor, communicative, labor, cognitive-research, etc.) or their integration using various forms and methods of work, the choice of which is carried out by me independently depending on age children, the level of mastery of the general education program of preschool education and solving specific educational problems.

Types of activities that I include in working with children in the 2nd junior group: gaming, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive-research (studies of objects in the surrounding world and experimenting with them), as well as the perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual arts (drawing, modeling, application), motor (mastery of basic movements) forms of activity of the child.

The development pattern of any type of activity is as follows: first it is carried out in joint activities with an adult, then in joint activities with peers and becomes an amateur activity.

Based on the children's interests and play, I offer them activities that stimulate their cognitive activity.

By providing children with direct contact with people, materials, and real-life experiences, I stimulate the child's intellectual development.

The interior of the group is organized in such a way that children are provided with a fairly wide selection of materials.

In a child-centred environment, children:

• make a choice;

• play actively;

• use materials that can be used for more than one purpose;

• everyone works together and takes care of each other;

• are responsible for their actions.

There must be mutual respect between me and the children. Respect is a necessary element in the community that the kindergarten group is.

Working with parents.

The task of the kindergarten at this stage is to “turn” its face to the family, provide it with pedagogical assistance, and attract the family to its side in terms of common approaches to raising a child. It is necessary that the kindergarten and the family become open to each other and help reveal the child’s abilities and capabilities. When interacting between the work of two structures, it is necessary to take into account a differentiated approach to each family, take into account the social status and microclimate of the family, as well as parental needs and the degree of interest of parents in raising their children.

My goal as an educator is to create a unified space for the development of the child in the family and preschool educational institutions, to make parents participants in a full-fledged educational process. Achieving high quality in development, fully satisfying the interests of parents and children, and creating this unified space is possible through systematic interaction between the preschool educational institution and the family.

My task is to “turn” to the family, provide them with pedagogical assistance, and bring the family to my side in terms of common approaches to raising a child. It is necessary that the kindergarten and the family become open to each other and help reveal the child’s abilities and capabilities.

The introduction of new federal state requirements allows me to organize joint activities of the kindergarten and family and more effectively use traditional and non-traditional forms of work.

Main tasks of working with parents:

• establish partnerships with the family of each student;
• join efforts for the development and education of children;
• create an atmosphere of mutual understanding, community of interests, emotional mutual support;
• activate and enrich the educational skills of parents;
• support their confidence in their own teaching capabilities

An individual approach is necessary not only when working with children, but also when working with parents. When communicating with my parents, I must feel the situation, the mood of my mother or father. This is where the teacher’s human and pedagogical ability to reassure the parent, sympathize and think together about how to help the child in a given situation comes in handy.

CHILDHOOD GUIDE

Report

“Calendar planning in kindergarten”

Koinova Natalya Mikhailovna,

teacher of MKDOU No. 16,

Novosibirsk city

Planning educational work in kindergarten is a pedagogical modeling of the teacher’s activities.

The teacher’s work plan allows:

— clearly formulate the goal, strategic and tactical objectives of upbringing and education;

— purposefully develop the content and select the means and organizational forms of educational work;

- predict the results of your activities, planning and adjusting the forward movement in the development of the team and each individual as a whole.

The teacher’s work plan can be long-term (drawn up for a long period - a year, quarter, month), calendar (for a week, every day), as well as complex thematic (distribution of topics by week).

The teacher can independently choose the form of the plan. However, it is advisable that preschool educational institutions adopt a unified form of writing a plan.

A necessary condition for successful planning is a solid knowledge of the program . But knowledge of the program is not the only condition for successful planning. The teacher must know the children of his group well and study each child in the dynamics of his development.

Methodological manuals, recommendations received at the teachers' council, methodological association, courses, etc. will also help the teacher successfully plan his work

The next condition is the joint drawing up of a plan by two teachers working in the same age group. Fulfillment of this condition will ensure a unified approach to children, uniform requirements for them, and will increase the responsibility of each teacher for the implementation of the plan and program. Shift teachers should have daily contact in their work, a constant exchange of opinions on the results of observing children: how they learn program material, how they perform their duties, what are their cultural behavior skills, character traits, who plays, how and with whom, etc.

The calendar plan is drawn up on an annual and long-term basis and is finalized taking into account observations of children in the group and their assessment, as well as discussions with other educators and conversations with parents. It is written for every day or for a week and includes various types of activities at the stages of familiarization, mastering and consolidation, and practical application of knowledge. Planning is carried out on the basis of the program and, although it does not deny the leading role of the adult, is largely determined by the interests and needs of the children, follows from the daily observations of all staff, ongoing monitoring, and is born in dialogue with parents. Thanks to this nature of planning, a differentiated and individual approach to each child is implemented.

Technology for developing calendar plans

• Start writing a plan with routine moments: morning; day; evening.
• The design of the plan must meet aesthetic requirements, since this is the calling card of the preschool educational institution.
• Take into account the ratio of children’s load: emotional; intellectual; physical.
• Consider the degree of complexity of the material.
• Compliance with software and methodological support.
• Include all activities.
• To trace the complication of techniques, not only visual and verbal, but also such as collective search, conversation, educational games.

There are the following principles for planning educational work with children:

• The optimal version of the educational load for children must be determined. Information overload is unacceptable.
• Medical and hygienic requirements for the sequence, duration, and features of various regime processes must be taken into account.
• Local regional features (climate, natural conditions) are taken into account.
• The time of year and weather conditions are taken into account.

Provide for alternating organized and independent activities for children. Free activity should be at least 40% of the volume of regulated activity, including 3-4 hours in the air during the day, depending on the time of year. Mandatory allocation of time for free play in kindergarten.

Taking into account the level of development of children. Using diagnostic results to optimize the educational process and plan individual work with each child.

Inclusion of elements of activity that promote emotional release, create a joyful mood in children, and give them pleasure.

Planning is based on the integration of the efforts of all specialists working in a group with children. It is necessary to take into account the recommendations of specialists.

In the activities planned by the teacher with children, the annual tasks solved by the preschool educational institution should be reviewed.

Work with parents must be monitored.

There is an algorithm for drawing up a calendar plan for a teacher of a preschool educational institution

1. Title page
2. List of group children
3. Plan for working with parents
4. Schedule of classes for the week
5. Planning specially organized classes (indicating the day and date)
6. Planning joint activities between the teacher and children
7. Planning independent activities for children
8. Planning gymnastics

Plan for working with parents

The content of work with parents is planned for a month. It should be indicated what general garden events will be held. Moreover, it is necessary to write not only those events that are carried out by the teacher, but also by the specialists working in this group. Regardless of who conducts the classes, the organizer will in any case be the teacher.

The work can be scheduled in various forms:

• parent meetings,
• consultations (individual, group),
• workshops,
• thematic exhibitions,
• occasional conversations with parents,
• interest clubs,
• joint holidays,
• entertainment and leisure,
• survey,
• parent gatherings,
• excursions,
• hiking trips,
• participation of parents in the social life of the group, etc.

Planning joint activities between the teacher and children

The joint activity of adults and children requires a mandatory relationship with organized learning: it is in the process of this activity that the adult prepares the children for their subsequent acquisition of knowledge in the classroom. In addition, the teacher fills this activity with the content that was not possible to “work out” in the classroom. It is in the process of joint activity that an adult works to consolidate, clarify, and deepen ideas, concepts, and skills. This block is the most saturated with various activities.

Let's list the main “necessities” of each day:

• individual dialogue with each child;
• joint motor activity (on the street, in a group);
• reading or storytelling;
• didactic exercises, educational games;
• creative games;
• observations (in a group, outdoors);
• psycho-gymnastics, relaxation exercises, theater;
• labor (various types);
• artistic and productive activity;
• music;
• informative five minutes.

It is advisable (mandatory) to schedule the joint activities of adults and children according to routine periods: morning, walk, afternoon.

Planning your morning time slot

It is necessary to remember that the morning is a calm, routine moment. The main task of pedagogical work in the morning is to include children in the general rhythm of life of the kindergarten, to create in them a cheerful, cheerful mood. It is very important to do emotionally stimulating gymnastics here. Work is carried out in subgroups and individually. If we talk about frontal work, it can be round dances and quiet activities.

Morning reception is the most favorable time for individual communication between the teacher and each child. A distinctive feature is ease, reliance on the child’s interest and curiosity, on the entertaining form and content of the activities. This is work on correcting and educating children in correct sound pronunciation, on developing oral speech and developing correct intonation, on physical education (stimulating motor activity). When planning individual work with children, the teacher specifically indicates the names of those students with whom the work will be done and prescribes what kind of work.

The content of the morning period of time includes:

• gaming activity,
• conversations with children,
• looking at objects and illustrations,
• short observations in nature and phenomena of social life.

It is good to plan short conversations in the morning with a group of children or individual children on pre-planned topics and topics that arose on the initiative of the children. Often such conversations are accompanied by viewing illustrations.

Number of activities in the morning:

• in junior and middle ages - 3-4 types,
• in the senior preparatory group - 4-6 types depending on the children in the group.

The teacher himself determines how many types of activities there should be based on approximate canons.

Planning a walk

The daily routine for each age group includes two walks: morning and evening. The goal of a walk in the first half of the day is to restore strength after exercise and get the maximum positive charge. A walk should provide relaxation to the child, relieve stress after classes and create a cheerful mood in him, which in turn provides the appropriate tone for the successful physical and mental development of the child in other conditions and types of activities.

If there was a physical education or music lesson before the walk, then the walk will begin with observation. If there were quiet activities, then the walk will begin with active activity.

Observations. Attention should be paid to planning observations, given the enormous importance of familiarizing preschoolers with natural objects in the process of their direct perception. This type of children's activity during walks in the morning is planned daily. Observations should be planned in accordance with weather conditions and time periods: winter, spring, summer, autumn. Observations can be planned both short-term and long-term.

Types of observations:

1. Observations of the environment (inanimate objects).
2. Observations of wildlife (flowers, trees, shrubs).
3. Transport observations.
4. Observations of a living object.
5. Observations of the work of adults.

Four observations can be made within a month. When planning the content of educational work during a walk, the teacher provides for a uniform alternation of calm and motor activities of children, the correct distribution of physical activity throughout the walk, adhering to the following approximate structure:

• calm, independent activity of children (games, observations);
• then outdoor games with elements of sports, sports entertainment;
• children's work activity.

The teacher should pay special attention to providing active, meaningful, varied and interesting activities for children: games, work, observations, during which a children's team is formed, positive behavior skills are acquired and cultivated, and children's ideas about the surrounding nature and social life are accumulated.

Outdoor games. An important place in the walk is occupied by outdoor games, in which all children in the group take part. To this end, the teacher arouses children's interest in the game and makes it exciting. Only the spontaneous active participation of children in the game creates a joyful mood in them and ensures its pedagogical effect.

When selecting outdoor games, you need to pay attention to the type of basic movements. In the warm season, more outdoor games with throwing, crawling, and climbing should be given. In cold weather - with running, throwing, jumping.

The use of outdoor games requires adherence to the following methodological principles:

• Taking into account the age characteristics of children: the older the children, the more complex the games become, the more important the plot and role-playing is, the rules gradually become more complex, and the role of personal initiative becomes more significant.
• Selection of games in accordance with therapeutic, pedagogical, therapeutic and educational objectives.
• Compliance with physiological laws of adaptation to stress.
• A clear explanation of the rules of the game and the distribution of roles.

In the selection of outdoor games and competition elements, it is necessary to take into account the individual characteristics of the physical development and health of children. Games, being a specific type of activity for a child, are widely used in physical therapy to solve set therapeutic problems.

Individual work on physical education. The health-improving effect of a walk largely depends on the properly organized motor activity of preschool children. When planning a walk, the teacher provides individual work with children on physical education. Individual physical education work should be planned daily and with those children who have problems mastering basic movements. Please note that there are children with varying degrees of mobility. Individual work can take place in an entertaining game form, sports games and entertainment.

Role-playing games. Role-playing games must correspond to the age, interests, and level of development of children. They are based on the knowledge that children have. The topics should be very diverse. Games are held on everyday and industrial topics; games to reinforce traffic rules and rules of conduct on city streets; construction, theatrical; games whose themes are related to modern life.

Exercises to develop fine motor skills of the fingers. The movements of a child's fingers and hands have a special developmental effect. Work on developing hand movements should be carried out regularly, only then will the greatest effect from the exercises be achieved. These exercises should be carried out in accordance with the time of year and weather conditions. Exercises are carried out in all age groups, starting from a young age individually, with a subgroup of children and frontally. The complex is held at any convenient time of the day, every day. The set of exercises aimed at developing fine motor skills includes:

• Finger gymnastics - recommended for children who have problems with speech development.
• Laying on asphalt, sand, snow from natural materials (sticks, pebbles, plastic plugs, autumn leaves, fruits and other materials).
• Buildings made from natural materials (anthill, broom made from blades of grass).
• Games with sand (sifting, Easter cakes, molds).
• Various types of fasteners, lacing - their selection should correspond to the age interests of preschoolers.
• Fastening parts in a variety of ways.
• Mosaics from various materials, puzzles.
• Games with water and sand.
• Drawing with a stick, crayons on asphalt, sand, snow.
• Games with string.

Basic labor activity. It can be of two types:

1. Household work: children, together with a teacher and friends, clean up the area, play corners and lockers.
2. Work in nature: children work in the flower garden, flower bed, vegetable garden.

When planning the volume and content of work activity, the teacher, along with teaching children some practical skills for working in nature, must provide for their acquaintance with plants, animals, the rules for caring for them, think over ways to organize children in this activity, the sequence of work, techniques that help develop their senses satisfaction from the work performed, responsibility for the common cause.

Experimental activity. Experiments are carried out with a wide variety of materials, and the time of year is always taken into account. Attention should be paid to ensuring safety.

Planning the afternoon

The content of evening walks should be planned taking into account all the children’s previous activities. Observations, games, labor, physical exercises and outdoor games are planned. However, it must be borne in mind that in the evening you should not play games of great mobility that excite the nervous system of children. The main place in this period of time is occupied by the varied play activities of children.

After a nap, it is good to plan the work activities of children :

• group room cleaning;
• repair of books, manuals, board games;
• washing doll linen, handkerchiefs, ribbons;
• Making homemade toys for your own games and for kids’ games.

It is also recommended to organize various spectacular events and entertainment:

• puppet, tabletop, shadow theaters;
• concerts;
• sports, musical and literary leisure;
• listening to audio cassettes and much more.

In the second half of the day there is a daily walk , the content of which includes outdoor play, role-playing games for children, and work activities. The teacher creates conditions for organizing individual selective activities of children in accordance with their interests and needs.

There are forms of work that can be scheduled both in the first half of the day and in the second.

Forms and methods of work on the basics of life safety. (We will save, help, show, teach):

• Familiarization with fiction.
• Rhyming rules of safety behavior.
• Examination of paintings, subject and subject pictures, albums, posters, illustrations, models, models.
• Excursions, targeted walks.
• Productive types of children's activities - making posters, layouts together with children.
• Conversations with children: on the prevention of false calls, discussion of dangerous situations (in older groups).

As a result of the activities, children learn to ask for help if necessary, call the necessary helpline by phone, and remember their home address.

Introducing children to fiction

Reading fiction is one of the forms of joint partner activity between an adult and children, and this form cannot be continued by children independently, nor can it become their free activity, since most children do not know how to read fluently and depend on an adult partner. This places a special responsibility on the teacher in terms of selecting literary texts for reading.

In the period between readings of two large works, short works are used (folklore and original fairy tales, poetry, realistic stories). The teacher can outline literary texts for long-term reading and their sequence 2-3 months in advance, taking into account the interests of the children in the group. Short works of fiction for short reading are selected for a week or a month.

When selecting and planning a sequence of texts, the teacher is guided by current events (season, holidays, memorable dates), thematic cycles and the focus of the current interests of the children in the group. The list is adjusted by the teacher taking into account conflicts and collisions that arise in the group, the solution to which can be suggested by the book.

Organization of work on theatrical activities:

Theatrical activities are planned in the morning and evening hours at unregulated times. It can be presented as part of a lesson on different types of activities, or it can be planned as a special lesson.

Types of theatrical activities:

• Watching puppet shows and talking about them.
• Dramatization games: with fingers, with bibabo dolls, improvisation.
• Preparation and performance of various fairy tales and dramatizations.
• Exercises to develop expressiveness of performance (verbal and non-verbal).
• Selected exercises in ethics.
• Exercises for children's social-emotional development.

Planning gymnastics

Morning exercises are carried out daily. When planning morning exercises, you need to pay attention to the correct spelling of planning. It can be written on a card, or it can be included in the plan. Regardless of this, the following structure must be followed when planning gymnastics:

• Part 1 – introductory, in which various types of walking and running are performed,
• Part 2 – medium, includes a set of general developmental exercises indicating I. p.,
• Part 3 is the final one.

The dosage for performing all movements and exercises must be indicated.

Gymnastics after sleep is carried out daily in the afternoon for 5-7 minutes using breathing exercises that help normalize the activity of the cardiovascular system and train proper breathing skills.

Recommendations from experts

The main criterion by which the quality of a good plan is determined is providing each child with meaningful and interesting activities. A cheerful mood, children being busy with something to do or an interesting game, when there are no bored or sad children among them - this is the pedagogical credo of a real teacher.

For successful planning, the traditional order of work for teachers in a group is advisable: one day in the morning, the other in the afternoon. Then the load is evenly distributed among teachers. In addition, everyone has the opportunity to systematically observe children in all types of activities.

Any plan is not effective without methodological support, which can be presented in the form of long-term plans, guidelines, books, and card files.

To optimize planning, we recommend continuing to use the card index. The design must be modern and aesthetically pleasing.

Advantages of a card index:

• The content of the pedagogical process, variants of forms, and methods of working with children, including adults, are being accumulated. At the right moment, the teacher uses from his “bank” what will best allow him to solve educational problems.
• The card index allows you to reuse the accumulated material, adjusting it if necessary. This allows the teacher to save energy and time for communicating with the children.
• Storing information in the form of a card index allows you to understand the system, logic, and dependencies between various materials.
• The teacher learns to model the pedagogical process with children, because there are countless options for combining ready-made cards.

If there is a block calendar planning for the week in combination with a card for the day, the teacher has a holistic view of the pedagogical process, the ability to dynamically and cost-effectively respond to the changing situation in the group.

Conclusion:

Scheduling is written for a day or a week.
Planning must indicate the date, joint activities according to scheduled periods, and take into account the gender, age and individual characteristics of children. The plan should reflect the diversity and content of all types of children's activities. Theatrical activities in kindergarten Labor activities in kindergarten The use of theatrical activities in kindergarten February 23 in kindergarten >