Organization of independent activities in the preparatory group
The modern education system moves away from teaching children through direct transfer of knowledge, but develops in them the desire to search for new information using a variety of methods. The Federal State Educational Standard determines the areas of development of preschool children through the joint activities of the teacher and children. At the same time, the formation of the skill of independent activity is affirmed as the main feature of a successful personality. The teacher instills in the child the motivation to find answers to emerging questions, encourages curiosity, stimulates the development of imagination, a creative approach to problem solving and leisure activities. Independent children's activity is manifested in all types of activities of preschoolers:
- gaming (role-playing, didactic, logic games),
- artistic speech (creating dialogues in the game based on fairy tales, stories, constructing a retelling of an interesting incident or story),
- social-communicative (communication with peers, providing assistance to younger children - explanation of the phenomenon, rules of the game, consolation),
- cognitive-research (searching for information on a topic of interest, finding an answer empirically),
- artistic (singing, rhyming lines, composing melodies, drawing, modeling, creating appliqués),
- labor (desire to help clean the territory of the kindergarten, the dining room, group room, care for plants and animals).
Independent activity of preschoolers is most clearly manifested in the form of play
Independence is a personality trait characterized by the desire to solve problems of activity without help from other people, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s actions.
Age characteristics of preschoolers 6–7 years old
When organizing the independent activities of students in the preparatory group, the teacher takes into account the age characteristics of children 6–7 years old:
- The ability to self-regulate behavior. Older preschoolers have greater perseverance; they are able to independently plan the pace and quality of practical activities so as to avoid overwork. During walks, in science and nature centers, the children conduct long-term observations. Children in their seventh year of life feel the need to change activities: they switch from looking at books to playing, from exercising with a ball to drawing, etc. To restore their emotional state, children have the opportunity to retire for the required period of time.
- High level of development of dialogical speech, formation of monologue speech skills. Older preschoolers actively participate in the conversation, ask questions, and formulate answers. The degree of development of artistic and speech skills allows you to act out dialogic scenes and theatrical episodes of fairy tales at your leisure. The skill of monologue speech is formed when a child accompanies research or play activities by pronouncing actions and voicing characters. He tells the teacher and classmates about the progress and results of independent work.
- Creativity. Older preschoolers often make spontaneous decisions and complete tasks in unexpected ways. A creative approach is observed in various types of children's activities: in oral stories, composing stories based on visual material, in drawings and crafts, during games, during experiments and experiments.
- Formation of self-esteem skills. By the age of seven, a child begins to realize the level of his capabilities, abilities and knowledge. He critically evaluates the results of his activities, his appearance, and is able to correct shortcomings in order to look better.
Older preschoolers independently help younger ones master self-care skills
Independent activity of children in a preschool educational institution implies its implementation without the direct participation of a teacher in a specially designated time, while preschoolers set specific goals for themselves, make efforts and strive for certain results.
Tasks of organizing independent activities in the senior group
Creating conditions for independent activity of older preschoolers in preschool educational institutions is aimed at solving a number of problems:
- Formation of strong-willed qualities: psychological resistance to the influence of external factors (street noise, voices of other children) and other people’s opinions, the desire to bring the plan to the final result. Older preschoolers begin to develop the ability for self-analysis and evaluation of completed actions.
- Improving self-regulation processes: the ability to calculate energy expenditure to perform planned actions, feel the need to change the type of activity or rest. At the age of 5–6 years, the processes of the nervous system actively develop: the child becomes more diligent, reacts positively to advice and constructive comments.
- Development of the ability to independently construct a game plan, observation, research, employment, the desire to implement ideas without the help of adults. Fostering friendly relations between students during games.
- Formation of sociocultural competencies through role-playing games (“Bank”, “Shop”, “Library”).
- Strengthening self-care skills. The actions of dressing and undressing, observing the rules of personal hygiene and cleanliness of the room should be brought to automaticity.
- Development of independence through fulfilling work assignments. Fostering a conscientious attitude towards the duties of duty officers.
Children 6–7 years old are able to independently occupy themselves while walking for a long period of time
Methodology for organizing independent activities
Despite the fact that independent activity is carried out outside the interaction of children with the teacher, the role of the teacher remains significant. He predicts possible options for pupils’ actions depending on the children’s subject environment, their abilities, individual characteristics and in accordance with calendar and thematic planning.
Techniques for organizing independent activities of preschoolers:
- creation of a rich, accessible and safe subject-spatial environment,
- formation and consolidation of practical and mental skills in classes as part of the educational process,
- creating internal motivation for independent activity.
The subject-spatial environment for independent activity of preschoolers is organized in kindergarten in the form of centers/corners of various directions:
- Cognitive centers: thematic corners for searching for new knowledge, research corners and laboratories for children's experimentation.
- Art centers: corners with visual materials on types of art, exhibitions of folk arts and crafts.
As a rule, art centers have a work space (table or desk) and materials for students’ productive creativity.
- Artistic and aesthetic centers: theater and music corners. Contains scenery, costumes, masks, sets for puppet and finger theater, musical instruments.
- Nature and environmental education centers: living corner, winter garden, ecology center. Older preschoolers not only observe plants and animals, but also take care of them. In ecology centers, experimental activities can be carried out to develop ideas about methods of purifying water, soil, air, children get acquainted with natural and industrial filters.
- Motor activity center. Equipment for physical exercises and sports games is stored here.
- Psychological comfort center: silence zone, relaxation corner. Sofas and armchairs, tents, a magic tent, pillows and ottomans - here children relax, engage in quiet activities (looking at books, cards, quiet games and conversations).
Theatrical role-playing game is an excellent option for organizing children's leisure time
The expansion of knowledge and the formation of practical and mental skills is carried out in classes conducted as part of the joint activities of the teacher and students. The accumulated experience of productive activity, the learned rules for conducting cognitive experiments and sports games are implemented in the child’s independent activities. Thus, in GCD classes, children master the principles of constructing a work plan and develop the ability to conduct experiments with various objects. In classes with a music director, they learn to control their voice, sing melodies, and extract sound from instruments (drum, tambourine, rattle, rattle, bell, pipe).
The head of physical education conducts a lot of outdoor games with the children, including the use of sports equipment (balls, jump ropes, hoops, skittles), the children remember the movements and sequence of exercises. Classes on the development of speech and communication create in preschoolers a desire to communicate within a group: ask questions, think about the answer, pronounce the stages of performing any actions, build logical chains of reasoning, and also develop the ability to monologue speech.
During walks, children carry out targeted observations together with the teacher of objects of the natural world (animals, birds, insects) and processes of social life (observation of the behavior of pedestrians, traffic on the roadway, the work of people of various professions). In classes on productive creative activity, students develop the ability to create crafts according to their own ideas using various techniques (modeling, design, drawing). In the preparatory group, a special place is occupied by classes on FEMP and preparation for learning to read and write: children learn to determine the composition of numbers and the sound composition of a word, learn in a playful way addition and subtraction within ten, vowels and consonants.
Photo gallery: examples of organizing a subject-spatial environment
Thematic exhibitions of materials and children's works are organized at the educational activity center
In the corner of the future schoolchildren, children can strengthen their counting skills and knowledge of the alphabet
An educational center for the study of books and illustrations promotes a caring attitude towards printed publications
The art center contains visual materials for the artistic and aesthetic development of preschool children and materials for productive activities
In the living corner of the kindergarten there may be aquariums with fish, snails and turtles, cages with birds and rodents
There must be a place in the group room where the child can retire and relax
Children often complement theatrical scenes with musical accompaniment.
In a corner of nature, children watch the growth of plants and study their features
A corner of independent experimentation in order to search for new knowledge allows children to realize their desire for experimental knowledge of objects and phenomena
Table: types of independent activities of older preschoolers
| Type of independent activity | Form of implementation in regime moments |
| Gaming | Game is the leading form of activity for preschool children; in the game, the child recreates a model of the world in all its diversity. The teacher of the preparatory group should not accustom children to the lesson form of classes; it is advisable to preserve the play form of acquiring new knowledge and developing abilities until the end of their studies in kindergarten. Children of the seventh year of life independently act out scenes from fairy tales, cartoons, stories, or everyday situations with the help of toys. The play activities of preschoolers are often imitative of people’s professions and social events: “Library”, “Pedestrian crossing”, “On the bus”, “Grocery store”, “Newsstand”, “Bank”, “Playing in kindergarten or school” " These games develop the child’s ability to interact with other people in various life situations (social competencies are formed). |
| Research | The research abilities of older preschoolers are at a sufficient level to conduct long and labor-intensive experiments and observations. A child of the seventh year of life identifies a problematic issue for himself, ponders hypotheses, speculatively predicts the result, engages in practical experimentation and evaluates the result. The research activity of an older preschooler is as close as possible in structure to scientific research. |
| Artistic (including artistic and speech) | Artistic activity consists of creating images using creative abilities. In the crafts of older preschoolers, a plot appears, the attitude of the young author to the depicted object or phenomenon is clearly expressed. Techniques for productive creativity available to children aged 6–7 years:
One of the favorite forms of recreating the images of literary and fairy-tale characters is the theatricalization of a plot or a separate dialogue. Pupils love to try on roles, put on masks, costumes, and use face painting. Creating melodies using musical instruments and composing songs is also an option for independent creative activity. |
| Motor | Older preschoolers develop a competitive spirit. They independently organize small competitions for agility, endurance, strength: “Who can stand on one leg longer?”, “Who can run to the end of the section and back faster?”, “Jumping rope competition.” Physical activity is also carried out during work (clearing paths of snow, removing leaves in a wheelbarrow) and games (“Flying tacks”, “Cossacks-robbers”, “Hopscotch”, etc.). |
| Labor (including self-service) | When children see how adults work: a janitor cleans the territory of the kindergarten, teachers keep order in group areas, parents provide all possible assistance in repairing the premises and improving the street space of the preschool educational institution, participate in cleanup days and other labor actions, then they have the desire to independently monitor for cleanliness in the group and on the street to the best of their ability. Pupils of the preparatory group keep their locker, work and sleeping place in proper order, learn to perform the duties of duty officers, correct shortcomings in their own appearance and are ready to help younger children. Self-care skills are also reinforced through play (“Get the doll in order,” “Put it in its place”), and you can conduct game trainings with children 6–7 years old (for example, “Beauty salon: learning how to do hairstyles”). |
Through role-playing games, children acquire social competencies
Planning a “Week of Fun Games and Amusements” in the preparatory group
Galina Vladimirovna Vasilyeva
Planning a “Week of Fun Games and Amusements” in the preparatory group
Topic: " Week of fun games and fun "
Goal: Strengthening children's health, developing cognitive, social, artistic and aesthetic activities of preschoolers.
RPPS: EKT, paintings, postcards, riddles, sayings, equipment for experiments, didactic games Final event: Making the album “Our Favorite Toys”
, leisure
“Balloon visiting the guys”
Time interval: August 6-10
Date: 08/06/18 Day of the week Monday “Ball Day”
The first half of the day. SOD
Directions Morning exercises Objectives: improve children’s physical activity, promote health
Social-communicative, cognitive, speech, physical,
Physical
Social-communicative, cognitive, speech, physical
Social-communicative, cognitive, speech, physical, artistic and aesthetic development
Conversation “Ball sports”
Objectives: develop cognitive interest, tell children about sports that use a ball
Game "Find the mistake"
.Goal: development of logical thinking in children.
Independent gaming activity. Objectives: improve the ability to independently organize games, use attributes
Canteen duty
Objectives: to improve children’s ability to neatly put away dishes after eating
P/game “Whoever is named catches the ball”
“Goal: strengthening the ability to catch the ball, developing dexterity
OOD – Physical Culture
Topic: according to the plan of the physical education instructor Tasks: according to the plan of the physical education instructor Source
Walk
Excursion to an equestrian school Objectives: to expand children’s knowledge about animals, to remind children of the rules of safe behavior with animals
Cognitive - research activities Study of balls (rubber, plastic, rag, leather, wool)
Goal: development of cognitive interest.
Games at the request of children Goal: fostering friendliness
P/n “My funny ringing ball ”
Goal: development of running, reaction speed
II half of the day. SOD
Hardening activities
Walking on massage mats, breathing exercises Purpose: strengthening the health of children
Reading fiction by A. Raskin “How Dad Threw a Ball Under a Car”
Goal: developing the ability to listen, understand the meaning of a work, fostering friendliness
P/i “Ball in a circle”
Goal: development of attention, dexterity
3. Invite children to draw a beautiful ball Objectives: to promote the development of children’s creative abilities, to consolidate the ability to draw a circle
Individual work to consolidate with Oleg, Polya L, Tanya, the game “Who will do the least jumps”
Objectives: teach children to long jump, making a strong swing of their arms, pushing off and landing on both feet.
Game situation “Get things in order”
Objectives: to cultivate neatness, to know that every thing should have its place
Walk
Observing the stones Purpose: Observing the stones
Goal: to form an idea of stones as part of inanimate nature.
Objectives: to form an idea of stones as part of inanimate nature
Independent motor activity. Objectives: to improve the ability to independently organize outdoor games
Interact
Vie with the family Consultations “The role of the family in physical education”
Date: 08/07/18 Day of the week Tuesday “Folk Games Day”
The first half of the day. SOD
Directions Morning exercises According to the plan of the physical education instructor
Social-communicative, cognitive, speech, physical,
Artistic and aesthetic development
Social-communicative, cognitive, speech, physical,
Social-communicative, cognitive, speech, physical, artistic and aesthetic development
3. Presentation “Folk Games”
Objectives: to introduce children to a variety of folk games
Cognitive and research activities. "Human"
Task: to introduce children to the senses and their purpose (eyes - to look, ears - to hear, nose - to determine smell, tongue - to determine taste, fingers - to determine shape, surface structure, with the protection of the sensory organs.
Independent motor activity. Objectives: improve the ability to independently organize outdoor games, cultivate friendliness
Duty: work in a corner of nature: washing plants. Tasks: invite children to talk about why it is necessary to wash indoor plants; improve labor skills and abilities.
"The quieter you go, the further you'll get"
- Russian folk game. Task: train children to jump on one leg; in strength endurance.
OOD – Music according to the music director’s plan
Walk
Observing the sun Goal: developing interest in observation, the ability to draw conclusions
"Burners"
.-Russian folk game Purpose: development of speed qualities, attention.
"Traps on one leg"
- Russian folk game. Goal: development of speed qualities, jumping ability.
"Bouncer"
- Russian folk game Purpose: exercise in throwing a ball at a target
II half of the day. SOD
Hardening activities
Walking on massage mats, breathing exercises Purpose: strengthening the health of children
D/i “Guess which number is missing”
Goal: determine the place of a number in the natural series, name the missing number
Reading the fairy tale by V. Suteev “The Lifesaver”
Objective: to develop interest in the book.
Individual development work with Rita, Lera, Pasha, Liza Russian folk game-fun “Barrel”
Goal: development of the ability to move around a reduced area;
Game-dramatization based on the fairy tale “The Fox and the Blackbird”
Objectives: to train children in reciting the text of a fairy tale
Independent gaming activity in a theatrical corner Goal: strengthening the ability to select the necessary attributes for the game, fostering friendliness
Walk
Dump truck monitoring.
Task: to form ideas about the types of trucks; learn to talk about them.
".Classes"
- Russian folk game Goal: development of the ability to jump on one leg, agility
Interaction with the family Conversation “What games do your children play at home”
Date: 08.08.18 Day of the week Wednesday “Favorite Toy Day”
The first half of the day. SOD
Directions Morning exercises According to the plan of the physical education instructor
Social-communicative, cognitive, speech, physical, Conversation “My favorite toy”
Objectives: develop speech attention, develop the ability to listen to the narrator without interrupting
Cognitive and research activities Experience “Taste of Water”
Objectives: continue to consolidate knowledge about the properties of water
Independent play activities with favorite toys Objectives: improve the ability to independently organize games, cultivate friendliness
Canteen duty Tasks: continue to improve work skills.
P/i "Cat and Mice"
Goal: improving the ability to run in all directions, follow the rules of the game
Artistic and aesthetic development
Social-communicative, cognitive, speech, physical,
Social-communicative, cognitive, speech, physical, artistic and aesthetic development of OOD – Physical Education
Topic: according to the plan of the physical education instructor Tasks: according to the plan of the physical education instructor Source
Walk
Observing the games of children of other groups Tasks : to draw children’s attention to what toys children play with, to cultivate a sense of respect for toys
Game exercise “Make a riddle about a toy”
Goal: improving the ability to write riddles according to the syncwine scheme
Didactic game
on orientation in space. Tasks: to clarify the knowledge of children on the left and right sides.
P/n: “Trap with a ribbon”
Goal: improving the ability to play together, play the main role, run without pushing
P/n "Who is faster"
,Goal: development of reaction speed, running
P/i "Fisherman"
Work assignments: watering flower beds, garden beds Goal: developing interest in joint games
Goal: formation of necessary work skills
II half of the day. SOD
Hardening activities
Walking on massage mats, breathing exercises Purpose: strengthening the health of children
Reading "In the Toy Store"
from the book by Ch. Yancharsky Tasks: to develop an interest in reading, a love of books
S/r game “In a toy store”
Objective: to develop a sense of collectivism in children; ability to independently choose roles.
Individual work with Anya, Dasha, Nikita, didactic game “Remember where the toy is”
Objectives: develop memory, attention; develop the ability to listen carefully to the teacher, act according to the rules
Game "Wonderful bag"
Objectives: strengthen the ability to identify toys by touch
Independent gaming activity Goal: strengthening the ability to select the necessary attributes for the game
Walk
Observing the work of a janitor Task: to expand knowledge about the work of adults, to cultivate respect for work.
Game "Tic Tac Toe"
Goal: development of friendliness, logical thinking
“Our Favorite Toys” together with their children
Date: 08/09/18 Day of the week Thursday “Sports Day”
The first half of the day. SOD
Directions Morning exercises According to the plan of the physical education instructor
Social-communicative, cognitive, speech, physical Conversation on the topic “Sports and athletes”
.Objectives: to arouse children’s interest in sports and athletes.
D/i “Who will show more actions”
Goal: to develop children’s ability to correlate the actions of people in different sports.
Looking at illustrations and solving riddles about sports” Tasks: continue to introduce sports. Develop observation, logical thinking, attention, speech.
Duty: we take care of indoor plants. Goal: instilling labor skills
Research and experimental activities: “Paper”
Objective: teach to recognize things made of paper.
Determine some of its qualities (color, surface structure, degree of strength, thickness, absorbency) and properties (creases, tears, cuts)
.
Outdoor game “Quickly in the column!”
Goal: development of dexterity, attention, reaction speed
Artistic and aesthetic development
Social-communicative, cognitive, speech, physical,
Social-communicative, cognitive, speech, physical, artistic and aesthetic development
OOD – Music
Topic: according to plan Task:: according to plan Source
Walk
Monitoring the construction of a sports ground Objectives: to develop attention, observation, desire to play sports
P/n “Throw it into the ring”
The task is to develop the ability to throw the ball into a basketball hoop
P/i "Day and Night"
Purpose: familiarization with the rules of the game, development of running, agility
P/i "Accurate pass"
Goal: strengthening the skills of throwing and catching the ball
II half of the day. SOD
Hardening activities
Walking on massage mats, breathing exercises Purpose: strengthening the health of children
Reading the poem by A. Barto “Mom Cheerleader”
.Task: to develop interest in poetry, to continue to introduce the work of A. Barto
P/n "Pass - don't drop"
Objective: develop dexterity, sense of balance
Offer children coloring pages on the topic “Types of Sports”
Objectives: improve coloring skills
S/r game “School of Athletes”
.Objectives: teach how to use the acquired knowledge in the game, develop the plot of the game
Walk
Observation of sparrows Purpose: to consolidate knowledge about birds
Individual work with Anya, Egor L, Oleg, Nikita verbal game on life safety “Dangerous objects”
Goal: development of thinking, protection of children's health
P/n "Don't stay on the ground"
Goal: fostering friendliness and quick reaction
Interaction with family Wall newspaper “Beautiful Posture”
Date: 10. 08.18 Day of the week Friday “Day of fun games and entertainment ”
The first half of the day. SOD
Directions Morning exercises According to the plan of the physical education instructor
Social-communicative, cognitive, speech, physical, Conversation “The diverse world of games”
Objectives: to form in children an understanding of the variety of games, to introduce them to their classification;
develop the ability to plan and negotiate joint games.
Familiarization with fiction: Memorization and discussion of proverbs:
-Play, play, but know the matter.
-In the game and along the way people are recognized.
Goal: developing the ability to understand the meaning of proverbs.
Independent play activities with sports equipment Goal: development of dexterity
Nature duty: caring for plants Tasks: improve the techniques of spraying, watering, loosening the soil
D/ game “Find the mistake”
Goal: development of logical thinking in children.
P/i - “Spindle” relay
Objectives: develop agility, speed, friendliness
Social-communicative, cognitive, speech, physical
Social-communicative, cognitive, speech, physical, artistic and aesthetic development of OOD – Physical culture in the air
Topic: According to the plan of the physical education instructor Tasks: According to the plan of the physical education instructor
Walk
Entertainment "Balloon Festival"
Objectives: create a festive mood in children, develop physical activity, cultivate a sense of mutual assistance and friendship
Observing plants in a flower garden Goal: developing the ability to independently decide what care the plants require
P/ Russian folk game “Colors”
Goal: development of speed of reaction to a signal
P/i “On one leg along the path”
Goal: development of dexterity, ability to jump on one leg
Knockout game
Goals: developing children’s motor activity skills, developing attention, dexterity, dexterity, developing the ability to play in a team.
II half of the day. SOD
Hardening activities
Walking on massage mats, breathing exercises Purpose: strengthening the health of children
Creative workshop: making a “Sports emblem”
Objectives: develop imagination, fantasy
Situational conversation “Where can’t I play?”
Goal: reinforcing safety rules during the game
Individual work with Polya, Oleg, Stas, writing a story about your favorite board game Objectives: develop the ability to write a short story
P/n “We are funny guys ”
Tasks: continue to teach children to act on a signal, run from one side of the playground to the other quickly while dodging.
Role-playing game "Toy Store"
—
“Buying a game for a friend”
Objectives: develop the ability to conduct role-playing dialogue, help in the development of the plot, the ability to express one’s desire, cultivate the desire to bring joy to other people, cultivate cultural communication skills
Walk
Observation of nature Goal: development of the ability to see beauty, notice the characteristic signs of summer, convey your impressions in speech
Game with a mirror “Sunny Bunny”
Objectives: create a joyful mood
Interaction with family Participation in the “Balloon Festival”
Self-care lesson in the preparatory group of kindergarten
A child of seven years of age improves and consolidates self-care skills. He follows the rules of eating, skillfully handles cutlery, and maintains cleanliness and neatness. Knows the sequence of dressing for a walk, knows how to handle different types of fasteners. Takes care of the order of personal belongings and his appearance. This is how a child ideally graduates from kindergarten - an independent person. At the beginning of the school year, the teacher should monitor the level of independence of all students. If difficulties in performing any actions or insufficient development of one of the skills are identified, the teacher takes corrective measures.
Older preschoolers love to care for indoor plants on their own
Pupils in the preparatory group understand the teacher's instructions and follow verbal instructions. The main form of strengthening self-service skills in children 6–7 years old is work assignments: “We need to collect snow in the right place so that the janitor can fill the slide for us,” “Wipe the window sills with a damp cloth, please,” “Help the nanny put the fruit in a vase.” For the children of the preparatory group, a list of duties in the dining room, bedroom, and corner of nature is compiled.
The introduction of duties for cleaning and monitoring the condition of the premises disciplines the children, instills in them respect for the work of others and responsibility in carrying out assignments.
Duty activates the work activity of children and evokes a sense of pride in their work
Table: card index of topics on self-care in the preparatory group
| Self-Care Topic | Developmental and educational tasks | Options for work assignments as the main method of motivating students |
| "Duty roster" |
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| “Keeping shoes and clothes, sleeping place, work tools, etc. in order.” |
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| "Rules of personal hygiene" |
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| "Spring-cleaning" |
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Self-care and hygiene skills are reinforced in the preparatory group
Photo gallery: examples of organizing a duty corner
The duty schedule for kindergarten students should be clear
The distribution of duty officers according to areas of responsibility develops various self-service skills in children.
The duty officers' corner can be decorated in an interesting way
Aprons and hats must be prepared for those on duty in the dining room.
The duty officers' corner should be a pleasant place; performing work duties is not a routine
Motivating start to class
Independent activity of preschoolers begins with the emergence of a motive - interest in a topic, the emergence of a problematic situation, a desire to communicate with peers. Practical actions are carried out using the child’s existing knowledge and abilities. The result of the activity is assessed by the pupil of the preparatory group; he tells the teacher about the implementation of experiments and research, improving his speech skills.
The role of the teacher is to create motivation for further actions of students in the conditions of the subject-spatial environment organized by the teacher. Interest in independent activity can be playful, communicative, creative, or cognitive in nature. The teacher makes sure that a friendly atmosphere is maintained in the group and that each student has a positive, even emotional background.
The teacher creates interesting situations, predicting the independent activities of students within the framework of thematic planning and the individual characteristics and preferences of the children.
The plot game reflects the new knowledge of pupils and helps to fix it in the form of images of long-term memory
Table: examples of a motivating start to a lesson
| Option for a motivating start to the lesson | Predicted independent activity of pupils |
| Conducting cognitive and heuristic conversations. — Guys, where are the dishes stored at your home? — In the kitchen: in cupboards and on shelves. — Does your mother put clean dishes in the closet mixed together? - No. There are drawers with compartments for cutlery, shelves for pots and pans, hanging shelves for cups and plates, hooks for a ladle, colander, vegetable peeler, etc. - Why does mom put the dishes on the shelves in this order? — That it’s easy to find the item you need. Every thing has its place! — What other categories of objects, besides dishes, should be placed in their designated places? - Shoes - in the shoe rack, clothes - in the wardrobe, books and magazines - in the bookcase, writing instruments - in the desk drawers. |
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| Studying visual material. The teacher invites the children to study the model of the solar system: how many planets are there, what size they are, what features are noticeable (craters, mountain peaks, clouds, rings, the presence of satellites). |
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| Creating a problematic situation. The group receives a letter from Dunno. He writes that he recently dropped a coin into the river and it drowned. Since then, Dunno has been tormented by the question: “Why did a small metal coin sink, but large metal ships do not sink?” |
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| Attraction to the game. The teacher brings a set for playing small towns to the physical education center and asks the children if they remember the rules. | Collective discussion of the rules of the game, outdoor game. |
| Reading during leisure time the fairy tale “The Three Little Pigs.” |
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Reading literary works encourages games and dramatizations of fairy-tale plots
Lesson time plan
Educational and training tasks of developing and consolidating self-service skills are implemented in ECD classes, the duration of which in the preparatory group is no more than 30 minutes. Educational classes have a structure consisting of various forms of work to attract the interest of students and prevent fatigue. It is recommended to include work assignments in routine classes that are not dedicated to educational activities themselves (walking, leisure).
Table: examples of temporary lesson plans on different topics
| Lesson topic | Organizational moment | Motivating start | Development of thinking abilities | Physical activity | Practical work | Summarizing |
| "Book Repair" | 1 minute | Creating a problematic situation. Dunno comes to the group and reports that he was suspended from classes in the first grade. The children ask what happened. Dunno answers that at home he and his friends played war games and fired back at imaginary enemies with shells from textbooks. At school, the teacher saw that the covers of the textbooks were torn off, the pages were torn, and told the careless student not to come to class until he learned how to properly handle books. 4 minutes. | Conducting a conversation about caring for books. 4 minutes. | Physical education 4 minutes. | Repairing damaged books in the library corner: gluing pages, repairing covers. 15 minutes. | 2 minutes. |
| "Big Wash" | 1 minute | Inclusion in a game situation. The teacher invites preschoolers to collect dolls to play with children from another group. While the children are collecting dolls, the character Chumazik runs into the room and dirty the doll's clothes. 4–5 minutes. | Conducting a conversation about the need to maintain neatness and cleanliness. Talking through the procedure for washing clothes (the children got acquainted with this on a preliminary excursion to the laundry). 4 minutes. | Outdoor games “Doll plays ball”, “Tumbler doll”. 4 minutes. | Washing doll clothes, hanging the washed clothes on the clothesline. 15 minutes. | 1 minute. |
Washing doll clothes is fulfilling a work assignment in a playful way
Table: example of a lesson summary on developing self-service skills in a preparatory group
| Author | Gordienko M.K., teacher at MBDOU D/s No. 48, Achinsk, Krasnoyarsk Territory. |
| Name | “Every thing has its place” |
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| Equipment |
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| GCD move | The teacher reads L. Voronkova’s story “Masha the Confused” to the children and conducts a conversation on its content:
Conversation about order. The teacher asks questions:
Children: We put the toys away, hang the clothes in the locker, put them on the high chair before going to bed, put the shoes on the shelf, set the table, remove the glasses from the table after eating. V.: Well done, everyone is attentive and helps maintain order in the group! We will now go on a tour of the group and see if all the things are in place. If someone does not put the toy back in its place, then the toys may become offended and hide from you. The teacher approaches the sports corner and asks the children to name what is missing. (Spins and ball). The teacher approaches the music corner with the children and asks them to name what is missing. (Drum, in the art activity corner - coloring books). V.: You see, children, many things have been hidden. But I will tell you who will help you find them. You know this hero. This is Brownie, he lives in every house and knows everything that happens in it. The teacher shows the children Brownie, pays attention to his appearance and says that he is kind, attentive, caring, and in his hands he has a bag in which there may be missing toys. V.: The little brownie wants to play with you. Game "Wonderful bag". The teacher calls one child at a time and asks them to take any item out of the bag. The child takes out the object, names it and takes it to its place. After the game, the teacher talks with the children:
V.: You know where each of the things should be. But in every group and home there are many small items and they should also have their place. Brownie suggests playing the game “Every thing has its place.” There are many small items on the table: sewing supplies, pencils, ribbons, hairpins, elastic bands, decorations for dolls and boxes, boxes, baskets, cups. The teacher asks one of the called children to find a place for each item. After the game, he rewards the children with stars for their help. |
In a playful way, children reinforce the skill of storing things in their proper places
Development of gaming activities
In play, a child develops, learns about the world, communicates
In the preparatory group, the teacher continues to enrich the children's gaming experience. The main thing is to ensure the further development of independence in the game, interest in new types of games, develop children’s gaming creativity, the desire to introduce new things, jointly come up with plots, role-playing dialogues, elements of the game environment, and new game rules.
Children's story-based games (role-playing, director's, theatrical and others) are becoming more diverse in content, more integrated with other types of children's activities - productive (drawing, manual labor) and speech. The period of preparation for the game begins to take a significant amount of time, sometimes exceeding the time of the game itself. During this period, game actions are planned, main storylines are outlined, and the environment for the game is created. It is important that the play space created by children is maintained in the group for one or more days. This helps maintain interest in the game.
The basis of story games is the content mastered within the entire educational field of “Socialization”, the areas of “Reading Fiction”, “Artistic Creativity”. Story games reflect the events that are most emotionally attractive to children and arouse their keen interest.
Much space is given to a variety of games with ready-made content and rules: board-printed, mobile, speech, developmental, didactic. Many of them develop thinking, memory, imagination, attention, logic, the ability to self-control, comparison, and classification.
Games with ready-made content and rules contain the features of future educational activities. In them, the child must understand the task facing him (make a pattern, find the right path in the maze), understand the rules of the game (observe the order, take into account prohibitory signals and signs, move only along “his own” paths, do not utter forbidden words), make sure that the rules were followed by all players (if several partners are playing), to control themselves, to achieve winnings and championship. It has been noticed that older preschoolers who know how to play games with rules are successfully included in the learning process at school. Children are interested in the following games: “Be careful”, “Guess what you wished for”, “Tricky camera”, “What happened, what will happen”, “Dominoes” (digital), “Arithmetic ladybugs”, “Checkers”.
The teacher’s task is to captivate children with games with ready-made content and rules. These games are constantly used in classes, and every day the teacher plans to conduct such games with individual children in order to develop their memory, attention, self-control, and imagination.
A variety of games with ready-made content are available to children for free use. It is important that the group of educational games be widely represented in the play environment of older preschoolers:
“Unicube”, “Game square”, “Cubes for everyone”, “Dots”, “Make a pattern”, “Fold a square”, “Geocoite”. The focus of these games on the development of cognitive and creative abilities makes them an indispensable tool for the intellectual development of children.
Tasks of development and upbringing of children
1.Create conditions for children to demonstrate activity, independence and creativity in different types of story games; enrich the gaming experience of each child through participation in integrative activities (cognitive, speech, productive), including play.
2.Promote independent construction of the game based on joint plot development with peers through the construction of new creative plots.
3. Develop the ability to conduct action and narration on behalf of different characters in director's games, to coordinate your plan with the plan of your partner.
4. Enrich ways of gaming cooperation with peers, develop friendly relationships and promote the formation of micro-groups of children based on interest in different types of games.
Pedagogical support for story-based games is focused on the individual inclinations and preferences of children aged 6-7 years.
STORY-ROLE-PLAYING GAME
Educational orientation
What children will learn about
In role-playing games, children reflect events related to their direct experience (visiting a hypermarket, cafe, hairdresser), impressions received from watching television programs, reading fiction, and from expectations associated with the prospect of entering school. In a role-playing game, there is a gradual shift in interests from the process of the game to its result. This makes it possible to organize project-type games, in which, taking on roles, children create a specific product that can later be used in other games.
Organization of experience in mastering the educational field
What children learn
The teacher supports children's interest in role-playing games, favorite game themes, plots, roles, and the desire for games with a continuation of the plot for several days. Creates conditions for independent display of various events in the plot: the lives of adults and children, fairy tales, cartoons, fantastic events, a combination of real and fantastic events. The content of children's story-based games is enriched based on familiarity with the relationships of people in social reality (school, store, hospital, hairdresser, travel, etc.); the games reflect the plots of their favorite fairy tales and animated films.
Children are included in the preparatory stage of role-playing games: they come up with storylines, combine and coordinate plot development options with peers, offer game events to their play partners, talk about their impressions of visiting a theater, museum, hypermarket, about fairy tales they have read or watching cartoons.
The teacher involves children in games using verbal transmission of imaginary game events, the scene of action (“Here is the sea. This is a ship, it is sailing to the wizard’s castle”), the method of conditionally playing out part of the plot - “as if.”
Productive activities are used to create the necessary attributes for the game (making advertising posters for the game “circus”, collages, coupons for the lottery, prizes for competition winners, etc.). Preschoolers create collections of objects for different games (a collection of New Year's decorations for the game "New Year's Bazaar in a Hypermarket", a collection of school supplies for the games "School", "School Bazaar").
Conditions are created for organizing project-type games: taking on roles, children create a specific product that can later be used in other games (for example, the “My District” advertising brochure).
Children, independently or with a little help from the teacher, learn to coordinate the overall game plan using a variety of methods (counting tables, lots, contracts at will), establish agreements on the development of the plot and the choice of roles during the game.
The teacher supports the desire of children, together with their partners, to distribute roles, address the partner by the name of the game character, enter into various role-playing dialogues with peers, convey the character and mood of the role-playing character using intonation, facial expressions, gestures, change the intonation of the voice depending on the role, character and the mood of the game character. Encourages children to develop a role-playing game based on joint plot development with their peers, to move from making changes to a familiar fairy tale plot (introducing a new role, action, event) to creating new creative plots.
DIRECTOR'S PLAY
Educational orientation
What children will learn about
Director's games for children aged 6-7 years reflect the content of familiar literary works and animated films. The plot of director's games and fantasy games creatively combine events from different books, cartoons, and events independently invented by children.
Organization of experience in mastering the educational field
What children learn
The teacher encourages children to show interest in individual and joint director games. Helps develop the ability to control 1-2 toys, coordinate actions with the actions of peers, change the intonation of the voice depending on the image being created, move a toy across the playing field, imitating the movement of a character, use onomatopoeia, comment on events occurring in the plot of a director's game, evaluate the actions of one's playmates characters and partner characters.
The teacher encourages children to coordinate the development of the plot with their peers, conduct dialogues on behalf of game characters, and improvise as the plot develops. Stimulates the desire of preschoolers to create an environment for director's play: select the necessary toys and substitute objects, design the playing field ("forest", "magic meadow", "house", etc.), use ready-made multifunctional play material, create a new multifunctional play material through productive activities.
FANTASY GAME
The teacher supports children’s interest in joint imagination with their peers, initiative in proposing the theme of the game, plot lines, unfolding the plot in an imaginary speech plan, as well as complementing each other’s plans (“When we went into the cave, this is what happened to me...”, “We They saw that a terrible giant was approaching you, and decided to deceive him...").
Creates conditions for the use of a variety of means of inventing a plot: maps of a fairy-tale country, children's drawings, pictures of heroes. He suggests composing new plots based on familiar literary works (Russian folk and author's fairy tales, plots of animated films), using the technique of partial transformation of the plot (changing the location, replacing the hero, changing the character of the character), encourages the coordination of invented events with the plans of peers.
The teacher includes children in fantasy games of various contents (local history, natural history, and others), and together with the children creates plot products recorded in different ways (drawings, pictograms, maps of a fairy-tale country, etc.).
DIDACTICAL AND DEVELOPMENTAL GAMES
Orientation of children in the educational field
What children will learn about
Games for composing a whole from parts, from 10-12 parts or more: “Patchwork”, “Puzzles”, “Assemble a magic pattern”, “Create a flying carpet”.
Games for mastering the “whole-part” relationship: “Transparent Square”, “Miracle Flower”, “Geokont”, “Cord-entertainer”, “Little Designer”.
Games for grouping items and objects based on essential characteristics (living-inanimate, real-fantastic, domestic-wild animals), for dividing a set of objects into groups simultaneously according to 2-3 inherent properties (color, shape, size): “Add in cart”, “Fill in the cells”, “What does not apply”.
Games for comparing objects based on several criteria: “Find five differences”, “Common and different”, “Find identical gnomes”, “Help me find the right house”, “Identical photos”.
Games for establishing a sequence according to the degree of increasing or decreasing of a characteristic: “Establish the order”, “Arrange according to the brightness of the colors”, “From sweet to sour”, “From hard to soft”.
Games to find the missing figure in a row: “Find what’s missing”, “Lost”, “Guess who’s hiding”, “Who is this letter for”.
Games for recognizing objects by description or by questions: “Guess what they are up to”, “Ask a question and find out”, “What the object tells about itself”, “Guess and find the same one”.
Games related to orientation according to a diagram, model, plan, conventional signs, signals: “Find the way to Aladdin’s cave”, “Find the treasure according to the diagram”; "Labyrinth".
Plane modeling games - puzzles: “Tangram”, “Columbus Egg”, “Wonderful Circle”, “Three Rings”.
Three-dimensional modeling games: “Cubes-entertainers”, “Transformer”, “Assembly”, “Tetris” (volumetric).
Games for the implementation of control and verification actions: “How many mistakes did the artist make?”, “Correct the mistakes”, “Controller”, “Confusion”, “Who can find all the mistakes faster.”
Folk games.
Speech games: “Gardener”, “Paints”, “A bag rolled from a high hump”.
Games with prohibitive actions and rules: “Forfeits”, “Black and White”, “Don’t say yes and no”.
Various types of lotto, checkers, chess, tic-tac-toe.
Organization of experience in mastering the educational field
What children learn
Gaming skills. Children learn to consciously accept a game task, perform game actions according to the rules, and achieve the correct result. Be persistent in finding a solution and achieving results. Reason, analyze, think about your moves and actions. Be able to explain and comment on your actions during the game.
They master the ability to explain to the teacher or peers the content and rules of the game, and answer questions about the game. Act in a cooperative game in a coordinated manner, follow the order of actions, and show restraint. Control your actions and the actions of other players based on the rules, correct mistakes. They learn to be generous and not laugh at a losing peer. They know several games well (speech, movement, developmental, cognitive, etc.) and know how to organize them.
Preschoolers come up with new rules in familiar games and diversify their content by including new game actions. Together with the teacher, and then independently with peers, they come up with new games by analogy with friends: they design the playing field using drawings or ready-made pictures, use arrows to indicate the route, symbols indicate obstacles, accept the general rules of the game, winning conditions, come up with a name for the game
(“Journey through the Land of Fairy Tales”, “Dangerous Route”, “Space Adventures”).
Children take part in creating a toy library in the group, try to maintain order, and treat games and play materials with care.
Results of mastering the content of the educational field
Child's achievements (What makes us happy)
ü The child shows interest in different types of games. Individual preferences for one or another type of gaming activity are expressed.
ü Interested in playing together, the emotional background of communication is positive. Able to coordinate his own interests and the interests of his partners in gaming activities, knows how to explain plans, and address an appeal to a partner.
ü Children show their activity in story games in different ways.
For children who are “writers”
The most interesting games are those that are carried out verbally. The stories they come up with are original. They become carriers of the game concept.
Children-“performers, artists”
show interest in embodying game images and roles. They use a variety of means - facial expressions, gestures, speech intonation, commentary on speech.
For children-“directors”
characterized by high activity - both in initiating game plans and in creating images of game characters and performing game actions.
For children who are “practitioners”
Interesting are multifaceted game plots that involve transitions from play to productive and constructive activities and back.
ü The child shows great interest in playful experimentation with objects and materials, as well as in educational and educational games. Persistently strives to solve a game problem.
ü In games with rules, he accurately fulfills regulatory requirements, can explain the content and rules of the game to other children, and in a joint game, monitors the exact implementation of the rules by all participants.
ü Knows well several active, educational, board-printed and verbal games, counting rhymes, jokes, and names his favorite games.
Causes concern and requires joint efforts of educators
and parents
ü The child gravitates towards stereotyped game plots and actions. In a playing role he is inexpressive. Speech activity is reduced. Focuses on monotonous, stereotypical actions with toys. The role repertoire is poor.
ü In cooperative games, there is an inability to coordinate game interaction with the overall game plan. He accepts suggestions from other players to change the plot, but finds it difficult to change the picture of his role accordingly. Often leaves the general game until it is completed.
ü Knows few games, finds it difficult to explain game rules to others. When trying to explain, he does not care about being clear to his partner, gets irritated, and expresses dissatisfaction if a peer asks questions.
ü In games with ready-made content, some rules are omitted. The possibilities of self-regulation from the perspective of game rules are reduced.
ü Does not show persistence in solving a game problem if it requires intellectual effort (educational games, puzzles) - refuses the game, immediately seeks hints and help, or turns the game into simple manipulation of the game material.
Examples of independent activities of children in the preparatory group
We invite you to familiarize yourself with the options for independent activity of preschoolers 6–7 years old at various regime moments.
Video: independent activities of children in preschool educational institutions (cognitive, playful, communicative)
Video: independent activity (example of employment by activity centers)
Video: role-playing game “In the clinic”
Video: organizing independent creative activities (musical and theatrical direction)
The basis for the harmonious development of the personality of a future first-grader is the manifestation of independence. In a playful way, the child learns self-care skills, develops abilities for research and experimentation, exhibits physical activity, communicates with peers, and creates. The organization and monitoring of independent activities of older preschoolers in kindergarten should be given close attention.
