Parent meeting in the middle group at the beginning of the school year “Starting a new school year”

Summary of the parent meeting “Features of the educational process in the middle group”

Summary of the parent meeting in the middle group "Bell"

on the topic of:

“Features of the educational process in the middle group”

Educator: Sharunova S.I.

Voronezh

Goals:

Expanding contact between teachers and parents; modeling prospects for interaction for the new academic year; improving the pedagogical culture of parents.

Tasks:

Consider the age and individual characteristics of children 4-5 years old; introduce parents to the objectives of educational work for the new school year; teach parents to observe the child, study him, see his successes and failures, try to help him develop at his own pace; intensify work on children's speech development.

Form:

Meeting-travel.

Participants:

Teachers, parents, educational psychologist.

Event plan:

1. Introductory part.

2. Congratulations to parents on the beginning of the school year. Words of gratitude to parents for their help in preparing the group for the start of the school year. Meeting new families.

3. Pedagogical comprehensive education “Child 4-5 years old”.

4. Speech by a teacher-psychologist.

5. Approval of a plan for joint events (holidays, projects, parent meetings, excursions).

6. Selection of the parent committee.

7. Final part. Parent meeting decisions.

Preparatory stage:

1. Slideshow: “How we spent the summer.”

2. Preparation of information sheets: memos “Child 4-5 years old”; “What you need to know about your child,” lesson schedule, daily routine, rules for parents.

3. Invitation of an educational psychologist.

4. Development of a draft decision of the parent meeting.

Progress of the event:

Parents come in and get acquainted with the content of the parent meeting program and the exhibition of didactic games for children 4-5 years old.

Educator:

Good evening, dear parents!
We are very glad to see you. Summer has passed, and now we will find out how we spent it by looking at photographs ( slideshow “How we spent the summer”).
Educator:

And now I want to know how you spent the summer with your children.
Stand up, those who went fishing with their child, to the sea, on the river, swam with their child, sunbathed on the beach. Who read books to children? Who bought their child a ball or any other object for physical activity. And whose children helped their parents in the garden, in the garden. Whose child learned something new ?
(Parents' answers)

Educator:

Your children are four years old and have entered the middle group of kindergarten! Congratulations, dear parents!

Now our group is called the “Sun” group. With your help, we tried to create comfort and a developing subject environment (thanks to parents

).
New kids have joined our team, and I would like to introduce you to the new parents. ( Meeting new families).
And now you can go to the land of Knowledge. And the main travelers are our children!

Educator:

The ship is ready to sail.
Full speed ahead! No... we are missing something else! Of course, the life-saving means are pedagogical knowledge. Do you, dear parents, know the characteristics of our main travelers? What are children aged 4-5 years like, what do you need to know about your child? You will find answers to these questions by reading the leaflets “Child 4-5 years old” and “What you need to know about your child.” (show memos).
Educator:

I would like to introduce you to a teacher-psychologist who will tell you in more detail about the psychophysical development of middle-aged children and give you advice and recommendations.
(report from a teacher-psychologist)
Educator:

And now I will tell you about the daily routine, educational programs according to which the pedagogical process is carried out, about the main educational activities, about additional education: a circle of fine arts and physical training. (
Teacher’s report)
The teacher suggests choosing a parent committee of the group, which will study together with educators organizing all our joint projects and holidays . (Feedback from parents)

Educator:

The journey to the land of Knowledge continues.
We wish you success, interesting discoveries, fun games and true friends! In any team, understanding, good relationships, mutual assistance and mutual respect are very important. The conditions for harmonious relationships between children and parents, children and teachers, teachers and parents are the ability to give in to each other and mutual tolerance. ( Reflection)
Parents are given paper silhouettes of a ship and are asked to write on them what they think about the meeting.

Parent meeting decision:

1. Take note of the contents of the instructions.

2. Teachers and parents interact with each other, striving to fulfill the main task - creating favorable conditions for the education of children in the existing team.

3. Approve the following composition of the parent committee...

Appendix No. 1 “Features of the educational process in the middle group”

The ages of four to five years are a period of relative calm. The child came out of the crisis and generally became calmer, more obedient, and more flexible. The need for friends becomes more and more powerful, and interest in the world around us increases sharply.

At this age, your child actively exhibits:

• Striving for independence. It is important for a child to do a lot on his own; he is now more able to take care of himself and needs less adult care. The other side of independence is a statement of one’s rights, needs, attempts to establish one’s own rules in the world around one.

• Ethical ideas. The child expands the palette of conscious emotions, he begins to understand the feelings of other people and empathize. At this age, basic ethical concepts begin to form, perceived by the child not through what adults tell him, but based on how they act.

• Creative skills. The development of imagination is entering a very active phase. A child lives in a world of fairy tales and fantasies; he is able to create entire worlds on paper or in his head. In dreams and various fantasies, the child gets the opportunity to become the main character, to achieve the recognition he lacks.

• Fears as a consequence of developed imagination. The child feels insufficiently protected in front of the big world. He uses his magical thinking to gain a sense of security. But the uncontrollability of fantasies can give rise to a wide variety of fears.

• Relationships with peers. The child develops a great interest in peers, and he increasingly moves from intrafamily relationships to broader relationships with the world. The joint game becomes more complex, it has a variety of plot and role-playing content (games to the hospital, to the store, to the war, acting out favorite fairy tales). Children are friends, quarrel, make peace, get offended, are jealous, and help each other. Communication with peers occupies an increasingly important place in a child’s life, and the need for recognition and respect from peers becomes more and more pronounced.

• Active curiosity, which causes children to constantly ask questions about everything they see. They are ready to talk all the time, discuss various issues. But their volition is not yet sufficiently developed, that is, the ability to engage in something that is not interesting to them, and therefore their cognitive interest is best quenched in an exciting conversation or an entertaining game.

Mathematics

A child aged 4 to 5 years can be able to:

1. A child can be able to determine the location of objects: right, left, middle, top, bottom, back, front.

2. The child can know the basic geometric shapes (circle, oval, square, triangle and rectangle)

3. The child can know all the numbers (0, 1, 2, 3, 4, 5, 6, 7, 8, 9). Count objects within ten, correlate the number of objects with the desired number.

4. The child can be able to place numbers from 1 to 5 in the correct order and in reverse order.

5. The child can be able to compare the number of objects, understand the meaning: more - less, equally. Make unequal groups of items equal: add one item to a group with fewer items.

6. The child becomes familiar with the graphic image of numbers and learns to write numbers correctly.

Logical thinking

Development of Thinking, Memory, Attention

A child aged 4 to 5 years can be able to:

1. A child may be able to find differences and similarities between two pictures (or between two toys).

2. A child can be able to build according to the model of a building from a construction set.

3. The child can be able to put together a cut picture from 2-4 parts.

4. The child can be able to complete a task within 5 minutes without being distracted.

5. A child can be able to fold a pyramid (cups, putting them into each other) without outside help.

6. The child can be able to put missing fragments of pictures into the holes.

7. The child can be able to name a group of objects with a general word (cow, horse, goat - domestic animals; winter, summer, spring - seasons). Find the extra item in each group. Find a pair for each item.

8. A child may be able to answer questions such as: Is it possible to sled in the summer? Why? Why do people wear warm jackets in winter? Why are windows and doors needed in a house? Etc.

9. A child can be able to select opposite words: a glass is full - a glass is empty, a tall tree - a low tree, walk slowly - walk quickly, a narrow belt - a wide belt, a hungry child - a well-fed child, cold tea - hot tea, etc.

10. A child can be able to remember pairs of words after reading them to an adult: glass-water, girl-boy, dog-cat, etc.

11. A child can be able to see incorrectly depicted objects in a picture and explain what is wrong and why.

Speech Development

A child aged 4 to 5 years can be able to:

1. A child can use a thousand words, build phrases of 6-8 words. Even strangers, not just parents, should understand the child.

2. The child can understand how the human structure differs from the structure of animals, name their body parts (hands - paws, nails - claws, hair - fur).

3. The child can be able to correctly put nouns into the plural form (flower - flowers, girl - girls).

4. A child can be able to find an object by description (apple - round, sweet, yellow). Be able to independently write a description of an item.

5. The child can understand the meaning of prepositions (in, on, under, behind, between, before, about, etc.).

6. The child can know what professions there are, what people in these professions do.

7. A child can be able to maintain a conversation: be able to answer questions and ask them correctly.

8. The child can be able to retell the content of a fairy tale or story he heard. Recite a few poems and nursery rhymes by heart.

9. The child can say his first and last name, how old he is, and the city in which he lives.

10. The child may be able to answer questions regarding recent events: Where were you today? Who did you meet along the way? What did mom buy at the store? What were you wearing?

The world

A child aged 4 to 5 years can be able to:

1. A child can be able to distinguish between vegetables, fruits and berries, and know what they are like when they ripen.

2. A child can know the names of insects and be able to talk about how they move (a butterfly flies, a snail crawls, a grasshopper jumps)

3. The child can know all domestic animals and their babies.

4. A child can be able to guess the seasons from pictures. Know the signs of each of them.

Everyday Skills

A child aged 4 to 5 years can be able to:

1. The child is already excellent at buttoning buttons, zippers and untying shoelaces; he can handle a spoon and fork well.

2. The child may be able to string large buttons or beads onto a thread.

3. The child can be able to draw lines accurately without lifting the pencil from the paper.

4. The child can be able to shade figures with even, straight lines without going beyond the contours of the drawing.

5. The child can be able to trace and color pictures without going over the edges.

6. The child can be able to draw lines in the middle of the path without going beyond its edges.

7. The child can distinguish between the right and left hand.

It is important for you as his parents:

• Understand what the rules and laws are in your family that the child is not allowed to break. Remember that there should not be too many laws and prohibitions, otherwise they will be difficult to comply with.

• If possible, offer alternatives instead of prohibitions. formulating them like this: “You can’t draw on the wall, but you can on this piece of paper.” It’s just that prohibitions give rise to either a feeling of guilt, or anger and protest in the child. If you clearly forbid your child something, be prepared to withstand his fair anger or resentment about it.

• Talk to your child about your feelings so that he can better understand what kind of reaction his or her actions give rise to in another person. Be prepared to sort out a difficult ethical situation with him. Live in accordance with the ethical principles that you convey to your child.

• Do not overload the child's conscience. Excessive disapproval, punishment for minor offenses and mistakes cause a constant feeling of guilt, fear of punishment, and vindictiveness. Passivity may also develop and initiative may disappear.

• Remember that you should not tell various scary stories in front of your child, talk about serious illnesses and death, because for some children such information can become a very strong irritant. It is important to listen to your child, share his fears with him, allowing him to live them with you.

• Provide opportunities for the child to express his or her creativity and self-expression. Be interested in any creative product, if possible without evaluating it in any way, either positively or negatively, inviting the child himself to evaluate his own creativity.

• Provide the child with the opportunity to play together with other children, realizing that such play not only develops his imagination and imaginative thinking, but is also absolutely necessary for healthy emotional development. Offer the child for play not only toys that are complete in form, but also unshaped objects that do not have a clear function: pebbles, sticks, blocks, etc.

• Understand that the child is already capable of doing what he likes for quite a long time and enthusiastically, and it can be very difficult for him to interrupt the game, so it is worth warning him in advance about the need to end it.

• Be open to the child’s questions, be interested in his opinion, turning his thirst for knowledge into the ability to find answers to the questions that interest him. It is useful to discuss with your child any events and phenomena that interest him, and in his language to formulate the results of your joint reasoning and conclusions.

Summary of the parent meeting in the middle group on the topic: “Journey to the Land of Knowledge”

Parent meeting

"Journey to the Land of Knowledge"

Middle group

Goals:

model the prospects for interaction between educators and parents for the new school year; improve the pedagogical culture of parents.

Tasks:

— consider the age and individual characteristics of children 4-5 years old;

— introduce parents to the tasks and features of educational work, the tasks of the preschool institution for the new school year;

— update the personal data of the families of the pupils;

- teach parents to observe the child, study him, see successes and failures, try to help him develop at his own pace;

— intensify efforts to develop children’s speech.

Participants:

educators, parents.

Event plan

Introductory part.
Congratulations to parents on the beginning of the school year.
Meeting new families and teachers.
Pedagogical comprehensive education “Child 4-5 years old”.
Features of the educational process in the middle group.
Introducing parents to the goals and objectives for the new school year.
Briefly about different things.

Progress of the event

I. Preparatory stage

Creation of a photo newspaper “Red Summer, Beautiful Sports Life” (parents bring summer family photographs, children’s drawings).
Preparation of letters of gratitude to families who took an active part in preparing the group for the beginning of the school year; a draft plan of joint activities for the new academic year; extracts from the annual work plan of the preschool educational institution for the new academic year (section “Interaction with the family”);
Preparation of information sheets with the names of joint pedagogical and creative projects that will be implemented in the new academic year.
Development of a draft decision of the parent meeting.
Invitation design:

Dear mothers and fathers, grandparents!

We invite you to the organizational parent meeting “Journey to the Land of Knowledge.”

The parent meeting will take place on August 28 at 5:00 p.m.

We are looking forward to seeing you!

Group teachers

II.
Organizational stage
Parents come in and sit down randomly. Parents study the content of the parent meeting program and the materials of the presented exhibitions.

III. Introductory part

Educator. Good evening, dear parents! We are very glad to see you in our cozy wardroom! Today is our holiday. Try to guess which one. Our famous travelers are four or five years old and have entered the middle group of kindergarten! Let's pass on our wishes to each other.

Exercise “Wish”

Parents stand in a circle, the teacher plays a tambourine in a circle.

You roll, merry tambourine,

Hands over quickly.

Who has a cheerful tambourine?

He will tell us his wish.

Parents' wishes can be recorded on a tape recorder or video camera so that children can listen to them and watch them.

IV . Congratulations to parents on the beginning of the school year.

To go on a long Journey through the land of knowledge, we need reliable, equipped and means. This is our kindergarten and our group (a subject-development environment, without it the full comprehensive development of our children is impossible). Who helped to qualitatively prepare our group for the new school year?

Presentation of letters of gratitude

Parents are presented with letters of gratitude for their assistance in carrying out repair work and preparing the group for the start of the school year

V. Meeting new families and teachers

Parents and teachers themselves briefly talk about themselves and their family.

Conclusion. In any team, understanding, good relationships, mutual assistance and mutual respect are very important. The conditions for harmonious relationships between children and parents, children and teachers, teachers and parents are the ability to give in to each other and mutual tolerance.

VI. Pedagogical comprehensive education “Child 4-5 years old”

Educator. We are ready to travel. Full speed ahead! No... we are still missing something! Of course, the saving grace is pedagogical knowledge. Do you, dear parents, know the characteristics of our main travelers? What are children aged 4-5 years like?

And now we will find out with the help of exercises...

Exercise “How did I see my child in the summer?”

(parents stand in a circle and pass each other a “magic” apple)

— He is attentive: he helped me carry my bag from the dacha.

- He is affectionate: he willingly kisses and hugs me; He takes pity on animals: he feeds his grandmother’s chickens and goat.

— He is observant: he will always notice when a flower blooms, the sun sets or a cloud appears.

— He is cheerful: he loves to sing, he never whines over trifles.

“He’s a hard worker: he can water a garden bed for a long time and gets the job done to the end.

- He is my favorite: I love him in every way and really want everyone to love him.

Each child develops differently, each has its own path and pace of development. But there is still something in common that allows us to characterize children and their age characteristics. Let’s draw up a general age portrait of a 4-5 year old child, highlighting the indicators of different aspects of his development.

The child is already 4 years old. Make sure that:

height became 102 cm and increased by 4-5 cm
weight became 16 kg and increased by 1-2 kg

Now, in order not to harm the baby in his development, you need to find out what “vulnerable places” in his body are at this age stage and take this into account.

The child’s body has changed proportions, posture is actively developing, gait, habitual postures when sitting, standing, etc. are being established. But the strength of the muscles supporting the skeleton is insufficient, their fatigue is great and threatens with various deviations in posture. And the latter, in turn, can lead to disruptions in the activities of a variety of organs and systems.

Therefore, it is imperative to monitor the child’s posture. Especially when working at a desk (you need to not only show, but also tell how to sit correctly).

Health Skills

By the age of five, a child can, to one degree or another, independently care for all exposed parts of the body. He learns techniques for processing his body. He already knows how to wash his hands, rinse his mouth, wash his face, and change his clothes.

But it’s still difficult for him, and he’s still learning:

brush your teeth
comb your hair
gargle

And it is not so much the number of independently performed procedures that is important, but the quality of execution.

Changes are also taking place in the minds of children.

There is a rapid flowering of fantasy. Imaginations. It is in the fifth year of life that children begin to tell incredible stories that they themselves participated in some incredible events, that dad pulled mom’s hair, although nothing like that happened. And you can’t call it a lie. This is very offensive for the child. Such fantasies are not a lie in the literal sense of the word, if only because they do not bring any tangible benefit to the child. They do not help him avoid punishment or allow him to get a treat or toy. This is an event of a different order. It is more correct to call such a phenomenon a fiction. The sources of such fantasies can be very different. For example, it could be a vivid dream that the child mistook for reality. This may be a desire to raise your authority among peers. This may also be a desire to cope with some fears.

Therefore, the only correct form of reaction to such inventions is a calm and fairly interested attitude towards the child’s stories. But under no circumstances should you catch a child lying.

For 5 years Children have a high cognitive interest. Children of this age are able to get acquainted with objects around them that go beyond the limits of their experience and perception of children.

It is very important to understand that when a child accumulates such ideas, he not only increases the amount of knowledge, but he develops an attitude towards those new areas of life with which he is introduced: sympathy for dolphins and a wary attitude towards sharks, etc.

However, you should definitely keep the following points in mind. Children are very sensitive to the sincerity of your attitude towards a particular subject or phenomenon. If deep down you don’t love animals, you will never be able to convince your children otherwise with words. At the very beginning of the journey into the unknown, you should not introduce your children to something that you yourself do not like.

If this year we cannot instill in children the ability to mentally go beyond the limits of their experience and experience interest in the wide world around them, then later it will be difficult to do this, since it is children of 5 years who very actively perceive everything that surrounds them. And this activity can focus on quarrels with peers, comparison of the property status of one’s family and other families.

And one more circumstance. When introducing children to new phenomena this year, you should limit yourself to objects that exist physically. For example, one should not touch on such “invisible” areas as social relationships. Of course, if a child asks a question, it is necessary to answer it, but as simply and clearly as possible for the child.

Children try to build their first conclusions. Listen carefully to all the child’s reasoning and do not rush to make your own adjustments to them. At this age, what is important is not the correctness of the conclusion, but support of the child’s very desire to reason and think. Show serious respect for his intellectual work. Jokes and a mocking critical tone when discussing a child’s thoughts are unacceptable.

After 4 years, a child’s thinking becomes verbal. If the child’s thought process constantly gravitated toward developing into objective practical activity, now it takes place primarily in the mind.

The ability to classify is improved.

The operation of seriation is formed - constructing an increasing or decreasing ordered series (for example, by size).

The child actively masters counting operations within the first ten.

Most children begin to show interest in abstract symbols - letters and numbers. The sign-symbolic function begins to develop.

At this age, the child exhibits a fundamentally new ability to empathize with fictional characters and heroes of fairy tales. Children become aware of the inner life of another person.

By the age of 4, a child’s speech has already been mainly formed as a means of communication and becomes a means of his thoughts and reasoning.

The peer becomes interesting as a play partner. A child suffers if no one wants to play with him. Children play in small groups of 2-5 people. Sometimes these groups become permanent in composition.

The age of 4-5 years is rightly called middle preschool. Closer to the age of five, children begin to display features characteristic of older preschoolers: some arbitrariness of mental processes, growth in cognitive interests and independence, attempts to explain the phenomena of life around them that interest them. Curiosity, the need for independence and activity, in turn, have a beneficial effect on the psyche and behavior. These features, for example, make it easier for a child of the fifth year of life to master the norms of their native language and speech functions.

At the same time, instability of mood, attention, emotional vulnerability, concreteness and imaginative thinking, passion for play and play situations bring children of the fifth year of life closer to younger preschoolers. And the expanding opportunities for raising and educating children at this age cannot be realized without knowledge and consideration of this duality of development. (V.V. Gerbova.)

(Parents are given one of the memos (one copy of all memos is presented in a folder) (Appendix 3, 5, 6).

Educator. It is very important in upbringing to take into account the individual characteristics of the child. They are determined by the type of nervous system. I.P. Pavlov identified four main types of the nervous system (depending on the body’s reaction to external stimuli): phlegmatic, sanguine, choleric, melancholic.

For self-study, parents are offered a test to determine temperament and a memo “Temperament of your baby” ( Appendix 7

VIII. Features of the educational process in the middle group

1. Teacher's message

The teacher tells parents about the daily routine, educational programs according to which the pedagogical process is carried out, the tasks of education and training (can be issued in the form of a memo), about the main classes and types of children's activities (network of classes), about additional education (free and paid clubs).

2. Feedback from parents

Parents ask questions that interest them, make suggestions for improving the quality of the educational process. They are given a memo “Rules for parents” (Appendix 4)

I X. Filling out the questionnaire by parents

Parents fill out a family questionnaire, where they enter all the changes that have occurred during the current period (changes in last names, phone addresses, places of work, etc.). Parents receive a printed list of teachers (full name, contact numbers, consultation times)

X. Final part

Educator. The journey to the land of Knowledge continues. We wish you success, interesting discoveries, fun games and true friends! Only forward!

Parent meeting solution option:

Set a schedule for holding group parent meetings - once a quarter. The start time of the parent meeting is 17.00.
Take into account the contents of the leaflets “Child 4-5 years old”, “Level of speech development”.
Adopt rules for parents.
Teachers and parents interact with each other, striving to fulfill the main task - creating favorable conditions for the education of children in an established team.

Annex 1.

Questionnaire for parents

Dear

________________________________________________________________________
(parents' full names).
Your sincere answers to the questions in the questionnaire will help us organize interesting meetings and exciting work with children. Thank you in advance for completing the questionnaire in a timely manner.

What parent meetings, meetings, excursions do you propose to hold this year?

____________________________________________________________________________________________________________________________________________________________________

Do you think it is possible to attend meetings and other events with the whole family?

a) yes;

b) no (why?).__________________________________________________________________

What should we consider when inviting you to a meeting, lesson, conversation?

__________________________________________________________________________________

What days and times of the week are your busiest?_________________________________
Your advice and suggestions for organizing and holding meetings.

__________________________________________________________________________________

What help can you provide in their preparation?_______________________________________________

_________________________________________________________________________________

Do you agree to take part in the exhibition and presentation of your hobbies? Which ones?

__________________________________________________________________________________

What kind of help do you need?

____________________________________________________________________________________________________________________________________________________________________

Your questions and suggestions.

Appendix 2.

Family questionnaire

Last name, first name, patronymic of the child.

Date of birth of the child.

Number of children in the family.

Information about mom:

a) last name, first name, patronymic;

b) education (higher, secondary, etc.);

c) place of work, position, work telephone number;

d) hobbies and opportunities to assist in group activities.

5. Information about dad:

a) last name, first name, patronymic;

b) education (higher, secondary, etc.);

c) place of work, position, work telephone number;

d) hobbies and opportunities to assist in group activities.

6. Address where the family lives.

1. The number of family members living at this address.

2. Housing conditions.

7. Average family financial income.

8. Special information about the child
(physical disabilities: hearing, vision, disruption of the genitourinary system, etc.).
9. Home phone
(other contact numbers).
Appendix 3.

Level of speech development of children 4-5 years old

Four years

The vocabulary reaches 2000 words.
In active speech, words of the second degree of generalization appear (dishes - tea and tableware, cars - trucks and cars, people - men and women, etc.).
The vocabulary is enriched by adverbs denoting spatial and temporal characteristics.
Word creation appears, which indicates the beginning of the assimilation of word-formation models.
In speech there are fewer and fewer errors in inflection of the main parts of speech.
In many children, sound pronunciation has returned to normal; in some children, there is a mixture of whistling and hissing sounds, as well as the absence of vibrants P, P'.
Coherent speech has not yet developed; inconsistency is allowed in stories about events from one’s own life; a retelling of a famous fairy tale is possible.
Well-developed involuntary memory at this age allows you to remember a large number of poetic works.

Five years

A qualitative leap in mastering coherent speech: children are able to compose a story based on a picture, retell the text in the required temporal and logical sequence.
Inner speech begins to form - a compressed, abbreviated form of speech, with the help of which upcoming activities are planned.
The vocabulary has been significantly enriched; children use words of the second degree of generalization.
There may be errors when constructing complex sentences.
Sound pronunciation has completely returned to normal.
The ability to isolate sound from a word appears, i.e. The skills of sound analysis of words are being formed; the sound shell of a word is no longer transparent and imperceptible to perception.
Children are able to change the volume of their voice at will and can reproduce different intonations.

Appendix 4.

Rules for parents

Bring your child to kindergarten:

until 8.15;
in clean, neat and comfortable clothes and shoes, with the necessary set of change of underwear, with neatly combed hair and short-cut nails; healthy (notify the teacher of any cases of child illness).
Patients and children with suspected illness identified during the morning filter are not accepted into kindergarten.
Inform the kindergarten administration about the child’s absence due to illness within the first two hours on the day of illness.
After suffering from an illness, as well as absence from kindergarten for more than three days, provide the head nurse with a certificate of the child’s health from the local pediatrician.
Personally hand over and pick up the child from the teacher. Write an application addressed to the director of the preschool educational institution if you entrust the right to pick up a child to relatives or children over 16 years of age.
On the eve of the child’s expected absence from kindergarten due to family reasons (vacation, summer period, sanatorium treatment, etc.), leave a statement to the director of the preschool educational institution.
Pay the fee for keeping your child in a preschool educational institution no later than the 10th day of each month. Promptly submit documents confirming benefits for paying for maintaining a child in kindergarten.
Observe ethical standards when communicating with children and kindergarten staff.

Prohibited:

coming to kindergarten drunk;
smoking on the territory of the kindergarten;
bring animals

Appendix 5.

Features of organizing classes for children 4-5 years old

Taking into account the psychological characteristics of children 4-5 years old, the teacher spends physical education minutes in classes, uses game material, includes game situations aimed at relieving tension and switching children’s attention from one type of activity to another.

In classes on speech development and familiarization with the outside world, it is very important:

enrich children's vocabulary;
develop observation and curiosity;
improve communication skills (polite and cultural) with peers and adults;
develop aesthetic perception and understanding of the content of works of art;
learn to construct a description logically and consistently, ask questions;
improve the sound culture of speech, achieve clear pronunciation of sounds and words, correct emphasis;
learn to answer in short and detailed sentences;
teach the correct agreement of words in a sentence.

In classes to familiarize yourself with the outside world, special attention is paid to:

caring attitude towards nature, things created by human labor;
the formation of love for the native land.

In the process of speech development, it is necessary to use coloring books. Coloring objects should be done with strokes (frequent or rare) in a given direction: lying lines (horizontal), standing lines (vertical), inclined (“like rain”) - this contributes to the development of fine hand coordination.

For mental development, the formation of elementary mathematical concepts and logical thinking is of great importance.

In modeling classes, it is necessary to develop the ability to roll plasticine in a circular motion, flatten it, connect it in the form of a ring, and pinch the edges of the mold; learn how to sculpt objects from several parts and arrange the parts correctly. This contributes, on the one hand, to the formation of fine coordination of movements of the hand, and on the other, to the development of spatial imagination.

It is very important in fine arts classes not only to develop taste in the best works of art, but also to teach the combination of colors and shades to create an expressive image, paint over drawings (paints, gouache, pencils), rhythmically apply strokes, strokes, without going beyond the contour ; learn to correctly convey in a drawing the arrangement of parts when depicting complex objects (top, bottom, left, right), depict round, oval, rectangular and triangular shapes; learn to draw pattern elements (strokes, dots, straight lines, rings, arcs, etc.). All this is aimed at developing spatial imagination and hand muscles.

Physical education classes are aimed at strengthening children's health, developing correct posture, developing and improving motor skills. They are taught to walk and run, coordinating the movements of their arms and legs, crawl, climb, push off energetically and land correctly when jumping, and navigate in space.

In musical-rhythmic classes, children learn to move in accordance with the nature of the music at a moderate and fast pace, independently change movements in accordance with the two- and three-part form of music, and perform dance movements such as straight gallop, “spring”, jumps, and toe stepping. feet on heels, circling alone and in pairs, moving in circles in pairs in dances and round dances; learn to perform movements with objects, expressively convey game images. They are instilled with an interest in playing music.

By the end of the year, children in the fifth year of life are able to:

answer questions about the content of what you read;
learn short poems and nursery rhymes by heart;
count within five (quantitative counting);
answer the question “how much is there?”;

compare two groups of objects using counting (more - less); compare five objects of different lengths, widths, heights, arranging them in ascending order of length, width, height;
indicate and name a circle, square, rectangle, triangle;

distinguish and name parts of the day;

determine the direction of movement from yourself: right, left, forward, backward, up, down;

distinguish between right and left hands;
correctly convey the shape and structure of objects in a drawing;

depict several objects in one drawing, placing them on the same line, throughout the entire sheet, connecting them with a single content;
climb a gymnastic wall without missing the slats, climb from one flight to another, crawl in different ways;
take the correct starting position when jumping from a place, land softly, long jump from a place to 70 cm;

catch the ball with your hands from a distance of 1.5 m;

take the correct starting position when throwing, throw objects in different ways with the right and left hand;

hit the ball on the ground (floor) at least five times in a row;
maintain balance on a limited area of support;

navigate in space, find the left and right sides.

Appendix 6.

Memo for parents

"What you need to know about your child"

The state of health and physical development of the child.
Formation of motor skills.
Does the child know how to navigate and observe correctly?
Does the child have a developed imagination?
Can the child concentrate?
Does your child have a good memory?
Can the child express his thoughts?
How does a child's thinking develop?
What is the child interested in?
How does a child's emotional development proceed?
How is the child’s relationship with the people around him?
child to material values.
Does your child love animals?
The child's attitude towards himself.
Is the child active?
What are the spiritual needs of a child?
Personality formation.

Appendix 7.

Temperament test

A child is born with an inherited temperament. By finding out what your child's temperament is, you can communicate with him without conflicts and stress.

Draw a horizontal axis on the sheet and write the word “closedness” at its left end, and the word “sociability” at the right end, put a zero point in the center and mark on the axis the place that the child, in your opinion, occupies (taking into account the fact that at the left at the end of the axis there are children who are really closed, and at the right end there are children who are very open and sociable, and the center is the statistical norm).

Then draw a vertical line through the center of the horizontal axis. Write the words “emotional stability” at the bottom end, and “neuroticism” at the top and put a point on this axis that corresponds to your ideas about the child’s peace of mind (taking into account the fact that at the bottom are calm, emotionally stable children, and at the top are children with increased nervousness and unstable emotions). Now all that remains is to draw perpendiculars from the points on the axes to their intersection and determine which type your child belongs to.

The point of intersection of the perpendiculars, which is in the upper left sector, indicates a choleric temperament; its entry into the upper right sector is about melancholic; if it is in the lower left sector, this indicates a phlegmatic type; and in the lower right - about sanguine.

Try to evaluate the child not by his condition at the moment, but as a whole from the moment of his birth. This definition is quite schematic and approximately determines the type of temperament. Please note that there are mixed types.

Sanguine. He is a lover of life and an optimist, willing to take risks and make compromises, businesslike and collected, gets along well with peers, quickly adapts to an unfamiliar place, and instantly absorbs new information. He loves outdoor games and is very inquisitive. He falls asleep quickly and always wakes up in a good mood. He endures punishments easily and quickly forgets about them. His lively speech is replete with superlatives and is accompanied by impulsive gestures. This is generally the most “convenient” temperament for education. However, when carried away by something, the child cannot correctly calculate his strength, gets tired quickly and often changes boring activities. When raising a sanguine person, teach him patience and perseverance and make sure that his optimism and cheerfulness do not develop into frivolity and inconstancy.

Choleric. This is a tireless, fearless, cocky child. Often gets angry and enters into conflicts. Often experiences fear and anger, and takes unforeseen situations with hostility. He takes comments calmly, but resists physical punishment. Prefers noisy games, pampering, constantly needs spectators and new impressions. He grasps new information on the fly and immediately forgets it. Speaks loudly and quickly. He gets used to new surroundings easily. But he has difficulty falling asleep, and you can never predict in what mood he will wake up. Try to slow down the speed of his fluttering through life by organizing stops and pauses; help him choose a hobby, then the fountain of his violent energy will be used for educational purposes. Keep your child busy with calm games that improve attention and observation; teach him to think through decisions, calculate strength, and always be restrained and persistent.

Phlegmatic person. He is very calm, slow, thorough, reserved, even a little emotional, and does not like to take risks. This child loves quiet games. He is not a leader among his peers. He assimilates new information slowly, but forever. It takes a long time to adapt to innovations, does not like change. But he falls asleep quickly, sleeps peacefully, but wakes up slowly and walks around for a long time, lethargically.

Try to develop curiosity and initiative in your child; speed up his snail's pace (any speed and agility game will help you with this). Show him an example of pronounced, emotional behavior: actively rejoice and be sad yourself, he will definitely take it from you.

Melancholic. He is timid, withdrawn and indecisive, worries about little things, is very suspicious and sentimental. He has difficulty learning new information, gets distracted all the time and gets tired quickly. He moves uncertainly, speaks quietly but expressively. As a rule, it produces a reaction that is inadequate to the strength of the stimulus. It takes a long time to go to bed, falls asleep quickly, and gets up easily in the morning. It is very difficult for him to get used to new places and therefore does not like to go to kindergarten and school. A melancholic person needs to learn independence and courage. He cannot be ordered, categorical appeals and negative assessments are unacceptable. With such a child, you need to discuss what you saw and heard, focusing on the positive aspects.