Analysis of communication planning in preschool children. Thematic plan for a program for optimizing communication for children of middle preschool age in a preschool educational institution; methodological development (middle group) on the topic. Summary of the role-playing game
Development of children's communication with peers. Games and activities with young children Smirnova Elena Olegovna
Organizing communication between children during the day
The teacher should try to organize communication between children throughout the day. The good mood of the children and their goodwill towards each other must be maintained from the moment they arrive at the nursery. For this purpose, you should invite the kids to say hello to each other, calling each child by name, draw the children’s attention to how beautifully they are dressed, how they know how to take off their jacket and boots, etc. Older children can be invited to help a peer put their clothes away in the locker, and go in together to the group. If there are already children in the group room, the teacher should draw their attention to the newly arrived child and invite them to say hello to him.
It is also advisable to introduce a farewell ritual for children before going home, inviting the child to say “goodbye” to his peers and wave his hand.
During routine moments, you need to pay children’s attention to how well each of them eats, washes, etc. When putting children to bed, you should encourage them to wish each other a restful sleep.
To maintain children's interest in each other, you can use various play techniques, reading nursery rhymes, singing songs, mentioning the name of each child in them.
In order for children to learn to understand each other better, to create a sense of community with their peers, it is important to draw the child’s attention to other kids, explaining that they also have eyes and hands, that they can also speak, run, and play.
From a very early age, it is necessary to instill in children a respectful attitude towards other children, regardless of nationality, personality characteristics and behavior. This is facilitated by reading fairy tales of different nations and looking at illustrations to them. It’s good if there are dolls in the group - representatives of different nations. If there are children of different nationalities in the group, it is necessary to ensure that the kids do not tease them and are tolerant of their speech deficiencies. It is necessary to cultivate a tactful attitude towards children with developmental disabilities, encourage expressions of sympathy, and the desire to help.
Eye contact is one of the important components of human communication. Children who cannot and do not want to communicate very rarely look into each other’s faces and especially into their eyes. Their attention is focused mainly on how their peers play, so children often do not remember the children in the group, do not recognize them, and do not develop selective attachments. To attract the attention of children to each other, it is advisable to organize situations in which the teacher, talking to one child, attracts the attention of other children to him, offering to look him in the eyes and call him by name. But you can’t force kids to communicate with each other.
A good technique for bringing children together is to look at children’s work together: drawings, plasticine figures, buildings made of cubes, etc. In this case, the adult must praise each child, encouraging other kids to praise their peer.
The creation of friendly relations between children is also facilitated by joint examination of children's photographs, conversations about the parents of children, celebration of children's birthdays, and making simple gifts for the birthday boy.
A necessary condition for maintaining good relations between children is to attract their attention to each other's emotional state. Children should be encouraged to rejoice with their peers, to show sympathy and pity. At the same time, you cannot force children, force them to do something against their will, or take them away from classes.
The rapprochement of children can be facilitated by joint observation organized by the teacher of various events and phenomena that naturally arise during the day (looking at fish in an aquarium, watching a cat wash itself on the path outside the window, a bird making a nest in a tree, a car driving, it raining) , children walking, etc.). The teacher can invite several children to observe this or that phenomenon together, ask questions, and answer the kids’ questions. If children can already speak, you should ask them to tell a peer about what they saw.
The first contacts between children are often complicated by the fact that children do not know how to take into account each other’s interests and conditions, sometimes perceive a peer as an inanimate object, quarrel over toys, and “fight” for the attention of an adult. Negative experiences of children interacting create a tense emotional atmosphere in the group; in some children this can cause a persistent reluctance to communicate with peers.
Quarrels between children can have different reasons, the main ones being the child’s desire to communicate with an adult and the desire to examine the subject. At first, the child often perceives a peer as a “interference” in the realization of these aspirations or as an object of interest for research. When children try to do something together, they lack interaction skills.
Most often, when children quarrel over a toy, adults resort to disciplinary measures: they scold, demand that the toy be returned to the owner, or take it away from both children; if it comes to a fight, they separate or punish the kids. Although such methods of influence allow you to quickly stop a quarrel, at the same time they do not exhaust the conflict. Children can harbor a grudge for a long time, which, as a rule, leads to subsequent aggressive actions and refusal to communicate with adults and peers. As a result, children gain negative experience in resolving conflict situations, and a tense emotional atmosphere is established in the group.
Adult influence can only be truly effective when it is aimed at teaching children positive ways to resolve conflicts.
The teacher should try to gently resolve conflicts between children, without violence or shouting, by transferring them into positive forms of interaction, switching the children’s attention to other activities or objects. The teacher can:
Distract the child’s attention with another toy, an interesting activity, or offer him the same toy;
Organize a joint game with the toy that caused the conflict;
Help children establish turns when playing with a toy.
A stronger child should not be allowed to offend a weaker one.
When choosing one or another method of resolving a conflict, the teacher must take into account the age and individual characteristics of the children (the ability to play, use speech, accept the rules of turn), as well as the degree of emotional tension of the situation. In a fairly calm situation, it is advisable to invite children to play together or establish a sequence of actions. At the same time, it is necessary to explain to children that they should not offend each other, but need to be able to negotiate. An adult should help them discuss the situation, formulate their desires, and come to an agreement. If the conflict turns into a fight, children are unlikely to hear the adult’s admonitions, and then his actions should be more decisive. He can stand between the children, extend his hand between them and calmly and firmly say that he forbids them to fight. If the fight cannot be stopped, the teacher can take away the toy that caused the discord and warn that he will not give it back until the children reach an agreement among themselves.
As part of person-centered interaction, the teacher must adhere to the following rules when resolving children's conflicts:
Avoid directive statements that require the child to act on direct instructions (for example, “Give me the doll,” “Don’t hurt Katya,” “Play together”);
Do not humiliate a child (“greedy”, “mean”, etc.);
Use tactful techniques to support a weak and offended child and ways to influence a stronger and more aggressive one;
Use indirect methods to encourage the child to express his feelings and desires (for example: “You want to say... It’s very important to say...”);
Tactfully interpret the experiences of an offended child, helping children better understand each other’s state and come to an agreement (for example: “I think Katya is upset. Really, Katya? You both want to play with the same doll. What should we do now?”);
Use prohibitions only after exhausting other means of resolving the conflict;
The prohibition should be formulated in a form that allows children to agree among themselves (for example: “I do not allow you to play with this car until you agree”).
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(practice of observing various types of activities and communication
children, practice of demonstration and trial classes)"
for specialty
44.02.01 Preschool education
State Public Autonomous Educational Institution JSC "Amur Pedagogical College"
O. Yu Gumenyuk, N.A.,Kireeva,N.V.Resnyanskaya
INTRODUCTION
Pedagogical practice is the preparation of a future specialist for the main types of professional activity.
The changes taking place in the country in connection with new market relations have significantly influenced the field of education. In the context of developing competition in the educational services market, important aspects of optimizing college preparation are:
practice-oriented orientation of education, which is ensured by the integration of educational, research and production activities;
graduation of an integral type of specialists, in which the goals, content and results of training are formed in a comprehensive manner, taking into account changes in professional activity, implying not only qualifications, but also personal qualities and competencies.
An important condition for the formation of professional training of students is industrial practice. The purpose of student practice is to prepare for the main types of professional activity, implement acquired professional knowledge, skills, abilities and professional adaptation, i.e. entry into a profession, mastering a social role, professional self-determination, formation of positions, integration of personal and professional qualities. Teaching practice is a complex process in which students perform activities determined by their specialization.
K.D. Ushinsky wrote that a teaching method can be learned from a book or from the words of a teacher, but one can only acquire the skill in using this method through long-term and long-term practice.
Yu.K. Babansky, in his scientific work, emphasized that it is in the process of teaching practice that one can fully comprehend the patterns and principles of teaching and upbringing, master professional skills and experience in practical activities.
In combination with academic disciplines, students’ practical activities help determine directions and prospects for professional growth in the future, strengthen adequate professional self-esteem, and shape the personality of the future teacher and profession. In practice, students' pedagogical activities are improved on the basis of meaningful factual material, the knowledge and effective development of which is possible only on the basis of living impressions and observations.
In the teaching practice of students, the important components are:
a student’s ability to change his social and professional activity, understood as the most important quality of a person, which expresses his creative attitude towards various aspects of life, including himself. In pedagogical practice it will be determined what the direction of this activity is in the professional sphere;
the versatile orientation of the future educator to all areas of pedagogical activity: the subject, educational activity of students and its methodological equipment, the educational interaction itself and its organization, mastery of research methods;
the formation in the conditions of a natural pedagogical process of a reflective culture, when for the teacher the subject of his reflections are the means and methods of his own pedagogical activity, the processes of developing and making practical decisions. Analysis of one’s own activities helps the trainee to understand the difficulties that arise in his work and to find competent ways to overcome them.
These components of the future teacher’s pedagogical practice are determined by the following goals:
development of a teacher’s professional competence, personal-humanistic orientation, systemic vision of pedagogical reality;
formation of a subject area, reflective culture;
mastery of pedagogical technologies and the ability to integrate with teaching experience.
In the course of teaching practice, students develop the basis for analyzing and assessing the conditions created in preschool educational institutions for the full development of children, the activities of the teacher of a basic preschool educational organization and their own pedagogical activities. Pedagogical reflection develops not only in working with the pedagogical diary, but also in every lesson, in every communicating with children. During practice, students need to be prepared for real teaching activities, where they will have to perform all the functions of a teacher. Indicators of the level of knowledge, skills, personal development and creative activity of students are closely related to the quality of the educational process and are more significant for determining the effectiveness of the quality of the educational process. Questions for analyzing various types of activities will help the future teacher acquire skills in monitoring the educational process in kindergarten
This methodological manual is intended for students of a pedagogical college of specialty 02/04/01 Preschool education, 02/04/04 Special preschool education and contains approximate schemes for analyzing the subject-development environment, various types of activities and communication of preschool children and the activities of the teacher.
As a result of mastering the internship program, students should have developed are commoncompetencies:
OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.
OK 2. Organize your own activities, determine methods for solving professional problems, evaluate their effectiveness and quality.
OK 3. Assess risks and make decisions in non-standard situations.
OK 4. Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development.
OK 5. Use information and communication technologies to improve professional activities.
OK 6. Work in a team and team, interact with management, colleagues and social partners.
OK 7. Set goals, motivate the activities of students, organize and control their work, taking responsibility for the quality of the educational process.
OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.
OK 9. Carry out professional activities in conditions of updating its goals, content, and changing technologies.
OK 10. Prevent injuries, ensure the protection of the life and health of children.
OK 11. Conduct professional activities in compliance with the legal norms governing them.
OK 12. Perform military duties, including using acquired professional knowledge (for young men).
And master the following types of educational activities:
5.2.2. Organization of various types of activities and communication of children.
PC 2.1. Plan different activities and interactions for children throughout the day.
PC 2.2. Organize various games with children of early and preschool age.
PC 2.3. Organize feasible work and self-service.
PC 2.4. Organize communication between children.
PC 2.5. Organize productive activities for preschoolers (drawing, modeling, appliqué, design).
PC 2.6. Organize and conduct holidays and entertainment for children of early and preschool age.
PC 2.7. Analyze the process and results of organizing various types of activities and communication of children.
5.2.3. Organization of classes on basic general education programs of preschool education.
PC 3.1. Determine goals and objectives, plan activities with preschool children.
PC 3.2. Conduct classes with preschool children.
PC 3.3. Carry out pedagogical control, evaluate the process and results of teaching preschoolers.
PC 3.4. Analyze classes.
PC 3.5. Maintain documentation to ensure the organization of classes.
SCHEME FOR ANALYSIS OF CONDITIONS AND METHODS OF ORGANIZATION
VARIOUS ACTIVITIES AND COMMUNICATIONS
IN KINDERGARTEN
1. Analysis of group readiness conditions
to the organization of the educational process
1. Safety of furniture and equipment for the life and health of children.
2. Pedagogical expediency of designing a subject-development environment.
3. Compliance with sanitary and hygienic requirements for the design of premises.
4. Availability of centers for subject-developmental environments and their requirements of the Federal State Educational Standard for preschool education.
5. Compliance of methodological literature and manuals with this age group.
6. Design of information stands for parents.
7. The correspondence of the materials provided for parents is specific and accessible in their presentation (goals, objectives, regime, system of educational work)
8. Aesthetics in the design of premises.
9. Non-standard approach to design.
2. Analysis of the subject-developmental environment in groups
2.1 . Availability of a gaming center(Role-playing games in accordance with this age group. Sufficient play equipment for s-r games)
Availability of constructive games in accordance with the age of children: construction sets - plot, floor, tabletop, from various materials;
A sufficient number of attributes for playing out buildings (toys, vehicles, didactic and board-printed games with mathematical content, for sensory development, speech development, theatrical games with various types of theaters, costumes, attributes, musical toys and instruments.
2.2. Availability of an experimentation center for conducting experiments and experiments. (What conditions have been created for organizing children’s cognitive activities.
Planning and organizing games with natural materials (sand, water, clay).
The use of story-based educational travel games.
Planning and organizing experiments and experiments with various objects and substances.
Recording the results of children's experimentation.
Consistency in conducting experimental activities.
Availability of a card index of experiences and experiments in the group.
The equipment of the experimentation corner meets the requirements of this age group).
2.3. Design of a nature center.(Landscape paintings, card indexes, rules for caring for plants, etc. in accordance with the age group. The presence of a sufficient number of plants in the group, their compliance with SanPin requirements. Well-groomed appearance of plants.
Availability of tools for caring for plants (loosening, washing, watering).
Availability of a passport for each plant in the group. Plant safety for children. The location of plants from the point of view of ease of care and safety. Availability of methodological literature on plant care and methods of organizing classes with children. Availability of didactic, board and printed games and visual material on ecology.
Availability of nature and weather calendars in accordance with the age of children.
The aesthetics of the design of the nature center and its suitability for this age group.
2.4. Availability of a book center(The book corner is equipped in a well-lit place: shelves for books, a table and chairs for children.
Availability of various materials: fiction - several books of the same title and author from different publishing houses; illustrations on the topics of classes on familiarization with the outside world and with fiction.
Availability of thematic exhibitions and rotation of materials.
Accessibility of the fiction center for children.
Availability of equipment for theatrical activities in the group: screen, flannelgraph, various types of theaters and the correspondence of their content to the age group, theatrical games.
Availability of a variety of didactic and board-printed games.
Availability of methodological literature on this topic.
Availability of a card index of didactic games, a selection of riddles, nursery rhymes, songs, tongue twisters, etc.
Their content is appropriate for the age of the children.
Visual information for parents on nurturing their children’s interest in fiction.)
2.5. Richness and variety of materials for the development of artistic and productive activities of preschoolers, in accordance with the age group.
2.6. Subject-based development environment for the formation of elementary mathematical concepts(The presence in the group of a sufficient amount of counting material (including counting sticks).
Selection of games aimed at the formation of sensory standards (color, shape, size).
A selection of games aimed at developing counting skills and number concepts.
Selection of games aimed at developing spatial and temporal concepts.
Availability of geometric constructors in the group: “Tangram”, “Magic Square”, “Columbus Egg”, etc. (in accordance with this age group)
The presence of various geometric shapes and volumetric bodies.
Availability of digital material.
Selection of entertaining games according to age (mazes, puzzles, etc.)
Availability of basic measuring instruments (scales, measuring cups, ruler, etc.) according to age)
2.7. Availability of a sports center to satisfy motor needs children (Correct arrangement of furniture and playing material to satisfy the physical activity of children. Availability of markings of furniture, wardrobes. Availability of a card index of outdoor games by age, attributes for p/i, sports games: playgrounds, badminton. Availability of attributes for games with jumping: jump ropes , rings, flat circles for jumping, etc.).
Availability of attributes for games with throwing, catching, throwing (skittles, ring throw, balls, sandbags, flying saucers, etc.). Availability of a card index of complexes of morning exercises, awakening exercises, physical education minutes.
Availability of portable materials for outdoor games during walks.
Availability of visual information for parents on organizing an optimal motor regimen, hardening procedures, and disease prevention.
3. Familiarity with the regulatory documentation of the kindergarten group
1. Group passport: newsletter of the group and public organization, software, list of children as of 01.09, daily routines, system of educational work, certification sheets of teachers.
2. Appendix to the plan: regimen for the given period + gentle, physical activity regimen, health sheets, health program.
3. Long-term plan: distribution of topics for the year, plan for working with parents, organization of a developmental environment, methodological support, game activities.
4. Calendar-thematic plan: lists of children (group, by subgroups, by health groups), planning for the day (morning, evening), form and content of the plan
5. Folders of interaction and joint activities of teachers and specialists.
6. Documentation for working with parents: a notebook of information about parents, minutes of parent meetings, reports, information for stands and moving folders.
7. Attendance notebook.
8. Notebook for instructing children on life safety (for middle, senior and preparatory groups)
9. Labor protection instructions. Magazine F-127 and adaptation sheets (for nursery groups)
10. Compliance of documentation with the requirements of the Federal State Educational Standard for preschool education. (Annex 1.)
4. Compliance with the regime and organization of children’s life activities
1. Teachers’ knowledge of the daily routine of their age group and its implementation.
2. Eating food on time. The time allotted for breakfast, lunch and afternoon snack is not reduced (extended).
3. The number and duration of children’s direct educational activities corresponds to the grid and requirements of San Pin.
4. The teacher’s ability to determine the degree of fatigue of children and, in connection with this, change the course of classes and their time.
5. Timely departure for a walk and return from it. Maintain the duration of the walk.
6. Going to bed on time. A calm environment in the bedroom that encourages children to relax.
7. Compliance with the time allotted for sleep. Do not delay or shorten sleep.
8. The teacher’s ability to gradually raise children, taking into account their individual characteristics.
9. Maintaining time for free and independent activities of children.
10. Timely departure for an evening walk.
5. Methods of catering.
Compliance with hygiene requirements
1. Sanitary condition, placement of dining room furniture.
2. Table setting: are the table setting requirements taken into account depending on the age of the children, the aesthetics of the design, the activities of the attendants
3. Organization of hygiene procedures depending on age. Availability in the group of conditions for hygienic procedures (plumbing equipment corresponds to the height of children; marking of towel cabinets; availability of cups for rinsing the mouth; availability of an individual comb)
4. The use of artistic words by the teacher when washing and feeding children
5. The teacher’s ability to present a dish (unloved, new) and the teacher’s communication with children during meals.
6. The mood of the children and the situation in the group during meals.
7. Children’s ability to use cutlery.
8. Timely delivery of food to the group.
9. Following a diet in accordance with the daily routine depending on age.
10. Techniques for developing cultural and hygienic skills. (Appendix 2)
6. Analysis of organization and methodology
morning exercises
1. Availability of morning exercise cards in groups.
2. The teacher’s knowledge of the current complex of morning exercises.
3. Duration of morning exercises: its compliance with the age of the children and the requirements of the regime.
4. Selection of exercises, sequence of their implementation, suitability for a given age.
5. Use of musical accompaniment.
6. The presence of game situations, moments during gymnastics.
7. Use of various objects when performing outdoor switchgear.
8. The use of different types of demonstration of exercises.
10. Fulfillment of hygienic requirements for organizing morning exercises (room, clothing, equipment). (Appendix 3)
7. Organization of physical education and health activities during the day
1. Planning and conducting morning exercises.
2. Planning and conducting physical education classes depending on the age of the children.
3. Use of physical education minutes during classes.
4. Planning and conducting outdoor games during a walk.
5. Planning and conducting outdoor games in a group.
6. Carrying out hardening procedures and health-improving gymnastics (in accordance with the recommendations of medical workers).
7. Correspondence of the daily routine to the season and age of the children.
8. Individual approach to working with children, taking into account the health group (availability of health sheets).
9. Condition of children's clothing and shoes. No dangerous items.
10. Compliance with hygienic requirements for clothing and footwear.
8. Organization and methodology of the walk
1. Match the walking time to the group mode.
3. Methodology for organizing dressing and undressing children.
4. The level of development of self-service skills in children corresponds to this age group.
5. Compliance with children’s motor patterns while walking.
6. Outdoor games and their number correspond to the age of the children.
7. Variety and sufficient amount of takeaway material.
8. Organization and methodology of observation: the topic of observation corresponds to the age of the children, the teacher uses various methods and techniques, the content aspect of observation is aimed at developing the cognitive activity of children.
9. The teacher’s use of educational and didactic games during joint and individual work with children.
10. Teacher guidance of children’s independent activities during a walk. (Appendix 4)
9. Analysis of the organization and management of gaming activities
1. Creating conditions for play activities for preschoolers.
2. Types of games (plot-role-playing, didactic, board-printed, moving, round dance, folk, verbal, etc.)
3. Organization of preliminary work for gaming activities.
4. Techniques for involving children in play activities.
5. Features of the nature of role-playing and real relationships between children
6. Development of gaming activities, management techniques.
7. Ways to resolve conflict situations that arise during gaming activities.
8. Form for summing up the results of gaming activities (game, discussion of specific game situations and playing roles, possibility of developing the plot)
9. The presence of attributes and substitute items, their aesthetics and hygiene.
10. Involving parents in replenishing the gaming and educational environment (attributes, costumes, repair of toys)
10. Analysis of the organization and methodology of conducting direct educational activities:
- physical education classes
1. Are the hygienic requirements for organizing physical education classes met (room, clothing, equipment).
2. Implementation of health-improving, educational, educational tasks in physical education classes.
3. Correspondence of tasks to a given age.
4. Compliance with physical activity standards (in the introductory, main, final parts).
5. Use of non-traditional forms of classes.
6. Awareness of children’s perception of the lesson material.
7. Children’s understanding of the tasks assigned to them.
8. Demonstration of independence in search of new ways of action.
9. Using different ways to organize children to perform basic movements.
10. Compliance with the structure of the lesson. (Appendix 6)
- on the speech development of children
Teaching children to tell stories using toys
1. Is the object of the story chosen correctly: the toy or object must have a distinct personality.
2. Do children experience emotional interest in the toy?
3. Is the connection between observation and speech activity established in an accessible form for children?
4. Is children’s speech activity related to play creativity?
5. Do play actions encourage children to describe toys that are detailed and emotional.
6. Do children (when examining) with the help of the teacher’s questions identify the main features and qualities of the toy?
7. Using mnemonic tables when composing a story based on a toy.
8. Do children know how to complement and evaluate the performances of their peers.
9. Methodology of work on the formation of prerequisites for universal educational actions.
10. Does the teacher analyze stories invented by children?
Learning to tell a story from a picture
1. Can children look at a picture and name the objects depicted in it?
2. Do children know how to establish connections between objects and phenomena depicted in the picture?
3. Can they determine the external signs and properties of objects?
4. Do the teacher’s questions encourage children to reveal cause-and-effect relationships in their answers?
5. Do children know how to construct answers logically and accurately?
6. Is the correct order of words in the sentence observed?
7. Variability of sentence construction.
8. The ability to develop a storyline in a picture, connecting parts of a statement with different types of connections.
9. Can the child continue the story based on the picture?
10. Methodology for creating the prerequisites for universal educational activities. (Appendix 6)
- on the formation of elementary mathematical concepts in preschoolers
1. Is the program content appropriate for a given age?
2. Is there a new presence that provides some effort and tension of thought.
3. Does the lesson have elements of entertainment.
4. Are there techniques aimed at: attracting and focusing attention, activating and independent thought, presenting something new based on the existing experience of children.
5. Does the teacher explain tasks to children in an accessible way.
6. Does he clearly pose questions to children?
7. Are questions and tasks repeated several times?
8. Are there any judgments in the children’s answers?
9. Can children make connections?
10. Children’s behavior in class during work: with pleasure and interest, with enthusiasm, help with the answers of others.
11. Is the selection of demonstration material on REMP correct (in accordance with the requirements of the program for this age group (Appendix 8).
- on musical development
1. Compliance of the objectives with the program of the age group and the level of development of the children.
2. Conditions have been created for conducting the lesson: availability of a plan, visual aids, attributes, toys, etc.
3. The teacher’s ability to organize children at the beginning of the lesson.
4. The use of different types of musical activities, their alternation.
5. The use of various methods of educational and developmental training, the effectiveness of use.
6. Creating opportunities for children to show initiative, independence, and creative activity.
7. The teacher takes into account mental, emotional and physical stress, as well as the age characteristics of children in this group.
8. Children’s activities in class: spontaneity, emotional mood, ease; maintaining interest throughout the lesson.
9. Organization of children in the classroom: the ability to obey certain rules of behavior, independence, conscious discipline, concentration when completing tasks.
10. Creative expression of children in singing, games, dancing, etc.
- in visual arts
1. Does the content of the lesson correspond to the program for this group?
2. Determine the cognitive significance of this lesson; was the load in the lesson sufficient?
3. What was the combination of new and familiar material to the children in the lesson?
4. What was the educational significance of this lesson?
9. Duration of the lesson in general and in parts. Age appropriate for children. Reasons for the delay in class (if any).
10. Give a general description and assessment of the lesson you watched (what changes would be appropriate to make to the methodology for conducting the lesson). (Appendix 9).
11. Organization of interaction with parents
1. The presence in the group of a long-term plan for interaction with parents.
2. The presence in the group of a journal of minutes of parent meetings (kept until the children are released).
3. Availability of calendar planning for interaction with parents.
4. Availability of agreements between the kindergarten and parents.
5. Aesthetics of design of information stands for parents.
6. The material is specific in nature and rational in volume.
7. In the parent’s corner, visual materials and folders are presented in accordance with the topic and this age group.
8. The group conducts a survey among parents in order to study the group population, study parental requests, etc.
9. The group has organized various exhibitions of children's and parents' works.
10. Participation of parents in organizing the educational process, creating a comfortable subject-development environment.
BIBLIOGRAPHICAL LIST
Educational activity of a teacher / V. A. Slastenin [etc.]. – Moscow: “Academy”, 2006. – 298 p.
Zanina, L.V. Fundamentals of pedagogical skills / L.V. Zanina, N.P. Menshikova. – Rostov-on-Don: Phoenix, 2003. – 288 p.
Zeer, E.F. Psychology of professional development / E.F. Zeer. – Moscow: “Academy”, – 2007. – 240 p.
Zvonnikov, V.I. Modern means of assessing learning outcomes / V.I. Zvonnikov, M.B. Chelyshkova. – Moscow: “Academy”, 2007. – 224 p.
Kuznetsov, I. N. Teacher’s handbook / I. N. Kuznetsov. – Moscow: “Modern Word”, 2005. – 544 p.
Kodzhaspirova, G. M. Technical teaching aids and methods of their use / G. M. Kodzhaspirova, K. V. Petrov. – Moscow: “Academy”, 2005. – 276 p.
Lapina, O. A. Introduction to pedagogical activity / O. A Lapina, N. N. Pyadushkina. – Moscow: “Academy”, 2008. – 160 p.
Moreva, N. A. Modern technology of educational activities / N. A. Moreva. – Moscow: Education, 2007. – 158 p.
Nikitina, N. N. Fundamentals of professional pedagogical activity / N. N. Nikitina, O. M. Zheleznyakova, M. A. Petukhov. – Moscow: Masterstvo, 2002. – 288 p.
General and professional pedagogy / V. D. Simonenko [etc.]. – Moscow: Ventana – Graf, 2005. – 368 p.
Polat, E. S. Modern pedagogical and information technologies in the education system / E. S. Polat. – Moscow: “Academy”, 2007. – 368 p.
Purin, V. D. Pedagogy of secondary vocational education / V. D. Purin. – Rostov-on-Don: Phoenix, 2006 – 234 p.
| Name of sections | Page |
| Introduction | 3 |
| 1. Analysis of the conditions for groups’ readiness to organize the educational process | |
| 2. Analysis of the subject-spatial development environment in groups | |
| 3. Familiarity with the regulatory documentation of the kindergarten group | |
| 4. Compliance with the regime and organization of children’s life activities | |
| 5. Methods of catering. Compliance with hygiene requirements. | |
| 6. Analysis of the organization and methodology of morning exercises | |
| 7. Analysis of the organization and methodology of morning exercises | |
| 8. Organization and methodology of the walk | |
| 9. Analysis of the organization and management of gaming activities | |
| 10. Analysis of the organization and methodology of direct educational activities 11 Applications |
APPLICATIONS
ANNEX 1
SAMPLE EDUCATIONAL PROCESS PLAN
Topic: Our city
Group: Senior
Date:11/10/14.
| Mode | Joint activities of the teacher and children (Front and group) | Individual work with children | Refilled P-R environment | Analysis |
|
| MORNING | Physical, social-personal, cognitive development, | Morning exercises (complex No. 1): 1 Conversation with children and looking at pictures: “Where do I live?” What city do you live in, street, address? Who lives with you in your family? 6. Sedentary game: “What is a house built from” (with a ball) | From the bones, Olya repeat the nursery rhyme “Naughty” | Replenishment of the exhibition of photographs about the city | |
| , speech development, | 1.Cognitive-speech. Subject: “Professions. All works are good, choose according to your taste" Target: To develop children’s interest in their surroundings. Clarify children’s ideas about diversity and the importance of professions. Foster a sense of respect for professions and people of these professions. Replenish your vocabulary, consolidate the general concept of “profession” in the dictionary (Note No. 5) 2. Drawing: Subject:"Street of my city" Target: Systematization of children's knowledge about the structure of the street, houses located on city streets, and traffic. Strengthen your knowledge of road signs. Learn to depict traffic in perspective | To perform the exercise “Guess the profession” (show and name the corresponding profession from the picture) Katya, Seryozha. Help Olya and Rita paint the surface of the sheet. Practice continuous hand movement | Illustrations of different types of adult labor | ||
| Walk | Physical, social-personal, cognitive | 1.Observation: “Observation of the pedestrian path” Goal: To develop knowledge about the pedestrian part of the road and traffic rules. Continue to distinguish vehicles by their purpose (cars, trucks). Generate interest in the driver's profession. Where should a pedestrian cross the road? (explain that you need to stay on the right side so as not to collide with an oncoming pedestrian) - How should you walk along the pedestrian path? (with a calm step) - And if there is a traffic light, then at what traffic light do we cross the road? - How did we know that this is where we cross the road? I suggest watching the cars moving along the road. Poem: Buses are in a hurry, cars are in a hurry, They are in a hurry, rushing, as if alive. Every car has things to do and worries, Cars go to work in the morning. What types of transport did you see? How are cars different from trucks? What's on the front of the car? What are they needed for? Who is driving the car? Can anyone drive a car? How do cars differ from each other? 2. P/N: “Traffic light"(ability to act on a signal", "Get into the box" (train accuracy of throws) "Catch up with your partner" (develop attentiveness) 3. Labor activity: cleaning paths on the site from fallen leaves. Feeding the birds. Goal: To teach children to cleanliness and order. Cultivate a caring attitude towards birds. | 4.Individual work with for children to master ATS: standing jumps on two legs (energetic push-off and correct landing) | 5 Takeaway material for a walk: Road signs, badges for modes of transport, brooms, sand sets. Set for the game “Regulators on our street” |
| 2 half day EVENING | Physical, social-personal, cognitive ravitize, | Invigorating gymnastics (Complex “1) D.I.: “I live on the floor” (with a ball) Goal: Develop attention, correctly pronounce the endings of words. How many floors are there in the kindergarten? So what is this house like? (double decker) (3,4,5, 6, etc.) Game: “Where the Animals Live” Goal: Replenish knowledge, develop speech. (A bear has a den, lair, hollow, hole, anthill, nest, beehive, shell) Productive artistic activity (painting) “My family”, “My city” Goal: Learn to place the image across the entire sheet. To cultivate love and respect for family members and the city in which we live. Plot-role-playing games: “House”, “Kindergarten”, “Shop”, “Builders” Goal: The ability to negotiate, conduct game dialogue, and use substitute objects. Cultivate friendly relationships. Reading Mayakovsky's Who to Be Goal: To develop auditory attention, to cultivate children’s interest in professions | |||
| WALK | Physical, social-personal, cognitive, speech development, |
Plan evaluation criteria:
1. Compliance with the developmental principle.
2. Compliance with the principle of integration of activities and educational areas
3. Compliance with the thematic principle.
4. Form for recording gaming activities (game name, goal, management techniques)
5. Form for recording the conversation (topic, tasks, techniques).
7. Compliance with the methodology for recording observations during a walk (topic, purpose, riddles, poems, questions, silent contemplation).
8. Planning of corrective work. the type of child being worked with and the content of the work are indicated.
9. Planning for replenishment of the development environment.
10. Planning work with the family.
APPENDIX 2
SAMPLE SCENARIO OF CARRYING OUT THE REGIME PROCESS “WASHING” IN THE 2nd JUNIOR GROUP
Tasks: Forming in children the habit of washing their hands before eating and wiping their face and hands dry with a personal towel.
(see in the Program of education and training in kindergarten “From birth to school”, ed. NOT. Veraxes- page 64)
| Regime process, time in the daily routine | Conditions, equipment | Educational area | Methodological techniques for management | Notes (Coordination in the actions of the teacher and assistant teacher, etc.) |
| Washing before breakfast | Washroom; warm water; small shells at the height of a child; small soap in a soap dish on each sink; individual lockers for towels with a picture; mirror at the height of the child; color washing sequence algorithm; toy doll. | Health Communication Cognition | 1. After morning exercises, I draw the attention of the children in the group room to the tables and ask: What are we going to do now? (eat, have breakfast, etc.). What should you do before eating? (wash your face, wash your hands, etc.). Now let’s put the chairs on the tables and go to the washroom. Girls first. I invite children to the washroom 2. There is a doll sitting on the cabinet. I bring it to my ear: Masha doesn’t know how to wash her hands and is waiting for us to teach her? Let's show the doll how to wash himself properly? 3. Go to the sink ( I comment on the children's actions). Look at the picture. You need to roll up your sleeves so that they don’t get wet - Those who don’t roll up their sleeves won’t get any water. If you can't do it, ask me to help. Let's wet our hands We take the soap from the soap dish and rub it on our hands (I demonstrate), then we put it in the soap dish. Lather to create foam. Look how foamy the girl is in the picture: “The soap will foam and the dirt will go somewhere!” Then we wash our hands with soap, as if stroking each other (I show) so that the soap washes away all the dirt from our hands. Look, our soap is magical - we have “gloves” on our hands made of foam. Then we wash off the foam from our hands, placing them under water, as in the picture; We take water into our cupped palms and wash our faces: “Oh, okay, okay, okay, we’re not afraid of water, we wash ourselves clean, we smile at each other.” 4. After you have washed your hands, squeeze out the excess water from your hands into the sink - do not wave your hands - you will splash your friends and the floor, turn off the tap, We go to the cabinet with towels, find our picture, Take off the towel We unfold it and Wipe your face dry first and then your hands. And we hang the towel in the locker in its place, each under its own picture. 5. I turn to the doll: Do you understand, Masha, how to wash your face? Masha says that she did not remember everything and now asks the boys to wash themselves, and she will look again at how to do it. 6. I invite the boys to go to the washroom. I comment on the actions and control the process, remind the sequence as necessary, praise the preschoolers, read a nursery rhyme: “Water, water, wash my face, To make your eyes sparkle, to make your cheeks blush, So that the tooth bites, so that the mouth laughs!” 7. I wash the doll, dry it with a separate towel: “Long live the fragrant soap and the fluffy towel!” Masha says, children, thank you for teaching her how to wash herself. And if, Masha, you forget how to wash your face, then look at the pictures and you will immediately remember. Now, boys, join the group and sit down at the table for breakfast. | The teacher controls how the girls put the chairs at the table and goes with the children to the washroom. The teacher's assistant monitors how the boys place their chairs at the table and helps roll up their sleeves. When the girls leave the washroom, the assistant teacher praises the girls for their clean hands, sends the boys to the washroom, and helps the girls sit down at the table. |
APPENDIX 3
MORNING GYMNASTICS COMPLEX
FOR OLDER GROUP CHILDREN
| Dosage | Tempo, breathing | Organizational and methodological instructions | Note |
|
| I Introductory part |
||||
| Formation in a column | Trace | |||
| Turns | ||||
| Walking with a change of direction (after the first-last) | By the strong blow of a tambourine | |||
| Walking on toes, hands behind head | Elbows to the side, back straight, looking forward | From 08.11 - walking on your heels, hands to shoulders |
||
| Walking in a half-squat, hands on the belt | Back straight, looking forward | |||
| Running in all directions | We run all over the hall. | |||
| Running side step to the right (left), hands on the belt | Breathe through the nose | The steps are not wide, we jump higher, easily | Run with high knees |
|
| Running backwards | Looking over your left shoulder | |||
| Rebuilding in 3 columns | We take balls along the way. Through the middle in threes | |||
| II Main part |
||||
| 1. "Pass the ball" I.p.: O.S., the ball is in the right (left) hand below. 1- arms to the sides; 2- up, transfer the ball to the left (right) hand; 3- arms to the sides; | Arms straight Let's look at the ball | |||
| 2. "Ball on the floor" I.p.: Feet at the width of the foot, ball in two hands below. 1-lean down and place the ball on the floor; | When bending over to speak, exhale I.p - inhale | Showing sideways Legs straight Slope lower | 1-lean down touch the ball to the toes of your right foot; 2- touch the floor between your legs; 3-touch your left toes; |
|
| 3. "Ball back" I. p.: legs widely spaced, ball in the right (left) hand below. 1-turn to the right (left) and move the hand with the ball back; 2- I.p., transfer the ball to the other hand. | 3 times in each direction | When turning – exhale I.p. - inhale | Back straight Let's look at the ball | I.p.: on my knees |
| 4. "Boat" I. p.: lying on your stomach, arms with the ball extended forward. 1- hands with the ball up, legs slightly up; | Rising - exhale I.p. - inhale | Arms straight Feet together Legs straight | ||
| 5. “Ball under the knee” I. p.: Feet width apart, ball in the right (left) hand below. 1-2-raise bend your leg, transfer the ball under it to your left (right) hand; | 3 times under each leg | On 1-2 – exhale At 3-4 - inhale | Knee higher We don’t tilt our back Pull the toe off | |
| 6. “Show the ball” I.p.: feet width apart, ball pressed to chest. 1-squat your hands forward, show the ball; | Sit down - exhale I.p. - inhale | Showing sideways Back straight Arms straight | "Roll the ball" I.p.: ball on the floor, right (left) foot on the ball, hands on the belt 1-7-roll the ball back and forth; 8- I.p., change leg. |
|
| 7. "Jumping" I. p.: O.S., the ball is on the floor in front of you. Jumping on the right (left) leg | 8 times alternating with walking | We jump easily We put balls along the way | ||
| III Final part |
||||
| Fast run | Easy, breathe through your nose | |||
| 1. "Clap" 1- arms to the sides; 3- arms to the sides; | Slowly | Palms facing each other Fingers together | ||
| "Harmonic" I.p.: O.S., hands on the belt. 1-4 - moving your legs from heel to toe, spread them; 5-8-shift to I.p. | Back straight Looking forward Let's rise higher | "Caterpillar" I.p.: sitting, legs bent together, arms supported behind. Leaning either on your heels or on your toes, move your legs forward, and then also back into the I.p. |
||
APPENDIX 5
IN THE SENIOR GROUP "ZOO"
Software tasks: contribute to the expansion of knowledge about animals, their appearance, habits, and lifestyle. To consolidate knowledge about the professions of “veterinarian”, “tour guide”, and the content of their activities. Stimulate creative activity in plot development.
Develop verbal communication.
Form friendly relationships between children during the game.
Cultivate a kind attitude towards animals, love and care for them.
Preliminary work:
Reading books of fiction on environmental topics (A. N. Ryzhova) watching DVDs.
Conversations about animals using illustrations about the zoo,
Review of the album "Wild Animals"
Making and guessing riddles about animals,
Reading fiction about animals.
Image of animals with stencils,
Coloring pictures of animals,
social-communicative, cognitive, speech, physical, artistic and aesthetic development.
Material for the game: building material, wild animal toys, Zoo sign, invitation cards.
Children sit on chairs that stand in a semicircle. The teacher brings in a large musical poster “Zoo”.
Educator: - Guys, look what I brought you! This morning I went to kindergarten and saw a beautiful poster on the gate. Who knows what a poster is? (children's answers).
A poster is an announcement about a performance, concert, lecture, etc., posted in a prominent place.
- Let's take a closer look.
Children stand around the table and look at the musical poster “Zoo”.
Educator: - Where do you think we are invited? (Children's answers).
That's right, we are invited to the zoo! Tell me, which of you has been to the zoo? (Children's answers).
Who knows what a zoo is? (Children's answers).
A zoo, as everyone knows, is a place where animals living on earth today are kept and shown to visitors.
Tell me, who works at the zoo? (Children's answers).
Answer: director, cashier, territory cleaning workers, tour guide, cook, veterinarian.
Educator: - Who knows who a tour guide is? (Children's answers).
A tour guide is a person who tells interesting stories about paintings, animals and other things.
Who is a veterinarian? (Children's answers).
That's right, a veterinarian is a doctor who treats animals.
Guys, look, whose tracks are these?
The teacher draws the children's attention to the tracks of animals laid out on the floor.
Educator: - Let's follow them and see where they lead!
The teacher and the children line up one after another and, to the music from the cartoon “Masha and the Bear,” “In the Footsteps of Such an Animal,” follow the tracks of the animals in the group and stop in front of the “Zoo” sign.
Educator: - Guys, where did the tracks lead us? (Children's answers: to the zoo).
Who lives in the zoo? (Children's answers).
Right! And now I suggest you play the game “Zoo”
Children assign roles and choose attributes for the game. Everyone takes their jobs.
Educator: - Guys, to get to the zoo, we need invitation cards. Where can we buy them? (Children's answers: at the cash register).
That's right, at the cash register. Tickets are sold by the cashier.
Children and the teacher go to the ticket office, receive tickets and go to the zoo.
Suddenly the director (child) gets a phone call in his office:
Hello! Hello! Yes, it's a zoo. Yes, of course, bring it! (Hangs up and says that now 10 animals will be brought to us, but there are no cages for them. They urgently need to be built).
Educator: - Guys, let's build enclosures for the animals. Who knows what an aviary is? (Children's answers).
An aviary is an area, a fenced area (with a canopy or open) where animals are kept.
What will we build the enclosures from? (children's answers: from large building material).
Yes, we will build them from large building material. And now I propose to play the game “Who will build the best enclosure for animals”
Children, under the guidance of a teacher and accompanied by cheerful music, build enclosures from large building materials.
Educator: - Well done! Everyone did it! The enclosures are ready!
The car horn sounds. A child as a driver delivers a truck with animals.
Educator: - Guys, let's see what animals we brought. Guess the riddles and they will get out of the car.
The teacher asks riddles about each animal. Children guess them with interest.
Educator: - Tell me, are these animals domestic or wild? (Children's answers: wild) .
Educator: - And now I suggest we show our animals to the veterinarian.
The veterinarian (child) examines the animals: appearance, measures temperature, etc.
Educator: - Tell me, doctor, are all the animals healthy? (Answer: yes).
Then I propose to place our animals (toys) in enclosures.
Guys, name the animals that are in our zoo. (Children's answers: bear, elephant, tiger, lion, kangaroo, giraffe, hares, fox, wolf, monkey).
Which one of them sleeps in winter? (Children's answer: bear).
Where does he sleep? (Answer: in the den).
What does he like to eat? (Answer: berries, honey).
Look who it is? (Answer: giraffe).
That's right - it's a giraffe. The tallest animal on earth. The pattern of spots on his skin is never repeated. Giraffe eats branches and leaves of trees.
Educator: - Guys, which of you can tell about any animal?
Children, if desired, talk about the animal they have chosen. The teacher complements the children's answers.
Educator: - Now it’s time for lunch.
The cook (child) brings food to each animal.
The teacher tells the children that it is very dangerous to come close to cages with animals, you cannot feed them cookies, sweets, stretch out your hands to them, and do not make noise in the zoo.
Educator: - A photographer works in our zoo. If you want to take pictures near the animals, approach the photographer.
A child comes out with a camera and starts taking pictures of the children..
Educator: - Guys, our animals are tired and they need to rest. Let's come see them next time.
Look, someone's footprints have appeared again!
The teacher draws the children's attention to the marks lying on the carpet.
Educator: - Let's see where they will lead us this time.
The teacher and the children follow the tracks one after another to the music from the cartoon “Masha and the Bear” “Following a Beast” and approach the chest.
Educator: - Guys, look, what kind of chest is this?
The teacher opens the chest, which contains cookies in the shape of animals.
Educator: - What treats are there! This is from the zoo residents. They say thank you very much for visiting us.
The teacher distributes cookies to the children.
Educator: - We didn’t even notice how we ended up in kindergarten. Our journey has come to an end. Well done to all of you!
APPENDIX 5
SUMMARY OF PLOT-ROLE-PLAYING GAME
IN THE SENIOR GROUP "HOSPITAL"
Software tasks:
1. Encourage children to more widely and creatively use knowledge about the hospital, the work of doctors, the pharmacy and the work of a salesperson, and family life in games.
2. Develop creative imagination, the ability to develop a game together, and continue to develop the ability to negotiate.
3. Continue to teach how to perform various roles in accordance with the plot of the game, using attributes, encourage children to independently create items and parts (tools, equipment) that are missing for the game. Cultivate goodwill and willingness to help out a friend.
Preliminary work: looking at illustrations “Hospital”, “Pharmacy”, getting acquainted with the work of a doctor, talking with a nurse from a kindergarten; conversation with children about how they went with their parents to the hospital, pharmacy, children's stories about what new they learned about the profession of a doctor.
Creating a game environment: tables, chairs in doctors' offices, white coats, medical supplies, syringes, thermometer, table, flashlight, medicines, cash register; household supplies for playing “Mothers and Daughters”; dishes, chairs, tables, etc., bags for mothers; certificates - papers, cards - cardboard, pens, money - papers, dolls.
Guys, we recently talked about the hospital. And you all talked about how you went to the hospital with your parents. Right?
Come on guys, let’s remember once again what kind of doctors work in the hospital. Who knows, raises his hand.
Andrey: Oculist.
That's right, well done! More?
Katya: Surgeon.
Smart girl. What else? Guys, let's be brave!
Snezhana: Pediatrician.
That’s right, a pediatrician is the most important children’s doctor. The hospital also has a neurologist, a massage therapist, a cardiologist, an endocrinologist, and you can’t list them all.
But well done, you completed the task!
And today, guys, a new hospital will start operating. But there is a problem: there are no doctors at all in the new hospital. Let's correct this error and select the players.
We have a reception area, a pediatrician's office, an ophthalmologist's office, and a treatment room.
Who will work at our reception? Nurse required.
Children: Let there be Anya.
Why Anya?
Children: She is responsive and polite. Anya will cope with this role.
Children: Valeria.
Yes, guys, I agree with your choice. Valeria is very caring and attentive. Valeria will be a pediatrician.
And who will help the pediatrician and take on the role of a nurse?
Lena: Can I be a nurse?
Fine. Who will be our ophthalmologist?
Seryozha, will you be an ophthalmologist?
Serezha: Yes, can Snezhana work as a nurse for me?
Of course you can.
Guys, we still have a treatment room. Who will vaccinate us?
Dasha: Can I work in the treatment room?
Guys, we will also have a pharmacy with you and we need a cashier there.
Azalea, I entrust this responsible role to you. You are our responsible girl. I think you can handle this role.
Azalea: Okay.
Guys, who will play “Mothers and Daughters”? Who will play our mom and dad?
Children: Let Maria be our mother.
Why Maria?
Children: Because she is caring and economical.
OK. And then who will be our dad?
Andrey: Can I be a dad?
Okay, Andrey.
Andrey and Maria go to the play corner. You are dad and mom, and you have a daughter, Katya doll. Prepare everything there.
Doctors and nurses wear gowns.
The remaining children, those who are left without a role, will be patients. You also take dolls for yourself - these will be your children.
You can take your bags.
The head doctor of the hospital will be Roman. Roma, you will monitor the situation in the hospital.
So, all the roles are distributed. Now we will open our hospital, and the chief doctor will ceremoniously cut the red ribbon.
Children, look at the offices that have opened: the ophthalmologist’s office, the pediatrician’s office, the treatment room.
All doctors have been distributed to their offices and are ready to see patients.
So, I'm Maria's neighbor.
I need to go visit my neighbor.
Hello Maria!
Maria: Hello.
But I decided to look at you, is it possible?
Maria: Yes, yes, of course, come in.
What are you doing now?
Maria: And Andrey and I are preparing breakfast.
Hmm, I see. Maria, have you heard that a new children’s hospital was built nearby?
Maria: Yes, I heard. Today we are just going to go with our daughter to an appointment with an ophthalmologist.
Yes?! My daughter and I also got ready to go to the reception. Okay, I'll go, otherwise I still have to get in line. Goodbye.
Maria: Goodbye.
Registry.
Guys, let's get in line.
Who's the last one to go to the register?
Katya: “I’m the last one.”
Okay, then I'll follow you.
Guys at the reception, we will receive referrals to see a doctor. And don’t forget to say “thank you” and “please”.
Rita and Rustam: Please give us a referral to a pediatrician.
Anya: Now wait, I’ll write you a direction... Please take it.
Rita and Rustam: Thank you.
Kirill and Masha: Please give us a referral to an ophthalmologist.
Anya: I’ll write now. Please take.
Hello, could you give us a referral to a pediatrician?
Anya: Yes, of course, I’ll write now.
Who is the last to see the pediatrician?
Rita: I'm the last one.
Okay then we'll be behind you.
Tell me, please, has the reception already started?
Rita: Yes, we’ll go in now (goes to see the doctor)
Guys, don't forget to say hello.
Rita: Is it possible?
Valeria: Yes, come in.
Rita: Hello, doctor!
Valeria: Hello. Sit down, what hurts your daughter? What are you complaining about?
Rita: My daughter needs to get a flu shot. Doctor, please write us a referral.
Valeria, will you listen to the patient through a phonendoscope?
Valeria: Let me listen to your daughter. Please lift up your dress. Breathe. Don't breathe. Breathe. Everything is fine. Write a referral to the patient for a flu shot (gives the card to Lena, the nurse).
Lena: Okay. Here, take it.
Rita: Thank you very much. Goodbye.
Valeria: Goodbye.
The teacher enters the doctor's office.
Hello, Doctor.
Valeria: Hello, sit down, what are you complaining about?
My daughter has a sore throat and is also coughing.
Valeria: Let me examine your daughter. Open your mouth. Say ah! So the throat is very red.
Valeria: Now I’ll listen to you. Breathe. Don't breathe. Breathe. So everything is clear. Take a thermometer and hold it for 5 minutes.
Valeria: Oh, what a high temperature your daughter has. I’ll write you a prescription now, you can buy this medicine at the pharmacy. Take it 3 times a day. And drink hot milk with honey every evening.
Thank you Doctor. Goodbye.
Treatment room.
Rita: Is it possible?
Dasha: Yes, come in.
Rita: Hello, we came for a flu shot.
Dasha: Hello, come in, have a seat. Now we will vaccinate you. While you prepare the sleeve.
Dasha: (makes an injection) That's it. Hold the cotton wool.
Rita: Thank you very much. Goodbye.
Dasha: Goodbye.
Appointment with an ophthalmologist.
Seryozha, accept patients, they are waiting.
Kirill and Masha: Can we? Hello.
Seryozha: Yes, come in. Have a seat. Hello! What are we complaining about? Do you have any vision complaints?
Masha: We came to a regular appointment to get examined.
Seryozha: Okay. Then I will now examine your child's eyes.
Masha, help the doctor, make your daughter more comfortable, prepare her for examination.
Seryozha (conducting an examination) So I examined your daughter. She is healthy. Her vision is good.
Seryozha (tells Snezhanna to the nurse) Write her a certificate stating that the child is healthy.
Snezhana: Okay... Take your certificate.
Masha: Thank you. Goodbye.
Seryozha: Goodbye. The next one pass.
Katya and Daniel: Hello, doctor!
Seryozha: Hello, have a seat, what’s bothering you?
Katya: Our son has pain in one eye. You see, the doctor even blushed a little.
Seryozha: Let us examine your child now.
Seryozha, don’t forget to use medical instruments. Shine a flashlight. In order not to make mistakes and make a correct diagnosis.
Seryozha (examines): The eye needs to be treated, for this you need to buy these eye drops. Now I’ll write you a prescription... Take this, you can go to the pharmacy right now and buy these drops.
Katya: Thank you, doctor. Goodbye.
Seryozha: Goodbye.
Children, look how our hospital has started working, how good the doctors are here. I'll go to the pharmacy and buy the medicine the doctor prescribed for me.
Guys, don't forget to be polite to each other.
Danil: Please give me some drops according to this recipe.
Azalea: Here you go. From you 12 rubles 50 kopecks.
Danil: Take this.
Azalea: Please take your change, drops, and prescription. Thank you for your purchase. Come to us again. We will always be glad to see you in our pharmacy. Goodbye.
Danil: Goodbye.
Girl, hello, please, please give me the medicine according to this prescription.
Azalea: Sure, wait a second. Here's your medicine. From you 76 rubles 34 kopecks.
Take it please.
Azalea: Your change. Thank you for your purchase. Come to us again.
Thank you. Goodbye.
Azalea: Goodbye.
Rita: Hello. Please give me vitamins for the children.
Azalea: Hello, how many packs do you need?
Rita: I need two packs.
Azalea: So yours is 35 rubles.
Rita: Please take it.
Azalea: Thank you for your purchase. Come to us again. We are always glad to see you in our pharmacy.
Rita: Yes, of course I will definitely come. Goodbye.
Azalea: Goodbye.
Guys, it’s already late today and our hospital is closing, and along with it the pharmacy. But tomorrow the hospital and pharmacy will be glad to see you. And you can come to see the doctor tomorrow. Did you guys like the game? Guys, the game is over. And now everyone is putting the toys back in place and putting things in order in the group room.
APPENDIX 6
SUMMARY OF NODES ON PHYSICAL EDUCATION
for pre-school group
Location: gym
Objectives of direct educational activities: Improve the skill of crawling on a gymnastic bench on your stomach or on your back. Develop your eye, practice swing accuracy. Cultivate determination and agility.
Equipment : 6 stuffed three-kilogram balls, 2 gymnastic benches, 2 chairs with cubes on them, 2 wall ring throwers, 2 bear medallions, 1 pin.
| Dosage | Organizational and methodological instructions |
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| IIntroductory part |
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| Alignment. Turns in place. Walking with stops at a signal. Walking in a half squat. Walking while stepping over medicine balls. Snake running. Running with a change of leader. Running with straight legs forward. Rebuilding in 2 columns. | Gesture, command. Right, left, around... The signal is the blow of a tambourine. Back straight, hands on waist, looking forward. Hands to the sides, pull the toes down, leg higher, look forward. We run from wall to wall. When the tambourine strikes, we turn around and run after the last one. We pull the toe, the back is slightly tilted back, we help with hand movements. Through the middle in twos - march! |
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| IIMain part |
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| outdoor switchgear 1. “Let’s warm ourselves up” IP: legs slightly apart, hands behind your back. 1 – arms to the sides, palms up, below the shoulder – inhale, 2 – clasp your shoulders with your arms crosswise, say “Uh-uh!” 3 – arms to the sides, palms up, below the shoulder – inhale, 4 – I.p., exhale | Arms straight. |
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| 2. "Strong Men" I.p.: o.s., arms to shoulders, hands clenched into fists. 1 – with the force of your arms up, unclenching your fists, rise on your toes – exhale 2 – I.p., inhale | The back is straight. Arms straight. We descend quietly. |
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| 3. “We walk with our hands” IP: standing on all fours. 1-4 – moving your hands towards you, kneel down. | Looking forward |
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| 4. “Fold into a ball” IP: lying on your back, arms to the sides, palms up – inhale. 1-2 – bend your knees, clasp your shins with your hands, raise your head – exhale | We don't knock our feet. |
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| 5. "Scissors" IP: sitting, legs together, support behind. 1 – raise your legs, 2 – spread your legs, 3 – bring your legs together, 4 – lower your legs and relax. | Pull off your socks. Legs are straight. We lower it quietly. |
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| 6. “Football in the air” I.p.: lying on your back, pull your knees to your stomach, arms along your body with your palms facing the floor. Hit an imaginary ball with your right or left foot. | Arbitrary | Don't take your hands off the floor. |
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| 7. "Circus Horse" I.p.: o.s., hands on the belt. Rhythmic running in place, raising your knees high. | The back is straight. We pull the socks down. |
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| Main types of movement | Boys help set up benches, and girls set up chairs with blocks and hang ring throwers. |
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| 1. Crawling on a gymnastic bench on your stomach. | Arbitrary | Performing movements in two streams. We look at the cubes, keep our legs together. We grab the bench with four fingers from below, and the thumb from above. |
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| 2. Crawling on a bench on your back. | Arbitrary | We grab the bench at waist level. Let's help ourselves with our feet. |
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| 3. Throwing rings at a vertical target (ring throwing). | I control I.p. (the leg opposite the throwing hand is behind). When swinging, we not only bend our arm, but also turn our body. |
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| Outdoor game “At the bear in the forest” | Find out from the words what game we will play. Remember the rules. Spin the pin to select 2 bears. |
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| III Final part |
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| Walking in a column one by one | Slow | Let's breathe calmly. |
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| Relaxation to music | We lie with our eyes closed. |
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APPENDIX 7 NOTES ON SPEECH DEVELOPMENT “Monologue: narration and description”
Software tasks: Introduce children to combined texts represented by a combination narratives and descriptions;
consolidate the lexical meaning of words (good bad);
form an idea of the concept "offer". Learn to compose fairy tales from pictures.
Develop speech breathing
Integration of educational areas: cognition, speech development
Planned results: good orientation in evaluating concepts good - bad, characteristics concepts "offer".
Equipment: illustration "In the thicket of the forest", a set of pictures interconnected in meaning to compose a fairy tale.
\Methodological techniques:
1. Introductory part Organizing children, setting goals: we will compose a fairy tale from pictures.
2. Main part.
2.1 Compilation from a picture "In the thicket of the forest"
2.2. set of exercises for development of speech breathing., tongue twister "Fox in the forest, fox cubs in the hole".
2.3. The choice of nouns for words is good and bad.
2.4 Compiling a fairy tale from pictures with an analysis of “good” and “bad” actions.
3. Final part. Homework: tell your own fairy tales at home and draw illustrations for nicknames. Praise children for their efforts and activity. Ask what was interesting during the lesson. What difficulties did the children encounter?
Progress of the lesson
IN: Hello children! Before you start occupation, straighten your posture, sit nicely and listen carefully to what I’m going to tell you. Today we will compose a fairy tale using pictures. But first, we will remember and consolidate the concept "offer". What is an offer?
D: A sentence is several words combined in meaning.
IN: Right! Now let's match the picture "In the thicket of the forest" sentences consisting of two, three, four, five words.
The bunny is hiding behind a bush;
The squirrel stores up;
The bees are buzzing;
The bear climbs for honey;
The fox is hiding;
A woodpecker knocks on a tree;
A hedgehog carries a mushroom on its back.
IN: Well done boys! Now we will perform with you a set of exercises on development of speech breathing.
A. Smooth inhalation - smooth exhalation (6 times)
B. Smooth inhalation - sharp exhalation (5-6 times)
B. Let’s speak the previously learned tongue twister "Fox in the forest, fox cubs in the hole".
Well done! Now let's talk to you a little. Choose nouns for good and bad.
D: Good man, good friend, good girl, good evening;
Bad man, bad boy, bad house, bad morning.
IN: Well, now we will look at a good and a bad deed. To begin with, let’s make up a fairy tale, and these pictures will help us with this (I show illustrations).
Let's look at the pictures carefully. What heroes will be present in the fairy tale?
D: Squirrels, hedgehog, fox, wolf and Christmas tree.
IN: Which character will be the main one? (i.e. present in all pictures)
D: Hedgehog.
IN: Let's look carefully at the first picture. What does it show?
D: Squirrels string mushrooms on a string, making supplies for the winter. And the hedgehog helps them by giving them his needles.
IN: Is it a good thing that the hedgehog helps the squirrels?
D: Yes!
IN: That's right, children. Everyone needs help.
Let's look at the second picture. What is shown here?
D: The fox and the wolf laugh at the hedgehog because he was left without needles and became weak and defenseless.
IN: Is this a good or bad deed?
D: Bad!
IN: Right! You should never laugh at the weak.
Let's look at the next picture. What is shown there?
D: The hedgehog stood on a stump and talked to the Christmas tree.
IN: What do a hedgehog and a Christmas tree have in common?
D: Needles.
D: Yes!
IN: Of course guys! Let's look at the last picture and what do we see?
D: The hedgehog was given its needles by the Christmas tree.
IN: And who helped the hedgehog get the needles?
D: Squirrels.
IN: Right! Is this a good thing?
D: Yes!
IN: Pay attention to the fox and the wolf. How they look at the hedgehog in surprise. Here in one of the pictures they were happy and having fun. Can we say about the fun of the wolf and the fox that it is a good laugh?
D: No.
IN: Why?
D: Because they acted badly, laughing at the poor hedgehog without needles.
IN: That's right, children. Fun, joy and laughter are not always good. You cannot laugh at others, especially when they have suffered grief.
IN: Now let’s rest a little and take a break from the fairy tale.
Now we're going to have a physical moment.
Let's go to the forest to pick mushrooms.
We carefully get up from our seats and don’t disturb anyone. Listen and repeat after me!
The children got up early in the morning;
We went into the forest to pick mushrooms.
(walking in place)
Squatted, squatted
A white mushroom was found in the grass.
(squats)
Honey mushrooms grow on the stump,
Lean towards them guys
Bend over, one-two-three
And put it in a basket!
(tilts)
There's a nut on the tree
Who will jump the highest?
(jumping)
If you want to reach out
You have to stretch really hard.
(pull-up - arms up)
We wandered in the forest for three hours.
All the paths started.
(walking in place)
The long journey has tired everyone -
The children sat down to rest
(children take their seats).
IN: Well done boys! Now let's continue our class. Let's look at the pictures again and remember what we were talking about. Let's try to make up a fairy tale "Good Deed". And do not forget that our goal classes is not only composing a fairy tale, but also including elements into it descriptions, so there is a prerequisite - in detail describe at least one of the heroes.
IN: Well done. I really liked your fairy tales.
So guys, today is class We made up a story! What is a story?
D: Several sentences united by a common concept.
IN: What story did we write?
D: Good deed.
IN: Well done! Guys, I suggest you tell the fairy tales you have composed at home and draw illustrations for the nickname.
Thank you all for your attention! You can be free!
APPENDIX 8
SUMMARY OF NODS IN THE PREPARATION GROUP FOR FEM
(based on the fairy tale “Kolobok”)
Software tasks:
Practice increasing and decreasing numbers within 10 by one; in composing a number from two smaller ones; solving simple arithmetic problems using symbols;
Strengthen children's ability to navigate in space;
Practice dividing objects into 2, 4 equal parts and finding the given part;
Develop logical thinking, memory, attention.
Cultivate accuracy and ability to work together
Integration of educational areas: cognition, speech development
Social and communicative development.
Visual material:
Pictures depicting fairy-tale characters: bun, hedgehog, hare, mouse, wolf, bear, squirrel, fox; number series; strips of colored paper; checkered leaves; simple pencils; cards with the table “Letters - numbers”, examples; scissors; trays; reading the Russian folk tale "Kolobok"
Planned results: children will successfully cope with solving arithmetic problems
Methodical techniques
1. Introductory part. Invite children to turn the Russian folk tale Kolobok into a mathematical one.
2. Main part.
2.1. Telling the beginning of a fairy tale by the teacher.
2.2. Meeting of a bun with forest inhabitants: a hedgehog. , hare, mouse, bear, squirrel. Completing tasks:1. solve problems You, me, you and me. How many of us, etc.
2. Comparison of numbers, names of days of the week and neighbors to the specified day of the week.
3. Solving arithmetic problems.
4. Dividing a strip of paper into 2 and 4 parts.
3.Final part Analysis of the lesson.
Guys, have we got a fairy tale?
What did you like most about the fairy tale? What new did you learn? What was difficult for you?
Progress of the lesson
Guys, do you like fairy tales? Let's remember the Russian folk tale "Kolobok". And since the country of Fairy Tales and the country of Mathematics are close friends. I suggest you turn the Russian folk tale “Kolobok” into a mathematical fairy tale. Let's see what comes of this.
Let's remember the beginning of the fairy tale:
“Once upon a time there lived an old man and an old woman. So the old man asks:
Bake me, old woman, a bun.
The old woman scraped up flour, kneaded the dough with sour cream, rolled it into a bun, fried it in oil and put it on the window to cool (that is, to cool).
(Show the picture of Kolobok).
Children: Kolobok jumped off the windowsill and rolled along the path.
Educator: Kolobok is rolling, rolling, and towards him...Hedgehog.
(Show a picture of a hedgehog).
Hedgehog: Kolobok, Kolobok, I will eat you!
Don't eat me, Hedgehog, better give me tasks.
Educator: let's help Kolobok solve the problems, otherwise the Hedgehog might eat him.
Hedgehog's quests:
1. You, me, and you and me. How many of us are there?
2. How many nuts are there in an empty glass?
3. If you eat one plum, what remains?
4. Who has more legs: a duck or a duckling?
5. How many tails do the three cats have?
6. How many ears do two mice have?
The hedgehog let go of Kolobok.
(Show a picture of a hare)
Hare: Kolobok, Kolobok, I will eat you!
Don’t eat me, Hare, it’s better to ask difficult questions and difficult tasks.
Hare's tasks:
What number comes after the number 7?
What number comes before the number 9?
Name numbers greater than 4 but less than 7.
Name numbers greater than 2 but less than 5.
How many days are there in a week?
Name the neighbors of the environment.
What is the name of the 5th day of the week?
How many months are there in a year?
The hare let go of Kolobok.
(Show a picture of a mouse)
Don’t eat me, Mouse, it’s better to give examples or the most difficult problems.
Mouse's tasks:
I brought 5 spikelets from the field, and then 2 more. How many spikelets did I have? Solve this problem using a number line. (Children lay out the solution to the problem using symbols).
There were 6 sparrows sitting on a branch, 3 of them flew away. How many sparrows are left on the branch?
And now you yourself, Kolobok, come up with a problem and lay it out using symbols. (Children lay out their task, and then pronounce it.)
The Mouse let go of Kolobok, and Kolobok rolled on.
Kolobok rolls, rolls, and the Bear meets him.
(Show a picture of a bear)
Kolobok, Kolobok, I will eat you!
Don't eat me, Bear, better ask me math questions.
Bear's quests:
I have 2 teddy bears. They argue among themselves all the time: who has more, who has less. I want to give them 1 towel each, but I don’t know how to make them the same. (Children divide the strips into 2 parts). The teacher shows 1 strip and says: “Or maybe this strip is longer?” (Children's answers.)
Then help me, Kolobok, divide this strip into 4 parts. These will be napkins for me, a bear and 2 cubs. (Children divide the strips into 4 parts.) How much will I get? Ursa? 2 bear cubs? (Children's answers.)
Thank you, Bear. And Kolobok rolled on.
Kolobok rolls, rolls, and Squirrel meets him.
(Show a picture of a squirrel)
Kolobok, Kolobok, I will eat you!
And now the most difficult task. This is a graphic dictation. (Children draw a bunny).
Kolobok thanked the squirrel and rolled further and further along the path. Along the way, I met many forest inhabitants, learned a lot of new things and passed on my knowledge to others. And for you guys, the forest dwellers have prepared little sweet gifts (treating children with candy)
That’s the end of the fairy tale, and well done to those who listened.
Lesson analysis.
Guys, have we got a fairy tale? What did you like most about the fairy tale? What difficulties did you encounter?
APPENDIX 9
Summary of integrated direct educational activities on cognitive development with application elements in the preparatory group
Program tasks :
1.Expand children's knowledge about butterflies. Introduce lifestyle and development cycle. Using unconventional appliqué using the quilling technique, teach children to create the image of a butterfly. Develop color perception, evoke a positive response to the results of your creativity.
Introduce children to the variety of butterflies. Cultivate an interest in the life of these insects.
2.Develop hand motor skills. Reinforce the known techniques of twisting spirals into familiar shapes: droplets, eyes. Learn to twirl your mustache.
3. Cultivate interest and caring attitude towards living nature.
Integration of educational areas: cognition, speech development, artistic and aesthetic.
Material and equipment: strips of colored paper, bright cardboard, PVA and pencil glue, napkin,
colorful illustration of butterflies.
Preliminary work: reading stories about insects,
asking riddles, holding a competition in a group on the topic: “I’ll write a story about a butterfly.”
Planned results:
Children will expand their understanding of butterflies, develop a sense of empathy for the preservation of this type of insect on earth, and become familiar with the quilling technique.
Methodical techniques:
Introductory part: organizational moment, asking a riddle.
2. Main part:
2.1 View a presentation about different types of butterflies
2.2 The teacher’s story about butterflies, their way of life, development, benefits, and the need for careful treatment.
2.3 Reading poems about butterflies.
(physical education minute)
2.4 Demonstration of making a butterfly applique using the quilling technique.
2.5 Doing work by children.
3. Conclusion. reflection: what new children have learned about butterflies, how and why it is necessary to protect butterflies and other insects, examination and analysis of children's works, organization of an exhibition.
Progress of the lesson.
Educator: With the onset of spring, the sun warms the earth and the first insects appear. Today we will talk about one insect. And to find out, guess the riddle: A flower was sleeping and suddenly woke up.
I didn't want to sleep anymore
He moved, he started,
He soared up and flew away.
Children: Butterfly.
Educator: The world of butterflies is very rich and diverse. Now you will see it for yourself,
(showing the presentation “Butterflies”)
Diurnal butterflies are active during the day and are brightly colored to be invisible on flowers. People always admire and admire the beauty of butterflies.
Butterflies flutter in the clearing
They spin, dance and sing.
You and I are invited to visit.
They are swayed by a light breeze,
The flower beckons them,
Elegant butterflies flutter
The green meadow is being decorated! And
Flying from flower to flower, butterflies carry pollen on their legs, and this makes the plant grow better and produce a larger harvest. These butterflies are beneficial. Their lifestyle benefits plants
The butterfly's mouth is a long, thin proboscis. Usually it is curled into a tight spring, but as soon as a butterfly sits on a flower, the proboscis unfolds and descends to the very bottom of the flower to collect liquid nectar. The insect sniffs with its antennae. The antennae sense the aroma of the flower from afar. The butterfly has large round eyes.
The wings of a butterfly are covered with small scales, which are covered with dyes. They give the butterfly a bright color. If you pick up a butterfly, you can damage these scales and then the butterfly will die. Do not pick up butterflies and do not allow others to do so. Save the beauty!
That's how the butterflies flew
Their wings fluttered,
Tenacious paws worked,
They sat on a flower
Blue, yellow, red,
Our flower is beautiful
Green, red, blue,
Our flower is beautiful!
Now let’s trace the stages of butterfly development. First the butterfly lays eggs
The eggs hatch into caterpillar larvae. They eat plant foliage in large quantities. Some larvae are so voracious that they can eat all the foliage on some plants. These butterflies cause harm.
Having eaten, the caterpillar grows and begins to secrete a thin thread from a hole in its abdomen.
She wraps herself with this thread, turning into a cocoon or pupa. The pupa attaches itself to the bark of a tree or leaf and freezes.
The pupae of different butterflies differ in color and size. Although the pupa appears completely motionless, there is an insect growing inside it.
The pupa hatches into an adult insect - a butterfly! At first she sits motionless, and when her wings dry out, she flies away.
Physical exercise.
In the morning the butterfly woke up
She washed herself with dew.
Two - spun gracefully,
Tri- bent down and sat down.
At four, it flew away.
(children sit down and)
The teacher tells and demonstrates the use of quilling techniques for butterfly appliqué.
Educator: Take a colored strip and start twisting it into a tight spiral. Secure the tip of the strip with glue. What do you think we did?
Children:-Head
Educator: Correct! The body is larger than the head, so we take 2 strips and glue their ends together, then twist them into a tight spiral. Let the spiral unwind slightly and secure the end. Now we give the spiral the shape of an eye (we press it on both sides with our fingers at the same time) The body is ready!
To make antennae, you need to bend a strip of paper in half and twist each end into a spiral to the fold line (in the opposite direction).
Finger game "Butterfly"
Oh, what a beauty
This butterfly is big!
Flew over the flowers -
And instantly suddenly disappeared!
Educator: - Let's start making the front wings. They are the longest, so we take 3 strips of different colors and glue them at their ends into one long one. For the second wing we perform similar steps. Now we twist a tight spiral
Letting it unwind a little, secure the end with glue. Squeeze it with your fingers on one side and form a droplet. When making the second wing, do not forget that the butterfly’s wings are symmetrical and have the same color.
The hind wings are smaller, so we make them from two strips, similar to the front ones.
Now, using PVA glue, glue the blanks onto colored cardboard.
Educator. The butterfly is ready!
Reflection: what new children have learned about butterflies, how and why it is necessary to protect butterflies and other insects, examination and analysis of children's works, organization of an exhibition,)
Introduction
Main part
Conclusion
Introduction
Curriculum for PM 03. Organization of various activities and communicationinvolves educational and industrial teaching practice in: MDK.02.01.Theoretical and methodological foundations for organizing play activities for children of early and preschool age MDK.02.02.Theoretical and methodological foundations for organizing the work activities of preschool children MDK.02.03.Theoretical and methodological foundations for organizing productive activities for preschool children MDK.02.04.Workshop on artistic processing of materials and fine arts MDK.02.05.Theory and methodology of music education with workshop MDK.02.06.Psychological and pedagogical principles of organizing communication among preschool children Practice goals: combining theoretical and practical training into a single process of developing professional competence; adaptation of students to the real conditions of the pedagogical process; preparing students for independent professional teaching activities; mastery of all types of activities of a preschool teacher, pedagogical culture; formation of one’s own professional position. Practice objectives: 1. Consolidate and deepen theoretical knowledge, test it in real educational work; preschooler musical labor education 2. To develop the ability to navigate the modern educational system of preschool education, analyze and select the most advanced and acceptable areas for independent practical activity; Study the age characteristics of preschool children and take them into account in their work; Develop interest and desire for creative, research teaching activities; Develop an individual work style; Carry out methodological and methodological culture, diagnostic work. The practice base is MBDOU DSKV No. 98, equipped with the necessary means for conducting practice. Kindergarten No. 98 is located in Bratsk, Osinovka district, st. Sports 4 A. Tel: 302-571; 302-564 There are 14 groups in the kindergarten of them:
2 early age groups, groups for preschool children, including: younger - 3gr., medium - 2 gr., senior-2nd year, preparatory to school - 3rd grade, of these, 2 groups operate on the basis of secondary school No. 43; compensatory group for children with speech disorders, group for supervision and care without the implementation of an educational program of preschool education for pupils of primary preschool age on the basis of DDT&M "Harmony". Payrollfor the 2013-2014 school year there were 295 children. Junior group I (2-3 years old) - 50 children; II junior group (3-4 years old) - 81; middle group (4-5 years old) - 45 children; senior group (5-6 years old) - 46 children; preparatory group (6-7 years old) - 58 children; compensatory group for children with speech impairment (5-7 years old) - 15 children. Preschool mission- create conditions for the upbringing and education of each child at the level of his age and individual capabilities, promote their full development, and ensure equal starting opportunities for education in educational institutions. Priority areas in the work of preschool educational institutions -Providing qualified correctional assistance to children with speech disorders. Material and technical basethe kindergarten is located in a standard two-story building, there are functional premises: music and physical education rooms, a methodological room, a psychologist’s office, a speech therapist’s office; catering unit; medical block; laundry block. The kindergarten operates according to the program “From birth to school”, scientific editor N.E. Veraxa. Main part
Theoretical and methodological foundations for organizing play activities for children of early and preschool age
In the course of getting acquainted with the experience of preschool educational institutions in organizing gaming activities, 2 thematic weeks were reviewed. The teacher uses all types of games (D/i, S/r, P/i, Page/i, etc.) The games are displayed as in a joint one. So it is in independent activities. Games are also used in GCD. In independent activities, children can play independently, but due to their age, the games are monotonous. All types of games are reflected in the plan. Thus, the teacher uses different types of games in his activities: both creative and games with rules. When studying the subject environment of the "Romashka" group for the formation of gaming skills, zones for gaming activities were identified: 1. The role-playing games corner contains games appropriate to the age of the children: hospital, hairdresser, driver, shop, sailor. All games are equipped with the necessary equipment. Containers with game equipment are marked with corresponding pictures. Children can independently pick up, play, and move games around the group. The zone of printed board games is equipped with various didactic games, during which children learn to combine similar characteristics of objects and group objects according to a named characteristic. The games are located on shelves within reach of children. The play corner is equipped with various toys: dolls, cars, phones, bags, kitchen corner. In the corner for construction games there are various types of construction sets: floor-standing, tabletop, Lego, soft modules. In the area for theatrical games there are various types of theater: finger theater, "bibabo", flannelgraph theater, rubber characters from fairy tales, theater with cubes, theater in pictures. In the area of musical development: sounding toys, sets of noise boxes, contrasting in timbre and nature of sound production (bells, drums, rubber tweeters, rattles, tambourine, pipes, metallophone, etc.), musical didactic games, music books, tape recorder. The subject environment in the group is organized taking into account the needs of children and corresponds to the principles of activity, taking into account gender and age differences, modernity, and safety. The formation of a subject-development environment is a dynamic process that allows the teacher to be creative by involving parents in the work. Pay attention to the water and sand area and the experimentation corner. Children are rarely allowed to play with them. Pay attention to the frequency of director's games. They are absent from the teacher's plan. Pay attention to the spatial organization of the environment; it should take into account the possibility of fairly wide, clearly visible paths of movement for the child. Selected aspects of planning play activities in kindergarten:The plan gives the teacher the opportunity to think through in advance the methods and techniques of teaching and raising children, and to see ways to achieve the goal. Everything that the teacher plans must ensure the harmonious development of the personality of each child. It should be remembered: planning must be flexible, because its implementation may be affected by unforeseen factors. A plan is not a formality, but an indispensable condition for successful and fruitful work with children, where the main thing is not the scheme and form, but the content. Let's consider planning a plot-role-playing creative game, in which meaningful play activity of preschool children and their relationships are successfully formed. An analysis of plans for educational work showed that there is often no connection between play activities and the content of classes to familiarize themselves with the surrounding reality and observations (for example, on a walk). But such observations are random, ill-conceived and of little value for the overall development of the child. Also, there is insufficient connection between learning in the classroom<#"center">Theoretical and methodological foundations for organizing the work activities of preschool children
According to the plan for this IDC, a conversation was held with the teacher of the “Romashka” group (2nd junior) on the main directions and tasks of labor education of children. Main tasks in self-service: continue to teach children how to dress and undress independently in a certain sequence (putting on and taking off clothes, unbuttoning and fastening buttons, folding, hanging items of clothing, etc.). cultivate neatness, the ability to notice disorder in clothing and eliminate it with a little help from adults. The main tasks in household work: Encourage children to independently carry out basic tasks: prepare materials for classes (brushes, modeling boards, etc.), after playing, put away toys and building materials. teach to maintain order and cleanliness in the premises and area of the kindergarten. in the second half of the year, begin to develop in children the skills necessary for serving in the dining room: helping to set the table for dinner (laying out spoons and forks, arranging bread bins, plates, cups, etc.). Main tasks in work in nature: cultivate a desire to participate in the care of plants and animals in a corner of nature and on the site. teach, with the help of an adult, to feed fish, birds, water houseplants, plants in beds, plant onions, collect vegetables, clear paths of snow, clear it from benches. The main tasks when introducing adults to work: to form a positive attitude towards the work of adults. cultivate the desire to take part in whatever is feasible, the ability to overcome small difficulties. continue to cultivate respect for people of familiar professions. encourage to provide assistance to adults, to cultivate a caring attitude towards the results of their work. develop a caring attitude towards your own crafts and those of your peers. Encourage people to talk about them. When studying the conditions of the group for the formation of labor skills, we found out where the equipment for work is stored: aprons for duty hang in the dishwashing room so that children can get them themselves; aprons for washing toys and for working in the nature corner hang next to the nature corner: buckets and watering cans lie on shelves in a corner of nature; rakes and brooms are stored in the reception area in the corner for take-out material; manual labor equipment is stored in the artistic center. It is necessary to bring in a brush and dustpan to sweep away crumbs from the dining room table. for manual labor you need to replenish the variety of fabrics. Observing the work of the teacher during the washing process. Sonya M. Masha H. Denis K. Dasha C. Katya L. Nastya K. Roll up their sleeves++++++Use soap++++++Lather their hands++++++Wring out their hands---+++ Take off the towel++++++ Observing the work of the teacher while getting ready for a walk and returning from a walk (dressing, undressing). Sonya M. Masha H. Denis K. Dasha Ch. Katya L. Nastya K. know the dressing sequence+ + +++ + neatly fold clothes - - - + + + know how to put things on++++++ fasten++-+ ++they tie up ------help each other++-+++thank you for the service++++++ Based on the analysis, we came to the conclusion that it is necessary: Continue to develop children’s ability to push their hands while washing. Develop the ability to neatly fold things. Develop the ability to tie shoelaces. A plan for labor education was drawn up based on tables in the second junior group. It contains specific names of types of work, their purpose and who was involved. Observation of the teacher’s work on the use of work assignments was also carried out: “Washing indoor plants” is work in a corner of nature. Reinforce the names of plants and children's knowledge about them. Learn to wipe leaves with a damp cloth. Maintain interest in plants and care for them. Encourage children to use words: ficus, care, water, wipe the leaves. Equipment: 2 flowers, 2 watering cans, 2 rags The planned tasks were completed. The children eagerly watered the flowers and wiped the leaves. All equipment was prepared in sufficient quantity. At the beginning, the technique of introducing a flower was used, which helped to attract the attention of the children. During the work, the teacher used a step-by-step demonstration and explanation (how to use a watering can, how to wipe the sheets correctly). The children performed together with the teacher. The show was complete. During the work, the teacher uses help for children, artistic expression, instructions, and praise. The assignment was carried out methodically correctly. The work of the teacher in supervising duty was observed: "Preparing for Lunch" Goal: to teach children to set tables in a certain sequence and arrange cutlery correctly. Fostering a value-based attitude towards one’s own work, the work of other people and its results. Cultivate a desire to take part in feasible work, the ability to overcome minor difficulties. Develop thinking, activate vocabulary. Continue teaching children to set the table in a certain sequence. Equipment: plates, spoons, cups, napkin holders, bread bins, aprons, scarves for 5 children. The assigned tasks were completed in full. At the beginning, the problem situation technique “It’s almost lunch, but the tables are not set” was used, which helped to activate the children. During the work, the teacher used help for children, thin. word. The assignment ended with the children going into quiet games. The assignment was carried out methodically correctly. We observed the work of a teacher in managing collective work in the second junior group: “Clean area” Encourage children to work hard, teach them to maintain order and cleanliness. Encourage adults to help. Foster a caring attitude towards the results of work. Equipment: buckets, brooms. A goal was set for the children. The distribution of responsibilities was at the request of the children. During the work, the teacher helped the children, showed how to hold a broom and sweep correctly, and used artistic expression. The assigned tasks were completed. When summing up the results, the teacher used praise and encouragement. He emphasized that garbage should be thrown away in a designated place. Theoretical and methodological foundations for organizing productive activities for preschool children and a workshop on artistic processing of materials and fine arts
Productive activities of preschoolers include: drawing, modeling, design, appliqué; is of great importance for comprehensive development. It attracts children, delights them with the opportunity to create something beautiful on their own. Children should begin to be included in preschool settings from the age of 2 to 3 years. Productive activity is part of all educational work in preschool educational institutions and is interconnected with all its areas. The connection with play is especially important for the upbringing and development of a child. We got acquainted with the aesthetic development environment at the preschool educational institution. One of the most important factors in the formation and development of a child’s personality is the environment; in a preschool educational institution, this is the environment in which the child lives, develops, and rests. An environment created according to the laws of beauty contributes to children’s understanding of beauty, the formation of aesthetic and artistic taste, the natural formation of their aesthetic attitude towards the environment, and the formation of artistic and creative abilities. Constantly influencing through the senses, without words or edification, it forms an idea of beauty, taste, and value orientations. The developmental environment in the "Romashka" group is aesthetically organized and contains opportunities for children to engage in a variety of games, activities, and leisure activities and can contribute to their development. It meets sanitary, hygienic and safety requirements. The aesthetic development environment should be: replaceable, variable. interconnected with all its parts and the environment, which will allow children to engage in various activities and interact with each other. located so that materials and equipment are within children's field of vision. appropriate for the age of the children. An observation was made of the teacher’s work in visual arts (painting “Dandelions in the Grass”). The premises were prepared for occupation in compliance with hygienic conditions. The tables are placed according to the correct lighting. The teacher prepared visual material (colorful, of the required size, at the children’s eye level). In preparation for the lesson, the children were given instructions: pour water into glasses, lay out napkins. The topic of the lesson corresponds to the program, time of year, and children’s visual abilities. The teacher has a lesson plan and outline. The children were given the task of conveying in a drawing the beauty of a blooming meadow and the shape of flowers. Illustrations with flowers were examined and their main parts were highlighted. During the lesson, the teacher gave instructions to the children. Those children who did not succeed were given help by showing the child with his hand. The duration of the lesson is 20 minutes, of which 5 minutes are devoted to the introductory part. The teacher allowed the children to analyze each other’s work themselves. After which she herself noted that the children did especially well. It is necessary to carry out individual work with children who do not hold their hands correctly. At the end of work, the children clean up the tables. The teacher gives instructions: wash brushes and glasses, wipe tables. In general, the tasks set by the teacher were completed. In the "Romashka" group, a subject-based developmental environment has been created to stimulate independent activity and develop children's creativity. The art area, located within reach of children, has all the necessary equipment. Children can come up on their own and choose an activity of their choice. We analyzed observations of children’s independent productive modeling activities (“pies for grandma”): Children can sculpt on their own. They love to work with plasticine and depict objects in volume. They are able to separate small pieces from a large piece of plasticine, roll them out in a circular motion with their palms, and sculpt various objects using a variety of sculpting techniques. Place plasticine on a board. They select the necessary material themselves. During the educational practice, technological maps for modeling, appliqué, drawing, design were developed and lesson notes were compiled for them for practical training. Theory and methodology of music education with workshop
· development of musical and artistic activities; · introduction to the art of music. The educational field "Music" integrates with the following areas: HealthPreservation and strengthening of children’s physical and mental health, formation of ideas about a healthy lifestyle, relaxation. Labor Formation of labor skills, education of hard work, education of a value attitude towards one’s own work, the work of other people and its results Safety Formation of the foundations of the safety of one’s own life in various types of musical activities. Socialization Formation of ideas about musical culture and musical art; development of gaming activities; the formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community. Cognition Expanding children's horizons in the field of music; sensory development, the formation of a holistic picture of the world in the field of musical art and creativity. Reading Literature The use of musical works to enhance the emotional perception of works of art. Hood. creativityDevelopment of children's creativity, introduction to various types of art, use of artistic works to enrich the content of the field of "Music", consolidate the results of the perception of music. Formation of interest in the aesthetic side of the surrounding reality; development of children's creativity. Communication Development of free communication with adults and children in the field of music; development of all components of oral speech in theatrical activities; practical mastery of speech norms by pupils. Phys. culture Development of physical qualities for musical and rhythmic activities, the use of musical works as musical accompaniment for various types of children's activities and physical activity. In kindergarten we do musical activities every day. We are working on developing musical abilities and instilling aesthetic taste. Kindergarten and family are the two main groups responsible for the development and upbringing of the child. Musical art is of great importance in mental, moral, aesthetic and physical education. We start working with children aged one and a half years and accompany them to school. At this stage of the journey, lasting six years, the children systematically and consistently engage in all types of musical activities. We teach children to sing, dance, listen, play musical instruments. In the process of learning and singing, children develop memory, strengthen their vocal cords, and the ability to breathe correctly. There is constant work on diction, the child learns to correctly sing sounds, words, sentences. We teach children to dance expressively, rhythmically, beautifully. Express your feelings and emotions through dance. Children learn to invite each other to dance and see each other off after the dance. Dancing is very good for health, the child develops correct posture, and in the future he will feel confident in any situation. We also instill a love for classical music, expanding our horizons. By systematically listening to music, children develop perseverance and attention, and this is preparation for school and later life. To achieve the main goal and objectives of music education, the teacher draws up a work plan on the topic for the week, which reflects the joint activities of the teacher with children, individual work, independent activities of children and interaction with parents. Forms of work: group, subgroup, individual. The following consultations have been prepared for parents: . "How to teach a child to listen to music in a concert hall" . "How to teach your child to listen to music at home" To develop auditory perception and attention and develop performing skills, a musical development zone has been created in the Romashka group. It contains the necessary materials and equipment: sounding toys noise box sets contrasting in timbre and nature of sound production (bells, drums, rubber tweeters, rattles, tambourine, pipes, metallophone, etc.) musical educational games music books record player. Musical instruments bring many joyful moments and develop phonemic awareness and a sense of rhythm. A conversation was held with the teacher of the 2nd junior group "Romashka" on issues of musical education. During the analysis of the conversation, it was revealed that Sonya M., Masha Kh., Dasha Ch., Bogdan Kh., Katya L., Nastya K. show the greatest interest in the use of music and musical-rhythmic movements. During classes, children prefer dance and play creativity. Children engage in independent play activities at will several times during the day. There are 3-4 people in the independent activity zone every day. They prefer to play metallophones, pipes, and maracas. Also, in independent activities, children use movements learned in music classes in their games. The teacher includes musical and rhythmic activities with children in his practice. Observing joint work with children on the use of music in the everyday life of preschool educational institutions, we revealed: Regime processes Listening: Russian. adv. song "The Sun Has Friends" Singing the song: "I sing a song to Mom" music by T. Potapenko, lyrics. E Avdienko. WalkSpeaking a tongue twister to develop diction “The crow missed the little crow” (with a subgroup) Musical lesson According to the music plan. Organizer. On what basis did they draw their conclusion? Children react emotionally to music, listen carefully to the work, but due to age characteristics, not everyone can listen to the end. Children also move with great desire to music and actively perform movements. Children know and perform various songs and are able to distinguish between sad (minor) and cheerful (major) music. During the practice, questions were developed to identify knowledge of musical educational activities for children of primary preschool age: Hearing: listens carefully recognizes familiar melodies distinguishes sounds (high, low) sings and sings along with the teacher sings without tension starts and ends singing together Musically rhythmic movement: moves according to the character of the music performs dance movements (teacher demonstration) moves to music with objects DMI game (distinguishes and names) And in older preschool age, the content of musical educational activities becomes more complicated: continue to develop aesthetic perception, interest, love for music, to form a musical culture based on acquaintance with composers, classical, folk and modern music. continue to develop children’s musical abilities: pitch, rhythmic, timbre, dynamic hearing; emotional responsiveness and creative activity. Psychological and pedagogical principles of organizing communication among preschool children
During the educational practice, we observed the process of communication between children in a group, among themselves and with adults in independent and joint activities. During the observation, it was revealed that the children’s communication was non-situational. Mostly children communicate calmly without shouting, but sometimes conflicts arise over toys. When talking to each other, children use the most unexpected, unpredictable words, combinations of words and sounds, and phrases. In contacts with other children, it is much more important for a child to speak out himself than to listen to another. In the group, several categories of kids were noticed according to the degree of their activity in establishing contacts with peers. Someone himself takes the initiative and, after a series of trials and errors, finds his own group in which he enjoys spending time. Some people spend a long time watching the games of their peers, he likes how they play, and he himself would not mind playing, but he cannot overcome his shyness and join the team. Although, if another child takes the initiative, the shy baby will interact quite successfully with him and will not spoil the games. Children have a friendly attitude towards each other, and they demonstrate the ability to share toys. There are attempts to feel sorry for the peer, hug him, and help. Children address the teacher by first name and patronymic; if something is needed, they come up with a request. They enjoy talking with the teacher on various topics and engage in various activities. There is a culture of behavior, they know how to say “thank you” and “please”. Analysis of the developing environment in the educational field of Communication helped to see that the microenvironment (internal design of the group) meets the requirements of the Program in the second junior group: the equipment of the room is safe, aesthetically attractive, health-preserving and developmental. Furniture corresponds to the height and age of children, toys provide the maximum developmental effect for this age. The space of the group room is organized in the form of well-demarcated zones: (“centers”, “corners”), equipped with a large number of developmental materials (toys, creative materials, books, developmental equipment, etc.) All items are available to children. The organization of space allows children to choose interesting activities for themselves, alternate them during the day, and gives the teacher the opportunity to effectively organize the educational process, taking into account the individual characteristics of children. The equipment of the corners changes in accordance with the thematic planning of the educational process. Such development centers are: role play corner; board and printed games area; exhibitions of children's drawings and children's creativity; corner of nature; sports section; play corner (with toys, building materials); corners for various types of independent activities for children - constructive, visual, musical. The world of a child, like the adult world, has its own culture, which does not arise on its own, but is passed on from generation to generation through many games and exercises. But children are not interested in just one game; they would like to communicate with each other and with adults. A child’s entire preschool childhood is built on winning the attention of adults and peers, and showing others his uniqueness. The child builds the world around him as he sees it, in a form accessible to him. He not only plays, but also designs, draws, sculpts, dances, that is, he manifests himself in various types of children's activities. And at the same time, it is important for a child to be appreciated and correctly understood, first of all, by close people, because the culture of childhood begins with a sense of personal significance for parents, which gives rise to the desire to be like mom or dad. At preschool age, the child’s world is no longer limited to the family. People who are significant to him now are not only his mother, father or grandmother, but also other children and peers. And as the child grows up, contacts and conflicts with peers will become more and more important for him. In almost every kindergarten group, a complex and sometimes dramatic scenario of children’s interpersonal relationships unfolds. Preschoolers make friends, quarrel, make peace, get offended, get jealous, help each other, and sometimes do minor “dirty tricks.” All these relationships are acutely experienced by the child and are colored by a wide variety of emotions. Observation was organized in the senior group to identify communication skills among themselves and with adults. During the observation, it was found that game interactions are accompanied by speech that corresponds both in content and intonation to the role taken. They use complex sentences of different types; when retelling, they use direct and indirect speech. They tell each other about events from personal experience. They write endings to fairy tales on their own. They use words related to the world of human relationships. Relations between children are friendly, and the ability to play together is observed. There is a desire to please the teacher with good deeds. There are polite words in the children's dictionary. The growing need of older preschoolers to communicate with peers, in joint games and activities leads to the emergence of a children's community.A system of interpersonal relationships, mutual sympathy and affection develops. The formation of the social status of each child is largely determined by the teacher’s assessment of him. By his behavior, the teacher shows examples of a kind, caring attitude towards people.
In older preschool age, children’s attitudes toward their peers again change significantly. At this time, the child is capable of extra-situational communication, which has nothing to do with what is happening here and now. Children tell each other about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of other children. At this age, it is already possible for them to communicate in the usual sense of the word for us, that is, not related to games and toys. Children can simply talk for a long time (which they could not do in early preschool age), without performing any practical actions. The relationship between them is also changing significantly. The child’s friendliness and emotional involvement in the activities and experiences of his peers increases significantly. Often older preschoolers carefully observe the actions of their peers and are emotionally involved in them. Quite often, even contrary to the rules of the game, they strive to help their peers and tell them the right move. If four- to five-year-old children, following an adult, willingly condemn the actions of their peers, then six-year-olds, on the contrary, defend a friend or can even support his “resistance” to an adult. At the same time, the competitive element in children’s communication remains intact. An analysis was carried out of the work of the teacher in organizing joint activities in the educational field of "Communication" The analysis revealed that the teacher uses different types of activities to implement tasks in this area. Conducts educational activities, conversations, examination of illustrations, and observation. The main goal of the teacher is to help children master constructive ways and means of interaction with people around them. The teacher develops children's ability to understand and use language, develops communication skills and coherent speech, helps them master the various properties of expressiveness, helps develop the ability to analyze and self-analyze the products of speech activity in accordance with the goal. The teacher uses: Joint activities in sensitive moments and in the GCD: situational conversations free communication conversations on various topics special communication games verbal didactic games. theatrical games moving and round dancing games with speech accompaniment learning poetry, proverbs, tongue twisters, nursery rhymes, fables writing riddles free dialogues with children in games, observations, when perceiving paintings, illustrations, photographs, cartoons conversations with children about events from personal experience. 2. In independent activities, games played together with peers are used: role-playing; director's; theatrical; fantasy games; didactic; developing intellectual; movable; games with building materials. During the practice, a consultation for parents “Constructive communication with children” was compiled. We conducted a diagnosis of the communication skills of preschool children, based on which we made the following conclusion: When determining the level of development of communication, it is necessary to remember that communication necessarily presupposes reciprocity and reciprocity. This is in no way an influence on another or submission to him. Both partners should be active in communication and each person’s message should be directed at the other’s response. When diagnosing communication, two sides must be taken into account - activityAnd sensitivity to partner.
Activitymanifests itself in the desire to attract attention, to express something of one’s own, to develop the topic of conversation, to offer something unusual, etc. Sensitivity to your partneris expressed in attention to him (in interest in his words and actions, in his views), in readiness to respond to his proposal, in the ability to hear and understand another. Both sides are equally important for meaningful communication, but their severity may vary from child to child and in different situations. To identify the form of communication, various types of interaction should be carried out with the child in different situations that model one or another form of communication. For modeling: situational business form of communicationthe optimal situation is a joint game, non-situational-cognitive- conversation from a book, non-situational-personal- "intimate talk". Let us dwell on a specific description of these situations. The teacher offered the child a choice of different forms of interaction. I asked him what he wanted to do with him more: play with toys, read a new book, or just talk about something. If a child confidently and unambiguously chooses a joint game, it means that he prefers situational business communication with an adult. Choosing a new book indicates an interest in cognitive communication, and a preference for conversation may indicate a child’s desire for personal communication with an adult. However, conscious choice, although very indicative, cannot be the only one for determining the form of communication. If a child chooses to play together, this does not mean that he is incapable of personal communication. In addition, some children cannot immediately make such a choice or choose all three forms of interaction at once, since they are equally attractive to them. Therefore, to more accurately determine the form of communication, it is important to conduct all three types of interaction with one child. It is better to start with the simplest and most accessible for preschoolers - situational business communication, i.e. from playing together. Any toys are suitable for this - blocks, dolls, cars, construction sets, etc. When playing with a child, you need to pay attention not to his ability to play with objects, but to his ability to play together with an adult. To do this, it is important to note whether the child knows how to focus on a partner, whether he takes into account his interests, whether he is passionate about joint activities or prefers to play alone. As a rule, all preschoolers show the desire and ability for situational business communication. Conclusion
Educational practice allowed us to come to the following conclusion: the full development of a child is possible only thanks to the skillful guidance of an adult. However, an equally important role in mental development is played by the activity of the child himself. It is not enough that the child has normal heredity, a plastic brain, that he is brought up in a cultural environment; it is necessary that he himself perform certain forms of activity, which are controlled by an adult. These forms of activity are organized into complex systems of activity, the development of which is the main task in the development of the child’s psyche. In the process of mastering various types of activities, the child develops the brain, which represents the physiological basis of complex types of mental activity. It is important to note that the brain is not so much a condition of mental development as the result of the organization of a child’s own activity under the control of an adult. We proceed from the fact that the most productive strategy in educational work with children is amplification (enrichment of the development of the child as an individual), according to which the child’s life must be maximally saturated with various types and forms of activity that form the basis of childhood and allow him to successfully enter adulthood in the future . It is important to emphasize: childhood is not a stage of “dragging” a child into adulthood, but a valuable period in its own right, with its own rich content, which should be presented as fully as possible in educational work with children. Thus, educational work with children places special demands on adults. On the one hand, he acts as a mediator between culture and the child and offers him various examples of it. On the other hand, he acts as a mediator between the preschooler and the culture, supporting his initiative, trying to adapt the child to the culture. Extreme forms are acceleration and an approach in which educational work entirely follows the child’s development. All the variety of forms of work with children is carried out in specific educational situations that are created by the teacher, or that arise spontaneously during the child’s interaction with the outside world. Therefore, the teacher faces a special task - to think through and analyze specific situations in which educational work with children takes place. In conclusion of my report, I would like to say that there were no particular difficulties during the educational internship. It was very interesting to get to know the work of a teacher and to be a teacher myself. After being on practical training, I learned about the rights and job responsibilities, ethical principles, tasks and functions of a teacher in this institution and in the preschool sector in general. I got acquainted with the methods and methods of work of an experienced teacher, and received a lot of advice.Similar works to - Organization of various types of activities and communication of preschoolers
Compiled by: Khazratova F.V.
1. Construct and conduct an ethical conversation with children.
2. Make a rough plan for the development of communication between children in a kindergarten group, focusing on the educational area “Cognitive Development”.
3. Draw up a rough plan for the development of communication between children in a kindergarten group, focusing on the educational area “Socio-communicative development”.
4. Make a rough plan for the development of communication between children in a kindergarten group, focusing on the educational area “Speech development”.
5. Make a rough plan for the development of communication between children in a kindergarten group, focusing on the educational area “Artistic and Aesthetic Development.”
6. Make a rough plan for the development of communication between children in a kindergarten group, focusing on the educational area “Physical Development”.
7. Model a teaching environment that promotes children's communication development. Give a description of the model.
8. Observe the communication of preschoolers (optional):
· in everyday life and various activities:
· in a role-playing game;
· in everyday activities (routine processes);
· in cognitive activity;
· in joint activities with adults.
Give a descriptive description of the observation results.
9. Observe and analyze the nature of children’s communication:
With peers;
Educators;
By parents.
Goal: to identify children who have communication difficulties.
11. Observe and analyze the style of communication between teachers and children.
Goal: Determine pedagogical communication styles. Justify the nature of their influence on the interaction of children with peers.
12. Make a plan for a series of corrective games, exercises and sketches with children (to develop communication skills).
13. Make a plan for organizing children’s communication during regime processes (OPTIONAL):
Reception of children, exercise, washing, lunch, afternoon snack, etc.
Independent activity of children;
Walks, excursions;
Joint games and activities.
Organizing entertainment and celebrations;
Organizing and conducting conversations with children;
Organizing and conducting conversations with parents.
14. Develop a plan for correcting children’s communication in the group for one month.
15. Develop criteria and indicators for the focus of the teaching environment on the development of children’s communicative abilities.
Main sources:
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Internet resources:
1. EBS IPRbooks
2. http://ivalex.vistcom.ru /
3. http://www.detskiysad.ru/
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5. http://www.kindereducation.com/
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The study was conducted at Municipal Educational Institution No. 4 in Tula (school preparation courses). The sample consisted of 20 children of senior preschool age, 10 people each in the experimental and control groups.
The list of children in the experimental and control groups is presented in Table 3.
Table 3 List of children in the experimental and control groups
Description and analysis of the results obtained at the ascertaining stage
1. Comprehensive observation of children in natural conditions
The diagnostic results of complex observation of children in natural conditions in the experimental and control groups at the ascertaining stage of the experiment are presented in Table 4.
Table 4 Results of comprehensive observation of children in natural conditions at the ascertaining stage of the experiment in the experimental and control groups
Table 4 shows that 1 child (10%) each in the experimental and control groups has a high level of development of communication culture skills. Children in this category show attention to their peers, address them by name, and use a friendly tone; on their own initiative (without prompting from adults) they greet, thank a peer and say goodbye to him; in conflict situations, do not insult the interlocutor (they try to resolve the conflict themselves or seek the help of an adult). 4 children (40%) in the experimental group and 7 children (70%) in the control group have an average level, i.e. these children do not always show attention to their peers, do not always address them by name, rarely notice the mood of another child, do not always say hello and goodbye, and do not use polite words enough; smooth relationships prevail. 5 preschool children (50%) in the experimental group and 2 children (20%) in the control group had a low level of development of communication culture skills. Children in this category very rarely address themselves by name and do not take into account the opinions of other children; When communicating with peers, an openly negative, selective relationship prevails.
2. Methodology "Identification of the level of development of dialogical communication of children (conversation on the proposed situation) (methodology of E.I. Radina)"
The diagnostic results using the “Conversation on the proposed situation” method at the ascertaining stage of the experiment are presented in Table 5.
Table 5 Diagnostic results using the “Conversation on the proposed situation” method at the ascertaining stage of the experiment
Analysis of the results presented in the table shows that a friendly tone of communication was observed in 40% of children, both in the experimental and control groups, an unfriendly tone of communication - in 60% of subjects in both groups, a calm tone of communication in 30% of subjects in the experimental group and 40% of children in the control group, loud tone of communication - 70% in the experimental group and 60% of subjects in the control group, show attention to the speech of the interlocutor - 30% of subjects in the experimental group and 40% of children in the control group, are inattentive to speech interlocutor - 70% of children in the experimental group and 60% of the control group, interrupt the interlocutor - 70% of preschool children in the experimental group and 80% of the control group, do not interrupt the interlocutor - 30% of children in the experimental group and 20% of subjects in the control group, use speech etiquette - 40 % of subjects in both groups and 60% of children in each group do not use speech etiquette.
Thus, the majority of subjects in the sample (70% in the experimental group and 60% of children in the control group) have a low level of development of dialogic communication. Children with a low level of development of dialogical communication are characterized by monosyllabic answers, indicating a reluctance or inability to construct complete speech structures, ask questions, and use speech etiquette formulas in speech. Children in this category are characterized by an unfriendly, loud tone of communication, and inattention to the speech of the interlocutor.
The average level is typical for 20% of subjects in the experimental group and 30% of children in the control group. Children with an average level of development of dialogical communication are characterized by incomplete answers from children, indicating a desire to engage in communication, ask questions themselves, and use speech etiquette formulas in conversation. Children in this category do not always use a friendly, calm tone of communication, are not always attentive to the speech of the interlocutor, and often do not use speech etiquette.
Only 10% of subjects in the sample (both in the experimental and control groups) have a high level of development of dialogic communication. Children with a high level of development of dialogical communication are characterized by complete answers, indicating a desire to engage in communication and ask questions themselves; These children use speech etiquette formulas, a friendly, calm tone of communication, and attention to the speech of the interlocutor.
3. Methodology "Study of speech communication skills" (according to G.A. Uruntaeva and Yu.A. Afonkina)
The diagnostic results using the “Study of Speech Communication Skills” method (according to G.A. Uruntaeva and Yu.A. Afonkina) at the ascertaining stage of the experiment in the control and experimental groups are presented in Table 6.
Table 6 Diagnostic results using the “Study of speech communication skills” method at the ascertaining stage of the experiment in the experimental and control groups
Analysis of the results using the “Study of Speech Communication Skills” method, presented in the table, showed that 60% of the subjects (6 children) in the experimental group and 30% of the subjects (3 children) in the control group have a low level of development of speech communication skills. Children with a low level of development of speech communication skills are inactive, little talkative when communicating with children and the teacher, inattentive, rarely use forms of speech etiquette, and do not know how to consistently express thoughts or accurately convey their content. Voice is too loud or quiet, speech is intermittent, frequent use of unnecessary words. There is no eye contact with the interlocutor; during communication, the posture is tense and uncomfortable; complete lack of movement of the arms and head; absence of any changes in facial expression during a conversation.
30% of children (3 people) in the experimental group and 50% of preschoolers (5 people) in the control group have an average level of development of speech communication skills. Children with an average level of development of speech communication skills know how to listen and understand speech, participate in communication more often on the initiative of others; the strength of the voice does not always correspond to the norm, speech is smooth, continuous, frequent use of unnecessary words, relaxed, comfortable posture when communicating, relaxed gestures appropriate to the conversation are used; Gestures replace each other too often, sometimes making communication difficult.
Only 10% of subjects (1 person) in the experimental group and 20% of subjects (2 people) in the control group have a high level of development of speech communication skills. Children in this category are active in communication; know how to listen, understand speech; communication is built taking into account the situation; these children easily come into contact with children and the teacher; express their thoughts clearly and consistently, and know how to use forms of speech etiquette. The strength of the voice is normal, speech is smooth, continuous, and there is no use of unnecessary words. There is eye contact with the interlocutor, a constantly relaxed, comfortable posture when communicating, relaxed gestures appropriate to the conversation are used; facial expression indicates interest in communication.
4. Sociometric analysis
The diagnostic results of sociometric analysis at the ascertaining stage of the experiment in the experimental and control groups are presented in sociomatrices (see appendix)
According to the results of sociometric analysis, 60% of children (6 people - Andrey S., Alexey V., Vitya L., Nastya N., Natasha S., Polina K.) in the experimental group and 70% of children (7 people - Alina L., Anya M., Kostya B., Masha O., Marina D., Oleg K., Yana Ch.) in the control group belong to the status category “accepted” and have a more or less favorable status in the group, which means the well-being of these children in system of interpersonal relationships, their satisfaction in communication, recognition by peers. 40% of preschool children (4 people) in the experimental group and 30% of children (3 people) in the control group have an unfavorable status in the group: 20% of children in both the experimental and control groups (2 people each - Katya O., Yura G (exp. group), Dasha M., Kirill K. (counter group)) belong to the status category “not accepted”; 20% of children (2 people - Natasha T., Olya M.) in the experimental group and 10% of the subjects (1 person - Misha P.) in the control group have the status position “isolated”.
Based on sociomatrices, one can also say about the nature of relationships in groups. . There is a lack of cohesion within the teams of both groups, and there is also disunity in the class by gender: the children are mainly divided into groups of girls and boys, and within each group there are close-knit microgroups - children are mostly friends with each other in groups of 2-3 people. Although there is also mutual sympathy between some boys and girls. Also, based on the results of the tables, the level of well-being of relationships in groups (WBL) was determined. In both the experimental and control groups, the BLV is quite high, because the number of children with a favorable status exceeds the number of children with an unfavorable status. An important indicator of BWL is also the “isolation index”, which should not exceed 15-20%; in the experimental group it is 20%, and in the control group it is 10%.
5. Participant observation during problem situations
The diagnostic results of participant observation during problem situations at the ascertaining stage of the experiment in the experimental and control groups are presented in Table 7.
Table 7 Results of participant observation during problem situations at the ascertaining stage of the experiment in the experimental and control groups
|
State of the art |
The degree of emotional involvement of the child in the actions of a peer |
The nature of participation in the actions of a peer |
The nature and degree of expression of empathy for a peer |
The nature and degree of manifestation of prosocial forms of behavior |
||||
|
Counter. Gr. |
Counter. Gr. |
Counter. Gr. |
Counter. Gr. |
|||||
Based on the results presented in Table 7, the following conclusions can be drawn:
1. On the scale “The degree of emotional involvement of a child in the actions of a peer,” 20% of children (2 people) in the experimental group and 30% of children (3 people) in the control group have a high level - these children show interest in their peer, closely observe and actively intervene in peer actions; 50% of subjects (5 people) in the experimental group and 60% of children (6 people) in the control group belong to the average level. Children in this category periodically closely observe the actions of a peer, individual questions or comments on the actions of a peer. According to this indicator, 30% of children (3 people) in the experimental group and 10% of subjects (1 person) in the control group have a low level, which indicates that children in this group have either a complete lack of interest in the actions of their peers (does not pay attention, looks around, minds his own business, talks to the experimenter), or casts only cursory interested glances in the direction of his peer.
2. On the “Nature of participation in peer activities” scale, 10% of children (1 person) in the experimental group and 40% of children (4 people) in the control group have a high level, i.e. these children positively evaluate the actions of their peers - they approve, give advice, suggest, help; 50% of the subjects (5 people each) had an average level in both the experimental and control groups. Children in this category have demonstrative assessments of the actions of their peers - they compare with themselves, talk about themselves. 40% of children (4 people) in the experimental group and 10% of children (1 person) in the control group are at a low level for this indicator. These children either have no assessments of the actions of their peers at all, or their assessments are negative - they scold and ridicule.
3. On the scale “The nature and degree of expression of empathy for a peer,” which is clearly manifested in the child’s emotional reaction to the success and failure of another, censure and praise by adults of the actions of a peer, 20% of children (2 people) in the experimental group and 30% of the subjects have a high level (3 people) in the control group. These children have an adequate reaction - joyful acceptance of a positive assessment and disagreement with a negative assessment. Here the child seems to be trying to protect his peer from unfair criticism and emphasize his merits. This response option reflects the ability to empathize and compassion. The average level for this indicator includes 20% of children (2 people) in the experimental group and 60% of children (6 people) in the control group. Children in this category have a partially adequate reaction - agreement with both positive and negative assessments of the adult. This reaction option rather reflects the child’s attitude towards the adult and his authority and an attempt to objectively assess the result of the partner’s actions. 60% of preschool children (6 people) in the experimental group and 10% of children (1 person) in the control group belong to the low level, i.e. these children have either an indifferent reaction, which consists of indifference to both positive and negative evaluations of the partner by an adult, or an inadequate reaction - unconditional support for the adult’s censure and protest in response to his encouragement.
4. On the scale “Nature and degree of manifestation of prosocial forms of behavior” in a situation where a child faces a choice to act “in favor of another” or “in his own favor,” 10% of children (1 person) in the experimental group and 20% of preschoolers (2 people) in the control group. Children of this group provide unconditional help to their peers, without presupposing any requirements or conditions: the child provides the other with the opportunity to use all of his elements. 40% of children (4 people) in the experimental group and 60% of subjects (6 people) in the control group belong to the average level. This indicates pragmatic help to a peer of this category of children - in this case, children do not refuse to help a peer, but only after they complete the task themselves. The low level for this indicator includes 50% of subjects (5 people) in the experimental group and 20% (2 people) in the control group. These children either refuse to help their peer - they do not give in to any persuasion and do not give up their details to their partner, or provide provocative help - the children are reluctant, under peer pressure, to give up their details. At the same time, they give their partner one element of the mosaic, clearly expecting gratitude and emphasizing their help, knowingly understanding that one element is not enough, and thereby provoking the peer’s next request.
6. “Guess the emotion” technique
The diagnostic results using the “Guess the Emotion” method at the ascertaining stage of the experiment in the experimental and control groups are presented in Table 8.
Table 8 Diagnostic results using the “Guess the Emotion” method at the ascertaining stage of the experiment
Analysis of the results of the “Guess the Emotion” technique showed that the majority of the subjects - 50% of the subjects (5 people) in the experimental group and 40% of the children (4 people) in the control group - have a low level of ability to understand the emotional state of another person. Children in this category do not cope with tasks: in most cases they incorrectly name the emotions depicted in the picture and cannot characterize the state of the person experiencing the indicated emotion; Children do not understand people’s moods and do not correctly differentiate and evaluate their actions. These guys are characterized by difficulties in describing the experienced emotional state of the interlocutor by his facial expression, posture, emotions, gestures, and giving undeveloped answers in describing situations in which the specified state of a person arises.
40% of subjects (4 people each) from both groups belong to the average level. These children do not cope with all tasks: they do not always correctly name the emotions depicted in the pictures and characterize the state of the person experiencing the specified emotion; These children do not understand people’s moods very well; they differentiate and evaluate their actions not always correctly.
Only 10% of children (1 person) in the experimental group and 20% of children (2 people) in the control group belong to the high level. These children coped with the task: they accurately understand the emotional state of the interlocutor by his facial expression, posture, emotions, gestures, give detailed answers in describing situations in which the specified state of a person arises, children easily understand the mood of people, differentiate their actions, and evaluate actions.
Analysis of the results of the ascertaining stage of the experiment allows us to draw the following conclusions:
1. The majority of preschoolers in the experimental group (50%) have a low level of development of communication skills. Children in this category very rarely address themselves by name and do not take into account the opinions of other children; When communicating with peers, an openly negative, selective relationship prevails.
The majority of preschoolers in the control group (70%) have an average level of development of communication skills. These children do not always show attention to their peers, do not always address them by name, rarely notice the mood of another child, do not always say hello and goodbye, and do not use polite words enough; smooth relationships prevail.
2. 70% of children in the experimental group and 60% in the control group have a low level of development of dialogic communication. Children with a low level of development of dialogical communication are characterized by monosyllabic answers, indicating a reluctance or inability to construct complete speech structures, ask questions, and use speech etiquette formulas in speech.
3. Most of the children (60%) in the experimental group belong to a low level of development of speech communication skills. Children with a low level of development of speech communication skills are inactive, little talkative when communicating with children and the teacher, inattentive, rarely use forms of speech etiquette, and do not know how to consistently express thoughts or accurately convey their content. These children are characterized by a voice that is too loud or quiet, intermittent speech, and frequent use of unnecessary words; there is no eye contact with the interlocutor; during communication, the posture is tense and uncomfortable; complete lack of movement of the arms and head; absence of any changes in facial expression during a conversation.
Half of the preschoolers (50%) in the control group belong to the average level of development of speech communication skills. Children with an average level of development of speech communication skills know how to listen and understand speech, participate in communication more often on the initiative of others; the strength of the voice does not always correspond to the norm, speech is smooth, continuous, frequent use of unnecessary words, relaxed, comfortable posture when communicating, relaxed gestures appropriate to the conversation are used; Gestures replace each other too often, sometimes making communication difficult.
4. According to the results of sociometric analysis, 60% of children in the experimental group and 70% of children in the control group have a favorable status in the group and belong to the “accepted” status category, which means the well-being of these children in the system of interpersonal relationships, their satisfaction in communication, and recognition by peers. 40% of children in the experimental group and 30% of children in the control group have an unfavorable status and belong to the status categories “unaccepted and isolated,” which can be said about the nature of the relationships that exist in the group. Not a single child belongs to the “preferred” status category. There is a lack of cohesion within the teams of both groups, and there is also disunity in the class by gender: the children are mainly divided into groups of girls and boys, and within each group there are close-knit microgroups - children are mostly friends with each other in groups of 2-3 people. Although there is also mutual sympathy between some boys and girls. The level of well-being of relationships in groups is quite high, because the number of children with a favorable status exceeds the number of children with an unfavorable status.
5. Based on the analysis of the results of participant observation during problem situations at the ascertaining stage of the experiment, one can draw a general conclusion about the nature of the emotional manifestations of children when solving social problems. In both the experimental and control groups, low and medium levels of empathy and emotional attitude towards a peer prevail (the degree of emotional involvement of the child in the actions of a peer; the nature of participation in the actions of a peer, i.e. the color of emotional involvement in the actions of a peer; the nature and degree of expression empathy for a peer). This suggests that the majority of children in both groups show indifference, indifference and disinterest in the actions of their peers; preschoolers have negative and demonstrative assessments of their peers’ actions, i.e. they either compare with themselves, or scold and ridicule a peer; Most children do not empathize with their peers; they show a positive emotional reaction when another child fails and encourage adults to censure their peers’ actions; Preschoolers in most cases refuse to help a peer, or show provocative help, reluctantly, under pressure from a peer, or pragmatic help when they themselves complete the task.
6. The majority of children in the experimental (50%) and control (40%) groups have a low level of ability to understand the emotional state of another person. Children in this category do not cope with tasks: in most cases they incorrectly name the emotions depicted in the picture and cannot characterize the state of the person experiencing the indicated emotion; Children do not understand people’s moods and do not correctly differentiate and evaluate their actions. These guys are characterized by difficulties in describing the experienced emotional state of the interlocutor by his facial expression, posture, emotions, gestures, and giving undeveloped answers in describing situations in which the specified state of a person arises.
