Monday.
1 half day
Joint activities of an adult and children, taking into account the integration of educational areas. Group, subgroup.
2. Conversation: "My health" Purpose: to form the ability to answer the teacher's questions.
3. Situational conversation "Winter signs": Purpose: to continue to expand and deepen the knowledge of children about winter signs
4. CGN: "Food culture" Purpose: to form the ability to chew food with a closed mouth.
Direct educational activities: (scheduled lessons). The activity and the summary of the lessons are indicated.
Individual work in mathematics: "Comparison". Purpose: to teach how to compare two equal and unequal groups of objects.
1. Spontaneous play activity in the center of the role-playing game. “Hospital” Purpose: To continue to introduce the hospital and its functions.
2. Independent activity in the center of mathematics: games with geometric figures "Roll up the rug", "Take the ribbon" Purpose: development of mathematical ingenuity.
Walk number 1
Work before bed: Watching cartoons.
2 half of the day.
1. Reading a work of fiction: fairy tales "Handle" Purpose: to continue to develop an interest in reading fairy tales.
3. Productive activity: didactic game "Say which" Purpose: to teach to highlight the signs of the subject.
4. Individual work: memorizing songs with children by March 8.
5. OBZH conversation: "How to handle matches" Purpose: to acquaint children with matches and expand their knowledge of what happens if you do not use it correctly.
Organization of a developing environment for independent activities of children (activity centers, all rooms of the group)
1. Organization of the developmental environment. Independent activity. Games in the doll's corner. Purpose: to continue teaching how to take care of dolls: "wake up the doll", "wash the doll", "dress the doll", etc.
2. Construction game: "Garage" Purpose: Invite the children to build a garage and play with the building.
An evening walk: card number 1
Tuesday.
1 half of the day.
Joint activities of an adult and children, taking into account the integration of educational areas. Group, subgroup.
2. Didactic game: "A boat is sailing along the river." Purpose: to develop fine motor skills of the hands.
3. Cultural - behavioral: "Caring" Purpose: to draw the attention of children to a child who takes care of a friend.
5. Individual work on the development of speech: "Description" Purpose: to consolidate with children the ability to compose a description of a toy with the help of a teacher.
Organization of a developing environment for independent activities of children (activity centers, all rooms of the group)
1. Job assignment: "Setting the table" Purpose: to teach children to help set the table in a certain sequence.
Spontaneous activity of children in the center of physical education "Throw the ball up" Purpose: to continue teaching children to throw the ball up with both hands, to develop accuracy, ingenuity.
Walking number 2
Work before bed: Reading Russian folk tales
2 half of the day.
Joint activities of an adult and children, taking into account the integration of educational areas. Group, subgroup.
1. Reading fiction: K. Chukovsky "Moidodyr". Purpose: to continue to acquaint children with the works of Chukovsky.
3. Role-playing game: "Treat" Purpose: to develop the ability of children to implement a game plan.
4. Didactic game "Who lives in the water" Purpose: to develop cognitive interest and imagination
5. Individual work on physical culture "Roll the ball into the hoop" Purpose: to develop movement, physical qualities.
Organization of a developing environment for independent activities of children (activity centers, all rooms of the group)
1. Independent activity in the center of music "Instruments" Purpose: to continue to acquaint with musical instruments.
An evening walk: Card number 2
Wednesday.
1 half day
Joint activities of an adult and children, taking into account the integration of educational areas. Group, subgroup.
1. Morning exercises for children, complex number 2
2... Consideration of illustrations for the fairy tale: "Moidodyr". Purpose: to evoke positive emotions.
3. Cultural and hygienic skills "Cleanliness is the guarantee of health." Purpose: to form the ability to gently wash hands, wipe dry after washing.
Individual educational activity "Cut pictures" with a group of children. Purpose: to develop visual thinking and perception.
Organization of a developing environment for independent activities of children (activity centers, all rooms of the group)
1. Independent activity in the center of the game Didactic game: "When it happens." Purpose: to teach, according to the verbal description, to find the necessary pictures.
Walk: card number 3
Work before bed: articulatory gymnastics.
2 half of the day.
Joint activities of an adult and children, taking into account the integration of educational areas. Group, subgroup.
1. Reading a work of art: "Fox with a rolling pin" Purpose: to bring up positive emotions while reading the work.
2. Gymnastics after sleep: set number 1
3. Artistic creativity with a subgroup of children "Snowman" Purpose: to consolidate the ability to hold the scissors correctly.
4. Theatrical activity "Box with fairy tales". Purpose: To recall familiar fairy tales, to activate the children's vocabulary.
Organization of a developing environment for independent activities of children (activity centers, all rooms of the group)
1. Independent activity in the center of the theater "Different types of theater" Purpose: to develop the ability to imitate the characteristic actions of characters.
2. Sedentary game: "Drawing in the sand" Purpose: to develop fine motor skills of hands and imagination.
An evening walk: Card # 3 without difficulty and observation.
Thursday.
1 half of the day.
Joint activities of an adult and children, taking into account the integration of educational areas. Group, subgroup.
1. Morning gymnastics for children, complex number 2
2. Didactic game: "Name it affectionately." Purpose: to teach to form endearing nouns.
3. Cultural and behavioral skills: "Magic words". Purpose: to continue to develop the ability to use the words "Thank you", "Please".
Direct educational activities: (scheduled lessons). The activity and the summary of the lessons are indicated.
Individual work in a corner of nature: "Examination of the violet." Purpose: to fix the name of the parts of the plant.
Organization of a developing environment for independent activities of children (activity centers, all rooms of the group)
1. Independent activity in the center of the alphabet: "Acquaintance with letters" Purpose: to continue to acquaint children with the name of the letters.
Walk card number 4
Work before going to bed: finger gymnastics "Helper fingers".
2 half of the day.
1. Reading a work of fiction: "Fox - little sister" Purpose: to continue to develop the ability to listen carefully, answer questions about what you read.
2. Gymnastics after sleep: set number 2
3. Cultural and leisure activities "Merry Games". Purpose: to develop positive emotions in children.
5. Outdoor game: "Steady step" Purpose: to improve the ability to step over objects, cords.
6. Individual educational activity: memorizing the poem "Bear". Purpose: to teach to expressively read poems.
Organization of a developing environment for independent activities of children (activity centers, all rooms of the group)
1. Independent activity in the "Familiar Songs" music center. Purpose: to develop the desire to sing and listen to familiar melodies, to introduce them to music.
2. Role-playing game: "Hospital" Purpose: to teach children to take on the role of an adult.
An evening walk: Card number 4 without supervision and labor
Friday.
1 half of the day.
Joint activities of an adult and children, taking into account the integration of educational areas. Group, subgroup.
1. Morning exercises for children, complex number 1
2. Consideration of the album "Different Kinds of Sports". Purpose: To acquaint children with new winter types of alcohol.
3. Cultural and behavioral skills: "Friendship" Purpose: to continue to develop the ability to play without quarreling, to help each other.
Direct educational activities: (scheduled lessons). The activity and the summary of the lessons are indicated.
Individual drawing work: "Apple" Purpose: to continue teaching to draw accurately and paint over the drawing without going beyond the contours.
Organization of a developing environment for independent activities of children (activity centers, all rooms of the group)
1. Role-playing game: "Fox" Purpose: to develop in children the ability to take on the role of an animal.
2. Conversation: “What is exercise for?” Purpose: to form the desire for a healthy lifestyle, to activate speech, to replenish the children's vocabulary.
Walk card number 5
Work before going to bed: articulatory gymnastics "Fence".
2 half of the day.
Joint activities of an adult and children, taking into account the integration of educational areas. Group, subgroup.
1. Reading a work of art: "Grandmother's Song". Purpose: to foster interest in independent study of works.
2. Gymnastics after sleep number 3
3. Didactic game "Magic Lines" Purpose: to continue to develop drawing skills.
4. Building games: "Building a bridge" Purpose: to develop the desire to construct buildings and beat them.
Organization of a developing environment for independent activities of children (activity centers, all rooms of the group)
1. Independent activity of children in activity centers. Purpose: the development of collectivism, mental activity.
An evening walk: Card number 5 without observation and labor.
Individual child development plan by area
in the middle group
The plan for the individual development of the child in the field of "Cognitive development" section "Formation of a holistic picture of the world. Subject and social environment, acquaintance with nature "scored low on the results of diagnostics of mastering the program of the educational process:
Topic: The immediate environment.
Purpose: to develop speech and auditory attention, thinking, memory;
stimulate cognitive processes.
D / And "Wonderful bag".
Material: 10-15 objects, different in purpose, features and shape (dummies of vegetables, toy tools, building material cubes, etc.).
Exercise:
1) Choose any item from the bag. Name what kind of object it is, what it is intended for (where it is applied).
2) Describe it (what is the object: hard, soft, what material is it made of, etc.). October
Topic: Vegetables, fruits.
Objective: To expand children's understanding of fruits and vegetables; continue to learn to distinguish between them in appearance; establish causal relationships using the example of fetal formation.
Didactic game "Harvest".
Material: baskets of different shapes (colors), object pictures with the image of vegetables and fruits (pear, plum, apple, tomato, cucumber, beet). Tasks:
The teacher invites the child to consider baskets and object pictures. Then he suggests harvesting so that there are fruits in one basket and vegetables in the other.
November
Topic: family, family life, traditions.
Purpose: To clarify the knowledge of children about family ties; foster love and respect for their loved ones, a culture of behavior; develop speech.
D / I "Family photography".
Material: a plot picture, which depicts a family (grandmother, grandfather, dad, mom, brother, sister), or a photograph of a family (family holiday, a camping trip, etc.) Assignment: 1) Show the children in the picture (give them names ).
2) Show the parents what the children call them? (Father and mother.)
3) What do you like to do with the whole family?
4) What is your favorite holiday?
5) Why? Etc. December
Topic: Hometown, village, village.
Purpose: To consolidate the knowledge of children about the name of their hometown, village, village, to acquaint them with its sights. Find differences between city and country. Foster a sense of pride in your city.
D / And "City-Village".
Material: plot pictures depicting a city and a village.
Assignment: Questions. Look at the pictures.
- What is the difference between a city and a village?
- What is the name of the city in which we live?
- Do you have a favorite place in the city, village where you like to go? Tell about him.
Didactic exercise "Hometown, village, village".
Material: illustrations of the sights of the city, village, village.
Assignments: Questions.
- Name the city, the village in which you live.
- What is the name of the street on which you live?
- Look at the photos of the sights of our city, village, village.
- Do you know these places? etc. December
Topic: Professions.
Purpose: To clarify and expand children's ideas about the professions of people. To cultivate respect for people of all professions.
Didactic game "Who needs what?"
Material: plot pictures depicting people of various professions (educator, cook, doctor, driver, policeman, firefighter, tailor, teacher, hairdresser, builder). Pictures depicting professional accessories.
Assignment: Questions:
- Name who is shown in the pictures?
- What does the doctor do?
- What does a doctor need to work?
- What should be a doctor?
- And the policeman?
- What would you like to become when you grow up?
Etc. January
Topic: Wild and Domestic Animals.
Purpose: To consolidate the knowledge of children about domestic and wild animals (what they look like, what they eat). Develop the ability to highlight signs of similarities and differences and express them in speech.
Didactic game "Hunter and Shepherd".
Material: images of a shepherd and a hunter on a flannelgraph. Object pictures depicting domestic and wild animals (cow, goat, horse, pig, dog, chicken, cat, rabbit, sheep, hare, bear, wolf, fox, hedgehog, squirrel). Pictures showing what animals eat (fish, mushrooms, berries, mouse, nuts, etc.). Tasks:
The teacher on the flannelgraph places a picture of a hunter on one side and a shepherd on the other. Asks the child to name who it is.
Asks clarifying questions.
- Who is a hunter?
- Who is a shepherd?
Then he asks the child to look at object pictures depicting animals and place them so that all wild animals are next to the hunter, and pets are next to the shepherd. After the child has done everything, the teacher asks to feed the animals. February
Topic: trees, houseplants, flowers.
Purpose: to teach children to classify: houseplants, flowers, trees; distinguish in appearance. D / A "Fill in the cells correctly."
Material: playing field (large three squares). Object pictures depicting trees (poplar, birch, maple, spruce, mountain ash); flowers (dandelion, chamomile, bell); houseplants (aspidistra, begonia, primrose). Tasks: The teacher offers the child a playing field (with symbols: tree, houseplant, meadow or wildflowers) and asks to arrange - all the pictures in squares, respectively, their belonging.
March
Topic: humane attitude to nature.
Purpose: to educate a humane attitude towards plants, animals; develop speech and auditory attention, thinking, memory Conversation on the plot pictures.
Material: various plot pictures: children are preparing feeding troughs, a child is feeding a dog, a child is picking flowers, a halt on a hike, etc.
Tasks:
The teacher asks to carefully consider the pictures and tell who is doing the right thing, who is wrong. Asks if the child likes to observe plants and animals. Why? Etc.
April
Child's individual development plan in the field of "Speech development" section Speech development with children who scored low points based on the results of diagnostics of mastering the educational process program:
FI of the child Content of work Calendar terms
Topic: Vocabulary.
Purpose: to form the grammatical structure of speech, the ability to compose different phrases, use pronouns in speech, select definitions for an object, phenomena; coordinate adjectives with nouns in gender, number, case. Didactic game "Finish the sentence".
The teacher invites the child to play the game "Finish the sentence".
-I will start a sentence, and you - think about how you can end it.
- Sweet sugar, and pepper ... (bitter).
- The road is wide, and the path is ... (narrow).
- Plasticine is soft, and stone ... (hard).
- The stepmother is evil, and Cinderella ...
- Karabas-Barabas is evil, and Papa Carlo ... and so on.
October
Purpose: to systematize the idea of the meaning of words. Activate the dictionary. To form the grammatical structure of speech, the ability to select words-names of qualities, actions, parts of objects. Understand and use antonymic words. Task "Tell me about the boys."
Material: a plot picture depicting two boys: one is clean, neat, funny, the other is sloppy, sad. Tasks:
The teacher invites the child to consider a picture of two boys.
Then he organizes a conversation on the following questions:
- What can you say about the boys? Do they have the same mood?
- One boy is cheerful, and what is the other? (Sad.)
- Is being sloppy good?
- What do you need to do in order to be clean and tidy?
- What boy do you like? Why? Etc. November
Topic: Vocabulary of the child.
Purpose: to form the grammatical structure of speech, the ability to compose different phrases, use pronouns in speech, select definitions for an object, phenomena; coordinate adjectives with nouns in gender, number, case.
Game "Describe an object."
Material: various subject pictures.
The content of the diagnostic task:
The teacher shows one picture at a time, for example: a ball, a hat, a bucket, flowers.
Asks to answer the questions:
- What is it? (Ball.)
- What is he? (Red, large, airy.)
- What can you do with him? (Play, roll on the floor, toss, kick.) December
Purpose: to learn to independently form new words (sugar - sugar bowl, bread - bread box, etc.); activate the generalizing word "dishes" in speech.
Didactic exercise "Serving the table".
Material: tea set (for dolls), object pictures with food (dummies).
Tasks:
The teacher offers to consider the dishes and answer the questions:
- What can you name all the items? (Draws attention to the tea set.)
- What are the famous utensils?
- What products are needed in order to treat a person to tea? (Sugar, tea, croutons ...)
- What dish should you put sugar in? (To the sugar bowl.)
- And the croutons? (Into a biscuit.) And so on.
- Arrange the dishes nicely.
- Where is the teaspoon? (Next to the saucer or to the right of the saucer.) Etc. January
Topic: The grammatical aspect of speech.
Purpose: Understands and uses prepositions in speech. Comprehends causal relationships and composes complex, complex sentences. Correctly forms plural nouns for baby animals.
D / And "Finish the sentence."
Tasks:
The teacher invites the child to come up with the ending of the sentence:
"Night has come and ..."
“My mom and I went to the store and bought ...”.
"I like winter because."
“We do exercises because”, etc. Didactic game “Hide and Seek”.
Material: sets of toy animals (bears, kittens, hedgehogs, foxes) or object pictures with their images.
Tasks:
The teacher arranges toys (lays out pictures) and asks the child to name the groups of animals.
- These are cubs.
- It's a hedgehog.
Etc.
Then the teacher asks to remember all groups of animals and invites the child to close his eyes.
The teacher removes one group of toys. After the child opens his eyes, the teacher asks to name who is gone (cubs, kittens, etc.). February
Topic: Coherent speech.
Purpose: to teach consistently, compose a descriptive story about the toy according to the proposed plan. Didactic game "Tell me about the toy".
Material: a set of different toys: car, ball, doll, bunny, etc.
Tasks:
The teacher shows the toys and offers a sample story about one of them. Repeats it again, paying attention to the outline of the narrative story. Then he offers to describe any of the toys in the same way. March
Topic: Coherent speech.
Purpose: to form the skill of playing out an excerpt from a familiar fairy tale using table theater.
Staging of the fairy tale "Cockerel and a Bean Seed".
Tasks:
The teacher takes out a chicken, a cockerel, a bean grain from a fairy-tale chest.
- What do you think these characters are from?
- What happened to the cockerel?
- Why do you think the cock choked?
- To whom did the chicken first run for help?
- What was the butter for?
(A short conversation is conducted on the fairy tale in order to remember its content.) Then the teacher invites the child to play out the fairy tale using a tabletop theater. April
Topic: Sound culture of speech
Purpose: to teach the child to highlight the first sound in a word. Didactic exercise "Highlight the first sound in a word."
Tasks:
The teacher offers to play with words. Asks the child to listen carefully to how he will select the first sound with his voice.
OOO-la, AAA-stra, UUU-tka, etc.
When repeating words, it asks you to name the first sound.
May
A child's individual development plan in the field of "Cognitive development" section "Formation of elementary mathematical concepts" with children who scored low scores based on the results of diagnostics of mastering the program of the educational process
Type of activity Content of work Calendar terms
Purpose: to teach to count to 5; determine the subject by the set; establish equality of groups of objects of different sizes. Didactic exercise "Count the cubes".
Material: cubes (6-7 pcs.) Of different sizes and colors. The content of the diagnostic task:
Instruction.
- What do you see on the table?
- How many cubes are there in total?
- How do the cubes differ from each other?
- Count the cubes in order.
- Which is the yellow cube? (Red, etc.)
- What color is the fifth cube? (Second, third.)
- Show 3 red and 3 green dice.
- What can you say about them? October
Subject: quantity, count within 5.
Purpose: to teach to count to 5; correlation of objects of two groups; define: more, less, equal. Didactic exercise “Butterflies have arrived”.
Material: the child has a two-strip card, butterflies (5 pieces) are glued in the top row at a certain distance. Nearby on a tray are butterflies (more than 5).
Tasks:
How many butterflies are in the top row?
Take the same number of butterflies from the tray and arrange them in the bottom row so that you can see that there are the same number of butterflies in the top row (less than in the top row, more than in the top row). November
Topic: Standards of size.
Purpose: to develop the ability of children to compare three or more objects in size, to activate the words "higher, lower" in the speech of children. Didactic exercise "Plant Christmas trees".
Material: flat Christmas trees, different in height (2 pcs.).
Tasks:
See if all the trees are the same height?
Plant the trees in descending (ascending) order, using the words “above”, “below”. December
Topic: Value.
Purpose: to develop the ability of children to compare three or more objects in size, to activate the words "narrow, wide, long, short" in the speech of children. Didactic exercise "Compare tracks".
Material: two tracks of different lengths and widths, a tennis ball.
Tasks:
The teacher offers to compare the tracks in length and width.
- Show me the long path (short).
- What can you say about the width of the tracks?
- Show the wide track (narrow).
- Roll the ball along a narrow (wide) path; along a long (short) track. January
Theme: geometric shapes.
Purpose: to teach to distinguish and name geometric shapes; match the shapes of objects with geometric patterns. Didactic game "Find the same figures."
Material: two sets (for the teacher and for the child) of figures (circle, square, triangle, rectangle, ball, cube) of different sizes - large and small. Tasks:
The teacher shows the child a figure and asks to find the same and name it.
Didactic game "Match the shape with the geometric figure."
Material: object pictures (plate, handkerchief, ball, glass, window, door) and geometric shapes (circle,: square, ball, cylinder, rectangle, etc.). Tasks: The teacher asks to correlate the shape of objects with known geometric figures: a plate - a circle, a shawl - a square, a ball - a ball, a glass - a cylinder, a window, a door - a rectangle, etc. February
Topic: orientation in space.
Purpose: to teach to determine the position of objects in space in relation to oneself, to distinguish between the right and left hand. Didactic game "Assignment".
Material: a set of toys: matryoshka, car, ball, pyramid.
Tasks:
The child sits on the carpet facing the teacher.
Arrange the toys as follows: the matryoshka is in front (relative to yourself), the car is in the back, the ball is on the left, the pyramid is on the right. Didactic game "Name what you see"
Tasks:
On the instructions of the teacher, the child stands up in a certain place in the group. Then the teacher asks the child to name the objects that are in front (right, left, back) of him. Asks the child to show his right, left hand. March
Topic: orientation in time.
Purpose: to teach to determine the parts of the day; meaning of words: yesterday, today, tomorrow; naming the days of the week correctly.
Game exercise "When does this happen?"
Material: pictures depicting parts of the day, nursery rhymes, poems about different parts of the day.
The content of the diagnostic task:
Instruction.
Listen carefully to the nursery rhyme, determine the time of day and find the corresponding picture. April
The plan for the individual development of the child in the field of "Artistic and aesthetic development" sections: modeling, drawing, application, construction with children, who scored low points according to the results of diagnostics of mastering the program of the educational process:
Type of activity Content of work Calendar terms
Topic: Subject drawing.
Purpose: the ability to correctly convey the shape, structure of objects, arrangement of parts, ratio in size in a drawing; to connect objects with a single content; independently determine the content of the drawing on a given theme. Independent drawing based on the fairy tale "Kolobok".
Materials: sheets of paper, brushes, paints, illustrations for the fairy tale "Kolobok". The child is invited to consider illustrations for the fairy tale "Kolobok".
Questions:
- What characters are there in the fairy tale "Kolobok"?
- Whom did Gingerbread man meet first (last)?
- Which hero do you like the most?
Assignment: draw a picture for the fairy tale "Kolobok" October
Topic: Drawing based on the Dymkovo toy.
Purpose: The ability of children to create patterns based on arts and crafts.
Materials: paper silhouette of a lady figurine, gouache, brush
Assignment: The child is invited to decorate the lady's figurine with a pattern from elements of Dymkovo painting (Filimonov's horse based on Filimonov's painting) November
Topic: The level of children's mastery of sensory standards (colors)
Purpose: Didactic game "Name the color".
Material: a set of cards of 11 colors (white, black, red, yellow, blue, green, pink, blue, orange, brown, purple) A set of cards of different colors is laid out in front of the child. Assignment: name the color of each card. Show card blue (white, brown ...) December
Topic: Modeling of objects, consisting of several parts.
Purpose: Ability to sculpt objects consisting of several parts, using the techniques of pulling, smoothing, indenting, pressing and attaching; use in work stack Material: plasticine, stack, modeling board
Assignment: The child is invited to sculpt an object consisting of several parts. Note. Previously, you can offer to consider samples of fashioned products January
Topic: Application "Pattern of plant and geometric shapes."
Purpose: Ability to make patterns from plant and geometric shapes in a circle Materials: 6 green leaves, 6 yellow circles with a diameter of 3 cm, 6 red circles with a diameter of 1.5 cm, a plate template, glue
Assignment: The child is invited to lay out and stick a pattern on a "plate" using floral and geometric shapes February
Topic: Designing a building according to the scheme.
Purpose: Ability to carry out construction according to the scheme Material: construction scheme, constructor. Questions:
-What detail lies at the base of the building?
- What part is installed on the base?
- What's at the top of the building?
Assignment: The child is invited to consider the construction scheme. complete the construction according to this scheme March
Topic: Designing houses for fairy tale characters.
Goal: Ability to build different structures of the same object Materials: small constructor
Assignment: The child is invited to build houses for fairy-tale characters: one house for Kolobok, another house for Teddy Bear (he lives on the first floor) and for Sister Fox (she lives on the second floor of this house) April
Topic: Folding square and rectangular sheets in different ways (diagonally, in half, lengthwise, across).
Goal: Ability to fold square and rectangular sheets in different ways Materials: 2 squares, 2 rectangles
Assignment: The child is offered:
- fold the square sheet from corner to corner;
- fold the square sheet in half;
- fold the rectangular sheet in half lengthwise;
- fold a rectangular sheet in half and across May
A kindergarten is a place where happy parents happily lead their child for new knowledge and skills, new acquaintances with peers and educators, new impressions and emotions. Here, the baby learns the world outside the circle of his loved ones, while the parents are working for the good of the family at work and may not worry about how the pastime of their maturing ball of happiness goes. At different stages of preschool development, children go through different educational moments. And an important aspect in their growing up and upbringing is the performance of individual work in the middle group by qualified teachers. How do they go? How are they planned and organized? What are the features of such work?
Goals
Attending a kindergarten (preschool) by children is an integral part of their psychological and moral development. At this moment, the child learns the world surrounded by a very important group of people - peers. And if the role of the educator can perfectly be replaced by the mother, in case, of course, if she has time for this and she is released from work, then the toys and play devices surrounding him will not be able to replace communication with babies of the same age to the child. Therefore, it is not worth belittling the importance and importance of a child's attendance at kindergarten: it is impossible to ignore the environment for a child during this period. Mothers who, due to some individual reasons and preferences, do not want to send their children to kindergarten, it is worth taking note of this moment and taking into account the needs of their babies, putting their priorities above their own.
As you know, the middle group involves the upbringing of children at the age of 4-5 years. Individual work with children in the middle group presupposes a lot of various directions of development. What are the goals and objectives of educators in the process of teaching and instilling new skills and abilities in children during this period?
- Maintaining the health of babies, hardening and improving the functions of their body.
- Increase of independent motor and creative activity.
- The formation of skills and abilities in the correct orientation of the locomotor apparatus - involves observing the posture of children during any movements, as well as the education of cultural and hygienic skills.
- The development of observation and curiosity in children is carried out through acquaintance with various objects, with their color, shape, size, as well as with other phenomena of life and nature. At this moment, the guys learn to compare different things on these grounds, as well as group them and be able to establish simple connections between them.
- Raising love for the father's home, for the homeland, for the kindergarten, for the native land.
- Deepening of work in terms of enriching and clarifying vocabulary, improving the conversational culture, as well as helping to actively participate in a conversation on a specific topic, composing stories based on the contemplated images, toys or personal experience.
- The development in children of the concept of a set - a group of different objects, as a whole, consisting of parts.
- Teaching children to count to five - provides for the formation of their ideas about equality and inequality, based on the ability to count and compare the number of objects.
- Instilling in children an interest in all kinds of games, encouragement to active movement, the ability to choose a specific game.
- Teaching children to follow the rules of behavior during the game.
- The first acquaintance with the existing professions on the example of their relatives and friends, with an emphasis on the value of their work, as well as the improvement against this background in children of their own ability to work.
- Education in children of diligence, the desire to bring their actions to some kind of result, to participate in collective work, to understand what this work is for.
- Moral work with babies is the education in them of such qualities as benevolence, justice, modesty.
- Instilling a respectful attitude to objects, things, books, toys.
- Acquaintance with the aesthetic perception of the environment, the development of moral and aesthetic feelings due to communication with nature, in everyday conditions, in all kinds of games.
- Formation in children of an understanding of what the author wants to show in his work - in music, in singing, in art, in a story.
- Fostering interest in creativity - conducting various drawing classes, performances with role-playing participation, organizing work with modeling from plasticine, teaching expressive reading of poetry, movements to music, etc.
- The introduction of children to cultural values and the formation of their experience of social communication with others.
In a word, individual work with children in the middle group presupposes a wide range of tasks assigned to educators for instilling in children the basics of perception of the world around them and teaching new skills.
Card file with purposes
In addition to global target areas, in the activities of the kindergarten educational team there are also private, so to speak, daily ones. They are drawn up in a so-called card index with goals in the individual work of the middle group, as, in fact, the senior, and the younger, and the preparatory group. This is a kind of document of a preschool educational institution, in which specialists in the educational process paint a plan for didactic and active games with children, which develop their brain and physical activity. It includes a list of specific game assignments. The content of the card index must contain the name of the game, the goal, the course of the game and the equipment necessary for its implementation, if such is present according to its conditions.
Individual work files in the middle group tend to be divided according to thematic, erudite and subject areas. The basis of such educational procedures is the following options for card indexes with tasks:
- didactic games for speech development;
- didactic games for cognitive development;
- game tasks aimed at physical development;
- game tasks for social and communicative development;
- games for artistic and aesthetic development;
- summer walks in the garden.
Each of the listed card files pursues the fulfillment of specific goals in the individual work of the middle group of the kindergarten. They are very important in the general complex of educational activities for preschool children and are provided for by the federal state educational standard (FSES).
Planning the work of educators in accordance with the Federal State Educational Standard
Federal state educational standards extend their activities to all levels of the educational process, from kindergarten to higher education. The need to follow generally established standards is due to the fact that all educational and training work should be carried out by qualified educators, teachers, educators according to a single principle established by the current legislation. Planned work specially developed for each stage of cognition and education in a complex of activities with specific directions and deadlines for their implementation form the planning of the educational process for the future. Accordingly, preschool educational institutions are no exception, and individual work with the middle group according to the Federal State Educational Standard also has its own characteristics of planning the work of educators.
On the basis of the FSES of preschool education, a work program for the educational collegium is being developed, which is aimed at:
- planning for social and communicative development - assumes that children of the middle group are subjected to daily activities, including instilling in them the understanding that they are part of the world around them;
- cognitive planning - determines the list of educational programs aimed at the cognition of objects and natural phenomena by children, as well as the formation of children's attitude towards them;
- planning of speech development - provides specific tasks for children, contributing to the improvement of their speech apparatus and replenishment of vocabulary;
- artistic and aesthetic planning - helps to instill in children love and interest in art and creativity;
- physical development planning - occupies a special place in the comprehensive training program for children in training their coordination and flexibility.
This is approximately how the planning of individual work in the middle group is organized. Any preschool educational institution is subordinate to departmental centralized representations, which monitor the strict adherence of teachers to the program of preschool education of children officially established by the federal standard. The unified system of the planned teaching process works in the established format throughout the territory of the Russian Federation to model the general system of preschool education.
Works by region
Based on the target priorities and following the standards of the Federal State Educational Standard, individual work in the middle group of a kindergarten provides for a fairly wide range of activities for educators. It is impossible to single out any one specific focus here, because children must develop comprehensively. In view of this, it is envisaged to distribute the individual works of the middle group by regions. What does each individual area imply? This refers to a separate segment of the educational process, which is aimed at strengthening teachers of a specific skill, ability, and the development of a certain ability in children of the middle group. Individual work by regions includes a lot of ramifications of the educational process.
1. The area of social and communicative development:
- individual lessons of the teacher with the child tete-a-tete;
- joint activities of adults and children through performances, scenes, dramatization of specific situations;
- a teacher's conversation with children;
- educational excursions;
- generalized trainings;
- reading fiction;
- observation of phenomena;
- joint child labor;
- role-playing games.
2. The area of cognitive development:
- formation of elementary mathematical concepts;
- interactive experimentation;
- organization of a club for the cheerful and resourceful;
- games for quick wits;
- didactic classes;
- broadening one's horizons;
- research activity;
- interactive design;
- simulation of situations;
- work in a corner of nature.
3. The area of speech development:
- conversations between children and with educators;
- reading relevant books;
- retelling of episodes;
- memorizing poems;
- staged performances;
- round dance games;
- creative pursuits;
- group role-playing games;
- speaking and re-speaking;
- theatrical performances;
- director's staged games;
- outdoor games with text.
4. Area of artistic and aesthetic development:
- classes in fine arts;
- music lessons;
- singing lessons;
- modeling from plasticine;
- all kinds of construction;
- modeling crafts;
- design of applications;
- dance and play creativity;
- performances of concerts in assembly halls;
- games in festive matinees and concert programs.
5. Physical development area:
- ball games;
- rope lessons;
- hoop exercises;
- games for strength and dexterity;
- exercises for coordination and spatial orientation;
- morning exercises;
- hardening procedures;
- physical education;
- sport competitions;
- walking exercises;
- sports clubs and sections.
So, in the middle group, individual work by area includes various tasks, exercises, tasks and games that provide for a specific focus on a specific direction of development of babies.
Works on fine art
Creative classes occupy a special place in the educational sphere of preschool educational institutions. For children, this or that pattern is explained as clearly and conveniently for their perception as possible due to the visualization of objects and their reflection on paper using drawing. So, a considerable amount of time is allocated to individual work on fine arts in the middle group. For this, kindergarten teachers develop card indexes of didactic drawing games in different groups, including the middle one. What are the main activities and exercises that characterize the organizational aspects of raising children's love and interest in the visual arts?
1) Working with cards is the most common option for visualizing objects and a didactic method for children to learn colors, shades, forms of various things depicted in the cards handed out to them by the teacher. The guys learn to distinguish warm from cold shades, see the transition from darker to lighter, mix two paint colors and get a third, distinguish circles from squares, rectangles from ovals on the cards handed out, divide them into large and small ones in size.
2) Working with templates - involves the use of various, ready-made drawing elements that children are invited to put together in the right way. These can be separate parts of the face that need to be laid out on a sheet of paper with a pre-drawn oval, or elements of nature that need to be collected in this way on a separate sheet so that it is organic and corresponds to a possible landscape.
3) Working with coloring pages - gives children the opportunity to show their artistic abilities in terms of choosing the right combination of colors, will in expressing thoughts on paper. Often it manifests itself in variations of pictures, where you need to paint, for example, a nesting doll or choose clothes for figures of little men.
4) Working with visualization - basically presupposes the presentation by the teacher of the task for the children, manifested in the ability to depict the time of the year as they imagine it. Such activities involve the development of associative thinking in children: what they associate with, for example, autumn, then they depict in their drawing - foliage, trees, clouds, rain.
Individual work in the middle group in fine arts is quite important for the development of children's imagination and deepening of creative skills in this area. They provide for the formation of sensory abilities, purposeful analytical and synthetic perception, generalized ideas about phenomena and objects, about techniques and methods of depicting in various types of visual creative activity, about the possibility of creating and transforming objects in drawings.
FIZO works
Physical culture, fostering love and craving for sports, physical activity, and a healthy lifestyle in children plays an equally important role in the development of children. Individual work in the middle group on physical education (physical education), of course, is aimed not at the processes of mental and moral enlightenment, but specifically at the physiological development of babies. They not only instill the importance of physical activity in the minds of children, but also support the understanding that exercise contributes to maintaining a healthy life. What are the tasks for the kindergarten workers who are responsible for the physical development and health of the middle group kids?
- Instilling in children a stable complex of interests in physical education with the help of various motor games and active exercises.
- Providing assistance in the development of strength qualities, as well as in the development and strengthening of agility, courage, endurance.
- Fostering the excellent well-being of children and a stable state of activity in each of them, the development of adaptive abilities.
- The obligatory presence in the fresh air during the pastime in the games of a motor character is especially important for individual work in the middle group in the summer.
- Improvement in the form of hardening, sun and air baths, walking barefoot, dousing with water, fortifying food.
- Regular monitoring of the development and maintenance of correct posture in children, correct coordination of movements.
The fulfillment of all these tasks by educators in individual work in the middle group is carried out with the help of all kinds of activities and exercises. This includes certain elements of sports activities, morning exercises, outdoor games, tempering events, sports events, entertainment, leisure, as well as joint work of the kindergarten with the family to raise healthy and happy children.
FEMP works
At the stage of the implementation of individual work by educators, the inclinations of logical thinking with a mathematical bias or commitment to studies of a more humanitarian nature are formed. Exercises on FEMP, as the basis for the formation of elementary mathematical concepts in a child, are of serious importance for his knowledge of the world around him with all its laws in the preschool educational process. What are the goals for teachers who educate and instill mathematical skills in children of the middle group?
- Strengthening the skills of children to determine the size and shape of things and objects against the background of their comparison with various geometric shapes.
- Comparison of objects in size, width, height.
- Formation of skills for quantitative counting within five in compliance with ordinal numbering.
- Exercises with set comparisons.
- The development of spatial orientation skills is a reaction to what is happening in front, behind, on the left side, on the right side, in the center.
- The ratio of certain types of activity with specific intervals of time - in the morning, afternoon, evening, night hours.
- Development of memory, attentiveness, logical thinking.
The card file of individual works on FEMP in the middle group provides for all kinds of activities that help educators achieve these goals. Here is an approximate list of possible games that develop elementary mathematical concepts in a child at 4-5 years of age:
1) "What are the shapes" - the teacher demonstrates various simple geometric shapes, cut out of cardboard and painted in different colors, and focuses the attention of children on their features (number of angles, shape, oblongness).
2) “Collect the beads” - in the center of attention in front of the children there is a ribbon on which various objects of different shapes are planted: balls, cubes, triangular pyramids, and the task of children is to sort similar objects by shape, also being distracted by the color scale and dimensional features of the figures.
3) "Who has a longer tail" - the game is focused on understanding the concept of length; the guys sort out various toys in the form of animals and, by the method of comparative analysis, identify whose tail is longer.
4) "Correct counting" - based on the development of children’s ability to count to five, while the kids stand in a circle and throw the ball to each other, calling a number from one to five, and the one who caught continues counting by throwing the ball to the next one.
And there are very, very many such games in the card indexes of individual work on FEMP of the middle group. All of them are aimed at acquainting children with elementary mathematical principles.
Work for a walk
One of the most favorite areas in the educational process for educators and children is individual work in the middle group during a walk. The children really enjoy collecting and viewing colorful foliage in the fall and making snowmen in the winter. But they have a special love for classes in the courtyard of the kindergarten in the summer. Individual work in the middle group of children at this age is also multifaceted and wide-ranging in content and thematic focus. Children can watch the changing weather, the rising and setting of the sun, such phenomena as clouds, clouds and rains, as well as admire the beauty of the greenery of nature, indulge in listening to birdsong, watch small animals and insects.
The sandbox is especially loved and popular in individual work with children of the middle group in the summer. Modeling all kinds of pyramids and towers from sand, group competitions in modeling sand structures for speed, filling a container in the form of children's buckets half or half - all this forms in children ideas about various spatial figures, about their shape and size, about understanding equality, inequality, etc. half the value, respectively. And the guys like walks even more. Individual work in the middle group on street excursions and forays into the park provides for the expansion of children's horizons, the development of discipline during the formation, instilling a team spirit, and a change in the situation. Many kids are endlessly happy about such events, which allow them to see something new not within the walls of the usual garden, but outside it. And not with their parents, as is usually the case, but with their peers.
Works on the development of speech
The plan for individual work in the middle group provides for paying special attention to speech development classes. The ability to speak correctly and replenishment of vocabulary in children at this age is no less important than at earlier stages. This requires constant and regular improvement, because the older the child, the more correct and competent he should be able to speak. Therefore, individual work on the development of speech in the middle group is very important in the general educational and educational process. By what methods is it implemented?
- Speaking exercises. Here, the study of simple sayings, tongue twisters, folklore, which helps to expand the conversational capabilities of children, is taken as a basis.
- Tasks with selective setting. They suggest that educators pay special attention to the colloquial features of specific children, often these are the letters "r", "l", "w", "u", "z". Certain combinations of sentences are selected with the content of these problem letters, which the guys must pronounce.
- Targets for the restoration of proposals and the addition of replicas. In individual work in the middle group, the teacher recites a specific piece of the text, after which he repeats it in half, and the children must complete the remaining piece of the text, restoring it from memory, or supplementing it with their own improvised words in meaning.
- Test tasks in the form of answers to questions. These can be oral interrogations, or they can be written using pictures, prompts, simple puzzles to expand mental capabilities in addition to the spoken development of children.
- Exercises for retelling. This is one of the most widespread and effective methods of activating the child's spoken speech apparatus in individual work in the middle group.
Working with parents
The exceptional communication of children with peers and educators in a preschool educational institution does not end with these two key areas of communication. An important aspect of raising children is also individual work in the middle group with parents. They should take on the role of helping their children with specific activities and with the general daily routine of their children. Topics for individual work in the middle group with parents may include questions about:
- daily routine - parents help the child to draw up a regimen and control its observance by the baby;
- memories of the summer - dad and mom help the baby to choose and arrange information about how he spent his summer to provide the teacher and the children in the group;
- seasonal exhibitions - for example, the teaching staff holds a competition for the best application on the theme "Gifts of Autumn", and at home the child and his parents learn creative work;
- thematic creative works on the occasion of the holidays - for the New Year, for Mother's Day, for Maslenitsa, for the Defender of the Fatherland Day and many other solemn days, children learn poems, model crafts, present amateur performances and theatrical performances.
In order to reveal and develop her best qualities of a child's personality, both teachers and parents need to support the child's aspiration for the manifestation of individuality, abilities and talents. In the middle group, individual work with kids is no less important than in the older or preparatory group. Children of the fifth year can already have and express their opinions, form attachments, but they still do not know how to control emotions well, manage the processes of thinking. They are curious and tireless in their exploration of the world. Individual lessons with a teacher and specialized kindergarten specialists will make the kids' living every day bright and fulfilling in accordance with the most modern requirements.
The goals of individual work with preschoolers
Individual work with children is an obligatory part of the professional activity of a kindergarten teacher. It allows you to put into practice one of the key principles proclaimed by the Federal State Educational Standard - individualization, that is, building the educational process taking into account the age, physiological and psychological characteristics of children.
In addition, the goals of individual work are:
- Implementation of a personality-oriented approach based on respect for the personality of the child, recognition of its uniqueness and originality.
- Development of cognitive interests and abilities of children.
- Ensuring equal opportunities for the full development of pupils during preschool childhood.
Modern pedagogy considers preschool childhood an inherently valuable stage in a person's life, and a child as a person worthy of respect for her needs and characteristics.
Types and tasks of individual work with preschoolers of the middle group
Individual work in the middle group is divided into four main types, depending on the main tasks:
- correctional;
- compensating;
- additional;
- developing.
Correctional work in most kindergartens is carried out with babies who have certain developmental disorders, for example, posture, sound pronunciation, and behavioral reactions. Preschool institutions, in which special conditions have been created, provide educational services to children with disabilities, ensuring the most comfortable preschool education for this category of pupils.
A child at a speech therapist's appointment: you cannot do without the help of a qualified specialist in correctional work
Correctional work is carried out in preschool educational institutions (DOU) by qualified specialists: speech therapist, psychologist, physical education instructor. All correctional work must be carried out with the knowledge and consent of the parents or legal representatives of the child. The specialist informs parents or representatives about its progress, progress, problems of the baby in private, in the absence of other parents, in the most gentle and benevolent form.
The main task of compensating classes is "making up for lost time", that is, quickly filling the gaps in the knowledge and skills of a child who has not attended a preschool educational institution for a long time (due to illness, due to vacation, spa treatment), as well as newcomers who are not in kindergarten went in general and, naturally, know and know less than classmates. The teacher of the group conducts this type of work on the basis of monitoring (observation, conversations, surveys, analysis of the participation of pupils in the classroom).
Additional work is carried out with children who show a bright and persistent interest in certain types of activities (visual, theatrical, musical, research, cognitive, etc.). It is carried out by including children in various hobby groups, as well as conducting conversations, didactic games, encouraging preschoolers to independent activities in the chosen direction.
The teacher can work out with the kid and the theatrical art, if the preschooler is interested and in joy
Imagine a situation: a teacher noticed that one or several pupils show an increased interest in prehistoric animals, the life of primitive people, space, exotic countries, extreme natural phenomena (volcano, thunderstorm). The task of the educator in such cases is to support the emerging interests of the child. The listed topics are not included in the program for the middle group, but within the framework of advanced development, you can bring a children's encyclopedia or other literature that covers these topics, consider them with the kids, read a short article. It is quite possible that at an older age such a hobby will develop into a deep study of history, archeology, etc.
The main rule: information should be understandable for children, simple and concise, age-appropriate, and illustrations should be clear, natural, not frightening (if a dinosaur - then without bared teeth, a volcanic eruption - without pictures of destruction).
Children who are interested in labyrinths, quest games, and puzzles meet in groups of the fifth year of life. For them, there should always be free access to logic games, subject and printed. At first, the teacher individually deals with children, using play stimulating material, then encourages children to independent play activity with its use.
But most often, daily individual work is carried out with the children of the group in all areas of development (educational areas) provided for by the Federal State Educational Standard:
- social and communicative;
- cognitive;
- speech;
- artistic and aesthetic;
- physical development.
Its main tasks:
- improving the knowledge, skills and abilities of children;
- increasing interest in joint educational, cognitive activities with a teacher;
- disclosure and implementation of the abilities, hobbies of children;
- creation of the most comfortable conditions for children to stay in kindergarten, ensuring easy "entry" into the children's team and educational activities.
The teacher plans and conducts developing individual lessons, he also analyzes the results of the work and outlines a system of further actions, the direction of development of each pupil.
Individual lessons with children of the fifth year of life
Individual lessons with a group teacher differ from both regular group lessons (frontal and subgroup), and from lessons with specialized specialists: speech therapist, psychologist, etc.
Duration of lesson in the middle group
If a lesson with a speech therapist or a psychologist with one or two pupils can last within the usual, about 20 minutes, then it is difficult to organize individual work with the children of a teacher of such duration. After all, his main duty is to ensure the safety of the life and health of children during the entire work shift, to organize and direct their activities in a useful and safe direction.
The nanny cannot always replace the teacher, take control of the rest of the children, so the teacher carries out individual work in the form of individual educational situations, short didactic games that will not prevent him from monitoring the behavior of all children. It can last for 3 or 7 minutes, depending on what other children are interested in, how many of them are in the group at the moment. While studying with even one kid, the teacher must keep all children in sight. This rule is especially important in the middle group, when the guys become restless, strive to explore everything, find out, are very mobile and energetic.
Number of children in class
Unlike the frontal lesson (with the whole group) and the subgroup lesson, which takes from 4 to 10 people, individual lessons are conducted with one child or a mini-subgroup of no more than three children who have similar needs in a compensating or developmental direction. The teacher must think in advance where and how he will settle down with the child so that the rest of the kids are in sight and at the same time do not interfere with the lesson.
With whom to spend
They plan and carry out individual work with each of the children in turn. Why not only with those who show excellent success or lag behind in the classroom?
The division of the pupils of the group into ordinary, gifted and lagging behind is not entirely incorrect. The Federal State Educational Standard does not set goals for preschoolers that they must achieve, but only provides target guidelines for planning and defining areas of work for teachers. The Federal Standard emphasizes that preschoolers are not responsible for the result of their activities in the educational process, each child grows and develops freely, naturally to the extent of his mental and physical characteristics (flexibility and plasticity of development).
You should not classify as gifted only those children who are faster and better at coping with tasks, perhaps they just have faster thinking, easier to make contact. Shy children with a slow temperament are often recorded as laggards. This is a serious pedagogical mistake. It should be remembered that all preschoolers are individuals gifted with one or another talent that should be discovered and protected.
You cannot say: “Katya and Kolya are talented because they sing beautifully, and Tanya is gifted because she can quickly guess riddles. Stepa is lagging behind: he does everything slowly, quits work halfway through, and the rest of the children are ordinary. " No doubt it's good that the band has talented singers. But a child-loving, sensitive and tactful teacher will find talent in every child: Ira and Olya love order, always help to put toys, Yura and Oleg know how to build beautiful houses, etc. Diligence, organization, love for animals and other positive moral qualities deserve praise is no less than the ability to sing and draw. And if the child does not keep up with the rest of the children, is absent-minded, inactive, perhaps he is just in a bad mood, he is upset about something, he did not get enough sleep. In this case, it is worth talking to the baby's family, adjusting his home regime.
Kindness and humanity are no less valuable qualities than the ability to draw or dance, and teachers should also pay attention to them.
Developing individual work in the middle group is carried out regardless of the child's success, with everyone in turn. After all, even the most lively, easily coping children may have some problems (with attention, perseverance, long-term memory) that require the care of a teacher.
In addition, the psychological aspect is also important here: preschoolers of the fifth year are very affectionate and touchy, because they are not very good at controlling emotions. The teacher for them is usually a significant person, children are looking for his attention, communication. If the teacher constantly devotes more time to the same children, the rest will feel discomfort, possibly jealousy. But if individual work is carried out with everyone, misunderstandings do not arise, because everyone in turn is given attention. It will become routine and habitual.
Time spending
They carry out individual work in the morning, during a walk and in the evening, after an afternoon snack and games. The selection of activities and the educational field in which it is carried out depends on the time of the event.
In the morning, when children are relaxed after sleep, their physical and mental activity is reduced, it is not recommended to use exercises to develop movements, sound culture of speech, thinking, logic. Conversations, short didactic games, creating an educational situation on simpler and more understandable for children, but no less important topics will be appropriate: about the culture of behavior, hygiene, health protection, traffic rules.
If the reception of children is carried out in a group, the teacher can pay attention to developing drawing skills, for example, to practice with some of the pupils. how to hold a pencil or a brush correctly, hatch without going beyond the contour, rhythmically apply strokes on a planar image of objects. In modeling, you can practice the skills of downloading a ball from a lump of clay (plasticine), dividing a lump into equal or unequal parts, applying patterns on a product with a stack, a stamp. To prepare for the application, the child is offered to lay out a pattern on a triangle, square, circle from ready-made shapes, to create an ornament on a strip according to the sample. Speech warm-ups will also be useful in the morning hours: pronouncing pure phrases, nursery rhymes, short poems.
In the daytime, on a walk, they carry out work with children that does not require the introduction of voluminous material and benefits. These are word games, exercises for attention, memory, logic, intelligence, the formation of mathematical concepts, the development of ideas about the objective world, society, and nature. An afternoon walk is an excellent time to improve basic types of movements, coordination, dexterity, a sense of balance, and orientation in space.
During the walk, the teacher will find time to conduct a small study of natural materials, for example, sand, with one or two children.
The second half of the day gives the teacher more opportunities to work with the children individually. Children begin to be taken home, there are fewer of them in the group, and those who remain can be carried away by games, drawing, looking at illustrations in children's books under the supervision of a nanny. Evening individual lessons can be a little longer, about 10-12 minutes, and take complex material (highlighting sounds in a word, numbers and numbers, environmental education). However, one should focus on the condition of the children: if signs of fatigue, overexcitation are noticeable, then the lesson is turned off.
Methodological techniques used in the middle group of preschool educational institutions
The techniques that the teacher uses in individual work with kids are very diverse:
- verbal (story, conversation, reminder, question, pronunciation);
- visual (showing illustrations, models, objects);
- practical (exercise, joint performance of actions, modeling, experiment).
The choice of techniques depends on the place of work and the characteristics of the child: one needs an explanation, the other needs to see the demonstration of the action, receive detailed instructions from the teacher.
Play techniques are of great importance, because in the fifth year of life, play is the leading and most natural activity of children. Of the game techniques, the most successful will be the attraction of fairy-tale and cartoon characters, the creation of surprise moments, game situations. However, if individual work is carried out in a group in the presence of other children, play situations should not be voiced loudly, the toys and visuals used should not be too large and bright. Otherwise, all the pupils will want to take part in the game, and the lesson will be disrupted.
Table: examples of methodological techniques relevant to the middle group
| Reception | Content |
| The use of small folklore forms, works of art (education of cultural and hygienic skills) | Educator: - Tanya, do you want to know what an interesting poem about the girl Tanya, who knew how to sit beautifully at the table and eat right, I recently found?
After all, this is a poem about you, you also know how to sit beautifully at the table, hold a spoon correctly! Both Tanya and all our guys are smart and well done. |
| Request for help to the teacher (in the didactic game "Fold the picture") | Educator: - Yura, could you help me? This envelope contains parts of two different pictures, they are messed up. I really need your help. Please collect these pictures correctly and put them in two envelopes. Can you handle it? If it is difficult for you, you can call me or the guys for help. |
| Asking for help to a character (practicing the technique of sculpting from a ball) | - Katya, Olya, look how sad the kittens are. They want to drink milk, but they have no bowls. Do you remember we made apple plates recently? The bowl is molded in the same way. Roll up the ball, press in the middle, flatten it slightly. Will you make bowls for the kittens, help them feed them? |
| Surprise moment (didactic game "Know by touch" with natural material) | Educator: - Zhenya, look who came to visit us. Cheerful squirrel! He brought such a beautiful bag, in which there are various objects (a pine cone, a nut, an apple, a cucumber, a candy). Let's try to play with the squirrel: we will guess what he brought, and then we will determine what the squirrel can eat and what he will not eat. |
| Creating a problem situation (didactic exercise "Garages and cars") | Educator: - Maxim, look what wonderful cars we have. And here are the garages for them (planar images of 5 cars and 5 garages of different sizes), you need to put each car in your garage. But there are so many of them ... How to be? What do you think, if you put all the cars in a row from large to small, how do you find a garage for them? Yes, garages can also be expanded from large to small. Well done! |
When choosing tasks for children, the educator must take into account their hobbies, as well as gender. Most girls like dolls, animals, and boys like technology (robots, vehicles). But everyone, without exception, loves to provide help, guess riddles, and look for hidden objects.
Children of the middle group already have an understanding of humor, jokes, fables, and works of humorous content can be used in working with them.
Planning individual work in the middle group
Individual work is included in both the long-term and the calendar (daily) plan. Since individual work is carried out throughout the day, both in the form of classes and occasionally, it is impossible to display all of it in the plan. In the perspective plan, they reflect 1-2 types of work per day without specifying the names and surnames of the children, and in the calendar - three times a day, mentioning the direction of work, tasks, the name of the child: "Conduct individual work with Olya K., Zoya S. in the game" What kind of toy is hidden. Promote the development of voluntary attention, memory, the ability to concentrate on the task. "
Games and exercises for individual work in the long term usually reflect the general theme of the week, month, work outside the thematic block is also included in the calendar plan (on sound pronunciation, development of cultural and hygienic skills, situational conversations, compensating exercises). So, if a child returned to the group after an illness, the teacher can schedule the next day to work with this child on topics that he missed.
Table: a fragment of long-term planning of individual work with children of the fifth year of life, developed by M.V. Korzh
| Topic of the week | Day of week | Type of work |
| Autumn golden came to visit us | Monday |
|
| Tuesday |
|
|
| Wednesday | Did. game "Harvest". Tasks: to consolidate knowledge about vegetables and fruits, the ability to distinguish, classify, combine into groups. Foster respect for adult work. |
|
| Thursday |
|
|
| Friday | Did. game "When does this happen?" Tasks: to consolidate the idea of the seasons, their alternation, knowledge of the brightest phenomena of autumn. To foster love for native nature, the ability to see its beauty. |
Child's individual development map
A child's individual development card is drawn up for the following purposes:
- Providing individualization of education.
- Monitoring the development of the child, drawing up an individual trajectory of development, taking into account his needs and capabilities.
- Strengthening the connection between the preschool educational institution and the school.
- Raising the awareness and interest of parents in the course of the child's development in the process of visiting a preschool educational institution.
- Strengthening mutual understanding between the teaching and parenting teams.
The data is entered into the card twice a year, in September and April, during the entire stay of the inmate in the institution. Monitoring results are indicated by letters:
The definitions "high level", "low level" are largely arbitrary and are in the nature of advertisements in which direction to work, but do not serve to assess the abilities and personality of the child as a whole
Parents or legal representatives of the baby can get acquainted with the content of the individual card, except for them and the pedagogical workers of the preschool educational institution, this information is not disclosed to anyone. At the end of the child's kindergarten, parents are provided with a map (optional) in the form of a portfolio so that they can familiarize their child's future teacher with the information contained therein.
Table: the main points of the individual development map of the pupil of the preschool educational institution
| Paragraph | Content |
| General information | Surname and name of the child, date of birth and admission to the preschool educational institution, date of the beginning of observations, information about the parents. |
| Anthropometric data | Height, weight, degree of adaptation (in the year of admission), health group, leading hand. |
| Personality traits | Activity, emotionality, dominant character traits, etc. |
| Development indicators | Attention, memory, logical thinking, speech development, success in mastering the program in various activities. |
| Pace of activity | Fast, slow, uneven. |
| Somatic health | The frequency and nature of diseases, appetite, sleep. |
| Vivid features of the child | A characteristic is given not only of abilities in educational areas, but also of moral qualities, character (positive). |
| Recommendations of a psychologist, speech therapist. | Filled in by specialized specialists. |
In his work, a kindergarten teacher primarily relies on the basic provisions and requirements of the Federal State Educational Standard, which indicates the freedom and plasticity of the child's development. FSES also puts emphasis on the individualization of preschool education. In this regard, the teacher is required to be not only a professional who knows the psychology and physiology of a preschooler, but also a sensitive, attentive comrade, respecting the interests of the little person, recognizing his right to his own opinion, his personal pace and developmental characteristics. Rationally organized individual work with children will help to fulfill these requirements.
Kindergarten of general developmental type with priority implementation of activities for the artistic and aesthetic development of children No. 000. Astrakhan.
Long-term plan
individual work with children
for fine arts
(middle group).
Educator:
September. 1 Week. Modeling "Magic Lump".
Purpose: To develop fine motor skills of hands, imagination, enrich the inner world of the child.
The teacher, together with the children, examines the picture "In the poultry yard." Then he offers to mold one of the heroes of the picture: a rabbit, a duckling, a chicken. Indicates the characteristic features of each. After that, the work is evaluated and played in the "poultry yard".
2 week. Application "Let's Gather Ripe Apples in a Basket".
Purpose: Learn to hold the scissors correctly, operate with them, cut a circle out of a quadrangle. The teacher says that apples ripen in the garden in autumn. And he offers to collect them in a large basket. Children cut out round apples and glue them on a sheet with a picture of a basket. They rejoice at the big harvest.
3 week. Drawing "Beautiful flowers as a gift for a mouse."
Purpose: To learn to transfer parts of a plant in a drawing. To consolidate the ability to paint with a brush and paints, using the technique of wetting with the end of a brush. A mouse appears in the group - a toy, the children play with it, and then the teacher invites the children to draw flowers for him as a gift. Children remember how to draw petals: with the whole brush, end, wetting. Children draw flowers whoever they want.
4 week. Application. "Carrot for a bunny"
Purpose: Learn to cut a carrot from a quadrangle by cutting corners.
After playing the store, the children hear crying in the corner. This is a bunny crying, in the store the guys sold a carrot, which he loves so much. The teacher offers to make him a delicious carrot.
1 Week. Modeling "Let's help a hedgehog get ready for winter."
Purpose: To continue teaching children to roll lumps of plasticine between the palms in circular and straight movements, flatten them between the palms, encourage them to sculpt according to the idea. After a conversation about how mothers prepare vegetables and fruits for the winter for the future, the teacher asks: “Do the animals prepare something for themselves? How does a hedgehog prepare for winter? " The teacher offers to help him: to mold mushrooms and berries to a hedgehog. They remember the shape, the components, the sculpting techniques. The hedgehog is taken to the "forest".
2 week. Drawing "Joyful autumn".
Purpose: To learn to convey a mood in a drawing, to depict autumn. The teacher asks - what is the mood of the children? What colors can be used to convey this in a drawing? What can you draw - when autumn is happy? Offers to draw your mood on paper.
3 week. Application "Let's cover the earth with leaves."
Purpose: Learn to stick colorful leaves. To consolidate the technique of smearing and gluing figures, their combination in color. The teacher reads the verse: "Yellow leaves are spinning in the air, and quietly fall to the ground, lie down." Then he offers to “cover the ground with autumn leaves. Children stick colorful leaves on whatman paper, admire.
4 week. Drawing "Once the hostess came from the bazaar ..."
Purpose: Learn to draw vegetables of different shapes. Develop small arm muscles, fantasy. After reading Yu. Tuwim's poem "Vegetables" the teacher suggests drawing "Vegetables on a plate" (tomato, cucumber).
1 Week. Modeling "Gifts for a Bunny".
Purpose: To consolidate the ability to sculpt a round and elongated shape. Children listen to a nursery rhyme about a hare: “Hare - a coward ran across the field, ran into the garden, found a carrot, found a cabbage. Sits, gnaws. Go away - the owner is coming! " Then they make gifts for the bunny: carrots, cabbage. Clarify the form, techniques.
2 week. Application "Teremok".
Purpose: To learn how to cut the strips, make an image of the tower from the strips. The teacher reminds the children how in a fairy tale the bear broke the little house and proposes to make a new one for the animals. Children cut in half a strip - the walls, another - the ceiling and the floor, from the triangle - the roof. The animals are happy.
3 week. Modeling "Merry nesting dolls".
Purpose: To learn to sculpt a figure from nature, using familiar techniques (pulling, smoothing). Encourage children to be independent and creative in the use of decorative elements. A matryoshka appears in the group and tells familiar nursery rhymes. Then he invites the children to sculpt funny girlfriends from plasticine for her. The teacher examines the matryoshka with the children, talks about how the matryoshka's outfit is decorated. Offers to sculpt nesting dolls using familiar sculpting methods, decorate an outfit using molding or painting with a stack.
4 week. Drawing "Beautiful umbrella".
Purpose: To consolidate the techniques of drawing with a brush, the ability to hold the brush correctly. The teacher offers to decorate the umbrella and take a walk with it. “It's raining in autumn, get your umbrellas as soon as possible. Such beautiful colored umbrellas! Let's take umbrellas in our hands, let's go for a walk in the rain! Children decorate umbrellas with circles, flowers. (you can use finger painting).
1 Week. Modeling "Funny animals". (according to illustrations by E. Charushin).
Purpose: Arouse in children a desire to sculpt familiar animals, to develop independence. Exercise in sculpting objects from several parts, observing the proportions. After examining the illustrations by E. Charushin "Funny Animals", the teacher asks the children who wants to sculpt whom. In the process of sculpting, the teacher helps children with advice, resembles image techniques.
2 week. Application. "Let's help the squirrel prepare mushrooms for the winter."
Purpose: To teach children to cut corners with scissors, rounding them off. Strengthen the ability to hold the scissors correctly. After reading the story "Squirrels" by V. Zotov, the teacher offers to help the squirrel prepare mushrooms for the winter. Children cut and paste grass and some mushrooms. Show techniques for cutting corners by rounding them so that they disappear. Then the children donate their mushrooms to the squirrel.
3 week. Drawing "Whom did Emelya catch in the hole?"
Purpose: Learn to draw an oval shape with paints.
The teacher shows illustrations for the fairy tale "By the Pike's Command." Children name the fish that Emelya caught (pike). The teacher highlights the peculiarity of the structure of the pike (elongated body), suggests drawing a magic fish, depicting the body with arcs (above and below).
4 week. "What animals were at the Christmas tree holiday?"
Purpose: Make children want to sculpt familiar animals: a hare, a bird, a fox. Develop creativity, imagination. The teacher invites you to remember what animals were on the New Year tree and think about what you can dazzle. After sculpting, the children put their work on one large meadow, where there is a tree.
2 week. "Magpie - white-sided".
Purpose: Learn to draw a round and oval shape. After examining Veretennikov's painting "Magpies", the teacher reads the nursery rhyme "Magpie - white-sided". Children draw so that it looks like a magpie - white-sided.
3 week. Modeling "Feed the birds".
Purpose: To learn how to sculpt a bird in a plastic way, conveying its characteristic features. After the walk, the teacher offers to mold a bird out of plasticine. Children sculpt from a whole piece using the technique of pulling the tail, head and beak.
4 week. Application "Pattern on the cup".
Purpose: To develop a sense of color, the desire to decorate the shape with a pattern, to be able to gently stick circles on the finished shape.
The teacher shows 2 - 3 cups with a pattern with polka dots. He suggests taking cups of different colors for decoration and sticking them with multi-colored peas. Then the children admire their work.
1 Week. Drawing "Napkin for Mom".
Purpose: To develop in children a sense of color, the ability to compare patterns by color, to choose the most beautiful ones. Decorate a napkin with a pattern using elements of Dymkovo painting. The teacher explains to the children: "To make it beautiful, it is pleasant to drink tea, they put cups and saucers on napkins." Shows 2 - 3 napkins decorated with a Dymkovo pattern. Children draw a pattern of intersecting lines, apply strokes, dots.
2 week. Modeling "We lead a round dance".
Purpose: To consolidate the ability to depict a human figure, to correctly convey the ratio of parts. The teacher recalls with the children how they had fun near the Christmas tree, led a round dance. Children stand in a circle, join hands. Then the teacher asks the children to mold dolls for a round dance, reminding them how to mold a girl in a long fur coat, specifies the sequence of actions. Then the sculpted dolls are put in a round dance, their hands are joined.
3 week. Drawing "Little ballerina".
Purpose: To learn how to draw a human figure, depict simple movements, consolidate painting techniques. The teacher invites 2-3 children to show several dance movements: hands on their side, one holding a skirt. In the process of work, it resembles painting techniques.
4 week. Application "Gnomes".
Purpose: To learn to draw along the drawn contour. After reading the fairy tale "Snow White and the Seven Dwarfs", the teacher suggests making the little men (dwarfs) themselves. To do this, children cut out a gnome from colored paper, unfold it and stick it on paper.
1 Week. Modeling "We will build a helicopter ourselves ...".
Purpose: Learn to transfer the shape of the helicopter. The teacher invites the children to fashion a helicopter using the following techniques: rolling, flattening, anchoring. Then the children collect all the helicopters to the military airfield.
2 week. Application "Guess who it is?".
Purpose: To develop an idea, imagination, the ability to independently cut out characters from parts, finish drawing them with a felt-tip pen (facial features, clothing decoration).
The teacher invites the children to cut something out of paper, and then everyone guesses what happened.
3 week. Modeling "Two greedy teddy bears".
Purpose: To consolidate the techniques: rolling out, joining, rolling, pinching. Learn to sculpt a bear. After reading the fairy tale "Two greedy teddy bears" the teacher with the children examines a toy - a bear cub: the shape of his head, body. Children sculpt in proportions.
4 week. Drawing "Red spring has come."
Purpose: To educate children in aesthetic perception, love for nature, the desire to convey it in the drawing. The teacher sings the song "Vesnyanka" with the children, examines illustrations depicting early spring (streams, bright sun, young grass). Remember how trees were painted in winter. Suggests to depict trees in spring. At the end, they make up a picture of spring nature.
1 Week. Application "The wind walks along the sea and the boat urges on ..." (based on the poem.)
Purpose: To learn how to carefully cut and glue the boat. The teacher reads Pushkin's poem "Wind", distributes a rectangle and a wavy line to the children, shows how to cut a boat.
2 week. Modeling "The boat is sailing, sailing ..."
Purpose: To develop an emotional attitude to the image, the ability to convey characteristic features. The teacher reads a poem, shows illustrations, then proposes to sculpt a boat with two oars: roll out an oval, flatten it, press in the middle and tighten and trim the edges with your fingers.
3 week. Modeling "Instead of a tail, a hook, instead of a nose - a patch."
Purpose: To teach children to transfer the figure of pigs in an uncomplicated position, use modeling techniques, connect parts, apply. The teacher makes a riddle about piglets, sculpts a mother - a pig, invites children to sculpt a lot of piglets and put them on the lawn.
4 week. Application “Little birds have come to us”.
Purpose: To develop creativity, teach how to perform applications accurately, continue to teach how to work with scissors. The teacher examines the album "Birds on our site" with the children. It offers to cut out details and stick on the bird you like, as well as small details (beak, legs) at your discretion. At the end of the work, the child tells about his bird.
1 Week. Modeling "Beautiful flowers". (bas-relief).
Purpose: To learn to transfer the image of a flower in a plastic way, to place it on a plate. Children do the work of showing the teacher. (Individual parts of the flower are applied to the surface of the plate)
2 week. Drawing "Dandelion is wearing a yellow sundress."
Purpose: To learn to convey what he saw on paper with paints. After looking at a dandelion for a walk, children paint what they see on paper.
3 week. Application. "Magic Garden with Golden Apples" based on the fairy tale "Little Havroshechka".
Purpose: To teach how to create a collective composition, cut with scissors in a straight line rounding the corners of a square, develop imaginative perception, imagination. After telling a fairy tale, the teacher proposes to make a magic garden
(2 lessons). ……………………………………………………………………………………………………
Used Books:
one. . "Comprehensive classes in the middle group."
2.,. "Learn by playing."
3. "Design and art work in kindergarten."
