Presentation "Complex thematic planning in DOW"
Description: This presentation presents the experience of the teachers of the MADOU "Kindergarten No. 18 "Ladushki" in creating thematic and complex-thematic planning, which takes into account all the requirements of the Federal State Educational Standard.
1 slide
Dear colleagues, the topic of my speech is as follows:
Comprehensive thematic planning in preschool educational institutions as a factor in the effectiveness of the modern educational process
2 slideI would like to start my presentation with the words of the German publicist Georg Christoph Lichtenberg: “The future must be embedded in the present.
It's called a plan.
Without it, nothing in the world can be good"
3 slide
On this slide, I propose to brush up on the definitions of what is a plan? And what is planning?
Plan- a working document, the purpose of which is to help achieve the goals. Without this document, the teacher has no right to start work.
Planning- this is an early determination of the order, sequence of the implementation of educational educational work indicating the necessary conditions, the means, forms and methods used. The effectiveness of upbringing and educational work as a whole depends on how well thought out and competently implemented planning is.
Planning allows not only to significantly reduce the share of uncertainty in the development of the pedagogical situation, but also to ensure the continuity of today's and tomorrow's actions.
Planning educational work based on the cooperation of the teacher, children's team and parents, on their understanding of the goals and their tasks in joint activities on the desire to make life in kindergarten interesting, useful, creative.
4 slide
Next, I want to draw your attention to the planning structure in our kindergarten.
1. Regulation "On the maintenance of thematic, complex - thematic, and scheduling educational process with children in preschool groups.
2. Thematic plan of the preschool educational institution for the year, adopted at the teachers' council and approved by the head.
3. Cyclograms of the activities of educators.
4.Complex - thematic plan.
5.Calendar plan.
5 slide
On this slide, you can see the creative team hard at work creating the planning:
1. Head of MADOU No. 18 - Borodina L.Yu.
2. Educator of the I qualification category - Volynkina V.V.
3. Educator of the I qualification category - Kichigina N.A.
4. Senior educator of the highest qualification category - Machulina T.N.
6 slide
Starting work on the compilation of different types of planning, the creative team studied the principles of planning very carefully. No matter how the plan of educational and educational work with children is designed, it must meet certain requirements:
- be based on the principle of developing education, the purpose of which is the development of each child;
- the complex-thematic principle of building the educational process;
The principle of integration of educational areas in accordance with the age capabilities and characteristics of the pupils of the group;
- ensure the unity of the educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of children preschool age;
- the planned content and forms of organization of children should correspond to the age and psychological and pedagogical foundations of preschool pedagogy.
When planning and organizing pedagogical process It is important to take into account that the main form of work with preschool children and the leading activity for them is the game.
7 slide
What is a complex - thematic principle of building the educational process?
Complex - thematic model - the connection of educational areas into a single whole based on the principle of thematic planning of the educational process.
But in a complex way - the thematic model of the organization of the educational process is described in detail in scientific concept edited by Viktor Ivanovich Slobodchikov. It is supposed to highlight the leading theme of the day, week, month. The developed model must comply with the principle of cyclicity.
8 slide
So, what is the purpose of integrated thematic planning:
Creation of complex thematic planning based on the theme-forming factors and the principle of age targeting, to make the life of children interesting and connect it with the surrounding reality.
9 slide
On the next slide, we will consider the theme-forming factors proposed by Nadezhda Alexandrovna Korotkova candidate psychological sciences, Jr Researcher research institute preschool education.
the first factor is real events occurring in the environment and arousing the interest of children (bright natural phenomena and public events, holidays);
the second factor is imaginary events described in a work of art that the educator reads to children. This is the same strong theme-forming factor as real events;
the third factor is events specially "modeled" by the educator on the basis of developmental tasks (introducing objects into the group that were previously unknown to children with unusual effect or an appointment that arouses genuine interest and research activity: "What is it?", "What to do with it?", "How does it work?");
the fourth factor is events occurring in life age group, "infecting" children and leading to the preservation for some time of interests, the source of which, as a rule, are the means mass communication and the toy industry.
10 slide
Thus, the thematic planning of the educational process in our preschool institution for all age groups is built according to the "event" principle, namely on the basis of seasonality, holidays, anniversaries, traditions, thematic meetings and the principle of age targeting.
11 slide
Using complex-thematic planning is taken into account
Number of topics (under development creative team preschool institution);
Forms of training are integrative;
One topic is given no more than 1 week in the younger groups (there must be a specific case), at least 1 week in the older groups (no more than 2 weeks);
The principle of age targeting;
The theme is reflected in the selection of material located in the centers of the group.
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13 slide
Scheme of complex-thematic planning
season, month, week
Theme-forming factor
Topic
Program content of the work
Options for the final event
Information and resource support
14 slide
The essence of thematic planning is that:
the theme of the week is chosen, which is named and initially considered in the lesson on familiarization with the outside world (ecology or familiarization with natural world, acquaintance with social reality), which is held on the first day of the week;
all other activities (speech development,
Elementary mathematical representations, modeling, application, designing and others) continue the proposed topic, are somehow connected with it;
in each of the subsequent sessions, a short repetition of the theme of the week is given;
offered for parents brief recommendations, tips on organizing homework, observations in nature, home reading children.
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Expected results of planning
1. Planning an organized educational activities.
2. Increasing the competence of teachers.
3. Relationship theoretical training with practice.
4. Uniform thematic plans in the main areas child development in all educational areas.
5. Implementation of the integration of educational areas.
6. Increasing the level of development of preschoolers.
7. Using a variety of different forms and teaching methods.
8. Rational use technical means learning
17 slide
And I want to end my presentation with the words of Booker Washington:
“To the extent that a person spends himself for the sake of writing a plan, to the same extent he finds the highest satisfaction in his work”
Presentation on the topic: Comprehensive thematic planning in preschool educational institutions
Many topics are worthy of being studied in more detail, devoting a whole series of lessons combined to them. For example, "Family", "Health", "Children's Books", "Theatre"... there are many such topics!
We have collected for you on the pages of this thematic section publications containing the live experience of your colleagues in holding thematic weeks. These "based on true events" materials contain turnkey solutions for similar activities, for use in different age groups. For your convenience, publications are systematized by headings. Without spending a lot of time, you will certainly pick up the material you need for work here.
Check out our theme guide!
Contained in sections:Includes sections:
Showing posts 1-10 out of 6218 .
All sections | Themed weeks. Plans and topics for weeks in kindergarten groups
Thematic week "Mathematics Week" Theme week« Week of mathematics» (photo report) Target: Instilling interest in mathematics, raising the educational level, teaching children independence and creativity, revealing the abilities of children. Work plan in the senior group : 1. Viewing the cartoon "Learning to count with Fillya ...
Abstract of the final lesson of the thematic week "Getting to know the professions" in the first junior group Topic : "All professions are needed - all professions are important!" Target: to develop cognitive and speech activity of children. Tasks: expand and consolidate children's knowledge of professions, encourage children to talk about the labor activities of professions they know (doctor, educator, cook, expand ...
Themed weeks. Plans and topics for weeks in kindergarten groups - Thematic planning in the middle group, theme of the week: “We are friends of wintering birds”
Publication "Thematic planning in the middle group, the theme of the week:" We are friends ..." D / n Regime moments Joint activities of an adult and children. OOD. Organization of RPPS Support for the individuality of the child Mutual. with families, in real. of the educational program 14. 01 MONDAY Morning exercises, preparation for breakfast. Breakfast. Games OOD Prep...
MAAM Pictures Library
Calendar plan for the week "Folk toy" in the first junior group(3 week January Topic: Folk toy (3 week January) Purpose: To introduce folk art by example folk toys. Introduce oral folk art (songs, nursery rhymes, etc. use folklore when organizing all types of children's activities. Introduce ...
MBDOU Beloyarsk Kindergarten "Ogonyok" Project activity in the first junior group: "Bell" Topic: "Color Week" Prepared by: Teacher Nepomnishchaya K.G Project implementation dates: From 18.02. 2019 to 02/22/2019 Project type: short-term (Week) Color affects...
Card file of finger gymnastics with children of the senior group on the topics of the week The card file of finger gymnastics with children of the senior group on the topics of the week was completed by Prakht E.A. MDOU d.s. No. 342, Chelyabinsk Group "Forget-me-nots" February 24, 2019 September 3-7 Topic: Goodbye summer. Hello Kindergarten. Knowledge Day (3.09- 7.09) (theme according to age) [...
Themed weeks. Plans and topics for weeks in kindergarten groups - A selection of outdoor games by thematic weeks in the senior group (September-November)
September Theme of the week: “Knowledge Day” Outdoor game “We are funny guys” Purpose of the game: To teach children to be attentive. Game progress: On two opposite sides platforms draw lines, and on the side - several circles. This is the leader's house. The players gather behind the line on one side ...
Daily planning of educational and educational work with children of the preparatory group, the fourth week of February February, 4th week "Experiments and experiments" The goals of the teacher's activity: to teach to pay attention to new, interesting and unusual properties, characteristics, features of an object, object, phenomenon; develop cognitive activity, curiosity, the desire of children to explore and ...
Changes are systematically taking place in Russian education, and these changes encourage teachers to look for new approaches to the implementation of tasks. preschool education. This applies not only to program documents, but also, mainly, to the activities of teachers with children.
The first step to this activity is, of course, planning. The effectiveness of the pedagogical process largely depends on how well the planning is done.
Plans should take into account a number of modern issues, such as the current situation in the development of children, the characteristics of a group of children, the technologies being implemented, the regional component, the variable part of the educational program, the implementation of the requirements of the Federal State Educational Standard for Education: taking into account the interests of the child, supporting his initiative and becoming a child as a subject of his education.
That is, there is no and cannot be a ready-made plan specifically for your group and for your children until you make it yourself. Ready Plans only partially can be used to develop own plans teachers.
According to the order of the Ministry public education RSFSR dated 09/20/88 No. 41 "On documentation of preschool institutions" established the following pedagogical documentation of preschool institutions: for educators and music leaders - plan of educational and educational work with children for a day or a week at their discretion.
In addition, for educators - daily maintenance of the report card of children's attendance.
For the senior educator - a plan of work with educators for a month or a week.
At the same time, planning their work, educators, music directors, senior educators lead in any form. Records of observations of the pedagogical process by senior educators and heads are also kept in a form convenient for them, and this documentation is not mandatory for submission to higher authorities. Medical and financial records of a preschool institution are maintained medical workers and administration in accordance with the regulations of the relevant departments.
In order to streamline these arbitrary forms of planning, it is advisable to introduce unified approaches to planning in a preschool institution. This can be done in the form local act adopted and approved by the DOW.
Plans for educational and educational work with children in the age groups of preschool educational institutions are mandatory normative documents regulating the activities of educators and specialists of preschool educational institutions, for the implementation of the content of psychological and pedagogical work in the main areas of development of preschool children (social and communicative development, cognitive development, artistic and aesthetic development, speech development, physical development), are developed and implemented by each preschool teacher. What are these types and forms of planning?
Comprehensive thematic planning of the educational process in age groups is planning according to the basic general education program preschool education in all educational areas. Comprehensive thematic planning is compiled by the methodologist and teachers of each age group jointly and is developed for the academic year (from September to May inclusive).
This type planning should reflect:
The name of the topic and the period of its implementation;
solvable pedagogical tasks;
the activities of the educator with children in sensitive moments;
outcome options.
Integrated thematic planning is integral part basic general education preschool programs and should be developed by the methodologist and teachers before the start of the school year. Comprehensive thematic planning is issued in printed form and must have title page.
Long-term planning of the educational process in age groups- this is an early determination of the order, sequence of the educational process for the academic year with the definition of tasks and content for each month. Its basis is the main general educational program of a preschool institution. A long-term plan is drawn up by teachers of each age group for a month, quarter, six months or a year (correction is allowed in the course of work in a plan of this type).
A long-term plan is developed by educators and specialists independently for one academic year and is carried out on the basis of curriculum approved by the manager.
Long-term planning of direct educational activities (GCD) is compiled for each age group, taking into account complex thematic planning.
The long-term plan includes (depending on the preschool program):
Implementation timeline;
educational areas(socio-communicative development, cognitive development, speech development, artistic and aesthetic development; physical development);
goals and objectives (for a month);
types of children's activities
used literature and teaching aids,
work with parents for the academic year (parent meetings and consultations);
at the beginning of each month, the following is determined: complexes of morning gymnastics, a complex of gymnastics after sleep, work with parents and children for a month (individual and group consultations, group and general garden parent meetings, information stands, folders, folders, memos, competitions, exhibitions, seminars, musical and sporting events, open houses, etc.).
Cyclogram is compiled on the basis of a plan for organizing educational activities for each age group, in each kindergarten. It is divided into days of the week. Every day is: morning, first half of the day, including directly organized educational activities, walk, afternoon, second walk, evening. The cyclogram indicates only the forms of organization of children that correspond to each type of activity.
Calendar-thematic planning of the educational process in age groups- this is an early determination of the order, sequence of educational work, indicating the necessary conditions, the means used, forms and methods. The preschool educational institution establishes a unified structure for calendar and thematic planning.
The calendar-thematic plan is drawn up for each day in accordance with the daily routine of the group, the grid of directly educational activities, taking into account the requirements for the maximum load on children in educational activities, the cyclogram, complex thematic planning, long-term planning, program content by age groups.
This plan is drawn up for two weeks and provides for the planning of all types of children's activities and the corresponding forms of their organization for each day.
Calendar-thematic planning should begin with a long-term one (GCD grid), taking into account:
Requirements for the maximum load on children;
thematic planning requirements.
When planning each form of work with children, the educator indicates the type of game, name, tasks, and a link to educational and methodological support. If there is a card file, only its type and the number of the game in the card file are indicated.
The calendar-thematic plan includes:
Planning the morning segment of time;
GCD planning;
planning morning and evening walks;
afternoon planning,
family planning,
creation of a developing object-spatial environment.
This type of plan for educational work should provide for a reasonable alternation of organized and independent activity children based on children's initiative and activity and ensure the organization of children's life in three forms:
Direct educational activities;
- unregulated activities;
- free time provided for the child in preschool during the day for free spontaneous play activities and communication with peers.
The calendar-thematic plan of upbringing and educational work should be built taking into account the types of activities specific to preschool children (game, design, productive, musical, theatrical activities, communicative, etc.), provide a variety of activities that contribute to the maximum possible disclosure of the potential of each child, and should allow for the implementation individual approach to the child, work with different subgroups of children, take into account their age features. This type of planning should define goals and ways to achieve them, perform motivating and activating functions. The plan is also a means of monitoring the achievement of goals and determining the activities necessary for this.
It is very important to take into account the complex-thematic principle when planning - single theme integrates all types of activities.
The components of calendar-thematic planning are:
Target component: goal and objectives. They are aimed at development, education, training (goals and objectives must be diagnosable).
Informative - determined by the program.
Organizational and effective component (forms and methods must correspond to the tasks set).
Effective (what was planned at the very beginning and what was received should match) - can be present in the scheduling form as a means of evaluating the achievement of results.
Material and technical: equipment and didactic support.
When planning, the use of file cabinets of walks, morning exercises, observations, finger gymnastics, articulation, invigorating gymnastics, etc., compiled by group teachers, preschool specialists, is encouraged.
Long-term and calendar-thematic planning should take into account the developmental features of children in this group and the specific conditions of the preschool educational institution.
The plans must necessarily include a title page indicating the group, full name of both educators of the group, qualification category, start and end dates of the plan. Control over the calendar and thematic planning is carried out by the methodologist of the preschool educational institution on a monthly basis with the appropriate note: Date of verification. Caption: “The plan has been checked, it is recommended: 1…., 2….., 3….. etc.”, as well as in accordance with the control measures planned in the annual plan. The shelf life of the calendar-thematic and long-term plan is 5 years.
In order to ensure the continuity of activities, to balance the alternation of specially organized GCD and unregulated activities, free time and rest for children, the optimal combination of individual and frontal work, competently plan mobile, role-playing, theatrical games, walks, excursions, observations, work in the corners development, you can use the technology of modular planning. It will help to rationally distribute various forms of work on the days of the week and material for consolidating the knowledge, skills and abilities of preschoolers. When drawing up a plan based on the module, a unified scheme for distributing forms of work with preschoolers for a week is created, the teacher only has to write down the name of the games, the topics of conversations, indicate the objects of observation, specify the tasks of work for this period.
The creation of a plan module begins with the distribution of activities organized by the teacher with the children, finding their place in the daily routine.
An example of a modular planning scheme.
Type of activity of children Form of work Number of repetitions per week
Plan of educational work is drawn up in accordance with the approved form of writing a plan for educational work in accordance with the requirements of the Federal State Educational Standard. The educational work plan contains the following sections (at the discretion of the administration and teaching staff DOW)
annual tasks of preschool educational institution;
group day routine;
schedule of directly educational activities;
cyclogram;
daily traditions of the group;
weekly group traditions;
a list of children in the group (indicating the date of birth and age of the child as of 01.09 of the current year, indicating individual characteristics, health groups ...);
list of children by subgroups;
conventions(it records all the abbreviations used by the educators of the group);
information about the parents of the pupils of the group;
perspective plan work with parents for a year;
protocols parent meetings;
complex thematic planning for the academic year;
advanced planning for a month;
calendar and thematic planning for every day;
methodologist's recommendations.
Applications to the plan of educational and educational work can be:
Complexes of morning exercises and corrective exercises after daytime sleep.
work to create a developing environment.
evaluation of the intermediate and final results of the work (acquisition of the program by children) in accordance with the age of the children.
Teachers are free to choose the form of the plan. However, it is advisable that a single form of writing a plan be adopted in the preschool educational institution. The decision to choose the form of writing the calendar plan for educators is made at pedagogical council preschool institution. Forms of planning educational activities:
Text,
network,
graphic,
compilation.
The text form involves writing a plan in the form of text. This form is widely used when planning work for a year and longer forms. Most often, the text form of planning is used when describing the results of the analysis. activities of the preschool educational institution per prior year, establishing cause-and-effect relationships, describing the structure of a program document, etc.
The network form of planning involves the use of grids, tables, cyclograms. This form is used for individual sections of the development program or the annual plan of the preschool educational institution. The basis network form most often, a cyclogram is laid down, reflecting regularly recurring events, in particular for the next academic year.
For long-term and complex-thematic planning of the work of the educator, it is more convenient to use tables.
Scheduling the GCD schedule (a model of regulated organized educational activities of a teacher with children) is more convenient to plan schematically. Unlike a table, where the content is presented in certain sequence, the scheme shows the relationship and complementarity of its elements.
Calendar-thematic planning for a week is more convenient to plan using a cyclogram. All components of the calendar plan during the day are practically repeated daily during the week (games, conversations, individual work, labor in nature and economic labor, etc.). Therefore, the cyclogram will allow the educator to significantly save time on planning educational activities, devoting it to working with children.
The graphic form of planning reflects the content of the activities of the preschool educational institution in the form of two coordinate graphs, diagrams, histograms. Most often given form planning is used to demonstrate quantitative indicators. Its application allows you to visualize the entire amount of work for a year, month, week or day.
The compilation form of the plan can combine several different forms that are combined with each other.
In the work of an educator, as in any other activity, order and regularity are necessary. Only under these conditions, it is possible to get satisfaction. It is no secret that paperwork is often given a secondary role. However, a timely and correct plan can become our first assistant.
Nomination " Methodical piggy bank preschool teacher"
In accordance with the complex-thematic principle of constructing the educational process, not a set of individual playing tricks, and assimilation educational material in the process of preparing and holding any significant and interesting events for preschoolers on a specific topic.
Topic of the week:"My family".
Target: educate children about family.
Tasks:
- to teach children to understand the role of adults and children in the family, to name their family members;
- form elementary representations children that everyone in the family cares and loves each other;
- to cultivate love for relatives and friends, the desire to take care of them;
- develop the emotional responsiveness of children.
Final event: theatrical game "A large family lived in the house."
Group: II youngest.
Age: 3-4 years.
1. cognitive activity, OO cognitive development (Getting to know the environment)
- "My family" - teach children to name their family members. Know that everyone in the family cares and loves each other. Understand the role of adults in the family. Make your child happy and proud that he has a family.
2. Motor activity, OO Physical development- develop coordination of movements in walking and running between objects; repeat the crawling exercise; exercise in maintaining a stable balance while walking on an elevated support.
3. Musical activity, OO Artistic and aesthetic development-Music-rhythm. movements - “Yes, yes, yes!”, “Family”; Listening - "Sparrow"; Singing - “The sun has friends”, “Bobik”; Games, dance - “We quarreled, reconciled”; Music making - "Folk melodies", "Song about names".
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Day of the week |
Mode |
Independent activity |
Interaction with parents |
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group, subgroup |
Individual |
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Monday |
Morning |
1. Motor. View computer presentation“Look, I have a very friendly family!” 3. Communicative. Y/n: “What are the names of mom and dad?” 4. Motor. M / p game "How long can you sit like that?". 5. VHL - reading a poem by S. Teterin “Mom will be very happy” |
consideration plot pictures on the topic "Family" (F.I. children). 2. Communicative. The game "Call it affectionately." |
1.Communicative. |
1. Fine Creative workshop: "Portrait of my family" - various visual means(at the choice of children) (construction). Floor builder games. 3. Communicative. 4. Game. Plot - role-playing game "Family": the plot of the game "Housewarming Dolls" 5. VHL. Examination of illustrations by A. Usanov "I am the only son of my mother." |
1. Place material on the theme of the week in the parent corner. 2. Poll of parents on the topic "Family is ..." 3. Ask your parents to make a photo album "My family". |
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Walk |
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1. Engine."Get in the circle" |
1. Communicative. Situational conversation "About how mother mountain ash sang a song to her daughter." 2. Communicative. 3. Cognitive research. "What smells?" |
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II half of the day |
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1.Communicative. 3 .Fine."Stick on the pattern" (F.I. children). |
1.Communicative. Conversation “What did I see (a) with mom and dad on the way to kindergarten?” 2. Cognitive research. Preliminary work on the organization of the role-playing game "Family", the production of attributes from salt dough. |
(Free drawing). |
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Walk |
Sky observation. 2.VHL. Rhyme "Grandfather Yegor" 3. Engine. 4. Game. P / and "Traps", "Cat Matvey". |
1.Communicative. D / and “What happens in the spring?” (F.I. children). |
1. Communicative. Situational conversation about folding clothes in a cubicle. |
1. Game. Plot - role-playing game "Family", the plot "Trip to the country". 2. Motor. Offer a subgroup of children badminton. |
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Evening |
1.Communicative. OBZH Conversation "How a naughty girl Katya ran away from home to her grandmother." |
1. Cognitive research. D / and ""What did dad bring us?" (F.I. children). |
1. Game. |
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Day of the week |
Mode |
Joint activities of an adult and children, taking into account the integration of educational areas |
Independent activity |
Interaction with parents |
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group, subgroup |
Individual |
Educational activities in regime moments |
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Morning |
1. Motor. Morning exercises "Friendly family" 2. Cognitive research."The stone sinks, the ball does not." 3. Communicative. Conversation “I am walking along my native street with my father, mother and sister. 4. Motor. Music game"Kolobok". 5. Game. Communicative- finger gymnastics "Mouse family" |
1. Cognitive research/Communicative Viewing the album "My Family". (F.I. children). 2. Communicative. The game "Whose baby?". |
1. Communicative Musical. Morning circle - "Hello, friend!" 2. Elementary household work. The assignment is to put the toys away before the walk. 3. Communicative. word game"My family" |
1. Fine Creative workshop: Draw with plasticine "Flower for grandma" 2. Cognitive research(construction). Games with a large builder. 3. Communicative. Board games 4. Game. Plot - role-playing game "Family": the plot of the game "Mom cooks breakfast" |
1. Folder - shift "The role of the family in raising children" 2. "Freeze frame" - make a photo essay on the topic "This is how we play" (role-playing game "Family") 3. Ask parents to bring a photo of the family for registration at the parent meeting |
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1. Communication activities: OO Speech development- "Stories about my family" - 2 productive activity : OO Artistic and aesthetic development (drawing) - "Portrait of a family" - to educate children kindly to dad, mom, yourself; to teach to convey these images in the drawing by available means of expressiveness; reinforce the idea of round and oval shapes, |
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Walk |
1. Cognitive research. Communicative. Weather observation. Compilation of the story "What I like the most about the weather" 2. Elementary household work. Collection of sticks for crafts. 3. Game. P / and "Sun and rain"; "Who lives in our apartment" |
1. Engine. p / game "From bump to bump" |
1.Communicative. Situational conversation "How did the ant look for its home?" 2. Communicative. Situational conversation about folding clothes in a cubicle. 3. Cognitive research. "Properties of sand" |
1. Elementary household work. Shovels, panicles, buckets, scrapers (washing cleaning equipment0 2. Fine. Creative workshop: draw with crayons on the pavement "My beloved parents". 3. Game. Sand games "Treats for Mom" |
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IIhalf a day |
1. Engine. Invigorating gymnastics “All our friends are in our group, but together we are a family!” 2. Communicative. Learning the scene "A big family lived in the house" 3. Engine. P / and "Find what I'll hide." |
1.Communicative. cognitive research. D / and "Who lives in the house?". |
1. Communicative. Situational conversation about folding clothes in a cubicle "Visiting Kapitoshka." 3.Communicative. Mini-entertainment "Grandma - a riddle." 4. Fine. Preparation of drawings for the competition "My family". |
watching the cartoon “Lessons of Aunt Owl. Spring". 2. Game. Table yoke "Friendly family". |
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Walk |
1. Cognitive research. Birdwatching. 2.VHL. Rhyme "Bird" 3. Elementary household work. Invite the children to clean up the veranda. 4. Engine. Game exercise "Birds". P / and "Sparrows and a cat", "Crows". |
1.Communicative. Cognitive research D / and "It is possible - it is impossible" " (F.I. children). |
1.Communicative. |
1. Game. Plot - role-playing game "Driver": game situation "Replacing the wheel" |
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Evening |
1. Game."Hour of Disobedience" |
1. Engine."Get in the circle." 2 .Relaxation |
1. Elementary household work. The assignment is to clean up before leaving home. |
1.Musical. Free music. 1. Game. Board - printed games on the interests of children. |
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Day of the week |
Mode |
Joint activities of an adult and children, taking into account the integration of educational areas |
Independent activity |
Interaction with parents |
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group, subgroup |
Individual |
Educational activities in regime moments |
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Morning |
1. Engine. Morning exercises "Friendly family" 2. Cognitive research. Work with the calendar of nature. 3.Communicative. Conversation "Where and with whom do I live?" 4. Engine. P / and "Magic hoop". 5. VHL - repeat the poem S. Teterin “Mom will be very happy” |
1. Cognitive research"Collect a Daisy" (F.I. children). 2. Communicative. game situation"Polite Bear" |
1.Communicative. Morning circle - "Hello, friend!" 2. Elementary household work. The assignment is to put the toys away before the walk. 3. Engine. P / and "Ball in a circle" |
1.Fine Independent productive activity "Coloring" Considering " family albums children" 3.Communicative. Board games ("Whose mother?", "Associations"). 4. Game. Integrated role-playing game on the topics "Family", "Driver", "Hospital" 5.Musical. Playing musical instruments. |
1. Consultation “School of Aibolit. Posture". 3. Parental meeting "If the family is together, the soul is in place." |
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NNOD |
1. Cognitive and research activities: OO Cognitive development (mathematics) "Geometric family" - to learn to reproduce a given number of objects and sounds according to a model (without counting and naming a number). Improve the ability to recognize and name familiar geometric figures: circle, square, triangle. 2. Musical activity. OO Artistic and aesthetic development - Music-rhythm. movements - “Yes, yes, yes!”, “Family”; Listening - "Sparrow"; Singing - “The sun has friends”, “Bobik”; Games, dance - “We quarreled, reconciled”; Music making - “Folk melodies”, “Song about names” |
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Walk |
1. Cognitive research. Cloud watching. 2. Communicative. VHL. Rhyme "Rain" 3.Communicative. Cognitive research. D / game "What does a cloud look like?" 4. Game. P / and "Traps", "Cucumber". |
1. Engine."Jumping" Game exercise "Catch the ball" |
1.Communicative. Situational conversation "How children decided to become adults in kindergarten." Situational conversation about folding clothes in a cubicle. |
1. Elementary household work. Shovels, panicles, scrapers (repair of cleaning equipment) 2.Game. Plot - role-playing game "Family", the plot "Meet the guests". |
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IIhalf a day |
1. Engine. Invigorating gymnastics “All our friends are in our group, but together we are a family!” 2. Communicative. Game. D / and "Housewarming Dolls". 3. Engine. P / and "Family". 4.VHL. Reading K. Ushinsky "Cockerel with a family" |
1.Communicative."Retelling of fairy tales by illustrations". 2 .Fine."Scarf for little sister" (F.I. children). |
1.Communicative. Conversation "What did we ride to kindergarten?" |
1. Cognitive research ( modeling). Mosaic (patterns). 2. Game. Plot - role-playing game "Hospital", the plot "Our grandmother fell ill" 3.Fine(Free drawing). |
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Walk |
1. Cognitive research. observation, informative story"Birch in spring". 2. Elementary household work. Collection of cones for crafts. 3. Engine. Game exercise "Who is the fastest?". 4. Game. P / and "The mother hen and chickens", "Find your place" . |
1.Communicative. Y/and “When does this happen?” (F.I. children). |
1. Elementary household work. Situational conversation about folding clothes in a cubicle. |
1. Game. free play activity children. 2. Engine. Offer a subgroup of children "field hockey". |
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Evening |
1.Communicative. D / game "Who needs what for work?" |
1. Cognitive research. D / and "One - many" (F.I. children). |
1.Musical. D / and “Guess what I play?” 2.VHL. Reading a poem by V. Orlov “Who is my family?” |
1. Game. Board - printed games on the interests of children 2. Elementary household work. The assignment is to clean up before leaving home. |
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Day of the week |
Mode |
Joint activities of an adult and children, taking into account the integration of educational areas |
Independent activity |
Interaction with parents |
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group, subgroup |
Individual |
Educational activities in regime moments |
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Morning |
1. Engine. Morning exercises "Friendly family" 3. Game. Communicative. - finger gymnastics "My family" D / and "Help grandfather collect carrots" 4. Engine. Musical game "Kolobok". 5. Game. Communicative. - finger gymnastics "We decided to cook soup, feed mom and dad" |
1. Cognitive research Communicative. D / and “Make a story about your family from a photograph” (F.I. children). 2. Communicative. The game "What are the names of my relatives?". |
1.Communicative. Musical. Morning circle - "Hello, friend!" Assignment - we wipe the leaves of the ficus. 3 .Musical. Listening to the musical work "Zlyuka" D. Kobalevsky. 3. Communicative. Word game "My family". |
1. Design "The house I live in" 2. Communicative. Board-printed games (lotto, dominoes). 3. Game. Plot - role-playing game "Family": the plot of the game "We bathe the daughter" 4. VHL. Examination of illustrations in the book by E. Blaginina "That's what a mother is." |
1. Place the advice "Style of parenting in the family" in the parental legal corner. 2. Design an exhibition of children's drawings on the theme "Portrait of my family." 3.Consultation "Children's health and parental relationships |
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1. Productive activity: OO Artistic and aesthetic development (application) - "My family" - to teach children to place objects on a sheet in the right place. To fix the ability to hold the brush correctly, evenly smear the form with glue. Make children happy and proud that they have a family. Cultivate compassion and kindness. 2. Motor activity: OO Physical development (on a walk) - to develop the ability to act on the signal of the teacher, to consolidate the ability to throw into the distance. |
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Walk |
1. Cognitive research. Observation: people's clothes. 2. Elementary household work. Sweeping the paths on the site 3. Game. Motor. P / and "Find your place""; "Run to me." 4. Engine. Game exercise "Small and big feet". |
1. Engine."Hit the cone in the basket" 2. Cognitive research D / and “Where did the bear cub hide?” |
1.Communicative. Situational conversation "In what shall we go for a walk?" 2. Communicative / Elementary household work. Situational conversation about washing hands after a walk. 3. Cognitive research Experiment "Solar heat" |
1. Productive activity Laying out of the cones "My House" 2. Game. Independent play activity. |
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IIhalf a day |
1. Engine. Invigorating gymnastics “All our friends are in our group, but together we are a family!” 2. Communicative. Conversation "In the world of kind words" 3. Engine. P / and "Magic hoop". 4.VHL. Reading E. Charushin "Duck with ducklings." |
1..Communicative D / and "Big - small" 2. .Fine. Creative workshop application from natural material“Mom, dad, I am a very friendly family” (F.I. children). |
1.VHC. Communicative. theatrical game "Hen with chickens", op. I. The sun. 2. Communicative. Musical D / n: “Recognize by voice ??” |
1. Cognitive research. Games in the touch corner. 2. Game. Integrated role-playing game on the themes "Driver", "Family", the plot "To the store for potatoes" 3. Fine (Free drawing). |
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Walk |
1. Cognitive research. Sun watching. 2.VHL. Rhyme "Sun - bucket" 3. Engine. Game exercise "Who is the most dexterous?". 4. Game. P / and "Sun and rain", "Shaggy dog". |
1.Communicative. D / and "Balloons" (F.I. children). |
1.Communicative. Conversation "How I love mommy and daddy." |
1 .Elementary household work. Invite the children to clean up the area. 2. Game. The game is fun with bubbles. |
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Evening |
1.Communicative. creative storytelling according to the schemes. |
1.Communicative."Who sings what song?" (onomatopoeia". |
1. Elementary household work. The assignment is to clean up before leaving home. |
1. Game. Finger Theater "Family" 2. Musical. Listening to children's cartoon songs. |
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Day of the week |
Mode |
Joint activities of an adult and children, taking into account the integration of educational areas |
Independent activity |
Interaction with parents |
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group, subgroup |
Individual |
Educational activities in regime moments |
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Morning |
1. Engine. Morning exercises "Friendly family" sit like that?" 2. Communicative. VHL,- repeat the poem about the family. 4. Cognitive research. D / and “What is your name?” 5. Game. Communicative.- Finger gymnastics "Mouse family", "My family" |
1. Communicative. D / and “Who is doing what?” - work according to the schemes (full names of children). |
1.Communicative. Musical. Morning circle - "Hello, friend!" 2. Self-service / Elementary household work. Assignment - wipe the cubes. 3.Musical. Orchestration of the musical work "Sad Rain", music. D. Kobalevsky. |
1. Cognitive research (construction). Construction material. Lego. Puzzles. 2. Communicative. Table theater "Repka". 4. Motor. Suggest a ring toss. |
1.Consultation: "The role of the father in family education." 2. Memo for parents "Rules of communication in the family" (distribute to each family) 4. Organize parents for a mini-subbotnik to replace the sand in the sandbox. |
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1 . Cognitive research activity: NGO Cognitive Development - "Home for my family" - to consolidate the ability to build houses, supplement them with details. Encourage the transformation of the building according to the plan. Improve the ability to beat your buildings. 2 . motor activity: OO Physical development Develop coordination of movements in walking and running between objects; repeat the crawling exercise; exercise in maintaining a stable balance while walking on an elevated support. |
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Walk |
1. Cognitive research. Wind observation. 2. VHL. Reading A. Koltsov "The winds are blowing." 4. Game. Motor. P / and "The wind blows in our face"; "Shaggy Dog" |
1. Engine. "Let's go over the bridge" |
1. Communicative. Situational conversation "Like a chicken Petya wanted to be just like dad" 2. Self-service. Elementary household work. Situational conversation about folding clothes in a cubicle. |
1. Elementary household work. Shovels, panicles, buckets, scrapers. 2. Game. Games - fun with a "wind blower". |
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IIhalf a day |
1. Engine. Invigorating gymnastics “All our friends are in our group, but together we are a family!” 2. Communicative. Conversation "My family". 3. Engine. Musical outdoor game "Hedgehog family". 4. Cognitive research. D / and "Wonderful bag" |
2. Communicative. D / and "What first, what then" |
1 .Communicative. D / game "Whose baby?" 2.Self-service. Elementary household work. Exercise "The most accurate" 3 .Fine. Final event. Theatrical game "A big family lived in the house." |
1. Game. Independent games for the interests of children. 2. Cognitive research. Examination of children's albums with photographs "My family". |
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Walk |
1. Cognitive research. Kidney monitoring. 2. VHL. I. Akim "May". 3. Motor. Health jogging at the gym. P / and "Sparrows and a cat", "Mice in the pantry". |
1. Communicative. Cognitive research D / and “It is possible - it is impossible” ”(F.I. of children). |
1. Communicative. D / game "Masha is confused." |
1. Game. Independent gaming activity on the plot "Family". 2. Elementary household work. Invite the children to sweep the benches in the area. |
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Evening |
1. Game. Correction - developing game "Thrifty hamsters". |
1. Motor. Exercise "Pinocchio". |
1.Communicative. OBZH Conversation "On the discrepancy between good looks and good intentions." |
1. Elementary household work. The assignment is to clean up before leaving home. |
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Compiled by: teacher
Parkhomenko V.S.
Planning in a preschool institution in accordance with GEF DO.
In preschool education today there are big changes, the basis of which was laid by the state, which shows great interest in the development of this area. In order to improve the upbringing and education of preschool children, the Federal State Educational Standards for preschool education were introduced, SanPiN was approved for the device, content and organization of the work regime in preschool organizations, from 01.09.2013 new the federal law"On Education in the Russian Federation". the main objective policies in the field of preschool education - quality education preschoolers. At present, preschool institutions can choose priority areas, programs, types educational services, new forms of work focused on the interests of the teaching staff and parents.
For the first time in history Russian education GEF preschool education is a document that federal level determines what the main general educational program of a preschool institution should be, what it determines the goals, content of education and how the educational process is organized.
The introduction of the GEF of preschool education is due to the need to standardize the content of preschool education in order to provide each child with equal starting opportunities for successful schooling.
However, the standardization of preschool education does not provide for the presentation of strict requirements for children of preschool age, does not consider them in a rigid "standard" framework.
PLO is a model of organization of educational process. The main general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with the level of development that will allow him to be successful in further education, i.e. at school and should be carried out by every preschool institution.
In the current conditions, according to many experts, the role of planning in the management of education is significantly increasing. Competently compiled models of the educational process in preschool educational institutions serve as a guide for teachers, help to solve the problems of quality education.
A holistic educational process in a preschool educational institution is a systemic, holistic, developing over time and within a certain system, purposeful process interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to a transformation personality traits and qualities of pupils. The educational process provides each child with the opportunity to meet their developmental needs, develop their potential abilities, and preserve their individuality.
The educational process should:
Combine principles scientific validity and practical applicability;
Meet the criteria of completeness, necessity and sufficiency;
To ensure the unity of the educational, developmental and teaching goals and objectives of the process of educating children.
The educational process in every educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participating in its design of subjects different levels- from the state to a particular teacher, parent and child.
In order to create an optimal model of the educational process in accordance with the Federal State Educational Standard, it is necessary to remember what basic educational models exist in preschool education at the present time.
Three models of organizing the educational process in a preschool educational institution
1. Training model
In recent years, it has been actively used in preschool educational institutions. The organization of the educational process in a preschool institution is based on the principle of divided teaching methodologies, each of which has its own construction logic. In this model, the position of an adult is that of a teacher: the initiative and direction of activity entirely belong to him. The model is designed for advance hard programming educational environment in the form of methods. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form of "training aids". attractiveness training model for practitioners is determined by its high manufacturability, accessibility to a professionally trained teacher. To help the teacher, a lot of notes are published - developments on individual methods, the content of which is not related to each other.
2. Complex-thematic model
The organization of educational content is based on a topic that acts as communicated knowledge and is presented in an emotional-figurative form. Implementation of the theme in different types children's activity (“living” by a child) forces an adult to choose a freer position, bringing it closer to a partner.
Organization subject environment in this model it becomes less rigid, the creativity of the teacher is included.
The set of topics is determined by the educator and this makes the entire educational process systematic. However, in general, the educational process is aimed rather at expanding the child's ideas about the world around them than at its development. This model is more often used by teachers - speech therapists.
The model presents quite high requirements to a common culture and creative and pedagogical potential educator, since the selection of topics is a complex process.
3. Subject-environment model
The content of education is directed directly to the subject environment. An adult is the organizer of the subject environment, selects autodidactic, developing material, provokes trials and fixes the child's mistakes. Classic variant this model is the M. Montessori system.
Restriction of the educational environment only by subject material and the emphasis on the self-development of the child in this model leads to the loss of the systematic educational process and sharply narrows the cultural horizons of the preschooler. At the same time, like educational this model technological and does not require creative efforts from an adult.
Conclusion: the features of these prototype models must be kept in mind when designing an optimal model of the educational process for preschool children. Perhaps the use positive aspects complex thematic and object-environmental models: the unobtrusive position of an adult, a variety of children's activities, free choice subject material.
Modern Requirements to the planning of educational activities in accordance with the Federal State Educational Standard of preschool education.
The basis of the educational process is planning. The plan is the blueprint pedagogical activity all participants in the educational process. Planning is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, controllability.
Psychological and pedagogical research recent years showed that it is not so much the teacher's knowledge of the age and individual characteristics of children that is of paramount importance in planning, but taking into account their personal characteristics and capabilities. Developing, personality-oriented interaction is understood as a reliance on the personal qualities of the child, which requires the educator:
1. constant study and good knowledge of the individual characteristics, temperament, character traits, attitudes, habits of children;
2. ability to diagnose, know real level formation personal qualities, motives and interests of children;
3. timely identification and elimination of the reasons preventing the child from achieving the goal;
combination of education with self-education;
4. reliance on activity, development of initiative, amateur performance of children.
Planning of educational work in a preschool institution - one of the main functions of managing the process of implementing the main educational program - reflects various forms organization of activities for adults and children.
Mandatory pedagogical documentation of the educator is a plan of work with children. unified rules there is no maintenance of this document, so it can be drawn up in any form convenient for the teacher. However, there are several important conditions that the head of the preschool educational institution, the senior educator or teacher must observe when planning:
1. an objective assessment of the level of their work at the time of planning;
2. highlighting the goals and objectives of planning for a certain period of work, correlating them with an exemplary general educational program of preschool education, according to which the educational process is organized, age composition groups of children and priority areas educational process in preschool educational institutions;
3. a clear presentation of the results of the work to be achieved by the end of the planning period;
4. choice of optimal ways, means, methods to help achieve the goals, and therefore get the planned result.
Not less than important condition real work planning is taking into account the specific features of the age group, a specific teaching staff, the real environment and conditions in which educational activities are carried out, as well as professional competence teachers.
The plan of educational and educational work with children is a document according to which two shift educators work. Therefore, this is a collaborative activity model and planning should be collaborative. Planning involves not only the process of drawing up a plan, but also mental activity, a discussion by two teachers of what needs to be done to achieve the goals and objectives.
The plan can be adjusted and refined in the process of its implementation. However, the number of amendments can be kept to a minimum if the principle of forward and scheduling is observed.
No matter how the plan of educational and educational work with children is designed, it must meet certain requirements:
be based on the principle of developmental education, the purpose of which is the development of each child;
on the complex-thematic principle of building the educational process;
on the principle of integration of educational areas in accordance with the age capabilities and characteristics of the pupils of the group;
to ensure the unity of educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;
the planned content and forms of organization of children must correspond to the age and psychological and pedagogical foundations of preschool pedagogy.
When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is the game.
According to the Federal State Educational Standard, the planning of the educational process in a preschool educational institution should be based on a complex - thematic principle.
In accordance with the complex-thematic principle of constructing the educational process, the Federal State Educational Standard offers not a set of individual game techniques to motivate educational activities, but the assimilation of educational material in the process of preparing and conducting any significant and interesting events for preschoolers. Education through the system of classes will be restructured to work with children according to the "event" principle. Such events will be Russian holidays (New Year, Family Day, etc.), international holidays(Kindness Day, Earth Day, etc.). Holidays are joy, tribute, memory. Holidays are events for which you can prepare, which you can look forward to. Project activities will be a priority. The criterion that this principle will work will be the active, interested participation of the child in a particular project, and not a chain of actions at the direction of an adult. After all, only active person can become successful.
A topic is selected, designed for 2-6 weeks;
All forms of educational work continue the chosen theme;
Brief recommendations are offered for parents on organizing joint child-adult activities at home;
Each topic ends with a final event (exhibition, holiday, sports entertainment, role-playing game, performance, etc.).
How do we understand "complex-thematic planning of the educational process"?
First of all, thematic planning is planning in accordance with the exemplary basic general educational program of preschool education in all educational areas (physical, social and personal, cognitive, speech and artistic and aesthetic). What are the tasks of the author? What conditions? What results should be achieved?
Types and forms of planning
DOE uses two main forms of planning: annual and calendar plan. Teachers traditionally use the following types of planning: calendar-thematic, prospective-calendar, block, complex. A new type is modular planning.
Modular planning takes into account the peculiarities of the work of a modern preschool institution and consists of three interrelated sections:
perspective-calendar planning;
implementation of continuity between the preschool educational institution and the school;
communication with specialists of preschool education and public organizations.
Connected to planning pedagogical diagnostics to assess the achievements of children, the effectiveness of pedagogical efforts, correct the level of development of children.
Planning principles:
an integrated approach that ensures the interconnection of all links and aspects of the pedagogical process;
building a pedagogical process based on interaction, partnership between an adult and children;
real consideration of the characteristics of the region, the situation, the season of the age of children.
The priority direction of managing the pedagogical process is the modeling and adaptation of exemplary educational models to terms of preschool, preschool group. The organization of the pedagogical process requires appropriate technologies.
Models pedagogical technologies:
individual pedagogical support;
personal pedagogical support.
Algorithm for planning and tracking results
The algorithm for planning the educational process for the academic year can be represented as follows.
The first step is to choose the basis for building a thematic calendar. It could be planning according to lexical topics, repeating from year to year ("Seasons", "Adult Labor", "Road Safety", "New Year", "Moscow", "Home and Family", etc.). Or planning based on a holiday-event cycle, which is based on important events in the life of a children-adult team (Knowledge Day, City Birthday, Autumn Fair, Lantern Festival, New Year, Group Birthday, We travel, etc.).
The second step is the distribution of topics for the academic year, indicating the time intervals.
The topics selected by the educator can be distributed over the weeks. In addition, it is necessary to plan a developing environment that will help expand the independent activities of children in mastering the proposed topics.
When choosing and planning topics, the teacher can be guided by the theme-forming factors proposed by N.A. Korotkova:
the first factor is real events taking place in the environment and arousing the interest of children (bright natural phenomena and social events, holidays);
the second factor is imaginary events described in a work of art that the educator reads to children. This is the same strong theme-forming factor as real events;
the third factor is events specially “modeled” by the educator based on developmental tasks: introducing into the group objects previously unknown to children with an unusual effect or purpose, causing genuine interest and research activity: “What is this?”, “What to do with it? ”, “How does it work?”
the fourth factor is the events taking place in the life of the age group, "infecting" children and leading to the preservation for some time of interests, the source of which, as a rule, is the mass media and the toy industry.
All these factors can be used by the educator for the flexible design of a holistic educational process.
Planning theme week should be based on a certain system of general requirements. First of all, it is necessary to highlight the tasks of working with children in accordance with the program of a specific age group of pupils and the theme of the week. For example: "to expand and generalize children's knowledge about Moscow, the capital of Russia, its history", or "the formation of primary ideas about oneself, family, society, state, world and nature."
Next, the content of the educational material should be selected according to the educational program. Think over the forms, methods and techniques of working with children to implement program tasks. Prepare equipment and think about what changes need to be made to the subject-developing environment of the group (exhibitions, filling game corners, introducing new items, games, etc.).
Great importance also have issues of organizing and tracking the results of learning and development of children within the framework of the thematic week.
The algorithm of the teacher's actions in these areas can be as follows:
selection from the program and formulation of the pedagogical goal of the week, the tasks of the development of the child (children);
selection of pedagogical content (from different educational areas);
highlighting the event of the week, the main form of organization of children's and adult activities; formulation of individual learning, developmental tasks for each child and the group as a whole;
selection of methods and techniques for working with children and with each child individually;
practical planning of pedagogical activities for each day during the thematic week;
thinking through and organizing the process of discussing the results of living with children during the event of the week, while it is important to emphasize the role of each child in its preparation and conduct;
fixing the results of the development of educational tasks by children.
The effectiveness of integrated thematic planning
According to many experts, complex thematic planning is the most effective in working with preschool children. So, from the position of a senior educator, it allows you to systematize the educational process in a preschool educational institution and combine the efforts of all teachers and specialists without missing a single pedagogical task during the year.
From the point of view of the educator, this approach gives consistency and consistency in the implementation of program tasks in various educational areas of knowledge, a situation is created when the child's senses are involved, and, consequently, the material is better absorbed.
The child does not overstrain, because. provides a constant change of actions and impressions. At the same time, life in kindergarten is understandable and makes sense for children, because they “live through” the topic slowly, slowly, having time to comprehend and feel.
Children's consciousness perfectly retains emotionally significant events for it. And each time period (in this case week) has a culminating point - an event for which the whole group is preparing. It could be a holiday, an exhibition creative works, game, quiz. Living through events helps the child develop certain knowledge, skills, and abilities in educational areas.
The task of the teacher is to plan the educational process in such a way that, together with the pupil, to fully live through all its stages: preparation, conduct, discussion of the results. At the same time, it is important that the child has positive emotional experiences and memories. At the same time, in joint activities with the teacher, the pupil takes a step forward in his development.
This method planning the educational process requires the educator high level professionalism, common culture and creativity. The educator should be able to integrate educational areas, select the most effective forms of organizing children's activities to solve specific program tasks, and also be able to pedagogically combine different methods and techniques, focusing on age and individual characteristics children.
