In order to properly organize GCD, you need to understand some issues well and identify the difference between “occupation” and “GCD” ...

Distinctive features of direct educational activity, primarily in –
* forms of organization,
* in changing the position of the teacher in relation to children,
* in updating the GCD structure.
Let's go in order...
What do the Federal State Educational Standards offer us? The educational block is excluded from the educational process, but not the learning process is excluded, but the form of classes is changing. In the joint activity of children and adults, a new form appears - directly educational activity, filled with new content. If earlier there was a position - educational activity and play, then today - play and other types of children's activities. Now we are offered to solve the goals and objectives set in the joint activities of adults and children (GCD and regime moments) and independent activities of children. We are offered to abandon the educational model in kindergarten, i.e. from classes. And this requires teachers to turn to new forms of work with children that would allow them, figuratively speaking, to teach preschoolers in such a way that they do not know about it.
To do this, we are recommended to use: game techniques, frequent changes in activities, a variety of game tasks that allow you to create a positive emotional background, an atmosphere of ease, and achieve your goals. And it is for this that the emphasis is placed on the integration of educational areas.
If earlier in the lesson the main goal was the development of knowledge, skills, skills (ZUN), now the main goal is the genuine activity (activity) of children, and the development of knowledge, skills and skills is a side effect of this activity. The main activity is realized through children's activities.
According to the GEF, they have changed a little and you need to learn them again: (8)
- game,
- communicative,
- perception of fiction and folklore,
- construction from different materials,
- pictorial,
- motor,
- self-service and elementary household work.
The choice of activities is carried out by teachers independently, depending on the contingent of children, the level of development of the general educational program of preschool education and the solution of specific educational problems.
Examples of forms of educational activities and types of activities in Appendix 1. The next distinguishing feature is the style of behavior of an adult (teacher) changes : from administrative-regulatory to relaxed-confiding, partnership. It is necessary to remember the main theses of the organization of partner activities of an adult with children, which are pointed out by N.A. Korotkova:
- the involvement of the educator in the activity on an equal basis with the children (not “above”, not “nearby”, but “together”);
- voluntary involvement of preschoolers in activities (without mental and disciplinary coercion), and in order to achieve this, it is necessary to interest children as much as possible (motivation);
- free communication and movement of children during activities (subject to the organization of the working space);
- open time end of activities (everyone works at their own pace).
The partner position of the teacher contributes to the development of activity in the child, independence, the ability to make a decision, to try to do something without fear that it will turn out wrong, causes a desire to achieve the goal, favors emotional comfort. In the classroom, the main model for organizing the educational process is educational. The teacher voices the topic of the lesson and gives ready-made knowledge (“the teacher speaks - the child listens and remembers”). The main forms of work with children in the organization of GCD are examination, observation, experimentation, research, collecting, project implementation, workshop, etc. Here, the process of assimilation of new knowledge by children is more effective, because it is based on the personal experience of the child and his zone of interests. You can not oblige the child to understand something, he needs to be interested. Therefore, the task of the teacher is to build the GCD in such a way as to keep the child's attention, his interest, and enthusiasm for educational activities as much as possible.
Here we come to the third distinguishing feature - structure. And initially it is necessary to think over the motivation with which educational activity begins directly. Motivation can be different: practical, playful, cognitive. It should contain something that will arouse interest, surprise, amazement, delight of children, in a word, something after which children will want to do “this”. Before moving on to the structure of the GCD, I would like to focus on this.
One of the main features of the NOD is system-activity approach to her organization. Or simply an "activity approach" - the organization and management of the child's activities by the teacher in solving specially organized educational tasks of varying complexity and problems (L.G. Peterson). Under the conditions of the activity approach, the child-personality acts as an active creative principle, his self-development and self-actualization of his personality take place. And it is from the standpoint of the technology of the activity approach that it is necessary to observe the principles of construction, or the structure of the GCD. Here I give a simplified GCD structure, later we will analyze it, split it up and specify each part of it (full analysis in Appendix 2).
Introductory part.
1. Creation of a game situation (problem situation, target setting, any motivation), stimulating the activity of children to find its solution. There can also be any exercise for organizing children.
Main part.
2. Designing solutions to a problem situation. Taking action. Children are given new knowledge necessary to solve a problematic issue based on the content of different sections of the program based on visualization, or children themselves acquire knowledge through research, search, discoveries ...
Final part.
3. Analysis of performance results, reflection. Summing up. So, let's analyze each of the three parts ... Introductory part of the GCD, features of work on creating game motivation at different age stages.
Younger age: you tell the children that something has happened to some game characters, you ask the children if they agree to provide the required assistance, you gradually offer the children your options for getting out of this situation ...
Middle group: you can bring a character because. at this age, children have already mastered roles, or children take on a role and act in it. To do this, the teacher invites children to play. Then, together with the children acting in the role, a game task is first set (it is necessary to do something), and then a training task (we will learn how to do it).
Senior group: the main thing is not characters, but plots, plot construction (there is no character himself, but there is a letter). Plots can be long (travel in a time machine). In the course of directly educational activities, small paraphernalia, established roles, changing roles can be used.
In the preparatory group, the need to create game motivation remains, but problem situations can already be added here. A problem situation is a planned, specially conceived by the teacher means aimed at awakening children's interest in the topic under discussion. In other words, a problem situation is a situation in which the child wants to solve problems that are difficult for him, but he does not have enough data, and he must look for them himself. A correctly created problem situation contributes to the fact that the child: he formulates the problem (task), he finds its solution, solves and self-controls the correctness of this solution.
Also, games with rules can be used as motivation, children follow the rules. A competition game is used with a win setting (chips are used). Give each child the opportunity to experience win and lose situations.
In the absence of motivation, there is no development of logic.
Rules for building motivation:
taking into account age (at an older age, cognitive interest displaces game motivation);
motivation should be economical (2-3 minutes), it should not dominate, otherwise cognitive interest is lost;
completeness of the situation, the character should manifest itself during the directly educational activity.
The main part of NOD.
Having outlined a task for joint implementation (children choose a goal or several goals for themselves, goal setting), an adult, as an equal participant, offers all kinds of ways to implement it. In the very process of activity, he gradually “sets” the developing content (new tasks, methods of activity, etc.); offers his idea or his result for children's criticism; shows interest in the results of others; is included in the mutual assessment and interpretation of the actions of the participants; enhances the child's interest in the work of a peer, encourages meaningful communication, provokes mutual assessments, discussion of emerging problems. Do not evaluate the answers of children, accept any. In the process of activity, the teacher always asks the children “Why, why are you doing this?” So that the child comprehends each step. If a child does something wrong, give him the opportunity to understand for himself: “what exactly is wrong”, you can send a smarter child to help.
The final part of the NOD.
Results and reflection.
First of all, this part is characterized by an “open end”: each child works at his own pace and decides for himself whether or not he has completed the study or work. An adult's assessment of children's actions can only be given indirectly, as a comparison of the result with the child's goal: what he wanted to do - what happened.
Do not ask the children: did you like it or not? You need to ask: “Why did you do all this?” To understand whether the child realized the goal ... Or “What did you need this for?”, “Could you ever come in handy?” ...
Find someone to praise for, not only for the result, but also for activities in the process of work. When organizing directly educational activities, the professional position of the teacher consists in a deliberately respectful attitude to any statement of the child on the content of the topic under discussion. You need to think in advance how to discuss children's "versions": not in a rigidly evaluative form (right or wrong), but in an equal dialogue. Only in this case, children will strive to be "heard" by adults. At the same time, during the entire GCD, the child finds himself in a situation in which he needs to argue, object, make a request and assessment, engage in other types of communication, i.e. talk. This is the system-activity technology.
And some more nuances in the organization of the NOD.
1. The teacher should be emotional, artistic, use maximum visibility, elements of a fairy tale, surprise, a lot of game moments.
2. Children should not sit at tables, only when working in notebooks or with handouts. They must move in the group space (the teacher uses for this dynamic, relaxation pauses, finger games, logorhythmics, game training, physical minutes, round dance games connected by a common theme).
3. And, of course, the integration of GCD, which involves a change in the types of children's activities (dramatization of a fairy tale with construction from building material, making attributes for any game with theatricalization; listening to a musical work with reading poetry, examining works of fine art and drawing, etc. .d.).
You know how often the mood and interests of children change ... from this lies the advantages of GCD, change, interpenetration in various areas. The advantages of integrated GCD also lie in increasing the motivation of learning, during which a phenomenon is considered from several sides, forming a cognitive interest.
Pushing pupils to mental activity, the integrated GCD in kindergarten teaches children to receive information, thinking outside the box, compare and generalize it, and draw conclusions. You know very well that switching to a variety of activities helps to keep the attention of children, which increases the efficiency of GCD, relieves fatigue and overstrain. Children are engaged with great interest. And now, having identified the cardinal differences between the old-fashioned activity and the GCD activity, you can conclude that occupation-gcd – this is an entertaining activity that is based on one of the specific children's activities (or several - integration) carried out jointly with an adult, and is aimed at mastering one or more educational areas by children (integration of the content of educational areas).
GCD should ensure the activity of children, business interaction and communication, the accumulation by children of certain information about the world around them, search and experimentation. And although the lesson changes form, the learning process remains. Teachers continue to "engage" with children. But he teaches children in such a way, I repeat, that they do not know about it. This is the main postulate of the new transformations. Attachment 1. Forms of educational activity (Examples of forms of work)Motor children's activity
- Mobile games with rules
- Mobile didactic games
- Game exercises, game situations
- Competitions, leisure
- Rhythm, aerobics, children's fitness
- Sports games and exercises.
- Attractions
- Sports holidays
- Gymnastics (morning and awakening)
- Organization of sailing
Play children's activity
- Story games, games with rules
- Creation of a game situation (by regime moments using the works of writers)
- Games with speech accompaniment
- Finger games
- Theatrical games
Productive children's activities
- Workshop for the production of products of children's creativity
- Implementation of projects
- Children's design
- Experimental activities
- Exhibitions, mini museums
Reading children's fiction
- Reading, discussion
- memorization, storytelling
- Conversation
- Theatrical activities
- Independent artistic speech activity
- Quiz, KVN
- Questions and answers
- Book presentations
- Exhibitions in the book corner
- Literary holidays, leisure.
Cognitive - research activities
- Observation, excursion
- Solving problem situations
- Experimentation, research
- Collecting
- Simulation
- Project implementation
- Intellectual games (puzzles, quizzes, joke tasks, rebuses, crossword puzzles, charades)
- Design
- Hobbies
Communicative children's activities
- Conversation, situational conversation
- Speech situation
- Making and guessing riddles
- Games and game situations (plot, with rules, theatrical)
- Etudes and performances
- Logarithmics
Labor children's activity
- Duty, assignments, assignments
- Self-service
- Collaboration Appendix 2
Full analysis of NOD.
GCD is built taking into account the activity approach, and a single technology for building classes is a problematic dialogue.
Introduction
1. Introduction to the game situation (or organizational moment).
2. Motivation.
Formation of ideas about upcoming activities. (The game situation should be directly related to the topic of the lesson: what children need to be taught). The main task at this stage is the formation of interest among pupils in the content of the GCD, the direction of the attention of children, the disclosure of the educational task. Formation of skills to listen and be guided by the instructions of an adult.
3. Statement of the problem.
Difficulty in a game situation. This stage allows the teacher to introduce children to the features and objectives of the upcoming activity, or to create a problem situation that needs to be resolved.
Finding a way out of a difficult situation.
Main part
4. Updating knowledge
The tasks of this stage: actualization of existing knowledge, ideas. Creating a situation in which there is a need to obtain new ideas and skills. The activity of the teacher: with the help of leading, problematic questions, storytelling, explanation, organization of search activities, lead the children to reproduce the information necessary to successfully resolve the problem situation, or to learn something new.
5. "Discovery" by children of new knowledge, a way of action.
At this stage, the educator, using the lead-in dialogue, organizes the construction of new knowledge, which is clearly fixed by him together with the children in speech.
5. Independent application of the new in practice. Or actualization of already existing knowledge, ideas, (performance of work).
The task of this stage: mastering the methods of action, applying the acquired (already existing) skills, ideas. The activity of the teacher is to organize practical activities, provide the necessary assistance, organize interaction in achieving results.
Inclusion of new knowledge in the child's knowledge system and repetition. At this stage, the educator offers games in which new knowledge is used in conjunction with previously learned ones. It is also possible to include additional tasks for training mental operations and activity abilities, as well as tasks of a developmental type aimed at preparing children ahead of time for subsequent classes.
Final part
6. The result of the lesson. Systematization of knowledge.
Summing up the GCD from different points of view: the quality of learning new knowledge, the quality of the work performed, the generalization of the experience gained by the child. In conclusion, the teacher, together with the children, fixes new knowledge in oral speech and organizes the comprehension of their activities in the classroom using the questions: “Where were you?”, “What did you do?”, “What did you learn?”, “Who did you help?”. The educator notes: "We were able to help because we learned ..., learned ...".
7. Reflection. Formation of elementary skills of self-control, self-assessment (for a younger age - a reflection of mood and emotional state, for an older one - a reflection of activity, or the content of educational material).

Valentina Evgenievna Prikhodko
Workshop for young professionals “Modern GCD in preschool educational institutions. Their content and types

Modern GCD in preschool educational institutions. Them content and types. Workshop for young professionals

Prikhodko Valentina Evgenievna

primary school teacher

Candidate of Pedagogy, Associate Professor of the Department of General Pedagogy

TI im. A. P. Chekhov (branch) FGBOU VO RGEU (RINH) Taganrog

Target: to systematize the knowledge of teachers about the structure of GCD, their classification and features, to improve professional level teachers, creative activity

materials: equipment for conducting a fragment of a traditional GCD for drawing (album sheets, paints, brushes, water cups, wax crayons, cotton swabs, a toy to create a surprise moment; cards with a brief description of the lesson to determine the type of lesson; handout for teachers « Types of non-traditional GCD» , "Comparative classification of GCD types".

Workshop progress:

1. Concept "NOD"- What is an occupation? GCD is a form of organization of education in kindergarten.

2. The structure of the lesson - GCD includes three stage: organization of children, the main part of the GCD and the end of the GCD. Organization children:

Checking the readiness of children for GCD (appearance, correct fit, concentration of attention)

Generating interest in GCD (techniques containing entertainment, surprise, mystery)

The main part of the NOD:

Organization of children's attention

Explanation of the material and showing the method of action or setting a learning problem and a joint solution (3-5 min)

Consolidation of knowledge and skills (repetition and joint exercises, independent work with didactic material)

End of NOD:

Summing up (analysis with the children of the work performed, comparison of work with didactic tasks, assessment of the participation of children in GCD, a message about what they will do next time)

Switching children to another activity

3. GCD classification

Basis of classification Title

1. The didactic task of GCD is the assimilation of new knowledge and skills

GCD for consolidating previously acquired knowledge

GCD of creative application of knowledge and skills

Combined GCD (several didactic tasks are solved simultaneously)

Complex

Integrated

3. Form of organization Traditional

Non-traditional (NOD - competitions, NOD - theatrical, NOD - consultations, NOD - role-playing games, NOD - mutual learning, NOD - auctions, NOD - doubts, NOD - travel, NOD - concerts, NOD - games: the investigation is carried out by experts, a field of miracles, What? Where? When, KVN, etc.)

Each of these types of GCD will differ in the structure of the main part.

4. Difference between complex and integrated GCD

A complex is a whole that is formed from separate parts. (arts, types of children's activities). Comprehensive classes are usually scheduled once a quarter instead of a musical or visual activity class. A comprehensive lesson is based on material familiar to children. In this lesson, the tasks of each of the activities are solved.

For example: before drawing a festive city street, children sing a song about the holiday, read poetry.

Integrated GCD implies a deeper form of interconnection, interpenetration of the different content of the upbringing and education of children. In integration, one type of activity is pivotal, while others help broader and deeper understanding. Integrated GCD is aimed at learning new material. The lesson is planned on a common topic for several subjects, it can be conducted by several educators. The integration of the content of the educational material occurs around a specific topic.

For example: GCD "Fairytale bird - swan" included the following methods we:

A story about the lifestyle and characteristics inherent in these birds

Conversation: the behavior of people in relation to the animal world

Discussion of the image of a swan from fairy tales "Wild swan", "The Tale of Tsar Saltan", "Ugly duck"

Listening to a fragment from Tchaikovsky's ballet "Swan Lake", Saint-Saens "Swan"

Doing creative tasks: show how the swan moves to the music.

Examination of Rylov's paintings "In the Blue Space", Vrubel "The Swan Princess"

Drawing flying swans.

In this lesson, tasks are combined in sections of the child and the world around him, the development of speech and literary reading, music, visual activity. And the purpose of all these assignments: to form in children an idea of ​​\u200b\u200ba fabulous bird - swans.

5. Practical task

Teachers receive cards with a brief description of GCD. It is necessary to determine what type of GCD they belong to, which kinds activities are combined.

Determine what type the open GCD conducted by teachers belongs to.

6. Preparing the teacher for classes

The preparation of the educator for GCD consists of three stages: planning GCD, preparing equipment, preparing children for GCD.

Lesson planning:

Select program content, outline methods and techniques, think over the course of the GCD in detail

Make a plan - a summary that includes myself:

Program content (educational tasks)

Equipment

Preliminary work with children (if it is needed)

The course of the GCD and methodological techniques

It is necessary to plan not one GCD, but a system, gradually complicating and consolidating the material. We use methodological literature, but do not mechanically rewrite it, but apply it taking into account the characteristics of children.

Equipment preparation:

On the eve of the GCD, select the equipment, check whether it is in good condition, whether there is enough didactic material, etc.

Some GCDs need to be prepared in advance (for example, if you need to show a sprouted seed of a plant, you need to germinate it in advance)

When conducting an excursion, the teacher must go to the place in advance, select objects for observation, think about how the children will be placed, choose the shortest and safest route.

When organizing a GCD with preschoolers, it is necessary, first of all, to determine its main goal. And it lies in whether this GCD will be of a developmental nature or pursue a purely educational goal. At the training GCD, children accumulate the necessary personal an experience: knowledge, abilities, skills and habits of cognitive activity, and on developing they, using the acquired experience, independently acquire knowledge. Therefore, in the educational process of a preschool institution, both developing and teaching GCD should be used. At the same time, it must be remembered that in order for a child to be successful in his own research activities, he needs certain knowledge and skills.

Children begin to acquire the skills of independent research activity at educational GCD. For this purpose, elements of a problematic presentation of educational material, a heuristic conversation are introduced into them, a collective or individual independent search, experimental activity is organized. Often in practice such GCD in a preschool institution is called developing. Unfortunately, this is not true. Such GCD is only an approach to real developmental activities, the essence of which is the development of the categorical structure of consciousness and the ability for independent search activity on the child’s own initiative, the ability to redefine and redefine tasks coming from an adult. Educational and developing GCD are built according to completely different schemes, and educators should be well aware of this. Consider a learning model (often referred to as traditional) and developing GCD.

Model for building a training GCD

Model for building a developing GCD

Preparing children for GCD

Generate interest in future work

Warn children about the beginning of GCD in advance (10 minutes before the children have time to finish their games and tune in to GCD

Organize the work of those on duty in preparation for the GCD

7. Summing up

Questions for the crossword:

1. The form of organization of education in kindergarten. (Lessons)

2. One of the varieties of GCD in terms of the form of organization. (Traditional)

3. GCD, which includes several types of children's activities, one of which is key, the rest help a broader and deeper understanding. (Integrated)

4. NOD - competitions, NOD - auctions, NOD - games, NOD - concerts, etc. (non-traditional)

5. GCD, where several didactic tasks are solved simultaneously (Combined)

6. GCD, combining two types of children's activities and solving the problems of each of the activities. (Complex)

Assignments to the GCD on the topic "Help Fedora"

1) The dishes returned to Fedora, they must be placed on shelves, each is indicated by a number from 2 to 5, It is necessary to correlate the number with the number of items.

2) Fedora decided to cook soup, what dishes does she need? (kitchen) The soup is ready, you need to set the table for dinner, choose the dishes. (canteen) The dishes are selected, but is everything on the table? What is missing? No spoon. Placed in front of the children problem: where to get a spoon? The spoon was lost, because it is very small, you have to go into the forest in search of it.

3) In search of a spoon, Fyodor gets into a fairy tale "Zhiharka" and watches as he lays out his spoons. Children are offered a dramatization game based on this fairy tale.

4) Fedora did not ask Zhikharka for a spoon. And the children decided to make a spoon for Fedora. Children are offered a choice of materials: clay, paints, paper, stencils.

Card 2

Description of GCD by topic "Journey to Nosaria"

The teacher invites the children to make a trip to the extraordinary country of Nosaria, the map of which resembles the silhouette of a nose. In this country, children will have unforgettable meetings in the zoo, where animals and birds with unusual noses live - a woodpecker, a camel, a wild boar, an elephant, a pelican. Children compare their noses to machines and tools. On one of the streets they meet Pinocchio, who never "didn't hang your nose", but "poking your nose" in other people's affairs and was surprised that "spring on the nose". Children explain these phrases by choosing pictures for them.

Part of this GCD was a conversation about the role of the sense of smell in human life and how to take care of your nose.

In conclusion, the children did "nose" in the origami way, since everyone who visited Nosaria left with a nose.

Educational game "Guess the riddles!"

Educator: " Okay, now we will check how advanced and developed our guest is! Let's have a quick riddle contest!

Modern Christmas tree: "You can't beat me! Solve your riddles!

Child 1: " Who builds a bridge on the river without an ax,

Without nails and boards?

( Children's answers : frost and other answers, the tree answers incorrectly.)

Child 2 : "And not snow, and not ice,

And in winter he will remove the trees with silver.

( Children's answers : frost and other answers, the Christmas tree answers incorrectly.)

Child 3: “In the new wall, in the round window, the glass is broken,

And inserted overnight.

( Children's answers : ice-hole and others, the tree answers incorrectly.)

Child 4 : “He flies in a white flock and sparkles in flight.

It melts like a cool star in the palm of your hand and in your mouth.

( Children's answers : snow and other answers, the Christmas tree answers incorrectly.)

Educator: " And my riddle will be the most difficult, listen:

Troika, Troika has arrived,

The horses in that trio are white.

And in the sleigh sits the queen -

White hair, round face.

How she waved her sleeve -

Everything is covered with silver"

(Children's answers: winter and winter months and other answers, the Christmas tree answers incorrectly.)

Modern Christmas Tree:“Well done! You can quickly solve riddles! I propose to play an interesting game, do you want?

( Children's answers : we want others.)

Educational game "Why is winter coming?

Modern Christmas tree: « Guys, what is winter?

( Children's Suggested Responses : this is when it is cold, there is a lot of snow, frost and other answers)

Modern tree:"Why do you think so?"

( Suggested responses from children: in summer it is warm, there is no snow, you can swim, in winter it is impossible and other answers of children)

Modern tree: « What is winter like? What happens in winter?

(Children's Suggested Responses: cold, frosty, snow-white, trees, insects fall asleep in winter, there is nothing for birds to eat and other answers.)

Modern tree: « And why is winter different for different animals?

(Suggested responses from children:different animals have different fur coats and different answers.)

Modern tree:"Guys, I have an audio mail from my friends, listen to what they have to say about winter!"

modern tree turns on the music center, the children listen to the sound letter: “Hello guys, I'm an elephant, I don't know what winter is. I am a reindeer, my winter is long, lasts a whole year. I am a bullfinch, I have a difficult winter. I am a bear, what can I say about her, the winter is short - it lasts only one night. Boy - my winter is always fun.

Modern tree:« Guys, why did my friends all answer differently?”

(Children's Suggested Responses: the bear sleeps all winter, the elephant lives in Africa, there is no winter there and other answers of children)

modern tree: “Well done, guys, you think right! There is no winter in Africa, so the elephant does not know what winter is; the reindeer lives in the north where it is winter all year round; winter is difficult for the bullfinch, as there is no food; the bear has a short one, he sleeps all winter; and for the boy, cheerful - he has many different amusements in the winter.

Educator: “Guys, what can you do in the winter for a walk?”

you can play snowballs, sledding, skiing, skating and other answers.)

Educator: “I suggest skiing! Perform actions under the words of the poem!

Fizminutka : We went skiing in the morning.

We quickly reached the forest on skis.

Time for dinner - the whole forest went around.

Together we came home on skis.

Didactic game "Make sentences from 4 words"

Educator: “Guys, look at the pictures, tell me what is drawn on them?”

( Children's answers : skier, snowdrift)

Educator: " Guys, how to explain what a snowdrift is? How are snowdrifts formed?

(Children's Suggested Responses: that's a lot of snow and other answers.)

Educator: “Guys, make 4-word sentences using these pictures!”

(Children's Suggested Responses: the skier moved out of the snowdrift and other answers)

modern tree: “Guys, are there other seasons besides winter?”

( Children's answers : yes, spring, autumn, summer and other answers)

Didactic game "Seasons"

Modern tree:“Help me, tell me about other seasons!”

Educator: “I propose to draw symbols of other seasons, and tell the tree about them.”

Drawing "Symbols of the seasons."

Children connect the symbols with paths from winter to winter, saying the words:

“After winter comes spring, again there will be no sleep.

After the spring will be summer, we will not forget about it.

And then autumn comes, even though we don’t ask for it.

And after autumn, winter will freeze everything by itself!

(Children's answers: leaves appear in spring, there is a lot of heat in summer, crops ripen in autumn and other answers.)

Educator: “We know the names of all the months, we can name the months, put them together in a circle of puzzles!”

Children collect a circle from puzzles, consisting of 12 parts, each of them has the name of the month written on them, read them.

Educator: “What are twelve months called together?”

(Children's answers: year calendar, year starts from January and other answers.)

Modern tree: « Thank you, I understand everything, but in winter there is the most magical holiday, what is it called?

(Children's answers: new year and others.)

Interview game "What is the New Year?"

Children take turns asking each other questions:

“What do you think New Year means to you? Why do you need to decorate a Christmas tree? Who is Santa Claus? Where does Santa Claus live?

(Children's Suggested Responses : there are a lot of gifts for the new year, everyone is having fun, decorating the Christmas tree is a tradition, Santa Claus is the main magician, lives in Veliky Ustyug and other answers of children.)

Modern tree:"Guys, Santa Claus has sent you a gift - a video film Veliky Ustyug - the birthplace of Santa Claus!

Watching a movie, at the end of the film, Santa Claus addresses the children with a request:

Santa Claus: “Guys, remember and name the fairy tales where I meet like a fairy-tale hero! ».

(Suggested responses of children: « Twelve months”, “Snow Maiden”, “Moroz Ivanovich”, “December Trial” and other answers of children.)

Modern tree:“Well done, guys, you know a lot of fairy tales, but it’s time for me to go home, Santa Claus called, ordered me to return - the holiday is coming, it’s time to change clothes. Goodbye guys, I'll come to you for a holiday soon!

Educator: How do people congratulate each other on New Year's Eve?

(Suggested responses of children: give gifts, send greeting cards, parcels, letters, and other responses.)

Educator: " A person of what profession helps people receive letters, postcards, telegrams from relatives, close people, friends?

(Children's answers: postman and others.)

Educator: “Remember who in the familiar cartoon was the postman who, with great adventures, but delivered a letter to Santa Claus from the guys?”

( Children's answers: Snowman and other answers.)

Educator: "What is the name of this cartoon?"

( Children's answers: Snowman Postman and other answers.)

Educator: " Maybe you want to ask Santa Claus for something for the New Year?

( Children's answers : we want to write a letter about the gifts we want to receive for the holiday and other answers.)

Educator: “Okay, guys, let's turn our Snowman into a Postman, attach a mail bag to the Snowman. Let's write and draw letters to Santa Claus, put the Postman in a bag, let him take them to Santa Claus!

Creative game "Let's write letters to Santa Claus!"

The children are doing the task. They draw and write wishes, put them in the Postman's bag.

Educator: " Guys, Santa Claus will be pleased if we make a lot of different snowflakes for him!”

Educational game "Let's build a snowflake"

Children perform the task, collect various snowflakes from Kuzener sticks, examine, express their point of view, express positive emotions.

Educator: “Very beautiful snowflakes. Santa Claus will be happy and satisfied. You gave him positive emotions. Let's all sing together the most favorite song of Santa Claus - "A Christmas tree was born in the forest, it grew in the forest!"

Children sing a song to the music.

The teacher opens the gift box and treats the children with sweets. Happy children drink tea with sweets.

Educator: “Guys, did you learn a lot about the holiday?”

( Children's Suggested Responses : “about the history of the New Year, about the season - winter, about the traditions of the holiday, about gifts; got positive emotions, found out where Santa Claus was born and other answers.)

Natalia Trubach
Types and structure of classes in a preschool educational institution

Seminar

« Types and structure of classes in a preschool educational institution. Drawing up a summary lessons»

Compiled: music director Trubach N.V.

Target: - to systematize the knowledge of teachers about lesson structure, their classification and

features;

Raise the professional level of teachers, creative activity.

Seminar plan:

1. Preparing the teacher for classes.

2. Lesson structure.

3. Classification classes.

5. Benchmarking classes.

6. Practical task.

7. Summing up the seminar.

Occupation- a form of organization of education in kindergarten. Now this concept has been replaced by another - directly educational activity (GCD).

1. Preparing the teacher for classes.

Preparing the educator for classes consists of three stages:

1. Planning classes;

2. Equipment preparation;

3. Preparing children for occupation.

Planning classes:

Select program content, outline methods and techniques, think over the course in detail lessons.

Make a plan - a summary that includes myself:

Program content (educational tasks);

Equipment;

Preliminary work with children (if it is needed);

move lessons and methodological approaches.

Equipment preparation:

the day before lessons select equipment, check whether it is in good condition, whether there is enough didactic material, etc.

Some lessons require longer preliminary preparation (for example, if it is necessary to show a sprouted onion, it must be germinated in advance).

When planning an excursion, the teacher must go to the place in advance, identify objects for observation, think over the shortest and safest route.

Preparing children for classes

Creating interest in the work ahead

Warning children about the start classes in advance(10 minutes, so that the children have time to finish their games and tune in to occupation

Organization of work of duty officers in preparation for occupation.

2. Lesson structure. Occupation includes three stage:

1. Organization of children;

2. Main body lessons;

3. End lessons. Organization children:

Checking the children's readiness for occupation(appearance, focus);

Creating motivation, interest in occupation(techniques containing entertainment, surprise, mystery).

Main part lessons:

Organization of children's attention;

Explanation of the material and showing the method of action or setting a learning problem and a joint solution (3-5 min);

Consolidation of knowledge and skills (repetition and joint exercises, independent work with didactic material.

The ending lessons:

Summing up (analysis together with the children of the work performed, comparison of work with didactic tasks, assessment of children's participation in lesson, a message about what they will do next time);

Switching children to another activity.

3. Classification classes

Name Basis of classification

Didactic task Knowledge content Form of organization

Lessons learning new knowledge and skills

Lessons consolidation of previously acquired knowledge

Lessons creative application of knowledge and skills

Combined lessons

(simultaneously solved

several didactic

tasks) Thematic (classic lessons by section of study)

Complex

Integrated Traditional

Unconventional ( classes - competitions, theatrical lessons, lessons- role-playing games activities - travel, activities - games: field of wonders, What? Where? When, KVN, etc.)

Each of these types classes will differ in the structure of the main part.

4. Forms of conducting GCD in preschool educational institutions.

Kinds classes

Combined occupation In the course of the lessons combining several activities (fiction, visual, musical, etc.) and methods and techniques from different pedagogical methods are used (methods of r / r, methodology for the development of fine arts, methods of musical education, etc.)

Thematic occupation

Comprehensive

occupation Occupation dedicated to a specific topic

A complex is a whole that is formed from separate parts. (arts, types of children's activities). Complex lessons are usually scheduled quarterly instead of a musical or lessons for visual activity. Comprehensive occupation based on familiar material. On such lesson the tasks of each type of activity are solved.

For example: before drawing a bouquet for mom, children sing a song about mom, March 8, read poems.

Integrated occupation

Occupation, which includes a variety of children's activities, united by some thematic content. It may consist of two or three classical classes, realizing sections of the educational program, united by one theme, or interconnected and interpenetrating types of children's activities, where the thematic content acts as the main one.

For example: Occupation"Grey Wolf" included the following methods we:

A story about the way of life and the characteristic features inherent in these animals.

Conversation: the behavior of people in relation to the animal world.

Discussion of the image of a wolf from fairy tales "Ivan Tsarevich and the Grey Wolf", "The Fox and the Wolf", "Winter hut of animals".

Doing creative tasks: show how the wolf moves to the music.

Examining the painting by Repin "Ivan Tsarevich and the Grey Wolf".

Wolf drawing.

In that lesson tasks are combined in sections of the child and the world around, the development of speech and literary reading, music, visual activity. And the purpose of all these assignments: to form in children an idea of ​​\u200b\u200bthe wolf.

non-traditional lessons

Occupation– creativity Verbal creativity of children using TRIZ technology “Composing fairy tales "inside out", “Let's invent a non-existent animal. Plant".

Occupation- Gatherings Introducing preschoolers to children's folklore at traditional folk gatherings, involving the integration of various activities.

Occupation- fairy tale Speech development of children in the framework of various activities, united by the plot of a fairy tale well known to them.

Occupation– press conference of journalists Children ask questions "cosmonaut", heroes of fairy tales and others, can be realized through project activities "Young Journalists".

Occupation– travel Organized travel around the hometown, art gallery. Children themselves can be guides.

Occupation– experiment Children experiment with paper, cloth, sand, snow.

Occupation- competition Preschoolers participate in competitions held by analogy with the popular KVN television competitions, "What? Where? When?", "Ford Boyard", "Clever and Wise" and others.

Occupation- drawings-essays

Writing fairy tales and stories for children based on their own drawings.

5. Benchmarking classes.

Type of lessons

Educational

The structure of the main part of the classes

Assimilation of new knowledge Learn ....

Meet…

Giving performance… Motivation

Submission of new material

Anchoring

Consolidation of previously acquired knowledge

Generalize.

Systematize.

Fasten…. Motivation.

Games, exercises, conversations to consolidate and summarize the material

Creative application of knowledge and skills Develop…

Guide…. Motivation

Repetition

Applying existing knowledge to a new situation

Combined Repeat.

Meet…

Give an idea.

Fasten…. Motivation.

Repetition of previously learned

Submission of new material.

Anchoring

Comprehensive

On each of classes tasks of each type of activity are solved

Motivation

Repetition (may not be).

Introduction to a new topic on a defining activity.

Practical activities

with data problem solving

activities

Integrated Tasks are determined by a specific type, and other activities are the means of actively solving them.

Motivation

Repetition (may not be).

Introduction to a new topic.

Fastening in other types

activities

6. Practical task.

A) Teachers receive cards with a brief description classes. It is necessary to determine to

what type occupations they belong what activities are combined.

Card 1

Assignments to lesson on the topic"Dirty Girl". (and)

1) Things returned to the boy from the work of K. I. Chukovsky, it is necessary to put them on the shelves, each is indicated by a number from 2 to 5, It is necessary to correlate the number with the number of objects.

2) The girl decided to wash, what accessories does she need? (washrooms) The girl washed her face, what should she do now? What is missing? No towel. Placed in front of the children problem: where to get a towel? The towel is lost, we must go in search of it.

3) In search of a towel, the girl gets into the work of K. I. Chukovsky "Moydodyr" and oversees what is happening. Children are offered a dramatization game based on this work.

4) The girl did not ask Moidodyr for a towel. And the children decided to draw a beautiful towel for the girl. Children are offered a choice of materials: paints, colored pencils, felt-tip pens, colored crayons, paper, stencils.

Card 2

Description topic classes"Journey to Lyceria. (com)»

The teacher invites the children to make a trip to the extraordinary country of Lyceria, the map of which resembles the silhouette of a face. In this country, children will have unforgettable meetings in the zoo, where animals and birds with unusual muzzles live. On one of the streets they meet Petrushka, who can "change face", and "work hard", knows "How not to lose face" is surprised when "you don't have a face". Children explain these phrases by choosing pictures for them.

Part of this class was talking about what role hygiene has in a person's life and how to take care of your face.

Finally, the children drew "the muzzle of the animal you like". Everyone who visited the Lyceria left from there "hand on heart" joyful.

B) Determine what type the conducted by teachers belong to lessons having notes classes, analyze lessons identify errors and work on them.

7. Summing up.

Anoshina Anna Aleksandrovna - Senior educator of MBDOU CRR, d / s No. 4 "Semitsvetik", Ivanteevka, Moscow Region
Date of receipt of work for the competition: 06/15/2017.

The structure of writing a summary of the GCD in the preschool educational institution according to the Federal State Educational Standard.

With the introduction of the Federal State Educational Standard, the approach to organizing and conducting directly educational activities with children is changing. There is a rejection of traditional classes built in the logic of the educational model. The lesson is understood as an exciting activity with children, during which the teacher solves program problems. The role of the teacher is rethought, who becomes more of a "coordinator" or "mentor" than a direct source of information. The position of the teacher of preschool education in relation to children changes and acquires the character of cooperation, when the child acts in a situation of joint activity and communication with the teacher as an equal partner.

Many teachers do not pay attention to the design of notes. In the summary write the topic, goal, tasks. And often the tasks go through the target.

Let's remember how this is done.

Let's start with the title page.

The full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet is the inscription:

Abstract

Direct educational activities in (Region)

On the topic: "……………"

for older children.

Below the title of the abstract on the right is the name of the author and his position.

At the end of the title page, in the middle, your locality is written, and even lower is the year when the abstract was written.

The next sheet begins with program content. This includes the purpose and objectives of the GCD.

What is a goal?The goal is the end result, what we strive for. The goal is realized through tasks, which in relation to the goal are means, i.e. how we will achieve this goal. It is recommended that the goal be determined by a noun from the verb: creating conditions, shaping, educating, strengthening, etc.

Goal setting algorithm.

1. Assess the existing problems and determine the main one, clearly formulate it.
2. Determine the steps (actions) to solve it, their sequence.
3. Formulate exactly the intermediate result (effect) from the execution of each step (action).
4. Assess which (and how many) of these steps (actions) can be implemented within one GCD.
5. Formulate the goal of the GCD, which contains a description of the effect of the actions that you plan to implement within the framework of one GCD.

What an adult proposes to do must be necessary and interesting for the child, and meaningfulness for the child, the activity offered by the adult is the main guarantee of the developmental effect.

A task- something that requires execution, decision. Tasks in relation to the goal are and are:

Educational;

Developing;

educators.

It is recommended to formulate tasks with a verb in an indefinite form: to consolidate, generalize, form, develop, educate, etc. Observe clarity and specificity in the formulation of tasks (not just expand (fix) ideas about winter, but what exactly children learn (fix) about winter in this lesson). This also applies to the formulation of developmental tasks: not just the development of the mental abilities of children, but which ones specifically (list).

It should be remembered that each new task is written from a new line. When tasks are formulated, it is necessary to indicate which equipment will be used on this GCD (for example: tape recorder, blackboard, easel, wallboard, cubes, coasters, etc.).

Describing Handout, it is mandatory to list what material is taken with an indication of the size and quantity.

Next, you need to describe previous work as an educator in preparation for the lesson: what they designed, what they made, what they compiled, studied, wrote, etc.
After that, preliminary work with children is indicated, the entire volume of frontal and individual work with children (where they went on an excursion, what object they observed, what they read to children, what they learned, etc.)

After that, it is written what individual work with whom (names and surnames of children are indicated) in what part of the lesson is planned to be held. It is advisable not to forget to enter this work in that part of the lesson in the abstract in which you planned.

The synopsis also indicates vocabulary work - these are new words, the meaning of which children need to explain.

Parts of the lesson and specific methodological techniques are indicated.
For example:
I. Introduction - 3 minutes.
a) reading the poem "Autumn" by A.S. Pushkin;
b) watching the autumn sky from the window;
c) verbal didactic game "Think up a word" (selection of adjectives for the words sky, autumn, foliage).
II. The main part is 15 minutes.
a) a conversation about weather phenomena in autumn;
b) looking at weather calendars;
c) naming autumn signs by children;
d) compiling stories about autumn weather;
e) naming sayings about autumn by children;
d) didactic game "From what tree leaf" ... etc.
III. The final part - 2 minutes.
a) reading a story about autumn;
b) listening to P.I. Tchaikovsky "September";
c) generalization of the educator;
e) analysis of the lesson (about what knowledge the children showed).
The following describes organization of children in directly educational activities. The placement of tables, equipment, seating and placement of children is indicated - if necessary, a seating plan is placed. If the placement of children in different parts of the lesson changes, it describes how the transition from one part of the lesson to another is carried out.
And finally, the description of the course of the lesson begins. The course of the lesson is written in direct speech. Be sure to write all the words that the teacher will say, the expected answers of the children, the generalizations of the teacher. If during the lesson the teacher needs to perform some actions, this is indicated in the summary.
For example:
Educator: “Children, what season did the artist depict in his picture?”
Children: "The picture shows autumn"
Educator: "That's right, the picture shows an autumn landscape. The artist conveys the beauty of autumn nature with colors, the writer and poet - with words, epithets, and the composer with music. Listen to an excerpt from P.I. Tchaikovsky's "September" (I turn on the tape recorder).
That is, after direct speech, in the middle of the line, the actions of the educator are indicated in brackets (“turn on”, “hang out”, “clean up”, etc.).
The lesson ends with words of analysis.
So, to briefly describe all of the above, then abstract structure , as follows:
1. Type, type, topic of the GCD with an indication of the age group of children.
2. Program content (educational, developing, educational tasks).
3. Vocabulary work.
4. Class equipment.
5. Demonstration material.
6. Handout.
7. Previous work of the educator in preparation for the lesson.
8. Preliminary work with children (with the whole group, with a subgroup, individually).
9. Individual work with children at the GCD (which one, with whom, in some part of the lesson).
10. The structure of the lesson and teaching methods.
11. Organizations of children in the classroom.
12. The course of the lesson (in direct speech). At the end of the final phrases or analysis of the lesson.
Recall the types of classes:
1. Classes, according to the message of new knowledge.
2. Classes to consolidate knowledge, skills and abilities.
3. Lessons on generalization and systematization.
4. Final.
5.Accounting and checking.
6. Combined (mixed, combined).
7. Complex.
8. Integrated (on the principle of combining several types of children's activities and various means of speech development). Integration can be thematically.
For example:
1) reading about birds;
2) collective drawing of birds;
3) storytelling by drawings.

Additional Information

Do not forget about the methodological support of the pedagogical process. Any activity begins with a motive. A motive is a reason that prompts action. Previously, we called the motive an interesting moment before the lesson.

The following motives for activities for children are distinguished:

Game. The child can realize the need for his significance by “helping” various toys to solve their practical and intellectual problems.

Communication motivation. Motivation is based on the desire of the child to feel his need and significance in terms of helping an adult. An adult turns to the child with a request to help him, he says that he cannot do without the help of the child. At the same time, do not forget to thank the child.

Motivation of personal interest. This motivation encourages the child to create different items for his own consumption.

After motivation comes the method of conducting the lesson. In this section, you should highlight the parts of the lesson. Children's answers are not written in the notes.