Victoria Mardanshina
Report on the work done for the summer recreational period in the preschool educational institution
Report
about work done
behind summer-health period in
MKDOU kindergarten "Sun"
summer 2015
(according to the project "Hello summer!")
From June 1, 2015, kindergarten began. Plan work for this period was approved by the head of the DOE.
On the summer wellness period the following tasks:
1. Create conditions that ensure the protection of life and health promotion of children through the use of natural factors: air, sun, water.
2. To instill in children a love for all living things, a desire to protect and protect nature.
3. Develop cognitive interest, build skills experimentation.
4. Expand children's knowledge of seasonal changes in nature.
5. Cultivate the habit of daily physical activity.
6. Promote the active involvement of parents in joint activities with the child in a family and kindergarten.
Good weather makes it possible to spend enough time outdoors. The morning at the preschool educational institution began with outdoor gymnastics, which charged with vivacity and energy for the coming day, cheered up the children.
During the day there were various hardening: air baths, sunbathing,
walking barefoot on the sand. They observed the drinking regimen (junior educators took out boiled water, at 10.00 there was a second breakfast according to the regimen, which included a variety of berries, fruits, gave juices.
No cases of child traumatism were registered. According to the level of physical development of children for summer wellness period there is a positive trend.
Conditions were created to increase the physical activity of children in the fresh air, individual and subgroup Job with children on the development of basic movements for a walk. Summer The days were full of exciting, educational activities. Thematic events were organized for pupils. days: "Bird Day", "Animal Day", "Flower Day", "Insect Day", "Day of Fairy Tales", "Courtesy Day", "Labor Day".
For educational activities, flowers were planted on the site, which were cared for all summer by the educators together with the children. They watered them, weeded them, loosened the earth.
Mass sports and musical events were held. AT summer wellness period according to the plan in the kindergarten, the following Events: Children Protection Day,
"Red, Yellow, Green"- balloon festival.
"Sports starts"
"The sun, air and water are our true friends"
"Athlete's Day"
There were also thematic conversations: "You are my Russia", "Delicious and healthy", "Attention! Let's cross the street!", "Know and love your village", "Various phenomena of nature", "Grow up healthy", "Favorite writers, poets"
Our pupils have learned many poems, songs, proverbs, sayings about summer.
Children of two groups actively participated in all activities.
The game is the leading activity of children. It is important to note that in mobile creative games, other activities for solving motor problems, special forms of imagination and thinking are developed. At the same time, the movements of children acquire a high level of arbitrariness, which is so necessary for the implementation of any form of educational activity. Game activities carried out by educators in summer period, contributed to an increase in motor activity, ensuring a harmonious combination of mental, physical and emotional stress, and a general comfortable state.
For parents, health corners were arranged in groups, consultations were held "Summer - it's time to temper", "Features of artistic and aesthetic education in summer period". Parents participated in competitions, sports holidays.
Consultations were held for teaching and service personnel in order to consolidate knowledge summer work: "How to organize the cognitive activities of children for a walk in the summer", "Organization of hardening procedures" other. During summer period inspections of the condition of the sites, the educational process were carried out, there were no comments. Labor discipline was observed.
Was in control of sand processing in sandboxes, organization of the drinking regime for a walk, morning reception and gymnastics in the air, organization of leisure activities, observance of cultural and hygienic skills by children, compliance with the sanitary and epidemiological regime, organization of artistic and creative activities of children during a walk, rational use of sports equipment.
There was also an annual review competition for the best design of the facade of the institution, where our preschool educational institution took 1st place. This made it possible to reveal the artistic and aesthetic abilities of not only children, but also educators.
Over the summer, the children grew up, rested, matured, strengthened their health. Everything is ready for the start of the new school year.
Program for summer - health work implemented in full.
Help prepared: ___ Mardanshina V.V.
Related publications:
Summer for children is the best time of the year, the time of rest. When you can be more in the air, play, temper, fully enjoy.
Report on the work done in the second junior group for the 2014-2015 academic year"MBOU "Sakhzavodskaya secondary school" Preschool groups REPORT ON THE WORK DONE ZHIRONKINA ELENA VASILEVNA IN THE SECOND JUNIOR GROUP "VOROBUSHKI".
Report on the work done in the summer - recreational period Report on the work done in the summer - recreational period group No. 2 Ramus O. A. It is customary to call summer work with children in kindergarten.
Report on the work done during the summer recreational period in the middle group Objectives of the summer recreational work: 1. Create conditions that ensure the protection of the life and health of children, the prevention of morbidity, etc.
Report on the work done during the summer recreational period (second junior group) Attendance in the preparatory group number 10 for the summer was 72%. In the summer, the group worked with children of the 9th group, consisting of 30 people. Many.
The preparatory group in kindergarten is the finish line on the way to school. It is during this period that children of six years old begin to slowly move away from their main activity - games, and master learning skills. Therefore, it is extremely important to teach a child to learn: to perceive and assimilate information, to show perseverance, discipline. An important role in this period is played by individual work with children in the preparatory group.
Benefits of individual work with children
As a rule, when planning, the teacher prescribes what kind of work with a particular child will be carried out. It depends on the needs of each child.
This form of work of a teacher with a pupil is one of the most effective. Indeed, during the period while the lesson or game is being held, the attention of the specialist is completely given to this baby, which means that the teacher can notice any difficulties in time, direct the child, prompt and correct.
Individual work with children in the preparatory group, as already mentioned, must be planned. Often a teacher-psychologist can give recommendations on its organization (according to the results of diagnostics). And, of course, such work will be many times more effective if parents are involved in it. Work with children in the preschool educational institution is carried out for each section of the program and in various forms. Such planning allows you to cover all areas of the development of the baby and avoid gaps, which will subsequently facilitate his adaptation to school and ensure effective assimilation of the material.
What forms of work with preschoolers of the preparatory group are distinguished? There are a great many of them, here are at least some of them: specially organized classes in the daily routine, games, excursions, targeted walks, conversations, reading fiction, looking at illustrations, experimenting. Depending on what needs to be fixed, the teacher plans individual work with children in the preparatory group. You can organize it during the day. For example, during the reception of children, when not everyone has arrived yet, after a quiet hour or in the evening, after dinner. The time when children are engaged in free activities, that is, playing in a group, is also suitable. During this period, the teacher invites the child to play with him, draw, read or look at a book. In the process of this activity, the assigned tasks are solved.
That is, the child enjoys the process, while consolidating and assimilating the material in a game or other type of activity offered to him.
Individual work with children: narrow specialists
In almost every preschool institution, in addition to the music director and the head of physical education, there is a teacher-speech therapist (defectologist) and a teacher-psychologist. Their plans also include individual work with children in the preparatory group. Each specialist in the process of this activity solves the problems associated with his field. So, a speech therapist is engaged in the development of speech, and, if necessary, puts individual sounds. The teacher-psychologist works on the development of the emotional-volitional sphere and mental processes of the child, the head of physical education takes care of the motor development of the preschooler. Together, the systematic work of all specialists effectively affects the comprehensive development of the child, and therefore guarantees good preparation for schooling. Another indisputable advantage of such work is the personal contact of the teacher with the child, during which not only educational, but also educational tasks are solved.
Valeria Popova
Plan of individual work in the preparatory group
Individual work with children(preparatory group)
FIRST WEEK
Di "Name famous heroes" C: Clarify knowledge about the history of the country.
D/game "Name the words in which the second sound is a vowel"
Solving riddles about "Water" C: develop logical thinking memory.
Board game "Fold the Square"
C: to consolidate the ability to say a square from different parts, without relying on a sample.
Di "Dividing the circle into parts"
C: learn to correctly designate parts of a whole. (half, one part of two one half)
modeling "Memorial Monument"
Construction "George Ribbon" Reading chapters from the book by S. Baruzdin "A soldier was walking down the street"
SECOND WEEK
A game "Choose a rhyme"
C: promote the development of auditory attention.
D/game "Composing riddles about the animals of hot countries"
C: to form the grammatical structure of speech.
puzzle game "Leaf".
C: continue to teach how to make a whole out of parts.
Di "Who is moving?"
C: to consolidate knowledge about the methods of movement of insects.
Painting
"Artists - restorers"
Production from natural material
"Caterpillar" Reading "Ecology in pictures "Bird City in the Trees"
Memorizing an excerpt from a poem by F. Tyutchev "Winter is getting angry for a reason"
THIRD WEEK
"Find a picture" Target: to teach children to select an illustration for a figurative description.
Di "Signs of True Friendship" C: to strengthen friendly relations between children.
Di "Chest"
C: to give a descriptive character of the object by color, shape.
Di "Don't make a mistake"
C: fix in forward and backward counting.
Coloring pages by theme
"Different types of painting"
"Draw a palm" Reading A. Barto "I am growing"
Reading E. Charushin "Why was Tyupa called Tyupa"
FOURTH WEEK
Di "Good bad"
C: consider various situations, evaluate the actions of the characters.
Di "Let's play - guess"
C: development of coherent speech
Di "Who will name more school supplies"
C: fix the names of school supplies.
D/i and "Fun week"
C: Exercise in the name of the days of the week in direct and reverse order.
letter coloring
"Knowledge Day"
Structural modeling activity
"Notes and textbooks" Discussions of the work of M. Chervinsky
"A poem about a student"
Listening to a song
"Teaching at school"
Related publications:
Plan of individual work with children Individual work with children Day of the week Speech development. Connected speech. Vocabulary work. FEMP (formation of initial mathematical.
A long-term plan for individual work in an early age group In our work, we, educators, pay special attention to individual work with children. I developed a rough planning of an individual.
Plan of individual corrective work 1. To form interest and motivation for speech therapy classes. 2. Develop articulatory motor skills to the level of minimum sufficiency for.
Individual work plan Month February 2016 The main tasks of correctional and developmental work To form the ability to compare two groups of objects, to equalize unequal ones.
Plan of individual work of the educator The plan of individual work of the educator Type, subject, venue of the methodological event, within the framework of which the open event was held.
Individual work plan Organizational events: kick-off conference, familiarization with the work plan. Acquaintance with the base of the preschool educational institution, with tasks, directions, originality.
In childhood, the features of the character and temperament, abilities and interests of the child's personality are clearly manifested. There are no children with the same habits and behavior, knowledge and skills. All preschoolers have different levels of development.
There are indicators of psychophysical development that are taken into account when planning from individual work:
- characteristics of switching thought processes (stereotyping and flexibility of thinking, the ability to establish relationships, etc.);
- level of knowledge (consciousness and effectiveness);
- the nature and duration of performance;
- degree of activity and independence;
- personal attitude to learning;
- the presence of cognitive interests;
- degree of volitional development.
Children are all different, but they all need to be educated and developed, but how?
In this case, an individual approach to children is simply necessary. It is needed in all activities and throughout the day. In our preparatory group, individual work with children takes place daily. In this group, this is especially important, since at this age it is necessary to teach the child to learn: to absorb information, to show perseverance and discipline.
We carry out individual work with children during the reception of children, when not everyone has arrived yet, on a walk, after a quiet hour or in the evening. And also at a time when children are busy with free activities, that is, they play in a group. At this time, we offer the child to play, draw, look at the illustrations in the book, etc.
Conducted didactic games
"Logic chains"
"The Fourth Extra"
"Pick by color"
Purpose: Development of the ability to group objects by color.
"Collect a picture"
Purpose: to consolidate knowledge of geometric shapes, the development of logical thinking.
"Who's doing what?"
"Parts of the day"
"Collect the Shape"
Purpose: to develop fine motor skills of hands and imagination.
"The composition of the number"
Purpose: to consolidate math skills.
"Right left"
Purpose: to form the ability to navigate in space.
"What changed?"
Games for the development of vocabulary and coherent speech
"Name as many animals as you can"
"Describe the toy"
"Make a story from a picture"
"Call it sweetly"
Purpose: to form the ability to form affectionate nouns.
Games for the development of fine motor skills
"Mosaic"
, "Lacing",
clothespin games
sport games.
We build individual work on physical education based on the age and individual characteristics of children. When drawing up an individual work plan, the motor interests of the child are taken into account. Children are offered a variety of tasks and games. For example,
ball games
"Walk down the path"
jumping from a place on two legs, jumping over a rope, hitting a target,
hoop games
Interaction is carried out with a teacher-speech therapist, a teacher-psychologist. Work is underway to correct incorrect pronunciation and emotional development.
The systematic conduct of individual work with a child or with small groups of children provides a good preparation for schooling, as well as the development of the intellectual and personal qualities of the child. Another plus of such work is the personal contact of the teacher with the child, during which both educational and upbringing tasks are solved.
Organization: MBDOU No. 207
Location: Ulyanovsk region, Ulyanovsk
The pedagogical process of a modern kindergarten should be focused on ensuring the development of each child, preserving its uniqueness and originality, creating opportunities for the disclosure of abilities and inclinations. Therefore, the key to effective design of the pedagogical process is that the teacher has information about the opportunities, interests, problems of each child.
In the "Federal state requirements for the structure of the main general educational program of preschool education" (approved by Order of the Ministry of Education and Science of the Russian Federation on November 23, 2009 No. 655), in the section "The system for monitoring the achievement of children's planned results of mastering the program (hereinafter referred to as the monitoring system) should provide a comprehensive approach to assessing the final and intermediate results of the development of the Program, allow for the assessment of the dynamics of children's achievements and include a description of the object, forms, frequency and content of monitoring.
Monitoring is carried out 3 times: at the beginning of the year, in the middle (intermediate) and at the end of the year.
At the beginning of the school year (approximately during September), the main primary diagnostics are carried out: starting conditions (initial level of development) are identified, the child's achievements by this time are determined, as well as developmental problems that require the help of a teacher. Based on this diagnosis, the educator, in collaboration with a psychologist and specialist teachers, formulates a diagnosis (that is, problems in the sphere that interfere with the personal development of the child are determined, and his achievements and individual manifestations that require pedagogical support are highlighted), which determine the tasks of the work and the educational route of the child is designed for year.
So, if no significant problems are identified, the emphasis in the project is on the directions characteristic of this age stage. Pedagogical means and methods are provided for the preservation, support and development of the child's individuality. If problems are observed in the development of the child, it is advisable to concentrate efforts on solving those aspects of development where problems are more pronounced or these problems significantly affect the development of the child.
Goals should be specific and realistic, that is, those that can be achieved within a few weeks. To do this, you need to formulate answers to the following questions.
What is this child's problem? What can be defined as a child's achievement?
- What do we want to achieve in a few weeks? (Be specific and realistic in your goal setting.)
- What special work can help solve problems and support achievements? (The content of the work and the forms of its implementation in the pedagogical process of the kindergarten are determined, recommendations are made to the family.)
In the past few years, the principle of an individual approach has been one of the specialized areas of education in preschool institutions.
The use of individual work with a child in kindergarten has been an integral part of the work of a teacher since ancient times. Modern times require preschool teachers to keep up with the standards. Thus, creating conditions for the implementation of the following principles of the Federal State Educational Standard: take into account the individual educational needs of a small child; evaluate the dynamics of a child's development in comparison with himself, and not with peers.
We know that every child is unique. It has its own characteristics of the nervous system and psychophysical development. The individual characteristics of the child affect the assimilation of skills and abilities, the attitude towards others. Observation of the child in everyday life, analysis of his behavior and activities, conversations with parents allow us to plan the tasks, methods, content of individual work.
Children who do not regularly attend kindergarten due to illness or other reasons, children who are "weak" and have low performance in the classroom, are shy, slow, retarded and pedagogically neglected, need especially close attention. When planning individual work, we take into account the mental and individual characteristics of the child.
Individual work with children is carried out in the morning and evening hours, as well as on a walk.
Individual lessons with children with gaps in knowledge are carried out mainly in the form of a game. Both an adult and another child can be a partner in the game.
In the first half of the day, we do a lot of individual work with children on cognitive development: sensory development, FEMP, the formation of a holistic picture of the world, expanding the horizons of children. We organize special games and exercises with those who need to correct speech deficiencies or who are lagging behind in any movements.
We work with inactive and withdrawn children, giving them various assignments that require communication with adults and peers. For example, insufficiently inquisitive children are entrusted with interesting observations (for example, for titmouses that flew to the site, admire the beauty of a winter morning, etc.).
In the afternoon, we conduct individual work with children on the development of movements, drawing, cutting, designing, and correcting speech defects.
During walks, we also carry out individual work with children: we use such games as: “the fourth extra”, “run to the tree that I will name”, “count the birds”, “flies-does not fly (with a ball), etc. .
Individual work with children is also planned during regime moments (education of cultural and hygienic skills, independence, development of speech, movements, etc.) and is carried out by teachers throughout the day, at all regime moments, in any type of activity.
To successfully raise a child in kindergarten, you need:
emotional comfort (positive emotions);
democratic (partnership, trust) style of communication (the educator is a partner, but a partner-initiator and consultant);
sufficient freedom for activity (freedom, but not anarchy);
a large number of materials for "research", many manuals, games, i.e. developing and learning environment.
Four areas of cognitive activity:
Acquaintance with objects, phenomena and events that go beyond their direct perception and experience;
Establishing links and dependencies between objects, phenomena and events, which leads to the appearance in the mind of the child of an integral system of ideas;
Formation of electoral interests; as a result - the formation of a positive attitude towards the world.
The main tasks of the cognitive development of children
1. Enrich the cognitive sphere with information that lies outside the directly perceived reality. Pass information through the word.
2. Enrich emotional and sensory experience in the process of direct interaction with objects, phenomena, with other people.
3. Help organize information about the world, form an idea of its integrity.
4. To form a careful and creative attitude towards the world, to consolidate your positive experience.
5. Create conditions conducive to the identification and maintenance of electoral interests, the manifestation of independent cognitive activity.
6. Create conditions for the development of cognitive processes in different types of activities and on different contents.
The process of psychophysical development of each child has its own characteristics. It has an impact on the assimilation of skills and abilities, on the child's attitude to the world around him. That is why the education and upbringing of children should be based on the principle of an individual approach, which ensures the maximum development of all abilities. The effectiveness of educational and pedagogical influence is determined not only by objective, but also by subjective characteristics of the individual, so it must correspond to the psychological characteristics of the child.
Planning didactic games in individual work on the formation of elementary mathematical concepts in children of senior preschool age
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Practice counting within 5; be able to compare two groups of objects, either removing an object from a larger group, or adding a missing one to a smaller group. Be able to orient in space and designate directions with words |
"What's gone?" "Pick it up in the basket" "What do you mean where?" "Missing Number" "Count the same" "Find the Number" "Build in order" |
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Be able to call numbers up to 5 in direct and reverse order. To be able to lay out the numbers in order up to 5 and call them. Distinguish between quantity and ordinal account, answer the questions: how much which. Be able to navigate on a sheet of paper, reflect direction in speech |
"What changed?" "What number is missing?" "What have you hidden?" "Aerobatics" "To the right and above" "What? Where?" "Left - Right" "Up down" "Talking Arrow" "Hide and Seek" "Funny Numbers" "Name it soon" |
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Practice counting by touch within 5. Get to know zero. Practice counting within 5 |
"Game with Apples" "Find the Same" "Name the Neighbors" "Count and Answer" "A toy shop" "Who quickly" "Fix the mistake" "What changed?" |
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To consolidate the ability to increase and decrease the number by one. Know that the number does not depend on the magnitude subject and location. Fix the name of the parts of the day. |
"Name it soon" "Collect a bouquet" "Week, build!" "Name it in order" "Morning day Evening" "What time is it" "Yesterday Today Tomorrow" "Color Week" |
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Fix the names of geometric shapes. Get to know the quadrilateral. Classify shapes according to size and shape. Know how to navigate space, reflect the direction in speech |
"Name an object of the same shape" "Where is the right, where is the left?" "Who will name more objects triangular (rectangular)" "Make a Pattern" “Make from one geometric other figures" |
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Introduce the formation of the number 6 and number six. Correctly correlate the numeral with the objects. Practice counting by ear. fasten representation of the parts of the day |
"Which hand has how much?" "Wonderful bag" "Week, build!" "Do the same" "Name the Number" "What's Hidden" |
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Practice counting in sixth order. Be able to make a silhouette of four isosceles figures. develop imagination |
"Name the Neighbors" "Count Less" "Decorate the Christmas Tree" "Wizards" "Question answer" "Helpful - Harmful" "And I think so" "Guess it" |
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Exercise in measuring length with a conditional measure. Introduce the formation of the number 7 and number seven. Fix the names of geometric shapes. |
"Which hand has how much?" "What number is missing?" "Find the Shape" "Ornament" "Yes and no" "Who will bring more" "Who remembers more" |
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Learn to divide an object into 2 equal parts. Be able to show 1/2. Establish on concrete material that the whole is greater than the part. Practice counting within seven |
"Count in order" "I am the whole and you are the part" "Let's make a whole out of a part" "Who lives in the house" |
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Practice counting within 10. To consolidate the idea of geometric shapes. exercise in orientation in space |
"Name the same" "Where is the left, where is the right?" "Find Options" "Wizards" "Ornament" "Circle - plane" |
