Integrated and comprehensive classes in the dow. Open integrated and comprehensive lesson in kindergarten

What is a comprehensive and integrated lesson?

Integrated learning allows you to see and understand any phenomenon holistically, in kindergarten there is a subject system of education and it often turns out that knowledge remains scattered, artificially divided according to the subject principle, and as a result, children do not always perceive the whole picture of the world around them holistically.

Integrated lessons are a combination of several activities.

Example: in the lesson “Help Fedora” (for children 4-5 years old), children were offered tasks of a different nature:

1) Mathematical (dishes returned to Fedora, they must be placed on shelves, each is indicated by a number from 2 to 5, which means correlate the number with the number of items)

2) Tasks aimed at consolidating knowledge about the world around. (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. (dining room) The dishes are selected, but is everything on the table? What is missing? No spoon. The children are faced with a problem : where to get a spoon? Most of the children come to the conclusion: the spoon was lost, because it is very small, you have to go to the forest in search of it.)

3) Tasks aimed at the development of speech, facial expressions, gestures. (In search of a spoon, Fyodor gets into the fairy tale “Zhikharka” and watches how he lays out his spoons.) Children are offered a dramatization game based on this fairy tale.

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

Classes of an integrated nature are of interest, help to relieve overstrain, overload and fatigue by switching them to a variety of different types activities.

Within the framework of an integrated approach, children consider this or that phenomenon, event from different angles, highlighting and studying different aspects:

* social, including moral and ethical;

* emotional and sensual, including musical, artistic and aesthetic;

* logical and mathematical;

* natural sciences.

Complex classes within the same topic, they solve different problems of the development of children and are built on different types of activities.

These activities can be done in all age groups, but are especially useful with older preschoolers.

Comprehensive classes are widely used by the practice of preschool education in various areas of children's education.

In the field of environmental education, complex classes can be used in different age groups.

For example , at the end of autumn, a game lesson is usually held with the children of the older group, at which an idea of \u200b\u200bthe autumn season is formed. A comprehensive lesson on this topic may consist of several parts and include different activities.

First part of the lesson solves cognitive problems and develops the intellectual abilities of preschoolers. The teacher clarifies and generalizes the children's ideas about autumn, highlighting its characteristic features. An important role in this process is played by the calendar of nature, which the children, together with the teacher, kept monthly for one week.

The second part lessons involves other program tasks and a different type of activity for preschoolers. A special small exhibition on the theme of autumn is organized for the lesson: several reproductions of famous artists, art photography, which can depict pictures of nature, gifts of autumn, 1-2 modern landscapes, still life in painting and graphics. Viewing the exhibition, experiencing beauty - this is another type of activity that carries with it the solution of aesthetic problems.

Third part of the lesson- this is the artistic creativity of children, a manual activity in which they themselves become artists and perform work at their own discretion and desire. It can be drawing a landscape, a bouquet of autumn flowers in a vase, and application of mushrooms in the grass or a basket or fruits on a dish. It can be crafts made from natural material. Pedagogical tasks are different again - the development of the creative abilities of children, their artistic and manual skills.

Such a complex lesson, if it is properly organized, can go beyond the scope of a regular lesson in time - a change in activity will not cause fatigue and boredom. Moreover, at the discretion of the educator, at the right time, use the music in the recording, make a fun physical education session.

Comprehensive classes can be organized on a variety of topics. For example, a lesson on vegetables may include a conversation on the painting "Picking vegetables in the garden", playing a poem by Yu. Tuvim in translation

S. Mikhalkov "Vegetables", drawing or application of fruits; the lesson "We grow healthy, we protect health" is Aibolit's conversation with children about health, how to maintain it, how to maintain a favorable environment, and physical exercises or a hardening procedure, and the collective preparation of a green supplement for dinner from grown onions , garlic, parsley.

Complex classes are the creative work of the educator, they can be organized in different ways, interesting. They effectively and comprehensively develop the personality of the child, and the combination of various activities contributes to an easier and faster formation of attitudes towards the content of the lesson.

Complex lesson consists of 3 blocks:

Creative block. This block is aimed at developing a sense of color, rhythm, composition, the ability to depict the simplest objects (productive activities: modeling, drawing, appliqué).

General development block. This block is aimed at the development of memory, attention, thinking: elementary mathematical representations (counting, comparing values, familiarity with geometric shapes, familiarity with numbers, etc.), speech development, familiarization with the outside world.

Musical and physical education block. This block is aimed at developing an ear for music, dynamic ear, a sense of rhythm; to preserve and strengthen the health of children (sing, dance, learn to listen to music, understand its nature, play children's noise and percussion instruments; the use of health-saving technologies, physical education, dynamic pauses, etc.)

State educational institution of additional

professional

education (advanced training) of specialists

Kuzbass Regional Institute for Advanced Studies

and retraining of educators.

Faculty of advanced training

Department of preschool education

Integrated classes in kindergarten

Executor:

Demina Elena Alexandrovna,

Educator MDOU

Novoromanovsky Kindergarten

"Smile"

Consultant:

Rothermel Victoria

Alexandrovna,

Methodist MOU "IMC

INTRODUCTION

At the moment, the question arises of using an integrative approach to the education of preschool children, organizing integrated classes.

The relevance of integrated classes lies in the fact that there is a differentiation of the capabilities of the teaching staff in approaches to building an optimal model of the educational process.

The main tasks in the use of integrated classes in the educational process are: creating a holistic picture of the world in children; improving the quality of the educational process; formation of the personality of the teacher and the child; increasing the professional competence of teachers.

Chapter 1 Integration of the content of preschool education

The objective side of integration, as the analysis of pedagogical literature shows, is reflected directly in the content of education and determines the approach to the selection and arrangement of educational material of interconnected educational areas in such a way that the knowledge and skills gained in the study of one or more areas are the basis for the assimilation of others. or fixed in their study. Here they should act in the unity of the interpretation of the concepts disclosed in the programs of interrelated areas and the rational selection of educational material.

The works of L.I. Balashova, M.N. Berulava, G.F. Hegel, V.V. Kraevsky, I.Ya. Lerner and others I.Ya. Lerner, V.V. Kraevsky. In them, the authors consider the content of education as:

A system of knowledge about properties, phenomena, regularities, laws, concepts, categories that must be built on the principle of concentricity, which implies the growth and expansion of these categories of knowledge;

A system of ways of knowing the world around us, which could represent their interconnection and transfer to various educational spheres;

Emotional and value attitude of the individual to the objects of knowledge, reflecting a diverse range of feelings, emotions, protective and saving actions;

Socio-cultural creative experience that develops on the basis of ways and feelings, allowing the child to transfer existing knowledge and ways to new types of life.

The conceptual ideas of three attempts to implement an integrative approach to education are of undoubted interest for developing the content of integrated knowledge. In the field of natural sciences, such knowledge, according to L.Ya. Danilyuk, there are ideas about the system-level organization of nature, the physical, chemical and biological picture of the world, conjugation and general patterns of processes occurring in inanimate and living nature. In the field of humanitarian knowledge, the principles of cultural and cultural conformity are leading, supplemented by a common integrator of natural science and humanitarian knowledge - a methodological approach of a person to the study of being, the study of matter (nature) and ideas (spirit).

Despite the multiplicity and complexity of the content of integrated knowledge, it should reflect a number of worldview aspects, the main of which, according to A.V. Teremova, the following:

Moral - axiological view of the world, where the life and work of each individual is considered as an independent value, and knowledge and faith - as a condition for the harmonious development of the individual and the formation of a scientific worldview;

A reasonable attitude to the processes of transformation of the world, when a person, being a part of nature, possessing the power of reason and the ability to generate energy comparable to the energy of natural phenomena, actively participates in local and global processes, and most importantly, begins to understand responsibility for what is happening, for the fate of the world.

Sections of the program in the preschool educational institution, being multidimensional, in their educational value, can be multifacetedly interconnected along the line:

cognitive activity. One of the manifestations of the basic component in education is its end-to-end presence in all educational areas without exception. As applied to the cognitive activity of children, this means that the system of knowledge about the surrounding reality assimilated by children is contained in all sections of the program without exception, which requires the organization of their relationship in order to obtain a holistic view of the surrounding reality;

Formation of the child's personality. Each program as a whole, each section separately, makes its own special contribution, not replaced by the study of other sections;

practical significance. Each section of the program has practical aspects that play an accumulative role.

The effectiveness of convergence and close connection of various areas can be achieved by developing the content of integrated knowledge directly for each section of the program, as well as by including knowledge from additional partial programs used in working with preschoolers due to the presence in the preschool educational institution of any priority area of work.

Integration can take place in the following areas:

speech development - expansion and systematization of vocabulary, development of initiative speech, improvement of the grammatical structure of speech;

acquaintance with the outside world - systematization and deepening of knowledge about objects and phenomena, development of cognitive motivation, formation of interest in various forms of knowledge of the world: modeling and experimentation, observation, reading, discussion, productive activity;

preparation for teaching literacy - development of speech hearing, sensory development of the child in the field of language, the formation of sound analysis and synthesis, familiarization with the sentence and the word in the sentence;

productive activity - the realization of impressions, knowledge, emotional state in a role-playing game, fine art, dramatizations, the implementation of communication skills in joint gaming and creative activities, the development of sensory standards;

musical education, to a greater extent than any other kind of art, is accessible to a child, since in the process of listening to music, children form the perception of musical images, they learn to correlate them with literary and expressive images of various types of fine arts (painting, graphics, sculpture, arts and crafts). art); learning songs enriches the child's vocabulary, helps to consolidate it;

acquaintance with fiction, which acts as a kind of basis in relation to other types of art, connected with song, opera and ballet by common plots and images; a large number of paintings were created based on myths, legends, fairy tales, so literature “as if suddenly and not separately uses all the means that are given separately to each of the other arts” (V. Belinsky); works of literature in this case can act as a kind of core that unites other types of art;

fine art contributes to the development of attention, observation, detailing of the perceived image, movement, the ability to notice the transfer of signs of objects by artists, sculptors, the individual characteristics of objects, develops a vision of a given object or phenomenon, emotional coloring;

dramatization connects artistic creativity with personal experiences and allows you to get acquainted with the world around you through images, colors, sounds;

Practice confirms that the following combinations of subjects provide good grounds for conducting integrated classes:

music + mathematics; literacy + mathematics; fiction + speech development + literacy; speech development + music + drawing; mathematics + labor; familiarization with the environment + music + drawing + work; familiarization with the environment + reading fiction, etc.

All this allows you to integrate different educational areas.

Chapter 2 Integrated Activities in Kindergarten

2.1 General characteristics of the classes

In the 70s. the question arose of activating the cognitive activity of schoolchildren, overcoming the contradiction of artificial dismemberment according to subject matter. The student did not perceive holistically either the educational material or the picture of the surrounding world. This led to an active search for interdisciplinary connections, their use in differentiated learning. At the moment, the question arises of using an integrative approach to the education of preschool children, organizing integrated classes. This need is due to a number of reasons.

1. The world surrounding children is known by them in its diversity and unity, and often the sections of the preschool educational program aimed at studying the individual phenomena of this unity do not give an idea of the whole phenomenon, splitting it into separate fragments.

2. Integrated classes develop the potential of the pupils themselves, encourage active knowledge of the surrounding reality, understanding and finding cause-and-effect relationships, developing logic, thinking, and communication skills.

3. The form of conducting integrated classes is non-standard, interesting. The use of various types of work during the lesson maintains the attention of pupils at a high level, which allows us to speak about the sufficient effectiveness of classes. Integrated classes reveal significant pedagogical opportunities, relieve fatigue, overstrain of pupils by switching to a variety of activities, significantly increase cognitive interest, serve to develop imagination, attention, thinking, speech and memory.

4. Integration in modern society explains the need for integration in education. Modern society needs highly qualified, well-trained specialists. To meet this need, the training of educated specialists must begin from kindergarten, elementary grades, which is facilitated by integration into the preschool educational institution, primary school.

5. Due to the strengthening of interdisciplinary connections, hours are released that can be used to study a foreign language, fine arts, music, for the developmental activities of pupils, as well as additional practical classes.

6. Integration provides an opportunity for self-realization, self-expression, creativity of the teacher, contributes to the disclosure of his abilities. "The world today lacks its own image, because this image can be formed with the help of a universal system of meanings - synthesis." The synthesis carried out at this level as interaction, connection (integration) is the main principle of constructing content and leads to such an important cognitive result as the formation of a holistic natural-science picture of the world. This leads to the emergence of a qualitatively new type of knowledge, which is expressed in general scientific concepts, categories, and approaches.

In the methodological literature on preschool education, there is no clear definition of the features of combined, complex and integrated types of classes, often one is replaced by another or an integrated lesson is confused with a complex, combined one.

An integrated lesson differs from the traditional one in the use of interdisciplinary connections, which provide for only occasional inclusion of material from other subjects. The subject of analysis in it are multifaceted objects, information about the essence of which is contained in various programs or sections of the program.

2.2 Sample lesson structure

Integrated classes are characterized by a mixed structure, which is a combination of linear, concentric and spiral structures. It allows you to maneuver in the organization of content, to present its individual parts in various ways.

1. Introduction. A problem situation is created that stimulates the activity of children to find its solution (for example, the question is asked: “Guys, what will happen if there is no water on Earth?”).

2. The main part. Children are given new knowledge necessary to solve a problematic issue (for example, the importance of water in nature and human life, etc.) based on the content of different sections of the program based on visibility. In parallel, work is underway to enrich and activate the vocabulary, teaching coherent speech.

3. Final part. Children are offered any practical work (didactic game, drawing, etc.) to consolidate the information received or update previously learned.

Integrated classes give the pupil a fairly broad and vivid idea of the world in which he lives, the relationship of phenomena and objects, mutual assistance, the existence of a diverse world of material and artistic culture. The main emphasis is not so much on the assimilation of certain knowledge, but on the development of figurative thinking. Integrated classes also require the mandatory development of the creative activity of pupils. This allows using the content of all sections of the program, attracting information from various fields of science, culture, art, referring to the phenomena and events of the surrounding life.

The main features of the integrated lesson include the synthesis of:

subjects of the educational cycle among themselves;

activities of two or more teachers, etc.

Integrated classes are built on the principles of integration both within and between subjects, through:

integration of the content of educational material in order to reveal the essence of knowledge, ideas;

teaching methods for the purpose of a comprehensive study of objects, phenomena;

theory and practice for the purpose of practical use of the knowledge acquired by children.

According to VT. Fomenko and E.Yu. Sukharevskaya, integration processes in preschool education are manifested at three levels: intra-, inter-subject, inter-system and have a high or low degree of integration, which significantly affects both the selection of content and the specific technologies of the teacher.

2.3 Methodology for preparing and conducting integrated classes

Before starting work on the implementation of integration into the DOE, it is necessary to perform a number of important actions:

determine the areas of knowledge, the integration of which is expedient and will contribute to the creation of a holistic view of the object of study in the child;

analyze and select from these areas such content, the integration of which is most important;

take into account program requirements and age characteristics of preschool children;

determine one or more basic directions for the integration of the content of education;

identify the basic principle of building a system of integrated classes (for example, thematic) and distribute the tasks and content of the lessons in accordance with it;

think over development tasks;

use a variety of activities that have the ability to integrate with each other (for example, dramatization of a fairy tale with construction from building material, musical accompaniment and the introduction of nominative and conceptual vocabulary into the active speech of children);

taking into account the peculiarities of the formation of different types of thinking of preschoolers, use a large amount of various visual and attribute material (demonstration, handout, game);

Use methods and techniques of a productive nature in working with children (problem situations, logical tasks, experimentation, modeling, etc.);

take into account a student-centered approach in the process of building, organizing and conducting integrated classes.

When planning and organizing integrated classes, it is important for a teacher to consider the following conditions:

obligatory consideration of the content of the basic kindergarten program;

in an integrated lesson, blocks from various subjects are combined, so it is extremely important to correctly determine the main goal of an integrated lesson. If the overall goal is defined, then only the information that is necessary for its implementation is taken from the content of the subjects;

when developing a lesson, it is necessary to highlight the main thing and use knowledge from adjacent sections that contribute to the assimilation of the main material, eliminate duplication, use advanced differentiated knowledge;

when planning, a careful choice of the type and structure of the lesson, methods and means of teaching, as well as determining the optimal load by various types of activities for children in the lesson, is required;

integration helps to relieve stress, overload, fatigue of children by switching them to a variety of activities during the lesson. When planning, a careful determination of the optimal load by various types of activities of pupils in the classroom is required;

when planning and conducting an integrated lesson by teachers, careful coordination of actions is required;

it is necessary to maintain a positive-emotional style of relations between adults and children in an integrated lesson, take into account the age, individual and psychological characteristics of the children of the group;

in integrated classes, it is advisable to use a variety of didactic games, developmental exercises, complex tasks, assignments, etc.

One of the important principles of planning an integrated lesson is to determine the ratio of familiar and new material. The latter must necessarily be based on existing and well-learned knowledge, which contributes to the rapid construction of associations, involving the child in solving a problem situation from his own experience. Great importance in integrated classes is given to the development of a child's communication skills as one of the most important factors in his readiness for school.

Integrated classes are the most important part of the system of interdisciplinary connections. Each of these classes is taught by two or more teachers. The material of such classes shows the unity of the processes taking place in the surrounding world, allows students to see the interdependence of various sciences. Therefore, the main and initial activity of the preschool educational institution in the implementation of the cultural approach to the integration of education is the integration and coordination of the activities of the preschool educational institution specialists (music director, additional education teachers, physical education instructor), the latter can initially be based only on the relationship of the content of education through integrated classes and integrated events ( holidays, leisure).

The essence of the integration of teachers in teaching children lies in its interdisciplinary and interactivity basis in the implementation of program material.

2.4 Analysis of the integrated session

In the course of the analysis, the teacher gets the opportunity to look at his lesson as if from the outside, to realize it as a phenomenon as a whole, to purposefully comprehend the totality of his own theoretical knowledge, methods, methods of work in their practical refraction in interaction with the group and specific students. This is a reflection that allows you to assess your strengths and weaknesses, to clarify individual points of an individual style of activity.

Criteria for evaluating the effectiveness of an integrated lesson: the quality of knowledge on the topic (direction, etc.): completeness, correctness, awareness;

the ability to establish the relationship of objects, phenomena and processes;

the attitude of pupils to the object, phenomenon, occupation.

The specifics of the analysis (according to S.V. Kulnevich)

1. The object of integration (culture, science, local history, people, technology, etc.).

in creating a new section (program);

a cycle (block) of periodically repeated classes;

single integrative classes.

4. Level (stage) of content integration in a section or lesson:

4.1. organically unified, integral new structure;

4.2. parallel existence in one lesson or program of various layers of material;

4.3. the stage of transition from the parallel connection of the material to an integral new structure.

5. The theme of the integrated lesson, the problem posed for children, the goal. novelty level.

6. Has the systematization of pupils' knowledge been achieved, has a holistic view of the subject (object, phenomenon) been formed?

7. Activities of teachers and pupils in preparation for an integrated lesson. Is this activity spontaneous or the result of careful preparation? What independent work or "homework" should have been done by the children before class; its purpose, scope, character? Do these classes facilitate the learning conditions for pupils or do they complicate their education in a preschool educational institution?

8. Forms of conducting an integrated lesson, types of activities of teachers and pupils. Do they combine reasonably, do they lead to the goal?

9. How many teachers participate in an integrated lesson?

Is cooperation between teachers carried out at an integrated level? How organic is it? Is someone pulling the "blanket" over themselves? Are the problems and the content of the lesson they conducted really the same? Are there any contradictions in the materials they use?

10. The results of the activities of children in an integrated lesson.

Have they developed a unified (integrated) view of the problem; the breadth of their horizons; culture of judgments, their argumentation; a culture of speech; emotional involvement in the problem.

Conclusion

Integrated classes in the pedagogical activity of a preschool educational institution:

are an effective means of shaping the personality of the teacher and the child; a means of increasing the professional competence of teachers;

lead to a decrease in static load through the use of different activities;

use the entire educational space not only of the group, but also of the kindergarten (offices, halls, hall, groups, territory of the kindergarten);

are used in the course of final lessons in order to generalize knowledge.

Due to the specifics of integrated classes that combine not only different types of activities, but also types of artistic creativity, there is a creative unity of children and teachers within the framework of any type of activity.

Integrated classes are a great opportunity to give children knowledge that is not in the program, but which require the implementation of the state standard, integrated classes provide an opportunity to give children knowledge in a complex, form a holistic picture of the world in children, apply a variety of methods of working with children, use individually differentiated approach to children.

Bibliography

1. Belaya, K.Yu. and others. Integration - as the main tool for creating a new model of preschool educational institutions [text] // Management of preschool educational institutions. 2003. No. 4.-S. 105-109.

2. Berulava, M.N. Integration of the content of education [text]: M., 1993.-162 p.

3.Doronova, T.N. Rainbow: Program and methodological guide for the upbringing, development and education of children 6-7 years old in kindergarten [text]: M., 1997.-206 p.

4. Zmanovsky Yu.F. Psychophysiological and psychological characteristics of six-year-old children [text]//Preschool education. 1983. No. 2.-S. 22-26.

5. Ivanov, V.G. Theory of education integration [text]: Ufa, 2005.-128 p.

6. Comprehensive classes for the development of creative abilities of preschoolers: Method, manual [text] / Ed. N.V. Korchalovskaya, G. D. Posevina. Rostov n / a, 2004.-168 p.

7. Mayer, A.A. Integration and coordination of specialists of the preschool educational institution within the framework of a single space for the development of the child // Management of the preschool educational institution. 2004. No. 6.-S. 103-106.

8.Martynova, M.V. Integrated learning. Pedagogical technologies. Types and forms of integrated lessons [text]: Tomsk, 2003.-153 p.

9. Pavlenko, I.N. An integrated approach to teaching preschoolers [text] // Management of preschool educational institutions. 2005. No. 5.-S. 99-102.

10. Psychology of preschool children. Development of cognitive processes [text] / Ed. A.V. Zaporozhets. M., 1964.-247 p.

GCD for children of the younger group "Journey through the Land of games and toys"

Anufrieva Irina Viktorovna, senior educator, MDOU "Bell" b. Dukhovnitskoye, Saratov Region".

Material Description: I bring to the attention of preschool teachers a developmental lesson for young children. This lesson can also be used by parents for children who do not attend preschool institutions (such classes play an important role not only for development, but also for adaptation, socialization of children before kindergarten). The lesson includes several stages with various tasks, physical minutes, games. You can, if you wish, form several lessons from this lesson by adding elements of health saving.

Advice for parents: Preschool age is the most intensive period for the development of basic mental processes in a child. Therefore, at this age it is very important to provide the necessary conditions conducive to the development of children. There is an opinion that a purposeful approach to the development of children is not necessary at an early preschool age. The vast majority of young children spend this period in the family, where the focus is most often on caring for the baby. However, it is during this period that cognitive activity is formed in children, the basic mental processes, creative possibilities develop, and the skills of relationships with other people are laid. Their formation requires a professional approach on the part of an adult, certain forms of communication and joint activities with the child. Don't miss this time!

Integration of educational areas:"Cognitive development", "Social and communicative development", "Artistic and aesthetic development", "Physical development"
The purpose of the developmental lesson: the development of various areas of activity of children of primary preschool age (more specifically, the goal is described at each stage of the lesson).
Course progress.
1. Organizational moment.
Target: organization of children, creating an emotional mood for the lesson, the formation of communication skills.
Material: apple tree of knowledge - a silhouette of a tree, cut out of plywood or thick cardboard and covered with flannel, apples (according to the number of children) - small balls covered with Velcro fabric.
Children sit in a circle, say hello, say their name and attach an apple to an apple tree (an adult can name the child).
2. Development of mathematical concepts. "Cubes and Pyramids"
Target: the formation of the ability to distinguish between equality and inequality of groups of objects, expressing the results in speech; name numerals in order, pointing to objects; refer the last numeral to the entire recalculated group; develop color perception: lay out rows of objects of different colors according to the model.
Material: demonstration - cubes and cylinders (balls) of different colors (5 pcs.); handout - pictures with images of the corresponding toys (5 of each type); cards with numbers 1, 2, 3, 4, 5.

The teacher says that today they will travel around the Land of Games and Toys. First they will count the toys. He takes out a basket of toys and puts it on the table. Then, in turn, he takes out toys of the same type and puts them in a row, accompanying the recount with explanations using ordinal numbers: “What do I have there? Here is the first cube. He is red. And here is the second cube. He is yellow. (Etc.) How many cubes did I get? (counts with the children). Five dice.
Then the teacher gives the children cards with cubes of five colors and asks them to arrange them in the same order.
After the cards are laid out, the teacher returns to the basket: “But I have more toys in the basket. What is there? Cylinders".
Next, the teacher in a similar way takes out cylinders (balls) from the basket and puts them behind cubes of the same color. After that, the children receive cards with images of cylinders and arrange them in a row.
- What color is the cube and the cylinder in the first place? (Reds) And on the second one? (Yellow, etc.) Now let's count. How many cubes and how many cylinders do we have. Children count, and then lay out cards with numbers near the rows of toys.

In conclusion, the teacher takes out various building materials from the basket and offers to build a fabulous building.

Fizkultminutka. Dynamic exercise "Counting bunnies."
The teacher reads the rhyme, the children, together with adults, perform movements in the text.
One, two, three, four, five (Children walk in a circle.)
Let's count the bunnies. (Raise hands to head, depicting hare ears)
Gray bunny - One, two, three (Clap your hands three times.)
White bunny - One, two, three (Clap your hands three times.)
How many bunnies, look (Spread their arms wide to the sides.)
3. Preparation for literacy "Toys for dolls"
Target: consolidating knowledge about the sound [y] and the letter “y”, developing the skills of intonation of the sound “y” in words, recognizing words that have this sound by ear.
Material: demonstration - 3 dolls; handout - cards with the letters "y", toys and cards with images of objects that have the sound [y] in their names.
The teacher puts three dolls on the table. The dolls greet the children and say that they have no toys, they have nothing to play with. The teacher offers to give toys to the dolls. One doll is given to At beep, the second - rattle At shku, the third - d At dku. When distributing toys, the teacher himself emphasizes with his voice, intones the sound “u” and encourages children to intonation the sound, stretching it out.

After that, the teacher shows the children cards with images of objects that have the sound [y] in the name and asks them to pronounce their names, holding out the sound “y” and distribute the cards to the dolls.
Practical task at the request of children: children draw the letter “U” with a stick on a “plasticine cake” and lay it out according to the pattern with peas. "Plasticine cakes" can be prepared using nylon lids.

Fizkultminutka. Ball games "Roll the ball into the goal"
The teacher lays out a fairly wide gate of cubes on one side of the room, and lays out a tape on the other. Children must roll the ball from the ribbon into the goal.
4. Experimental activities. Water game.
"Get the treasure from the bottom of the sea"
Target: development of cognitive interests, research activities, attention, coordination of movements.
Material: a container of water, pebbles and shells, napkins, towels.

At the bottom of the container, to which water is poured, there are shells, pebbles, small objects at a depth of 15-20 cm. Children are looking for a “treasure”. To do this, each child in turn will try to get it by choosing the object they like, a pebble, a shell.
Fizkultminutka. Mobile game "Mom's helpers".
The teacher distributes handkerchiefs to the children, and the children imitate the washing movements:
We are remote guys - we erase everything ourselves,
Three handkerchiefs, help mom.
And now everyone stretched, together we caved in with our backs
One, 2, 3, 4, 5 - now we will rinse ...
The exercise is repeated several times if desired.
5. Development of speech and construction from paper
"Boat and Sail"
Target: familiarization with a work of art, learning to understand the meaning of the content, answer the teacher's questions, fold a boat out of a paper square.
Material: demo - plot picture; handout - a square cut out of two-color paper (5 x 5 cm).
The teacher shows the children a picture where children launch boats on the river.

Reads the story of L.H. Tolstoy "Boat":
- Spring has come, water has flowed. The children took the boards, made a boat, launched the boat on the water. The boat swam, and the children ran after it, shouting, they didn’t see anything in front of them and fell into a puddle.
Questions:
What did the children make the boat out of?
Where did they put the boat?
What were the children doing?
What happened to them?
The teacher reads the story again. Offers to make a boat out of a magic square. Distribute one square of colored paper to the children. Children name its color, draw a finger along the contour, determining its shape.
The next part of the exercise requires the active assistance of an adult.
The square decided to go on a journey by sea. To do this, he first turns into a sail (the teacher folds the square in half diagonally and glues the corners), then it turns into a boat (the teacher folds the square in half diagonally and bends the right angle down and also glues the parts together). - To go on a trip, you need to check the sail: run your finger along the contour, count the angles and sides. To go on a trip, you need to check the boat (played out in the same way). After that, the sail and the boat are glued together.

Fizkultminutka. Self massage
Children sit (or lie) on pillows, to relaxing music they do self-massage using massage balls, rollers, etc.
6. Masterilki
Drawing with paints "Sea waves"
Target : teaching the ability to draw wavy lines with paints, developing observation skills.
Material: demonstration - a picture depicting sea or river waves; distributing - a boat made by children under sail from the previous exercise.

Hello my dear readers! I, Tatyana Sukhikh, am glad to have a new opportunity to help you understand the complex issues related to our profession. Today I would like to tell you how a complex lesson differs from an integrated one, because, as I understand it, even experienced teachers experience difficulties in distinguishing between these concepts.

It seems to me that the essence of the problem lies in the fact that integrated lessons in dow began to be held not so long ago. Of course, this is no longer know-how, but this definition entered pedagogy only in the 90s of the twentieth century. In addition, such a concept as a complex integrated lesson is often used in the literature. And how can you figure out what the differences are, and even draw up a clear plan of nodes?

I think that it will be much easier to study the features of each of the classes with specific examples. For my part, I can recommend some interesting manuals for teachers, which, in my opinion, give a visual idea of the structure, goals and objectives of both lessons.

Comprehensive lessons are conveniently divided into topics with a focus on the fact that the teacher will be able to conduct them every week, in the book N. S. Golitsyna "Synopses of complex thematic classes" for the senior group. It seems to me that in the future it will be possible to take these notes as a model in preparation for independent lessons and on other topics, since they are well-composed.

Similar benefits, by the way, are available for preschoolers of different ages. For example, the orientation of this book is already the preparatory group. Here are the summaries for the entire academic year.

As for integrated classes, for their implementation with children of the same age there are book by A. V. Adzhi, which contains notes of such lessons for the preparatory group of the kindergarten. In it, I found a description of about a hundred classes aimed at the speech development of children of six or seven years old and the activation of their cognitive activity.

Of course, I have indicated here a far from complete list of useful benefits, but only shared my own experience. I would be glad if you also share useful books on our topic. Tell us, what literature do you use, dear colleagues?

Common features of integrated and complex lessons

Agree, it is difficult to understand how a complex lesson differs from an integrated one, also because in literature one concept is often replaced by another. Have you also encountered this problem? There is also a combined lesson. How do you understand what its specialty is?

For me, the situation cleared up a little when, armed with the above literature and based on personal experience, I identified some similarities between integrated and complex lessons:

The content of both classes is concentrated around one topic, in contrast to the combined one, where, as I understand it, different types of activities simply follow each other.
Such thematic lessons suggest the presence of interdisciplinary connections.
Both of them are multidirectional, not subject.
During them, a logically justified and plot-related change of various types of activity in children (cognitive, physical, speech, musical, artistic) necessarily takes place.

Features of integrated classes

Despite the similarities, comprehensive and integrated lessons show a different approach to learning. Correct me if I'm wrong! What is special about each activity? Let me tell you how I understand it for myself. Perhaps you see the situation somehow differently, I will be glad for your comments, since the topic is really very difficult!

I think that concrete examples will make my explanation more clear, so let's assume that we are considering the topic "Spring" in the senior group of the preschool educational institution:

By integrating blocks from various disciplines, we will create in children a holistic knowledge of our topic, that is, form their idea of spring as a seasonal phenomenon.
During this lesson, students will definitely get new knowledge! But at the same time, it is also important that they already have some kind of “baggage” of ideas about spring. Otherwise, we simply will not have anything to build a conversation on, right?
Planning a lesson involves constructing the material in a certain way, with the construction of a clear and thoughtful scheme. I usually use mind maps. In this case, we will have a key concept (“spring”) in the center, and other concepts (seasons, flowers, wintering and migratory birds, the main signs of spring, etc.) will already be logically connected with it. And how is the preparation of the abstract going for you, tell me?

What is important to remember?

Here is another important property: the types of children's activities in such a lesson cannot be strictly divided, they will smoothly flow into one another. We can organize the cognitive activity of pupils in such a way that they will remember the different seasons, analyze seasonal changes, learn to distinguish and group spring flowers, migratory and wintering birds.

Then, unobtrusively, you can move on to a speech game, which takes place in the form of reading poetry about spring. Physical activity is, for example, the outdoor game “Spring Flowers”, and artistic activity is a drawing or application “Snowdrop”.

I think such lessons can be held in the middle group of the preschool educational institution, only the form of presenting the material, of course, will be simpler. If you have, for example, 2 younger groups, then the lesson dedicated to spring will most likely be complex, since for kids all classes are basically the same.

Well, these are just my examples. And how do you conduct integrated classes in kindergarten? Maybe you can still highlight some features that I did not take into account, share your experience!

I almost forgot, I can still recommend you one good allowance N. N. Leonova "Artistic and aesthetic development of children 5-7 years old". It contains abstracts of lessons that involve teaching children visual activities in non-standard ways. Very interesting, in my opinion!

The essence of a comprehensive lesson

Well, we figured out the integrated lessons, now let's move on to the complex ones. Usually they are built on material already familiar to students. A certain common theme is also taken as a basis, and the diverse activities of students are built around it. For example, the theme of spring can be devoted to the lesson “The Adventures of a Cheerful Snowdrop”, “In a Spring Clearing”, etc. You can think of any name!

Of course, it is assumed that the children already know that the snowdrop is a spring flower, so this will be rather an average than a younger group. Here's what is important: during this lesson, the guys do not expand their knowledge about the properties of this flower and do not learn about why it appears earlier than the rest. Snowdrop is only the main acting character.

Here is how the activities of pupils, united by a common theme, can be organized:

The speech development of students can take the form of an entertaining conversation, during which the teacher will also demonstrate paintings by artists, children's drawings depicting the arrival of spring. This stage also includes cognitive activity.
Further, together with the Snowdrop on a cheerful train, the guys can go to the spring meadow in the forest (the outdoor game "Chukh-Chukh" for physical development).
On the way, having met a stream, they will sing along with him a cheerful song (musical development).
In the clearing they will collect and count snowdrops (mathematical development).
At the end of their journey, they will make a spring appliqué (artistic development).

The change of actions during such a session is usually very clear. This is due to the fact that they are aimed at developing certain skills, and not at the formation of holistic ideas about spring, as a seasonal change, in our case.

Children 4–5 years old attend the middle group of the preschool educational institution. This is the middle preschool age, which means that the guys are gradually starting to prepare for school life. The main tasks during this period are the development of existing abilities and the replenishment of the accumulated baggage of knowledge. To do this, kindergartens conduct integrated and comprehensive classes.

Theoretical foundations for conducting integrated and comprehensive classes in the middle group of preschool educational institutions

A child of 4–5 years old perceives the world around him as indivisible. He cannot isolate a separate object and does not consider it within the limits of only one branch. For example, a preschooler cannot say that numbers are from mathematics, plants and animals are from getting to know the world around them, letters are from reading or writing, etc. Therefore, it is necessary to conduct integrated and comprehensive classes that combine materials from several areas related to particular phenomenon or concept.

Integrated and complex lessons include techniques aimed at revealing the essence of a particular topic in various activities that are interpenetrating and complementary. The main feature is that the topic is revealed most fully and deeply, but the lesson lasts as usual. As a result of such a busy activity, the children's motivation to study increases, in addition, there is more time for walks or outdoor games.

Comprehensive and integrated classes are dynamic and include various activities of pupils

Common features and main differences

The common points of an integrated and complex lesson are:

building around a specific topic;
the presence of interdisciplinary connections;
multidirectional actions;
a combination of several types of activity (speech, artistic, musical, cognitive, physical).

Both in integrated and complex classes, pupils are actively involved in activities with the help of game moments, because the game is the leading activity in preschool age.

A complex lesson can be built around the main character, for example, a cat. Children can perform various tasks: cognitive (a conversation with a cat about polite words), physical (an outdoor game with a cat), counting (count how many antennae a cat has), etc. It turns out that the tasks are connected by one topic, but each of them performs its task. Any of the tasks can be used as a contest or a mini-game. The implementation of such actions does not lead to the systematization and expansion of knowledge, in contrast to the tasks of an integrated lesson.

The main difference between an integrated lesson and a complex one is that it is almost impossible to divide it into components. This activity involves a smooth transition from one activity to another through the integration of blocks from different disciplines. For example, a lesson about spring may include tasks to remember other seasons and their features, and such concepts as flowers, animals, birds, weather, etc. will be included in the topic gradually. It will turn out a holistic lesson, it is very difficult to isolate a separate block from it.

Targets and goals

The overall goal of both an integrated and a complex lesson is to uncover the essence of a particular topic through a combination of various activities.

Tasks may vary depending on the topic of the lesson:

educational - to consolidate children's knowledge of objects or phenomena, expand their understanding of their properties, activate and enrich vocabulary, consolidate previously acquired skills;
developing - to develop memory, speech, attention, coordination, fine motor skills, the ability to express one's thoughts;
educational - to cultivate a benevolent attitude towards people, animals, respect for nature, the ability to cooperate.

The objectives of the lesson depend on the chosen topic and the subject areas studied

tricks

To achieve the goals, you can use the following techniques that are relevant for the middle group of kindergarten:

Techniques for setting goals and motivating students:
- commenting on actions
- game methods.
Activation:
- conversation,
- guessing riddles or puzzles,
- setting problematic questions (“how did you understand this?”, “explain”, “prove”, etc.),
- analysis of activities and conclusions.
Organization of practical activities for children:
- display pictures,
- listening to audio recordings
- independent performance of tasks by children.
Maintaining Interest:
- choice offer,
- physical education,
- musical accompaniment,
- alternation of activities.
Evaluation methods:
- praise,
- joint discussion of the results of the lesson,
- mutual help of children.

In the classroom with preschoolers, visibility plays an important role

Methodological methods of organizing a complex or integrated lesson can also be: a psychological mood, a surprise moment, encouragement, explanation, indication, artistic word, etc.

How to conduct an integrated and comprehensive lesson in the middle group

Differences between an integrated and a comprehensive lesson begin to emerge already at the stage of preparation. If the essence of the topic can be revealed through successive activities, then a complex lesson should be chosen. To prepare it, you will need:

Choose a general theme based on material already familiar to the children, for example, "Spring".
Choose a narrower topic (or a specific character) to organize the activities of preschoolers around her / him. Within the framework of the theme of spring, these can be the activities “Awakening the bear”, “Adventures of the snowdrop” or “Funny games in the spring meadow”, etc.
Come up with tasks for organizing the activities of the children, united by the chosen topic. For example, if the theme “Adventures of a snowdrop” is chosen, then you can include in the lesson such types of tasks as viewing pictures depicting this plant, or invite children to draw a flower on their own, the game “Who is faster”, during which they collect snowdrops from paper in baskets, or learning a little song.

Preparing an integrated lesson will take more time. To organize it, you need to choose a topic about which the children already have an idea, and think over the lesson scheme in detail. You can use a smart card for this. It is an outline that contains all aspects of the study of a topic. The key word is in the center. All other concepts on the topic are offshoots from the central term. With the help of such a map, it becomes easier to simulate and conduct a lesson.

For example, for an integrated lesson on the topic "Winter", the main concept will be "Winter", it is located in the center. Branches will be words that reveal the essence of the season, for example, warm clothes, a snowman, snowflakes, New Year, etc. The scheme can be supplemented indefinitely, but you need to remember that the lesson should not be long. Often integrated classes, united by a common theme, are held in a series. You can prepare the necessary material and make such a mind map at the end of the lesson with the children.

A pre-compiled mind map will help organize information on a topic

At the age of 4-5 years, preschoolers show a special curiosity to everything that surrounds them, they learn to interact with the outside world. Comprehensive and integrated classes in the middle group allow children to expand their knowledge of subjects, learn about their purpose and features, and include games, exercises and tasks that contribute to the development of speech, thinking and creative abilities in preschoolers.

Topics of integrated and complex classes in various subjects

Integrated and comprehensive classes can be conducted in a variety of subjects:

In the course of a mathematical lesson called “The bunnies went to the lawn”, you can repeat the concepts of “a lot” and “little” with the children, count the ears, paws and other parts of the body of animals. The lesson "Building a house" will introduce children to new geometric shapes. An interesting integrated lesson can turn out based on famous fairy tales, for example, “Ryaba the Hen”, where all the characters consist of geometric shapes and are clearly demonstrated.
The development of speech takes place in the classroom, where parts of the body of people and animals are studied and compared (“Paws and pens”), a description of objects and actions (“My Day”).
In the classroom around the world, you can study fruits and berries (“Cooking jam”) or species of animals (“Going to the zoo”), plants (“Walking in the forest”).
Musical integrated and complex classes can be devoted to preparing for the holiday, and not necessarily the well-known New Year or March 8, you can conduct a lesson dedicated to Dad's Day or Sweet Tooth Day.

In the classroom, children can get acquainted with a variety of areas of human activity.

Time plan and lesson structure

Children 4–5 years old can hold their attention for no more than 15–20 minutes, this must be taken into account when preparing and conducting a lesson. In the case of integrated and complex classes, where activities are constantly replacing each other, the total time for conducting can be within the time frame of 30-35 minutes.

A comprehensive lesson in mathematics may have the following structure:

Greeting, attitude to work, repetition of previously covered material, for example, the game “What has changed” to compare the width and length of objects (from 3 to 5 minutes).
Introduction to a new topic, such as measuring the length and width of a rectangular object using multi-colored ribbons (may be further complicated to a ruler or measuring tape) (5-7 minutes).
Independent performance by children of a similar task (7-10 minutes).
Generalization of the learned material during the game "Who is longer" (5-7 minutes).
Summing up (3-5 minutes).

An important role in the conduct of the lesson is played by the mood of children for work.

The structure of an integrated lesson about the time of the year according to the structure can be as follows:

Set to work (game to compare the chosen one with three other seasons) (3-5 minutes).
Reading a fairy tale about the season (5-7 minutes).
A game based on a fairy tale read (3-5 minutes).
Summing up, discussing the characters, making a collage on the theme "Winter", etc. (5-7 minutes).

Lesson summary

The lesson plan should include the following information:

the purpose of the lesson;
tasks;
necessary materials;
course of the lesson.

The most impressive component is the course of the lesson. It describes 3 parts that make up any lesson:

Introductory - tunes in to work, the topic and purpose of the lesson are indicated.
Main - contains the main tasks, during which the goals and objectives are fulfilled.
Final - summarizes the activity.

The introductory part (3-5 minutes) includes 3 points:

organizational (attracting the attention of children, a reminder of the rules of discipline, etc.);
interesting (the appearance of a fairy-tale character, guessing a riddle, etc.);
communication of the purpose of the lesson.

The main part (20-25 minutes) consists of games and tasks on a specific topic.

If the teacher noticed that the children were tired, you can include a physical education session on the relevant topic in the course of the lesson.

The final part (3-5 minutes) includes:

generalization, recall and discussion of tasks;
assessment of children in general and by name (in the younger preschool age, we indicate only positive points);
creating a favorable environment that makes you want to come to such an activity again (a game or a song, tips, recommendations, etc.);
transition to another activity.

Table: an example of a summary of a comprehensive lesson in the middle group

Name	"Journey into the magical world of emotions"
Target	To acquaint children with the types of emotions and teach them to distinguish.
Tasks	Developing: develop the ability to use expressive means: intonation, facial expressions, gestures; develop imagination. Educational: expand vocabulary; consolidate knowledge of intonation. Educational: teach children to be responsive; cultivate a sense of empathy; develop interpersonal skills.
Necessary materials	Audio recordings; wallpaper and felt-tip pens; a picture of a flower with two emotions (sadness and joy) depicted on different sides; toys; cards depicting various emotions (joy, anger, calmness, etc.).
Lesson progress	The teacher greets the children: Hello kids, Girls and boys. How beautiful are all Smart and strong! Come on, everyone sit in a circle, To our green meadow. Look at the neighbors You will talk to them. Who is pretty here? Who's the cutest one here? All of us are pretty All of us are cute! V .: Today we will make a journey through the magical land of emotions. Will everyone behave well? No one will scream, stomp loudly, clap and cry? Then let's go! And we will fly to a magical land on this magic carpet. But I don’t know how to get there, so now a good gnome will come to us, he will show us the way. A gnome appears, greets the children, seats everyone on the carpet, and sits in front himself. Audio recording is turned on. V .: We are already approaching the land of emotions. Look, guys, we are landing on the Smeshinka clearing. In this clearing, everyone is smiling and having fun. Like this. (Shows a picture with a funny smiley). And now we all get up in a circle, hold hands and look up at the sun. Let's all smile at the sun! Sunny-sunny, come to us as soon as possible, caress our cheeks. Gnome: Well done guys, now I also want to have fun with you. V .: How good, fun and joyful we are. But not everyone seems to be. Suitable for food. V .: Oh, what an angry hedgehog. Here's one. (Shows an angry smiley). Lived yes there was an angry hedgehog, Scared everyone with needles, He didn't make friends with anyone. And sat under the tree. So he was angry - fyr-fyr-fyr! And he was angry - fir-fir-fir! He grumbled - pshsh-pshsh-pshsh! And shouted - pshsh-pshsh-pshsh! How awful - rrrr! Calm down, dear hedgehog, So you won't find friends. Clench your fists tighter Drive away the anger! If you are very angry, Angry at someone Squeeze your hands, close your eyes, (children clench their fists) And quietly say: "I am calm, I do not cry, And I don't kick my feet. And I won't get angry Anger won't do at all!" (clench fists, blow) We count to five together And rest easy: One, two, three, four, five! You need to be quiet. The gnome and the children lie down on the mat. AT.: Everyone lay down calmly Rested, took a nap. But it's time to wake up Stand up, smile! A sad bear sits in a clearing, The bear is tired, the bear wants to go to his mother. Bear, bear, don't be bored Better play with us! Dwarf: Let's sing a song about a bear together? They sing the song "Clumsy Bear", make movements. Gnome: Hooray, the bear is merry! But look, here's a flower. He is also sad. Flower, why are you sad? He says he is sad because he has no friends. Q: Shall we cheer him up? Shall we draw funny friends for him? Everyone sits on the floor and paints flowers with smiles on a large piece of wallpaper. Gnome: Look, guys, the flower is now cheerful. We flew further through the country of Emotions. Everyone sits down on the carpet, the Dwarf is in front. The music turns on. V .: Guys, we arrived. Look at our gnome, how calm he is. Like this (shows a calm smiley face). Our dwarf got up early today, And stretched sweetly. In a calm mood He must have woken up. He has peace of mind He walks easily He is fine, of course. Even though he doesn't smile. We are pleased to be next to the gnome, We love talking to him We don't want to go back Get out of this story. V .: The gnome remains here, in a fairy-tale land of emotions, and it's time for us to fly home. Get on our flying carpet. The music turns on, the children sit on the carpet. V .: Well, while we are flying on the carpet, let's once again recall the emotions that we met today. Let's show everything (show). It's great that we helped the bear, and the flower, and the hedgehog, and also met the gnome, right? All such good fellows. (Highlights the most active). OK it's all over Now. On the carpet we flew All emotions are known. Oh, yes, children, well done, Daredevil and brave!

Photo gallery: cards with images of emotions

A calm emoticon demonstrates a smooth emotional background
Angry emoticon expresses negative emotions
The smiley is sad because he has no friends. The cheerful smiley shows joy and pleasure.

How to conduct a final integrated and comprehensive lesson

The final integrated or complex lesson is held at the end of the academic year. The main task of such a lesson should be to generalize and consolidate the knowledge gained by children over the entire year. This task is very extensive, so a large number of activities are included in the lesson. The final lesson in duration should not exceed the usual. There should be no difference in its structure and level of complexity.

It is more convenient to organize the final complex lesson in the form of a journey through the stations, where children will be given various tasks (for example, “Magic Journey to the Forest”). The final integrated lesson can be carried out in the form of a game in a fairy tale known to children, the heroes of which they will become for a while, and then help the characters complete tasks (for example, “In search of a magic chest”).

The arrival of a fairy-tale character in the group will help maintain the interest of children throughout the lesson.

Among other things, the final lessons develop a sense of unity among the pupils of the group, cohesion, teach children to act in concert.

Portal for the student. Self-training