» Mendeleev primary school-kindergarten Group No. 3 Educator: Tsigankova Yu.V.
capable of ensuring the socio-cultural development of a preschooler to meet the needs of the current and immediate creative development the child's development of his abilities through inclusion in active cognitive and creative activity Subject-developing environment is an organized living space
providing the opportunity to communicate and joint activities children and adults, motor activity children, as well as opportunities for solitude (FSES DO) The purpose of creating a subject-developing environment
The developing object-spatial environment should provide: the implementation of various educational programs; necessary conditions for the organization of inclusive education (correction of speech and other disorders); taking into account national-cultural, climatic conditions; taking into account the age characteristics of children.
The developing object-spatial environment should be: rich in content, transformable, multifunctional, variable, accessible, safe. Requirements for building a PRS:
Requirements for the construction of the RRS: 1) The saturation of the environment must correspond to the age capabilities of the children and the content of the Program. The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program). Organization educational space and a variety of materials, equipment and inventory should provide: play, cognitive, research and creative activity of all pupils, experimentation with materials available to children (including sand and water); motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions; emotional well-being of children in interaction with the object-spatial environment; opportunity for children to express themselves.
Requirements for the construction of the SRS: 2) The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children; 3) The multifunctionality of materials implies: the possibility of diverse use of various components subject environment, for example, children's furniture, mats, soft modules, screens, etc.; the presence in the Group of polyfunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in different types children's activity (including as substitute items in a children's game).
Requirements for the construction of the RRS: 4) The variability of the environment implies: the presence in the Group of various spaces (for playing, constructing, solitude, etc.), as well as a variety of materials, games, toys and equipment that provide free choice children; periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.
Requirements for the construction of the RRS: 5) Accessibility of the environment implies: free access for children, including children with disabilities, to games, toys, materials, manuals that provide all the main types of children's activities; serviceability and safety of materials and equipment.
Requirements for the construction of the PRS: 6) Security of subject- spatial environment assumes the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.
We are on duty.
Role Playing Games Barber Family
Store Hospital
Organization of the environment for cognitive development Sensory Center Center for building games
Center for Environmental Education
Creating a vegetable garden on the windowsill Planting onions Preparing peas for planting
Our garden
First harvest
We with our colleagues kindergarten constantly level up vocational training and share our experience: we conduct master classes. and one of these master classes I introduced my colleagues to the quilling technique. Using this technique, we made characters for the fairy tale "Teremok". I brought all the attributes made in this technique to our center of theatrical activity
Theatrical activity "Teremok."
The conditions for the development of the game are also the conditions for the development of children
The conditions for the development of the game are provided by adults. Space: it is difficult for children to play if we oversaturate the space and there are no substitute objects. There should not be an excess of toys. There should be materials that can be used, items that stimulate imagination and creativity. Calm: (so that adults do not distract), measured and calm speech of an adult, calm and confident movements. Ha quick actions children do not react (children are "lost"). It is necessary to sit down and hear a specific child (open this “door” in oneself), the conflict in the group decreases. Time: (specially allocated for play) - children need to know that they have time. Otherwise, the child behaves like a "compressed spring" and this causes him anxiety. An adult must be ready to join the game as a psychological support.
Building a PRS based on the types of children's activities Self-service and elementary household work Communicative Perception of fiction Musical Motor Visual Design (designers, models, paper, natural and waste material) Cognitive research
Building a PRS based on the types of children's activities
Developing environment - a means of supporting children's initiative IMPORTANT: Create space for children to play and activities Give them the opportunity and time
THANK YOU FOR YOUR ATTENTION! INTERESTING IDEAS IN WORKING WITH CHILDREN!
I am the week
J. day
May __________
Detailed planning
WALK (see Appendix No. 1)
J. day
May __________
Detailed planning
STROLL
J. day
May __________
Detailed planning
STROLL
J. day
May __________
Detailed planning
STROLL
J. day
May __________
Detailed planning
STROLL
THEME WEEK ANALYSIS:
In the first week, I was able to
I managed to establish contact with colleagues of the preschool educational institution immediately (not immediately) ______________________________________________________________________________________________________________________________
I managed to establish contact with the children of the preschool educational institution immediately (not immediately) ________________________________________________________________________________________________________________________________________________________________________________________________
Contact with preschool parents I managed to fix it right away (not right away) ________________________________________________________________________________________________________________________________________________________________________________________________
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J. day
May __________
Detailed planning
STROLL
J. day
May __________
Detailed planning
STROLL
J. day
May __________
Detailed planning
STROLL
J. day
May __________
Detailed planning
STROLL
J. day
May __________
Detailed planning
STROLL
THEME WEEK ANALYSIS:
The topic of the week was planned by me: ___________________________
During the implementation perspective plan noticed the following __________________________________________________________________________________________________________________________________________________________________________________________
In the second week I succeeded ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What has been done to create a subject-spatial environment ______________________________________________________________________________________________________________________________
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In the process of observing children, I noticed the following features ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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What am I glad about?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
My failures_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What do I need to do to prevent them?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What will I take in methodical piggy bank for the report:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
J. day
June __________
Detailed planning
J. day
June __________
Detailed planning
STROLL
J. day
June __________
Detailed planning
STROLL
J. day
June __________
Detailed planning
STROLL
J. day
June __________
Detailed planning
STROLL
THEME WEEK ANALYSIS:
The topic of the week was planned by me: ___________________________
During the implementation of the long-term plan, I noticed the following __________________________________________________________________________________________________________________________________________________________________________________________
On the third week, I succeeded _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In the process of observing children, I noticed the following features ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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What am I glad about?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
My failures_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What do I need to do to prevent them?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What will I take into the methodical piggy bank for the report: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
DETAILED ANALYSIS OF THE SUMMER INTERNSHIP IN MDOU _________________________________________________________
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INTERNSHIP DURING THE PERIOD FROM _______ TO______________
I noticed the following features of the kindergarten ________________________________________________________________________________________________________________________________________________________________________________________________
Individual and age characteristics of children ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The activity of the kindergarten in the summer recreation period is different in that _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Analyzing the object-spatial environment of the entire kindergarten, we can conclude ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
IN THE PROCESS OF PRACTICE I MANAGED TO REALIZE ___________________________________________________
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APPENDIX №1
Prepared by senior educator T.V. Tregubenko
In preschool education today there are big changes, the basis of which was laid by the state, which shows great interest in the development of this area. In order to improve the upbringing and education of preschoolers, the Federal State Educational Standards were introduced preschool education, approved by SanPiN for the device, content and organization of the operating mode in preschool organizations, from 01.09.2013 new the federal law"On Education in the Russian Federation". the main objective policies in the field of preschool education - quality education for preschoolers. At present, preschool institutions can choose priority areas, programs, types educational services, new forms of work focused on interests teaching staff and parents.
For the first time in history Russian education GEF preschool education is a document that federal level determines what the main general educational program of a preschool institution should be, what it determines the goals, content of education and how the educational process is organized.
The introduction of the GEF of preschool education is due to the need to standardize the content of preschool education in order to provide each child with equal starting opportunities for successful learning at school.
However, the standardization of preschool education does not provide for strict requirements for children. preschool age, does not consider them in a rigid "standard" framework.
OOP is a model of organization educational process DOW. The main general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with the level of development that will allow him to be successful in further education, i.e. at school and should be carried out by every preschool institution.
In the current conditions, according to many experts, the role of planning in the management of education is significantly increasing. Competently compiled models of the educational process in preschool educational institutions serve as a guide for teachers, help to solve problems quality education.
A holistic educational process in a preschool educational institution is a systemic, holistic, developing over time and within a certain system, purposeful process interaction between adults and children, which is personality-oriented, aimed at achieving socially significant results, designed to lead to a transformation personality traits and qualities of pupils. The educational process provides each individual with the opportunity to satisfy their developmental needs, develop their potential abilities, preserve their individuality, and fulfill themselves.
The educational process should:
Combine principles scientific validity and practical applicability;
Meet the criteria of completeness, necessity and sufficiency;
To ensure the unity of the educational, developmental and teaching goals and objectives of the process of educating children.
The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participating in its design of subjects of different levels - from the state to a particular teacher, parent and child.
To design an optimal model of the educational process in accordance with the Federal State Educational Standard, it is necessary to remember what are the main educational models currently exist in the DOE.
Three models of organizing the educational process in a preschool educational institution
Training model
In recent years, it has been actively used in preschool educational institutions. Organization of the educational process in preschool based on the principle of divided teaching methodologies, each of which has its own construction logic. In this model, the position of an adult is that of a teacher: the initiative and direction of activity entirely belong to him. The model is designed for advance hard programming educational environment in the form of methods. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form “ teaching aids". attractiveness training model for practitioners is determined by its high manufacturability, accessibility to a professionally trained teacher. To help the teacher, a lot of notes are published - developments on individual methods, the content of which is not related to each other.
Complex-thematic model
At the heart of the organization educational content a topic is posed, which acts as communicated knowledge and is presented in an emotional-figurative form. The implementation of the theme in various types of children's activities (“living” by the child) forces the adult to choose a freer position, bringing it closer to a partner.
The organization of the subject environment in this model becomes less rigid, the creativity of the teacher is included.
The set of topics is determined by the educator and this makes the entire educational process systematic. However, in general, the educational process is aimed rather at expanding the child's ideas about the world around them than at its development. This model is more often used by teachers - speech therapists.
The model presents quite high requirements to common culture and creative and pedagogical potential educator, since the selection of topics is a complex process.
Restriction of the educational environment only by the subject material and the emphasis on the self-development of the child in this model leads to the loss of the systematic educational process and sharply narrows the cultural horizons of the preschooler. At the same time, like educational this model technological and does not require creative efforts from an adult.
Conclusion: the features of these prototype models must be kept in mind when designing an optimal model of the educational process for preschool children. Possible use positive aspects complex-thematic and subject-environment models: unobtrusive position of an adult, a variety of children's activities, free choice of subject material.
3. Modern requirements to planning educational activities in accordance with the Federal State Educational Standard of preschool education.
The basis of the educational process is planning. The plan is the blueprint pedagogical activity all participants in the educational process. Planning is a science-based organization pedagogical process DOW, which gives it content, certainty, controllability.
Psychological and pedagogical research recent years showed that of paramount importance in planning is not so much the educator's knowledge of age and individual features children, how many counting them personal characteristics and opportunities. Developing, personality-oriented interaction is understood as a reliance on the personal qualities of the child, which requires the educator:
constant study and good knowledge individual characteristics, temperament, character traits, attitudes, habits of children;
ability to diagnose real level formation personal qualities, motives and interests of children;
timely identification and elimination of the reasons preventing the child from achieving the goal;
combination of education with self-education;
reliance on activity, development of initiative, amateur performance of children.
Educational planning educational work in a preschool institution - one of the main functions of managing the process of implementing the main educational program- reflects various forms organization of activities for adults and children. Introduction of Federal state requirements to the structure of the main general educational program of preschool education, approved. by order of the Ministry of Education and Science of Russia dated November 23, 2009 No. 655 (hereinafter referred to as the FGT), made significant changes to the current planning structure. These changes are being confirmed in the GEF DO at the present time.
All activities are included in the design PEI specialists: music director, instructor physical culture, teacher-speech therapist, teachers additional education and, of course, educators as active participants creative team institution. As partners, they make proposals of a substantive and organizational nature.
Mandatory pedagogical documentation of the educator is a plan of work with children. unified rules there is no maintenance of this document, so it can be drawn up in any form convenient for the teacher. However, there are several important conditions that the head of the preschool educational institution, the senior educator or teacher must observe when planning:
Objective assessment the level of their work at the time of planning;
allocation of goals and objectives of planning for certain period work, correlating them with an approximate general education program preschool education, according to which the educational process is organized, age composition groups of children and priority areas educational process in preschool educational institutions;
a clear presentation of the results of the work to be achieved by the end of the planning period;
choosing the best ways, means, methods to help achieve the goals, and therefore get the planned result.
Not less than important condition real work planning is accounting specific features age group, a specific teaching staff, the real situation and conditions in which educational activities are carried out, as well as professional competence teachers.
The plan of educational and educational work with children is a document according to which two shift educators work. Therefore, this is a collaborative activity model and planning should be collaborative. Planning involves not only the process of drawing up a plan, but also mental activity, a discussion by two teachers of what needs to be done to achieve the goals and objectives.
The plan can be adjusted and refined in the process of its implementation. However, the number of amendments can be kept to a minimum if the principle of forward and scheduling is followed.
No matter how the plan of educational and educational work with children is designed, it must meet certain requirements:
be based on the principle of developmental education, the purpose of which is the development of each child;
on the complex-thematic principle of building the educational process;
on the principle of integration educational areas in accordance with the age capabilities and characteristics of the pupils of the group;
to ensure the unity of educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;
the planned content and forms of organization of children must correspond to the age and psychological and pedagogical foundations of preschool pedagogy.
When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is the game.
According to the Federal State Educational Standard, the planning of the educational process in a preschool educational institution should be based on a complex - thematic principle.
In accordance with the complex-thematic principle of constructing the educational process, the Federal State Educational Standard does not offer a set of separate playing tricks, and assimilation educational material in the process of preparing and holding any significant and interesting events for preschoolers. Education through the system of classes will be restructured to work with children according to the "event" principle. Such events will be Russian holidays (New Year, Family Day, etc.), international holidays(Kindness Day, Earth Day, etc.). Holidays are joy, tribute, memory. Holidays are events for which you can prepare, which you can look forward to. Project activity will become a priority. The criterion that this principle will work will be the active, interested participation of the child in a particular project, and not a chain of actions at the direction of an adult. After all, only active person can become successful.
A topic is selected, designed for 2-6 weeks;
All forms of educational work continue the chosen theme;
Alexandra Yakimova
The model for constructing a subject-spatial environment includes three components: subject content, its spatial organization, and change in time.
The content of the developing environment includes: games, objects and game materials, teaching aids, educational and play equipment.
Spatial organization. In the bedroom, it is possible to transform and change the location of some pieces of furniture as needed using a sliding partition-screen, drawers on wheels, which are filled with a designer of various configurations such as: "Large", "Road", "Castle". Here, children themselves can easily access and move around, space-forming materials, in the center of construction, there are bright soft modules; a tent for solitude for one child, in a corner of solitude and relaxation - a place for temporary solitude of a preschooler, here he can think, dream; tent - "Bus" for a role-playing game. All of the above, if necessary, is used and easily transformed by children into the group's playroom.
In the general development group for children from 5 to 6 years old, individual comfort was created for each child, personal space was provided: a crib, a locker, a table, a chair.
There is a lot of light in the training area, the light falls from the left side, there are children's tables, chairs, a demonstration board, an easel, a TV, a tape recorder.
Tables for classes are placed in accordance with the norms of SanPiN. The board is at eye level.
Creating a developing environment in the group, we took into account the age and individual characteristics of our children. The tables in the study area are easily adjustable. Each table, chair is marked with bright geometric shapes.
The study area includes: a center for creativity, a workshop, a corner of nature, a book corner, a corner for sensorimotor development, an experimentation center, a corner musical development, as well as a patriotic corner.
In the center of creativity, children usually spend a lot of time, here they draw and create crafts from plasticine, make applications and much more. We place the children's works in a group on the board with the help of magnets, as well as in the locker room. Plasticine crafts are placed on a special stand in the form of a ladder in the locker room.
In the training area there is a workshop, here are materials for construction, as well as games for orientation in space. The construction material is classified by shape and size and stored in special plastic containers. Children use sets of various small toys to play with ready-made buildings: animals and many others.
In the workshop for making crafts placed natural material, which we accumulate with the participation of parents. It is stored in special containers and containers.
A corner of nature is located next to the center of creativity. Here we observe indoor plants, teach children how to properly care for them. In the corner of nature, local history materials are placed (herbaria of plants typical of the Nizhnevartovsk region.
As part of the second annual goal of our educational institution: "Implementation of the national-regional component through its integration into sections of the OOP", - a mini-museum was created in the general developmental group for children from 5 to 6 years old.
It is possible to achieve positive results not only in the process of educational activities, but also in the conduct of targeted additional work with children and joint activities with parents. The purpose of the work: to build a system of work taking into account the prevailing socio-cultural conditions, to use more widely the historical and artistic potential of the Khanty-Mansiysk Autonomous Okrug-Yugra, the historical, aesthetic ideas of the child on the basis of a wide introduction to cultural heritage native land, folk traditions and original culture native land. In the group at active participation parents and we created a mini-museum, which presents the local flora, fauna, life and way of life of the indigenous population of the Khanty peoples. The photo shows three seasons in KhMAO-Yugra: winter, spring, summer.
Here is the center research activities where we spend various experiences, we develop thinking in our children, curiosity, as well as cognitive activity.
In the group, a sensorimotor development corner was created for the development of fine motor skills of fingers, hands, tactile sensations. Here, children learn how to fasten buttons, tie ribbons, shoelaces, string beads, etc.
For the development of thinking, the development of fine motor skills in the training area are also board games, lotto, puzzles, mosaics, small cubes based on Russian folk tales.
The book corner is a shelf for books and illustrations for fairy tales, works, located next to the center of creativity, so that children can better examine books and draw their favorite characters.
material in book corner updated weekly by lexical topics according to scheduling.
There is also a place in the study area where we placed materials on the world around us, mathematics, speech development, sets didactic games, card files of poems and riddles, prepared schemes for retelling, etc.
The musical development corner introduces children to musical instruments and contributes to the formation of interest in music. Children learn to play the simplest melodies on various musical instruments: pipe, drum, guitar, piano, metallophone, xylophone, tambourine, saxophone. In our group there are cassettes with children's songs, with the sounds of the forest, the sea, with various fairy tales.
The patriotic corner is located in the educational zone, contributes to the formation of patriotic feelings, introduces children to the symbols of our city of Megion, Khanty-Mansiysk autonomous region, our country.
Change in time. In the process of designing the construction of a subject-spatial environment, options for changing it were thought out:
Time (updating manuals, enriching centers with new materials and changing the organization of space throughout the educational year);
Mastery (with an orientation to the zone of proximal development of children and already mastered);
Strategic and operational change (as resolved specific tasks and deployment a certain kind activities).
Features of the organization of the subject-spatial developing environment, taking into account the age of the pupils.
The subject-developing environment in the group is organized taking into account the opportunity for children to play and do their favorite thing individually or in separate subgroups. Flexible zoning of the environment is provided, taking into account children's interests and individual needs.
The requirement for the safety of the object-spatial environment for the life and health of children is strictly observed: children's furniture, play and didactic material comply with age characteristics and current sanitary and hygienic rules and regulations.
Reception of children is carried out in the locker room of the group, there are individual marked lockers for children. There is also an information corner for parents, where the necessary information, advice and advice to parents; a special stand in the form of a ladder for plasticine work, a plastic container for drawings.
corner physical development is in the bedroom. The subject filling of the corner is used in outdoor games both in a group and on the street, individual motor activity, as well as in free activity children.
Each zone is colored differently. color scheme, which allows you to create a positive emotional mood children. The bedroom is designed in light purple tones, which contributes to a pleasant rest and restful sleep of children. On one of the walls in the bedroom there are three-dimensional pictures with clouds, a moon and stars.
The play area is on the left side of the group. Here children create conditions for creative activity, develop imagination, form game skills, realize their game plans, cultivate friendly relations with each other.
In the center of the play area on the floor is a carpet - this is a gathering place for children.
The play area is equipped with corners and attributes for the plot - role playing, selected taking into account the age and individual characteristics of children, dolls, dishes, toy wild and domestic animals and other toys.
The developing environment corresponds to the interests of boys and girls, is divided into two zones: a playroom for girls, a bedroom for boys. For example, for girls there are sewing machine, irons, dolls, baby dolls, a toy house for dolls; for boys - plastic constructors for construction.
In the play area there is also a dressing room, in the bedroom there is a theater that helps to stimulate the creative ideas of children, their individual creative manifestations.
In the household area there is a duty corner. So that children can independently determine the duty officers, we have created a card index symbols geometric shapes, both on the tables and on the chairs of children. The attendants have specially tailored clothes for duty: a cap and an apron.
All toys and play material are placed in such a way that children can freely play with them and put them away. To do this, the group has racks, cabinets, drawers.
To educate children in emotional responsiveness, emotional-volitional sphere and determine the mood of each child in our group, there are six emotion masks of different moods. Each child during the day can change his choice of emotion masks that correspond to their mood in this moment. It is planned to make a tree of emotions with photographs of children, where children, according to their mood, will choose the appropriate emotion, fix it on the tree with clothespins.
We have tried to make the informative developing environment rich, which is ensured by a variety of subjects, a variety of informational and didactic material. All components of the developing environment are combined with each other in terms of content, artistic design and solution, which ensures meaningful communication between adults and children in the group.
