Observations in the middle group - an interesting cognitive activity

Theoretical aspects of conducting observations in the middle group of preschool educational institutions

Observation is the purposeful perception by preschoolers of objects and environmental phenomena, specially organized by the teacher. This process is quite complex, since it simultaneously involves sensory perception, mental processes (the ability to analyze, draw conclusions, find cause-and-effect relationships) and the child’s speech. In addition, the child’s existing knowledge and experience are important for successful work.

Such activities become an important component for the formation of a preschooler’s ecological culture, since they are aimed at the following results:

• The children have a desire to communicate more with nature, while reflecting their impressions in productive activities and various games.
• A correct understanding of the essence of natural phenomena and a caring attitude towards plants and animals is established.
• Children acquire practical knowledge about nature conservation.

A 4-5 year old child perceives the world around him through images and emotions, so competently organized observation is a source of varied and memorable impressions for pupils.

Tasks

At the secondary preschool level, observations solve the following tasks:

• Deepening knowledge about seasonal changes in nature: kids learn to notice and name phenomena such as wind, leaf fall, snowfall, etc., identify signs of a specific time of year, compare landscapes in different seasons (autumn and winter, winter and spring, etc. ).
• Forming the ability to establish elementary connections between natural phenomena (for example, it got cold - insects disappeared, plants faded, it froze - water turned into ice).
• Expanding understanding of the diversity of plants and animals, birds and insects, their condition and behavior at different times of the year.
• Deepening knowledge about the properties of inanimate objects (for example, water and sand, stones and clay, etc.).
• Development of ideas about the work carried out in the kindergarten area (janitor’s work in different seasons), in the flower garden, vegetable garden (planting seeds, caring for plants, harvesting).
• Clarification of ideas about objects of the social world (how passers-by are dressed in a certain season, consideration of transport, pedestrian crossings, traffic lights, etc.).

Working methods

Children of the fifth year of life already have certain ideas about nature, they are capable of detailed perception of objects. Nevertheless, the observation must be coordinated by the teacher: ask questions, draw up a rough plan, point out signs of similarities and differences in a number of objects (for example, different trees or birds). As a result, children develop a holistic image; they are able to verbally describe a plant, animal, or natural phenomenon.

In the middle group, the teacher must coordinate the observation process

Observation becomes more complicated due to an increase in the number of simultaneously examined objects (instead of one, two). In addition, each child or group of preschoolers (2-3 people) can be given objects for individual work (for example, leaves, twigs or cones).

During such activities, the teacher should not forget about environmental requirements (use only fallen leaves and twigs, do not pick them from the tree), so that the kids learn to treat plants and animals with care.

It is easier for children 4–5 years old to perceive an object of nature if you connect it with practical activities. The teacher sets a task - he informs them that an aquarium with fish has appeared in their group, and the children must learn to care for them (during the observation, preschoolers begin to master simple labor actions: give food to the fish or bird, wash the drinking bowl). Another example is that you need to carefully examine this fish in order to draw it later.

Observation will be more effective if linked to practical work activities

The teacher accompanies the examination of each object with numerous questions. They are aimed not only at clarifying the appearance of an object (for example, what color is the hamster’s fur, what is the shape of its body), but also at finding cause-and-effect relationships (why does this fish swim so fast that it helps the hamster climb the ladder so deftly).

It is good to accompany the examination of some objects with riddles, reading short poems, nursery rhymes on the relevant topic. So, the following options are suitable for bird watching on the site:

• Jackdaw jumps along the path. Jackdaw - thin legs, black head, gray new coat. (A. Sokolik).
• A white - sided magpie lived nearby, crackled like a rattle, tail along the side, flew nearby - not low, not high. All the news again - I found out, I found out! She twirled her tail and flew off into the forest - Frrrr! (T. Vtorova).
• The sparrow got ruffled, Jump-jump... - Belt got wet in a puddle. A belt of feathers, Chick-chirp... But I'm used to swimming in a puddle. (A. Alferova).
• Titmouse, titmouse, cheerful bird. Flies deftly, The cheat chirps. The bird is a titmouse. It is not big in stature, Our titmouse is Sparrow's little sister. (E. Volodina).

During observations, one should rely on the personal experience of preschoolers. So, looking at a kitten, a hamster, fish, the teacher asks the kids to tell what kind of pets they have in their family, what color they are, what kind of food they like, how they can play with a pet. Similarly, while admiring the flower garden on the territory of the kindergarten, the teacher asks the children to remember where else they saw beautiful flower beds and asks them to describe them.

This technique promotes the socialization of children, fosters a desire to emotionally share their impressions with others, and also allows them to form generalized ideas about objects.

At the end of the observation, the teacher sums it up and finds out how the children learned new knowledge (using questions). For example, “Now we know how to care for a hamster - let’s remember it together,” “Can you identify a bullfinch if you notice it on a walk with your parents?”

In the middle preschool level, more observations of the plant world are carried out: children examine seeds on the eve of planting them, compare different types of trees (for example, birch and rowan), trees and shrubs, indoor flowers (geranium and begonia). It is useful to use auxiliary diagrams, herbariums, and drawings here.

During the observation process, it is advisable to use diagrams and drawings

Another work technique that can be used when working with children of the fifth year of life is simple assignment games like “Find the same one” or “Who will notice?”

If the kids watched a cat during a walk, then the knowledge and impressions gained can be consolidated in the process of drawing

Types of observations in the middle group

Observations in kindergarten can be classified according to many parameters.

First of all, observations are classified according to the place where they were carried out - in the group or outside it.

Table: classification of observations

What activities might include observations?

Observations are often organically included in the structure of direct educational activities. Most often, observations are part of an environmental lesson.

So, when telling children about the structure of an aquarium, there is nothing better than directly examining it together with the fish. Children will see with their own eyes sea pebbles at the bottom of the fish “house” (oval and smooth), and graceful algae. The teacher emphasizes that the water in the aquarium is clean and transparent, since dirty and stale fish will die. Kids will learn that for a fish to feel good, it needs warmth and light, algae and the right food. In the process of such observation, preschoolers can even feed the inhabitants of the aquarium themselves, which, of course, will delight them and will be remembered for a long time.

Children will better understand the structure of a fish if they see it live: shiny scales, fins, wriggling tail, gills. And the teacher will tell you what role each part of the body plays.

An environmental lesson on the topic “Aquarium” is best conducted in the form of observation

Similarly, you can conduct an ecology lesson on the topic “Indoor flowers”. By visually examining plants, having the opportunity to touch the leaves with their hands, and smell the flowers, children will learn much better than using pictures and posters.

Observations fit organically into classes on studying traffic rules. Thus, the teacher will clearly demonstrate the difference between a street and a roadway, and looking at a real traffic light will not compare even with its most realistic model. Children will easily understand the difference between a car and a truck if they look at them right next to the kindergarten. And if the kids manage to watch the work of a traffic controller with a black and white baton in his hands, they will be simply delighted.

Observing the operation of a real traffic light is useful for learning the rules of the road.

It turns out that the observation method can be successfully used in speech development classes. In this case, the teacher focuses not on the cognitive results of examining an object, but on developing in preschoolers the ability to talk about what they have learned and replenishing their vocabulary.

For example, when looking at a kitten, words such as fluffy, playful, affectionate, laps, etc. are introduced into the children’s active vocabulary. The teacher asks them to come up with a name for the animal and asks the kids to name as many options as possible. To develop children's speech, we should ask the same question in different ways (what will we call the kitten - what nickname will we come up with for it), pronounce hard-to-pronounce words in chorus, offer children several options to answer the question (the kitten's body is covered with feathers, wool or scales, its fur is soft or hard, it is smooth or fluffy, a kitten is a bird, animal or insect). By clarifying preschoolers' knowledge about the function that each part of the animal's body performs, the teacher not only focuses on the correct answer, but also teaches the children to answer not in monosyllables, but in complete sentences (for example, a kitten needs paws in order to move).

Progress of observation

In the autumn, a cloud flew by plane over the forest and swamp. The cloud flew low,

A parachutist jumped from it. And now another one follows her, And a flock is already flying behind the flock.

Fog is a natural . Fog spreads over the very ground. It seems as if the clouds descended low and low and entangled the earth with a thick white blanket. And fog consists of tiny droplets of water. And in the clouds, and in the sky, and in the fogs above the ground, these droplets were formed from transparent water vapor. It enters a stream of cold air and begins to thicken, turning into droplets of water. If droplets formed high in the sky, they became clouds, and if low above the ground, they became fog. They happen at all times of the year.

The teacher asks the children questions.

What is the sky like during fog? How do you breathe? Is the air humid or dry? Is the fog thick? Why is the fog thinner near and thicker in the distance?

Experiments, experiments Experience “What’s in the bag?”

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Purpose: to identify the properties of air, compare the properties of water and air.

Progress of the experiment: Invite children to examine two bags (with water, air, find out what is in them, explain why they think so. Children weigh them on their hands, feel them, open them, smell them. How are water and air similar and how are they different? Similarities - transparent, tasteless and odorless, take the shape of the vessel they are in. Differences - water is heavier, pours, some substances dissolve in it and solidify, taking the shape of the vessel; air is invisible, weightless.

Games Didactic game “Yes or no”

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Goal: teach to listen carefully and answer questions.

Progress of the game: The teacher reads a poem, and the children must listen carefully and answer “yes”

or
not"
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Mystery.

Do flowers bloom in autumn? Do mushrooms grow in autumn? Are the clouds covering the sun? The prickly wind is coming? Is the entire harvest being harvested? Are flocks of birds flying away? Does it rain often? Do we get our boots? Are the fogs floating in autumn? Are the birds building nests? Are the insects flying in? Do animals close their holes? Is the sun shining very hot? Can children sunbathe?

Well, what should you do? Put on jackets and hats!

Didactic game “It happens - it doesn’t happen”
(with a ball)
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Goal: to develop memory, thinking, reaction speed.

Progress of the game: The teacher says a phrase and throws the ball, and the children must answer quickly.

Frost in the summer, ,. (can not be)

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Frost in summer. (can not be)
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Snow in winter. (It happens)

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Drops in summer. (can not be)
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Outdoor game “Find yourself a partner”

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Goals: teach children to run fast without bumping into each other; clarify your knowledge of color.

Progress of the game: The teacher distributes multi-colored flags to the children. At the teacher’s signal, the children run, at the sound of a tambourine, they find a mate based on the color of the flag and join hands. An odd number of children must take part in the game so that one is left without a pair. He leaves the game.

Card No. 7

Name of activity Contents, purpose

Observation of migratory birds Goals: to expand ideas about migratory birds, about the changes in the lives of birds in the fall , when the cold sets in; to cultivate love and care for birds.

Organization of observations in the middle group of kindergarten

In the middle preschool level, it is already possible to practice cyclic observations of the life of plants and animals. During the observation process, students in the middle group receive a larger amount of information. So, in addition to information about the external appearance of living creatures, they learn their method of movement, habitat, and preferred food. This leads the children to understand the connection between the specific structure of plants and animals and their adaptability to the environment.

When organizing observation, it is important that the object is accessible to every child participating in the process. The teacher thinks in advance how many children can simultaneously participate in the work and how they should be placed in order to obtain the necessary information about the object.

The teacher must verbally voice everything that the children see, but the word must follow the perception: only in this case does the child develop full-fledged knowledge.

As for the duration of observation in the middle group, it should not take more than 10 minutes. The structure of the organized observation process is as follows:

1. First, the teacher gathers the children and attracts their attention (“Now you will see something interesting” or “Do you like animals?”), you can involve game characters (the old forester wants to show the kids the trees), riddles and descriptions. It is important not to overdo it here: strong emotions can interfere with thought processes.
2. The main part is a direct examination of the object, during which the teacher asks questions (no need to layer them on top of each other). After all, children need to think and concentrate.
3. The observation ends with final questions. If the children looked at some objects during a walk, before napping, you can read them a fairy tale on a suitable topic, and in the evening, invite them to create a drawing in which they express their impressions.

File of observations

The topics of observation in different age groups are different. When working with children aged five, the following topics will be relevant:

• Observations affecting natural phenomena and seasonal changes in nature: weather;
• leaf fall;
• autumn rain;
• puddles on the site;
• wind;
• sky;
• clouds;
• snowfall;
• snowflakes;
• ice;
• icicles;
• drops;
• stones;
• the soil;
• Sun.

  Kids usually love snow very much and look forward to its appearance.

Photo gallery: plant observations

It's interesting to watch the plants awaken in the spring

Both children and adults want to touch the fluffy Christmas tree with their hands.

It’s also interesting to watch plants in winter, because frost gives them a special beauty

The teacher draws the attention of preschoolers to the rustling yellow leaves under their feet

Bright flowers always attract children's attention

Photo gallery: animal observations

Multi-colored parrots attract children's attention

Children are interested not only in looking at the cat, but also in learning its habits.

While watching the pigeons you can feed them

Photo gallery: the work of a janitor at different times of the year

It’s interesting for the kids to watch the grass being cut

Kids love helping to clean up leaves

In winter, a janitor has no less work than in autumn - he needs to clear the area of ​​snow

Table: fragments of observation notes in the middle group

What is an observation cycle?

It is advisable to organize some observations in the form of cycles. For this purpose, objects are selected both on the kindergarten site and in the group. Each observation within the cycle has its own objectives, different from the others, but at the same time they are all interconnected. Taken together, this work is aimed at developing in preschoolers a holistic idea of ​​a certain object: its structure, behavior (or states), and living conditions.

Cyclic observations have the following advantages:

• The entire amount of knowledge is given to the preschooler in portions, due to which they are absorbed more firmly.
• Each subsequent observation reveals to the children new facets of a natural object familiar to them, while clarifying the existing ones.
• Repeated reference to a specific object generates sustained interest in it. Therefore, children often make new observations on their own (they are not encouraged to do so by the teacher, which is extremely important).
• Cyclic observations can be organized at regular moments, which allows you to save time for other activities and make the life of children in kindergarten more interesting and varied.

Observation of any animal in a corner of nature can be organized in the form of cycles

As for the duration of the cycle, it can take from one to several months. This could be a periodic examination of the garden on the windowsill: the kids, together with the teacher, note how the plants have grown, how their appearance has changed (you can focus on this, for example, twice a week, although children will probably come to the garden more often). Another example is observing aquarium fish (the emphasis is on their growth and behavior).

For all the animals in the ecological corner in the group, the teacher draws up his own series of observations: after all, the children should know their little neighbors well. Cyclic observations can also be devoted to objects of the plant world, for example, some tree on the site (birch, rowan, spruce, etc.), as well as a houseplant.

Rowan is a colorful tree that can become the object of cyclical observation in the middle group

Table: a series of observations of a hamster in a corner of nature

Table: cyclic observations of mountain ash at the preschool site

Observations on a walk for every day (middle group)

Ekaterina Guzenko

Observations on a walk for every day (middle group)

Observations while walking (middle group)

Monday: observation of plants: trees, shrubs, flowers, fruits, seeds.

Tuesday: observation of inanimate nature: soil, sky, sun, water, wind, etc.

Wednesday: observing animals, birds, fish, insects.

Thursday: observing people’s work, transport.

Friday: excursions, observation of surroundings.

September, middle group

Observing plants:

Week 1: Examine annual and perennial plants, name and show flowers known to children, collect dry seeds. Conversation about what we will sow these seeds for next year.

Week 2: Riddles about vegetables and fruits. Consider the beans and greens grown in the garden. Gather greens for lunch. A conversation about what berries, fruits, and vegetables grew in the country.

Week 3: Note what changes have occurred in nature with trees, the beauty of autumn colors. Ask. What colors began to appear in the foliage. P/n “Recognize the tree.”

Week 4: Observation of viburnum and rose hip bushes, examine the berries, talk about their beneficial properties. Offer to taste the berries.

Observation of inanimate nature:

Week 1: Observing the sun. It shines brightly from the blue sky, but it is no longer as warm as in summer.

Week 2: Watching the autumn rain from the veranda. Offer to remember the summer rains. Riddles about precipitation.

Week 3: Observing the wind. Note that in cloudy weather the wind often blows, and it is colder than in summer. Make some pinwheels and play with them.

Week 4: Observing puddles. Consider whether the water is cloudy or clear. Place wooden, plastic, and metal objects into the water and see which ones sink.

observation :

Week 1: Bird watching. They gather in flocks, preparing to fly away. A conversation about which birds fly away from us in the fall and which ones remain.

Week 2: Observing ants. Consider how they walk in a chain; they can lift a load several times larger and heavier than themselves. Talk about the benefits of ants.

Week 3: Observation of the dog. Invite them to remember what children know about the wolf, how a wolf differs from a dog. Strengthen the ability to highlight similarities and differences in the structure of animals.

Week 4: Watching sparrows. They flock together. They can often be seen in the flower bed, where they search for grains and insects. Riddles about birds.

Observing people's work:

Week 1: Work in the flowerbed. Collect seeds, cut dried flowers. Ask what kind of work people do in their dachas and gardens, and which of the children helps their parents.

Week 2: Observation of schoolchildren. What clothes are they wearing, what are they holding in their hands, in what mood are they going to school. Read Mikhalkov’s poem “First-grader.”

Week 3: Observation of children who have recently entered kindergarten. How do they behave, why do some cry? Ask how the children feel in kindergarten now.

Week 4: Observing the clothes of children and adults. How have clothes changed compared to summer, why?

Excursions, observing the surroundings

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Week 1: School excursion. Observation of schoolchildren and teachers.

Week 2: Weather observation. Expand children's active vocabulary. Ask to describe the weather using it. adjectives.

Week 3: Riddles about vegetables and fruits. What vegetables and fruits do the guys know? D/i “Edible – inedible.

Week 4: Observing the construction of a new house. Consider a crane, trucks and other equipment. Ask why all these machines are needed in construction.

October, middle group

Observing plants:

Week 1: Observation of fallen leaves. What is this phenomenon called and why? What color are the leaves on the ground, what leaves can be seen on the trees. Are there bare trees?

Week 2: Compare pine with deciduous trees. Tell why they remain green, and if the leaves fall, they are replaced by young ones; the needles are not afraid of frost.

Week 3: Collecting maple and ash seeds for herbarium and crafts. Observe the “plumage” of the seeds, fix the names of the trees.

Week 4: Watching the grass. She became yellow and withered. Remember what the grass was like in the summer and what it is like now. Choose comparative adjectives.

Observation of inanimate nature:

Week 1: Observing the surrounding landscape, fixing the signs of autumn. What changes have occurred in nature compared to summer.

Week 2: Look at the stones, compare them with sand. Tell that stones turn into sand after many years.

Week 3: Observation of the breed. Note what kind of breed it is, sunny or rainy, cloudy, windy, etc. to expand the children’s active vocabulary.

4th week: Show children frost on the grass, benches; watch it melt under the rays of the sun.

Animal observation:

Week 1: Offer to find insects on the site - there are none. Ask why insects disappear in the fall. They hide in tree bark and other places.

Week 2: Hang the feeder. Birds that have stayed for the winter are increasingly visiting it. In winter, birds need to be fed, as it is difficult for them to find food.

Week 3: Ask what wild animals the guys know and how they prepare for winter. How can people help animals in winter? Riddles about animals.

Week 4: Watching swifts. Watch how they flock together, catch midges and prepare to fly away. They drive away other birds, why do they do this?

Observing people at work

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Week 1: Talk with children about how people prepare for winter and insulate their rooms. Remember how the windows were insulated in the group, ask why this is being done?

Week 2: Observation of work in the flower beds: digging up the ground, digging up dahlia tubers, removing faded plants and weeds.

Week 3: Observation of freight transport. You may ask what trucks can transport to a construction site, a kindergarten, or a store? What would we do without trucks? Fix the names of the car parts (body, cabin, wheels).

Week 4: Helicopter observation. They fly low over the city, why? Not far from the kindergarten there is a helipad, helicopters fly there. Ask how helicopters can help people's lives.

Excursions, observing the surroundings:

Week 1: While walking, pay attention to the tracks after the rain. My feet get stuck in the same soil. The other one doesn't. Leave various prints on the wet soil and try to determine what these prints are.

Week 2: Observation of the construction of a house. What materials do builders use, how do they fasten bricks and blocks, and why? Count how many floors have still been built.

Week 3: Laundry tour. Inspect the laundry equipment; why are there washing machines? Ask where clothes are dried. Why wash clothes in kindergarten, who does it?

Week 4: Pay attention to tree bark. It is different in color (aspen is light green, birch is white, maple is dark). Expand your understanding of trees.

November, middle group

Observing plants:

Week 1: Observation of leaf fall. Pay attention to how smoothly the leaves fall from the trees in calm weather and how quickly they fall in strong winds. Learn to notice differences, compare the shape and color of foliage.

Week 2: Invite the children to show tall and short trees on the site. Ask what they are called. Determine the similarities and differences in the structure and color of the bark. Identify the characteristic features of trees.

Week 3: Observation of the pine tree. Compare coniferous trees with deciduous trees: they stand bare, without foliage, while coniferous trees are beautiful and green. Ask what tree we decorate for the New Year.

Week 4: Conversation about autumn, autumn months, signs. Remember and tell poems about autumn. Tell them that winter is coming soon. What signs of winter can you already see?

Observation of inanimate nature:

Week 1: Observing the wind: is it strong or weak, warm or cold. Try to determine the direction of the wind using a light ribbon.

Week 2: Observing clouds and their movement. Strengthen the ability to notice and name weather conditions. Pay attention to the fact that the days have become shorter and it gets dark early in the evening.

Week 3: Observing the soil. It is hard, frozen, because it is cold outside. Bring children to understand the relationship that if it is cold outside, then the earth is frozen.

Week 4: Pay attention to thin ice on puddles. Ask why ice formed on the puddles. Watch it melt under the rays of the sun.

Animal observation:

Week 1: Tit watching. Look at its coloring, listen to its singing, and lead the children to the conclusion that with the onset of frost, wintering birds move closer to human habitation.

Week 2: Observation of the cat. Consider it, ask what benefits a cat brings to people as a pet. Reinforce the concept of “pet”.

Week 3: Watching the moon and stars on an evening walk. Please note that it is getting dark early now, so you can see the moon and stars in the sky. Suggest counting the stars, is it possible to do this?

Week 4: Talk about wild animals. Bears, hedgehogs, snakes hibernate, why? Which of the animals changes their coats, makes provisions for the winter, and why? How can we help wild animals?

Observing people's work:

Week 1: Observing the work of plumbers. They change in groups, battery corridors. Why is this being done? Notice how warm it became in the group when the radiators were flooded.

Week 2: Notice that people have already put on warm clothes. Tell us that many animals are also preparing for winter: they change their coats to warmer and less noticeable ones.

Week 3: Watching the ambulance. Consider its distinctive features. Why do we need an ambulance? Who should you contact in case of illness?

Week 4: Observe a lawnmower at work. He cuts off the withered, dry grass and stems with a mower so that it is beautiful and neat. A conversation about the rules of behavior when working with a lawn mower.

Excursions, observing the surroundings:

Week 1: Watching the rain. The rain is fine, drizzling, cold. Puddles dry up slowly. Remember how good it was in the summer after the rain. Note the main weather condition in autumn - cloudy.

Week 2: Helicopter observation. Please note that military helicopters are flying. Ask what is the difference between helicopters and airplanes.

Week 3: Excursion to the school stadium. Look how big he is. Tell that at the stadium children engage in physical education and various holidays are held.

Week 4: Observation of the first snow. What does it feel like (choose adjectives). How can you play with snow? When does it snow most often, at what time of year? Play snowballs, clear snow from equipment.

December, middle group

Observing plants:

Week 1: Inspection of trees on the site.

Suggest to remember how trees were recognized in summer and autumn, how can you recognize them now? Offer to find maple, birch, aspen. Note their characteristic features.

Week 2: After heavy snowfall, carefully shake off the snow from the branches so as not to break them. Explain that in cold weather the branches are fragile and can easily break under the weight of snow. Foster a caring attitude towards nature.

Week 3: Compare a tree and a bush. Name their distinctive features. The tree has one trunk and is tall. The bush has many thin trunks and is much lower than a tree. Strengthen the ability to distinguish a tree from a bush.

Week 4: Talk about how plants are warm under the snow in winter, so it’s good when there’s a lot of snow. Offer to shovel snow towards trees and bushes and thus take care of them.

Observation of inanimate nature:

Week 1: Observation of the first snow. Celebrate the beauty of a winter day. Read Surikov’s poem “Winter”. Look at the snowflakes, listen to how the snow creaks under your feet in the cold. How can you measure the depth of snow?

Week 2: Place water in a mold; by the end of the walk the water will freeze. Bring children to understand that ice is water that has frozen in the cold. Bring the tray of ice into the group and watch the ice melt.

Week 3: Note the decrease in day length: it gets light late, gets dark early. Bring children to understand that at the beginning of winter the days are very short, the sun rises late and sets early.

Week 4: Offer to measure the depth of the snow cover with a stick - a conventional measure. Develop observation skills and the ability to compare the depth of snow in different places.

Animal observation:

Week 1: Observation of tits. Offer to listen to their melodious whistling. Tell that the bird is so called because of the sounds it makes; In winter, she flies to us to feed.

Week 2: Watching magpies and crows. Look at the footprints in the snow. Identify the outer snow of birds by size, color, sounds made. Develop observation skills and the ability to compare.

Week 3: Cat watching. Look at their games (jumping, running after each other). Consider their color. Talk about signs associated with cats. If he hides his nose - it means cold, if he rolls - it means warmth.

Week 4: Watching dogs. Stray dogs run in packs; they must be feared, as they can be dangerous. In flocks they obtain their own food. Tell that some wild animals, for example, wolves, also live in packs.

Observing people's work:

Week 1: Observation of the vegetable storage. Fruits and vegetables are stored in bags and boxes, which are given to the kitchen by the storekeeper. These products are used to prepare lunches and dinners for the children.

Week 2: Observing the work of the wipers. In winter, they remove snow with shovels and clear paths to make it more convenient for people to walk. Use shovels to clean the paths in the area.

Week 3: Observation of a snowplow. Tell us that when there is a lot of snow, snow removal machines help the street cleaners. They remove snow from the road to the side of the road, then trucks take the snow out of town.

Week 4: Monitoring the warehouse They store unnecessary things in the warehouse, which ones exactly? Suggest you think about what you can do with old unnecessary things?

Excursions, observing the surroundings:

Week 1: Look at various footprints in the snow. Find traces of birds, cats, dogs. Make imprints of your boots in the snow. Offer to guess where whose fingerprint is.

Week 2: Walk around the kindergarten, see what changes have occurred since the fall. Please note that behind the kindergarten the snow is less compacted.

Week 3: Observing people's faces. Notice that people’s noses and faces are red from the cold, and steam is coming from their mouths. Everyone is dressed in winter clothes, with mittens on their hands.

Week 4: Playing with bubbles. Make a special solution and try to make bubbles outside that will harden in the cold.

January, middle group

Observing plants:

Week 1: Observing buds on trees. Show how they are tightly closed in winter. They cork and do not allow cold air to pass through. All gaps are filled with liquid substance.

Week 2: Ask the children why plants don’t grow in winter, there are no leaves or flowers. Reinforce the concept that in winter there are no conditions for plant growth (cold, little light).

Week 3: Ask why perennial plants do not die in winter (they are warm under the snow). Reinforce the concept that snow protects plants from freezing.

Observation of inanimate nature:

Week 1: Watching sparrows. They sit on the branches in flocks, ruffled, so they are warmer. Pour food into the feeder. A conversation about what birds we can see in the city in winter.

Week 2: Look at the footprints in the snow. Pay attention to the tracks of birds and animals. Try to understand where whose tracks are. Develop observation and imagination.

Week 3: Ask what wintering birds eat, why they don’t fly to warmer climes (if the children don’t remember, then remind them that some birds feed only on insects).

Animal observation:

Week 1: Measure the depth of the snowdrifts in different places on the site. Ask them to think about why the snow lies in a denser layer near fences and bushes. Develop the ability to think logically.

Week 2: Observing snow in different weather: in cold and windy weather it looks like cereal, in frosty weather it falls in separate snowflakes, in warmer weather it falls in flakes. To give an idea that snow falls differently in different weather conditions.

Week 3: Observation of the weather becoming even colder, with cold winds blowing. On a clear day the air is frostier, on a cloudy day it is warmer.

Observing people's work:

Week 1: Observation of the work of the wipers. Please note that the paths of the kindergarten have been cleared and a slide has been made of snow for the children. Help fill the slide.

Week 2: Observation of transport. Conversation about traffic rules during icy conditions. Ask why ice is dangerous for transport and pedestrians.

Week 3: Firetruck observation. Why does it need a siren, what are its functions. What are the people who put out fires called?

Excursions, observing the surroundings:

Week 1: Freeze water in molds, make colored ice. Clarify knowledge that water freezes in the cold and turns into ice. To consolidate knowledge about the properties of ice: slippery, cold, hard, smooth, transparent.

Week 2: Conversation about the rules of conduct during icy conditions. Ask what can be done to prevent ice from interfering with pedestrians.

Week 3: Walk around the kindergarten grounds. Compare the depth of snow and the integrity of the snow cover in the areas and on the back side of the kindergarten. Why is the snow cover more intact behind the kindergarten?

February, middle group

Observing plants:

Week 1: Observation of the poplar and its branches. Examine the poplar buds. Invite the children to take several poplar branches and place them in a vase with water. Observe the opening of the buds and the appearance of leaves.

Week 2: Invite children to observe the grass near the heating pipes. Is there snow there, what kind of soil is there, and is there any green grass visible (if there is, then ask why it grows there).

Week 3: Observation of aspen buds. They have swollen a little, as the trees wake up closer to spring and gain strength to please us with green leaves.

Week 4: Willow observation. Look at the flowering willow buds - they look like gray lumps. Let the children touch them. Choose words of definition and comparison.

Observation of inanimate nature:

Week 1: Observation of drops from roofs on the sunny side. Bring children to understand its appearance depending on air temperature. Conversation about safety rules when icicles appear.

Week 2: Observation of drifting snow. Please note that snow is rushing along the road, as if sweeping. This is drifting snow. Read Marshak's poem "February".

Week 3: Pay attention to the snow. It becomes gray, settles, and a crust forms on top - crust. Develop observation skills and the ability to draw conclusions based on observations.

Week 4: Observing the sun. They rise higher, its rays shine brighter and already carry warmth. You can feel the approach of spring, but the warmth is still far away. Warm days will be replaced by colder days more than once.

Animal observation:

Week 1: Observing the cat. Note its color and distinctive features. Is it an animal, a bird, a fish? Prove. What kind of animal - wild or domestic - is a cat? What other pets do the guys know?

Week 2: Bird watching at the feeder. The birds have become more lively, they fly more, chirp - they feel the approach of spring. Find out what you can feed the birds with.

Week 3: Observation of the oak tree. Look at the bird. She is grey, similar to a sparrow, but larger in size and with a powerful, thick beak. He flew closer to people's homes in search of food and warmth.

Week 4: Observing crows and sparrows. Compare them, identify similarities and differences, prove that these are really birds.

Observing people's work:

Week 1: Observing the work of a laundress. She hangs out the washed laundry. Conversation about what her job is. Cultivate a respectful attitude towards the work of other people.

Week 2: Observation of trucks. Fix the names of the main parts. How do trucks differ from cars and what are they intended for? What other types of transport do children know?

Week 3: Observing the work of mechanics. They repair heating pipes to keep homes warm.

Week 4: Observing children's games. What games do they play on the court? Which games can be played in winter and which cannot, why?

Excursions, observing the surroundings:

Week 1 : Invite children to freeze water in molds to decorate the area. To form an idea of ​​the transition of water from liquid to solid and vice versa.

Week 2: Sky observation. In clear weather it is blue and bright, and in cloudy weather it is gray and covered with clouds.

Week 3: Talk about insects. What happens to them in winter, where do they hide and why.

Week 4: Watching houses. Invite the children to count the floors in nearby houses. What are they built from? What other materials can be used in the construction of houses.

March, middle group

Observing plants:

Week 1: Observing trees. How do they differ from flowers and grass? Please note that the tree has one trunk and many branches.

Week 2: Observing potted plants in a group and outside. How the plants feel outside (bad: they are cold, need warmth and watering).

Week 3: Observing last year's grass. What is it like (dry, withered? Find the first grass in a sunny place.

Week 4: Observation of young grass. It can be found near heating pipes and house walls. Rake up last year's leaves and see if new grass is emerging.

Observation of inanimate nature:

Week 1: Conversation about winter and spring signs. Please note that these are only the first days of spring. Can we say that spring has come into its own, why not?

Week 2: Observing the wind: strong or weak, what signs can you use to understand that the wind is strong

(weak, subsides or intensifies, warm or cold. How do people hide from the wind?

Week 3: Observing the Earth. Examine the soil in the flowerbed after the snow has melted (the soil is black, wet, cold, it cannot be dug up yet, it is too early to plant plants). See if it dries during the day.

Week 4: Observing the sand. It has become warmer, the sand is warming up, and you can already play in the sandbox. The sand is still wet, it’s good to make Easter cakes.

Animal observation:

Week 1: Cat watching. What colors are they, what do they eat, who feeds them at home, in kindergarten. How should these animals be treated?

Week 2: Observe the dog, consider color, characteristic features, similarities with other animals. Ask how animals should be treated. Review the rules for handling animals.

Week 3: Watching pigeons. Did they fly away from us in winter? Feed them bread. Name the distinctive features of birds.

Week 4: Observing insects. There are a lot of them in the summer, but now they are just waking up. Dig up some soil and try to find the insect larva.

Observing people's work:

Week 1: Observing the work of a janitor. Why do you need to remove garbage, how can we help, what tools does a janitor use to clean the area.

Week 2: Observing people's clothes. Has anything changed in the clothes of children and adults, what is this connected with, why do we dress still warmly, hide our ears and put on gloves.

Week 3: Observing the work of loaders. Who helps unload the cars that brought food and furniture to the kindergarten. Is this work easy or hard?

Week 4: Observation of a carpenter at work. Take the doll's cabinet to him. Ask what the carpenter repairs in kindergarten, what tools does he use?

Excursions, observing the surroundings:

Week 1: Observation of trucks. What kind of cars enter the kindergarten territory, and why? What is transported on trucks?

Week 2: Excursion to the laundry. Introduce the work of a laundress, consider the situation. Look at your clothes, clean or not. Ask who cares about the cleanliness of clothes.

Week 3: Excursion to the laundry. Introduce the work of a laundress, consider the situation. Look at your clothes, clean or not. Ask who cares about the cleanliness of clothes.

Week 4: Watching the road. Why are roads needed? What rules must be followed when crossing the road?

April, middle group

Observing plants:

Week 1: Observing buds on trees. On different trees, the buds swelled to varying degrees. This means that the leaves will not appear at the same time.

Week 2: Watching the grass. Notice that there is more green grass, it has stretched out. You can see dandelions near houses.

Week 3: Observation of seedlings in the flowerbed. Please note that some flowers have sprouted well, while others have only just appeared.

Week 4: Sowing seeds in the ground. Loosen the soil without damaging the shoots of perennial plants.

Observation of inanimate nature

:

Week 1: Sky observation. Are there any clouds in the sky? What is the weather like, cloudy or clear. What color is the sky and clouds? Make riddles about the sky, clouds, rain.

Week 2: Watching the rain. Read the poem “Rain, rain, more…”. Consider large and small puddles. See how the sun and sky are reflected in them.

Week 3: Observing the sun. The sun is already high in the sky and warming up. It gets darker every day.

Week 4: Observing the weather. Is it warm outside or cold. Notice that with the warmth, grass and the first leaves on the trees appeared.

Animal observation:

Week 1: Watching a magpie. Look at its coloring and listen to its chirping sound. Prove that the magpie is a bird.

Week 2: Observation of a cat hunting birds. Watch how she bends down and crawls along the ground towards her prey. Ask who else hunts like this.

Week 3: Observing ants. Consider their structure, how they crawl one after another, carrying twigs and insect remains to their houses.

Week 4: Crow observation. Remember the nursery rhyme: “Ay, doo-doo, doo-doo, doo-doo, a raven is sitting on an oak tree…” look at the coloring. Explain how they build nests.

Observing people's work:

Week 1: Observation of the laundry operation. Consider laundry that is drying on a line. Remember how they washed clothes in class, and what is needed for this.

Week 2: Observation of a garbage truck. Consider a car that takes out trash. Why do you need to take out garbage, what should you do to keep the streets clean?

Week 3: Observing people's clothes. Ask what clothes we wear in mid-spring, why? What can happen to us if we continue to wear winter clothes.

Week 4: Observing the work of firefighters. In what cases does a fire truck arrive, what do firefighters wear? They check the operation of the hydrant in the kindergarten. Remember the rules of behavior in case of fire.

Excursions, observing the surroundings:

Week 1: Observing puddles on the site. Why were they formed? Is it possible to climb into the water with your hands, splash water, why?

Week 2: Observing the soil in the flowerbed. Use a rake to remove last year's leaves and try to dig up the beds.

Week 3: Watching houses. They are single-story and multi-story. Ask who lives in which house, on which floor? Do children know the street name and house number? offer to count floors and entrances in houses.

Week 4: Observation of bird cherry buds. Note that leaves will appear soon. Compare with buds on other trees.

May, middle group

Observing plants:

Week 1: Observing coltsfoot flowers. Consider the flowers, their colors, shapes. Tell why they are called that. Please note that the leaves are not visible yet, they will appear later.

Week 2: Observing the sprouting of daffodils in the flowerbed. Pay attention to how they have grown, consider the seeds of calendula and marigold, sow them in the flowerbed. Ask what garden flowers the children know.

Week 3: Observation of bird cherry leaves. Remember that a few weeks ago there were only swollen buds on the trees. Find more trees with swollen buds, earrings or leaves.

Week 4: Observation of the cedar. Examine its needles, tell about the beneficial properties of this plant. To say that cedars were specially planted for landscaping the area.

Observation of inanimate nature:

Week 1: Observing the soil in the flowerbed. Dig up a small area. What color is the soil, what are there (roots, stones, pieces of clay? Plant the seedlings and water them.

Week 2: Wind observation (strong or weak, cold or warm). If the wind is strong, you can make a pinwheel and play with it.

Week 3: Observing the stones. Find stones of different sizes and colors and examine them. What can they be useful for? Collect rocks in a bucket for drainage when planting.

Week 4: Observing the sun. Have the guys noticed that now it gets light early and gets dark late? Find definition words for the word “sun”.

Animal observation:

Week 1: Observing earthworms. They live underground and crawl to the surface when it rains. They are the same on both sides.

Week 2: Observing the finch. Consider the color of the bird and its size. Ask what bird he looks like (a sparrow). Finches come to us in the spring; they are shy and do not fly close to humans.

Week 3: Observation of insects: flies, mosquitoes. Do the guys like that flies and mosquitoes have appeared, why? What benefits can they bring?

Week 4: Observing the spider and its web. Why does it weave a web, what does it eat, how many legs does a spider have? Remember Chukovsky’s fairy tale “Fly – Tsokotukha”.

Observing people's work:

Week 1: Observation of children of different ages. Compare the growth of children of the younger and older groups, their speech. Compare the height of adults and children. What do kids want to be when they grow up?

Week 2: Observing the work of a janitor. He removes trash to keep it clean. Consider his overalls. Ask them to think about why it is so bright. Foster a respectful attitude towards the work of adults.

Week 3: Observation of the work of teachers and assistant teachers. What is the job of each of them? Do children know the names of other teachers?

Week 4: Observing schoolchildren and their clothes. Consider how the guys and graduates are dressed. Consider the briefcases, what might be in them? What can and should you take with you to school, and what should you leave at home?

Excursions, observing the surroundings:

Week 1: Observation of the school, examine the building, count how many floors it has, who studies there. Ask why go to school, do the children themselves want to go to school when they grow up?

Week 2: Observing footprints in the sand. Consider the tracks of a magpie, dog, people. How did the guys find out where whose tracks were? Make prints of different objects and ask them to guess which objects the children see.

Week 3: Excursion outside the kindergarten territory. Teach children to walk in pairs. Tell us why this is necessary. Ask if it is possible to leave the kindergarten territory on your own, why is this dangerous?

Week 4: Conversation about how to spend the summer, what games to play. Encourage children to express their opinions.

Long-term planning of observations in the middle group

Before the start of the new school year, the teacher draws up a long-term plan for observations during walks, where he prescribes the topic and goals of each observation.

Table: example of long-term planning for a walk

Middle group. Junior preschool age. Children 4 - 5 years old

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Summary of the walk “Watching the snow” for middle group children

For World Snow Day. Summary of the walk “Observing the snow” for children of the middle group. Purpose: to clarify children’s ideas about snow. Objectives: - introduce children to the properties of snow; - show the dependence of the state of snow on the weather, clarify the conditions for the transformation of snow into water, and...