Planning in a preschool institution in accordance with the Federal State Educational Standard for Preschool Education
Planning in a preschool institution in accordance with the Federal State Educational Standard for Education.
Compiled by: teacher
Parkhomenko V.S.
Planning in a preschool institution in accordance with the Federal State Educational Standard for Education.
Today, big changes are taking place in preschool education, the foundation of which was laid by the state, which is showing great interest in the development of this area. In order to improve the upbringing and education of preschool children, the Federal State Educational Standards for preschool education were introduced, and SanPiN for the structure, content and organization of work in preschool organizations was approved, from 09/01/2013. The new federal law “On Education in the Russian Federation” came into force. The main goal of policy in the field of preschool education is quality education for preschool children. Currently, preschool institutions can choose priority areas, programs, types of educational services, new forms of work, focused on the interests of the teaching staff and parents.
For the first time in the history of Russian education, the Federal State Educational Standards of preschool education are a document that, at the federal level, determines what the main general education 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 Federal State Educational Standard for preschool education is due to the fact that there is a need to standardize the content of preschool education in order to provide every child with an equal starting opportunity for successful schooling.
However, the standardization of preschool education does not provide for the presentation of strict requirements for children of preschool age, does not consider them within a strict “standard” framework.
OOP is a model for organizing the educational process of a preschool educational institution. The basic general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with a 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 education management is significantly increasing. Well-designed models of the educational process in preschool educational institutions serve as a guide for teachers and help solve the problems of quality education.
A holistic educational process in a preschool educational institution is a systemic, integral, developing over time and within a certain system, a purposeful process of interaction between adults and children, which is person-oriented in nature, aimed at achieving socially significant results, designed to lead to the transformation of the personal properties and qualities of pupils . The educational process provides each child with the opportunity to satisfy his developmental needs, develop his potential abilities, and preserve his individuality.
The educational process should:
- Combine the principles of scientific validity and practical applicability;
- Meet the criteria of completeness, necessity and sufficiency;
- Ensure the unity of educational, developmental and training goals and objectives of the children’s education process.
The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participation in its design by subjects of different levels - from the state to a specific teacher, parent and child.
To create an optimal model of the educational process in accordance with the Federal State Educational Standard for Educational Education, it is necessary to remember what basic educational models exist in preschool educational institutions at the present time.
Three models for organizing the educational process in preschool educational institutions
1. Training model
In recent years, it has been actively used in preschool educational institutions. The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own logic of construction. In this model, the adult’s position is that of a teacher: the initiative and direction of activity belong entirely to him. The model is designed for advance hard programming of the educational environment in the form of techniques. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form of “teaching aids”. The attractiveness of the educational model for practitioners is determined by its high technological effectiveness and accessibility to a professionally trained teacher. To help the teacher, many notes are published - developments on individual methods, the content of which is not related to each other.
2. Complex thematic model
The organization of educational content is based on a theme, which acts as communicated knowledge and is presented in an emotional and figurative form. The implementation of the topic in various types of children's activities (“living” it as a child) forces the adult to choose a freer position, bringing it closer to a partner’s position.
The organization of the subject environment in this model becomes less rigid, and the creativity of the teacher is included.
The set of topics is determined by the teacher and this gives systematicity to the entire educational process. However, in general, the educational process is aimed more at expanding the child’s ideas about the world around him than at his development. This model is most often used by teachers and speech therapists.
The model makes quite high demands on the general culture and creative and pedagogical potential of the teacher, since the selection of topics is a complex process.
3. Subject-environment model
The content of education is aimed directly at the subject environment. An adult is the organizer of the subject environment, selects autodidactic, developmental material, provokes trials and records the child’s mistakes. The classic version of this model is the M. Montessori system.
Limiting the educational environment only to subject material and focusing on the child’s self-development in this model leads to a loss of systematicity in the educational process and sharply narrows the cultural horizons of a preschooler. At the same time, like the educational model, this model is 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. It is possible to use the positive aspects of the complex thematic and subject-environmental models: the unobtrusive position of an adult, the variety of children's activities, the free choice of subject material.
Modern requirements for planning educational activities in accordance with the Federal State Educational Standard for preschool education.
The basis of the educational process is planning. A plan is a project of pedagogical activities of all participants in the educational process. Planning is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, and controllability.
Psychological and pedagogical research in recent years has shown that the paramount importance in planning is not so much the teacher’s knowledge of the age and individual characteristics of children, but rather the consideration of their personal characteristics and capabilities. Developmental, personality-oriented interaction is understood as reliance on the child’s personal qualities, which requires the teacher to:
1. constant study and good knowledge of the individual characteristics, temperament, character traits, views, habits of children;
2. ability to diagnose, know the real level of development of personal qualities, motives and interests of children;
3. timely identification and elimination of reasons that prevent the child from achieving the goal;
combinations of education with self-education;
4. reliance on activity, development of initiative, and amateur performances of children.
Planning educational work in a preschool institution is one of the main functions of managing the process of implementing the basic educational program and reflects various forms of organizing the activities of adults and children.
Mandatory pedagogical documentation for the teacher is a plan for working with children. There are no uniform rules for maintaining this document, so it can be compiled in any form convenient for the teacher. However, there are several important conditions that the head of the preschool educational institution, senior educator or teacher must comply with when planning:
1. objective assessment of the level of your work at the time of planning;
2. identifying the goals and objectives of planning for a certain period of work, correlating them with the approximate general educational program of preschool education, according to which the educational process is organized, the age composition of the group of children and the priority areas of the educational process in the preschool educational institution;
3. a clear presentation of the work results that must be achieved by the end of the planning period;
4. selection of optimal ways, means, methods that help achieve goals, and therefore obtain the planned result.
An equally important condition for real work planning is taking into account the specific characteristics of the age group, a specific teaching staff, the real situation and conditions in which educational activities are carried out, as well as the professional competence of teachers.
A plan for educational work with children is a document according to which two shift teachers work. Therefore, it is a collaborative model and planning must be collaborative. Planning involves not only the process of drawing up a plan, but also mental activity, a discussion between two teachers about what needs to be done to achieve goals and objectives.
The plan can be adjusted and clarified during its implementation. However, the number of amendments can be kept to a minimum if the principles of forward and scheduling planning are followed.
No matter how the plan for educational work with children is designed, it must meet certain requirements:
be based on the principle of developmental education, the goal of which is the development of every child;
on the complex thematic principle of constructing the educational process;
on the principle of integration of educational areas in accordance with the age capabilities and characteristics of the group’s pupils;
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-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 play.
According to the Federal State Educational Standard for Preschool Education, planning the educational process in a preschool educational institution should be based on a comprehensive thematic principle.
In accordance with the complex thematic principle of constructing the educational process, the Federal State Educational Standard for Educational Education offers, to motivate educational activities, not a set of individual game techniques, but the assimilation of educational material in the process of preparing and conducting any events that are significant and interesting for preschoolers. Training through a system of classes will be restructured to work with children on an “event-based” basis. 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 that you can prepare for and look forward to. Project activities will become a priority. The criterion for this principle to work will be the child’s lively, active, interested participation in a particular project, and not a chain of actions as directed by an adult. After all, only an active person can become successful.
A topic is selected for 2-6 weeks;
All forms of educational work continue the chosen topic;
Brief recommendations are offered for parents on organizing joint child-adult activities at home;
Each topic ends with a final event (exhibition, holiday, sports entertainment, role-playing game, performance, etc.).
How do we understand “comprehensive thematic planning of the educational process”?
First of all, thematic planning is planning in accordance with the approximate basic general educational program of preschool education in all educational areas (physical, social-personal, cognitive, speech and artistic-aesthetic). What tasks does the author set? What conditions? What results should be achieved?
Types and forms of planning
Preschool educational institutions use two main forms of planning: annual and calendar plan. Teachers traditionally use the following types of planning: calendar-thematic, perspective-calendar, block, complex. A new type is modular planning.
Modular planning takes into account the peculiarities of the work of a modern preschool institution and consists of three interrelated sections:
- long-term calendar planning;
- ensuring continuity between the preschool educational institution and the school;
- communication with preschool education specialists and public organizations.
Pedagogical diagnostics are also included in planning to assess children’s achievements, the effectiveness of pedagogical efforts, and correct the level of children’s development.
Planning principles:
- an integrated approach that ensures the interrelation of all links and aspects of the pedagogical process;
- building a pedagogical process based on interaction and partnership between an adult and children;
- real consideration of the characteristics of the region, the situation, and the season of children’s age.
The priority direction of managing the pedagogical process is modeling and adapting exemplary educational models to the conditions of preschool educational institutions and preschool groups. The organization of the pedagogical process requires appropriate technologies.
Models of pedagogical technologies:
- individual pedagogical support;
- personal pedagogical support.
Algorithm for planning and tracking results
The algorithm for planning the educational process for the academic year can be presented as follows.
Step one is choosing the basis for building a thematic calendar. This can be planning in accordance with lexical topics that repeat from year to year (“Seasons”, “Adult Work”, “Road Safety”, “New Year”, “Moscow”, “Home and Family”, etc. .). Or planning based on a festive-event cycle, the basis of which is important events in the life of the child-adult team (Knowledge Day, City Birthday, Autumn Fair, Lantern Festival, New Year, Group Birthday, We Travel, etc.).
Step two is the distribution of topics for the academic year, indicating time intervals.
The topics selected by the teacher can be distributed over weeks. In addition, it is necessary to plan a developmental environment that will help expand children’s independent activities in mastering the proposed topics.
When choosing and planning topics, the teacher can be guided by the topic-forming factors proposed by N.A. Korotkova[1]:
- the first factor is real events occurring in the environment and arousing the interest of children (vivid natural phenomena and social events, holidays);
- the second factor is imaginary events described in a work of fiction that the teacher reads to the children. This is as strong a theme-forming factor as real events;
- the third factor is events specially “modeled” by the teacher, based on developmental tasks: introducing into a group of objects previously unknown to children with an unusual effect or purpose, arousing genuine interest and research activity: “What is this?”, “What to do with it? ”, “How does it work?”
- the fourth factor is events occurring in the life of the age group, “infecting” children and leading to the preservation for some time of interests, the source of which, as a rule, is the media of mass communication and the toy industry.
All these factors can be used by the teacher for flexible design of a holistic educational process.
Planning a thematic week should be based on a certain system of general requirements. First of all, it is necessary to highlight the tasks of working with children in accordance with the program of a specific age group of pupils and the topic of the week. For example: “to expand and generalize children’s knowledge about Moscow, the capital of Russia, its history,” or “the formation of primary ideas about oneself, family, society, state, world and nature.”
Next, you should select the content of the educational material according to the educational program. Think through the forms, methods and techniques of working with children to implement program objectives. Prepare equipment and think about what changes need to be made to the subject-development environment of the group (exhibitions, filling play corners, introducing new items, games, etc.).
The issues of organizing and monitoring the results of children's learning and development within the framework of the thematic week are also of great importance.
The teacher’s action algorithm in these areas may be as follows:
isolating from the program and formulating the pedagogical goal of the week, the development goals of the child (children);
selection of pedagogical content (from different educational fields);
highlighting the event of the week, the main form of organizing children’s and adult activities; formulation of individual educational and developmental tasks for each child and the group as a whole;
selection of methods and techniques for working with children and with each child individually;
practical planning of teaching activities for every day during the thematic week;
thinking through and organizing the process of discussing the results of the week’s event with children, while it is important to emphasize the role of each child in its preparation and conduct;
recording the results of children mastering educational tasks.
The effectiveness of comprehensive thematic planning
According to many experts, complex thematic planning is the most effective in working with preschool children. Thus, from the position of a senior educator, it allows you to systematize the educational process in a preschool educational institution and unite the efforts of all teachers and specialists, without missing a single pedagogical task during the year.
From the position of a teacher, this approach imparts systematicity and consistency in the implementation of program tasks in different educational areas of knowledge; a situation is created when the child’s all senses are involved, and, therefore, the material is better absorbed.
The child does not overexert himself, because a constant change of actions and impressions is ensured. At the same time, life in kindergarten is understandable and makes sense for children, because... they “live” the topic slowly, without rushing, having time to comprehend and feel it.
The child's consciousness perfectly retains events that are emotionally significant for him. And each time period (in this case a week) has a culminating point - an event for which the whole group is preparing. It could be a holiday, an exhibition of creative works, a game, a quiz. Experiencing events helps the child develop certain knowledge, skills, and abilities in educational areas.
The teacher’s task is to plan the educational process in such a way that, together with the student, they can fully experience all its stages: preparation, conduct, discussion of the results. At the same time, it is important that the child has positive emotional experiences and memories. At the same time, in joint activities with the teacher, the student takes a step forward in his development.
This method of planning the educational process requires a high level of professionalism, general culture and creative potential from the teacher. The teacher must be able to integrate educational areas, select the most effective forms of organizing children's activities to solve specific program problems, and also be able to combine different methods and techniques in a pedagogically sound manner, focusing on the age and individual characteristics of children.
Project-based comprehensive thematic plan for the educational process (middle group)
Natalia Puzyreva
Project-based comprehensive thematic plan for the educational process (middle group)
Project-based comprehensive thematic plan for the educational process (Middle group)
September 1
1.My favorite kindergarten
Encourage children to enjoy being in kindergarten; develop children’s ideas about kindergarten as the immediate sociocultural environment: about kindergarten employees, the subject environment, about the rules of behavior in a preschool educational institution; to form friendly, friendly relations between children and kindergarten staff; promote the establishment of emotional contact. Activate children's creative thinking.
Collective construction of the Lego constructor “Our kindergarten”
2. I'm human
Develop ideas about a person (yourself, a peer and an adult, about the characteristics of a person’s appearance and structure, emotional states, about the deeds and good deeds of people; to form an interest in studying oneself, one’s capabilities; to help in mastering ways of interacting with people; to cultivate a friendly attitude towards to people.
Making a collage with photographs of the children in the group. Compiling a book of rules from children's drawings.
3. Journey to the land of toys
Enrich children’s understanding of the objective world accessible to the child and the purpose of objects, the rules for their safe use; maintain and develop children’s interest in examining objects and performing various activities with them; learn to accept a game task; develop the ability to play together and share toys; encourage positive actions and behavior towards peers; History of the creation of toys, types of toys. Learn to include various toys in role-playing games.
Exhibition of your favorite toy.
4. We are helpers.
What can we do? Help the child master the first concepts and the corresponding vocabulary about specific types of household work aimed at caring for children (washing dishes, changing bed linen, cleaning the premises of the kindergarten and the site) at home and in kindergarten; encourage to perform individual self-care actions, offer and provide assistance to peers and adults in caring for plants and animals.
Let's set the table for the guests.
October
5. Autumn gifts of nature.
Enrich vocabulary, develop coherent speech; consolidate knowledge about the most typical signs and characteristics of autumn, about vegetables, fruits, flowers, their appearance, shape, size, color; involve in elementary research activities to study the qualities and properties of objects of inanimate nature; introduce different methods of examination (stroke, press, smell); develop emotional responsiveness and interest in natural objects.
Making autumn salad
6. Pets
Clarify and expand children's knowledge about pets, where they live, who cares for them.
— To consolidate children’s knowledge about the characteristic habits and signs of domestic animals.
— Introduce into children’s active speech words with the general meaning “pets”, “cubs”.
— Develop children’s speech activity, vocabulary, monologue speech.
— Develop interest in living nature, emotional responsiveness.
- Cultivate a desire to take care of family
Farm layout
7. Golden autumn
To acquaint children with the seasonal phenomenon “Golden Autumn”, with the phenomena of living and inanimate nature; contribute to the child’s accumulation of vivid impressions of nature, the establishment of children’s first natural relationships with the natural world, the emergence of curiosity and inquisitiveness, and the manifestation of experiences associated with the beauty of nature. Herbarium of autumn leaves and drawings based on prints. Make crafts from natural materials. Carrying out the autumn festival.
8. Transport
Teach children to distinguish and name vehicles and their components (cabin, body, wheels, etc.); give an idea of what transport is used for, how and where it moves; Expand children’s knowledge about the profession of “driver”: pilot, machinist, tractor driver.
Transport exhibition
9. Adult labor.
Professions To acquaint children with the work of adults, with various labor operations and their appropriate sequence to achieve the goal; give an idea that things are made by people from different materials and with different tools; teach adults to identify the components of labor in the sequence of inclusion in the labor process; develop interest in observing work activity; encourage the reflection of received impressions in games; to cultivate a caring attitude towards the results of the work of adults, gratitude to the person who does what is necessary for everyone.
Photo of parents' profession.
November 10
11. Furniture
Consolidate knowledge: names of furniture and its components; learn to compare individual pieces of furniture, describe furniture, and equip a room for a doll.
Reading the story “Moving”, guessing riddles about furniture. Didactic games “What’s extra?”, “What’s missing?”, task “Finish the sentence.” Outdoor games “Where is my chair?”, “Who will bring the most furniture?”, “Make no mistake.”
Layout of your favorite room.
12. Dishes.
Expand your vocabulary on the topic “Dishes”; secure with the component parts of objects; teach to use objects in singular and plural; learn to compare dishes, name their components. Reading the stories of V. Karaseva “Glass”, V. Oseeva “Tannina Achievements”, guessing riddles about dishes. Didactic games “What is extra?”, “What is missing?”, “Guess which dishes”, “Guess which dishes are hidden.” Outdoor games “We are tired, we stayed too long”, “Find the dishes”, “Who will bring the dishes sooner”.
Application “Vitamins on a plate”.
13. Wild animals in autumn
Enrich children's ideas about wild animals, introduce them to the structure of animal body parts, some features of their lifestyle: how they move, what and how they eat, what sounds they make, where they live; cultivate interest and love for nature and animals. Developmental educational situation based on play
"Fun Zoo"
[December
14. Zimushka-winter
To form in children basic ideas about winter: it is snowing, the trees are bare, the ground is covered with snow, it has become cold - people put on warm clothes; develop emotional responsiveness and variety of experiences in the process of communicating with winter nature; involve children in basic research activities to study the qualities and properties of inanimate objects.
Competition "New Year's Games"
15. Wintering birds
Introduce wintering birds; give an idea of the body parts of a bird; learn to answer questions with complete answers, write a descriptive story based on a question plan; teach to compare wintering and migratory birds; introduce baby birds. Didactic games “One-many”, “Who shouts how”. Outdoor games “Lame Crane”, “Swan Geese”, “Gardener and Sparrow”. Guessing riddles. Reading the fairy tale “Magpies” by V. Oseeva.
Bird feeder competition "Bird's Canteen"
16. World of indoor plants
- to develop children’s knowledge about indoor plants,
- give an idea of the structure and significance of indoor plants.
— deepen knowledge about plant care techniques.
— to create interest in cognitive and research activities;
— cultivate a careful and caring attitude towards plants;
— activate speech and enrich children’s vocabulary;
- develop emotional responsiveness;
— to form partnerships between teachers, children and parents.
Creation of a mini museum
17. New Year.
Help your child accumulate vivid impressions of winter and the New Year holiday; develop emotional responsiveness and variety of experiences in the process of communicating with winter nature; involve children in basic research activities to study the qualities and properties of inanimate objects.
Matinee “Santa Claus has come to us”
January
18.
19.
20. My family
To form children’s ideas about family, about the similarities between relatives and twins; learn to name family members and their actions; expand vocabulary: family tree, cousin, twins; induce in children a feeling of pride in their parents and gratitude for their care; cultivate a friendly attitude towards loved ones, love for your family.
Carrying out diagnostics, summarizing materials, holding presentations, exhibitions for parents.
21. My home.
To give children an idea of home as a place where a friendly family lives, to consolidate knowledge about the subject situation in the house, about the household responsibilities of family members; to form the idea that the kindergarten is a home for friendly children, employees and parents; learn to navigate in a group, in the purpose of different rooms, understand that all children have equal rights to play, communication, and care.
Role-playing game “Big friendly family”
22. How to behave.
Learning to be friends Form the idea that all people are different not only in appearance, but also in character: good, evil, brave, cowardly; teach to show empathy and attention to peers (share a toy, give in, rejoice, respond to another child’s request, help him); promote the establishment of good relationships between children, help preschoolers get to know each other better, and establish contacts.
Competition "The most polite"
February
23. World of animals and birds
To consolidate in children the idea of the forest and some of its inhabitants, about domestic animals and birds, about the peculiarities of their life, about the structure of the body of animals; develop curiosity, the basics of research behavior; to form a caring attitude towards the animal world.
.Didactic game “Zoo”. Making animals.
24. Russian folk art
Continue to introduce children to Russian folk art, some objects of decorative and applied art and their purpose; learn to play with folk toys and craft items, highlight the brightness and colorfulness of folk craft items, and the variety of painting elements; cultivate interest in Russian folklore: songs, nursery rhymes, jokes, fairy tales; develop the ability to play out a nursery rhyme, encourage repetition of folklore texts; open up new possibilities for game display of the world.
Games with the folk assorted toy matryoshka.
25. Our dads.
Defender of the Fatherland Introduce children to the national holiday - Defender of the Fatherland Day and its significance; form ideas about the role of the father in the family; cultivate a good attitude and respect for dad, instill a feeling of pride in your father.
Sports festival "Defender of the Fatherland Day".
26. Safety Week (Safety Week)
Enrich ideas about the objective world accessible to the child and the purpose of objects, about the rules for their safe use, about safe behavior on the street and in the kindergarten group; develop a cautious and prudent attitude towards potentially dangerous situations for humans; introduce basic rules for safe handling of objects in the bathroom, at the table, while dressing and undressing, with toys in a group and on the street, and with situations that threaten health; teach ways to call an adult for help in life-threatening situations. Artistic creativity (Applique).
Developmental educational situation based on the game “Match”.
March
27. March 8. About beloved mothers
Help children get clear ideas about their mother; enrich ideas about family and kinship relationships; awaken in children emotional responsiveness to the condition of loved ones and a desire to help - to have pity, to console, to say a kind word; cultivate love for parents.
Matinee on March 8th.
28. My city, my small homeland
Give basic ideas about your hometown (village) and your home country; bring to the understanding that the city has many streets, multi-storey buildings, beautiful buildings, various attractions, cars; cultivate love for one’s hometown (town) and home country.
Poetry evening “My native land”
29. Book week
Enrich children's reading experience (listening experience); promote children's perception and understanding of the text; cultivate interest in folklore and literary texts, the desire to listen to them carefully; maintain a direct emotional response to a literary work.
Viewing of filmed works by K. I. Chukovsky (at the teacher’s choice)
30. We grow healthy, strong, cheerful.
Encourage the child to explore himself, his body, and the capabilities of his body; develop ideas about yourself, your physical capabilities (posture, movement, health picture, interest in the rules and skills of health-preserving behavior; develop knowledge about what health and a healthy person are, about the basic skills that contribute to the maintenance and strengthening of health; promote harmonious physical development of children, formation and enrichment of motor experience.
Physical education "Funny clowns"
April
31.
32. Spring is red
To consolidate ideas about spring changes in nature: it has become warmer, the snow is melting, puddles and grass have appeared, buds have swelled; give an idea of plant growth conditions; develop interest in natural phenomena; develop emotional responsiveness to its beauty; contribute to the establishment of children’s first natural relationships with the natural world, the emergence of curiosity and inquisitiveness.
Exhibition of children's creativity.
33. Birds
Enrich children's understanding of birds and the way of life of birds; teach to distinguish parts of their body; encourage and support independent bird watching; to create a desire to care for living beings and protect them; develop emotions and humane feelings; help reflect the natural world in the game; encourage the first manifestations of creativity.
Role-playing game “Aibolit treats birds.”
34. Good wizards
Encourage children's initiative and independence, the desire for cognitive activity, for positive actions; help each child notice the growth of their achievements, feel the joy of experiencing success in their activities, a sense of surprise, the joy of learning about the world; promote the development of children's creative expressions; cultivate a friendly attitude towards others. Theatrical entertainment "Good Wizards"
35. On the city streets (traffic rules)
Form basic ideas about traffic rules; teach to distinguish between the roadway and the Zebra crossing; introduce children to traffic lights and their colors; continue to expand children’s understanding of transport and its types: freight, passenger, public and the rules of behavior in it; show the importance of transport in human life; actively work with parents using various forms of cooperation.
Making a collage about traffic rules
May
36.
37. Pathfinders
To develop children’s desire to observe, compare, and examine; create conditions for enriching sensory experience; stimulate the cognitive activity of children, develop all types of perception: visual, auditory, tactile, gustatory, olfactory; introduce a variety of examination methods; encourage new discoveries, simple experimentation with objects and materials; contribute to the development in children of independence, creative manifestations, experiencing a sense of surprise, the joy of learning about the world. Experimental activities.
Experiment "Soap magician".
38. The world around us
Create conditions for enriching children’s sensory experience and their ideas about the world around them; stimulate the development of all types of children's perception: visual, auditory, tactile, gustatory, olfactory; involve in basic research activities; develop curiosity and interest in understanding the world.
Application “I stand alone on my foot under a colored hat”
39. Green friends (plants)
Enrich children's understanding of plants: teach them to recognize objects and phenomena in nature and in pictures, examine, examine, listen, name what they saw, convey features with their voice and movements; develop emotional responsiveness and diversity of children’s experiences in the process of communicating with nature: goodwill, admiring the beauty of nature, curiosity when meeting objects, surprise, empathy, compassion; Involve kids in helping in caring for the plants of a corner of nature.
Exhibition of children's creativity.
