Elena Yurievna Alexandrova
Preparatory group in kindergarten
Preparatory group in kindergarten
I would like to tell you my story of teaching activity...
It all started when, while still a schoolgirl, I began to be interested in natural sciences. And at the end of school, my fate was already predetermined... And the choice fell on the Pedagogical University, the Institute of Ecology and Geography.
...As fate would have it, it turned out that after working relatively short time at school, I decided to change my specifics. And this time fate connected me with preschool education.
Having started working in an area unknown to me, I had to deal with caution, mistrust and misunderstandings from my parents.
And this was expressed in the fact that the parents did not know what it actually meant kindergarten. Many thought that children's the garden will play a minor role in the formation of a future personality, and therefore did not pay special attention. And they didn’t even mean that in kindergarten is conducted intensive and huge work with children.
But it is here, among children's group , the child learns to perceive the world around us their with children's eyes, and not through the prism of parents. IN kindergarten children take the first steps of independence and self-discipline, learn to adapt to the routine, and get used to a certain rhythm of life. And this is a definite plus. After all, such systematicity accustoms even the most eccentric child to neatness, precision and order.
And in the event of a violation of the daily routine, that is, delays in eating, sleeping, walking... All this can negatively affect the nervous system of children. And they, in turn, become lethargic or, conversely, excited, begin to be capricious, lose their appetite, have difficulty falling asleep and sleep restlessly.
Therefore, let's take a closer look at what awaits your baby in preparatory group.
As already mentioned, children get used to a certain daily routine, which is carried out every day strictly according to graphics:
reception of children, independent activities;
morning exercises;
walk on fresh air;
returning from a walk, independent activity;
nap;
gradual rise, hardening procedures;
games, independent activities;
walk;
returning from a walk;
going home.
Let's take a closer look at the daily routine in preparatory group.
1. Reception of children, independent activities.
During the morning reception we try to create good mood, both the child and his parents. Please note: appearance and to greet children. The teacher is obliged to make sure that everyone finds interesting activities and does not interfere with other children. If the child could not choose an activity on his own, the teacher should help to him: connect to children playing, help in choosing toys, or give the child some specific assignment.
organization of washing small groups of children. You need to ensure that children wash their hands carefully without splashing water. And most importantly, you need to ensure that children use only their own towel and carefully hang it in its place after washing.
3. Breakfast
What can we say about nutrition... Any nutritionist will confirm that
Proper eating at the same time promotes the growth of a healthy body.
During the meal, the teacher must control the children’s posture and try to ensure that the children eat all the food offered. Thus, developing cultural and hygienic eating habits.
4. Games, preparation for class
Individual work is carried out with children, conversations about their family.
Before the lesson, it makes sense to conduct an average game with the children.
mobility - for dexterity or coordination.
5. Lesson
Activities with older children preschool age, first of all, are aimed at developing the abilities that will become necessary for them when entering school. As a rule, children are raised and educated through games.
One of the main tasks is teaching children their native language, literacy, as well as the development of speech and verbal communication. In classes, preschoolers are taught to delve into and understand the teacher’s speech, reflect their acquired knowledge in speech, highlight the characteristics of objects, and group items based on common characteristics. In addition, children learn reading, writing, counting, and also train memory, logic and attention.
An important role in preschool development child plays physical education leisure time. In the process of physical preparation Children's motor experience is accumulated and enriched, physical qualities such as strength, speed, flexibility, endurance, dexterity, and coordination of movements develop.
In older preschool age, special attention is paid to group work. Children are engaged in artistic and productive activities, musical activity, work with paper, salt dough or others natural material. All this and much more contributes to the development of creative abilities.
Of course, children will not only enjoy activities, but also fun walks and entertainment.
6. Walk in the fresh air
During preparation For the walk, children are given detailed instructions on
upcoming activities - group must be put in order before leaving; Remind children of the rules for the dressing room. The teacher must control the dressing sequence before going for a walk. It is also worth drawing children's attention to their appearance. During preparation Before the walk, the teacher eliminates the children’s obvious mistakes in the process of dressing.
During the walk, the teacher observes the content of the games and the relationships between the children in these games. During the walk, outdoor games are played, and children are also involved in cleaning the area.
It is worth organizing observations of living and inanimate nature. Before leaving the walk, children are given instructions for the upcoming activity - from putting the area in order to entering group.
7. Return from a walk and lunch
See paragraph "Breakfast"
8. Daytime nap
In progress preparation the teacher monitors bedtime discipline:
children should not be distracted unnecessary games, talking, should not make noise.
The bedroom environment should be calm and relaxing. They are brought up with a caring attitude towards things, neatness, a positive attitude towards daytime sleep.
9. Gradual rise, hardening procedures
Everyone knows that hardening is beneficial for all ages. But hardening has a special effect on preschool children. Tempered children's the body adapts more easily to unfavorable conditions, immunity increases, resistance to oxygen deficiency increases, and it also normalizes the state of the nervous system and strengthens it.
Hardening children consists of a system of activities that include elements of hardening in everyday life. life: air baths, sunbathing, water treatments, properly organized walks are part of physical education.
We carry out hardening through the complex influence of natural factors (sun, air, water).
In our work after a nap we use a combination
hardening the feet with cool water and walking on tactile paths to prevent flat feet.
After hardening, the teacher monitors the discipline and order of dressing of children in the bedroom. Independence and accuracy are fostered.
10. Afternoon snack
See paragraph "Breakfast"
11. Games, independent activities
See paragraph "Games and preparation for classes»
12. Walk and return from a walk
See paragraph "Walk and return from a walk"
See paragraph "Breakfast"
14. Going home
Parents should be informed about the child's progress in
group, it is necessary to demonstrate the children's work. The teacher also informs parents about problems and ways to solve them. It is necessary to remind the child about the rules good manners, the child must say goodbye to the children and the teacher.
Having considered the daily routine, it is worth adding that one of the many factors in the development of children, of course, is preschool education. However, we should not forget that the process of a child acquiring new knowledge cannot do without the active participation of parents, because the teacher will not be able to correct the child’s behavior without knowing his specific behavior in the family.
Therefore, working with parents in older preschool age is an important factor in the effective upbringing of a child.
Continuation: “What groups are there in kindergarten?”
This article will talk about the latter group kindergarten- preparatory. Examples of classes and work are given.
Part Five: Preparatory Group
● Kindergarten groups. Preparatory group.
Continuation.
Kindergarten preparatory group
The preparatory group is attended by children aged 6 to 7 years. The group is open every day, except Saturday and Sunday, from 7 a.m. to 7 p.m.
This is the last year of kindergarten. Last year before school.
Children are actively preparing to enter first grade. They do reading, literature, mathematics, drawing, and physical education. Teachers introduce children to the basics traffic and behavior on the street.
An effective remedy For further development Children's abilities are complex activities.
Their distinctive feature is the combination various types activities in one lesson, which eliminates the conflict between the mobile nature of the preschooler and the process of acquiring new information.
Full-fledged theatrical performances are organized, with music and dancing.
Graduation party in the preparatory group marks the end of the period in kindergarten.
What do children do in the preparatory group of kindergarten?
The daily routine, as in other groups, is scheduled hourly. Children take this routine for granted and try to stick to their routine at home.
Daily routine:
- - Children are brought to kindergarten and changed.
- - independent activity until the group is fully assembled
- - conducting morning exercises;
- - breakfast;
- - independent games
- - classes on previously prepared topics, according to methodological plan
- - walk in the fresh air
- - dinner;
- - afternoon nap;
- - lifting, water procedures;
- - afternoon snack;
- - independent games
- - a walk in the fresh air;
- - dinner;
- - returning home.
* As you can see, staying in the last, most senior group does not violate the previously established order. Children study and go out as usual, but unlike previous groups, here the main emphasis is on intensive training in subjects such as mathematics, literature, and the world around us.
Children are taught how to be on the street, what a traffic light is, learn the basics of traffic rules, etc.
Information for parents
- Many parents think about the question at what age is it optimal to send their child to school - from 6 or 7 years old?
As for child psychologists, most agree that the child should be prepared for school, both physically and mentally.
If you think that he is not ready enough, do not rush to give up your child at 6 years old. It is better to extend the period of study in kindergarten in the preparatory group and send them to school at the age of 7. This will allow you to avoid psycho-emotional stress when starting your studies prematurely.
* In the photo: mathematics classes in the preparatory group of a kindergarten.
Age characteristics of children from 6 to 7 years old
At this age, a child has a desire to learn something useful and interesting.
The classes that take place during this period are perceived as an exciting game in which the child strives to show his parents and educators how capable he is. He strives to distinguish himself and achieve recognition of his qualities.
During this period, parents and educators do not need to skimp on invitations in order to show the child that they value his successes.
Based on these praises, the child’s self-esteem grows.
The possibilities of intellectual activity increase noticeably. The child’s ideas about the world become broader, more diverse and more generalized.
Continued on next page.
It is well known that almost all first-graders face certain difficulties during the initial period of school. In order for the process of preparing for school and the upcoming adaptation to school life to proceed with the greatest benefit for the child, this work must begin in advance and be carried out gradually. Purposeful work to familiarize future first-graders with the school will allow the child to feel more confident on the threshold of school.
Download:
Preview:
Educational project in the preparatory group
"We'll go to school soon"
Project description:
It is well known that almost all first-graders face certain difficulties during the initial period of school. In order for the process of preparing for school and the upcoming adaptation to school life to proceed with the greatest benefit for the child, this work must begin in advance and be carried out gradually. Purposeful work to familiarize future first-graders with the school will allow the child to feel more confident on the threshold of school.
Relevance of the project:
Preparing for school is a difficult period in the life of a preschooler. Entering school and the initial period of education cause a restructuring of the child’s lifestyle and activities. The little man is in a state of anticipation: something very significant and attractive is coming, but is still uncertain. The child’s entire way of life changes radically (routine, change in communication with adults and peers, increase in the amount of intellectual workload).
A child's attitude towards school is formed before he goes there. And here information about the school and the way it is presented by parents and preschool teachers. Many parents try to create an emotionally attractive image of the school: “You will be an excellent student here,” “You will make new friends,” “Teachers love smart kids like you.” Adults believe that by doing so they are instilling in the child an interested attitude towards school. In reality, a child tuned to a joyful exciting activity Having experienced even minor negative emotions (resentment, jealousy, envy, annoyance) you may lose interest in studying for a long time.
Practice today is aimed mainly at the intellectual preparation of children for school and pays little attention to the formation of the “internal position of the student.” Parents play a big role in preparing children for school.
Analysis of the literature and practice data convinced us of carrying out targeted work to cultivate a positive attitude towards school in children of the preparatory group using a variety of forms and methods of work, through the creation of a subject-development environment, through pedagogical education of parents, interaction with teachers primary classes.
Thus, all this work can be reflected in the long-term project “We will go to school soon.” Carrying out targeted work in preschool educational institutions to cultivate a positive attitude towards school in children of the preparatory group helps to increase the social and cognitive activity of children, the targeted formation of integrative qualities in them, necessary for the successful inclusion of children in school life.
Novelty:
Preschool teachers are faced with the task of preparing not only preparatory group children for school, but also preparing parents for the new social role of “parents of a first-grader.”
Problem:
Individual and group conversations with children about school and future educational activities showed that the children are aware of the importance of studying at school. But they do not have enough knowledge about how learning takes place in school classrooms. Some children do not know what classrooms and rooms are located in the school building.
The results of the conversation on the topic “Does the child know the school rules or what school is?” showed that preschoolers know school rules, but some children may have difficulty adapting to new school conditions, since children cannot give a clear explanation of what students do during breaks, vacations, and what grades are given for knowledge. Most preschoolers do not know how many years of school they need to attend.
Project goal:
increasing the level of motivational readiness of children for learning at school in children of senior preschool age.
Project objectives:
For children:
- to form the personal readiness of children for school, the “internal position of the student”;
- create conditions for the initial adaptation of children to school conditions;
- develop the competencies of future first-graders: (social-communicative, informational);
- Foster a positive attitude towards peers and learning.
For parents:
- To interest parents in the relevance of this topic, making them like-minded people in the implementation of this project;
- creating conditions that facilitate school adaptation;
- enrich the subject-spatial environment with didactic and methodological materials on the topic of the project;
- Enrich the subject-spatial environment to familiarize students with school (didactic and role-playing games);
For teachers:
- Improve the professional skills of a teacher preschool on preparing children for school.
Project type:
information-practice-oriented.
Project duration:
Long term
Implementation period:
from 01.09.2016-29.05.2017
Project participants:
- children of the preparatory group "Firefly" MBDOU;
- MBDOU teachers;
- parents of pupils.
Expected result:
For children:
- the preschooler's awareness of the inevitability and importance of entering school;
- facilitating the process of socio-psychological adaptation to school;
- formation of a positive image of the school in the perception of the future first-grader;
- a friendly attitude towards the school and the teacher, a friendly attitude towards peers.
For parents:
- awareness of the most important psychological characteristics of a child’s readiness for school;
- possession of practical knowledge about helping children prepare for school;
- increasing parental competence in matters of preschool preparation.
For teachers:
Increasing the professional competence of preschool teachers on the issue of integration educational areas, ensuring timely and full social readiness of children for school education.
Project activity products:
For children:
- Album of drawings “What I know about school”;
- Creative essays “The school where I will study”;
- Creation of the album “What will be useful to me at school.”
For parents:
- Results of the survey “Soon to school”;
- Joint essays with children “The school where I will study.”
For teachers:
- a collection of consultations for parents of preparatory groups on the development of psychological readiness for school;
- methodological recommendations for teachers on conducting the “School for Parents of Future First-Graders”;
- production of travel folders for parents with recommendations for preparing children for school.
Logistics:
- audio, video systems, photographic equipment, multimedia installation, TV.
- library for children and parents.
- selection of literature,
- selection visual material(illustrations, photographs, sketches),
- exhibitions of books, drawings,
- creating conditions for holding open events (decorating a group room, music room).
Methodological support:
- L.V. Kutsakova “Moral and labor education in kindergarten” M., Mozaika-Sintez, 2008.
- T.A. Shorygina “Conversations about good and bad behavior” M., Sfera shopping center, 2008.
- Approximate basic general education program preschool education"From birth to school" N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva: Mosaic-Synthesis, 2014.
- O.V. Dybina “Familiarization with the subject and social environment of a preparatory group for school” M., Mozaika-Sintez, 2014.
- Internet resources.
Stages of project implementation 1. Preparatory stage
p/p | Result | responsible |
|
Defining goals and objectives, creating conditions for joint activities children and teachers. | Selecting a project. Setting and defining the goals and objectives of the project. | educators |
|
Development of a work plan at the stages of project implementation; (Cycle of pedagogical activities of cognitive, communicative artistic and aesthetic orientation). | Perspective-thematic plan. (Cycle of pedagogical activities of cognitive, communicative, artistic and aesthetic orientation). | Senior teacher, educators |
|
Selection of information on this topic. | Creation of methodological support for the project. Selection of literature on the topic. Creation of educational albums for children. Selection of proverbs and sayings on the topic of the project Selection of illustrations, photographs, booklets on a given topic, texts of works of art, poems. | educators |
|
Formation of motivational readiness of parents to participate in project activities. | Questioning parents on the topic, holding a meeting with a primary school teacher, a parent meeting. | educators |
2.Practical stage
Events for September | responsible |
|
Conversations | "What is school?" | educators |
GCD | NOD “What is a school and what do children do there?” | educators |
Communication activities | Looking at pictures about school life, ABCs, notebooks. | educators |
S.Marshak “First of September” Y. Koval “Zero class” | educators |
|
Productive activity | Drawing "School building" | educators |
Working with parents | Parent meeting "Preparing children for school" Meeting with a primary school teacher “Parents of future first-graders.” | educators |
Events for October | responsible |
|
Conversations | “What kind of first-grader will I be?” | educators |
GCD | “What did you like about school?” (writing a story) | educators |
Physical development | educators |
|
Didactic games | School themed | educators |
Experimental activities | School excursion | educators |
Reading fiction | A. Barto “To school”, V. Dragunsky “Where is it seen, where is it heard” | educators |
Productive activity | Drawing "School supplies" Modeling “School supplies” Listening to songs about school | Teachers, music director |
Working with parents | Memo “Advice to parents of future first-graders”, information stand “How modern parents understand “child’s readiness for school” | teachers, parents |
Events for November | responsible |
|
Conversations | "Profession teacher." | educators |
GCD | Writing a story “Why do I want to go to school?” | educators |
Physical development | p/i "Game break". "The signal sounds." | educators |
Didactic games | “What should we take to school?” | educators |
Story-based role-playing game | "School supplies store" | educators |
Reading fiction | E. Moshkovskaya “We play school” | educators |
Productive activity | Drawing “What I saw at school” | educators |
Working with parents | Questionnaire: “How do you prepare your child for school?” | educators |
Events for December | responsible |
|
Conversations | « School rules", "What do they do at school during lessons and breaks?" | educators |
GCD | “What will my first day of school be like?” (writing a story) | educators |
Physical development | Study of active and sedentary games for school breaks | educators |
Didactic games | "Soon to school"; "Syllable houses". | educators |
Story-based role-playing game | "I am a teacher" | educators |
Reading fiction | V. Dragunsky “Amazing Day”, “Enchanted Letter” | educators |
Productive activity | Application “School building” | Educators, |
Working with parents | Conversations “Developing the strong-willed qualities of a future schoolchild”, moving folder “If a child is afraid to go to school” | Teachers, parents |
Events for January | responsible |
|
Conversations | "What not to do at school" | educators |
Theater activities | Puppet theater “How Pinocchio went to school” | educators |
Physical development | p/i “I am an athlete!”, “Find!” | educators |
Didactic games | “Pack your school bag” “I’ll tell you, but I won’t show you” | educators |
Role-playing game | "Physical Education Lesson" | educators |
Reading fiction | A. Aleksin “First day”, G. Shalaeva “ Big book rules of behavior”, V. Voronkova “Girlfriends go to school” | educators |
Productive activity | Drawing “What I saw at school” Learning the song “They teach at school” | educators, music supervisor |
Working with parents | Consultations "First-Grade Skills." | educators |
Events for February | responsible |
|
Conversations | “How is school different from kindergarten?” | educators |
GCD | “I’m at a preschooler’s school” (creative storytelling | educators |
Physical development | Study of active and sedentary games for school breaks | educators |
Didactic games | “I’ll start, and you continue”, “Pack up your briefcase” | educators |
Role-playing game | "Math Lesson" | educators |
Reading fiction | S. Marshak “The Cat and the Quirks”, A. Barto “To School” | educators |
Productive activity | Construction "My School" | educators, |
Working with parents | Consultation “How to choose a school?” | educators, parents, |
Events for March | responsible |
|
Conversations | “Are the rules of behavior in kindergarten and school the same or different?” | educators |
GCD | “How I prepare for school at home and in kindergarten” | educators |
Physical development | Study of active and sedentary games for school breaks | educators |
Didactic games | “Decipher the words”, “Number houses” | educators |
Role-playing game | "School Library" | educators |
Reading fiction | educators |
|
Productive activity | Map "Road to school" | educators |
Theater activities | Playing out the situation “What to do if you get a bad grade” | educators |
Events for April | responsible |
|
Conversations | “Do you want to go to school?” | educators |
GCD | “What do they teach at school?” | educators |
Physical development | Study of active and sedentary games for school breaks | educators |
Didactic games | “First Grader”, “Logic Train”, “Easy Counting” | educators |
Role-playing game | "School". | educators |
Reading fiction | M.A. Panfilov’s series of fairy tales “Forest School” | educators |
Productive activity | Drawing “What school do I want to go to” | educators |
Working with parents | Joint essays with children “The school where I will study”, consultation “Compliance with the daily routine of a first-grader at summer holidays and at school during the adaptation period" Final parent meeting |
Lesson summary for the preparatory school group “Getting to know school”
Efimova Alla Ivanovna, teacher of GBDOU No. 43, Kolpino St. PetersburgDescription: The material will be of interest to educators and additional education teachers. For children of senior preschool age.
Target: development of cognitive abilities.
Tasks:
- expand vocabulary children on the topic “school”;
- develop cognitive processes (elements logical thinking, memory, auditory and visual attention), coherent speech;
- to cultivate in preschoolers a positive emotional attitude towards themselves, towards others and towards school;
- develop independence, the ability to work in a team, and the ability to negotiate.
Preliminary work.
- Memorizing poems, proverbs, asking riddles at school and school supplies.
- Reading fiction, conversations, looking at illustrations on the topic, learning outdoor games.
Materials:
Pictures about school, pictures of schoolchildren, a disk with music about school.
Prizes: chocolate medals.
Progress of the lesson:
Educator: Guys, you are already children of the preparatory group. What does this mean?
Answers.
Educator: That's right, soon you will go to school and will be schoolchildren.
Listen to a poem about school.
What is school
School is a bright house,
We will study in it.
There we will learn to write,
Add and multiply.
We learn a lot at school:
About your beloved land,
About mountains and oceans,
About continents and countries;
And where do the rivers flow?
And what were the Greeks like?
And what kind of seas are there?
And how the Earth rotates.
The school has workshops...
There are countless interesting things to do!
And the call is fun.
That's what "school" means!
Educator: But in order to go to school, you need to find out what you know you can do. Do you think school is different from kindergarten?
Answers.
Educator: What should you do when you enter the classroom?
Answers.
Educator: That's right, and our guys prepared poems.
Child: These wonderful words
Everyone is very happy to hear.
Adults and children grow kinder,
And they rush to smile at everyone.
Child: Meet me, new conversation,
We'll start with "Hello".
A friend suddenly came for lunch -
Let's say "Hello" to him.
Child:“Good evening”, “Good afternoon”,
We are all not too lazy to talk!
"Good morning" we will say
Waking up in the morning, mom.
Educator: Do you think school rules are different from kindergarten rules?
Answers.
Educator: Tell me your address, the address of your kindergarten?
Answers.
Educator: How should you behave at school?
Answers.
Educator: Tell us what you know about the school? How do you know when class starts?
Answers.
Educator: And after the lesson, what do the children do?
Answer.
Educator: That's right, they rest during recess. So I suggest you rest a little.
You can run and make noise (children run in place)
Recess, recess (children stand in a circle, clap their hands)
Take a good rest (children are jumping up and down)
Dance and sing songs (children dance)
You can sit down and be silent (they squat and become quiet)
Just - mind you! You can't be bored! (jump up)
Educator: Who works at the school?
Answers.
Educator: What does the teacher do?
Answers.
Educator: Well, let's go to school and start studying?
Answers.
Educator: Your first task, you have cubes with letters on your tables. Try to put words out of them that are familiar to you.
The children are posting.
Educator: Now tell me the letters that make up the word SCHOOL.
Answers.
Educator: Let's assemble this word from cubes. Each child collects one specific letter (we distribute the letters before work).
Educator: Look, there are pictures on the board, you need to find objects that start with the same letter.
Game: “Find words starting with the letter...”.
Educator: And now everyone stood up together, pricked up their ears and repeated the physical exercise (we repeat the movements according to the text).
We will all stand together now,
Let's all rest at the rest stop.
Turn right, turn left,
Bend over, rise up,
Paws up and paws to the side,
And jump and jump on the spot!
And now we’re skipping.
Well done, my bunnies!
Slow down the bunnies' pace,
And stand still! Like this!
And now we will sit down together:
We still need to work!
Educator: And now I’m reading riddles,
And I’ll count the answers.
- Multi-colored noses
They follow the paper themselves.
Their drawings are good.
What is this? (Pencils)
- He teaches me to read
From the letter A to the letter Z,
It is not an atlas, not a dictionary,
What's his name? (primer)
- It has become a home for little hands.
It's called... (pencil case)
- We sat down at our desks together,
Mouths shut:
During recess we made noise,
And now we have... (lesson)
- Notebooks and pens, textbook, sharpener -
In the evening, collect everything and check it.
After all, you are going to school, not fishing,
Therefore, it must be collected... (briefcase)
- We will open a wonderland,
And we will meet the heroes.
In the lines
On the leaves,
Where are the stations at the points. (book)
Educator: Since you are already future schoolchildren, I want to listen to your short stories on the topic: “From the window, from the window - our school is visible.”
Children write short stories.
Educator: There are houses on the easel, and in each house there is a window, we need to place a figure in this window. You also have houses on your tables with certain figures and windows.
Game: "Find your house."
Educator: Let's play a game "One is many."
I name one object, and you name many objects. For example: pencil - pencils.
Pen - …,
Ruler - …,
Eraser - ...,
Desk -…,
Student - …,
Deuce -...,
Letter -...etc.
Educator: You seem to know the letters and remember your school supplies, but can you count? I offer you some puzzles for your mind.
There is 1 boy sitting at the desk, and 1 girl is sitting next to him. How many children are sitting at a desk?
Answer.
Educator: There were 3 apples, they were divided in half. How many people can apples feed?
Answers.
Educator: We need a red pencil blue and green. How many pencils did we take?
Answer.
Educator: Physical exercise “Soon to school”
We'll be going to school soon (walking)
And we’ll take the briefcase with us (rhythmic clapping)
At school we will read (turn heads to the right, left)
At school we will write (fingers say hello)
And study all the best! (show 5 fingers)
Educator: Let's consolidate the material covered. I ask questions and you answer “Yes” or “No.”
- Do we go to school to play?
- Or get straight A's?
- Shall we sleep during class?
- Or play with dolls?
- Will we offend our friends?
- Will we respect teachers?
- Shall we give the diary to the teacher?
- Will we read every day?
- Shall we rest during the break?
- And we will start studying again?
Educator: I liked the way you worked today. Listen to the poem.
Child: Everyone will say goodbye
When leaving, “Goodbye” to everyone.
It's time for a friend to leave -
We'll say "Bye" to him.
Educator: So we say “Goodbye” to our lesson today, I thank you for the lesson and give everyone medals, although only chocolate ones for now.
Independent activities of children on the topic “School”.
Does anyone know the benefits of a preparatory group? Many parents of kindergarten-aged children are tormented by the question of whether to send their beloved child to kindergarten or leave it under the supervision of grandparents. Of course, in each case everything is individual and it’s up to you to decide, but having become more familiar with what awaits your baby in his first educational institution, it will be easier for you to accept the right treatment.
- First of all, kindergarten is a kind of step in the development of your baby. Growing up, our children gradually enter into adult life, the regime of which quite often differs greatly from a cozy home pastime, where all attention is given only to him and all desires are immediately satisfied. In kindergarten, a child learns to adapt to a routine and a certain rhythm of life - these are the first steps of independence and self-discipline.
- Secondly, such groups are precisely distinguished by the fact that here children are purposefully developed and prepared for the next stage.
Mainly in this age group The use of role-playing games in teaching preschool children continues. In the preparatory group, integrated (complex) classes are used, which will be discussed a little later, and the necessary skills are directly developed in children of this age period.
Let's look at specific examples of each of these methods.
Classes in the preparatory group of kindergarten:
Thematic role-playing games in the development of a preschooler
As for role-playing games: with the help of such games, children strengthen their ability to interact with each other, that is, the ability to cooperate, and develop the ability to interact with objects (consolidating knowledge about the shapes, colors, sizes of various objects).
Imagination develops through the animation of toy characters and dolls.
At this age, children can already independently invent roles for themselves and play without the direct participation of a teacher, but the role of an adult is to create an object-based play environment and organize an appropriate atmosphere. The child chooses his own role (mother, builder, doctor) and then behaves according to the chosen plot. This strengthens the ability to transfer one’s action from one object to another, to compare one’s actions with the actions of the people around him.
The teacher must prepare the necessary sets of toys that I can captivate children with play, and then encourage the kids to play. This can be done by starting the game yourself, for example, like this: “I am a doctor. I will treat the children. This is where I will have a hospital. Come in if you need treatment. Kitty, are you sick? Where does it hurt? Show me the neck and the ear. Now we’ll take the temperature, here’s a thermometer.” (He puts the thermometer on the cat.) Now we’ll see you. Does your hand hurt?” Then the teacher, along with the toys, can treat the children, and then invite the children to play themselves.
Of course, in the group more attention is paid to the development of counting, reading, first mathematics and writing skills.
Complex classes in the preparatory group
As we said earlier, complex classes are very effective for developing children’s abilities. Their distinctive feature is the combination of various types of activities into one lesson. Changing types of action goes well with the active and mobile nature of children and helps to consider the subject (or phenomenon) being studied from different points of view. The lesson also provides for the consolidation of new knowledge in practice. The advantage is that the child does not have time to get tired of the amount of new knowledge acquired, but at the right time, to a new type of “absorbed” information.
Complex classes help smooth out the emerging contradictions between pedagogical training and the natural development of the personality of the future schoolchild, thus eliminating the conflict between the mobile nature of the preschooler and the process of acquiring new information.
By combining in the required proportions fragments of improving speech abilities, artistic creativity, development physical health in one complex lesson, the teacher can maintain the children’s attention at a high level for quite a long time, and this applies to children of different temperaments and abilities. In an integrated lesson, almost any child will find interesting topics for themselves.
The main areas in which children are taught in preparation are:
- speech development;
- acquaintance with nature;
- knowledge of the surrounding world;
- classes in fine arts, modeling, appliqué;
- mathematics and logical thinking skills;
- memory development with memorization of short poems;
- strengthening physical health, using exercise and some other abilities.
Let's take an example of a complex lesson in the area of getting to know nature, developing speech and drawing skills. Let's present it in a condensed form to understand the essence.
Lesson in the preparatory group of a kindergarten on the topic: “Sparrow”
- Give children knowledge about the sparrow.
- Learn to retell the text, maintaining the figures of speech used by the author, without breaking the sequence. Continue teaching the children how to draw a bird, creating a composition.
- Vocabulary: sparrow, little sparrow.
- Develop coherent speech fine motor skills hands
- Practice onomatopoeia, counting abilities and number composition.
- Instill curiosity and an ecological perception of the world.
Equipment:
- A picture with a picture of a sparrow and an inscription.
- Audio recording of sparrow sounds.
- Sparrow mitten doll or cut out paper bird figurine.
- Landscape sheets with a drawn outline (outline in pencil), colored pencils.
Progress of the lesson:
Now we will get acquainted with a small bird. This is a sparrow. (Show the picture and read the inscription).
Look at the sparrow. It is approximately the size of a parrot (15 cm), brown with gray accents.
Sparrow moves small jumps, and makes sounds: “chick-chirp.” Listen to him tweet. (Turn on the audio recording).
Try to say “chik-chirk” yourself. (Onomatopoeia).
What are sparrow chicks called? Let's repeat the chicks of other birds.
Game "Guess the Chick"
A cuckoo chick is a cuckoo chick.
A stork chick is ... a stork.
A crow chick is... a crow.
A starling chick is ... a starling.
An owl chick is... an owlet.
Crane chick - ... this is a baby crane.
Now let's play.
Dynamic recreation “Sparrows are looking for food”
Children imitate the flight of birds and run out from the tables onto the carpet, on which there are many medium-sized buttons. These are grains and other birdseed. The teacher suggests taking two grains each - the sparrow will not carry more. Children fly for food several times. Then count the number of buttons. It is said that four is made up of two twos.
Now the continuation of the story about the characteristics of the behavior and life of a sparrow.
Sparrows are funny, active birds. One day this story happened. The teacher tells short story with elements of showing what is happening, you can attract children.
Reading a story about a sparrow by famous writers. Then depict an episode from the story on a prepared sheet of paper (outlines of sketches are allowed).
Outdoor game “Birds are flying home”
Children fly like birds. If they hear names other than birds, they stand still. And when they hear the words “sparrows go home”, they run to the carpet and stand in the nests (hoops).
The crows are flying home.
The sparrows are flying home.
You will take your drawings home and, looking at them, tell about the sparrow.
Then read a poem or tongue twister about a sparrow.
