Completed:Vedzizhev A.R.
Summary of independent activities of children of the preparatory group in physical education classes “Sport is life”
Goal: Comprehensive physical development of the child in accordance with his capabilities and needs through independent motor activity.
Educational: Enrich children's knowledge about sports, health, ways to strengthen it, preserve it, and have a responsible attitude.
Developmental: Form motor skills and physical qualities (dexterity, speed, strength, endurance, development of compensatory skills and qualities,
Wellness: Strengthen the health of children, promote the correct physical and mental development of the child’s body, increase mental and physical performance, correct posture and flat feet.
Educational: To cultivate positive character traits (courage, determination, perseverance, moral qualities (kindness, mutual assistance, volitional qualities (willpower, the ability to win and lose, form the habit of a healthy lifestyle, the desire to engage in physical exercise (including not for the sake of achieving success) as such, but for your own health).
Dominant area: physical development.
Type: independent motor activity of children in physical education classes.
Children's age: 6 years.
Form of organization: group, gym.
Uniform: sports uniform (knitted T-shirt with short sleeves, shorts, socks, Czech shoes).
Preliminary work: viewing slides about sports, looking at a series of paintings “Types of Sports”, reading encyclopedias for preschool children about sports and healthy lifestyle, conversation “Healthy lifestyle”.
Equipment: balls (3 pcs., gymnastic bench (1 pc., gymnastic mat (1 pc.), basketball hoop, tunnel, inclined board, gymnastic wall, exercise machines: “step”, “wave running”, skittles (6 pcs., trampoline, cards with similar sports equipment.
Progress of the lesson.
Educator: Guys, every day we hear the familiar words “physical education” - “sport”. What do you think is the difference between these two concepts?
Children: Every person can engage in physical education, but not sports.
Educator: Both small and large, young and old can do physical education. The strongest, strongest and healthiest people engage in sports. But every athlete dreams of becoming an athlete.
What needs to be done for this?
Children: You need to do exercises every morning and move a lot, eat right.
Educator: Do you want to become like athletes - hardy, strong, dexterous and fast?
(Children's answers).
Educator: Now tell me what sport you like best. What sport would you like to play? Would you go to the Olympic Games to defend the honor of Russia? (children's answers)
Educator: Guys, future Olympians are trained in special centers for training Olympic champions. I suggest your group visit this center called “Olympic Village”. But I want to warn you that without friendship, mutual assistance, perseverance and perseverance, this training cannot take place. To become a champion you need to know and be able to do a lot. What qualities do you think a candidate for the Olympic reserves should have? (Children's answers).
Educator: I suggest you come up with a name for your team
and start training, but with one condition - you will do this training yourself.
Who will do the warm-up?
How many of you want to do general developmental exercises?
(children independently nominate candidates; if there are many willing children, then the child is selected by counting).
How many of you can do breathing exercises?
(children independently nominate candidates; if there are many willing children, then the child is selected by counting).
(Children independently begin the lesson by prior agreement, the teacher determines the dosage with the help of music, without interfering in the process).
Educator: To start training on sports equipment, you need to choose the desired equipment using the cards that show these equipment, prepare them for the lesson, and then put them in place. If you wish, you can exchange cards and switch to another apparatus, you can change as much as you want.
(The teacher invites the children to choose a card on their own; a card is prepared for each child).
Reflection:
Educator: Today you visited the training center for future Olympians and passed all the tests. What did you like most? What was the most difficult? I believe that your team is ready to become real athletes and I want to present you with “Young Athletes” certificates and thank you for not being afraid of difficulties and enduring everything with dignity.
Educator: What is sport.
Sport is life. This is ease of movement.
Sports inspire respect from everyone.
Sport moves everyone upward and forward.
It gives vivacity and health to everyone.
Everyone who is active and who is not lazy,
They can easily make friends with sports.
The Constitution of the Russian Federation, the “Concept for the Modernization of Russian Education”, the Law of the Russian Federation “On Education in the Russian Federation” and other regulatory documents of the Russian Federation formulate the social order of the state for the education system: education of an initiative, responsible person, ready make decisions independently in a situation of choice.
The Federal State Educational Standard for Additional Education indicates that one of the main principles preschool education (clause 1.4 paragraphs 1 - 4, 7 Federal State Educational Standards for Preschool Education) is:
1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;
2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education (hereinafter referred to as individualization of preschool education);
3) assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;
4) support children's initiatives in various types of activities;
7) formation of cognitive interests and cognitive actions of the child in various types of activities;
At the stage of completion of preschool education, in the context of the concept of “independence”, the target guidelines (clause 4.6 of the Federal State Educational Standard for Preschool Education) provide the following age characteristics of children's capabilities:
Show initiative and independence in various activities;
Able to choose one’s occupation and participants in joint activities;
The child is capable of volitional efforts;
Tries to independently come up with explanations for natural phenomena and human actions;
Capable of making his own decisions.
Formation of personal qualities in preschool children, determined by the target guidelines of the Federal State Educational Standard.
Supporting initiative and independence.
In the scientific pedagogical literature there are different points of view on the definition of the concept of “independence”.
1. This is the ability not to be influenced by various factors, to act on the basis of one’s views and beliefs.
2. This is a general characteristic of a person’s regulation (management) of their activities, relationships and behavior.
3. This is a gradually developing quality, a high degree of which is characterized by the desire to solve the problems of an activity without the help of other people, the ability to set a goal for an activity, carry out basic planning, implement what was planned and get a result adequate to the goal, as well as contribute to the manifestation of initiative and creativity in solving emerging problems.
Independence – a generalized personality trait manifested by initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior.
Initiative – a special case of independence, the desire for initiative, a change in forms of activity or way of life. This motivational quality is also considered as a volitional characteristic of human behavior.
According to the definition in the "Soviet Encyclopedic Dictionary", initiative is (from the Latin initium - beginning) initiative, the first step in any matter; internal motivation for new forms of activity and entrepreneurship; a leading role in any action.
In the “Handbook of Psychology and Psychiatry of Children and Adolescents”, initiative is defined as “a characteristic of a person’s activity, behavior and personality, meaning the ability to act according to internal motivation, in contrast to reactivity - behavior carried out in response to external stimuli. Initiative shows the development of activity and personality, especially in the early stages of development.
Initiative is manifested in all types of children's activities. , but most clearly in communicative, cognitive - research, gaming, and visual. This is the most important indicator of the development of children's intelligence. Initiative is an indispensable condition for improving all cognitive activities of a child, but especially creative ones (clause 1.2 of the Standard). An enterprising child strives to organize games, visual activities, meaningful communication, he knows how to find an activity that suits his own desires; join the conversation, offer an interesting activity to other children. In preschool age, initiative is associated with the manifestation of curiosity, an inquisitive mind, and ingenuity. An initiative child is distinguished by meaningful interests.
Independent activities of children - one of the main models for organizing the educational process of preschool children.
In the federal state educational standard for preschool education, approved By order of the Ministry of Education and Science of October 17, 2013 No. 1155, the formation of children’s independence is embedded in the principles of preschool education (clauses 1.2, 1.4 of the Federal State Educational Standard for Education).
One of the goals of the Standard is to develop the child’s independence and responsibility (clause 1.5, paragraph 6 of the Federal State Educational Standard for Education).
The preschool education standard determines that the educational program should be aimed at creating conditions for development initiatives and creative abilities of the child(clause 2.4 of the Federal State Educational Standard for Education). Should ensure personal development, motivating children's abilities in various activities(clause 2.6 of the Federal State Educational Standard for Education). The content section of the program must include (clause 2.11.2. paragraph b) Federal State Educational Standard for Education) ways to guide and support children's initiative.
In accordance with SanPiN 2.4.1.3049-13, at least 3-4 hours should be allocated during the daily routine for independent activities of children 3-7 years old (games, preparation for educational activities, personal hygiene).
To develop independent activity the following must be ensured psychological and pedagogical conditions:
· Respect by adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own capabilities and abilities (clause 3.2.1. paragraph 1 of the Federal State Educational Standard for Education).
· Support by adults for a positive, friendly attitude of children towards each other and the interaction of children with each other in different types of activities (clause 3.2.1 paragraph 4 of the Federal State Educational Standard for Education).
· The opportunity for children to choose materials, types of activities, participants in joint activities and communication (clause 3.2.1 paragraph 6 of the Federal State Educational Standard for Education).
· Supporting the initiative and independence of children in activities specific to them (clause 3.2.1. paragraph 5 of the Federal State Educational Standard for Education).
Independent activity presupposes the need to do what you love . Children are united into subgroups according to interests and individual personal characteristics, for play activities, they are enthusiastically engaged in artistic creativity, theatrical and play activities, and experimentation.
In the process of independent activity, the tasks of five educational areas are implemented (clause 2.6. Federal State Educational Standard for Education):
"Social and communicative development"
Formation of independence, purposefulness and self-regulation of one’s own actions;
"Cognitive Development"
Development of children's interests, curiosity and cognitive motivation, development of creative activity;
"Speech development"
Mastery of speech as a means of communication and culture;
“Artistic and aesthetic development”
Implementation of independent creative activity;
"Physical development"
Gaining experience in motor activity,
Formation of focus and self-regulation in the motor sphere
Main principle of independent activity: support initiatives children in various activities. It is necessary to strive to support the diversity of childhood, preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person. (Clause 1.2. Federal State Educational Standards for Education).
A necessary condition for the development of a child’s proactive behavior, positive freedom and independence is education on the principles of love, understanding, tolerance and orderliness of activity.
An enterprising child must be able to realize his or her activities creatively and demonstrate cognitive activity. The novelty of the product of children's activity is subjective, but extremely important for the development of the child's personality. The development of creativity depends on the level of development of the cognitive sphere, the level of development of creative initiative, arbitrariness of activity and behavior, freedom of activity provided to the child, as well as the breadth of his orientation in the world around him and his awareness.
So, an initiative person is characterized by:
Arbitrariness of behavior;
Independence;
Developed emotional-volitional sphere;
Initiative in various activities;
The desire for self-realization;
Sociability;
Creative approach to activities;
High level of mental abilities;
Cognitive activity.
An initiative personality develops through activity. And since the leading activity of preschool age is play, the higher the level of development of creative initiative, the more varied the play activity, and, consequently, the more dynamic the development of the individual.
Korotkova N. A. and Nezhnov P. G. introduce such a concept as “creative initiative.” Under creative initiative The child’s involvement in a story-based game should be understood as the main activity of a preschooler.
There are three levels of creative initiative:
1st level
Actively deploys several semantically related conditional actions (role in action), the content of which depends on the existing game environment; actively uses substitute items, giving the same item different in-game meanings; enthusiastically repeatedly reproduces the favorite conventional game action (chain of actions) with minor variations.
Key Features: within the framework of the existing object-game environment, actively deploys several game actions related in meaning (role in action); variably uses substitute objects in a conventional game meaning.
2nd level
Has an initial concept (“I want to play hospital”, “I am a driver”, etc.); actively searches for or modifies the existing gaming environment; accepts and designates playing roles in speech; develops individual plot episodes (within the usual sequences of events), actively using not only conventional actions, but also role-playing speech, various role-playing dialogues; during the game he can move from one plot episode to another (from one role to another), without caring about their coherence.
Key Features: has an initial concept that can easily change during the game; takes on a variety of roles; when unfolding individual plot episodes, he reinforces conditioned actions with role-playing speech (variable dialogues with toys or peers).
3rd level
Has a variety of game plans; actively creates the subject environment “according to the plan”; combines (links) different plot episodes into a new whole during the game, building an original plot; can consciously use role reversal; the plan also tends to be embodied primarily in speech (verbal inventing stories) or in an object model of an imaginary “world” (with small toys-characters), and can be recorded in plot compositions in drawing, modeling, and design.
Key Features: combines various plot episodes into a new coherent sequence; uses detailed verbal commentary on the game through events and space (what happens where with the characters); partially embodies the game concept in the product (verbal - story, objective - layout, plot drawing).
Ways to develop initiative:
- Give simple tasks, instructions (remove Fear “I can’t cope”, creating situations of success), develop initiative in children.
- Give tasks that are interesting or those in which a person has a personal interest in doing something.
- Supportinitiatives (be prepared to pay for mistakes and failures). Learn to respond adequately to your own mistakes (see “Mistake!”).
The main criterion for assessing independent gaming activity there should be pupils play behavior, methods of spreading the game, the child’s ability, depending on his own plan, to include conditional actions with objects, role-playing dialogues, and combine various events into the game.
Independent visual activity arises on the initiative of the child to satisfy his individual needs (give a gift to his mother, make a toy, etc.) The adult’s task is to develop independence without violating the child’s plan, using hints, drawing attention to the object, asking questions.
Signs of manifestation of independence are the child’s attention and interest in a certain activity and the ability to transfer what he has learned into his own new activity.
When organizing the independent activities of children, the teacher attaches special importance to the formation of friendly relations between them.
Forms of organizing independent activities:
- free activity of pupils in the conditions of a subject-specific developmental educational environment created by teachers, ensuring that each child chooses activities according to his interests and allows him to interact with peers or act individually;
- activities of pupils organized by the teacher, aimed at solving problems related to the interests of other people (the emotional well-being of other people, helping others in everyday life, etc.).
Independent activities include: types of activities as gaming, motor, cognitive-research, visual, communicative.
1. Game activity: director's game, role-playing game, games with rules, etc.;
2. Motor: outdoor games, play exercises.
3. Fine: drawing, designing, modeling.
4. Cognitive and research: researching objects in the surrounding world and experimenting with them.
5. Communicative: communication and interaction with adults and peers.
6. Construction.
7. Self-service and basic household work.
The preschool educational institution must create conditions that ensure the emotional well-being of children (clause 1.6 of the Preschool Education Standard).
Each activity has a unique impact on the development of different components of independence. So, the game promotes the development of activity and initiative(S.A. Marutyan, N.Ya. Mikhailenko, D.B. Elkonin), work activity provides favorable opportunities for developing purposefulness and awareness of actions, persistence in achieving results (M.V. Krulekht, V.I. Loginova, D.V. Sergeeva), productive activities develop the child’s independence from adults and the desire to find adequate means of self-expression.
Gradually, independence of a reproductive nature is replaced by independence with elements of creativity, the level of awareness, self-control, and self-esteem of the child in the process of the type of activity he carries out increases. The problem of instilling independence in preschoolers is considered in two aspects: mental and moral.
There are 3 components of independence development:
1. Intellectual: productive and traditional thinking (the formation of independence, according to Vygotsky L.S. (1983), largely depends on the level of formation of memory, thinking, development of attention, speech, etc. thanks to this, the child is able to subordinate his actions to that or another task, to achieve a goal).
2. Emotional: under certain conditions, emotions can significantly increase the productivity of mental activity.
3. Volitional: elements of will that are formed in children even in pre-preschool age; The level of development of the will depends on the means, forms and methods of education.
Among the indicators of independence, experts note:
The desire to solve problems of activity without the help and participation of other people;
Ability to set goals for activities;
Carrying out basic planning of activities;
Implementation of the plan and obtaining a result adequate to the goal.
To organize children’s independent activities, it is necessary to create developing subject-spatial Wednesday in accordance with the Federal State Educational Standard of October 17, 2013 No. 1155 (clause 3.3).
The subject-development environment should be organized in such a way that every child had the opportunity to do what they loved. Such an environment must meet the individual and age characteristics of children and their leading activity - play.
It is the modeling of the game of the child’s choice, his scenario, that contributes to the development of creative abilities, awakens imagination, active action, teaches communication, and vivid expression of one’s feelings.
Play in kindergarten should be organized, firstly, as a joint game between the teacher and the children, where the adult acts as a playing partner and at the same time as a carrier of the specific “language” of the game. The natural emotional behavior of the teacher, who accepts any child’s plans, guarantees freedom and ease, the child’s enjoyment of the game, and contributes to the desire in children to master the methods of play themselves. Secondly, at all age stages, play should be preserved as a free independent activity of children, where they use all the play tools available to them, freely unite and interact with each other, where the world of childhood is ensured to a certain extent, independent of adults.
Along with play, free productive activity of children (constructive, visual, etc.) occupies a significant place in a child’s life. Just like in play, the child’s development opportunities are enriched here.
The equipment of the developing subject-spatial environment should enable the child to activate his cognitive abilities. Educational games, technical devices, equipment for experimentation, toys should be presented in accordance with the needs of children in various types of independent activities (clause 3.3.1. Federal State Educational Standard for Education).
The requirements for the construction of a subject-spatial development environment are defined in the Federal State Educational Standard for Education (clause 3.3). Clause 3.3.4 of the Federal State Educational Standard for Education talks about the principles of organizing a subject-spatial development environment. “A developing subject-spatial environment should be content-rich, transformable, multifunctional, variable, accessible and safe.” In accordance with the principle of accessibility and safety, the developmental environment should be organized so that the materials and equipment necessary for children to carry out any activity, were either in the child’s field of vision or were accessible, so that the child can take them without turning to an adult for help. And so that every child had the opportunity to do what they loved. All elements of the developmental environment must be accessible to children, aesthetically attractive, diverse, transportable, multifunctional, and safe (clause 3.3.4, paragraphs 1 - 6 of the Federal State Educational Standard for Education). It is important for the teacher to think about how to rationally distribute play material so that children can engage in a variety of play activities without interfering with each other. The developmental environment must be periodically transformed (Federal State Educational Standard 3.3.4, paragraph 2 of the Federal State Educational Standard for Education), updated taking into account the specifics of children's perception of what stimulates children's activity, the theme of the week, and encouraged to supplement its necessary components.
Independent activities of children are organized through the creation of development centers of different directions in each kindergarten group (clause 3.3.2. Federal State Educational Standard for Education).
Planning independent activities for children reflected in the long-term and calendar plans of educational work, it integrates with other forms of work during the day (walking, routine moments, joint activities). The plans indicate zones (activity centers, corners) in which the teacher organizes children’s activities according to their interests (work in the corner of sensory, physical, musical, labor activities), while describing the materials and equipment offered to the attention of children, attributes for plot and other games .
According to the principle of complex thematic construction of the educational process, children’s independent activities are organized taking into account the topic that is relevant for a given day (or week), the goals and objectives of educational work during the day.
In children's independent activities , lies personal interest (intrinsic motivation). The motive may be and interest, and the desire to help someone, and the desire to receive praise and the need to satisfy some other needs. In any case, internal motivation causes an increase in physical strength, a surge of emotions, and activation of thinking. Motive shapes purpose. It is the goal that takes the leading place in any activity. Having received a certain product of his own activity, the child analyzes whether he has achieved his own goal or not. Thus, self-esteem and self-control occurs.
By allowing children to act independently, creating conditions for independent activity and supporting it, the teacher involuntarily forms the prerequisites for educational activities (the ability to plan activities, act according to a plan, exercise self-control, etc.).
All work to develop children’s independent activity should be carried out according to the principle: plan - do - sum up.
Planning is a thought process in which internal goals shape specific actions.
What benefits does the process of planning activities give to children?
1. Promotes the development of determination, self-determination, self-affirmation, and the ability to make decisions.
2. Helps children think about and verbalize ideas and actions.
3. Develops abstract thinking, the ability to imagine future actions based on experience.
4. Enables children to exchange ideas and benefit from each other's experiences.
The clarity and certainty of children's plans depends on the age and cognitive capabilities of the children.
The main task of creating a plan is its implementation, i.e. turning intentions into actions.
The teacher’s task during this period is:
1. Help children start working according to plan.
2. Help children overcome difficulties during work.
3. Support children’s verbal communication in activities.
4. Observe how children master information, how they interact with partners, and how they solve problems.
5. Summarize what has already been done and build a new plan.
Thus, independent activity is of fundamental importance for the formation of a full-fledged personality with high self-esteem and self-respect. The more fully a child realizes the need for independent action, the stronger the need for interaction with others arises in due time. Organizing independent games and communication between peers will allow the teacher to achieve targets at the stage of children completing preschool education (clause 4.6 of the Federal State Educational Standard for Education). These are the following social-normative age characteristics of a child’s possible achievements:
At an early age:
· The child is interested in surrounding objects and actively acts with them, is emotionally involved in actions with toys and other objects, and strives to show persistence in achieving the result of his actions.
· Games appear in which the child imitates the actions of adults.
· Shows interest in peers, observes their actions and imitates them.
At the stage of completion of preschool education:
The child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; able to choose his own occupation and participants in joint activities.
Literature:
1. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 Moscow.
2. Smirnova E.O. Development of will and arbitrariness in early and preschool ages. M.: Publishing house “Institute of Practical Psychology”; Voronezh, 1998. – 256 p.
in the preparatory group MonthRole-playing games
Didactic games
Theatrical games, dramatization games
Educational games
September
Name:"Family"
Target: develop children’s ability to agree on the theme of the game;
Name:"Supermarket"
Target: to develop children’s ability to use substitute objects;
Name: "Nature and Man"
Target: systematize children’s knowledge about what is created by man and what nature gives to man;
Name:"Vice versa"
Target: develop children's intelligence and quick thinking;
Name: "Riddles without words"
Target:
Name:"Mirror"
Target: develop monologue speech;
Name: "Magic Blots"
Target: development of fantasy, speech;
Name:"Rattles"
Target: development of attention;
October
Name:"Kindergarten"
Target: to develop children’s ability to creatively develop the plot of the game;
Name: "Bus"
Target: develop in children the area of independent decisions when choosing a role and the use of attributes;
Name: “Name the plant with the right sound.”
Target: develop phonemic hearing and quick thinking in children;
Name: “Name three objects”
Target: exercise children in classifying objects;
Name: "Cheerful Old Man-Lesovichok"
Target: learn to use different intonations;
Name: “Let’s play and guess”
Target: develop pantomime skills;
Name: "Magic Palette"
Target: attention, imagination;
Name:"Beads"
Target: memory development;
November
Name:"Polyclinic"
Target: teaches children to independently assign roles, use attributes, and cultivate friendly relationships;
Name:"Builders"
Target: teach children to combine role-playing play with construction, to convey in the game the actions of representatives of various construction professions;
Name:"Add a syllable"
Target: develop phonemic hearing, quick thinking;
Name: "Say it differently"
Target: teach children to select a synonym - a word that is close in meaning;
Name:"Telephone"
Target: develop imagination, dialogical speech;
Name: We know how to manage things"
Target: Teach children to dramatize familiar artistic material; encourage your own interpretation of the role;
Name: "Colorful chains"
Target: development of thinking, attention;
Name:"Shadow"
Target: development of fantasy, imagination;
December
Name:"Library"
Target: to form sociocultural competencies in children: possession of knowledge and experience in performing typical social roles, the ability to act in accordance with the accepted role;
Name:"Zoo"
Target: teach children to observe role-playing interactions in the game, to coordinate their actions with the actions of their partners;
Name:"My cloud"
Target: development of imagination, emotional sphere, imaginative perception of nature (the game also serves as a relaxation pause);
Name: “Find a leaf like on a tree”
Target: learn to classify plants according to a certain characteristic;
Name: game - pantomime "Bear Cubs"
Target: develop expressiveness of facial expressions and gestures;
Name:"Pick a Rhyme"
Target: develop a sense of rhyme;
Name: "Dancing Men"
Target: development of attention, memory;
Name:"Fold the pattern"
Target: development of imagination;
January
Name:"Drivers"
Target: encourage children to more widely use knowledge about the life around them in games, teach how to organize a game, choose a place, unite in subgroups in accordance with the game plot;
Name: "Builders". Plot. "New Home"
Target: to develop in children the ability to develop a plot based on acquired knowledge and skills, to convey in the game the labor actions of builders, to use a wooden construction set;
Name: "Finish the sentence"
Target: teach to understand causal relationships between phenomena; practice choosing the right words;
Name:"Make no mistake"
Target: develop quick thinking; consolidate children's knowledge of what they do at different times of the day;
Name: dramatization of the fairy tale “The Twelve Months” (puppet theater)
Target: the ability to change the timbre and strength of the voice, to act in accordance with the text;
Name: "Prohibited movements"
Target: form concentration of attention;
Name: "Forward and backward counting"
Target: develop the ability to distribute attention;
February
Name:"Cafe"
Target:
Name:"Family"
Target: Encourage children to creatively reproduce family life in games;
Name: "It flies - it doesn't fly"
Target: develop auditory attention;
Name: “Who knows more?”;
Target: develop memory, resourcefulness, intelligence;
Name: playing on fingers (L.P. Savina) “Brothers”
Target: develop fine motor skills of fingers;
Name: “Playing out the situation “I don’t want semolina!”
Target: learn to pronounce phrases with intonation and expressiveness;
Name:"Draw"
Target: develop voluntary attention;
Name: "Observation"
Target: develop active attention, the connection between attention and visual memory;
March
Name:"School"
Target: Expand, clarify and specify children’s knowledge about school. Help children master expressive means of role implementation (intonation, facial expressions, gestures);
Name:"Polyclinic"
Target: Enrich, expand and systematize children’s knowledge about the medical profession and the work of the clinic;
Name: "Find an object of the same shape"
Target: clarify the idea of the shape of objects;
Name: “Guess what kind of plant”
Target: describe an object and recognize it by description;
Name: acting out the fairy tale “The Tailed Braggart”
Target: improve children’s ability to convey images of fairy tale characters using different means of expression;
Name: "Count with your eyes"
Target: form active attention, concentration reaction;
Name: "Forbidden digit"
Target: development of attentiveness and listening skills;
April
Name:"Dining room"
Target: Introduce children to the professions of a cook, cook, and waiter. Introduce the rules of proper nutrition. Provide information about unhealthy and healthy foods;
Name:"Hospital"
Target: Create your own gaming environment for your intended purpose. Contribute to the formation of the ability to creatively develop game plots;
Name: “It’s similar - it’s not similar”
Target: learn to compare objects; find signs of difference in them; similarities, recognize objects by description;
Name: “What kind of bird is this?”
Target: teach children to describe birds by their characteristic features and recognize them by description;
Name:"Pick a Rhyme"
Target: develop a sense of rhyme;
Name: r role-playing the poem “Grasshopper” by A. Apukhtin
Target: encourage active participation in the performance;
Name: « Forbidden movements"
Target : development of reaction speed and voluntary attention;
Name: « We're going by boat"
Target: development of attention, imagination, auditory-verbal memory, social adaptation skills;
May
Name:"Mothers and Daughters"
Target: Create your own gaming environment for your intended purpose. Contribute to the formation of the ability to creatively develop game plots;
Name:"Ambulance"
Target: Cultivate respect and gratitude for the work of doctors and nurses. To arouse children's interest in the medical profession. To cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication;
Name: "Guess what's in the bag?"
Target: describe the signs perceived by touch;
Name:"Come up with it yourself"
Target: learn to correctly compose sentences with a given number of words;
Name: “How the soup was made”
Target: develop imagination and pantomime skills;
Name: And gra-pantomime “Nose, wash your face”
Target: develop initiative and pantomime skills;
Name: "Don't miss the profession"
Target: development of the ability to switch attention, broadening one’s horizons;
Name:"Gawkers"
Target: r development of voluntary attention;
June
Name: "Salon"
Target: Expand and consolidate children’s knowledge about the work of a hairdresser in the “Beauty Salon”;
Name: "Railway"
Target: To deepen, expand and concretize children’s knowledge about the work of railway workers and about the railway.
Give children information about other cities in our country;
Name:“Guess it!”
Target: develop the ability to describe an object without looking at it, identify essential features in it, recognize an object by description;
Name: "Tops and Roots"
Target: exercise in the classification of vegetables (what is edible in them - the root or the fruit on the stem);
Name: d Ramatization of the fairy tale “Aibolit and the Sparrow”
Target: improve the ability to dramatize a fairy tale, expressively expressing the images of the heroes. Develop social communication skills;
Name: “Name your neighbors” (version with numbers)
Target: development of attention, memory, speed, thought processes;
Name:“Draw faster”
Target: development of the ability to switch attention;
July
Name:"Beauty salon"
Target: Create your own gaming environment for your intended purpose. Contribute to the formation of the ability to creatively develop game plots;
Name:"Space"
Target: Enrich and systematize children’s knowledge about the work of astronauts and space flights;
Name:"Forester"
Target: remind and consolidate the idea of the appearance of some trees and shrubs, their constituent parts (trunk, leaves, fruits and seeds);
Name:"What is this?"
Target: develop logical thinking, memory, ingenuity;
Name: acting out a poem by B. Zakhoder: “The pussy is crying...”
Target: develop pantomimic abilities, love for animals;
Name: "Build a path"
Target: development of attention stability;
Name:"Find the object"
Target: development of self-regulation and the ability to concentrate attention;
August
Name:"Steamboat"
Target: Expand and deepen children’s knowledge about water transport workers. Give children information about what types of ships there are, where they sail, what they transport;
Name:"Zoo"
Target: Expand children's knowledge about wild animals: Enrich and concretize children's knowledge and ideas about wild animals and their habits and conditions in captivity.
Name: "Find out whose sheet it is"
Target: learn to recognize plants by leaf;
Name: "Tell without words"
Target: consolidate children's ideas about seasonal changes in nature; develop creative imagination and observation skills.
Name: pantomime "Morning Toilet"
Target: develop imagination, expressiveness of gestures;
Name: tell poems with your hands
Target: encourage children to improvise.
Name:"Find the Shadow"
Target: development of concentration;
Name:"Builders"
Target: development of concentration and distribution of attention.
"Watering indoor plants."
Goal: To expand children’s knowledge about the needs of plants for light and moisture, to teach how to recognize moisture-loving and drought-resistant, light-loving and shade-tolerant plants by their leaves. Develop accuracy when working with water and plants, confidence in your actions, work skills. Foster a caring attitude towards the natural environment and a desire to take care of it.
"Washing houseplants."
Purpose: To give children an idea of the methods of watering (in a tray, under the leaves) and the rules (do not flood, water evenly); cultivate a desire to care for plants. Invite children to help as much as possible, clarify children’s ideas about indoor plants.
« Spraying indoor plants with water."
Goal: To teach a new work skill; reinforce children’s understanding that leaves also need moisture; cultivate a caring attitude towards plants. Teach children to independently determine the need for watering (by the color and condition of the soil, by the appearance of the plant), and remind them of the watering technique.
“Green landing on indoor plants”
(remove diseased leaves, fertilize).
Goal: To teach children to determine by the condition of indoor plants what actions are necessary to care for them (watering, cleaning, loosening, fertilizing), to correctly perform the corresponding labor operations, and invite the children to tell about the purpose of each of them.
"Taking care of the plants."
Goal: To clarify previously acquired knowledge about ways to keep plants clean, to teach children how to choose a method for removing dust from a plant, focusing on the features of its appearance and structure.
"Loosening the soil of indoor plants."
Goal: Teach children to care for indoor plants; give children knowledge about why it is necessary to loosen the soil of plants; consolidate loosening techniques and rules for using the necessary items for this. Develop labor skills, accuracy. Foster an ecological culture and respect for the environment.
"Planting onions."
Goal: To teach children to set a goal, prepare a workplace, tools and clean up after themselves. To consolidate children's knowledge about the structure of the onion, about the conditions necessary for onion growth. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an environmental culture, a desire to achieve results, and participate in a common cause.
"Sowing seeds of flowers and vegetables."
Goal: To give children knowledge that every plant has seeds. Learn the sequence of actions required when sowing seeds; make a hole in the ground (for sowing seeds, each time marking with a stick the distance between them and the grooves for small seeds; teach to observe cultural and hygienic skills when working. Consolidate children’s knowledge about what time, what seeds are sown in boxes in the group for preparation seedlings, and what seeds are sown in open ground. Develop labor skills and habits. Develop an ecological culture, respect for the environment, and a desire to take care of it.
“Planting seedlings, caring for them.”
Goal: To form children's ideas about the main stages of plant growth and development (seed, seedling, stem with leaves); about the basic methods of growing plants and caring for them (planting in loose soil, watering, loosening the soil, weeding, feeding). Be careful when planting seedlings, as the plants are very fragile. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.
“Learning to make our beds.”
Goal: To bring to the awareness of children how to properly make the bed; cultivate independence, accuracy, and the desire to help adults. Foster a responsible attitude towards self-care work and independence.
Assisting the nanny in laying out bedding on the beds.”
Goal: To teach how to sort bed linen by belonging, to cultivate a desire to help the nanny and respect for other people’s work. Cultivate a desire to work, a sense of responsibility for the assigned work.
"Changing towels."
Goal: Maintain a steady interest in work, the desire to diligently complete the assignment.
"Dining duty."
Goal: to teach children to independently and conscientiously perform the duties of a duty officer. Wash your hands thoroughly, put on the duty officer's clothes, and set the table correctly. Clear dishes after meals; brush off tables. Develop labor skills and abilities, the ability to see disorder in the table setting. Cultivate a desire to work for the benefit of others.
"Order in the dressing room closet"
(together with an assistant teacher)"
Goal: to teach children to maintain order in their personal wardrobes: empty the closet of clothes and shoes, wipe the shelves with a damp cloth, and neatly put the clothes back in place. Develop diligence, the ability to see disorder, and accuracy when working with water. Cultivate a desire to work in a team environment.
"Washing chairs."
Goal: to teach children to help the nanny keep the chairs in the group room tidy and clean: wipe them with a damp cloth; put in place. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to help adults and respect for their work.
"Washing building materials."
Purpose: To teach how to wash, dry and lay building materials, to teach children to constantly and promptly maintain order in the play area, to wash building materials with a soapy solution prepared by the teacher, to rinse and dry them; observe personal hygiene rules
"Washing dolls."
Goal: To teach children to help the teacher in washing dolls: rinse soaked dolls, clean them with brushes. Develop diligence, the ability to see disorder, and accuracy when working with water. Cultivate a desire to help adults and respect for their work.
« We wipe the dust off the shelves for games and toys.”
Goal: Continue teaching children to wipe dust from shelves with a damp cloth. Develop labor skills and abilities. To cultivate aesthetic taste and the desire to work for the benefit of others.
"Bringing order to the group."
Goal: To form in children a conscious desire for order, the habit of putting away toys after playing. Improve the ability to draw up a work plan and select the necessary materials for upcoming activities.
"Order in toys"
Goal: to teach children to put on work aprons before starting work; keep toys in order: wash, dry, wipe and put in place. Develop hard work and the ability to see disorder; be careful when working with water. Cultivate respect for your own work and the work of others.
« Washing doll clothes."
Goal: To teach children to help the teacher in washing doll clothes and bedding. Teach children to put on work aprons before starting work; prepare the necessary supplies for washing and drying, as well as a workplace; know how to use soap. Develop labor skills and abilities, the ability to comply with cultural and hygienic requirements when working. Cultivate a desire to work for the benefit of others gee
“Washing napkins used for visual arts.”
Goal: to teach children the skills of soaping, rinsing and wringing out napkins, to continue to form a work culture (tidyness in the process of work).
"Work in the book corner"(restoration of books).
Goal: To teach children to choose books that need repair, carefully glue them (to use glue and scissors correctly, to use napkins). Cultivate a caring attitude towards books, a desire to work, and maintain order.
"Book Repair"
Goal: to teach children to peck at books, use glue and scissors correctly, and use napkins. Develop labor skills, eye, fine motor skills, creative imagination. Foster a desire to work for the benefit of others, treat books and toys with care.
"Washing my combs"
Goal: To teach children to help the teacher in washing combs: rinse soaked combs, clean them with brushes. Develop diligence, the ability to see disorder, and accuracy when working with water.
Cultivate a desire to help adults and respect for their work.
"Class Duty"
Goal: independently and conscientiously perform the duties of an attendant: lay out materials and aids prepared by the teacher for the lesson on tables; wash and put them away after class. Develop hard work and a desire to help adults. Cultivate a desire to work for the benefit of others.
The last school year in kindergarten is preparatory to school. Children’s thought processes and forms of activity become more complex: there is a transition from visual-figurative thinking to verbal-logical thinking, and an interest in complex games appears, with the distribution of roles and the implementation of rules. Older preschoolers are inquisitive, emotionally receptive, and strive to show initiative and independence in mental and practical experimentation.
Organization of independent activities in the preparatory group
The modern education system moves away from teaching children through direct transfer of knowledge, but develops in them the desire to search for new information using a variety of methods. The Federal State Educational Standard determines the areas of development of preschool children through the joint activities of the teacher and children. At the same time, the formation of the skill of independent activity is affirmed as the main feature of a successful personality. The teacher instills in the child the motivation to find answers to emerging questions, encourages curiosity, stimulates the development of imagination, a creative approach to problem solving and leisure activities. Independent children's activity is manifested in all types of activities of preschoolers:
- gaming (role-playing, didactic, logic games);
- artistic speech (creating dialogues in a game based on fairy tales, stories, constructing a retelling of an interesting incident or story);
- social and communicative (communication with peers, providing assistance to younger children - explanation of the phenomenon, rules of the game, consolation);
- cognitive-research (searching for information on a topic of interest, finding an answer empirically);
- artistic (singing, rhyming lines, composing melodies, drawing, modeling, creating appliqués);
- labor (the desire to help clean the territory of the kindergarten, the dining room, the group room, take care of plants and animals).
Independent activity of preschoolers is most clearly manifested in the form of play
Independence is a personality trait characterized by the desire to solve problems of activity without help from other people, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s actions.
Age characteristics of preschoolers 6–7 years old
When organizing the independent activities of students in the preparatory group, the teacher takes into account the age characteristics of children 6–7 years old:
- The ability to self-regulate behavior. Older preschoolers have greater perseverance; they are able to independently plan the pace and quality of practical activities so as to avoid overwork. During walks, in science and nature centers, the children conduct long-term observations. Children in their seventh year of life feel the need to change activities: they switch from looking at books to playing, from exercising with a ball to drawing, etc. To restore their emotional state, children have the opportunity to retire for the required period of time.
- High level of development of dialogical speech, formation of monologue speech skills. Older preschoolers actively participate in the conversation, ask questions, and formulate answers. The degree of development of artistic and speech skills allows you to act out dialogic scenes and theatrical episodes of fairy tales at your leisure. The skill of monologue speech is formed when a child accompanies research or play activities by pronouncing actions and voicing characters. He tells the teacher and classmates about the progress and results of independent work.
- Creativity. Older preschoolers often make spontaneous decisions and complete tasks in unexpected ways. A creative approach is observed in various types of children's activities: in oral stories, composing stories based on visual material, in drawings and crafts, during games, during experiments and experiments.
- Formation of self-esteem skills. By the age of seven, a child begins to realize the level of his capabilities, abilities and knowledge. He critically evaluates the results of his activities, his appearance, and is able to correct shortcomings in order to look better.
Older preschoolers independently help younger ones master self-care skills
Independent activity of children in a preschool educational institution implies its implementation without the direct participation of a teacher in a specially designated time, while preschoolers set specific goals for themselves, make efforts and strive for certain results.
Tasks of organizing independent activities in the senior group
Creating conditions for independent activity of older preschoolers in preschool educational institutions is aimed at solving a number of problems:
- Formation of strong-willed qualities: psychological resistance to the influence of external factors (street noise, voices of other children) and other people’s opinions, the desire to bring the plan to the final result. Older preschoolers begin to develop the ability for self-analysis and evaluation of completed actions.
- Improving self-regulation processes: the ability to calculate energy expenditure to perform planned actions, feel the need to change the type of activity or rest. At the age of 5–6 years, the processes of the nervous system actively develop: the child becomes more diligent, reacts positively to advice and constructive comments.
- Development of the ability to independently build a game plan, observation, research, employment; the desire to fulfill plans without the help of adults. Fostering friendly relations between students during games.
- Formation of sociocultural competencies through role-playing games (“Bank”, “Shop”, “Library”).
- Strengthening self-care skills. The actions of dressing and undressing, observing the rules of personal hygiene and cleanliness of the room should be brought to automaticity.
- Development of independence through fulfilling work assignments. Fostering a conscientious attitude towards the duties of duty officers.
Children 6–7 years old are able to independently occupy themselves while walking for a long period of time
Methodology for organizing independent activities
Despite the fact that independent activity is carried out outside the interaction of children with the teacher, the role of the teacher remains significant. He predicts possible options for pupils’ actions depending on the children’s subject environment, their abilities, individual characteristics and in accordance with calendar and thematic planning.
Techniques for organizing independent activities of preschoolers:
- creation of a rich, accessible and safe subject-spatial environment;
- formation and consolidation of practical and mental skills in classes as part of the educational process;
- creating internal motivation for independent activity.
The subject-spatial environment for independent activity of preschoolers is organized in kindergarten in the form of centers/corners of various directions:
- Cognitive centers: thematic corners for searching for new knowledge, research corners and laboratories for children's experimentation.
- Art centers: corners with visual materials on types of art, exhibitions of folk arts and crafts.
As a rule, art centers have a work space (table or desk) and materials for students’ productive creativity.
- Artistic and aesthetic centers: theater and music corners. Contains scenery, costumes, masks, sets for puppet and finger theater, musical instruments.
- Nature and environmental education centers: living corner, winter garden, ecology center. Older preschoolers not only observe plants and animals, but also take care of them. In ecology centers, experimental activities can be carried out to develop ideas about methods of purifying water, soil, air, children get acquainted with natural and industrial filters.
- Motor activity center. Equipment for physical exercises and sports games is stored here.
- Psychological comfort center: silence zone, relaxation corner. Sofas and armchairs, tents, a magic tent, pillows and ottomans - here children relax, engage in quiet activities (looking at books, cards, quiet games and conversations).
Theatrical role-playing game is an excellent option for organizing children's leisure time
The expansion of knowledge and the formation of practical and mental skills is carried out in classes conducted as part of the joint activities of the teacher and students. The accumulated experience of productive activity, the learned rules for conducting cognitive experiments and sports games are implemented in the child’s independent activities. Thus, in GCD classes, children master the principles of constructing a work plan and develop the ability to conduct experiments with various objects. In classes with a music director, they learn to control their voice, sing melodies, and extract sound from instruments (drum, tambourine, rattle, rattle, bell, pipe).
The head of physical education conducts a lot of outdoor games with the children, including the use of sports equipment (balls, jump ropes, hoops, skittles), the children remember the movements and sequence of exercises. Classes on the development of speech and communication create in preschoolers a desire to communicate within a group: ask questions, think about an answer, pronounce the stages of performing any actions, build logical chains of reasoning, and also develop the ability to monologue speech.
During walks, children carry out targeted observations together with the teacher of objects of the natural world (animals, birds, insects) and processes of social life (observation of the behavior of pedestrians, traffic on the roadway, the work of people of various professions). In classes on productive creative activity, students develop the ability to create crafts according to their own ideas using various techniques (modeling, design, drawing). In the preparatory group, a special place is occupied by classes on FEMP and preparation for learning to read and write: children learn to determine the composition of numbers and the sound composition of a word, learn in a playful way addition and subtraction within ten, vowels and consonants.
Photo gallery: examples of organizing a subject-spatial environment
The center for educational activities organizes thematic exhibitions of materials and children's works. In the corner of the future schoolchildren, children can consolidate their counting skills and knowledge of the alphabet. The educational center for the study of books and illustrations helps to cultivate a caring attitude towards printed publications. The art center contains visual materials for the artistic and aesthetic development of preschoolers and children. materials for productive activities In the living corner of the kindergarten there may be aquariums with fish, snails and turtles, cages with birds and rodents. In the group room there must be a place where the child can retire and relax. Children often complement theatrical scenes with musical accompaniment. In the nature corner, children observe monitoring the growth of plants and studying their characteristics. A corner for independent experimentation in order to search for new knowledge allows children to realize their desire for experimental knowledge of objects and phenomena.
Table: types of independent activities of older preschoolers
| Type of independent activity | Form of implementation in regime moments |
| Gaming | Game is the leading form of activity for preschool children; in the game, the child recreates a model of the world in all its diversity. The teacher of the preparatory group should not accustom children to the lesson form of classes; it is advisable to preserve the play form of acquiring new knowledge and developing abilities until the end of their studies in kindergarten. Children aged seven years independently act out scenes from fairy tales, cartoons, stories or everyday situations with the help of toys. The play activities of preschoolers are often imitative of people’s professions and social events: “Library”, “Pedestrian crossing”, “On the bus”, “Grocery store”, “Newsstand”, “Bank”, “Playing in kindergarten or school” " These games develop the child’s ability to interact with other people in various life situations (social competencies are formed). |
| Research | The research abilities of older preschoolers are at a sufficient level to conduct long and labor-intensive experiments and observations. A child of the seventh year of life identifies a problematic issue for himself, ponders hypotheses, speculatively predicts the result, engages in practical experimentation and evaluates the result. The research activity of an older preschooler is as close as possible in structure to scientific research. |
| Artistic (including artistic and speech) | Artistic activity consists of creating images using creative abilities. In the crafts of older preschoolers, a plot appears, the attitude of the young author to the depicted object or phenomenon is clearly expressed. Techniques for productive creativity available to children aged 6–7 years:
One of the favorite forms of recreating the images of literary and fairy-tale characters is the theatricalization of a plot or a separate dialogue. Pupils love to try on roles, put on masks, costumes, and use face painting. Creating melodies using musical instruments and composing songs is also an option for independent creative activity. |
| Motor | Older preschoolers develop a competitive spirit. They independently organize small competitions for agility, endurance, strength: “Who can stand on one leg longer?”, “Who can run to the end of the section and back faster?”, “Jumping rope competition.” Physical activity is also carried out during work (clearing paths of snow, removing leaves in a wheelbarrow) and games (“Flying tacks”, “Cossacks-robbers”, “Hopscotch”, etc.). |
| Labor (including self-service) | When children see how adults work: a janitor cleans the territory of the kindergarten, teachers keep order in group areas, parents provide all possible assistance in repairing the premises and improving the street space of the preschool educational institution, participate in cleanup days and other labor actions, then they have the desire to independently monitor for cleanliness in the group and on the street to the best of their ability. Pupils of the preparatory group keep their locker, work and sleeping place in proper order, learn to perform the duties of duty officers, correct shortcomings in their own appearance and are ready to help younger children. Self-care skills are also reinforced through play (“Get the doll in order,” “Put it in its place”), and you can conduct game training with children 6–7 years old (for example, “Beauty salon: learning how to do hairstyles”). |
Through role-playing games, children acquire social competencies
Self-care lesson in the preparatory group of kindergarten
A child of seven years of age improves and consolidates self-care skills. He follows the rules of eating, skillfully handles cutlery, and maintains cleanliness and neatness. Knows the sequence of dressing for a walk, knows how to handle different types of fasteners. Takes care of the order of personal belongings and his appearance. This is how a child ideally graduates from kindergarten - an independent person. At the beginning of the school year, the teacher should monitor the level of independence of all students. If difficulties in performing any actions or insufficient development of one of the skills are identified, the teacher takes corrective measures.
Older preschoolers love to care for indoor plants on their own
Pupils in the preparatory group understand the teacher's instructions and follow verbal instructions. The main form of strengthening self-service skills in children 6–7 years old is work assignments: “We need to collect snow in the right place so that the janitor can fill the slide for us,” “Wipe the window sills with a damp cloth, please,” “Help the nanny put the fruit in a vase.” For the children of the preparatory group, a list of duties in the dining room, bedroom, and corner of nature is compiled.
The introduction of duties for cleaning and monitoring the condition of the premises disciplines the children, instills in them respect for the work of others and responsibility in carrying out assignments.
Duty activates the work activity of children and evokes a sense of pride in their work
Table: card index of topics on self-care in the preparatory group
| Self-Care Topic | Developmental and educational tasks | Options for work assignments as the main method of motivating students |
| "Duty" |
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| “Keeping shoes and clothes, sleeping place, work tools, etc. in order.” |
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| "Rules of personal hygiene" |
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| "Spring cleaning" |
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Self-care and hygiene skills are reinforced in the preparatory group
Photo gallery: examples of organizing a duty corner
The duty schedule of pupils in kindergarten should be clear. The distribution of duty officers according to areas of responsibility develops various self-service skills in children. The duty officers' corner can be designed in a fun way. Aprons and hats should be prepared for those on duty in the dining room. The duty officers' corner should be a pleasant place; performing work duties is not routine
Motivating start to class
Independent activity of preschoolers begins with the emergence of a motive - interest in a topic, the emergence of a problematic situation, the desire to communicate with peers. Practical actions are carried out using the child’s existing knowledge and abilities. The result of the activity is assessed by the pupil of the preparatory group; he tells the teacher about the implementation of experiments and research, improving his speech skills.
The role of the teacher is to create motivation for further actions of students in the conditions of the subject-spatial environment organized by the teacher. Interest in independent activity can be playful, communicative, creative, or cognitive in nature. The teacher makes sure that a friendly atmosphere is maintained in the group and that each student has a positive, even emotional background.
The teacher creates interesting situations, predicting the independent activities of students within the framework of thematic planning and the individual characteristics and preferences of the children.
The plot game reflects the new knowledge of pupils and helps to fix it in the form of images of long-term memory
Table: examples of a motivating start to a lesson
| Option for a motivating start to the lesson | Predicted independent activity of pupils |
| Conducting cognitive and heuristic conversations. - Guys, where are the dishes stored at your home? - In the kitchen: in cupboards and on shelves. - Does mom put clean dishes in the cupboard mixed up? - No. There are drawers with compartments for cutlery, shelves for pots and pans, hanging shelves for cups and plates, hooks for a ladle, colander, vegetable peeler, etc. - Why does mom put the dishes on the shelves in this order? - That it’s easy to find the item you need. Every thing has its place! - What other categories of objects, besides dishes, should be placed in their designated places? - Shoes - in the shoe rack, clothes - in the wardrobe, books and magazines - in the bookcase, writing instruments - in the desk drawers. |
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| Studying visual material. The teacher invites the children to study the model of the solar system: how many planets are there, what size they are, what features are noticeable (craters, mountain peaks, clouds, rings, the presence of satellites). |
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| Creating a problematic situation. The group receives a letter from Dunno. He writes that he recently dropped a coin into the river and it drowned. Since then, Dunno has been tormented by the question: “Why did a small metal coin sink, but large metal ships do not sink?” |
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| Attraction to the game. The teacher brings a set for playing small towns to the physical education center and asks the children if they remember the rules. | Collective discussion of the rules of the game, outdoor game. |
| Reading the fairy tale “The Three Little Pigs” during leisure time. |
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Reading literary works encourages games and dramatizations of fairy-tale plots
Lesson time plan
Educational and training tasks of developing and consolidating self-service skills are implemented in ECD classes, the duration of which in the preparatory group is no more than 30 minutes. Educational classes have a structure consisting of various forms of work to attract the interest of students and prevent fatigue. It is recommended to include work assignments in routine classes that are not dedicated to educational activities themselves (walking, leisure).
Table: examples of temporary lesson plans on different topics
| Lesson topic | Organizational moment | Motivating start | Development of thinking abilities | Motor activity | Practical work | Summing up |
| "Book Repair" | 1 minute | Creating a problematic situation. Dunno comes to the group and reports that he was suspended from classes in the first grade. The children ask what happened. Dunno answers that at home he and his friends played war games and fired back at imaginary enemies with shells from textbooks. At school, the teacher saw that the covers of the textbooks were torn off, the pages were torn, and told the careless student not to come to class until he learned how to properly handle books. 4 minutes. | Conducting a conversation about caring for books. 4 minutes. | Physical education lesson “Open the book quickly!” 4 minutes. | Repairing damaged books in the library corner: gluing pages, repairing covers. 15 minutes. | 2 minutes. |
| "Big wash" | 1 minute | Inclusion in a game situation. The teacher invites preschoolers to collect dolls to play with children from another group. While the children are collecting dolls, the character Chumazik runs into the room and dirty the doll's clothes. 4–5 minutes. | Conducting a conversation about the need to maintain neatness and cleanliness. Talking through the procedure for washing clothes (the children got acquainted with this on a preliminary excursion to the laundry). 4 minutes. | Outdoor games “Doll plays ball”, “Tumbler doll”. 4 minutes. | Washing doll clothes, hanging the washed clothes on the clothesline. 15 minutes. | 1 minute. |
Washing doll clothes is fulfilling a work assignment in a playful way
Table: example of a lesson summary on developing self-service skills in a preparatory group
| Author | Gordienko M.K., teacher at MBDOU D/s No. 48, Achinsk, Krasnoyarsk Territory. |
| Name | “Every thing has its place” |
| Program content |
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| Equipment |
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| GCD move | The teacher reads to the children L. Voronkova’s story “Masha the Confused” and conducts a conversation on its content:
Conversation about order.
Children: We put the toys away, hang the clothes in the locker, put them on the high chair before going to bed, put the shoes on the shelf, set the table, remove the glasses from the table after eating.
V.: You know where each of the things should be. But in every group and home there are many small items and they should also have their place. |
In a playful way, children reinforce the skill of storing things in their proper places
Examples of independent activities of children in the preparatory group
We invite you to familiarize yourself with the options for independent activity of preschoolers 6–7 years old at various regime moments.
