Any type of activity in preschool educational institution requires careful distribution of content over time periods. This principle of organizing the educational process is implemented through various types of planning, including a daily lesson plan. Its compilation, having a standard structure, requires correlation of methods for solving educational problems with the psychological and pedagogical characteristics of a specific age group. Let us dwell on the intricacies of writing a daily plan for the older group (children 5–6 years old).
What is the purpose of planning
In order to understand the essence of the process of drawing up a daily plan, it is necessary to clarify the content of the concept of planning educational activities in a preschool educational institution (DOU) as a whole. The purpose of planning is pedagogical modeling of methods of interaction with children.
Without planning, it is impossible to organize effective interaction with children
Planning principles
When planning for kindergarten, teachers are guided by the requirements defined by the Federal State Educational Standard (FSES).
- Planning should be made taking into account the principle of developmental education, which implies the choice of teaching and educational material that would correspond to the age, as well as the level of cognitive, physical and emotional-volitional development of children.
- The content of the educational route displayed in the plan must be sufficient and complete.
- The scientific validity of the plan must be combined with the possibilities of its implementation in practice, that is, the topics of the educational educational process must have practical meaning for children.
- Each type of activity in the aspect of studying a specific topic must be understood in a teaching, developmental and educational context.
- All educational areas presented in the plan (cognition, social and communicative development, etc.) must be combined, that is, integrated.
- Any type of planning is based on the principle of integrated construction of the educational process.
- When planning direct educational activities and routine moments, it is necessary to include various forms of interaction between adults and children, children among themselves, as well as teachers and parents.
- The game form of interaction in planning is defined as a priority.
Types of planning in kindergarten
Depending on the scale of goals and objectives that are implemented in the educational process, there are several types of plans.
- Long-term planning is a grouping of forms and methods of working with children, which is developed for a year, quarter or month. Object of planning in in this case All topics of the program are presented in different educational areas: gaming, social-communicative, cognitive-research, labor, creative and productive. A long-term plan allows you to assign hours to study a specific topic within each of the educational areas.
- Scheduling. Compiled for each type of activity for the week.
- Calendar and thematic planning. It involves the distribution of activities on separate topics for each area of the educational process. For example, a calendar-thematic plan for visual activities, speech development, etc. With the help of such a plan, the teacher has the opportunity to clarify all the details of work on the topic of a certain educational direction.
- Block planning. It is a type of calendar-thematic plan, with the only difference being that the topics in it are grouped into blocks. For example, in the “Wild Animals” block in the course of familiarization with the environment in senior group includes topics: “Desert Animals”, “ Undersea world", "Animals of the taiga", etc.
- Comprehensive thematic planning. It involves indicating the types of activities in educational areas within the framework of consideration of one (!) topic.
- Daily calendar and thematic planning (daily plan). It involves a list of activities for every day in different educational areas at the stages of familiarization, development and consolidation of knowledge, skills and abilities acquired on a specific topic. That is, the object of the plan is a fragment of the educational process on a specific day. If we compare daily and comprehensive plans, the first is more detailed. Meanwhile, when drawing up a daily plan, the teacher is still guided by the individual needs of each child.
The last type of plan is the most detailed, so we will dwell on the intricacies of its preparation in more detail.
This is interesting. Any type of plan can be presented in an expanded version, that is, with a description of the goals and objectives for each specific type of activity. And yet, the definition of “extensive” is most often referred to as daily.
Daily planning helps to see a holistic picture of the educational process on a specific day
Daily plan: the essence of the concept
The daily plan of educational activities in a preschool educational institution is an advance determination of the sequence of practical implementation educational program on a certain day, as well as a list of conditions, means for work and forms, methods of interaction between teaching staff and children and their parents.
Goals and objectives for creating a daily plan
A daily calendar-thematic plan is needed for:
- clear formulation of the goals and objectives of the educational process when developing individual stages of a specific topic;
- a reasonable choice of content and forms of organizing cooperation with children with the definition of a list of necessary funds;
- substantiation of the forecast of the results of the pedagogical activity of a specialist, as well as the work of a group of children and each child separately.
As we see, the mission of drawing up a daily plan is the same for all kindergarten groups. However, the tasks for its implementation are determined by the age of the children. For the older group it is:
- emphasis on independent activity of children (in older preschool age, children are able to perform more and more actions either independently or with minimal help from an adult, for example, carry out work assignments - sweeping, watering flowers);
- active formation of ethical ideas about the world (in the older group, both the actions of an adult and his words are significant, which was not observed in the middle group);
- expanding the range of creative possibilities through tasks for the practical implementation of fantasies in various visual materials (paints, plasticine, etc.);
- drawing up an idea of the effectiveness of work in a group using gaming facilities interactions between parents and children, children and children, children and teachers;
- satisfying the need for active curiosity through games and conversation.
Requirements for creating a daily plan
The Federal State Educational Standard defines the basic principles for drawing up the plan.
- Establishing a framework for optimal study load. Taking into account the fact that a little less than half, 40% of the child’s time in kindergarten is time for free activity.
- When drawing up a plan for the day, you need to take into account medical and hygienic requirements for the duration of direct educational activities in order to optimize the educational process for a specific child.
- Availability of activities for emotional release and mood enhancement, for example, summer disco, games.
- Close contact with parents.
The daily plan includes a description of methods of interaction with children not only in the process of direct educational activities, but also when performing routine tasks
Methodological techniques used in the daily plan
When working with preschoolers, the teacher uses four groups of methodological techniques, reflecting the essence and feasibility of using each of them on a daily basis.
Group of verbal techniques
For older preschoolers, the word plays an important role in the formation of their speech image, developing the ability to construct logical monologue statements and appropriate lines of dialogue. All this is achieved thanks to the perception of the language model, which is what adults act as.
Explanation
Whatever type of activity the children are involved in, all stages of the work must be described in detail. Moreover, even if we are talking about repetition (for example, gymnastics in verses for a physical education break), the order of performing the actions needs to be briefly recalled. In the older group, the practice of explaining the sequence of performing a task by the children themselves is actively introduced. For example, if the children have to glue an applique from blanks geometric shapes, a child who remembers the name of geometric shapes well can explain the progress of the task.
Conversation
In the older group, you can even build explanations in the form of a conversation. In this case, children, based on leading questions from an adult, draw up an algorithm of actions (for example, about the rules for watering flowers in a group).
In addition, after working on any literary work it is necessary to organize a conversation on issues. So, after studying the poem “Lily of the Valley” by E. Serova, I invite my students to answer the following questions:
- “When was the lily of the valley born?”;
- “What does the lily of the valley look like, according to the author?”;
- “Do you agree that lilies of the valley look like bells?”
This is interesting. Questions about the content of the work must be selected not only of a reproductive nature, but also of a problematic nature, in order to teach children to think, analyze and draw conclusions.
Riddles and poems
Traditionally, these verbal techniques are in great ways motivate guys to work. First of all, rhyming lines distract children from the type of activity in which they are engaged in this moment, and also unite students through a common activity: solving riddles or listening to a poem. Moreover, riddles also awaken a healthy sense of excitement in kids: to give the answer faster than their comrades. All this makes it possible to include children in work and update their basic knowledge.
In my practice when studying the topic “ Human body“In classes on getting to know the world around me, I offer the children the following riddles:
- Brother and brother live across the path, but they don’t see each other. (Eyes);
- It's always in your mouth, but you can't swallow it. (Language);
Here is a mountain, and near the mountain there are two deep holes. The air wanders in these holes: It comes in and then comes out. (Nose).
Solving riddles awakens healthy excitement in children, which motivates them to continue working
It is convenient to use poetic lines to precede the execution of routine moments. I use them, for example, as preparation for hygiene procedures:
- The tap was opened - Chick, chick! Wash your hands - Chic, chic! Let the water run - Ssss! We will wash our face - Ssss! We rub our palms with soap and get wet with a towel. Here are clean palms, let's clap a little.
- When you come home from the street, the first thing you do is wash your hands. And, of course, at the door, wipe your feet on the rug.
Fairy tales
Entertaining stories, composed, as they say, on the fly, fit well both into the stage of introducing a topic and to consolidate the material, for example, as the basis for a conversation. For example, when studying the topic “Underwater World”, I build the structure of a lesson on familiarization with the outside world on the topic “Underwater World” based on the plot of the fairy tale “How Gold fish saved the sea." “In one sea lived a cheerful Golden Fish. She had many friends, but most often she played with the Turtle and the Crab. And then one day a shadow covered their beloved sea. The fish did not know what to do, it ran to the Crab - he was the smartest inhabitant of the sea. And the Crab explained that an oil tanker passed through their sea, and some of the oil spilled onto the water. But oil, although an important product, creates a film on the water that does not allow air to pass through, which means that the inhabitants of the depths will soon die because they will not be able to breathe. Only bacteria from pink shells living on the other side of the sea can help. Then the Fish decided that she must swim to the shells and save her sea. With great difficulty she found these shells and dragged them to the oil slick. By this time, her friends had already begun to choke. Bacteria from the pink shells quickly ate the nasty stain, and all the inhabitants of the sea were able to breathe normally again.”
After listening to the fairy tale, the children and I talk about the following questions:
- “Why did the inhabitants of the sea almost die?”;
- “Who saved them and how?”;
- "How do you understand what it is careful attitude to reservoirs, nature?
When using this verbal technique, it is important to remember that:
- fairy tales should not be long, otherwise it will distract the kids from the essence of the lesson;
- the number of characters should be limited to 2-3 heroes, otherwise it will be difficult for children to track the role of each of them;
- plot development should be limited to 1–2 turns;
- Fairy tales need to be accompanied by pictures; you can tell the story from the perspective of a toy character.
Reading
In the older group, many children already know how to read, so to develop their independence in the classroom, it is worth introducing the technique of reading short notes on a topic. In addition, this will motivate other children to master such an important “adult” skill.
Reading passages should not be too long
Tongue Twisters
This technique of working with children can be used as:
- one of the activities in speech development classes;
- option for a physical education break.
In older preschool age, tongue twisters on:
- differentiation of paired consonants (“In the pond at Polycarp There are three crucian carp and three carp);
- practicing sonorant sounds (“A lazy fisherman never catches a catch”);
- training in the pronunciation of hissing and whistling sounds (Ripe, hard cheese is wonderful. Unripe cheese is tasteless, sir.);
- pronunciation of individual sounds (“Valerik ate a dumpling, and Valyushka ate a cheesecake”).
Group of visual techniques
The perception of the world through the visual channel is leading for children 5–6 years old. Therefore, it is impossible to do without clarity when working with children.
- Pictures are used to illustrate information or activities.
- Toys can be used as a means to facilitate the presentation and perception of material: children more easily remember the sequence of actions or a block of information if they are presented on behalf of a character.
- To practice game and creative tasks, we must not forget about demonstrations. The essence of this technique is that the teacher presents a sequence of actions or shows a video on the topic.
Video: a set of exercises for exercises in the senior group (“Ant”, “Butterfly”, “Worm”, “Bug”, “Dragonfly”)
https://youtube.com/watch?v=hB6x93Yh3xA Video can’t be loaded: CHARGE.Ant / Butterfly / Worm / Beetle / Dragonfly) (https://youtube.com/watch?v=hB6x93Yh3xA)
Group of practical techniques
These ways of interacting with children are introduced for:
- systematization of the studied material into final stage classes;
- organization of repetition;
- working with parents.
Practical understanding of the material can be in the format:
- drawings;
- applications;
- crafts.
Any of these types of work can be presented in the form of a project. For example, with our students and their parents we are preparing crafts on the theme “Mysterious Space”, defending which the children will have to tell what and why they decided to take as a basis.
When performing creative tasks, children remember material faster
Observations
This practical technique is actively used in working with the older group, as it allows kids to become familiar with the heuristic method of acquiring knowledge: the kids get it themselves useful information, and the teacher only helps to systematize and generalize it. In addition, observation can be used to organize children for a walk.
Table: file of observations during a walk in the senior group (fragments)
| Subject | Target | The essence |
| Transport surveillance |
|
Children observe the movement of public transport and the driver’s actions at stops. They also discuss the purpose of public transport. |
| Dandelion observation |
|
Children, while working through poems and songs, become familiar with the main characteristics of dandelions. Learn how to pick flowers and herbs correctly. |
| Ant observation |
|
Children observe and comment with each other on the behavior of ants. Note: this topic can be conceptualized with another visual technique - creating drawings “Ant - a worker of the forest.” |
Observation in the senior group is one of the priority options for organizing a walk
Group of gaming techniques
The daily plan necessarily includes all types of games practiced in the preschool educational institution.
Educational (didactic) games
Such games are used for:
- acquaintance with new information;
- practicing and consolidating acquired knowledge, skills and abilities.
Didactic games according to daily planning can be:
- focused on the essence represented by game actions;
- based on the material used in the game.
Table: types of didactic games for daily planning in the senior group
| View | Name | Goals | Material, essence |
| Content driven games | |||
| Logical | "Chicken Family" |
|
Children receive templates depicting animal families (chickens, pigs) and cut out geometric figures different sizes. The kids’ task is to arrange the figures into the contours of animals, selecting the size of the “family member” (for example, a large pig is a large oval, a small pig is a small oval, etc.). |
| Verbal | "Who lives where" |
|
The teacher throws the ball and asks a question in turn to each of the children standing in the circle. The child catches the ball, answering the question, and then returns the ball. For example, “Who lives in a hole?” -Fox. “Who lives in the den?” -Wolf. |
| Sensory | "Name it in parts" | Practice the skill of composing an image from parts and vice versa, decomposing the whole into parts. | Children put together pictures from individual parts (for example, wheels, body, cab - truck). Then they talk about the purpose of each element. |
| Musical | "What Sounds" |
|
The teacher plays a musical instrument behind a screen, and the children guess what it sounds like. |
| Material-oriented games | |||
| Desktop-printed | "Fairy tales" | Learn to determine the sequence of the plot from the pictures. | Children receive sets of cards depicting plot scenes from the fairy tales they have studied. Task: arrange the illustrations in the correct sequence. |
| Playing with objects | These are games with natural materials. For example, count the number of chestnuts in bowls and compare which ones have fewer and which ones have more. | ||
| Interactive | Games using computer technology. For example, “Secrets of the Forest”: children plant trees, having previously correlated a set of seedlings with the plants indicated in the task. | ||
Outdoor games
With the help of games from this group, the teacher not only solves the problem of implementing health-saving methods of work, but also does not allow children to get bored, that is, to go into a passive state. As a rule, outdoor games are the prerogative of activities during a walk.
Table: types of outdoor games for the daily plan in the senior group
| Skill to be practiced | Name of the game | Goals | Progress of the game |
| Running in different directions, jumping | "Sly Fox" |
|
Children stand at a short distance from each other, blindfolded. The teacher touches the back of one of the participants, thus nominating a fox. Children take off their bandages and ask three times who the fox is. The fox must not give himself away. Then the fox comes into the center, the children run away, and she catches them. |
| Spatial orientation | "Owl" |
|
The “mice” children run around the playground. At the signal “night” they freeze in the position in which the signal found them. The little owl flies out, looks to see who moves, and takes him to her. At the signal “day” the “owl” flies away, the “mice” scatter again. |
| Forming a sense of balance | "Carousel" |
|
The teacher stands in a hula hoop with ribbons attached to it. Children hold on to these ribbons, and the teacher, moving in a circle, changes the pace of movement. The guys must move at the same pace. |
| Ability to imitate | "Ocean is shaking" |
|
Children stand in designated circles and perform any movements. The driver walks between the players, periodically places his hand on the participant’s shoulder and, at the signal “The sea is rough,” performs a movement that the player must repeat. At the same time, the driver takes the player away from the circle. At the signal “The sea is calm”, the participant must run to his circle. If he doesn’t have time, he becomes the driver. |
| Development of attention | "Tram" |
|
The guys, holding onto a rope or ribbon, line up in a column of two. At different color traffic light signs, which the teacher changes, the “tram” either moves, slows down, or stops. |
| Practicing climbing and crawling skills | "Through the Hoops to the Flag" |
|
There are two hoops in front of each participant in the middle of the court. At a signal, the children run to them, crawl under one from below and place them on the floor, crawl under the other from above and place them on top of the first. They run the rest of the distance and raise the flags. Whoever is faster wins. |
| Agility training | "Take it quickly" | Develop the ability to quickly react to a game situation. | Children walk or run around different objects, of which there is one less than the children. At the teacher’s signal, they raise one object at a time. Whoever doesn't get it is eliminated. |
When planning a game, you need to take care of preparing the necessary equipment
Theatrical games
This type of activity can be included in the daily work plan of the senior group in several options:
- role-playing games, that is, kids act out everyday situations based on personal experience (at the doctor’s, in the hairdresser’s, etc.);
- dramatizations, where children perform game actions as directed by the director (teacher or friend who acts as a guide in the game), for example, participation in matinees, skits based on the works they have studied;
- director's games, in which children determine the order of performing game tasks independently, based on the content they have invented (for example, saving animals from frost on flannelgraph figures, placing them in suitable houses;
- finger games - exercises for development fine motor skills as part of work aimed at stimulating speech centers.
The process of developing a daily plan
The technology for drawing up a daily calendar-thematic plan implies that the teacher will take into account the following points:
- describes the types of work during routine moments in the morning, afternoon and after nap;
- the design meets the aesthetic requirements for the preparation of this kind of documents (literacy, accuracy, as well as compliance with accepted standards for the preparation of daily plans in a particular kindergarten, for example, on separate A4 sheets, in a barn book, etc.);
- planning displays the principle of correlation between emotional, intellectual and physical activity(for example, if there is a physical education class in the first half of the day, then after a nap you should not plan active species activities - outdoor or theatrical games);
- the content of educational material should become evenly more complex;
- kids should be involved in different types activity;
- To develop topics, it is necessary to involve all groups of techniques used in working with preschoolers.
Stages of drawing up a daily calendar-thematic plan
Traditionally, daily planning includes six stages of implementation of the educational process.
Staying in kindergarten should be productive, that is, be beneficial for the physical, intellectual and emotional-volitional development of the child.
Table: features of daily planning for the middle group
| Stage | Goals | Work principles |
| Morning | Creating an emotionally comfortable atmosphere in the group |
|
| Classes |
|
|
| Walk |
|
|
| Reading fiction |
|
|
| Education of cultural and hygienic skills | This block includes:
If such a practice exists in kindergarten, then hardening activities are included in this block. |
|
| Evening | Give a positive emotional charge to visit the garden tomorrow. | This planning stage includes activities such as:
|
How to create a daily plan
The standard daily calendar and thematic plan includes:
- a title page indicating the name of the kindergarten, the names of the teacher and the person accepting and approving the plan;
- list of guys in the group;
- a list of types of work with families of pupils;
- schedule of educational classes for the week;
- list of activities for 7 days;
- a list of classes for each day indicating the date;
- a list of types of joint activities with the teacher;
- list of types of independent work;
- a plan for exercises, as well as physical education, breathing and finger exercises.
Table: example of drawing up a daily plan in the senior group (fragments)
| Date of: Monday, April 10 (“Nature around us”) |
Social communication development |
Cognitive development | Speech development | Artistic and aesthetic development | Physical development | |||||||
| First half days: reception children; games; morning gymnastics; KGN; work; walk. |
Forms of organization joint activities |
|
Slide presentation: “What grows and where?” | Conversation: “Let’s talk about the weather this weekend.” |
|
|||||||
| Independent activity | Working with the nature calendar | Coloring pages on the theme: “Nature and us” | ||||||||||
| Organization educational activities |
9:00 – 9:20 drawing (composition “Spring Forest”); 9:35 – 10:00 physical education lesson according to the specialist’s plan 16:20 – 16:45 music (according to the specialist’s plan). |
|||||||||||
| Organization subject- I develop spatial current environment for support children's initiatives |
Slide presentations: “What grows in the forest?”, “Who lives in the forest?”, coloring pages on the topic, books: E. Serova “Lily of the Valley”, E. Serova “Dandelion”. Attributes for games. | |||||||||||
| Second half days: KGN; games; joint and independent activity; walk. |
Forms of organization joint activities |
KGN: consolidation of the skills to dress neatly, wash, neatly make the bed. | Slide presentation: “Who lives in the forest?” | Reading: E. Serova “Lily of the Valley”, E. Serova “Dandelion” | Examination of P. Yablonovsky’s painting “Spring”. |
|
||||||
| Independent activity | Coloring pages on the theme: “Nature and us.” | |||||||||||
| Tuesday, April 11 (“Nature of the native land”) |
Social communicative development |
Cognitive development |
Speech development | Artistic aesthetic development |
Physical development |
|||||||
| First half days: reception children; games; morning gymnastics; KGN; Work; walk |
Forms of organization joint activities. |
Conversations about relationships in nature: “Find a plant”, “Find what I will describe.” |
|
Word games: “Describe the object” |
|
|||||||
| Independent activity | Constructor | Free drawing | ||||||||||
| Organization educational activities |
15:15 – 15:40 The world: "What surrounds us" |
11:05 – 11:25 11:35 – 12:00 Speech development; Teaching storytelling on the topic “My favorite cartoon.” |
Physical training according to the specialist's plan |
|||||||||
| Organization subject- I develop spatial current environment for support children's initiatives |
Attributes for didactic games, board-printed games, stencils. Slide presentations on the topic. View educational cartoons on the topic. |
|||||||||||
| Second half days: KGN; games; joint and independent activity; walk. |
Forms of organization joint activities. |
KGN: strengthening the skills of dressing quickly and neatly, making the bed. |
|
Word games: “Describe the flower” | Collage “Flower Kingdom”. | Gymnastics after sleep | ||||||
| Independent activity | Let us help you set the table. |
|
Free drawing | P/n optional | ||||||||
Daily planning is the organizing principle in working with children. With the help of such a plan, the teacher not only distributes forms of interaction with children between types of activities, but also gets the opportunity to diversify the set methodological tools. As for the latter, it is important to take into account the psychological and pedagogical characteristics of a specific age category of children. If this requirement is met, the educational process in preschool educational institutions becomes as productive as possible for achieving educational goals.
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1. Planning the educational process in preschool educational institutions
Planning is the advance determination of the sequence of educational work, indicating necessary conditions, means, forms and methods.
To create a planning system in a preschool educational institution, several different types of planning are used:
1. Long-term development plan or program development of preschool educational institutions, compiled for 3 years; planning educational cognitive
2. Annual plan of the preschool educational institution;
3. Thematic plans(by main types of activity);
4. Individual plans of specialists and administration;
5. Schedule and long-term planning in a specific age group.
Let's take a closer look at the two types of planning necessary for a teacher - long-term and calendar-thematic, since in practice it has been proven that teachers, using only a calendar plan, much more often make mistakes in planning.
2. Principles of long-term and calendar-thematic planning
There are 3 planning principles.
Compliance with the optimal educational load for children (the number and duration of classes meets the requirements of SanPiN).
Compliance of the planned pedagogical process with the physiological growth and development of children (biorhythms are taken into account, complex classes are planned on Tuesday, Wednesday).
Taking into account medical and hygienic requirements for the sequence, duration of the pedagogical process and especially for the conduct of various regime processes.
3. Conditions conducive to successful planning
1. Knowledge of software tasks.
2. Knowledge of the individual capabilities and abilities of children.
3. Using the principle of repetition with increasing complexity of tasks (3 - 4 times) with a small interval.
It is very convenient to use task tables for all sections of the program.
If a task is used in class more than 4 times, take it to an unregulated activity.
4. Joint drawing up of a plan by both educators. As well as a constant exchange of opinions on the results of observations of children: how they learn the material covered, how they perform their duties, what their behavioral skills are, manifestations of what character traits were observed, and so on. Thus, the main part of the plan is outlined by both educators, and the details are outlined by each individual.
4. Forward planning
Long-term plan - drawn up for a quarter or a year (corrections during work in this type of plan are allowed).
In the long term it is planned:
1. Goals and objectives (for the quarter);
2. Types of children's activities:
A) play activity;
b) social development;
c) physical education and health work (hardening, sports exercises, outdoor games);
d) cognitive and practical activities (observations, familiarization, experiments, experiments);
e) artistic activities (speech, theater, music, games, visual arts);
f) elements of work activity.
3. Working with family.
5. Calendar and thematic planning
Calendar-thematic planning - structures the content of the educational process. In order to develop a detailed calendar and thematic plan it is necessary:
Set the volume of the plan in conditional teaching hours.
Determine the topic, content, number of classes for each topic.
N: Vegetables - 2 lessons, Lifestyle - 6 lessons, Seasons - 4 lessons.
Choose the optimal forms of conducting classes and teaching methods to achieve your goals and objectives.
It is impossible to oversaturate unregulated activities, as the plan will turn out to be very strict. Other activities can be added as needed along the way. scheduling during the year.
6. Scheduling
Goal: Organization of a holistic, continuous, meaningful pedagogical process.
The pedagogical process is a set of various activities and phenomena aimed at teaching, developing and educating children from goal to result.
The pedagogical process is the joint activity of the teacher and the child.
Calendar plan - provides for planning all types of children's activities and the corresponding forms of their organization for every day.
The calendar plan is a mandatory document (1987).
The components of scheduling are:
1. Purpose. It is aimed at development, education, training.
Organizational and effective component (forms and methods must correspond to the assigned tasks).
Result (what was planned at the very beginning and what was received must match).
The goals and objectives planned in the calendar-thematic plan must be diagnosable. N: cultivating a love for nature is not a diagnosable goal, but developing a caring attitude towards the flowers in the flower garden (watering, not picking, etc.) is a diagnosable goal.
The calendar-thematic plan should be drawn up for one day, but practice shows that teachers, working in pairs, alternately draw up a plan for 1 - 2 weeks. Let's consider what events and in what period of time need to be planned:
7. Joint activities
MORNING. Goal: to create a cheerful, cheerful, productive mood.
In the morning period of time, you can plan all types of activities at the request of the children (games, communication, work, individual work, etc.), but they must meet the following requirements:
The activity should not be long (15-20 minutes), the child should see the result of his work. N: plot-role and construction games are long-lasting and not planned in middle and senior groups.
It is not advisable to plan activities in the morning that require a lot of preparation.
You cannot plan activities in the morning that involve the use of piercing and cutting objects.
In the morning we plan only activities that are familiar to children.
Morning exercises are planned. The complex learned in physical education class changes after two weeks.
WALK. Goal: to provide a highly active, meaningful, diverse, interesting activity and relieve fatigue.
The walk begins with observation if it was preceded by a dynamic activity (musical, physical education, choreographic, etc.) and begins with an outdoor or sports game if there was a static activity before the walk. Let's take a closer look at what you need to plan for your walk:
1. Observation (of weather, nature, transport, adult labor, seasonal changes in clothing, etc.). Observations of natural phenomena are carried out more often.
2. An outdoor game (the plot “Geese-geese...”, the plotless “Day - Night”, the competitive game “Who is faster”), in which all children of the group take part. It is planned taking into account the weather and the characteristics of the season.
3. A sports game, exercises or elements of a sports game are planned in older groups (badminton, basketball, football, hockey, towns).
4. Didactic games, round dances, fun, creative.
5. Individual work on the development of movements, on preparation for classes (mathematics, speech development), with children who have not mastered the material (3 - 7 minutes), with gifted children, on preparation for the holidays.
6..Work in subgroups (at the request of the children - what they want to do). It is necessary to develop the need for work in children. It is not necessary to follow the sequence of actions during a walk; it all depends on the mood and desire of the children.
7. Conversations are planned on the culture of communication, on the education of moral qualities.
EVENING. Target. Create a joyful mood so that the next day the child will be happy to go to kindergarten.
At this time it is planned to:
1. All types of games - printed board games, role-playing games, construction games, outdoor games, didactic games, educational games, theatrical games. The wishes and needs of children are taken into account.
2. Entertainment, holidays, surprises conducted by the teacher are planned once a week (on Thursday or Friday).
Approximate names of the holidays: the holiday of “Soap bubbles”, “Balloons”, “Paper snowflakes”, “Thread (paper) dolls”, “Fluffies”, “Flying pigeons”, “Jumping frogs”, “Funny words”, etc. Also Various types of theater are planned, mini-concerts at which children perform their favorite poems, songs and dances; New toys are brought in and played with.
3. Labor - manual labor, household chores (cleaning, washing) collective, in subgroups.
There is no need to plan a familiar type of duty; only innovation is reflected in the plan.
4. Individual work on all types of activities. In terms of visual activities and construction before the lesson, the lesson is the result of the teacher’s work. Before the lesson, it is advisable to plan individual work with timid children who are “weak” in this type of activity, so that these children feel more confident during the lesson.
6. Working with parents.
7. Work on ZKR.
In order to systematize activities outside of class in a plan, a cyclogram is needed.
Directly educational activities.
Recording GCD in the calendar plan must be done as follows:
Objectives (program content).
Objectives (educational, developmental and educational). What to form, what mental processes develop (thinking, memory, eye, curiosity, etc.) and what moral qualities to instill. Triple tasks are required.
Equipment.
Activation of the dictionary.
Methods and techniques.
Source.
The methodological literature specifies in detail educational and developmental tasks and often lacks educational tasks (see Vasilyeva’s program).
N: EDUCATE - goodwill, the ability to take care of children, express sympathy, not interrupt the speaker, the habit of behaving calmly in the room (don’t make noise, don’t run), c. negative attitude to rudeness, greed, etc.
At the end of each quarter, final classes are planned in the form of quizzes, KVNs, and entertainment.
8. Forms of planning
Forms of planning depend on the program and on the professional level of the teacher. The following forms of planning exist:
1. Text - the most detailed form of plan. It is necessary for beginning educators. It describes in detail all types of activities, tasks, methods, and forms.
2. Grid diagram.
Page 1 - list of children.
Page 2 - activity grid.
Page 3 - the main tasks of training, development and education (no more than 10). These tasks are set throughout the week, in all types of activities.
N: write down the game “Wonderful Bag”, and next to it in parentheses the number of the task.
A list of children in subgroups of 2 to 6 children is located at the end of the notebook and filled out in pencil, since the composition of the subgroups may change throughout the year. How younger children, the more subgroups. Subgroups are formed according to the children's sympathies.
Planned events should be interconnected by the same topic throughout the week. The complication of each event should be a continuation of yesterday's events. The grid diagram is used by experienced educators.
3. Block planning is an option for creative, responsible educators.
During the week, one object, phenomenon or theme is played out.
This form of plan can be done in groups early age And junior groups.
N: Theme “Fish” Speech development Reading the poem “Where the fish sleeps”, Drawing - “Let’s draw a tail for the fish”, Object world - “Colorful fish”, etc.
The main criterion by which quality is determined good plan- is to provide each child with meaningful and interesting activities.
Scheme - calendar planning grid for 1 week
|
observation |
cognitive development |
entertainment |
individual work |
||||
|
1 half day |
Didactic, developmental. desktop 1. with mathematical content 2. on ecology 3. on speech development 4. finger 5. SDA, PPB |
Observations from the window of the state of nature with birds, snow, etc. In a corner of nature. |
1. Conversations (moral, environmental, patriotic, healthy lifestyle, safety) 2. Examination of illustrations. 3. Reading fiction literature. |
In a corner of nature Self-service |
In mathematics, speech development, ecology |
||
|
WALK |
Movable, sports role-playing |
1. for the weather 2. for animals and plants 3. for changes in nature 4. behind the work of adults 5. for transport |
Conversations on moral topics. Consolidation of knowledge acquired in the classroom. |
Household labor Labor in nature |
Speech development Preparing for the holidays |
||
|
2 half day |
Role-playing, construction, theatrical, music-did., desktop-printed… |
Writing stories. Retelling. Memorizing a poem. Looking at pictures. |
Manual labor Household work, self-service |
1 entertainment in |
Fine art, design Mathematics In preparation for classes |
TYPES OF ACTIVITIES OUTSIDE NODS FROM ______ TO ______ _________________
|
observation |
cognizant development |
entertainment |
individual. Job |
||||
|
1 half day |
D/i “Wonderful bag” - consolidation of knowledge of geometric shapes D/i "What is what they cook from" vegetables - fruits D/i "Tangram" Lego" P/i "Edible - inedible." |
1. Examine a blossoming flower (how to care for it) 2. The wind from the window drives the clouds, sways the trees (bends). |
1. Conversation “The city in which we live” - architecture. monuments 2. “Parts of the day” - what we do in the morning, afternoon, evening. 3. “I love vegetables” - learn the composition. descriptive. story. 4. “Living and non-living nature” - who? What? 5. “Visiting a fairy tale” - examination of illustrations for fairy tales. |
1. Learn to independently prepare material for classes. 2. Caring for flowers in a corner of nature (watering) 3. Learn to dress and undress independently. |
1. Use a fork correctly - Petya, Kirill. 2. Reinforce the concept of vowel sounds - Artem, Dima. 3. Color, shape, size - Artem, Julia. 4. Names of trees - Katya, Dima. 5 Article no. ex. - Julia, Dima, Artem. |
||
|
WALK |
P/i "Homeless Hare" P/i "At the bear in the forest" P/i "Day and Night" Sp/i "Football" Sp/ex. "Towns" S/r i. "Chauffeurs" |
1. Behind the clouds - reading the poem “What clouds are like” 2. For insects - about the benefits. 3. When older children play, follow the rules and be friendly. 4. Behind trucks. |
1. Going shopping” - consolidating knowledge about vegetables, where they grow, what they do with them. 2. Compiling stories on the theme “Autumn” |
1. Collection of rowan fruits for manual labor 2. Involve children in cleaning up dried flowers and flower beds. 3. Washing toys after a walk. 4. Cleaning the veranda. 5.Help the kids get to the group. |
1. Reinforce time concepts: morning, day, evening, night - Katya, Petya. 2. Score within 10 - Kirill, Artem. 3. Learn to throw the ball at a target - Yulia, Artem. 4. Repeat the text of “Rhyme Songs” - Katya, Vera. 5. Accustom to actively participate in games - Vladik, Nastya. |
||
|
2 half day |
S/r and “Library” S/r "Family" S/r Store" D/i “What has changed” (attention) D/i “Say kindly” Page "Cities and streets" P/i "Mousetrap" |
1. Compiling the story “If I were a wizard” 2. Retelling of the fairy tale “The Fox and the Jug” (according to illustrations) 3. Learning proverbs about autumn. 4. “Our Street” (examination of paintings according to traffic rules) 5. Memorizing the text finger gymnastics. |
1.Wash the builder. 2. Learn to work using a ready-made “Wallet” pattern 3. Restoration of old books (learn to glue using tracing paper). |
1. Literary quiz“Find out the fairy tale” (by illustration, by text, by riddle) |
1. Learn to rinse your mouth correctly - Artem, Dima. 2. Expansion of the dictionary on the topic “Autumn” - Andrey, Kirill, Vera. 3. Learn to cut out shapes from paper along the contour - Nastya, Katya. 4. Learn to answer a question with a complete answer - Julia, Vera. |
Cyclogram. Distribution of activities by day of the week
|
Monday |
Introduction to fairy tales. |
Introduction to Russian national culture: Learning riddles, proverbs, sayings. |
Introduction to Russian national culture: Acquaintance with folk crafts. |
Introduction to Russian national culture: Reading and memorizing nursery rhymes and songs. |
|
|
Household work. |
Household work. |
Household work. |
Household work. |
||
|
Observing seasonal changes in nature. |
Observing seasonal changes in nature. |
Observing seasonal changes in nature. |
|||
|
Word games and exercises. |
Word games and exercises. |
Word games and exercises. |
Word games and exercises. |
||
|
I take care of my health. |
I take care of my health. |
I take care of my health. |
I take care of my health. |
||
|
Labor in nature. |
Labor in nature. |
Labor in nature. |
Labor in nature. |
||
|
Animal observation. |
Bird watching. |
Insect observation. |
|||
|
Getting to know the works of artists. |
Getting to know the works of composers. |
||||
|
Traffic rules (reading). |
Traffic regulations (games). |
Traffic regulations (conversation). |
Traffic regulations (observation). |
||
|
Excursion. |
Target walk. |
Target walk. |
Target walk. |
||
|
Quantity, count. |
Games with mathematical content. Shape, size. |
Games with mathematical content. |
Games with mathematical content. Orientation in space. |
||
|
Cultural and hygienic skills. |
Cultural and hygienic skills. |
Cultural and hygienic skills. |
|||
|
Literary hour. (world folk art) |
Literary hour. (poetic works) |
Literary hour. (memorization) |
|||
|
Observation of the flora. |
Observation of the flora. |
Observation of the flora. |
|||
|
Theatrical games. |
Theatrical games. |
Theatrical games. |
Theatrical games. |
||
|
Work on consolidating the topic cognitive development. |
Work to consolidate the topic of cognitive development. |
Work to consolidate the topic of cognitive development. |
|||
|
PPB (conversation) |
PPB (reading) |
PPB (game). |
PPB (reading). |
||
|
An evening of entertainment. |
An evening of entertainment. |
An evening of entertainment. |
An evening of entertainment. |
||
|
Games to develop memory and attention. |
Games for the development of speech and thinking. |
||||
|
Observation of inanimate nature. |
Observation of inanimate nature. |
Observation of inanimate nature. |
Observation of inanimate nature. |
CYCLOGRAM. Distribution of activities by day of the week
|
Monday |
Educational games |
"Merry Count" |
"Quantity" |
Logic exercises. |
Orientation, shape. |
|
|
"Day and Night" |
"Seven Brothers" |
"Seasons" |
"Calendar", "Clock" |
|||
|
Observation |
Changes in nature. |
Changes in nature. |
Changes in nature. |
Changes in nature. |
||
|
Self-service. |
Self-service. |
Self-service. |
Self-service. |
|||
|
“Russian literature” speech development, dictionary. |
Storytelling, creative storytelling |
Retelling. |
Word games. |
Literary quizzes. |
||
|
"Natural World" |
Vegetable world. |
Animal world. |
The relationship between man and nature. |
Ecology: conversations, situations. |
||
|
Observation |
Animal and plant world. |
Animal and plant world. |
Animal and plant world. |
Animal and plant world. |
||
|
Household |
Household |
Household |
Household |
|||
|
"Learning to be healthy" |
Life safety. |
Culture of behavior, rules of etiquette. |
Life safety |
Hygienic basics. |
||
|
Fiction |
Reading, dramatization, theatrical games |
Learning by heart. |
Meeting the writers. |
Riddles and answers. |
||
|
Observation |
For the weather. |
For the weather. |
For the weather. |
For the weather. |
||
|
Labor in nature. |
Labor in nature. |
Labor in nature. |
Labor in nature. |
|||
|
"The world around us" |
"Space" |
"Air". |
||||
|
"Our Motherland" |
"Our Motherland is Russia" |
"Our town" |
The work of adults. |
“I’ll open it myself” at the Pochemuchek club. |
||
|
Observation |
The work of adults. |
The work of adults. |
The work of adults. |
The work of adults. |
||
|
In a corner of nature. |
In a corner of nature. |
In a corner of nature. |
In a corner of nature. |
|||
|
Reading works. |
Examination of posters, illustrations, paintings. |
Creating problematic game situations. |
||||
|
Introduction to Russian national culture |
Rituals, holidays. |
Proverbs, sayings, folk signs. |
Excursion |
Target walk |
||
|
Observation |
For transport. |
For transport. |
For transport. |
For transport. |
||
|
Manual labor |
With paper. |
With natural material, waste material. |
Builder drawing up a plan. |
With fabric. |
CYCLOGRAM. Calendar planning for the “Childhood” program. Forms of work in the second junior group
|
Monday |
||||||
|
Conversations based on illustrations (speech development, familiarization with the environment). Didactic game on REMP. Outdoor game. Board educational games with rules. Articulation gymnastics. |
Observations in a corner of nature (environmental education, speech articulation). Telling fairy tales using pictograms. Outdoor game. Logorhythmics. Play finger gymnastics. Individual work to familiarize yourself with the environment (game, communication) |
Conversation on moral education. Individual work on artistic activities. Outdoor game. Learning poetry. Logorhythmics. Theatrical activities. |
Conversations on life safety, stories from personal experience. Didactic game for the formation of grammatical structure of speech. Individual work on labor education. TRIZ elements. Outdoor game. Individual work to develop self-service skills. |
Outdoor game. Didactic game on REMP. Writing a descriptive story. Work on the development of fine motor skills of the hands. Experimental game. |
||
|
Outdoor game. Individual work on REMP (preliminary preparation for a future lesson). Game-experimentation. Problem-game situation (education of humanism, familiarization with the environment). |
Outdoor game. Role-playing game. Reading fiction. Modeling, “playing out” crafts and speech work. |
TRIZ elements. Outdoor game. Designing, “playing out” crafts. A game exercise to develop articulation (onomatopoeia, phrasing). Dynamic hour. Role-playing game. |
Outdoor game. Role-playing game. Individual work to consolidate skills in using scissors, a brush and glue. A game to develop memory, attention, and thinking. Reading fiction. |
Outdoor game. Role-playing game. Household activities (by subgroups). Poetry competition. Dramatization game. Didactic game to expand and activate the vocabulary. Musical and sports entertainment. |
CYCLOGRAM. Calendar planning for the “Childhood” program. Forms of work in the middle group
|
Monday |
||||||
|
Observation in a corner of nature. Learning poetry. TRIZ elements. Development of phonemic hearing (sound automation). |
Compiling stories according to the scheme (description). Outdoor game. Didactic game for speech development. |
Conversation on moral education (solving problem situations, stories from personal experience, reasoning). Outdoor game. TRIZ elements. Didactic game for speech development. |
Compiling stories according to a scheme (narration). Outdoor game. Individual work on the grammatical structure of speech. TRIZ elements. Didactic game for speech development. Folk game. Labor education. |
Outdoor game. TRIZ elements. Didactic game for speech development. Individual work according to the sign. with others. |
||
|
Outdoor game. Role-playing game. Game-experimentation. Didactic game for speech development. Individual work on REMP. |
Individual work to familiarize yourself with the environment. Role-playing game. Preliminary work to prepare for applique (with paper and scissors). TRIZ elements. Reading fiction. |
Outdoor game. Individual work on moral education. Role-playing game. Compiling stories using diagrams. Educational game for the development of memory, attention, thinking. Dynamic hour. |
Outdoor game. Individual work on the development of fine motor skills. Educational game for the development of memory, attention, thinking. Work on differentiating sounds. Role-playing game. Game-experimentation. TRIZ elements. |
Outdoor game. Individual work (preliminary preparation for a future lesson on cognitive development). Role-playing game. Reading fiction. Theatrical and gaming creativity. |
CYCLOGRAM. Calendar planning for the “Childhood” program. Forms of work in the senior group
|
Monday |
||||||
|
Didactic game for speech development. Individual work on artistic activities. Outdoor game. |
Compiling stories using diagrams (description). Didactic game on REMP. Didactic game for speech development. Individual work on the development of fine motor skills. Outdoor game. |
Observation in nature. Outdoor game. Individual work on REMP. |
Compiling stories from personal experience (narration and reasoning). Outdoor game. Individual work in notebooks to develop fine motor skills, activate thinking and speech. |
Activating communication (solving problem situations). Learning poetry. Outdoor game. Didactic game using signs. with others. |
||
|
Outdoor game. Role-playing game. Individual work on the formation of the grammatical structure of speech. TRIZ elements. Didactic game on REMP. Learning poetry. |
Outdoor game. Individual work on the development of memory, attention, thinking. Reading fiction. Theatrical and gaming creativity. Individual work on physical education. |
Outdoor game. Role-playing game. TRIZ elements. Dynamic hour. Designing with “playing out” crafts. |
Outdoor game. Experimental game. TRIZ elements. Reading fiction. Dramatization of a fairy tale. |
Outdoor game. Individual work to activate the dictionary. Role-playing game. Individual work on the development of phonemic hearing. Household work. Musical and sports entertainment; competition of readers, riddles, etc. |
CYCLOGRAM. Calendar planning for the “Childhood” program. Forms of work in a preparatory group for school
|
Monday |
||||||
|
Activating communication (stories from personal experience, solving problem situations). Observation and work in a corner of nature. Individual discussion of completing “homework” in notebooks. Outdoor game. |
Compiling stories according to diagrams (narration, description). Didactic game to familiarize yourself with your surroundings. Articulation and finger gymnastics. Outdoor game. TRIZ elements. Individual work on the development of fine motor skills. |
Experimental game. Household work. Educational game (logical and spatial thinking). Outdoor game. Logorhythmics. Learning poetry. |
Conversation (social and moral education). Educational game (spatial and logical thinking, imagination). Outdoor game. Articulation and finger gymnastics |
Conversations using pictograms on life safety. Articulation and finger gymnastics Outdoor game. Fun game (folk, round dance, low mobility). Dramatization of a fairy tale. |
||
|
Outdoor game. Individual work to familiarize yourself with the environment. Role-playing game. Didactic game to prepare for learning to read and write. Didactic game on REMP. |
Individual work on the development of phonemic hearing, elements sound analysis words. Preliminary work to prepare for a future lesson on cognitive development. |
Role-playing game. Outdoor game. Individual work on REMP. Didactic and developmental exercises using cards (attention, memory, hand motor skills). |
Preliminary work to prepare for a future art class. Outdoor game. Reading fiction. Didactic game to activate vocabulary. Individual work on the development of fine motor skills. |
Household work. TRIZ elements. Game-experimentation. Didactic game (grammatical structure of speech). Individual work on REMP. Designing, playing with crafts (2nd week - musical and sports entertainment). |
Models for writing notes on educational activities (GED).
Option 1
1) Theme GCD.
2) The triune task (education, training, development).
3) Equipment.
4) Activation of the dictionary.
5) Methodological techniques (forms of organization cognitive activity):
A) Organizing time(motivation)
b) First part (consolidation of the material covered)
c) Second part (familiarization with new material, formation of vocabulary concepts)
d) Third part (consolidation of new material)
e) The outcome of the lesson in accordance with the goals.
Option 2
1. GCD topic.
2. Triple task (education, training, development)
3. Specially organized workspace.
4. Activation of the dictionary.
5. Methodological techniques:
a) First part (introductory). The purpose of the activity is to set children up for active work, positive contact with each other, and create interest in the upcoming activity.
b) The second part (motivational basis of activity). The purpose of the activity is to stimulate the acceptance of elements of the educational task, to create interest in the content of the lesson.
c) The third part (joint productive activity). Creating a problem situation and finding a way out of it.
The fourth part (final).
A variety of methods and techniques.
Verbal:
· telling the teacher to get carried away with verbal methods
· reading training is not allowed - this leads to
· conversation for formal assimilation of knowledge.
Visual (connection to memorization and assimilation of educational material by all senses - hearing, sight, smell, taste, touch):
· Observation The most necessary methods in the process Demonstration of initial training.
· Consideration
Organizational:
· intriguing start
· emotional connection
· surprise moment, etc.
Motivating:
· creating an entertaining situation
· asking riddles
· creating a situation of novelty
· effect of surprise, etc.
Methods that arouse interest in acquiring knowledge and skills:
· creating a situation of clash of opinions
· game (cognitive, developmental, didactic, active, etc.)
· game exercise
· heuristic method - method of discovery
· conducting an experiment
· experimentation
· problem-search methods
Calendar and thematic planning _________________ academic year
Kind of activity _______________________________________________
Age group_______________________________________________
Program ___________________________________________________________________ (comprehensive, partial _______________________________________________________________________________
|
Direct educational activities |
Joint and independent activities |
|||||
|
Program tasks |
Additional methodological support |
|||||
|
Games, game exercises, reading, memorization, observation, experiments. Experiments, excursions, search and research activities, etc. (1-3 activities) |
1. This type planning is developed for the entire academic year.
2. The number of educational activities must correspond to the curriculum of the preschool educational institution.
3. Program objectives must correspond to the age standard and program requirements.
4. Column 5 must indicate methodological literature and pages.
5. Topics must be consistent with the program.
6. Joint activities are determined by the choice of the teacher.
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Khramenkina Svetlana
Planning educational work in preschool educational institutions
The issue of planning is constantly of interest to preschool teachers. After all, planning the pedagogical process in a group is a rather complex matter, requiring the teacher to have appropriate training, knowledge of the patterns of psychophysiological development of children, and the educational program preschool education, methods and techniques of communication and education.
First of all, let us define that planning is “the study of the future and the outline of an action plan”, the central link of any activity; it includes setting goals, developing rules and sequences of actions, foreseeing and forecasting results.
A properly drawn up work plan brings clarity, predicts difficulties, saves time, increases responsibility, and makes work easier. A plan is not just a reporting document, the main thing in it is work value, advance deliberate selection of the content and forms of upcoming work with children, clear guidelines for the use of official time.
A plan is not a formality, but a necessary condition for successful work with children; the main thing in a plan is not the scheme, the form, but the content. A necessary condition for successful planning is solid knowledge of the program. But knowledge of the program is not the only condition for successful planning. The teacher must know the children in his group well, study each child in the dynamics of his development.
The next condition is joint drawing up of a plan by two teachers working in the same age group. The plan should be drawn up when mandatory participation both teachers, and not in turn, as sometimes happens in practice. Fulfillment of this condition will ensure a unified approach to children, uniform requirements for them, and will increase the responsibility of each teacher for the implementation of the plan and program. Shift teachers should have daily contact in their work, a constant exchange of opinions on the results of observing children: how they learn program material, how they perform their duties, what are their cultural behavior skills, character traits, who plays, how and with whom, etc.
The calendar plan is drawn up on an annual and long-term basis and is finalized taking into account observations of children in the group and their assessment, as well as discussions with other educators and conversations with parents. It is written for every day or for one week and includes various types of activities at the stages of familiarization, mastering and consolidation, and practical application of knowledge. Opening the teacher’s plan, you can see the teacher’s face and his literacy; ability to analyze and plan. His professionalism: knowledge of techniques, age and individual characteristics children of the group, is there contact with specialists and is the planning system traceable.
Exist General requirements to compiling calendar plan, i.e. development technology daily planning.
The optimal version of the educational load for children must be determined. Information overload is unacceptable.
Medical and hygienic requirements for the sequence, duration, and features of various regime processes must be taken into account.
Local regional features (climate, natural conditions) are taken into account.
The time of year and weather conditions are taken into account.
Alternation between organized and independent activity children.
Taking into account changes in children’s performance during the week when planning direct educational, joint and independent activities.
Taking into account the level of individual development of children. Using diagnostic results to optimize the educational process and plan individual work with each child.
The indispensable relationship between the process of education, training and development (the triune task when planning GCD)
Regularity, consistency, cyclicality (repetition) of educational influences.
Inclusion of elements of activity that promote emotional release, create a joyful mood in children, and give them pleasure.
Planning is based on the integration of the efforts of all specialists working in a group with children. It is necessary to take into account the recommendations of specialists
The planned activity is not artificially imposed on children, but is necessarily appropriately motivated when creating the necessary conditions. There should be a variety of activities offered to encourage each child to achieve their maximum potential.
In the activities planned by the teacher with children, the annual tasks solved by the preschool educational institution should be reviewed.
Work with parents must be monitored.
There is a certain technology for developing scheduling with a clear definition of its general algorithm.
Direct educational activity is the main form of development of a child’s integrative qualities
Direct educational activities are planned in accordance with the grid with the obligatory indication of date and day.
Writing structure: GCD type. Subject. Implementable tasks. Source (including author and page). Visual material and equipment.
When planning a lesson, the teacher must, first of all, outline specific tasks that he will solve. The more detailed and specific the tasks are, the easier it is to implement them. The planning must indicate the material needed for classes. Many activities require preparatory work. It is also indicated in the plan.
Joint activity is the interaction of participants in educational relations during routine moments to implement the tasks of educational areas.
Planning joint activities between the teacher and children
Morning time period.
Walk.
II half of the day (evening)
An evening walk.
The joint activity of adults and children requires a mandatory relationship with organized learning: it is in the process of this activity that the adult prepares the children for their subsequent acquisition of knowledge in the classroom. In addition, the teacher fills this activity with the content that was not possible to “work out” in the classroom. It is in the process of joint activity that an adult works to consolidate, clarify, and deepen ideas, concepts, and skills. This block is the most saturated with various activities.
To optimize planning, it is advisable to have rituals in the group (for every day or for a week, a month).
Additionally, other rituals may arise in the group. Knowing their list, the teacher,
Firstly, he will not miss the main dominants in working with the guys,
Secondly, he will be able to plan joint activities quite briefly, indicating the main content.
Planning your morning time slot
It is necessary to remember that the morning is calm operating moment. The main task pedagogical work in the morning period of time is to include children in the general rhythm of life of the kindergarten, to create in them a cheerful, cheerful mood.
Work is carried out in subgroups and individually. If we talk about frontal work, this could include round dances and quiet activities.
Morning reception is the most favorable time for individual communication between the teacher and each child. During these hours, individual work with children on various types of activities is successfully carried out. This is work to correct and educate children in correct sound pronunciation, to develop oral speech and development of correct intonation, physical education (stimulation of motor activity) and development of fine motor skills. Work on developing hand movements should be carried out regularly. These exercises should be done in all age groups daily. The complex is held at any convenient time of the day.
When planning individual work with children, the teacher specifically indicates the names of those pupils with whom the work will be done and prescribes what kind of work.
The main place is given to the play activities of children: creating conditions for the development of creative games, organizing quiet games (round dance games, with building materials and construction sets, board-printed fun games, sports entertainment and low mobility games. Are planning didactic games. The plan contains the name and goal of the game. It is good to plan short conversations in the morning on pre-planned topics and topics that arose on the children’s initiative, as well as looking at illustrations and albums. When planning specific activities, it is important to consider the nature of the upcoming activities.
If the classes are of a calm nature, requiring mental activity and perseverance of children, such as classes on the formation of elementary mathematical representations, learning a poem, retelling, in the morning hours children’s activities are planned, causing them physical activity, and, conversely, if classes involve greater mobility of children (physical education, music), then morning activities should be calmer.
Morning exercises are carried out daily, a complex of morning exercises is planned once every 2 weeks.
When planning morning exercises, you need to pay attention to the correct spelling of planning. A set of morning exercises can be written on a card, or it can be added to the plan. Regardless of this, the following structure must be followed when planning gymnastics:
Part 1 – introductory, in which various types of walking and running are performed,
Part 2 – medium, includes a set of general developmental exercises,
Part 3 is the final one.
The dosage for performing all movements and exercises must be indicated.
Planning a walk
The daily routine for each age group includes two walks: morning and evening (not counting the morning outdoor activities for children).
The goal of a walk in the first half of the day is to restore strength after exercise and get the maximum positive charge.
When talking about planning a walk, you need to remember that there is a generally accepted structure for a walk.
If there was a physical education or music lesson before the walk, then the walk will begin with observation.
If there were quiet activities, then the walk will begin with active activity.
Observations. Attention should be paid to planning observations. This type of children's walking activity is planned daily. In older groups, you can plan several observations. Observations should be planned in accordance with weather conditions and seasonal time periods. Observations can be planned both short-term and long-term. In the process of observations, carried out both on the initiative of adults and at the request of children, the following develop: aesthetic perception, mental activity, interest in the environment and in cognitive activity is formed. The content of observations alternates rhythmically. Thus, in the process of observation, the child develops comprehensively.
When organizing any types of observations, artistic words should be used: poems, proverbs, sayings, riddles, nursery rhymes, signs.
The teacher should pay special attention to providing active, meaningful, varied and interesting activities for children: games, work, observations, during which a children’s team is formed, positive behavior skills are learned and developed, and children’s ideas about surrounding nature and public life. Planning work to develop movements during a walk should help consolidate, improve games and physical exercises, and increase motor activity children. It is important to choose the right time for games and exercises.
Full planning for the management of children's games requires the teacher to have good knowledge of them, as well as an idea of what games are especially loved by the children of his group, their content, who wants to play with whom, how independent the children are in games, what toys they prefer, etc. It is necessary know how children's games develop from age to age: how their content changes and becomes enriched, children's behavior in play becomes more complex, and their independence increases. All this is important because it is not the play activities of children that are planned, but the pedagogical activities of the teacher in guiding the games.
When planning a guide creative games specific tasks of the teacher’s influence on the game are indicated: enriching its content, developing in children the skills to play with certain toys, establishing correct relationships with each other, teaching them new game actions, skills to build a plot, create an environment for play, etc. When In this case, the teacher pays attention not only to joint, collective, but also to individual games of children. The tasks of educating the behavior of preschoolers in play are also set: a friendly attitude towards each other, the ability to take into account the interests of others, share toys, fairly resolve conflicts that arise, etc.
All these tasks are planned for long term and are periodically repeated in the plan.
Enriching the content of children's games is one of the main tasks of their management. In terms of work, it is reflected in different ways. For example, the task may be to enrich the content of children's games without indicating their specific topic (“Take part in the games of Nina, Tanya, Vova. Help them choose toys, show actions with them”). Most often this task is formulated this way in younger groups. In groups of middle and older children preschool age the teacher, knowing well what and how his students play, can outline the enrichment of the content of specific games; for example: “To help children enrich the content of the children’s library game: library workers not only give books to children, they tell them about interesting works, take care of the order and safety of books, receive new publications”, “Take part in the game “Sailors” together with Ruts. Interested in playing secondary roles.” The plan provides both basic techniques for managing creative games and indirect ways of influencing the players: expanding their knowledge, ideas, creating new game material etc. The teacher can plan his participation in a game on a specific topic and implement it if the game arises. For example: “As a passenger on a ship, take part in the game “Sailors” - help the emergence of new roles (ship doctor, cook). Help girls get involved in playing boys in these roles.”
Enriching the gaming interests of children, the teacher plans new themes for games from time to time. The main condition for including a new topic: children have sufficient knowledge about phenomena related to the theme of the game
Planning for the management of a dramatization game is carried out somewhat differently.
The plan includes preliminary work on children’s mastery of a work of art (fairy tale, short story): familiarization with it, repeated reading, a story from the characters’ point of view, etc. It is necessary to plan together with the children the production of simple game attributes (elements of costumes, decorations, and then carrying out the game itself. The dramatization game is repeated many times, it can become the content of an evening of entertainment, be shown to children of other groups, and be included in the script of one or another holiday. All this is provided for in the plan.
Outdoor games. An important place during the walk is occupied by outdoor games, in which all children in the group take part. When planning outdoor games, it is necessary to observe a number of methodological principles. The number of outdoor games is from one to four. It is important that all students in the group take part in outdoor games. For this purpose, only games familiar to children are planned during the walk. Children are introduced to new games during physical education classes.
On the days of physical education classes, one outdoor game or some kind of physical exercise (sports exercise or exercise in the main type of movement) is organized with children. On other days, when there is no lesson, several outdoor games are planned, a sports exercise and an exercise in the main type of movement (jumping, climbing, throwing, throwing and catching a ball, etc.)
In guiding the work of children, the teacher faces two groups of tasks: developing skills and abilities in various types labor (household, labor in nature, etc.); nurturing a positive attitude towards work and personality traits necessary for the successful performance of work: hard work, responsibility, independence, mutual assistance, etc. The plan must reflect the volume and content of children’s work in its various types (self-service, household chores, children’s work in nature , manual labor, forms of organization, basic management techniques, selection of equipment and tools. It is most rational to plan children’s work according to the forms of its organization. simple form organization of work - instructions, the teacher indicates their content, the children who will be involved in this. As each new assignment becomes available to all children, the teacher indicates in the plan only the names of those who need it. special attention.
The plans systematically reflect the work of duty management. It is definitely planned to introduce a new type of duty in one group or another. The plan indicates the volume and content of children’s work during duty, the distribution of responsibilities between them, the necessary equipment, methods and techniques that will be used to familiarize preschoolers with the tasks of those on duty (observation of the work of adults and peers, demonstration, explanation, etc.) .
When planning shifts, the complexity of children’s work is also reflected in cases where individual preschoolers involved in duty need special attention from the teacher (they do not have sufficient skills, do not know how to organize joint activities, and try to shift their responsibilities to others). For educational purposes, from time to time a conversation with children is planned when transferring duty from one group to another (in groups of senior preschool age).
When planning the collective work of children, the teacher indicates the time of its implementation, content, structure (distribution of responsibilities, sequence labor actions, determines the necessary equipment and its placement. Individual work with children in the process of managing their work activities is also planned.
The plan should provide for familiarizing children with the work of adults: observations of the activities of kindergarten staff (they can be carried out in Everyday life, but planned in advance, familiarization with other types of socially useful work of people.
Planning the afternoon
Observations, games, labor, physical exercises and outdoor games are planned. The main place in this period of time is occupied by the varied play activities of children. However, it must be borne in mind that in the evening you should not play games of great mobility, stimulating nervous system children.
After a nap, plan well and labor activity children:
Group room cleaning;
Repair of books, manuals, printed board games;
Washing doll clothes, handkerchiefs, ribbons;
Making homemade toys for your own games and for kids’ games.
Puppet, tabletop, shadow theatres;
Concerts;
Sports, musical and literary leisure;
Listening to audio cassettes and much more.
During this period of time, a musical-aesthetic cycle, work on introducing fine art, and evening entertainment can be planned. To broaden the horizons of children, you can plan artistic reading with continuation, telling fairy tales, viewing reproductions, paintings by classics and modern artists.
In the afternoon there is a daily walk, the content of which includes outdoor games, role-playing games children, work.
Gymnastics after sleep is carried out daily in the afternoon for 5-7 minutes using breathing exercises, which contribute to the normalization of activity of cardio-vascular system, skills training correct breathing. A complex of gymnastics after sleep is also planned once every 2 weeks.
There are forms of work that can be scheduled both in the first half of the day and in the second.
Forms and methods of work on the basics of life safety. (We will save, help, show, teach):
Familiarization with fiction (stories, poems, add-on poems, riddles, puns, songs).
Rhyming rules of safety behavior.
Examination of paintings, subject and subject pictures, albums, posters, illustrations, models, models.
Excursions, targeted walks.
Productive types of children's activities - making posters, layouts together with children.
Conversations with children: on the prevention of false calls, discussion dangerous situations(in older groups).
Trainings (games).
Introducing children to fiction
Reading literary texts should be daily in order to become a habit, to create a ritual of group life. Time for reading should be defined in the daily routine. Reading time is approximately 15-20 minutes in the senior group and 20-25 minutes in the preparatory group. Reading big works of art should be planned for several days in a row (from 2 to 10-12 days, since children must be able to “hold” the sequence of plot events.
When selecting and planning a sequence of texts, the teacher is guided by current events (season, holidays, memorable dates, thematic cycles and the focus of the current interests of the children in the group. The list of children's fiction is determined by the educational program
Organization of work on theatrical activities:
Dramatic activities are planned in the morning and evening hours at unregulated times or may be scheduled as a special activity.
Plan for working with parents
The content of work with parents is planned for a month or a week. It should be indicated on what days and what will be done by each teacher of the group, and what general garden events will be held. Moreover, it is necessary to write not only those events that are carried out by the teacher, but also by the specialists working in this group. Regardless of who conducts the classes, the organizer will in any case be the teacher.
Work can be scheduled in various forms carrying out:
Parent meetings,
Consultations (individual, group,
Workshops,
Thematic exhibitions,
Occasional conversations with parents,
Joint holidays,
Entertainment and leisure,
Questioning,
Parents' gatherings
Excursions,
Hiking trips,
Participation of parents in the social life of the group, etc.
Any plan is not effective without methodological support, which can be presented in the form of long-term plans, methodological instructions, books, card files.
Planning educational work .
Day of the week
Mode
Individual
Job
___Monday_________________________________
Morning
1. Outdoor switchgear
5. Gymnastics for the eyes
6. Conversation
7. Independent activity in the play corner.
Walk
Work before bed
Reading
Evening
HRE
Corrective exercises
Entertainment, leisure
Listening, singing
Walk
№ 1 – 12 (at the teacher’s choice)
Day of the week
Direct educational activities
Mode
Joint activities of adults and children, taking into account the integration of educational areas
Organization of children's independent activities
Individual
Job
___Tuesday_________________________________
Morning
1. Outdoor switchgear
2. Articulation gymnastics
3. Finger gymnastics
4. Breathing exercises
5. Gymnastics for the eyes
6. Work on speech development
7. Independent activity in the book corner.
Walk
№ 1 – 12 (at the teacher’s choice)
Work before bed
Reading
Training in cultural and hygienic skills
Evening
HRE
Guessing and composing riddles on the topic
Construction
Board and printed games
Walk
№ 1 – 12 (at the teacher’s choice)
Day of the week
Direct educational activities
Mode
Joint activities of adults and children, taking into account the integration of educational areas
Organization of children's independent activities
Individual
Job
___Wednesday_________________________________
Morning
1. Outdoor switchgear
2. Articulation gymnastics
3. Finger gymnastics
4. Breathing exercises
5. Gymnastics for the eyes
6. Work on musical development
7. Independent artistic activity
Walk
№ 1 – 12 (at the teacher’s choice)
Work before bed
Reading
Training in cultural and hygienic skills
Evening
HRE
Musical and educational games
Entertainment, leisure
Independent artistic activity
Walk
№ 1 – 12 (at the teacher’s choice)
Day of the week
Direct educational activities
Mode
Joint activities of adults and children, taking into account the integration of educational areas
Organization of children's independent activities
Individual
Job
___Thursday________________________________
Morning
1. Outdoor switchgear
2. Articulation gymnastics
3. Finger gymnastics
4. Breathing exercises
5. Gymnastics for the eyes
6. Work on cognitive development
7. Independent play activities in the physical education corner
Walk
№ 1 – 12 (at the teacher’s choice)
Work before bed
Reading
Training in cultural and hygienic skills
Evening
1. HRE
2.Manual labor.
3. Theatrical games.
4. Examination of illustrations and reproductions
Walk
№ 1 – 12 (at the teacher’s choice)
Day of the week
Direct educational activities
Mode
Joint activities of adults and children, taking into account the integration of educational areas
Organization of children's independent activities
Individual
Job
___Friday________________________________
Morning
1. Outdoor switchgear
2. Articulation gymnastics
3. Finger gymnastics
4. Breathing exercises
5. Gymnastics for the eyes
6. Work on physical development(in the fresh air).
Walk
№ 1 – 12 (at the teacher’s choice)
Work before bed
Reading
Training in cultural and hygienic skills
Evening
1. HRE
2. Entertainment, leisure
3. View a slide show
Walk
№ 1 – 12 (at the teacher’s choice)
