Card index of games-conversations with children on gender education
Transcript
1 Card index of games-conversations with children on gender education “How are our mothers similar? How are our dads similar? Objectives: To develop the ability to identify significant similarities and differences between representatives of different sexes. Cultivate love for loved ones and respect for their work. Help your child express his feelings to people close to him. Material: family album photographs of each child. Children and an adult are sitting on the carpet. The teacher tells the children that each of them has a family, there are mothers, fathers, grandparents, brothers and sisters. Children are asked, looking at a photo of their mother (their father), to tell what kind of mother (father) they have? What does she do? For example, my mother is kind, affectionate, sometimes angry, thin, caring, beautiful. She cooks, washes clothes, etc. After all the children answer, the teacher asks them a question: - How are our mothers (fathers) similar? -What housework duties do all mothers (fathers) perform? -What external signs unite them? -What qualities are inherent in all mothers (fathers)? -Who will you be when you grow up? After listening to the children's answers, the teacher sums up that all mothers and fathers do housework, raise children, and go to work. All mothers and fathers love their children and take care of them. “Magic Flower” 1) option “Why do we like boys (girls)?” Goals: To foster a culture of relationships between boys and girls. To form in children concepts about the positive character traits of boys and girls. Material: flower made of multi-colored cardboard, the petals are removable and inserted into the middle. You can play the game individually with a child, or with a group of children. An adult talks about a magical land in which all the children were friends with each other, but an evil witch quarreled all the children. Children are invited to collect the “Flower of Friendship”, but to do this, each child needs to take a petal and name the good quality of a girl or boy. Children list positive qualities, and the adult connects the petals with the middle. When the flower is collected, the children applaud each other. 2) option “How do I help at home?” Objectives: To form ideas about the household responsibilities of women and men, girls and boys. Cultivate a desire to help people.
2 Material: flower made of multi-colored cardboard (petals are removable and inserted into the middle). Children take turns tearing petals from a flower, naming the duties that they perform in the family (watering flowers, sweeping the floor, caring for animals, “raising” younger sisters and brothers, fixing toys, etc. You can diversify the game. Let the children list the duties that performed in the family by their mothers, and then by their fathers. 3) option “Who am I in the family?” Goals: Formation of ideas about family ties. We teach children to correctly use words such as son, grandson, brother, daughter, granddaughter, sister (at an older age, nephew, niece, cousin, etc.) Material: flower made of multi-colored cardboard (petals are removable and inserted into the middle). With the help of leading questions from an adult, children must answer who they are to their mother (to their dad, to their grandmother)? “House of Good Deeds” (from middle group) Objectives: To form ideas about the household responsibilities of women and men, girls and boys. Cultivate a desire to help family and other people. Material: construction set Children take construction set parts and build a big house, while talking about the good deeds and deeds they do to help their family and friends. At the end they consider how big the house was built. How many good deeds can be done! “Let's compliment each other” Goals: To teach children to be attentive to each other, to be able to show sympathy for children of the same and opposite sex. To consolidate knowledge about the qualities of masculinity and femininity. Material: two characters - Sasha and Masha. The body of the dolls is made of cardboard cylinders, the heads are made of blue (boy) and pink (girl) balloons, with painted faces. The dolls are dressed in clothes: a boy in a shirt, trousers, and a cap on his head; the girl is wearing a jacket, a skirt and a scarf on her head. Any flower (it is better if it is not artificial, but live). Dolls came to visit the children. - Sasha and Masha. The dolls get to know the children and tell the children how they met. Sasha, seeing Masha on a walk, came up to meet her. Of all
He chose 3 girls, Masha, because she was the kindest and neatest. Masha also liked that Sasha is a very well-mannered boy. That's how they became friends. They came to our kindergarten to find out what children think about each other and how they know how to be friends. They brought a “magic Flower” that will help the children express their feelings. Children are encouraged to pass the flower to any child and compliment them. If someone is ignored, the dolls or the teacher themselves compliment these children. “Wishes” Goals: To teach children to be attentive to each other, to be able to show sympathy for children of the same and opposite sex. To consolidate knowledge about the qualities of masculinity and femininity. Material: heart toy (any toy) Children stand in a circle. Passing a toy to each other, they say their wishes: “I wish you...” “Noble deeds” Goal: To cultivate in children the desire to do things for the sake of other people. To form an understanding that we call an action not only heroism, but also any good deed for the sake of another person. Material: ball Children are asked to list noble deeds towards girls (women) and boys (men). The teacher throws the ball into the hands of one of the players, he names a noble deed and throws the ball to the next player at his request. For example, noble deeds for boys: call a girl only by her name; when meeting a girl, say hello first; give up your seat in transport; never offend a girl; protect the girl; help the girl move heavy things; when a girl gets out of the transport, you need to get out first and give her your hand; the boy must help the girl get dressed, give her a coat, etc. Noble deeds for girls: call the boy only by name; when meeting a boy, say hello; praise the boy for showing attention; do not offend or call the boy names, especially in the presence of other children; thank the boy for his good deeds and deeds; etc. “Ears on top of the head” Goals: Development of auditory attention. Teach children to identify themselves and the people around them by gender role.
4 The adult names several names. Children need to listen carefully and say the extra name. Explain why they consider this or that name “superfluous.” For example, Seryozha, Misha, Lena; Natasha, Dasha, Dima. “Guess the profession” (from the older group) Purpose: To consolidate children’s knowledge about professions. Teach the ability to divide professions into male and female. Material: cards with images of people of different professions. An adult lists the actions of a person in a certain profession, and the children guess what kind of profession it is. For example, “A person in this profession examines a patient, gives a vaccination, prescribes pills. Who is this?" (doctor). After each correct answer, the teacher asks one of the children to choose a card with a picture of a person in this profession. Next, a conversation is held with the children: what other duties does the doctor perform, what else does he do? Are there anyone among you whose mother or father (grandmother, grandfather, aunt, etc.) works as doctors? Who is more likely to work as a doctor, a man or a woman? Why do you think? “We’re going to visit” Goals: To teach children to find differences in the appearance of a neat and messy child (boy or girl). Teach girls (boys) to show care towards members of the opposite sex and tidy up their appearance. To develop in children the desire to always be beautiful, to look neat and tidy. Material: clothes for children are laid out on two tables (skirts, hats, shirts, skirts, ties, belts, bags, children's cosmetics, watches, combs, tools, toys). The teacher invites the children to compete to see who can get ready to visit faster. Two (three) children play. They approach the tables and begin to gather for a visit. The adult reminds the children that in order to go on a visit, they need to get themselves in order: dress nicely, comb their hair. The rest of the children are watching their friends. “How are our mothers similar? How are our dads similar? Objectives: To develop the ability to identify significant similarities and differences between representatives of different sexes. Cultivate love for loved ones and respect for their work. Help your child express his feelings to people close to him.
5 Material: family album photographs of each child. Children and an adult are sitting on the carpet. The teacher tells the children that each of them has a family, there are mothers, fathers, grandparents, brothers and sisters. Children are asked, looking at a photo of their mother (their father), to tell what kind of mother (father) they have? What does she do? For example, my mother is kind, affectionate, sometimes angry, thin, caring, beautiful. She cooks, washes clothes, etc. After all the children answer, the teacher asks them a question: - How are our mothers (fathers) similar? -What housework duties do all mothers (fathers) perform? -What external signs unite them? -What qualities are inherent in all mothers (fathers)? -Who will you be when you grow up? After listening to the children's answers, the teacher sums up that all mothers and fathers do housework, raise children, and go to work. All mothers and fathers love their children and take care of them. “Magic Flower” 1) option “Why do we like boys (girls)?” Goals: To foster a culture of relationships between boys and girls. To form in children concepts about the positive character traits of boys and girls. Material: flower made of multi-colored cardboard, the petals are removable and inserted into the middle. You can play the game individually with a child, or with a group of children. An adult talks about a magical land in which all the children were friends with each other, but an evil witch quarreled all the children. Children are invited to collect the “Flower of Friendship”, but to do this, each child needs to take a petal and name the good quality of a girl or boy. Children list positive qualities, and the adult connects the petals with the middle. When the flower is collected, the children applaud each other. 2) option “How do I help at home?” Objectives: To form ideas about the household responsibilities of women and men, girls and boys. Cultivate a desire to help people. Material: flower made of multi-colored cardboard (petals are removable and inserted into the middle). Children take turns tearing petals from a flower, naming the duties that they perform in the family (watering flowers, sweeping the floor, caring for animals, “raising” younger sisters and brothers, fixing toys, etc. You can diversify the game. Let the children list the duties that performed in the family by their mothers, and then by their fathers.
6 3) option “Who am I in the family?” Goals: Formation of ideas about family ties. We teach children to correctly use words such as son, grandson, brother, daughter, granddaughter, sister (at an older age, nephew, niece, cousin, etc.) Material: flower made of multi-colored cardboard (petals are removable and inserted into the middle). With the help of leading questions from an adult, children must answer who they are to their mother (to their dad, to their grandmother)? “House of Good Deeds” (from middle group) Objectives: To form ideas about the household responsibilities of women and men, girls and boys. Cultivate a desire to help family and other people. Material: construction set Children take construction set parts and build a big house, while talking about the good deeds and deeds they do to help their family and friends. At the end they consider how big the house was built. How many good deeds can be done! “Let's compliment each other” Goals: To teach children to be attentive to each other, to be able to show sympathy for children of the same and opposite sex. To consolidate knowledge about the qualities of masculinity and femininity. Material: two characters - Sasha and Masha. The body of the dolls is made of cardboard cylinders, the heads are made of blue (boy) and pink (girl) balloons, with painted faces. The dolls are dressed in clothes: a boy in a shirt, trousers, and a cap on his head; the girl is wearing a jacket, a skirt and a scarf on her head. Any flower (it is better if it is not artificial, but live). Dolls came to visit the children. - Sasha and Masha. The dolls get to know the children and tell the children how they met. Sasha, seeing Masha on a walk, came up to meet her. Of all the girls, he chose Masha because she was the kindest and neatest. Masha also liked that Sasha is a very well-mannered boy. That's how they became friends. They came to our kindergarten to find out what children think about each other and how they know how to be friends. They brought a “magic Flower” that will help the children express their feelings. Children are encouraged to pass the flower to any child and compliment them. If someone is ignored, the dolls or the teacher themselves compliment these children. “Wishes” Goals: To teach children to be attentive to each other, to be able to show sympathy for children of the same and opposite sex. To consolidate knowledge about the qualities of masculinity and femininity. Material: heart toy (any toy)
7 Children stand in a circle. Passing a toy to each other, they say their wishes: “I wish you...” “Noble deeds” Goal: To cultivate in children the desire to do things for the sake of other people. To form an understanding that we call an action not only heroism, but also any good deed for the sake of another person. Material: ball Children are asked to list noble deeds towards girls (women) and boys (men). The teacher throws the ball into the hands of one of the players, he names a noble deed and throws the ball to the next player at his request. For example, noble deeds for boys: call a girl only by her name; when meeting a girl, say hello first; give up your seat in transport; never offend a girl; protect the girl; help the girl move heavy things; when a girl gets out of the transport, you need to get out first and give her your hand; the boy must help the girl get dressed, give her a coat, etc. Noble deeds for girls: call the boy only by name; when meeting a boy, say hello; praise the boy for showing attention; do not offend or call the boy names, especially in the presence of other children; thank the boy for his good deeds and deeds; etc. “Ears on top of the head” Goals: Development of auditory attention. Teach children to identify themselves and the people around them by gender role. The adult calls several names. Children need to listen carefully and say the extra name. Explain why they consider this or that name “superfluous.” For example, Seryozha, Misha, Lena; Natasha, Dasha, Dima. “Guess the profession” (from the older group) Purpose: To consolidate children’s knowledge about professions. Teach the ability to divide professions into male and female. Material: cards with images of people of different professions. An adult lists the actions of a person in a certain profession, and the children guess what kind of profession it is.
8 For example, “A person in this profession examines a patient, gives a vaccination, prescribes pills. Who is this?" (doctor). After each correct answer, the teacher asks one of the children to choose a card with a picture of a person in this profession. Next, a conversation is held with the children: what other duties does the doctor perform, what else does he do? Are there anyone among you whose mother or father (grandmother, grandfather, aunt, etc.) works as doctors? Who is more likely to work as a doctor, a man or a woman? Why do you think? “We’re going to visit” Goals: To teach children to find differences in the appearance of a neat and messy child (boy or girl). Teach girls (boys) to show care towards members of the opposite sex and tidy up their appearance. To develop in children the desire to always be beautiful, to look neat and tidy. Material: clothes for children are laid out on two tables (skirts, hats, shirts, skirts, ties, belts, bags, children's cosmetics, watches, combs, tools, toys). The teacher invites the children to compete to see who can get ready to visit faster. Two (three) children play. They approach the tables and begin to gather for a visit. The adult reminds the children that in order to go on a visit, they need to get themselves in order: dress nicely, comb their hair. The rest of the children are watching their friends.
Gender aspect in teaching children of senior preschool age
This article examines the conditions for the formation of gender self-identification and gender stereotypes among kindergarten students of senior groups. The importance of these aspects of education for successful socialization upon entry into adulthood is emphasized. The forms and methods of gender education, tested in practice, are described.
Key words: preschool age, gender education, gender stereotypes, gender identity, gender self-identification, gender identity
The formation of personality largely depends on how successfully gender education takes place, including the creation of ideas about the content of gender-typical behavior and the desire to repeat them in one’s behavior, as well as preferences and interests specific to one or the other gender. This is self-confidence, certainty of personal attitudes and, ultimately, the effectiveness of communication with children of the opposite sex. It is important to lay the foundations of femininity and masculinity in the early years. This determines the content of the work to implement a differentiated approach in the upbringing and education of boys and girls.
Boys and girls are so different that they require significant differences in upbringing. From the moment of birth, boys and girls perceive the world differently.
Communication between boys and girls appears as a special model of social behavior, which reflects a system of ideas about one’s image, manifested in different situations, in activities, in forms of relationships between boys and girls, determined by gender standards.
The analysis shows that in the general education system, despite progress in the application of a gender approach to education, in a number of aspects general education still remains “male”, i.e., focused on the specific development of male students, on achieving a higher social status.
This results in a discrepancy between girls' educational achievements and their career achievements in adulthood. Gender asymmetry in education affects the plans of modern girls - they reduce the level of their social and professional aspirations. It is noted that the predominance of women among teachers (women make up 85.7% of their total number) in quite a number of cases prevents girls from developing an orientation towards the important social role of women, towards a career, and directs them towards patriarchal values - fulfilling the roles of a wife, mother of the family , housewives. This happens because the personality of a woman teacher is also a result of gender socialization, and most of them are not aware of society’s biased attitude towards the fate of girls and the social functions of women.
Gender is a feature of a person’s biological structure. Gender is a sociocultural “superstructure” over anatomy and physiology. Gender differences are created through the socialization system that fosters unequal skills and personality traits in girls and boys, gender-oriented division of labor, cultural norms accepted in society, status and positional roles, and gender stereotypes.
Gender stereotypes are one of the types of social stereotypes, stable concepts for a given society in a given cultural and historical period about the normative behavior of men and women, a set of common ideas about how men and women should look and behave.
Gender stereotypes arise throughout a child’s life from the moment of birth. The shape and color of clothing, toys and games that are offered to children differ depending on gender and form different character traits in girls and boys. All this is accompanied by comments: “Don’t cry, you’re a boy!”, which imposes a ban on boys showing emotionality; “Be obedient and quiet, you’re a girl!”, which creates obedience in girls. The fact that gender stereotypes vary across cultures is often not well understood. The mentioned stereotypes, being stable, continue to persist even when the actual behavior of men and women changes historically.
Gender identity is a deep sense of belonging to one or another biological sex and sociocultural gender, the self-awareness of a representative of this sex in a social environment.
Gender identity, unlike biological sex, is not inherited biogenetically. It is formed in the child in interaction with family and the wider environment. The emergence of gender identity occurs in 3 stages:
1) the child receives information that there are two genders,
2) the child considers himself to be one of them;
3) on the basis of self-determination, the child organizes his behavior, choosing and preferring certain forms.
Determination of gender begins in the second year of life and is firmly established in the third. By the age of three, a child clearly distinguishes and assimilates his gender specificity and, in addition, quite clearly identifies the gender of those around him.
By the end of the preschool period, the formation of gender identity is usually completed, but it is often based on external signs: boys do not wear dresses and have short hair; girls wear dresses and have long hair. A three-year-old does not rule out the possibility of changing gender by changing her haircut or clothing.
A preschooler may not understand what the main differences are between boys and girls, men and women. More significant gender characteristics (such as emotional attachment, gender-marked character traits, interests, activities, physiological properties) are unknown to the majority (70 percent) of children of this age.
In the science of our era, the constitutional and sociocultural aspects of masculine and feminine principles are distinguished. Gender is constantly influenced by cultural norms that dictate what men should do and what women should do, and by informational messages about how different women and men are.
A child’s gender is a significant factor in his development and social behavior.
Every subject evolves as a representative of one sex or another. Having been born a boy or a girl, a child, in the course of socialization, internalizes a system of rules, norms, and patterns of behavior that bring him closer to the masculine or feminine patterns codified in a given society, and determines the development of the corresponding personal properties. In this way, the child acquires belonging to his gender.
The most important stage for gender socialization is preschool age, since at this stage the most significant personality qualities arise and develop. According to neurophysiology and neuropsychology, differences in the structure and functioning of the brain determine the specific psychological development of children of different sexes. The brains of boys and girls evolve at different rates, at different times, and in different sequences.
Those areas of the left hemisphere that are responsible for speech and logical thinking develop earlier in girls than in boys. Because of this, the figurative-sensual area prevails in them until they reach the age of adolescence.
The scientific literature notes the following areas of differences between girls and boys: in cognitive strategies and ways of forming cognitive functions, speed and methods of processing and assimilating incoming information; in attention management; in forms of activation of emotions; in the motives of activity; in the criteria used for assessing what has been achieved; in behavioral patterns.
Let us present data from our practical activities on gender education of children belonging to the age group of older preschoolers. The material presented in the article can be used by kindergarten teachers in gender education of children of the specified age period.
The formation of children's gender culture begins with their lockers: different pictures are placed on the closets of boys and girls. We pay great attention to the selection of play materials and accessories for play activities for boys and girls. The interior in which preschoolers spend time, from walls, furniture to toys, becomes for them a kind of window into the world.
With the girls, we discuss the interior features in the play corner and decide where they intend to store linen, clothes, dishes, “food products” and other substitute items.
For preschoolers, games such as “Dominoes for Girls”, “Handicraft Girl”, “Fashion Designer-Stylist” are used; girls play with them with great pleasure.
Working with the boy contingent, we discuss a toy “vehicle fleet” and a set of toy tools for young “auto mechanics”. Many families have cars, so boys willingly manipulate a toy police baton.
For children's play activities, we update and expand the role-playing games “Hospital”, “Atelier”, “Hairdresser”, “Shop”.
Adults often do not approve of boys' noisy games. However, we take into account that boys need ample play space, that while playing they develop physically, train in regulating their strength, and expend physical energy. For this reason, we do not prevent these games, but only direct them in the right direction. We purchased darts, boxing gloves, game sets with rules designed to develop dexterity and accuracy (games such as “Dominoes for Boys”, “Loto for Boys”, “Young Fisherman”). Gaining practical experience of gender-oriented behavior in the household sphere is helped by work tasks, also distributed according to gender - boys carry out tasks associated with the use of physical strength, and girls - with diligence and accuracy.
We pay especially close attention to children's literature. Many books for children feature images of grandfather, grandmother, father, mother, son, daughter. Young heroines of fairy tales are characterized by intelligence, perseverance, and resourcefulness, and young heroes of folk tales are, as a rule, zealous and diligent assistants to adults in the household and in everyday life.
You can comprehend the essence of the feminine and masculine principles if you carefully analyze “female” and “male” fairy tales. Thus, for girls, the fairy tales “Morozko”, “Cinderella”, “Swans”, etc. are important, in which the heroine is given certain tasks - to sort out the cereal, bake bread, sew a dress, clean up the hut, etc. - requiring her to dexterity, skills, intelligence, but not the use of physical force.
Informing children is focused on providing preschoolers with knowledge about the opposite sex, about male and female professions, about everyday and ethical culture, about the traditions of folk education.
We take into account that girls are generally more receptive to auditory stimuli, whereas boys are not as good at listening; for them, the use of visual aids is preferable. Therefore, during training, we not only verbally influence children, but also actively use visual demonstration, and also use the tactile channel of perception, allowing children to touch and hold objects in their hands, and combine information with movement.
Drawing classes contribute to the evolution of a child’s gender self-identification and control his emotional and semantic behavior.
The focus on conforming to one’s gender influences the themes of children’s drawings: boys depict highways with racing cars, airplanes and helicopters flying in the sky, ships sailing on the sea, the construction of buildings, and military operations. As for girls, they depict elegantly dressed princesses, bouquets of flowers, blooming gardens, various patterns, mothers with strollers.
Concluding the description, we note that, based on the stated principles, we have drawn up a long-term work plan for gender education of older preschoolers, which formulates the tasks and methods of working with preschoolers; Forms of work include conversations, role-playing games, reading aloud children's literature, didactic games, and children's visual arts.
Forming gender self-identification in children and instilling correct gender stereotypes contributes to their successful socialization when entering adulthood.
Literature:
- Klimina L.V. Gender approach to the education of preschool children // Preschool pedagogy. No. 3. 2012. pp. 24–32.
- Kurbatova S.I. Experience of gender education of children through exposure to fiction // Preschool pedagogy. No. 2. 2012. pp. 39–45.
- From birth to school: a sample preschool education program. M.: Mozaika-Sintez, 2015. 48 p.
- Radziwillova M. A. Gender approach to the education of preschool children in preschool educational institutions // Fundamental Research. No. 4 (2). 2013. pp. 453–456.
- Sokolova S. E. Gender differences in the speech of preschool children // Preschool pedagogy. No. 2. 2013. pp. 14–20.
- Federal State Educational Standard for Preschool Education dated October 17, 2013. No. 1155.
Formation of gender, family, civil
Accessories
New approaches to the organization of the educational process, determined by federal state requirements, offer a slightly different view on the content of moral education of preschoolers, highlighting, in addition to the formation of family and civic affiliation, issues of gender education of preschoolers. It is very important to form a child’s understanding that he is a girl or a boy, and when he grows up, he will be a woman or a man, and this gender will not change depending on the situation or the child’s personal desires. Therefore, among the methodological techniques, observations are offered, looking at photographs of the child’s growth dynamics, conversations about who is who and what he is like.
| Directions | Content | Methodical techniques |
| September | ||
| Gender | Strengthening the ability to navigate the premises of a kindergarten, knowledge of the address of the kindergarten | Tour of the kindergarten. Conversations: “Our kindergarten”, “Favorite activities in kindergarten”, “There are many girls and boys in kindergarten”. Reading: G. Ladonshchikov “About myself and about the guys”, S. Makhotin “Senior group”, “Our towels”. Role-playing games: “Kindergarten”, “Polyclinic”. Productive activity “Games for girls and boys” |
| Family affiliation | Me and my family - consolidation of knowledge about the name, patronymic of parents, their work; household chores, helping adults | Looking at family photos. Conversations: “My family”, “How I help at home.” Reading: nursery rhyme “What a big family we are...”, Y. Akim “My Relatives”, A. Barto “Before Bed”, S. Makhotin “Sunday”. Role-playing game "Family". Productive activity: “Portraits of my relatives”, “We are walking with dad and mom” |
| Citizenship | The street where I live, home address. Buildings for various purposes: residential buildings, school, library, hairdresser, clinic, hospital, pharmacy, bank, store | Examination of illustrations of buildings for various purposes, photographs of buildings in the immediate environment. Reading: proverbs, sayings about friendship, riddles about city buildings. Didactic games: “I live on the street...”, “My address...”, “Residential and non-residential.” Role-playing game "Trip around the city." Productive activities: “Our street”, “Let’s build different houses” |
| 1 September is the day of knowledge. Schoolchildren begin to study. City Day, history of the city | Targeted walk to the school building. Looking at illustrations. Reading: 3. Alexandrova “To School”, A. Barto “To School”, “I Grew Up”, “First-Grader”, V. Berestov “Reader”, N. Nosov “The Adventures of Dunno and His Friends”, S. Marshak “First calendar day." Didactic games: “School supplies”, “Collect a briefcase”. Role-playing game “Stationery Store”. Productive activities: “Children go to school”, “Gifts for first graders, kindergarten graduates”, “Let’s build a school, kindergarten” |
| October | ||
| Gender | Girls and boys clothes | Looking at items of clothing. Looking at illustrations. Conversation “What girls (boys) like to wear.” Didactic games: “Dress Masha (Sasha) for a walk according to the season,” “Select what only boys (girls) wear.” Role-playing games: “Atelier”, “Show of clothing models”. Productive activity: “Pattern for a dress”, attributes for the game “Atelier” |
| Family affiliation | My big family | Looking at family photos. Conversations: “My grandparents”, “My relatives”. Reading: Y. Akim “Who is who?”, I. Ishchuk “At Grandfather Vanya’s”, Y. Koval “Grandfather, Grandmother and Alyosha”, R. Rozhdestvensky “My Grandmother”. Role-playing game "Family". Productive activity “Portraits” |
| Citizenship | Different types of city buildings, their purpose, cultural and leisure facilities in the city and region | Excursions and targeted walks along the street. Examination of postcards, illustrations, photographs, photo exhibition “How we relax.” Conversation “What our city has for children.” Reading: S. Baruzdin “Who built this house”, 3. Eremina “There are many stadiums in Moscow.” Didactic games: “What is this building for”, “Guess the building from the description”. Role-playing game "Journey around the area." Productive activity: “My favorite vacation spot”, “Let's build a city” |
| Life of people in the village: features, differences from city life, occupations of people | Looking at illustrations and photographs. Conversations about summer holidays in the village. Reading: L. Voronkova “Sunny Day”, B. Zhitkov “White House”, Y. Moritz “House with a Chimney”. Didactic games: “Where who lives and what does he do”, “Who lives where” (pets). Productive activity: “Village house”, “How we rested in the summer” | |
| November | ||
| Gender | Behavior of girls and boys | Conversations: “What boys should be like,” “What makes a girl beautiful.” Acting out and discussing situations. Reading: A. Barto “Vovka is a kind soul”, “Lyubochka”, V. Dragunsky “Deniska’s stories”. Role-playing games. Productive activity “Portrait of a girl (boy) I like” |
| Family affiliation | My ancestry - family ties | Looking at family photos. Homework: drawing up a family tree (2-3 generations). Conversation “My Genealogy.” Reading: Y. Akim “Who is who?”, M. Yasnov “This is how I drew the family.” Role-playing game "Family". Productive activity: gifts for relatives |
| Citizenship | The city of Moscow, its attractions: Red Square, Bolshoi Theater, Moscow State University, circus, puppet theater, Tverskaya street | Looking at illustrations. Conversations: “We live in the capital”, “What there is in Moscow for children.” Reading: I. Vekshegonov “Moscow”, M. Isakovsky “Moscow”, N. Kolpakova “My Moscow”, L. Kondrykinskaya “We are walking, walking through Moscow”, L. Kutsakova “Golden-domed Moscow”, E. Osetrov “Your Kremlin ", G. Yurmin "Tsar Tower". Didactic games: “Travel around Moscow”, lotto “Moscow”. Role-playing game "Tour Guides". Productive activities: “Kremlin Towers”, “Ancient City, Glorious City”, “Temples of Moscow” |
| Holiday National Unity Day | A targeted walk along the street decorated for the holiday. Looking at illustrations. Teacher's story | |
| December | ||
| Gender | Favorite games of boys and girls | Looking at photographs and illustrations. Conversations: “Why don’t girls play robbers”, “Can boys take part in girls’ games.” Didactic games: “I know five games for girls (boys)”, “I will name five toys for girls (boys).” Productive activity “My favorite toy” |
| Family affiliation | Family traditions - celebrating holidays, relaxing, doing what you love | Teacher's story "What is tradition." Conversation “Traditions of your family.” Role-playing game "Family". Productive activity: “Our home holiday”, “My favorite activity at home” |
| Citizenship | Defenders of Moscow, monuments to heroes who glorified the city and country | Excursion around Red Square (according to illustrations or slides). Watching videos, slides. Listening to the Moscow anthem. Examination of illustrations of monuments to the heroes of the Great Patriotic War. A teacher's story about the defenders of Moscow. Conversations: “What I saw in Moscow,” “What I would tell a friend about.” Reading: E. Karasev “Hero City”. Productive activity: “Book about Moscow - drawings for a friend”, design of a photo stand about walks with parents around Moscow |
| New Year in Russia and other countries | A teacher's story about celebrating the New Year. Learning poems and dramatizations for the holiday. Role-playing game "Family - New Year's Eve in different countries." Productive activities: “New Year’s wishes”, “Father Frost and Snow Maiden”, homemade toys for the Christmas tree | |
| January | ||
| Gender | What do girls and boys want to become? | Looking at photographs of parents (in childhood and now). Conversation “Who will I be and what will I be like?” Reading: Russian folk tales “Vasilisa the Beautiful”, “Sister Alyonushka and Brother Ivanushka”, “Morozko” |
| Family affiliation | Our kindergarten is a big family | Examination of photographs from the archives of the kindergarten (building, site, graduates, holidays, photographs of children, starting with the younger group). Teacher's story. Conversations: “Big family”, “What we will contribute to the history of kindergarten.” Role-playing game "Family - New Year's Eve." Productive activities: gifts for kindergarten students |
| Citizenship | We live in Russia: diversity of nature, wildlife, nationalities | Looking at illustrations of different climate zones, animals, maps and globes. Conversation “We live in Russia.” Reading: 3. Alexandrova “Motherland”, S. Baruzdin “The Country Where We Live”, N. Vinogradova “My Country Russia”, N. Zabila “Our Land”, “North”, “South”, T, Koti “Motherland” Russia”, L. Nekrasov “This is our Motherland”. Listening to the song: V. Basner, M. Matusovsky “Where does the Motherland begin?” Role-playing game “Travel to Russia”. Productive activities “My Motherland” |
| Christmas holidays, folk traditions and culture of Russia | A teacher's story about folk traditions and holidays in Rus'. Looking at illustrations. Role-playing game "Kindergarten - New Year's holiday." Productive activity “Greeting card” | |
| February | ||
| Gender | Who serves in the army | Conversation “We will serve in the army.” Productive activity: gifts for boys |
| Family affiliation | Caring and attentive attitude towards children | Visiting younger groups, providing assistance in dressing for a walk, playing games together. Conversation “Caring for the younger ones is the honorable responsibility of the elders.” Reading: M. Boroditskaya “Waiting for Brother”, “Brought”, “Observation”, “Opening”. Role-playing games: “Family”, “Kindergarten”. Productive activity “Gifts for kids” |
| Citizenship | State symbols of Russia: flag, coat of arms, anthem | Consideration of Russian symbols. Listening to the Russian anthem. Teacher's story. Productive activities "Russian Flag" |
| Defender of the Fatherland Day: military service is a difficult and honorable duty; defense of the Motherland from enemy attacks, features of service in peacetime | An invitation to soldiers of the Russian army, an invitation to dads with stories about serving in the army. Targeted walks to monuments to war heroes. Teacher's story. Conversations: “Our dear army protects our peaceful labor,” “What is heroism.” Reading: Y. Akim “Earth”, A. Gaidar “Campaign”, S. Marshak “Our Army”, S. Mikhalkov “True for Children”. Listening to military songs and marches: A. Filippenko “Eternal Flame”, V. Agapkin “Farewell of a Slav”. Role-playing games: “Pilots”, “Sailors”, “Military exercises”. Productive activity: gifts for fathers and grandfathers for Defender of the Fatherland Day, “We will serve in the army” | |
| March | ||
| Gender | Girls' holiday | Conversation “We love our girls.” Productive activity: gifts for girls |
| Family affiliation | Mom is the main person in our family | Looking at illustrations about mothers’ work at home and at work, postcards for Women’s Day on March 8th. Conversations: “How we help grandmother and mother”, “My mother”, “My grandmother”. Reading: E. Blaginina “Let's Sit in Silence”, G. Vieru “Mother's Day”, E. Grigorieva “Quarrel”, L. Kvitko “Grandma’s Hands”, S. Mikhalkov “What Do You Have?”, Nenets fairy tale “Cuckoo” " Role-playing game “Family - March 8th”. Productive activity: cards and gifts for mothers and grandmothers “That’s how beautiful my mother is”, “My dear granny” |
| Citizenship | International Women's Day | |
| Famous Russians who glorified the Motherland: Yu. Dolgoruky, A. Pushkin, L. Tolstoy, P. Tchaikovsky, I. Levitan and others. | Looking at portraits and paintings. Listening to music. Teacher's story. Conversation “They glorified Russia.” Reading literary works, listening to music. Productive activities based on literary and musical works | |
| April | ||
| Gender | Me and my name - the history of the origin of some names, patronymics and surnames | Teacher's story. Reading: M. Yasnov “This is how I drew my family.” Didactic games: “I know five names of girls (boys)”, “Say the name differently” (endearing names), “If dad’s name is ..., then his son’s middle name is ...”. Productive activity: “We are alike - me and dad”, “I look so much like my mother...” |
| Family affiliation | ||
| Citizenship | The Earth is our common home: an elementary idea of the structure of the Solar system. Cosmonautics Day: the first manned flight into space | Observation of the Sun, Moon, stars. Looking at the globe. Teacher's story. Conversations: “The first man in space”, “Our cosmonauts”. Reading: V. Baruzdin “First in Space”, E. Levitan “For Kids about Stars and Planets”, A. Leonov “Steps over the Planet”. Role-playing game "Space Travel". Productive activities: “Space”, “Moonscape” |
| May | ||
| Gender | Culture of speech communication in kindergarten and at home, speech etiquette | Conversations: “Sirs and Madams”, “How we talk to each other and to adults”, “A kind word is nice to a cat.” Didactic exercises: “How to make a request to relatives, a friend, a stranger,” “How to ask for an apology.” Role-playing games |
| Family affiliation | ||
| Citizenship | Victory Day, heroic defenders of the country during the Great Patriotic War | Meeting with war veterans. Looking at illustrations. Reading: S. Alekseev “The First Night Ram”, T. Belozerov “May Holiday - Victory Day”, A. Mityaev “Bag of Oatmeal”, A. Tvardovsky “Tankman’s Tale”. Role-playing game "Military in training." Productive activities: gifts for veterans, “Our army is strong, it protects the world” |
| What is your hometown or region famous for (factories, industries, scientific and cultural centers) | Looking at illustrations and photographs. Teacher's story. Productive activity “What we are proud of in our city” |
| June August | ||
| Gender | Consolidating knowledge about yourself, your family, pedigree, kindergarten. | Conversations: “My family”, “It’s good in our garden”, Role-playing games: “Family”; "Kindergarten". Productive activities: “Our site in summer”, “My friends”, “Dad at work” |
| Family affiliation | ||
| Citizenship | Folk art, folk culture (folklore, applied arts), Russia in the works of writers, poets, artists and musicians | Consideration of objects of folk applied art of Russia (Russian, Bashkir, etc.). Examination of reproductions of landscapes by Russian artists. The teacher's story about people of creative work - writers, artists, composers. Reading folk tales, nursery rhymes, sayings. Listening to music. Didactic game “Name the artist.” Role-playing games: “Library”, “Excursion to the Tretyakov Gallery”. Productive activities based on works of fiction, “The native country is wide” |
Educational area "Cognition"
