Approximate volume of educational load in a preschool educational institution, taking into account SanPiN 2.4.1.3049-13 and the draft Federal State Educational Standard for Preschool Education

Approximate volume of educational load in a preschool educational institution, taking into account SanPiN 2.4.1.3049-13 and the draft Federal State Educational Standard for Preschool Education

Approximate volume of educational load in a preschool educational institution

taking into account SanPiN 2.4.1.3049-13 and the draft Federal State Educational Standard

A rational daily routine is the basis for the health and upbringing of children. Strict adherence to the regime helps regulate the child’s basic physiological needs, stability of behavior, teaches organization and activity, and helps maintain stable performance.

Organized educational activities of children of primary and secondary preschool age are carried out in the process of involving them in various types of children's activities: play, cognitive research, perception of fiction and folklore, self-service and basic household work, construction from various materials, visual arts, music. The teacher doses the volume of educational load taking into account sanitary and epidemiological rules and regulations.

Educational activities with children of senior preschool age are carried out in the process of involving them in various types of children's activities, including in the form of classes. Particular attention must be paid to the hygiene of organizing and conducting classes with children, ensuring a rational combination of mental and physical activity, as well as sufficient physical activity of the child during the day. Teachers dose the educational load taking into account sanitary and epidemiological rules and regulations.

According to the current SanPiN 2.4.1.3049-13

The duration of continuous direct educational activity for children from 3 to 4 years old is no more than 15 minutes, for children from 4 to 5 years old - no more than 20 minutes, for children from 5 to 6 years old - no more than 25 minutes, and for children from 6 to 7 years old - no more than 30 minutes. The maximum permissible amount of educational load in the first half of the day in the junior and middle groups does not exceed 30 and 40 minutes, respectively, and in the senior and preparatory groups - 45 and 1.5 hours, respectively. In the middle of the time allotted for continuous educational activities, a physical education session is held. Breaks between periods of continuous educational activity are at least 10 minutes.

Educational activities with children of senior preschool age can be carried out in the afternoon after a nap. Its duration should be no more than 25 - 30 minutes a day. In the middle of directly educational activities of a statistical nature, physical education minutes are held. Educational activities that require increased cognitive activity and mental stress of children should be organized in the first half of the day. To prevent children from becoming tired, it is recommended to conduct physical education, music, rhythm classes, etc.

Age-related educational loads in accordance with SanPiN 2.4.1.3049-13

The approximate volume of the weekly educational load at the institution for the 2013 – 2014 academic year. year

(directly educational activities)

Variable (modular) part of the program.

In accordance with the priority of the establishment and ensuring equal starting opportunities for pupils, children's interest groups are included in the educational process. Due to the fact that both parts of the Program are recommended to be kept in the general logic and its implementation is carried out during the entire stay of the pupils in the preschool educational institution, circle work can be organized both in the first half of the day and in the afternoon.

The following additional services are provided:

Children of senior preschool age visit the speech correction room 2 times a week; carried out as individual

as well as subgroup classes. The content of the correctional program “Program for training and education of children with phonetic-phonemic speech underdevelopment” is implemented in individual lessons with children with deviations in speech development.

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What should children in the older group learn?

Consultation: “What a child should know and be able to do by the end of the senior group” consultation (senior group) on the topic

• Physical education. ...
• Natural surroundings. ...
• Speech development. ...
• Formation of elementary mathematical concepts. ...
• Fiction. ...
• Artistic and aesthetic education. ...
• Design and manual labor.

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Examples of children's motivation for educational activities

According to the Federal State Educational Standard, educational activities with preschoolers should be based on the desire and voluntary participation of children. Various methods of motivating children help to fulfill this requirement. Motivation should not be artificial, divorced from previous activities of children, from the general mood that prevails in the group. In order to arouse a natural interest in the upcoming lesson in students, the teacher needs to know well what they are passionate about, what characters and fairy tale heroes they like, and respect their interests.

When offering children a new type of activity, the teacher must be emotional, sincere, and in a good mood, so that his positive attitude towards the lesson is transmitted to the kids. At the same time, you need to know when to stop: excessive display of emotions, a loud unnatural voice can overstimulate sensitive children and reduce interest. You can begin the introductory conversation in a subdued, mysterious tone. This reminds children of the beginning of a fairy tale, attracts their attention, and organizes it.

Table: examples of the motivating beginning of GCD in the middle group

Implementation of an individual approach

An individual or differentiated approach is successfully implemented in classes in all educational areas. So, during educational activities in mathematics or the formation of sound culture of speech, the teacher uses handouts: punched cards, cards with tasks of different levels of complexity, which makes the perception of the material understandable for each child. Those children who are faster than others can take another task card for themselves or help a friend.

In classes in fine arts and design, work in pairs and subgroups (3-4 people each) is used. Children, independently or with the help of a teacher, distribute and complete work in accordance with their own pace and abilities.

Drawing in pairs develops the ability to negotiate, and also allows children to come to the aid of a friend

Differentiation of tasks can also be carried out during a didactic game. For example, in a math class or learning about nature, you can use a game with a moth, an autumn leaf, or a snowflake. The teacher takes an image of an object and tells the game task: the one on whose shoulder or hand a moth (leaf, snowflake) sits will answer the question. Next, the teacher approaches several children in turn and asks them questions to consolidate what they have learned at different levels of complexity. Only a teacher who knows well the individual characteristics of children, their level of knowledge and abilities can conduct such a game. The game is also useful because it teaches children to listen carefully, not to interrupt, and to help a friend answer correctly.

Lesson summary on FEMP in the middle group (time orientation)

Lesson summary on FEMP in the middle group
(time orientation)
Program content:

Formation of the concept of time.
Expand your understanding of the parts of the day (morning, afternoon, evening, night). Learn to use these terms correctly in speech. Exercise children in counting to five. Strengthen the ability to lay out objects with your right hand from left to right. Continue to train children in establishing relationships “equally”, using overlapping techniques. Develop memory, attention, speech. Encourage children to care for loved ones. Material:
Demonstration material: Clock with pictures of parts of the day, “stars” for the game, 5 hens and 5 chicks.
Handout: Two-page cards, bunnies and cabbage, 3 pieces for each child. Progress of the lesson Children from the locker room go to the group and sit on chairs arranged in a semicircle. Educator:
Today I will introduce you to a clock that tells you when to sleep, when to get up, when to start work.
And there are also interesting pictures. This is not a simple clock, it shows parts of the day. (the clock is ticking) Arrow, turn the arrow, show the time of day! (The arrow stopped for part of the day - morning) Educator:
What is drawn here?
(bunny wakes up) What time of day is it? The children say that the picture shows morning, the bunny is waking up. Educator:
Yes, the morning is depicted correctly, the bunny wakes up.
(turn on the recording of the cockerel) The teacher shows a toy cockerel or a picture with its image and reads a nursery rhyme: Cockerel, cockerel, Golden comb, Butter head. Silk beard, Why do you get up early and don’t let the kids sleep? “When do kids wake up?” — the teacher asks and shows a picture of a cockerel sitting on a fence against the backdrop of the rising sun. The teacher draws attention to the four hens located at the top of the flannelograph: “Who else wakes up with the cockerel? How many chickens are there in total? The teacher calls the child, asks to count the chickens and place the same number of chickens at the bottom of the flannelgraph: “How many chickens? How many chickens? What can you say about the number of hens and chicks? Another hen woke up and ran to the four hens (she attaches another hen to the flannelgraph). Are there more hens than chicks? The teacher counts the chickens and asks: “How many chickens? (Counts with the children.) How did you get five chickens? How many chickens? Five hens and four chicks - compare who has more. (Five hens are more than four chickens.)
Four chickens and five hens - who is less.
(Four chickens are less than five hens.)
Which number is greater: five or four?
Which number is smaller: four or five? Make sure there are an equal number of hens and chicks: five each.” The teacher clarifies how 5 chickens turned out. (Another chicken was added to the 4 chickens.)
Then he restores the inequality and proposes to make equality by decreasing.
(“How else can you make it so that there is an equal number of hens and chicks?”) Good morning! The birds started singing Good people, get out of bed All the darkness is hiding in the corners Good people are going about their business! Educator:
Tell me, what do people do in the morning?
Children say that when people get up in the morning, they wash themselves, make the bed, do exercises, and have breakfast.
(the clock is ticking) Arrow, turn the arrow, show the time of day!
Educator:
What is drawn here, guys?
Children say that the picture shows a bunny enjoying the sun. Educator:
When does this happen?
Educator:
Ding, ding, ding, it’s a beautiful day!
Day is the brightest time of the day. It is at this time that people try to do serious and important things. What do we do during the day? Children answer that during the day they play, draw, sing, read, walk, and study. Educator:
Let's play the game
“Make no mistake.”
The teacher clarifies the names of the geometric shapes laid out on the flannelgraph (circle, square, triangle, rectangle) and invites them to play.
The teacher shows geometric shapes in different orders, and the children perform the corresponding movements: circle - jump, square - clap, triangle - squat, rectangle - walk in place. Educator:
While we were playing, it was lunch time!
Our Bunny is also hungry. Together with him, the bunnies also became hungry. Guys, come to the tables. Each of you has a card. Place four bunnies on the top strip. We hold the card with our left hand, and with our right hand we count from left to right. How many bunnies will we have? The children answer that there are only four bunnies. Educator:
How many bunnies do you have, Vova?
What about you Katya? Nastya, how many bunnies do you have? The teacher listens to the children's answers. Educator:
Let's take one head of cabbage and give it to the first bunny.
Have you fed all the hares? The children answer that not everyone! The rest of the bunnies were left without cabbage! Educator:
Guys, give each bunny a head of cabbage.
Was there enough for each bunny? Did you offend anyone? Another little bunny came running. Five bunnies and four heads of cabbage - compare which is less ( Four heads of cabbage are less than five bunnies)
Which number is greater: five or four?
Which number is smaller: four or five? Make sure there are equal numbers of bunnies and cabbage. How many bunnies and cabbages are there now? The teacher explains to the children how to equalize objects and form the resulting numbers. The children answer that now we have an equal amount of cabbage and bunnies.
They move the cards away, leave the table and go to the clock. Look quickly what time it is Tick-tock, tick-tock, tick-tock!
Left once, right once Tick-tock, tick-tock, tick-tock! (Physical minute) (clock ticking) Arrow, turn the arrow, show the time of day! Educator:
What is drawn here?
The children answer that the picture shows a bunny watching TV. Educator:
What time of day is it?
The children answer that it is evening.
The sun is setting behind the mountain, the stars are lighting up, the dew is falling on the grass, the evening is beginning!
What do people do in the evening? Children answer that in the evening people return home from work, have dinner, watch TV, make their beds and get ready for bed! Educator:
And who in the evening, before going to bed, sings a lullaby?
The children answer that in the evening before going to bed, parents sing a lullaby to their children so that they sleep soundly and have good dreams.
Evening
-
the sun is setting, calling everyone to calm down.
Wants to watch in silence “Good night, kids!” Educator:
Guys, let's sing a lullaby to our dolls.
To the audio recording, the children sing a lullaby to the dolls.
(the clock is ticking) Arrow, turn the arrow, show the time of day!
Educator:
What is drawn here, guys?
What time of day? The children answer that the picture shows night. Educator:
Guys, what do you do at night?
Children say that they sleep at night. Educator:
That's right, at night children and adults rest because they worked, studied, took care of business - they were tired!
And only the stars wink cheerfully at each other! Game "Find yourself a match."
Night has come.
It became dark. The stars lit up in the sky. Children take one star at a time and begin to move to the music. Morning has come. It became light. At the end of the melody, they find a pair for themselves: a child with a star of the same color and form a gate, holding hands and standing behind each other. The game repeats itself. Educator:
So we got acquainted with all parts of the day.
Let's name them. Children, together with the teacher, name the parts of the day.
Morning, afternoon, evening, night - We ran away for a day, So as not to regret the day You need to take care of every hour, So that you have time to dance, Read, draw, Play with friends, And of course help your mother! Tick-tock, tick-tock, We know the day like this!

Use of innovative technologies and techniques

To fill the lesson with original cognitive content, educators are increasingly using pedagogical innovations, successfully applying creative domestic and foreign developments, as well as materials and equipment for them.

Educational games by Voskobovich

The specificity of Vyacheslav Voskobovich’s method is the combination of fascinating fairy tales, in which the child himself becomes a direct participant, and original author’s games. There are about 40 games, and all of them are aimed at the comprehensive development of the child: learning to read and count quickly, sensory perception, improving fine motor skills, design and modeling skills. In addition, they cultivate perseverance and concentration, the ability to complete the work started.

Photo gallery: educational games by V. Voskobovich

Methodology of Nikolai Zaitsev

This technique is aimed at quickly teaching a child to read, and immediately in a continuous manner. The composition (the fusion of a vowel and a consonant, as well as a separate vowel) is not just pronounced, but sung, which is closer to children’s perception, develops fluency of speech and speech breathing.

Of the manuals in the technique, the most widely used is a set of cubes on which letters are drawn indicating sounds and warehouses, as well as tables of warehouses. Each cube is painted in a specific color and has a filling (rustling or ringing), thanks to which children easily learn the concepts of “hard and soft”, “voiceless and voiced consonant”.

Principles of Zaitsev’s technique:

• From general to specific and from specific to general.
• From the concrete-figurative through the visual-effective to the verbal-logical.
• Providing visibility using various channels of perception. Systemic material supply.
• Algorithmization of educational actions.
• Taking into account the physiology of perception of educational information.
• Protecting the health of students.

Zaitsev's cubes have sounding fillings, so children can not only see them, but also hear them

Dienesh blocks and Cuisenaire sticks

Activities using such aids as Dienesh blocks and Cuisenaire sticks are gaining enormous popularity in kindergarten. The former teach children the formation and division of sets into subsets based on the characteristics of elements (shape, color, thickness), the construction of logical chains, elimination operations, and analogy.

Sets of bright blocks, multi-colored geometric bodies, are initially perceived by children as a convenient building material, but over time, children learn to think logically, finding relationships between the characteristics of objects (blocks) and their sets.

Brightly colored Cuisenaire sticks are also attractive to children. While playing with them, children gradually learn to count within 10, compare numbers, find adjacent ones, and become familiar with the concept of number composition and even multiplicity.

Dienesh blocks and Cuisenaire sticks are gaining more and more popularity in kindergartens and are very popular with children

Video: master class on educational games in preschool educational institutions

Information and communication technologies (ICT)

Informatization of the developing educational environment of preschool educational institutions is a requirement of the time. Modern technologies surround the child at home and in public places, therefore, the kindergarten cannot remain aloof from them, because its task is to prepare children for life as best and fully as possible.

ICT is used in classes in two forms: multimedia presentations or slide shows with an interactive whiteboard; educational games, programs using a computer (laptop). An interactive whiteboard allows you to create a unique environment in the classroom. It will help the teacher create a picture of the forest, sea, and space that is close to real. Bright, moving, large images created for presentations will help children quickly and clearly understand what is being discussed in the lesson. Educational computer games and programs develop children's speed and flexibility of thinking and increase interest in educational activities. However, we should not forget that ICTs are auxiliary means of learning; they cannot replace live communication, conversation, or ordinary didactic games; everything must be combined in moderation.

There are several rules for maintaining the health of children in classes using ICT:

• Children in the middle group can “communicate” with a computer no more than 5–7 minutes a day, 2–3 times a week.
• The distance from children to the multimedia board is at least 2–2.5 m.
• Mandatory games and exercises to relieve visual strain (eye gymnastics).