Admission of children
This is where the outline of routine moments begins. With children of the older group, the teacher works to solve the following problems:
- Obtaining information about the health status of pupils.
- Creating a good mood.
- Strengthening hygiene skills in children, including a neat appearance and neatness.
- Formation of polite behavior towards peers and adults.
Older preschoolers usually happily run into the group and share news with their friends. Particular attention should be paid to new students, as well as shy children. If the child is in a bad mood, the teacher should distract him with an interesting activity, a work assignment (watering flowers, wiping leaves).
In the summer, pupils meet outside. Children can be offered games with soap bubbles and pinwheels. At this age, it is recommended to conduct psycho-gymnastics, when children stand in a circle, enjoy the morning together, smile at each other, and say kind words.
Setting goals
Before drawing up a summary of the routine issues in the senior group, the teacher should familiarize themselves with the educational program. It indicates what hygiene skills should be developed at this age.
So, when washing, children should act quickly and independently and dry themselves with a personal towel. The habit of washing hands with soap before eating, after visiting the toilet and when dirty is established.
During lunch, children should eat quietly and carefully. They are taught how to properly handle a fork and knife and use a napkin. When sitting at a table, you need to remember about your posture. Coming out from behind him, the children push up their chair and thank the adults, as well as those on duty.
Children should dress and undress quickly, without the help of adults. Things and shoes are neatly put away in a locker in a certain order. The teacher creates in children the need to monitor the cleanliness of their clothes, pay attention to problems in their appearance, and eliminate them.
At the beginning of the school year, children are monitored. The identified “problem areas” are taken into account when organizing activities at critical times. In the older group, children are already familiar with the sequence of actions; a reminder from an adult is enough for them. Praise and encouragement are also actively used.
Progress of the lesson.
Organizational moment: The appearance of Marusya.
Marusya: Why don’t they take me for a walk?
?
(crying)
Educator: - Oh, oh, who is this crying here? What is your name? How did you come to us?
Marusya: - My name is Marusya, I walked around the whole kindergarten. I wanted to go out with the kids, but no one would take me.
Educator: Marusya, why doesn’t anyone want to take you for a walk outside?
Marusya: - I don’t know.
Educator: But my kids know everything. You sit down, and my guys will tell you everything. Guys, why doesn’t anyone take Marusya for a walk? ( children's
)
What is the weather like in autumn, when it rains - rainy. When the wind blows, it is windy. When it's cold, it's cold. When it's cloudy, it's cloudy. When gloomy - gloomy. When it’s clear, it’s clear. When it's snowy, it's snowy.
Educator: Well, Marusya, now you know that it’s cold in the fall and you need to dress warmer, and not the way you dressed.
Physical exercise.
Educator: Now we’re going to go for a walk. What will we put on first - tights, socks, jacket, trousers, jacket, hat (children imitate)
. Help each other tie scarves. Let's put on mittens
Marusya: - Hurray, hurray, hurray. Now I know everything about the weather and how to dress. Thank you girls and boys, thank you very much. Will you take me for a walk?
Educator: - Well, I think we’ll take it, guys. Let's all go get dressed together.
Marusya: - And I’ll see how you know how to dress.
One, two, three, four, five, Let's go for a walk.
What did we forget to do? (bring order to the group
, visit the toilet)
(The teacher and the children go to the locker room)
Educator:
If you want to take a walk
, You need to get dressed quickly, open the closet door, put on your clothes in order.
Marusya: - What will we wear first? (tights, socks, trousers or leggings, sweater or jacket, hat, coat or jacket, scarf, mittens.)
Now I remember how to dress for a walk
, go for a walk!
Publications on the topic:
Summary of the regime moment in the middle group. Testing "Gingerbread" Testing "Gingerbread". Today we will try something very tasty. What do you think: do we need a plate, guys? -yes (show.
Organization of the educational process in the middle group of pre-school educational institutions By Order of the Government of the Russian Federation of December 8, 2011 No. 2227-r, the strategy for innovative development of the Russian Federation was approved.
Report on the organization of the educational process in the middle group REPORT ON THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN THE SECONDARY GROUP MDOU DS KV No. 5 YASENSKAYA STANITS MOYESKY DISTRICT FOR 2014-2015 EDUCATIONAL.
Open display of the routine moment “Preparing for breakfast, breakfast in the middle group” Topic: “Preparing for breakfast, breakfast” Tasks: Continue learning the habit: wash yourself, wash your hands with soap before.
Outline of a test lesson for the section “Developing children's speech” (preparation for learning to read and write) Program content: Identify how children navigate the material covered by the basic units of speech (sound, word, sentence): - exercise.
Goal: To expand children’s understanding of the diversity of Filimonov toys, to show the features of painting various paper silhouettes.
Introductory part The main task of teaching work in the morning is to include children in the general routine of children's life.
I tell the guys:
The crow delivered an envelope to me. I found riddles in this message. If you find the answer, you will make friends.
- Let's solve them, maybe then we will find out who this letter is from.
Not a lamb or a cat Wears a fur coat all year round. A gray fur coat is for summer, and a different color for winter.
Children:
Hare.
Correct, but how did you guess? Children:
The hare has a gray coat in summer and white in winter.
He specially camouflages himself so that predators, or rather his enemies, do not see him. What are the hare's enemies? Children:
Fox, wolf and man. Guess the second riddle.
The owner of the forest wakes up in the spring, and in winter, to the howl of a blizzard, he sleeps in a snowy hut.
Children:
Bear.
Why did you decide so? Children:
Bears sleep in dens in winter and wake up in spring. Next riddle.
Behind the trees and bushes A flame flashed quickly Flashed, ran - There was no smoke, no fire
Children:
Fox. “The fox is red, so it will run as if something is burning.”
Well done, we have already guessed almost everything. There are only two riddles left.
Toothy, grayish, prowling the field, looking for calves, looking for sheep.
Children:
Wolf The last riddle.
Has a nest in a tree, Jumps and flies along the branches, Not a bird.
Children:
Squirrel.
She has a nest in a hollow. And she jumps very well, as if she were flying. So who sent this letter? Children:
Animals.
Guys, who guessed where they are inviting us? Children:
Into the forest!
You and I will go for a walk in the forest to visit the animals. But this forest is not just a forest, this forest is a wonderland. Now, stand behind... the back of your head, and go for a walk.
(Children line up in a column one at a time and walk one after another.)
Top, top, one, two, three, Don't look at your feet, Don't lower your head, Let's walk happily.
Reading with the children:
Hello forest! A dense forest, full of fairy tales and miracles! Who is languishing in your wilderness? What kind of animal? What bird? Open everything, don’t hide it: You see we are ours.
I ask:
That's who's up ahead. They jump lightly, Land quietly, Jump-jump, jump-jump.
Children:
These are jumping bunnies. Calling the hares: Bunnies, come here.
Three rabbits (children wearing masks) come to the board.
1st hare:
Hello guys, we are very glad to see you.
I am a hare, and these are my bunnies. I'm telling you:
Hares live in small groups.
They lie all day, hidden in some depression or hole, and at night they go out in search of food. 1st hare:
When we are safe, we walk in the sunshine.
1st and 2nd hares:
We only sleep during the day.
Let me explain:
The hare walks awkwardly, this is due to the fact that the long hind legs make movement difficult.
Hares show.
I show illustrations or photographs of hares on the board.
You see how much we have learned. Be sure to tell us about the secret forest inhabitants of your home today.
Fizminutka
Children stand near the table and do exercises.
Bunny, come out! Gray, come out! That's it, come out that way! Bunny, turn around! Gray, turn around! Bunny, stamp your foot! Gray, stamp your foot! Like this, stomp your foot like this! Bunny, dance! Bunny, bow!
After completing these exercises, the children sit down.
I tell the children:
How quickly time flew by. Did you find out anything interesting? Do you remember? Let's check it now.
I ask questions:
- The largest of the hares in our forests.
What name did the hares born in June receive, when the rye is earing and the buckwheat is blooming?
In winter, hares are white, why?
Save from enemies...
Answers:
- Kolosovichok.
Disguise.
If we are just as attentive to other animals, we will learn a lot of new things. Who else should we meet in the forest? Children:
With a wolf, a fox, a squirrel and a bear. Right. But today it is too late, and we are returning to the group. We will continue our journey into the forest next time.
Top-tomp, one, two, three, Don’t look at your feet, Don’t lower your head, Let’s walk and walk merrily.
Abstract
Organization and conduct of regime processes during the first half of the day
in the middle group
| Regime processes and activities | Educational tasks | Equipment | Methodology for organizing activities | Note |
| Reception of children (indoors) Didactic game “Journey through the group room” | - consolidate the idea that all objects consist of geometric shapes; - continue to teach how to compare objects with geometric patterns in shape; - cultivate interest in the game. | All items in the group room | Before starting the game, I remember with the children the basic geometric shapes (circle, square, triangle). Using my own example, I explain the rules of the game. I invite children to find geometric shapes in surrounding objects. For each correct answer I give the children a chip. At the end of the game, we count the number of chips and announce the winner. | |
| Educational games by V. Voskobovich “Miracle of the Honeycomb”, “Magic Square” | — Continue to learn how to fold various geometric shapes. — Designing figures according to your own plans and patterns. | Voskobovich's games. | I invite children to play Voskobovich’s educational games. Before starting the game, we remember what geometric shapes honeycombs are made of. | |
| Looking at a sports album | - arouse desire and interest in physical exercise | Album on sports | I tell children about the importance of physical exercise. | |
| Morning exercises | — To form in the child the need and habit of daily morning exercises. | Physical education equipment (flags) | I spend the training session in the gym. It was ventilated in advance and wet cleaned. Physical equipment has been prepared. | |
| Preparing for breakfast | — develop self-service skills; — cultivate a desire to provide assistance to those on duty; — form a CGN (wash hands before eating). | Together with the children I go to the washroom, while the children wash their hands, I ask riddles: I am related to Moydodyr, Turn me away and with cold water I will wash you quickly. (water tap) Smooth, fragrant, washes clean. (soap) I am appointing duty officers. | ||
| Breakfast | — improve the skills of careful eating (you need to eat quietly, chewing food well; maintain correct posture at the table). | Based on personal example, I draw attention to the accuracy of eating. Using children as an example, I draw attention to correct posture. I praise those children who sit upright and eat neatly. | ||
| GCD | ||||
| Preparing for the walk | — consolidate the ability to dress correctly and consistently. | I wonder what the children want to do during their walks. I remind you to go to the toilet, while getting dressed I read nursery rhymes: Kolya, Kolya, Nikolai, Clean up after yourself! Your hands are lazy: There is a belt and trousers under the table, There is a shirt on the floor1 Nikolai is a slob. I draw your attention to the fact that (Sasha) dresses correctly, and (Katya) is a great guy, because... dresses herself. | ||
| Walk Observation | — continue to introduce seasonal changes in nature (in November it becomes cold, migratory birds fly south, leaves fall, and it often rains for long periods); - vocabulary work: wintering, migratory, long-term. | drawings | I organize the children to observe (I ask the children to come up to me and stand in a semicircle). During the observation, I pay attention to the bare branches of the trees on which the crows are sitting. I ask what kind of birds these are: migratory or wintering? I'm talking about why they don't fly south. At the end of the observation, I ask what new they learned and repeat the new words. | |
| Outdoor game "Geese-swans" | — developing dialogical speech; - learn to act on a signal. | Caps for games | Children are selected for the role of driver using a rhyme: On the golden porch sat: Tsar, prince, King, prince, shoemaker tailor. Who will you be? Come out quickly, don’t detain good people! The children count for themselves. I explain the rules of the game. I pronounce the words together with the children for better assimilation. During the game I make sure that the rules are followed. At the end of the game I mark the most active ones. | |
| Outdoor game with the whole group “Traps” (OVD – running) | - continue to develop agility and speed; - develop attention; - create a positive emotional mood. | I invite the children to play a game that is new to them. I explain the process and rules. I choose a driver and appoint one myself. I make sure that the rules are followed. I praise the children. | ||
| Outdoor games with subgroups “Owl”, “Homeless Hare” | - maintain the rhythm of movement in accordance with the spoken text; develop attention and reaction. | I invite children to play games that are familiar to them. I remind you of the rules. We choose a driver. I make sure that the rules are followed. I praise the children. I make comments about non-compliance with the rules. | ||
| Individual work | - repeat with (Seryozha T.) the count within 5. | I suggest (Seryozha T.) to play mathematics. At the end I praise him. | ||
| Work assignments | — teach children to assemble toys, put bicycles and strollers in place; - teach how to carry out the teacher’s tasks. | I suggest that children shake off the sand from their toys. I remind you that all bicycles and strollers were in their places before the walk, and after the walk they must be put back in place. | ||
| Independent motor activity | — continue to teach independent choice of games, toys and aids. | Physical education equipment, caps for games | I invite the children to play on their own. I point out the equipment brought out and the possibility of using it. I keep children in sight. I help organize games for those who don’t know what to play. | |
| Returning from a walk | — education of KGN (monitor appearance: dust off clothes, wipe shoes); - fostering a sense of mutual assistance. | I draw children's attention to their appearance. I remind you that you need to hang clean clothes in the lockers. I suggest cleaning your clothes and shoes, and helping your comrades do this. If necessary, I remind the children to dry their clothes and shoes. | ||
| Preparing for lunch | — education of CGN (wash hands before eating, wipe them dry with a towel) | I remind you that before sitting down to the table, you need to wash your hands. You only need to sit at covered tables. | ||
| Preparation for sleep. Dream | - continue to learn how to fold clothes neatly | I remind the children to go to the toilet, I draw the children’s attention to the fact that clothes need to be neatly folded on the high chair. I explain the need to free hair from elastic bands. Helping the children unpack the bed. I say that you can’t make noise in the bedroom. |
Outdoor game in the middle group “At the bear in the forest” (for the whole group; outdoors)
Goal: consolidate running in a straight direction; develop speed of movement and dexterity; learn to navigate in space; develop attention; cultivate a desire to play in a group of peers; promote hardening.
Rules: the bear catches children by touching their palm (paw) to their shoulder.
Equipment: caps for games, dummies of mushrooms, berries, baskets.
Progress of the game: I tell you in detail a new game for children. First I make riddles about a bear, mushrooms, berries, and a forest. We imitate the bear's movements and growls with the children.
I draw a line at one end of the site. I explain that this is the edge of the forest. Beyond the line, at a distance of 2-3 steps, I outline a place for the bear. At the opposite end I mark the children's house with a line. I put the kids behind the line. I appoint one of the players to be a bear (or you can choose a counting rhyme). The rest of the players are children, they are at home. I say: “Go for a walk.” Children head to the edge of the forest, pick mushrooms and berries, that is, imitate the appropriate movements and say :
“I take mushrooms and berries from a bear in the forest
, And the bear sits and growls at us.”
The bear gets up with a growl, the children run away. The bear tries to catch (touch) them. He takes the caught one to himself.
When summing up the game, I mark those who were fast and were not caught, and I tell the caught players why they were caught.
The game resumes. After the bear catches 2-3 players, a new bear is appointed or selected.
Sample questions
Olga Sinkova
Summary of the routine moment “Getting dressed for a walk in winter” (middle group)
Open mode moment
“
Getting dressed for a walk ”
Middle group
Prepared and carried out
Educator
MDOU IRMO "Listvyansky kindergarten"
Sinkova O. S.
to dress consistently
.
Fix the colors of clothes. Encourage children to take action through the use of folk art (nursery rhymes)
. Cultivate neatness and the desire to take care of one’s appearance.
Vocabulary work: booth, jacket, trousers, boots, jacket, hat, scarf, mittens, walk
. Put on, fasten, put on shoes
Preliminary work: looking at paintings depicting winter clothes.
Methods and techniques: verbal, conversation, explanations, instructions, story.
Visibility: visual (a large doll the size of a child, a dog (toy, a set of clothes for the doll; auditory (rhymes)
.
Practical: surprise, game moment
.
