Comprehensive thematic planning of educational activities in preschool educational institutions

Main features

According to new federal state standards, comprehensive thematic planning must meet certain requirements. To begin with, an explanatory note is written, which indicates the features of the plan, its goals, objectives, and expected results. Next, the plan itself is developed for a certain time period. The table indicates not only the name of the topic, the period for its implementation, but also the main parameters that must be learned by preschoolers. In addition, comprehensive thematic planning also contains a set of methodological literature that the teacher will use to implement the planned activities. A special place is given to indicating methods of working with those children who miss classes due to illness.

Explanatory note

The subsequent development of his personality and the success of his subsequent socialization depend on how well a child’s speech is developed. In the age of computer technology and innovative achievements, new communication options are emerging. Despite the rapid growth of science, more and more preschool children have speech problems. If the situation does not change, society faces a real linguistic catastrophe. Parents spend less and less time with their children; instead of meaningful communication, they buy them modern gadgets. In order to solve the problem, it is necessary to develop speech skills in children. Of course, not only teachers, but also parents and psychologists must create favorable conditions for the harmonious formation of the child’s personality. Statistics confirm a direct connection between developed speech skills and a child’s success in school, family life, and in a professional environment.

Features of the program

The proposed approximate comprehensive thematic planning in the 2nd junior group involves the use of a variety of didactic games and conversations that promote the development of communication. To improve dialogic speech, it is proposed to use a special technique associated with musical accompaniment. Comprehensive thematic planning for the program “From birth to school” has practical material that promotes the development of speech in preschoolers. The gaming methodology used in this program is complemented by various types of activities.

Planning the educational process in accordance with the Federal State Educational Standard until

Albina Maksimova

Planning the educational process in accordance with the Federal State Educational Standard until

Dear colleagues of my favorite site, I present to your attention a consultation that I conducted for the teachers of our preschool educational institution and ask YOU to evaluate and make certain suggestions. I would be very interested in any suggestions. Thank you.

Consultation “Planning the educational process in accordance with the Federal State Educational Standard for Education. "

“The future must be built in the present. This is called a plan.

Without it, nothing in the world can be good.”

Georg Christoph Lichtenberg.

Goal : Organization of a holistic, continuous, meaningful pedagogical process through planning. So what is a plan or planning?

A plan is a working document whose purpose is to help achieve the intended objectives. Without this document, the teacher has no right to start work.

Planning is an advance determination of the order and sequence of educational work, indicating the necessary conditions, means, forms and methods used. The effectiveness of educational work as a whole depends on how thoughtfully and competently the planning is carried out.

Planning educational work is based on the cooperation of the teacher, the children's team and parents, on their understanding of the goals and their tasks in joint activities, on the desire to make life in kindergarten interesting, useful, and creative.

Every teacher should always clearly know that when planning the pedagogical process, everyone must comply with organizational requirements: compliance with SanPiN requirements for the daily routine and organization of the educational process.

The next condition is the joint drawing up of a plan by two teachers working in the same age group. 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. As well as the planning of all types of children’s activities and the corresponding forms of their organization for each day, is carried out alternately by teachers. Each teacher must plan his own work. Weekly planning by one teacher (if working in pairs) or other forms are a violation of the purpose of planning.

In addition to pedagogical conditions, there are certain requirements for the design of the plan. It must be written neatly, in large and clear handwriting, using blue, purple or black ink. Each institution chooses at its own discretion; there are no uniform requirements. Red color is used only to highlight comments.

Next, I would like to draw your attention to the planning structure in our preschool educational institution. It is based:

1. Regulations “On the conduct of thematic, complex-thematic, and calendar planning of the educational process.”

2. Work programs of the preschool educational institution for the year, adopted by the teachers' council and approved by the head.

3. Cyclogram of the teacher’s activities (not necessary, but facilitates the work when planning).

4. A comprehensive thematic plan for the academic year.

5. Calendar plan for educational work.

Planning principles taking into account the Federal State Educational Standards for Educational Institutions:

the principle of a complex thematic principle of constructing the educational process;

the principle of developmental education, the goal of which is the development of every child;

the principle of integration of educational areas in accordance with the age capabilities and characteristics of the group’s students;

the principle of unity of educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children.

What is the complex - thematic principle of constructing the educational process? For this purpose, we will again look at the Federal State Educational Standards for Education. To the structure of the basic general education program of preschool education:

“The program should be based on a comprehensive thematic structure of the educational process, provide for the solution of program educational tasks in the joint activities of adults and children, and independent activities of children, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.”

If we look into the explanatory dictionary of the Russian language by S.I. Ozhegov, we can interpret the meaning of these words.

( Complex - from Latin complexus - connection, combination - totality, connection. Thematic - dedicated to any one topic. Explanatory dictionary by S. I. Ozhegov and N. Yu Shvedov).

Thematic planning principles are a special form of organizing psychological and pedagogical work in kindergarten, combining all types of children's activities for a certain period of time.

Main components of comprehensive planning:

1. Target

• Aimed at development, education, training.

• Content (types of actions and tasks) is determined by the program.

• Organizational and effective component (forms and methods must correspond to the assigned tasks).

Next, we will consider the stages of calendar and thematic planning.

First of all, we determine the goal of the work for the planning period on the lexical topic; clarification, in accordance with the content of the program, of ideas, skills, abilities, interests that will have to be worked on over a certain period of time (for example, one week).

I would like to especially draw the attention of teachers to the mistakes that are most often made.

So, when planning a lexical topic, we plan a “GOAL” that we will have to implement throughout the week.

“ A goal is what they strive for, what they want to achieve, to realize.” (Ozhegov S.I., Dictionary of the Russian language). The goal is the overall result.

Moreover, there can be ONE goal, but there can be MANY tasks. The goal always answers the question: WHAT? (Formation, expansion, improvement)

For example, in a preparatory group when planning on the topic “Autumn. Weather. Nature." Goal (for the whole week): WHAT? generalization and systematization of ideas about autumn and typical autumn changes in nature. WHAT? Expansion and clarification, updating of the dictionary on the topic. WHAT? Improving the grammatical structure of speech (formation of relative adjectives). Formation of singing skills, etc.

Based on the goal, we plan all activities related to the theme of the week whenever possible. And when organizing direct educational activities, it is not always possible to plan classes on the topic of the week, since the literature offered by the “From Birth to School” program is not developed on a thematic basis. For this purpose, as well as for the implementation of the national-regional component, we are introducing the part of the Program that is being formed.

Here I would like to clarify that the principle of thematic planning of the Federal State Educational Standard does not require such an approach, because for this purpose it is sufficient to enrich the subject-spatial environment of the group on the topic.

Let's move on to the next component, which in our preschool educational institution we take into account when planning:

2. The final activities are the enrichment of the group’s developmental environment. Activities aimed at creating a positive emotional mood in children and encouraging them to actively participate in the life of the group.

What final activities can be planned during the implementation of the theme of the week that encourage children to be active? (Enrichment of the subject-development environment by decorating the educational board with subject pictures (excellent conditions have been created for this in each group) making a model, viewing a presentation, placing literature in book corners, an exhibition of children’s works on productive activities, creating an album on a given topic of their pictures , which children bring from home, children's reports (preliminary work), etc.)

3. Interaction with children’s families on the implementation of the basic general education program of preschool education (according to the annual planning of work with parents and planning of emerging pressing problems and situations).

The content of work with parents is planned for the year and for the week during thematic planning. It should be indicated what will be done by each teacher of the group, and what general garden activities will be carried out. 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 event, the organizer will in any case be the teacher.

The work can be scheduled in various forms:

My work experience in this area can be found on the MAAM website. RU. Article “Annual planning of work with parents for 2016-2017.

Thus, we have considered the “HAT” of weekly calendar planning for one lexical topic in our preschool educational institution.

And then we will consider the forms of organizing the activities of adults and children. Since joint activity is a special system of relationships and interaction, the essential features of joint activity between adults and children are the presence of a partner position and a partner form of organization.

First of all, we will consider educational activities in joint direct educational activities.

1.1 Direct educational activity is an activity based on one of the specific children’s activities: play, motor, communicative, labor, cognitive and research, productive, musical and artistic, reading fiction, etc. It is carried out jointly with adults, aimed at mastering children of one or more educational areas based on their integration.

The choice of various forms and methods of work is carried out by the teacher depending on: the characteristics of the children, their level of development, and the educational tasks they face. The tasks must be realized during the lesson, and they must be specific to the topic and there should not be too many of them.

Tasks when planning educational activities are replaced by the phrase “program content” and are divided into three groups: teaching, developing, educational (educational).

1.2 Educational activities during regime moments.

Educational activities carried out during regime moments are the solution of educational problems while simultaneously performing the functions of supervising and caring for children (morning reception of children, walking, preparing for bed, organizing meals, etc.).

When planning joint educational activities during special moments, we plan tasks.

A TASK is something that requires fulfillment, resolution.” (Ozhegov S.I., Dictionary of the Russian language.). The task always answers the question: WHAT TO DO? (teach, form, involve).

For example, the game-exercise “Autumn Leaves”. Objectives: improve the grammatical structure of speech (formation of relative adjectives - maple, birch, aspen, etc.).

Finger gymnastics “Wind and leaves”. Objectives: teach to coordinate speech with movements.

Listening and singing the song “Rain”. Objectives: improve singing skills, introduce music, develop musical ear and memory.

1.3 Independent activities of children (many have difficulty planning).

Independent activity of children is the free activity of pupils in the conditions of a subject-based developmental environment created by teachers, which ensures that each child chooses activities based on his interests, allowing him to interact with peers or act individually.

Now let’s take a closer look at what conditions we should create for children to develop independence and initiative.

To this end, let’s look again at the Federal State Educational Standard for Preschool Education and get acquainted with what we need to know when organizing conditions for the development of independence and initiative in Federal State Educational Standards children. And so the point:

1.4. Basic principles of preschool education: 4) supporting children's initiative in various activities;

1.6. The standard is aimed at solving the following tasks: 6) ... developing their initiative, independence and responsibility of the child ...;

2.4. The program is aimed at: creating conditions ... for the development of initiative and creativity through cooperation with adults and peers and age-appropriate activities;

4.6. Target guidelines at the stage of completion of preschool education: the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; able to choose his own occupation and participants in joint activities.

Based on these requirements of the Federal State Educational Standard, we will move on to planning.

Planning of independent activities of children according to the principle of a comprehensive thematic structure of the educational process is organized taking into account the topic that is relevant for a given week, the goals and objectives of educational work during the day.

Independent activity is reflected in the calendar plans of educational work: zones are indicated (activity centers, corners in which the teacher organizes children’s activities according to their interests; materials and equipment offered to the attention of children, attributes for story-based and other games are described.

The teacher must create the necessary conditions: organization of a subject-development environment that stimulates children to demonstrate independence, initiative, and the development of children's interests; the teacher’s use of special methods and techniques that encourage children to express individual interests and inclinations in different types of activities.

IMPORTANT TO REMEMBER! When planning independent activities, the main thing is to understand WHAT PURPOSE the teacher is offering this or that material to children. Independent activities are reflected in calendar plans indicating zones (activity centers, corners in which the teacher offers material for children according to their interests (materials and equipment offered to children, attributes for story-based and other games are described).

Thus, 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.

Tasks

Thanks to the method under consideration, you can successfully handle the following tasks:

• enrich children's vocabulary;
• cultivate an aesthetic and creative attitude to words;
• increase the number of synonyms and antonyms in the child’s speech.

Classes are organized in the afternoon and are scheduled once every two weeks. The duration of one lesson does not exceed 20 minutes.

Comprehensive thematic planning in the 1st junior group according to the Federal State Educational Standard Veraksa N. E. corresponds to the exemplary preschool education program. It is recommended by the Ministry of Education of the Russian Federation.

Approximate comprehensive thematic planning in the 2nd junior group according to the Federal State Educational Standard is based on a humane and personal attitude towards a preschooler, aimed at full development, the formation of universal and spiritual values, competencies and abilities. It presents all the basic content lines of education and upbringing of the younger generation.

Planning in a preschool institution in accordance with the Federal State Educational Standard for Preschool Education

Planning in a preschool institution in accordance with the Federal State Educational Standard for Education.

Compiled by: teacher

Parkhomenko V.S.

Planning in a preschool institution in accordance with the Federal State Educational Standard for Education.

Today, big changes are taking place in preschool education, the foundation of which was laid by the state, which is showing great interest in the development of this area. In order to improve the upbringing and education of preschool children, the Federal State Educational Standards for preschool education were introduced, and SanPiN for the structure, content and organization of work in preschool organizations was approved, from 09/01/2013. The new federal law “On Education in the Russian Federation” came into force. The main goal of policy in the field of preschool education is quality education for preschool children. Currently, preschool institutions can choose priority areas, programs, types of educational services, new forms of work, focused on the interests of the teaching staff and parents.

For the first time in the history of Russian education, the Federal State Educational Standards of preschool education are a document that, at the federal level, determines what the main general education program of a preschool institution should be, what it determines the goals, content of education and how the educational process is organized.

The introduction of the Federal State Educational Standard for preschool education is due to the fact that there is a need to standardize the content of preschool education in order to provide every child with an equal starting opportunity for successful schooling.

However, the standardization of preschool education does not provide for the presentation of strict requirements for children of preschool age, does not consider them within a strict “standard” framework.

OOP is a model for organizing the educational process of a preschool educational institution. The basic general education program helps the child master the basic level of preschool education. It is designed to provide the preschooler with a level of development that will allow him to be successful in further education, i.e. at school and should be carried out by every preschool institution.

In the current conditions, according to many experts, the role of planning in education management is significantly increasing. Well-designed models of the educational process in preschool educational institutions serve as a guide for teachers and help solve the problems of quality education.

A holistic educational process in a preschool educational institution is a systemic, integral, developing over time and within a certain system, a purposeful process of interaction between adults and children, which is person-oriented in nature, aimed at achieving socially significant results, designed to lead to the transformation of the personal properties and qualities of pupils . The educational process provides each child with the opportunity to satisfy his developmental needs, develop his potential abilities, and preserve his individuality.

The educational process should:

• Combine the principles of scientific validity and practical applicability;

• Meet the criteria of completeness, necessity and sufficiency;

• Ensure the unity of educational, developmental and training goals and objectives of the children’s education process.

The educational process in each educational institution and for each pupil (student) has its own uniqueness and originality, due to the possibility of participation in its design by subjects of different levels - from the state to a specific teacher, parent and child.

To create an optimal model of the educational process in accordance with the Federal State Educational Standard for Educational Education, it is necessary to remember what basic educational models exist in preschool educational institutions at the present time.

Three models for organizing the educational process in preschool educational institutions

1. Training model

In recent years, it has been actively used in preschool educational institutions. The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own logic of construction. In this model, the adult’s position is that of a teacher: the initiative and direction of activity belong entirely to him. The model is designed for advance hard programming of the educational environment in the form of techniques. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form of “teaching aids”. The attractiveness of the educational model for practitioners is determined by its high technological effectiveness and accessibility to a professionally trained teacher. To help the teacher, many notes are published - developments on individual methods, the content of which is not related to each other.

2. Complex thematic model

The organization of educational content is based on a theme, which acts as communicated knowledge and is presented in an emotional and figurative form. The implementation of the topic in various types of children's activities (“living” it as a child) forces the adult to choose a freer position, bringing it closer to a partner’s position.

The organization of the subject environment in this model becomes less rigid, and the creativity of the teacher is included.

The set of topics is determined by the teacher and this gives systematicity to the entire educational process. However, in general, the educational process is aimed more at expanding the child’s ideas about the world around him than at his development. This model is most often used by teachers and speech therapists.

The model makes quite high demands on the general culture and creative and pedagogical potential of the teacher, since the selection of topics is a complex process.

3. Subject-environment model

The content of education is aimed directly at the subject environment. An adult is the organizer of the subject environment, selects autodidactic, developmental material, provokes trials and records the child’s mistakes. The classic version of this model is the M. Montessori system.

Limiting the educational environment only to subject material and focusing on the child’s self-development in this model leads to a loss of systematicity in the educational process and sharply narrows the cultural horizons of a preschooler. At the same time, like the educational model, this model is technological and does not require creative efforts from an adult.

Conclusion: the features of these prototype models must be kept in mind when designing an optimal model of the educational process for preschool children. It is possible to use the positive aspects of the complex thematic and subject-environmental models: the unobtrusive position of an adult, the variety of children's activities, the free choice of subject material.

Modern requirements for planning educational activities in accordance with the Federal State Educational Standard for preschool education.

The basis of the educational process is planning. A plan is a project of pedagogical activities of all participants in the educational process. Planning is a scientifically based organization of the pedagogical process of a preschool educational institution, which gives it content, certainty, and controllability.

Psychological and pedagogical research in recent years has shown that the paramount importance in planning is not so much the teacher’s knowledge of the age and individual characteristics of children, but rather the consideration of their personal characteristics and capabilities. Developmental, personality-oriented interaction is understood as reliance on the child’s personal qualities, which requires the teacher to:

1. constant study and good knowledge of the individual characteristics, temperament, character traits, views, habits of children;

2. ability to diagnose, know the real level of development of personal qualities, motives and interests of children;

3. timely identification and elimination of reasons that prevent the child from achieving the goal;

combinations of education with self-education;

4. reliance on activity, development of initiative, and amateur performances of children.

Planning educational work in a preschool institution is one of the main functions of managing the process of implementing the basic educational program and reflects various forms of organizing the activities of adults and children.

Mandatory pedagogical documentation for the teacher is a plan for working with children. There are no uniform rules for maintaining this document, so it can be compiled in any form convenient for the teacher. However, there are several important conditions that the head of the preschool educational institution, senior educator or teacher must comply with when planning:

1. objective assessment of the level of your work at the time of planning;

2. identifying the goals and objectives of planning for a certain period of work, correlating them with the approximate general educational program of preschool education, according to which the educational process is organized, the age composition of the group of children and the priority areas of the educational process in the preschool educational institution;

3. a clear presentation of the work results that must be achieved by the end of the planning period;

4. selection of optimal ways, means, methods that help achieve goals, and therefore obtain the planned result.

An equally important condition for real work planning is taking into account the specific characteristics of the age group, a specific teaching staff, the real situation and conditions in which educational activities are carried out, as well as the professional competence of teachers.

A plan for educational work with children is a document according to which two shift teachers work. Therefore, it is a collaborative model and planning must be collaborative. Planning involves not only the process of drawing up a plan, but also mental activity, a discussion between two teachers about what needs to be done to achieve goals and objectives.

The plan can be adjusted and clarified during its implementation. However, the number of amendments can be kept to a minimum if the principles of forward and scheduling planning are followed.

No matter how the plan for educational work with children is designed, it must meet certain requirements:

be based on the principle of developmental education, the goal of which is the development of every child;

on the complex thematic principle of constructing the educational process;

on the principle of integration of educational areas in accordance with the age capabilities and characteristics of the group’s pupils;

ensure the unity of educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children;

the planned content and forms of organization of children must correspond to the age and psychological-pedagogical foundations of preschool pedagogy.

When planning and organizing the pedagogical process, it is important to take into account that the main form of work with preschool children and the leading activity for them is play.

According to the Federal State Educational Standard for Preschool Education, planning the educational process in a preschool educational institution should be based on a comprehensive thematic principle.

In accordance with the complex thematic principle of constructing the educational process, the Federal State Educational Standard for Educational Education offers, to motivate educational activities, not a set of individual game techniques, but the assimilation of educational material in the process of preparing and conducting any events that are significant and interesting for preschoolers. Training through a system of classes will be restructured to work with children on an “event-based” basis. Such events will be Russian holidays (New Year, Family Day, etc.), international holidays (Kindness Day, Earth Day, etc.). Holidays are joy, tribute, memory. Holidays are events that you can prepare for and look forward to. Project activities will become a priority. The criterion for this principle to work will be the child’s lively, active, interested participation in a particular project, and not a chain of actions as directed by an adult. After all, only an active person can become successful.

A topic is selected for 2-6 weeks;

All forms of educational work continue the chosen topic;

Brief recommendations are offered for parents on organizing joint child-adult activities at home;

Each topic ends with a final event (exhibition, holiday, sports entertainment, role-playing game, performance, etc.).

How do we understand “comprehensive thematic planning of the educational process”?

First of all, thematic planning is planning in accordance with the approximate basic general educational program of preschool education in all educational areas (physical, social-personal, cognitive, speech and artistic-aesthetic). What tasks does the author set? What conditions? What results should be achieved?

Types and forms of planning

Preschool educational institutions use two main forms of planning: annual and calendar plan. Teachers traditionally use the following types of planning: calendar-thematic, perspective-calendar, block, complex. A new type is modular planning.

Modular planning takes into account the peculiarities of the work of a modern preschool institution and consists of three interrelated sections:

• long-term calendar planning;

• ensuring continuity between the preschool educational institution and the school;

• communication with preschool education specialists and public organizations.

Pedagogical diagnostics are also included in planning to assess children’s achievements, the effectiveness of pedagogical efforts, and correct the level of children’s development.

Planning principles:

• an integrated approach that ensures the interrelation of all links and aspects of the pedagogical process;

• building a pedagogical process based on interaction and partnership between an adult and children;

• real consideration of the characteristics of the region, the situation, and the season of children’s age.

The priority direction of managing the pedagogical process is modeling and adapting exemplary educational models to the conditions of preschool educational institutions and preschool groups. The organization of the pedagogical process requires appropriate technologies.

Models of pedagogical technologies:

• individual pedagogical support;

• personal pedagogical support.

Algorithm for planning and tracking results

The algorithm for planning the educational process for the academic year can be presented as follows.

Step one is choosing the basis for building a thematic calendar. This can be planning in accordance with lexical topics that repeat from year to year (“Seasons”, “Adult Work”, “Road Safety”, “New Year”, “Moscow”, “Home and Family”, etc. .). Or planning based on a festive-event cycle, the basis of which is important events in the life of the child-adult team (Knowledge Day, City Birthday, Autumn Fair, Lantern Festival, New Year, Group Birthday, We Travel, etc.).

Step two is the distribution of topics for the academic year, indicating time intervals.

The topics selected by the teacher can be distributed over weeks. In addition, it is necessary to plan a developmental environment that will help expand children’s independent activities in mastering the proposed topics.

When choosing and planning topics, the teacher can be guided by the topic-forming factors proposed by N.A. Korotkova[1]:

• the first factor is real events occurring in the environment and arousing the interest of children (vivid natural phenomena and social events, holidays);

• the second factor is imaginary events described in a work of fiction that the teacher reads to the children. This is as strong a theme-forming factor as real events;

• the third factor is events specially “modeled” by the teacher, based on developmental tasks: introducing into a group of objects previously unknown to children with an unusual effect or purpose, arousing genuine interest and research activity: “What is this?”, “What to do with it? ”, “How does it work?”

• the fourth factor is events occurring in the life of the age group, “infecting” children and leading to the preservation for some time of interests, the source of which, as a rule, is the media of mass communication and the toy industry.

All these factors can be used by the teacher for flexible design of a holistic educational process.

Planning a thematic week should be based on a certain system of general requirements. First of all, it is necessary to highlight the tasks of working with children in accordance with the program of a specific age group of pupils and the topic of the week. For example: “to expand and generalize children’s knowledge about Moscow, the capital of Russia, its history,” or “the formation of primary ideas about oneself, family, society, state, world and nature.”

Next, you should select the content of the educational material according to the educational program. Think through the forms, methods and techniques of working with children to implement program objectives. Prepare equipment and think about what changes need to be made to the subject-development environment of the group (exhibitions, filling play corners, introducing new items, games, etc.).

The issues of organizing and monitoring the results of children's learning and development within the framework of the thematic week are also of great importance.

The teacher’s action algorithm in these areas may be as follows:

isolating from the program and formulating the pedagogical goal of the week, the development goals of the child (children);

selection of pedagogical content (from different educational fields);

highlighting the event of the week, the main form of organizing children’s and adult activities; formulation of individual educational and developmental tasks for each child and the group as a whole;

selection of methods and techniques for working with children and with each child individually;

practical planning of teaching activities for every day during the thematic week;

thinking through and organizing the process of discussing the results of the week’s event with children, while it is important to emphasize the role of each child in its preparation and conduct;

recording the results of children mastering educational tasks.

The effectiveness of comprehensive thematic planning

According to many experts, complex thematic planning is the most effective in working with preschool children. Thus, from the position of a senior educator, it allows you to systematize the educational process in a preschool educational institution and unite the efforts of all teachers and specialists, without missing a single pedagogical task during the year.

From the position of a teacher, this approach imparts systematicity and consistency in the implementation of program tasks in different educational areas of knowledge; a situation is created when the child’s all senses are involved, and, therefore, the material is better absorbed.

The child does not overexert himself, because a constant change of actions and impressions is ensured. At the same time, life in kindergarten is understandable and makes sense for children, because... they “live” the topic slowly, without rushing, having time to comprehend and feel it.

The child's consciousness perfectly retains events that are emotionally significant for him. And each time period (in this case a week) has a culminating point - an event for which the whole group is preparing. It could be a holiday, an exhibition of creative works, a game, a quiz. Experiencing events helps the child develop certain knowledge, skills, and abilities in educational areas.

The teacher’s task is to plan the educational process in such a way that, together with the student, they can fully experience all its stages: preparation, conduct, discussion of the results. At the same time, it is important that the child has positive emotional experiences and memories. At the same time, in joint activities with the teacher, the student takes a step forward in his development.

This method of planning the educational process requires a high level of professionalism, general culture and creative potential from the teacher. The teacher must be able to integrate educational areas, select the most effective forms of organizing children's activities to solve specific program problems, and also be able to combine different methods and techniques in a pedagogically sound manner, focusing on the age and individual characteristics of children.

Distinctive characteristics

Complex thematic planning in the middle group fully complies with the principle of developmental education. It combines scientific validity and practical significance. In addition, complex thematic planning in the middle group guarantees the unity of the developmental, educational, and training objectives of the educational process with the skills and abilities necessary in the preschool period. All this helps the teacher fully realize his goals and objectives.

Comprehensive thematic planning in the middle group according to the Federal State Educational Standard for the year is built taking into account the age characteristics and capabilities of children, the principle of integration, as well as taking into account the specifics of different educational areas. It is based on the principle of combined construction of the educational process.

Comprehensive thematic planning in the middle group according to the Federal State Educational Standard for the year involves solving all educational tasks in the process of joint activities of children and adults, not only during classes, but also during play activities.

The educational process is built on the basis of play, which is the main activity at this age.

What does approximate comprehensive thematic planning include? The senior group according to the Federal State Educational Standard assumes that children will master the following educational areas: “cognitive development”, “artistic and aesthetic direction”, “communicative formation”, “physical development”.

Comprehensive thematic planning of educational activities in preschool educational institutions

Bibliographic description:

Amaeva, N. I. Comprehensive thematic planning of educational activities in preschool educational institutions / N. I. Amaeva. — Text: direct // Pedagogical skills: materials of the V International. scientific conf. (Moscow, November 2014). - Moscow: Buki-Vedi, 2014. - pp. 131-132. — URL: https://moluch.ru/conf/ped/archive/144/6437/ (access date: 12/29/2021).


In the article, the authors talk about changes in the education system of Kazakhstan as an inevitable process that reflects new demands and needs of society.

Key words: criterion-based assessment, education system, creativity, personality, learning outcomes, geography.

Our world does not stand still. It is a dynamic system that is constantly developing and undergoing changes. They affected all spheres of human life, in particular, education. The growth of the intellectual potential of society, a large flow of information that requires people to have the skills to process and perceive it, as well as a change in consciousness in favor of the use of increasingly sophisticated technologies have contributed to the need to modernize the education system. The traditional type of assessment and lesson delivery is becoming obsolete. It is being replaced by a new format, which is characterized by the independence of students in finding solutions to problems and tasks, initiative in the learning process, and the introduction of research activities. In this format, a creative approach is encouraged, which allows children to open up, develop comprehensively, and show their creativity and originality.

Modern approaches in education radically change the activities and roles of such subjects as “teacher” and “student”. The milestone of change did not leave Kazakhstan aside.

The teacher is called upon to perform miracles; his students expect them from him, and this happens if he simulates the conditions under which the child’s personality receives the greatest development. Now the teacher is not a source of information. He guides and creates all kinds of conditions for the development of a competitive personality. The student must constantly, every day, make small discoveries for himself. This is an effective and creative approach to learning. [1, p. 122] And research, as we know, is a creative process, creativity cannot be imposed from the outside, it is born on the basis of an internal need, namely, the need for knowledge. [2, p. 27, 29]

It is worth noting such a concept as human capital. It is especially relevant now and means knowledge, abilities and skills that are accumulated into a single set and determine the resourcefulness and ingenuity of an individual in decision making. Every day we observe rapid transformations in the educational environment, which are becoming increasingly noticeable. This process changed not only its structure, but also its perception of reality. Now, instead of accepting information without questioning and being inactive in learning, a model of education is applied through the ability to ask questions and the ability to adapt to new life situations. The use of technical means in the educational process helps the development of a new personality, where its main goal is to improve the quality of one’s knowledge within a short period of time. Technological advances have made their contribution to this difficult issue. With their help, it is difficult to imagine the assessment process, especially in distance learning conditions. The modern view of educational content shows that teachers who can keep up with technological and methodological developments in their field are seen as innovative teachers. These are those who integrate technology into their studies, where Internet resources are the most important application form in the study of innovation.

Educational results have both personal and professionally oriented components. Therefore, assessment has a multilateral specificity, which takes into account national interests, psychological and pedagogical aspects, personal orientations and polytypical beliefs. All of the above forms the basis of a comprehensive assessment that describes qualitative and quantitative criteria for the student’s achievements and activities. It should be emphasized that the skill of assessment comes to each of us from an early age. It is built in constant cognition, in everyday actions and the ability to learn. In this context, it is necessary to highlight the creative orientation that goes alongside logical thinking. In the school education system, it is important to rely on students’ existing knowledge, which determines the nature of the decisions made. The classical approach to assessment has emerged relatively recently, but it has many shortcomings. It only involves the reproduction of the material received in the lesson, where the quality of the information presented is assessed. This approach has become obsolete and is less effective at the moment. Instead, such assessment as criterion-based assessment appears.

A large and constant part of the teacher’s creative process is carried out in public, in an environment of public activity.

One of the main goals of updated educational content is to make the learning process fun and entertaining, which will inspire students to search for new information. It is also worth noting the following equally important goals, implemented in the process of training and educating a versatile person of the new generation:

1. Improving the quality of the educational process, including the knowledge gained in the lessons, which will help students in the future become a creative, competitive and open person;
2. Improving the educational activities of students and the form of assessment in the context of updating the educational program;
3. “Mangilik El” in geography lessons (and other academic subjects)

No less important are the following aspects, such as building the content of educational lessons that ensure the formation of patriotic feelings and spiritual and moral qualities, civic responsibility of students, the development of their national self-awareness and tolerance, strengthening secular values ​​and the formation of conscious rejection by young people of the idea of ​​terrorism and extremism, the ability to communicate in conditions multi-ethnic Kazakhstan. [3]

Quite often the concept of “criteria-based assessment” is heard. But do we think about the goals and the process as a whole? One of the goals can be identified: determining and increasing the educational activities of students.

The criterion is a measuring unit in this concept. Transparency, openness and honesty of assessment directly depend on their choice. Let's consider each component in the context of an assignment in geography lessons. Students were asked to solve a population problem. Many of them wrote down only the answer without indicating the solution. Accordingly, the work of the student where the formula used and the solution steps are indicated will be more advantageous.

There have been studies in many countries around the world that have examined the effects of assessment criteria (performance-based or competency-based), relevance (the appropriateness and validity of criteria compared to others), and their interaction on academic performance. The results show that students who were given specific criteria received more accurate and truthful assessments of their performance, performed better on differentiated tasks, and achieved higher learning efficiency (defined as the ratio between performance and mental effort) compared to those who were given all criteria. Students who were given performance-based assessment criteria invested less mental effort into the assessment, resulting in improved learning efficiency. The interaction effect for response specificity indicates that the combination of performance-based and matching criteria results in higher-quality analyzes of worked examples compared to other criterion combinations. [4, p. 971]

The study of geography for an individual begins with the relationship between a person and a location. They develop based on the acquisition of specific skills necessary to understand and make the most of a geographic location. One of the main goals of studying geography in high school is to enable students to acquire skills that will improve their spatial awareness. Accordingly, a geography curriculum is under active development, the core elements of which are the skills, concepts, values ​​and attitudes developed since 2000.

Studying economic processes through the lens of human-geographic relationships is effective in promoting environmental conservation and developing the geographic skills of individuals.

In today's philosophy of education and structuring of knowledge, one of the basic elements that must be acquired by students has been adopted due to the need for a new approach to education. In this context, it is important to acquire practical skills in the implementation of all educational programs. The geography teaching curriculum adopts a skills-based structure. [5, p. 2166]

Problem setting plays a key role in geography lessons as it allows students to become familiar with the content of the subject, orients lessons towards pre-determined learning outcomes and is therefore important for assessment. At the same time, the use of tasks is complex, since it is necessary to take into account numerous aspects relating to the content of the subject and the individual characteristics of students.

Based on theoretical and empirical foundations, seven quality criteria can be identified for tasks in the field of geographical education:

1. Motivating and engaging students;
2. Taking student heterogeneity into account;
3. Structuring the learning process;
4. Clear formulation of goals and objectives;
5. Consideration of individual and social learning processes;
6. Constructive use of materials;
7. Promoting the development of specialist knowledge in specific subjects.

These criteria were found valuable for preparing, observing and thinking about problems in geography lessons, which has recently been considered a very comprehensive field of study. [6, p. 1]

Literature:

1 PEDAGOGICAL IZDENIS Akparattyk gylymi-adistemelik journal / PEDAGOGICAL SEARCH Information scientific and methodological journal / No. 4 (27) zheltoksan / December 2017 / “ORLEU” BAKO” AK BRANCHES “SKO PK BAI” / E .Sidorova. Conform! This means - take action!

2 Khmel N.D. Theory and technology of implementing a holistic pedagogical process / Textbook (To help teachers, graduate students, undergraduates, students) - Almaty, 2001.

3 https://bilimvko.gov.kz/ru/mangilik-el National idea “Mangilik El”

4 Fastré, Greet MJ; van der Klink, Marcel R.; Amsing-Smith, Pauline; van Merriënboer, Jeroen J. Assessment Criteria for Competency-Based Education: A Study in Nursing Education / Instructional Science: An International Journal of the Learning Sciences, 2014. Article link: https://eric.ed.gov/?q= Criteria+assessment&id=EJ1042882

5 Unlu Mehmet. The Level of Realizing Geographical Skills in Geography Lessons / Educational Sciences: Theory and Practice, 2011. Link to article: https://eric.ed.gov/?q=Unlu+Mehmet&id=EJ962693

6 Uwe Krause, Alexandra Budke and Veit Maier. Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers / Education Sciences, 2021. Link to article: https://eric.ed.gov/?q=Criteria+assessment+in+geography+lessons&id=EJ1288518

Key terms
(automatically generated)
: educational process, comprehensive thematic plan, kindergarten, preschool education, preschool age, week, planning system.

Process division

Approximate comprehensive thematic planning in the senior group according to the Federal State Educational Standard involves dividing the educational process into educational activities, which are carried out through labor, communicative, gaming, cognitive, productive, research, and musical activities. Particular attention is paid to the independent activities of preschoolers, as well as work with families.

In order to fully reveal the individual potential of each preschooler, comprehensive thematic planning in the 1st junior group is built taking into account all the requirements and standards established by the Federal State Educational Standard.

The content of the program ensures the development of children’s imagination, memory, thinking, as well as the harmonious formation of the emotional sphere.

Complex thematic planning in kindergarten.

Tamara Solomeina

Complex thematic planning in kindergarten.

Senior teacher

Solomeina Tamara Gennadievna

Federal state requirements for the structure of educational educational programs have set the task for teachers:

Implement the content of the educational program through a comprehensive thematic organization of the educational process in forms of work adequate for preschoolers.

This problem must be solved based on two main models of organizing the educational process:

1. Joint activities between adults and children;

2. Independent activities of children.

Training and education are carried out mainly in joint activities, the organization of which should have a number of characteristic features:

1. A child and an adult are subjects of interaction. In all types of activities, a child is no less active than an adult.

2. The educational process is organized taking into account the needs and interests of children, in accordance with the provisions of L. S. Vygotsky on the reactive-spontaneous type of learning for preschoolers (a preschooler child can study according to a program set by an adult only if this program has become his own

) and about the zone of proximal development of children (
training and upbringing should be carried out in the area of ​​​​those tasks that children are able to solve together with an adult
).

3. Children's activities are carried out in various forms of work with children adequate for preschool age, most of which are integrative in nature.

So, when planning the educational process it is necessary to take into account :

1. Planned results of mastering the Program as a target;

2. Objectives of psychological and pedagogical work in the age group of children;

3. An approximate list of topics within which these problems are solved.

Planning the educational process, organized as a set of interesting and exciting activities for the preparation and holding of certain events (holidays), requires a thoughtful approach by teachers to the choice of forms of work. It is desirable that these forms be integrative in nature and gradually become a tradition of the group; for example, a form such as a workshop allows you to develop not only productive activities, but also communicative, labor, cognitive-research, motor, etc.

However, the complex thematic principle of organizing the educational process is not a goal, but only a means of motivating children for educational activities as a whole. And if in some specific conditions this principle does not work, then you need to look for another motive for activity. Let’s say that it is not always possible to form the necessary mathematical concepts in preparation for the holiday, but this does not mean that FEMP should be carried out in the form of an educational model, where the main motive is the authority of an adult; it is necessary to find another meaning of the activity that is meaningful for children.

4. Directly - educational activities, in accordance with FGT, are carried out through the organization of children's activities, therefore, the ECD schedule must indicate which type of activity comes to the fore for a given period of time. The total volume of GCD and the duration of the periods comply with the requirements of SanPiN.

5. Every day, in the total volume of educational activities (both ECD and EDWRM), the tasks of all educational areas must be solved (for preschool educational institutions working full-time)

In order for the teacher to be able to take into account all the requirements, it was necessary to develop an optimal form of planning, which became the goal of my work.

objectives :

1. Ensure the implementation of the OOP DO in full;

2. Eliminate teachers’ formal approach to planning, motivating them to take a systematic, thoughtful approach to the process;

3. To facilitate the work of educators by combining complex thematic planning with calendar planning;

She studied the methodological recommendations of K. Yu. Belaya (Professor of the Department of Pedagogy and Methods of Preschool Education of MIOO, N. V. Fedina (Head of the Center for Preschool Education of the Institute of Strategic Research in Education RAO), O. A. Skorolupova (Deputy Head of the Department of Development and Regulatory regulation of general education of the Ministry of Education and Science of the Russian Federation).

I couldn’t find ready-made planning forms that would satisfy all the requirements. Somewhere, a calendar of holidays (events) was called complex thematic planning, somewhere there was a simple listing of possible types of activities that can be carried out on a given topic with children of a certain age without taking into account the time frame, somewhere the tables were simply inconvenient for work.

So, planning begins with the holiday calendar (events that

is prescribed in the teacher’s work program. It indicates the goal, the final event and the proposed activities in accordance with age.

Next, based on this calendar, the teacher draws up a comprehensive thematic plan for each topic. This plan is drawn up during the school year; it takes into account the specific composition of the group, the dynamics of children’s development, and the students’ enthusiasm for any form of work.

One to two weeks is the time period that can be realistically covered by mental projection in order to imagine through what types of activities one can achieve the goal and how to distribute them during a given period. Having outlined an approximate scheme, the teacher then begins painstaking work on selecting psychological and pedagogical tasks that can be solved within the framework of this topic, thinks through which organizational model is best to solve them, what forms of activity will be most optimal and what results for the development of children the teacher would like to achieve .

Therefore, in order to save the teacher from duplication when drawing up complex thematic and calendar plans, it was decided to combine them.

First table

The content of psychological and pedagogical work on the development of educational areas in direct educational activities (GED)

We indicate the form of organization of children - group, subgroup

We write all the GCDs in order, without indicating the day of the week, since this information is in the schedule.

In the table we indicate:

1. educational field,

2. integration with other educational areas, the tasks of which are solved in this type of GCD,

3. topic of activity and task;

4. forms of organization of activities;

5. materials that need to be prepared and here is a teaching aid that is used to carry out the activity.

Second table

The content of psychological and pedagogical work on the development of educational areas in the educational activities of adults and children during regime moments (ODvRM)

Form of organization – subgroup, individual

We write in the table:

1. type of adult-child activity (taking into account the integration of educational areas). We prescribe all the main types of activities: gaming, motor, communicative, reading fiction, cognitive-research, labor, musical-art and productive

2. forms of organizing child-adult (partnership) activities, indicating tasks;

3. day of the week and time in the day mode

Independent activity of children - one of the main models for organizing the educational process of preschool children - is ensured by a subject-development environment that allows the child to make a choice based on interests and interact with peers or act individually.

Third table

Independent educational activities

It prescribes the filling of development centers. The table is filled in immediately for the entire time period of the topic's implementation.

Fourth section of planning –

interaction with subjects of the educational process:

parents, school, children's art school, Culture Center, library. The forms of work that are carried out in a given period of time are prescribed.

Planning educational activities implies achieving certain results, therefore

Fifth table

Planned results of children mastering the topic “...”

The table has two columns:

1. The first lists the integrative qualities,

2. In the second, what specific increments should the child develop in each integrative quality in a given period of time. When compiling this table, the teacher checks the results of children of a certain age mastering the content of education, which are prescribed in the Work Program.

From all the work done, it is logical to fill out another sixth table :

“Monitoring the development of educational programs of subsidiaries”

every child.

Here you can track the dynamics of the development of each child, and the teacher can draw conclusions about the correctness of the forms of interaction with children he has chosen. Summing up the results of mastering the previous topic is the starting point for planning the next one. In addition, ongoing monitoring of children's development will help in conducting final development monitoring at the end of the school year. Moreover, the evaluation criteria are the same, determined by the electronic version of the monitoring for PEP DO “SUCCESS”.

We use this planning form throughout the school year. Difficult, but interesting. Educators have begun to use the “project method” technology in working with children much more often.

When developing the tables, I used the methodological recommendations for POEP DO "SUCCESS"

Success. Methodological recommendations: a manual for teachers/N. O. Berezina, O. E. Vennetskaya, E. N. Gerasimova and others; scientific hands A. G. Asmolov; hands auto team of N.V. Fedin. - M.: Education, 2011. - 240 p.

Taking into account the individual characteristics of preschool children

At the age of three or four years, the baby tries to go beyond the family social circle. In the eyes of a child, an adult looks not only as a member of the family, but also as a representative of society. The baby tries to imitate his parents, as a result of which a contradiction arises between his desires and real possibilities. In order to eliminate this problem, play activities are actively used in preschool age. It involves transferring actions to toys, which are substitute objects. Younger preschoolers play no more than two roles in such a game; its plot should be clear and undeveloped. At this age, the formation of gaming skills is just beginning, which is why it is so important to acquaint children with its rules and features.

Practical activities in preschool educational institutions according to the Federal State Educational Standard

Children do not have a base of ideas about the subject itself, graphic images are not filled in, and motor skills are not developed. How does approximate comprehensive thematic planning solve this problem? The senior group according to the Federal State Educational Standard is no longer conceivable without classes in modeling and organizing exhibitions of children’s works for parents. But at 3-4 years of age, children are only able to make irregularly shaped circles from plasticine. Under the strict guidance of an adult mentor, kids can work with simple applications. The horizons gradually expand, an understanding of the simplest geometric shapes and colors appears, and a desire to create complex and interesting compositions from paper and plasticine appears. Constructive activity during such a period is limited to the creation of simple buildings based on a ready-made model. Gradually, working according to standards, kids begin to develop their own options for constructing and arranging applique elements, that is, their imagination develops.

Special attention is paid to the development of attention and memory. The teacher pronounces several names of objects that the child must remember. By the age of 4-5, preschoolers should memorize short passages and children's poems. Children learn to establish hidden connections between objects, look for similarities and differences. Imagination manifests itself during the game, and here the formation of rules and norms of behavior in various situations occurs. The main conflicts that appear at this age are related to toys.

Areas of work

Taking into account the requirements of the new federal educational standards, special attention is paid to the following areas in planning:

• physical development;
• health of preschool children;
• socialization through gaming activities;
• security;
• communication skills;
• cognition;
• reading;
• artistic creativity.

In promoting the health of preschoolers, emphasis is placed on the ability to dress independently for a walk. In social and personal development, special attention is paid to dialogue communication between the teacher and the child.

Example of activities within thematic planning

September

The “Hello, Kindergarten” holiday involves introducing children to the professions of kindergarten workers, rules of behavior in a preschool institution, and building relationships with other children. In the process of collective play activities, ideas about the seasons, vegetables, mushrooms, and fruits expand. A certain professional orientation is also expected, instilling a caring attitude towards living nature, broadening one’s horizons when observing natural phenomena.

October

The “My Family” holiday is aimed at developing initial ideas about a healthy lifestyle, skills in caring for your body and face. By talking about himself in the first person, the baby develops ideas about his appearance, the distinctive features of his appearance.

November

The sports festival “Together we are a team” allows children to unite with their parents. In the process of competition, children not only stimulate the spirit of competition, but also create an impression of the importance of physical exercise.

December

The “My Home” holiday is aimed at introducing children to the house, home furniture, and household appliances. Getting acquainted with the streets of their hometown (village), historical sights, preschoolers form their own ideas about professions and traffic rules.

January

The New Year's holiday, organized together with teachers and parents, will be the culmination of the first half of the year. In preparation for the New Year's performance, children engage in musical, artistic, productive, research, educational, and communicative activities. This is where the independence of children is manifested; they have a real opportunity to demonstrate their creative abilities to adults and their peers.

Project-based comprehensive thematic plan for the educational process (middle group)

Natalia Puzyreva

Project-based comprehensive thematic plan for the educational process (middle group)

Project-based comprehensive thematic plan for the educational process (Middle group)

September 1

1.My favorite kindergarten

Encourage children to enjoy being in kindergarten; develop children’s ideas about kindergarten as the immediate sociocultural environment: about kindergarten employees, the subject environment, about the rules of behavior in a preschool educational institution; to form friendly, friendly relations between children and kindergarten staff; promote the establishment of emotional contact. Activate children's creative thinking.

Collective construction of the Lego constructor “Our kindergarten”

2. I'm human

Develop ideas about a person (yourself, a peer and an adult, about the characteristics of a person’s appearance and structure, emotional states, about the deeds and good deeds of people; to form an interest in studying oneself, one’s capabilities; to help in mastering ways of interacting with people; to cultivate a friendly attitude towards to people.

Making a collage with photographs of the children in the group. Compiling a book of rules from children's drawings.

3. Journey to the land of toys

Enrich children’s understanding of the objective world accessible to the child and the purpose of objects, the rules for their safe use; maintain and develop children’s interest in examining objects and performing various activities with them; learn to accept a game task; develop the ability to play together and share toys; encourage positive actions and behavior towards peers; History of the creation of toys, types of toys. Learn to include various toys in role-playing games.

Exhibition of your favorite toy.

4. We are helpers.

What can we do? Help the child master the first concepts and the corresponding vocabulary about specific types of household work aimed at caring for children (washing dishes, changing bed linen, cleaning the premises of the kindergarten and the site) at home and in kindergarten; encourage to perform individual self-care actions, offer and provide assistance to peers and adults in caring for plants and animals.

Let's set the table for the guests.

October

5. Autumn gifts of nature.

Enrich vocabulary, develop coherent speech; consolidate knowledge about the most typical signs and characteristics of autumn, about vegetables, fruits, flowers, their appearance, shape, size, color; involve in elementary research activities to study the qualities and properties of objects of inanimate nature; introduce different methods of examination (stroke, press, smell); develop emotional responsiveness and interest in natural objects.

Making autumn salad

6. Pets

Clarify and expand children's knowledge about pets, where they live, who cares for them.

— To consolidate children’s knowledge about the characteristic habits and signs of domestic animals.

— Introduce into children’s active speech words with the general meaning “pets”, “cubs”.

— Develop children’s speech activity, vocabulary, monologue speech.

— Develop interest in living nature, emotional responsiveness.

- Cultivate a desire to take care of family

Farm layout

7. Golden autumn

To acquaint children with the seasonal phenomenon “Golden Autumn”, with the phenomena of living and inanimate nature; contribute to the child’s accumulation of vivid impressions of nature, the establishment of children’s first natural relationships with the natural world, the emergence of curiosity and inquisitiveness, and the manifestation of experiences associated with the beauty of nature. Herbarium of autumn leaves and drawings based on prints. Make crafts from natural materials. Carrying out the autumn festival.

8. Transport

Teach children to distinguish and name vehicles and their components (cabin, body, wheels, etc.); give an idea of ​​what transport is used for, how and where it moves; Expand children’s knowledge about the profession of “driver”: pilot, machinist, tractor driver.

Transport exhibition

9. Adult labor.

Professions To acquaint children with the work of adults, with various labor operations and their appropriate sequence to achieve the goal; give an idea that things are made by people from different materials and with different tools; teach adults to identify the components of labor in the sequence of inclusion in the labor process; develop interest in observing work activity; encourage the reflection of received impressions in games; to cultivate a caring attitude towards the results of the work of adults, gratitude to the person who does what is necessary for everyone.

Photo of parents' profession.

November 10

11. Furniture

Consolidate knowledge: names of furniture and its components; learn to compare individual pieces of furniture, describe furniture, and equip a room for a doll.

Reading the story “Moving”, guessing riddles about furniture. Didactic games “What’s extra?”, “What’s missing?”, task “Finish the sentence.” Outdoor games “Where is my chair?”, “Who will bring the most furniture?”, “Make no mistake.”

Layout of your favorite room.

12. Dishes.

Expand your vocabulary on the topic “Dishes”; secure with the component parts of objects; teach to use objects in singular and plural; learn to compare dishes, name their components. Reading the stories of V. Karaseva “Glass”, V. Oseeva “Tannina Achievements”, guessing riddles about dishes. Didactic games “What is extra?”, “What is missing?”, “Guess which dishes”, “Guess which dishes are hidden.” Outdoor games “We are tired, we stayed too long”, “Find the dishes”, “Who will bring the dishes sooner”.

Application “Vitamins on a plate”.

13. Wild animals in autumn

Enrich children's ideas about wild animals, introduce them to the structure of animal body parts, some features of their lifestyle: how they move, what and how they eat, what sounds they make, where they live; cultivate interest and love for nature and animals. Developmental educational situation based on play

"Fun Zoo"

[December

14. Zimushka-winter

To form in children basic ideas about winter: it is snowing, the trees are bare, the ground is covered with snow, it has become cold - people put on warm clothes; develop emotional responsiveness and variety of experiences in the process of communicating with winter nature; involve children in basic research activities to study the qualities and properties of inanimate objects.

Competition "New Year's Games"

15. Wintering birds

Introduce wintering birds; give an idea of ​​the body parts of a bird; learn to answer questions with complete answers, write a descriptive story based on a question plan; teach to compare wintering and migratory birds; introduce baby birds. Didactic games “One-many”, “Who shouts how”. Outdoor games “Lame Crane”, “Swan Geese”, “Gardener and Sparrow”. Guessing riddles. Reading the fairy tale “Magpies” by V. Oseeva.

Bird feeder competition "Bird's Canteen"

16. World of indoor plants

- to develop children’s knowledge about indoor plants,

- give an idea of ​​the structure and significance of indoor plants.

— deepen knowledge about plant care techniques.

— to create interest in cognitive and research activities;

— cultivate a careful and caring attitude towards plants;

— activate speech and enrich children’s vocabulary;

- develop emotional responsiveness;

— to form partnerships between teachers, children and parents.

Creation of a mini museum

17. New Year.

Help your child accumulate vivid impressions of winter and the New Year holiday; develop emotional responsiveness and variety of experiences in the process of communicating with winter nature; involve children in basic research activities to study the qualities and properties of inanimate objects.

Matinee “Santa Claus has come to us”

January

18.

19.

20. My family

To form children’s ideas about family, about the similarities between relatives and twins; learn to name family members and their actions; expand vocabulary: family tree, cousin, twins; induce in children a feeling of pride in their parents and gratitude for their care; cultivate a friendly attitude towards loved ones, love for your family.

Carrying out diagnostics, summarizing materials, holding presentations, exhibitions for parents.

21. My home.

To give children an idea of ​​home as a place where a friendly family lives, to consolidate knowledge about the subject situation in the house, about the household responsibilities of family members; to form the idea that the kindergarten is a home for friendly children, employees and parents; learn to navigate in a group, in the purpose of different rooms, understand that all children have equal rights to play, communication, and care.

Role-playing game “Big friendly family”

22. How to behave.

Learning to be friends Form the idea that all people are different not only in appearance, but also in character: good, evil, brave, cowardly; teach to show empathy and attention to peers (share a toy, give in, rejoice, respond to another child’s request, help him); promote the establishment of good relationships between children, help preschoolers get to know each other better, and establish contacts.

Competition "The most polite"

February

23. World of animals and birds

To consolidate in children the idea of ​​the forest and some of its inhabitants, about domestic animals and birds, about the peculiarities of their life, about the structure of the body of animals; develop curiosity, the basics of research behavior; to form a caring attitude towards the animal world.

.Didactic game “Zoo”. Making animals.

24. Russian folk art

Continue to introduce children to Russian folk art, some objects of decorative and applied art and their purpose; learn to play with folk toys and craft items, highlight the brightness and colorfulness of folk craft items, and the variety of painting elements; cultivate interest in Russian folklore: songs, nursery rhymes, jokes, fairy tales; develop the ability to play out a nursery rhyme, encourage repetition of folklore texts; open up new possibilities for game display of the world.

Games with the folk assorted toy matryoshka.

25. Our dads.

Defender of the Fatherland Introduce children to the national holiday - Defender of the Fatherland Day and its significance; form ideas about the role of the father in the family; cultivate a good attitude and respect for dad, instill a feeling of pride in your father.

Sports festival "Defender of the Fatherland Day".

26. Safety Week (Safety Week)

Enrich ideas about the objective world accessible to the child and the purpose of objects, about the rules for their safe use, about safe behavior on the street and in the kindergarten group; develop a cautious and prudent attitude towards potentially dangerous situations for humans; introduce basic rules for safe handling of objects in the bathroom, at the table, while dressing and undressing, with toys in a group and on the street, and with situations that threaten health; teach ways to call an adult for help in life-threatening situations. Artistic creativity (Applique).

Developmental educational situation based on the game “Match”.

March

27. March 8. About beloved mothers

Help children get clear ideas about their mother; enrich ideas about family and kinship relationships; awaken in children emotional responsiveness to the condition of loved ones and a desire to help - to have pity, to console, to say a kind word; cultivate love for parents.

Matinee on March 8th.

28. My city, my small homeland

Give basic ideas about your hometown (village) and your home country; bring to the understanding that the city has many streets, multi-storey buildings, beautiful buildings, various attractions, cars; cultivate love for one’s hometown (town) and home country.

Poetry evening “My native land”

29. Book week

Enrich children's reading experience (listening experience); promote children's perception and understanding of the text; cultivate interest in folklore and literary texts, the desire to listen to them carefully; maintain a direct emotional response to a literary work.

Viewing of filmed works by K. I. Chukovsky (at the teacher’s choice)

30. We grow healthy, strong, cheerful.

Encourage the child to explore himself, his body, and the capabilities of his body; develop ideas about yourself, your physical capabilities (posture, movement, health picture, interest in the rules and skills of health-preserving behavior; develop knowledge about what health and a healthy person are, about the basic skills that contribute to the maintenance and strengthening of health; promote harmonious physical development of children, formation and enrichment of motor experience.

Physical education "Funny clowns"

April

31.

32. Spring is red

To consolidate ideas about spring changes in nature: it has become warmer, the snow is melting, puddles and grass have appeared, buds have swelled; give an idea of ​​plant growth conditions; develop interest in natural phenomena; develop emotional responsiveness to its beauty; contribute to the establishment of children’s first natural relationships with the natural world, the emergence of curiosity and inquisitiveness.

Exhibition of children's creativity.

33. Birds

Enrich children's understanding of birds and the way of life of birds; teach to distinguish parts of their body; encourage and support independent bird watching; to create a desire to care for living beings and protect them; develop emotions and humane feelings; help reflect the natural world in the game; encourage the first manifestations of creativity.

Role-playing game “Aibolit treats birds.”

34. Good wizards

Encourage children's initiative and independence, the desire for cognitive activity, for positive actions; help each child notice the growth of their achievements, feel the joy of experiencing success in their activities, a sense of surprise, the joy of learning about the world; promote the development of children's creative expressions; cultivate a friendly attitude towards others. Theatrical entertainment "Good Wizards"

35. On the city streets (traffic rules)

Form basic ideas about traffic rules; teach to distinguish between the roadway and the Zebra crossing; introduce children to traffic lights and their colors; continue to expand children’s understanding of transport and its types: freight, passenger, public and the rules of behavior in it; show the importance of transport in human life; actively work with parents using various forms of cooperation.

Making a collage about traffic rules

May

36.

37. Pathfinders

To develop children’s desire to observe, compare, and examine; create conditions for enriching sensory experience; stimulate the cognitive activity of children, develop all types of perception: visual, auditory, tactile, gustatory, olfactory; introduce a variety of examination methods; encourage new discoveries, simple experimentation with objects and materials; contribute to the development in children of independence, creative manifestations, experiencing a sense of surprise, the joy of learning about the world. Experimental activities.

Experiment "Soap magician".

38. The world around us

Create conditions for enriching children’s sensory experience and their ideas about the world around them; stimulate the development of all types of children's perception: visual, auditory, tactile, gustatory, olfactory; involve in basic research activities; develop curiosity and interest in understanding the world.

Application “I stand alone on my foot under a colored hat”

39. Green friends (plants)

Enrich children's understanding of plants: teach them to recognize objects and phenomena in nature and in pictures, examine, examine, listen, name what they saw, convey features with their voice and movements; develop emotional responsiveness and diversity of children’s experiences in the process of communicating with nature: goodwill, admiring the beauty of nature, curiosity when meeting objects, surprise, empathy, compassion; Involve kids in helping in caring for the plants of a corner of nature.

Exhibition of children's creativity.