Card file of work activities during a walk for the second junior group
Kalashnikova Larisa
Card file of work activities during a walk for the second junior group
September
Walk 1
Labor: We will collect the toys at the end of the walk. Goal: to teach how to carry out feasible tasks, to develop basic work skills, to cultivate a desire to work
Walk 2
Labor: Sweeping a group area. Goal: to cultivate a desire to work.
Walk 3
Work. Watering sand for play. Purpose: to provide assistance to adults.
Walk 4
Work. We are building a road out of sand. Goal: learn to work side by side with each other.
Walk 5
Work. Cleaning the sandbox after games. Goal: to develop in children the ability to choose and perform feasible labor actions, to cultivate a desire to work.
Walk 6
Work. We collect leaves. Purpose: to involve in the execution of simple tasks.
Walk 7
Work. Let's collect sand in the sandbox. Purpose: to involve in the fulfillment of work assignments.
Walk 8
Work. We collect toys after our walk. Goal: to cultivate the desire to put toys away after playing.
Walk 9
Work. Let's collect the leaves. Goal: to cultivate a desire to carry out assignments.
Walk 10
Work. Water and dig up the sand. Goal: to teach children to provide all possible assistance.
Walk 11
Work. Collect sticks on the site. Goal: involve children in completing assignments.
Walk 12
Work. Cleaning up equipment after a walk. Goal: to teach children to take part in common work, to cultivate hard work.
Walk 13
Work. Collection of flower seeds. Goal: to teach to provide all possible assistance to adults, to form the beginnings of a work culture, and to cultivate hard work.
Walk 14
Work. Pour sand into the sandbox. Goal: learn how to carry out assignments.
Walk 15
Work. We sweep the sides of the sandbox. Goal: to cultivate a desire to work together with adults.
Walk 16
Work. Cleaning toys in the sandbox. Goal: to teach children to put things in order in the sandbox, to encourage activity and initiative.
Walk 17
Work. We are putting things in order on the site. Goal: to teach how to carry out simple work tasks, maintain cleanliness and order in the area.
Walk 18
Work. We sweep the paths. Goal: to teach how to perform appropriate work actions, to develop the ability to use equipment (brooms).
Walk 19
Work. Cleaning the sandbox after games. Goal: to develop in children the ability to choose and perform feasible labor actions, to cultivate a desire to work.
Walk 20
Work. Labor activity Cleaning equipment after a walk. Goal: to teach children to take part in common work, to cultivate hard work.
Walk 21
Work. Let's sweep away the sand from the sides of the sandbox. Goal: to cultivate a desire to work together with the teacher.
Walk 22
Work. We collect toys after our walk. Goal: to cultivate the desire to put toys away after playing.
October
Walk 1
Teamwork. Place trash in the trash. Goal: to cultivate in children a desire to help adults.
Walk 2
Work. Game exercise. Collect leaves. Purpose: to teach how to carry out work assignments.
Walk 3
Labor: water and dig up sand. Goal: to teach children to provide all possible assistance.
Walk 4
Work. Encourage children to collect toys after a walk and put them back in their place. Purpose: to teach how to carry out work assignments.
Walk 5
Work. Collect branches from the area. Goal: to involve in carrying out work assignments together with children of the older group.
Walk 6
Work. Let's collect sand in the sandbox. Goal: involve children in completing assignments.
Walk 7
Work. We will collect the toys at the end of the walk. Goal: to teach how to carry out feasible tasks, to develop basic labor skills, and to cultivate a desire to work.
Walk 8
Work assignments. Together with your children, trim broken branches from trees. Purpose: to involve in the execution of simple tasks.
Walk 9
Work. Collect leaves in a specific place. Goal: to cultivate a desire to work together with the teacher.
Walk 10
Work. Collecting stones on the site. Goal: continue to cultivate the desire to participate in work.
Walk 11
Work. Sweep the gazebo. Goal: to get used to work.
Walk 12
Work. We collect the leaves in a pile. Goal: to cultivate a desire to help adults.
Walk 13
Teamwork. Place trash in the trash. Goal: continue to cultivate the desire to participate in work.
Walk 14
Work. Sweep the gazebo. Goal: to teach people to work and enjoy working together.
Walk 15
Work. Cleaning the kindergarten area. Goal: to cultivate a desire to help adults
Walk 16
Collective work Collecting calendula seeds in a flower bed. Goal: to cultivate in children a desire to help.
Walk 17
Work. Invite children to collect large garbage in and around the gazebo. Goal: to get used to work.
Walk 18
Work assignments Collection of dry branches. Goal: to cultivate in children a desire to help adults.
Walk 19
Collect pebbles from the area. Goal: to involve children in carrying out simple tasks.
Walk 20
Work. We collect toys at the end of the walk. Goal: to cultivate a desire to maintain order.
Walk 21
Work. Weeding flower beds from weeds. Goal: to cultivate in children a desire to help adults.
November
Walk 1
Work. Collect toys at the end of the walk. Goal: to cultivate a desire to carry out work assignments.
Walk 2
Work. Collect the leaves in a bucket. Goal: to cultivate a desire to work together with adults.
Walk 3
Work. Sweep the gazebo. Goal: learn how to carry out simple tasks.
Walk 4
Work. We collect the branches in one place. Goal: to teach children to carry out simple tasks.
Walk 5
Work. Providing all possible assistance in clearing the area of leaves. Goal: to cultivate a desire to help.
Walk 6
Work. Let's sweep around the gazebo. Purpose: to involve in the execution of orders.
Walk 7
Collect toys at the end of the walk. Goal: to cultivate a desire to carry out work assignments.
Walk 8
Work. Let's sweep in the gazebo. Goal: and involve in the execution of simple instructions
Walk 9
Work. Help the teacher clean up the play area. Goal: to cultivate a desire to help.
Walk 10
Work. We collect pebbles in a bucket. Goal: learn how to carry out simple tasks.
Walk 11
Work. Collect toys at the end of the walk. Goal: to cultivate a desire to carry out work assignments.
Walk 12
Work. Sweep the path. Goal: to cultivate a desire to work together.
Walk 13
Labor assignment. Sweep the sides of the sandbox. Goal: learn how to carry out simple tasks.
Walk 14
Work. Collecting twigs, game “How many twigs did you bring?” Goal: to cultivate interest in work, teach to distinguish the number of objects.
Walk 15
Work. Let's sweep in the gazebo. Purpose: to involve in the execution of orders.
Walk 16
Work. Instruct the children to put the toys back in their places. Goal: to cultivate a desire to help.
Walk 17
Work. We collect the branches in a heap. Goal: to cultivate a desire to carry out simple tasks.
Walk 18
Work. Invite the children to sweep the path. Goal: to cultivate a desire to carry out assignments.
Walk 19
Teamwork Put the trash in the trash. Goal: to cultivate in children a desire to help adults.
Walk 20
Work. Let's collect pebbles from the area. Goal: learn how to carry out simple tasks
December
Walk 1
Work. We sweep the path. Goal: to cultivate a desire to work together.
Walk 2
Work. Hanging feeders. Goal: to cultivate a desire to work together with the teacher.
Walk 3
Work. We collect toys at the end of the walk. Goal: teach everyone to work together.
Walk 4
Work. Pour food into feeders. Goal: to cultivate a caring attitude towards birds
Walk 5
Work. Sweeping in the gazebo. Goal: to involve children in carrying out simple tasks.
Walk 6
Work. We collect the branches in a heap. Goal: to cultivate the desire to work together.
Walk 7
Work. Feeding the birds. Goal: to cultivate a desire to take care of birds.
Walk 8
Let's collect sand in the sandbox. Goal: involve children in completing assignments.
Walk 9
Work. Sweep the paths. Goal: to cultivate a desire to help adults.
Walk 10
Work. We collect toys. Goal: to teach how to collect toys after a walk without an adult’s reminder.
Walk 11
Work. Let's sweep in the gazebo. Purpose: to involve in the execution of simple tasks.
Walk 12
Work. We collect the branches in a heap. Goal: to cultivate the desire to work together.
Walk 13
We collect toys at the end of the walk. Goal: teach everyone to work together.
Walk 14
Work. Cleaning the site. Goal: to develop in children appropriate work skills and a conscious attitude to order. Encourage the desire to work, teach to rejoice in the results achieved.
Walk 15
Work. Watering sand for play. Goals: to provide assistance to adults.
Walk 16
Work. Practice sweeping the path leading to the site. Goal: teach how to use brooms and spatulas correctly
Walk 17
Work. We collect toys at the end of the walk. Goal: teach everyone to work together.
Walk 18
Work. We sweep the path. Goal: to cultivate a desire to work together
Walk 19
Work assignments: feeding birds. Goal: to develop in children the ability to observe the behavior of birds
Walk 20
Work. We collect toys at the end of the walk. The goal is to teach everyone to work together.
Walk 21
Work. Sweep the path. Goal: to teach how to work together with older preschoolers.
Walk 22
Work. Cleaning the site. Goal: to develop in children appropriate work skills and a conscious attitude to order. Encourage the desire to work, teach to rejoice in the results achieved.
January
Walk 1
Work. Take part in the work of adults in the area as much as possible, sweep the paths, collect toys after finishing the walk. Goals: to help adults
Walk 2
Work. Feeding birds in the kindergarten area. Goal: to cultivate love, careful and caring attitude towards wintering birds.
Walk 3
Work. Collect trash from the site. Goal: learn to work together.
Walk 4
Work. Watering sand for play. Goals: to provide assistance to adults.
Walk 5
Work. Sweep the paths. Purpose: completing assignments.
Walk 6
Work. Cleaning the area. Goal: teach how to use brooms correctly
Walk 7
Work. Feeding the birds. Goals: to cultivate a desire to care for animals.
Walk 8
Work. We collect toys at the end of the walk. Goal: learn to work together.
Walk 9
Work. Place food in bird feeders. Goal: to cultivate a caring attitude towards birds.
Walk 10
Work. Collecting stones on the site. Goal: continue to cultivate the desire to participate in work.
Walk 11
Work. Feeding birds on the site. Goal: to cultivate a caring and caring attitude towards wintering birds.
Walk 12
Work. Watering sand for play. Purpose: to provide assistance to adults.
Walk 13
Work. Sweep the gazebo. Purpose: completing assignments.
Walk 14
Work. Feeding the birds. Goal: to cultivate a desire to help birds in winter.
Walk 15
Work. Collecting fallen leaves around trees, caring for broken branches.
Goals: to encourage students to independently carry out basic tasks.
Walk 16
Work. We collect toys at the end of the walk. Goal: learn to work together and maintain order on the site.
February
Walk 1
Work. Sweep the gazebo. Purpose: to involve in the fulfillment of work assignments
Walk 2
Work. Let's sweep the path. Goal: learn how to carry out simple tasks.
Walk 3
Work. Watering sand for play. Goals: to provide all possible assistance to adults.
Walk 4
Work. Feeding the birds. Goal: to cultivate a caring attitude towards birds.
Walk 5
Work. Sweeping paths on the site with brooms. Goal: teach correctly, use brooms, finish what you start.
Walk 6
Work. Let's sweep in the gazebo. Goal: to cultivate a desire to work.
Walk 7
Work. Collect trash from the site. Goal: to support children's desire to help adults.
Walk 8
Work. Collect sand in the sandbox. Goal: continue to cultivate the desire to participate in work.
Walk 9
Work. Feeding the birds. Goal: to involve children in feeding birds, to cultivate a caring attitude towards birds.
Walk 10
Work. Collect dry twigs from the area. Purpose: to involve in the fulfillment of work assignments.
Walk 11
Work. Collect toys at the end of the walk. Goal: learn to work together and maintain order on the site.
Walk 12
Work. Sweep the gazebo. Purpose: to involve in the fulfillment of work assignments
Walk 13
Work. Watering sand for play. Goals: to provide assistance to adults.
Walk 14
Work. Sweep around the gazebo. Goal: to cultivate a desire to work together.
Walk 15
Work. We collect toys at the end of the walk. Purpose: to maintain order in the area.
Walk 16
Work. Feeding the birds. Goal: to foster a caring attitude towards birds
Walk 17
Work. Cleaning the site. Goal: to cultivate a desire to provide all possible assistance to adults.
Walk 18
Work. Sweep the gazebo. Goal: to cultivate a desire to keep the gazebo clean and involve in carrying out work assignments
Walk 19
Work. We collect toys after our walk. Goal: to teach you to collect toys at the end of a walk
March
Walk 1
Work. Let's collect branches from the area. Purpose: to involve in the execution of simple tasks.
Walk 2
Work. Sweep the gazebo. Purpose: to involve in the fulfillment of work assignments and maintain order.
Walk 3
Work. Watering sand for play. Purpose: to provide assistance to adults.
Walk 4
Work. Let's sweep the path. Purpose: to involve in the execution of orders.
Walk 5
Work. Instruction “Collecting twigs on the site.” Goal: to cultivate a desire to participate in feasible work
Walk 6
Work. Feeding the birds. Goal: learn to take care of birds.
Walk 7
Work. Transporting sand to the sandbox using toy trucks. Goal: help adults fill the sandbox
Walk 8
Work. Instruction “Let’s sweep the sides of the sandbox.” Goal: to cultivate a desire to work.
Walk 9
Work. Work. Cleaning the area. Goal: teach how to use brooms correctly.
Walk 10
Work. We collect toys at the end of the walk. Goal: teach everyone to work together.
Walk 11
Work. Assignment “Sweep the path.” Goal: to cultivate a desire to take part in feasible work.
Walk 12
Labor skills: clean toys from sand and put them back in place after a walk; teach how to sweep paths and collect garbage, etc. Goal: to develop responsibility for the assigned work, to bring what has been started to the end.
Walk 13
Work. Let's collect branches from the area. Purpose: to involve in the execution of simple tasks.
Walk 14
Work. Feeding the birds. Goal: Continue to foster a desire to care for birds.
Walk 15
Work. Cleaning the area from garbage. Goal: teach everyone to work together.
Walk 16
Work. Sweep around the gazebo. Goal: to cultivate a desire to work together.
Walk 17
Work. Cleaning the area. Goal: to teach children to distribute the scope of work among themselves, to form a desire to work, to teach them to enjoy the results of their labor and common work
Walk 18
Work. We collect toys at the end of the walk. Goal: teach everyone to work together.
Walk 19
Work. Sweep sand from the sides of the sandbox. Goal: to cultivate a desire to work.
Walk 20
Work. Collect sand in the sandbox. Goal: to cultivate a desire to take part in feasible work.
April
Walk 1
Work. Restoring order in the area. Goal: to teach children to keep the area clean.
Walk 2
Work. Let's sweep in the gazebo. Goal: carry out simple tasks.
Walk 3
Work. We will remove branches from the area. Goal: maintain a desire to help adults.
Walk 4
Work. Collect trash from the site. Goal: to support children's desire to help adults.
Walk 5
Work. We collect twigs. Goal: to cultivate a desire to carry out assignments.
Walk 6
Work. Sweep the gazebo. Goal: to cultivate a desire to maintain cleanliness in the gazebo.
Walk 7
Work. Let's collect the sticks. Purpose: completing assignments.
Walk 8
Labor: Cleaning up trash on site. Goal: to teach how to work in a team, to achieve the goal achieved through common efforts.
Walk 9
Work. Collect toys from the area at the end of the walk. Goal: to develop in children a desire to help the teacher.
Walk 10
Work. Collection of twigs. Goal: to involve children in joint work.
Walk 11
Work. We collect pebbles from the area. Purpose: to involve in the execution of orders.
Walk 12
Work. Feeding the birds. Goal: to encourage children to care for birds.
Walk 13
Work. Let's sweep the central path. Goal: to cultivate a desire to maintain order in the kindergarten.
Walk 14
Work. We collect toys at the end of the walk. Goal: teach everyone to work together.
Walk 15
Work. We are building a house out of sand. Goal: to attract to joint construction.
Walk 16
Work. Sweep the center path. Purpose: to involve in the execution of orders.
Walk 17
Work. We collect twigs. Goal: to attract participation in joint work.
Walk 18
Work. Collect toys from the area at the end of the walk. Goal: to develop in children a desire to help the teacher.
Walk 19
Work. We collect garbage on the site. Purpose: to involve in the execution of orders.
Walk 20
Labor: Sweeping the veranda with brooms. Goal: to form a desire for collective activity.
May
Walk 1
Work. Collecting toys after a walk. Goal: to attract to joint work.
Walk 2
Work. Let's sweep the sides of the sandbox. Purpose: completing assignments.
Walk 3
Work. We are building a garage out of sand. Goal: learn to work together.
Walk 4
Work. Let's sweep in the gazebo. Goal: to cultivate a desire to work.
Walk 5
Work. Watering sand for play. Purpose: to provide assistance to adults.
Walk 6
Work. Collecting pebbles on the site. Goal: to cultivate a desire to carry out assignments.
Walk 7
Work. Loosening the soil in the flowerbed. Goal: to attract to work.
Walk 8
Work. Let's sweep in the gazebo. Purpose: completing assignments.
Walk 9
Work. Construction of a road made of sand. Goal: to attract to work.
Walk 10
Work. Loosening the soil in the garden. Goal: preparing the garden for planting potatoes.
Walk 11
Work. Help in sowing flowers. Goal: to cultivate a desire to help adults.
Walk 12
Work. Watering flowers in a flowerbed. Purpose: to involve in the execution of orders.
Walk 13
Work. We collect pebbles from the area. Purpose: completing assignments. Using pebbles, place various shapes in the sandbox.
Walk 14
Work. Collecting toys after a walk. Goal: to attract to joint work.
Walk 15
Work. Help adults fill the sandbox with sand. Goal: to cultivate a desire to help.
Walk 16
Work. Help watering the flower beds. Goal: to cultivate a desire to help.
Walk 17
Work. Garbage collection on site. Goal: to cultivate a desire to carry out assignments.
Walk 18
Work. Collecting toys after a walk. Goal: to attract to joint work.
Walk 19
Work. Weeding a flower bed. Goal: to create interest in work.
MAGAZINE Preschooler.RF
Self-service in the second junior groupIn the 4th year of life, the child’s activity and purposefulness increase, and movements become more varied. Children begin to master the ability to act, setting a goal, but due to instability of attention, they are still quickly distracted and move from one thing to another.
In younger groups, the main task is to develop independence and a positive attitude towards work.
A three-year-old child has an inherent desire to act independently. “I myself!” - he declares, often not realizing his capabilities. Self-care occupies a large place in the work activities of children of the 4th year of life. When organizing the work of children, teaching them self-service skills, it is important not to suppress the desire for independence; this great “conquest” of a three-year-old child is the most important factor in the formation of his hard work. Great patience and pedagogical tact are required from the teacher, so as not only not to extinguish the children's initiative, but also to promote its development. Game techniques are of decisive importance, since they allow the teacher, on the one hand, to hide his pedagogical position, and on the other, to more actively influence the child. So, a teacher can bring a large doll into the group and say that she came to visit the kids by train and will live with them. Children get acquainted with the toy, assign it a closet, together with the teacher set up a crib in the bedroom, assign a place at the table in the doll's corner, etc. Then they teach the doll self-care skills.
A positive assessment by an adult of even small successes of a child causes satisfaction in the child and gives rise to confidence in his abilities. This is especially important to remember when communicating with shy and timid children. In relation to a spoiled child who has a tendency to be arrogant, encouragement should be used carefully.
An effective technique is to attract a positive reception (Look how Tanya dresses quickly and correctly!). You can get your child interested in self-care activities by arousing his interest in the subject. For example, while washing, the teacher gives the children a new soap in a beautiful wrapper, invites them to unwrap it, examine it, and says: “What a smooth soap, how good it smells! And how well this soap must foam! Let's try!"
Self-care skills in children are also developed in games with dolls, in the process of performing various actions (undressing, dressing, combing their hair, etc.), in didactic games like “The Bear is Frozen” ; “Doll Natasha came to kindergarten” , etc.
It is important to encourage children to help each other, using the example of those who have already developed certain skills, to teach them to be attentive and kind to each other. But this technique should be used carefully so that the child does not get used to constant help.
Sources used:
- Methodological recommendations for the “Program of education and training in kindergarten” by L. V. Russkova. - M.: Education, 1999.
- Bure R.S., Zagik L.V. et al. Education of preschool children at work. — 3rd ed., isp., additional. - M., 1983
- Ivashchenko F.I. Psychology of labor education. — Minsk, 1988
- Kaplan L.I. If you sow a habit, you reap a character. - M., 1980
- Nechaeva V.G. Raising a preschooler at work. - M., 1990
- Educational psychology / Ed. Klyuevoy N.V. - M., 2003
- Labor and observations in nature. - M., 1987
- Tsukerman G.A., Elizarov N.V. About children's independence //
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Notes on household work “Toys love cleanliness” (junior group)
Branch of MBDOU "Kindergarten No. 43" - "Kindergarten No. 40" Slavgorod
Abstract
Organization of economic and labor activities in the second junior
Topic: “Toys love cleanliness”
Teacher Starosvet Marina Aleksandrovna
Slavgorod
Target.
Create conditions for organizing household work for children of primary preschool age.
Tasks:
Teach children to correctly perform individual actions and, based on their assimilation, form elementary work activities.
Develop a desire to work.
Help the child develop interest in adult activities.
Cultivate a desire to participate in feasible work and the ability to overcome minor difficulties.
Preliminary work.
Reading the fairy tale “Moidodyr” by K. Chukovsky, “The Dirty Girl” by A.L. Barto.
Equipment:
aprons, basins, napkins, rubber toys.
Progress of activities:
Guys, today we are going on a trip with you.
Children enter the group and see a mess, scattered toys.
- What happened here?
-Who did all this? (The boy Nekhachukha came to us and played, but scattered his toys and didn’t put them back)
-Has it become beautiful in our group?
-What do guys need to do? (put the toys back in their places)
Children restore order in the group, put toys in their places.
The teacher reads a poem:
Let toys be friends with us
We will not offend them
Let's play and then
We'll put everything back in place.
What a great job you guys are, how beautiful you have become, you have brought order to the group, the toys are in their places. We can go on a trip. It sounds like you're crying.
- Oh, who’s crying? Children look for and find a basket with dirty toys.
-What happened to you. (we look at toys).
-Who guys guessed it? (they are dirty).
- How can we help them? (wash)
We have these basins, now we will pour water into them and wash the toys. I am confident that you will cope with this task.
— Guys, what should you do before washing your toys so as not to get your clothes wet?
-We put on our aprons and rolled up our sleeves. Now let everyone choose a toy to wash. Take a toy, place it on the table near the basin, take a napkin, wet it with water, squeeze it out a little, take soap and lather it with soap. Rub the toy with a soapy napkin. Rinse the toy in clean water and place it to dry
napkin. While our toys are drying, we will clean up the table, wring out the napkins and put them on display, take off our aprons and dry our hands with a paper towel.
If you've finished, come to me. Look at the toys, what have they become? (clean).
Tell me, Veronica, how did you make the toy clean?
Guys, did you enjoy working? (Yes).
And because you helped the toys become clean again, they want to play with you and gave me soap bubbles. games with soap bubbles.
Project in the second junior group “Formation of self-service skills”
Municipal budgetary preschool educational institution kindergarten No. 5 "Rainbow" of the municipal formation "Kholmsky city district" of the Sakhalin region
694620 Russia Kholmsk, st. Shkolnaya, 52, tel.: 2-00-91
PROJECT
Topic: “Formation of self-service skills in the second junior group “Luchiki.”
Author: Stanovskaya L.A.
Kholmsk
2016
Relevance:
Self-service is the work of a child aimed at serving himself (dressing and undressing, neatly putting his things in a locker). With the help of self-care work, children develop the skills and abilities to be independent, tidy, to put their personal belongings and toys in order. Children are accustomed to self-care work from early childhood. The meaning of self-care is a vital necessity. Daily repetition skills are very strong. The labor education of children begins with self-service. Developing self-service skills is one of the most important areas. The child's interest, attention to everyday activities, and the impressionability of the nervous system make it possible for adults to quickly teach the child a certain sequence of operations that make up each action, techniques that help complete the task quickly and economically. If this time is missed, incorrect actions are automated, the child gets used to sloppiness and negligence.
Problem: With the onset of the cold season, children have an increased amount of clothing. Due to their age, children cannot dress themselves and do not know the dressing sequence.
Goal: To develop the ability to put on (take off) various items of clothing in a certain sequence with a little help from adults.
Tasks:
- Teach children to dress and undress in a certain order.
- Develop self-care skills: fine motor skills in the process of dressing.
- Strengthen children's ability to dress independently for a walk using a subject-schematic model of the dressing sequence.
- Foster a culture of communication with adults and children, turning to them for help: saying the “magic word” in a pleasant tone, helping to overcome shyness and constraint (the ability to offer help, thanking), and cultivating accuracy.
Project Information Card
Topic: “Formation of self-service skills in the second junior group.”
Project type : practice-oriented.
Author(s) of the project : Stanovskaya Lyubov Alekseevna, teacher. Project participants: children of the second junior group, teachers, parents. Target audience: 3-4 years
Implementation time : 2 weeks
Project resources : information.
Project implementation.
Project plan
Stage I – preparatory:
1. Creation of conditions for the project “Formation of self-service skills.”
2. Study of teaching aids and literature on the topic.
3. Selection of fiction (proverbs, poems, riddles, games).
4. Discussion with parents on the topic: “We are participating in the project “Formation of self-care skills.”
5. Drawing up a long-term action plan.
Stage II - main:
- GCD.
- Conversations.
- Examination of paintings and illustrations.
- Didactic games.
- Artistic creativity (application, drawing).
Stage III – final:
- Game situation “Dress the doll for a walk.”
- Exhibition of children's drawings, knitted appliques with the theme of the project.
- Presentation for teachers: project “Formation of self-service skills in the second junior group”
Project implementation stages.
| No. | Events | Goals | Responsible | Implementation deadlines |
| Stage 1 - preparatory | ||||
| 1 | Study and collection of theoretical and methodological material on the use of the design method | Increasing your own professional competence through studying design technology | Educator | |
| 2 | Making a plan for the project | Implementation of project activities | Educator | |
| 3 | Search work on the selection of illustrative material, works of art, didactic and theatrical games. | Create conditions for project implementation | Teacher, parents. | |
| 4 | Development of consultations for parents “How to teach a child to be neat and tidy”, “How to teach a child to dress independently” | Educate parents on this topic. To interest parents in joint activities: teacher-parent-child | Educator | |
| Stage 2 - main | ||||
| 1 | Observing the weather and people's clothing in winter | To form children's idea of winter. Introduce the properties of snow, seasonal phenomena - snowfall, blizzard, blizzard. Form an idea of seasonal clothing. | Educator | |
| 2 | Consideration of winter-themed illustrations | Learn to look at a picture and answer questions about the image. Develop speech activity. Cultivate an interest in inanimate nature. | ||
| 3 | Reading poems about clothes and dressing. Conversation on content. | Clarify the functional significance of clothing in people's lives. | Educator | |
| 4 | Game educational situation “Travel with the doll Katya” (Getting to know the locker room). | Familiarization with the locker room equipment (lockers, bench, large mirror on the wall, shelf for shoes), its purpose and ways of using it by the child; | Educator | |
| 5 | Didactic exercise “Find your locker” | Introduce the purpose and methods of using a clothes locker; | Educator | |
| 6 | Didactic game “Choose clothes for the dolls” | Learn to name items of clothing, differentiate clothes for boys and girls, and consistently dress a doll. | Educator | |
| 7 | Educational situation “Every foot in its own house” | teach the child to put on tights independently, see the parts of the clothing and act correctly in accordance with the goal (grab the tights by the elastic band, focusing on the mark - a piece of brightly colored fabric or embroidery; | Educator | |
| 8 | Didactic game “Let's teach the doll Katya to undress” | Help children remember the sequence of undressing. Learn to hang and fold clothes neatly. | Educator | |
| 9 | Educational situation “We now know how to dress ourselves for a walk” | Consolidating the sequence and methods of rationally performing dressing actions. | Educator | |
| 10 | Dramatization of the fairy tale "Mitten" | continue to develop in preschoolers the ability to listen to a fairy tale, follow the development of the action, and empathize with the characters of the work. | Educator | |
| 11 | Application “Decoration – felt boots” | To strengthen in children the skill of spreading glue on an object and carefully gluing it. Use the acquired skill when creating a pattern to decorate a felt boot. | Educator | |
| 12 | Drawing "Let's decorate the mitten." | develop artistic abilities in the process of drawing. | Educator | |
| Working with parents | ||||
| 1 | Consultations | “How to teach a child to be neat.” “How to teach a child to dress independently” | Educator | |
| 2 | Individual conversations | “We teach children at home to dress in the correct order for going out” “How to dress your child correctly for a walk” | Educator | |
| 3 | Reminders for parents | Algorithm for the sequence of dressing and undressing. | Educator | |
| Stage 3 - final | ||||
| 1 | Game situation “Dress the doll for a walk” | Fix the name of the clothes, perform the algorithm for putting on clothes. | Educator | |
| 2 | Presentation for teachers. | To increase the level of knowledge of teachers about methods and techniques of working with children to reinforce the processes of dressing and undressing. | Educator | |
Conclusions on the project.
- Children have increased their level of mastery of self-care skills.
- With a little help from an adult, they can dress and undress in a certain sequence.
- The children learned to hang and fold their clothes neatly.
- Children began to pay attention to their appearance.
- Children's initiative in relationships with adults has increased.
Working with parents on the project “Formation of self-care skills.”
Working with parents is one of the most important areas of educational work in preschool educational institutions.
The interaction between teachers and parents contributed to increasing parents’ interest in this problem and their active participation in the work of developing self-care skills in children. This project contributed to the emotional rapprochement of children, teachers, and parents in the process of joint activities.
Work with parents was carried out throughout the entire project and was reflected at each stage:
At the first stage, the interest of parents in the project was noticed: parents actively took part in individual conversations “Teaching children at home to dress in the correct order for going out.” Conveyed to parents the importance of the project topic.
At the second stage, parents were actively interested in the activities of their children, their progress on the topic of the project - consultations for parents “How to teach a child to dress independently”, “How to teach a child to be neat and tidy” helped us with this.
At the third stage, parents took an active part in preparing clothes for the dolls in the group.
In conclusion, I would like to say about the effectiveness of the ongoing activities; many parents did not pay the necessary attention to this problem before this project. At the end of the project, they saw the result of joint work, which contributed to the emotional rapprochement of children, teachers and parents.
List of used literature.
- Vasilyeva, M.A. Education and training program in kindergarten / M.A. Vasilyeva. – M.: Mosaika-Sintez, 2007.
- Golitsina I.S. Long-term planning in kindergarten. Second junior group. implementation of FGT in preschool educational institutions. - Scriptorium - 2010
- Bogina, T. L. Protecting the health of children in preschool institutions. Publishing house "Mosaic-Sintez", 2006
- Krylova, N. I. Health-saving space in preschool educational institutions. Volgograd: Uchitel Publishing House, 2009..
- Konina E.Yu. Formation of cultural and hygienic skills in children. Game set. - Iris-press, 2007
