Lysenko Ekaterina Yurievna
Summary of the “Golden Autumn” walk with self-analysis (senior group)
Date, brief description of weather conditions
10.10.2018 Air temperature +5 degrees, cloudy, dry.
Theme: Golden autumn
Goal: Creating conditions for preserving and strengthening the health of children.
Tasks:
Enrich and systematize children's knowledge about autumn .
To consolidate knowledge about the dependence of animals on environmental conditions.
Develop cognitive interest.
To consolidate children's knowledge about seasonal changes in nature with the arrival of autumn .
To consolidate children's knowledge about the work of adults in the fall .
Foster a desire to work together, help adults, and finish what you start.
Form an idea of the importance of work for others.
Develop mobility.
Cultivate a love for nature and respect for it.
Equipment and materials: autumn leaves , leaves of birch, maple, rowan, pre-made bird feeders, bird food, an envelope with a letter from Lesovik, a basket with pine cones, children's brooms, buckets, scoops, rakes.
Educational areas: “Physical education”
,
“Cognitive development”
,
“Socio-communicative development”
,
“Speech development”
.
Types of children's activities: communicative, gaming, cognitive-research, motor, labor.
The main forms of work used during walks : observation, didactic games, work in nature, conversation, games of various mobility.
Venue : territory of the preschool educational institution .
Preliminary work: conversation about the signs of autumn , learning poems about autumn , counting rhymes and poems for the game, looking at reproductions of artists “ Autumn ”
.
Progress of the walk
Introductory part
Educator: Guys, come closer to me. I’ll tell you a riddle:
If the leaves on the trees have turned yellow,
If the birds flew to a distant land,
If the sky is gloomy, if it rains,
What is this time of year called? ( autumn )
Educator: Yes, it's autumn . Who will tell a poem about autumn . (children recite familiar poems)
the autumn months in order .
Guys, what signs of autumn do you know?
Sample answers from children: It has become cold, the leaves turn yellow and fall, it rains often, there are frosts in the mornings, the days are getting shorter, the nights are longer, insects and animals are preparing for winter.
Second part
Educator: Yes, autumn is the time of year when all nature changes. The days are getting shorter, the sun is not warming up, it is getting colder day by day, and it rains often. By the end of autumn there will be frosts . Migratory birds fly south, wintering birds move closer to people.
Educator: Guys, what do you think the weather is like today? (gloomy, cloudy, windless)
Why?
(the sun is not visible, the sky is gray, the sky is cloudy, there is no wind)
.
Let's take a breath of autumn air .
Breathing exercise “Smells of nature”
Educator: What smells did you smell? (rotted leaves, spicy grass, mushrooms, smoke)
Frontal observation “What did the trees on the site look like?”
1. Examining trees and shrubs up close and from afar .
2. Children admiring the beauty of trees.
Educator: Guys, look at the multi-colored carpet that covers the ground. What kind of carpet is this? ( Autumn Fallen Leaves )
Let's take the leaves in our hands, what do they feel like?
(dry, rough, rustling)
How do the leaves rustle?
(sh-sh-sh-sh-sh)
Educator: Let's imagine that we are autumn leaves . Let's show how they fall to the ground (children perform voluntary movements)
Low mobility game “ Autumn Leaves”
leaves are quietly spinning ,
The leaves fall quietly under our feet.
And they rustle and rustle underfoot,
As if they want to get dizzy again.
Educator: Yes, in the fall you can often see leaves falling, what is this phenomenon called? (leaf fall)
There were a lot of leaf attacks on our site. Let's see what trees they come from.
Didactic game “Which tree is the leaf from?”
Search tasks.
1. Choose the most beautiful tree for you.
2. Find the reddest (yellow)
tree.
3. Find a leaf that fell today, yesterday, long ago. Tell us how they differ?
Educator: What else grows on our site? ( shrubs )
What is the difference between
a shrub and a tree ? (many thin trunks, low, small leaves, some berries)
Speech exercises.
Game “Say beautiful words about
autumn ” (Goal: be able to select adjectives for a given word)
.
The teacher notices feeders on the veranda.
Educator: What is this, guys? (feeders)
What are they needed for? (for feeding birds)
What can you feed the birds? (seeds, pieces of bread, grains)
Why do some birds fly south with the onset of cold weather? (it became cold, there were no insects, there was little food for birds)
What are these birds called? (migratory)
What are the names of those birds that stay with us for the winter? (wintering)
Educator: Guys, let's turn into birds and play a game.
The third part
Outdoor game: “Migration of birds”
Tasks:
Strengthen the health of players.
Promote their proper physical development.
Promote the acquisition of vital motor skills.
Perform game actions in accordance with the text.
Develop the ability to move in different directions without bumping into each other.
Develop orientation in space.
Cultivate endurance and patience.
Self-analysis of conducting an open walk in the senior group: “Meeting Summer.”
MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION
"NOVOVASYUGANSKY KINDERGARTEN No. 23"
636740, p. New Vasyugan, Geological Lane, 6,
Tomsk region, Kargasoksky district
Phone: (8 38 253) 2-92-50 Fax: (8 38 253) 2-92-50
Self-analysis of conducting an integrated walk using health-saving technologies and experimental activities:
"Meeting Summer"
Senior group.
Educator: Fedyaeva Irina Aleksandrovna.
With. New Vasyugan
2019
Date: November 28, 2019
The theme of the walk: “Meeting summer!” The main direction is the integration of different types of activities using health-saving technologies and experimental activities.
The purpose of the walk: to form in children ideas about the state of air, water, soil, and flora at different times of the year, through play and experimental activities.
A group of 12 senior preschool children took part in the integrated walk. The children of the group have developed skills in cognitive, speech, play and work activities, they know how to hear and listen to the teacher, and easily make contact.
According to the Federal State Educational Standard (FSES), children are educated in preschool educational institutions in five areas: cognitive, physical, artistic, speech and communicative development. These categories are interconnected in the educational process and are implemented throughout the day in kindergarten. Proper organization of walks allows you to achieve the goal of raising a comprehensively developed personality of a child and improving the best qualities in him.
When developing the outline of the walk, first of all, I took into account the age and individual characteristics of the development of children, weather conditions, and based on this, I outlined the goal, objectives, content of the activity, determined the form of conduct, methods, techniques and means necessary to achieve positive results of the activity and compliance with all structural components of the walk.
Tasks:
Educational:
— consolidate knowledge about the change of seasons and their characteristic features;
- expand knowledge about the surrounding world: natural phenomena, animals and
flora;
- promote the formation of thinking skills, namely
independently establish cause-and-effect relationships, analyze, do
conclusions.
- practice the ability to correctly construct sentences;
- improve phrasal speech;
Educational:
- instill an interest in learning about the environment;
- develop observation, curiosity, search skills
research activities, cognitive activity;
- develop motor activity in games in the fresh air;
- develop voluntary attention, visual and auditory perception,
creatively active independent thinking;
— expand active and passive vocabulary;
— promoting artistic and aesthetic development;
- promote the development of creative imagination and fantasy;
- develop fine and gross motor skills;
- develop skills and abilities jointly with the teacher and independently
activities;
Educators:
- cultivate love and respect for nature;
- cultivate a love for the artistic word;
- develop self-confidence, in your strengths and capabilities;
- cultivate a friendly attitude towards peers and surrounding adults,
mutual assistance.
The walk consisted of three interconnected stages, during which the children performed various actions. This structure is completely justified, since each stage is aimed at solving certain problems.
The first, organizational stage, involved organizing children and creating motivation for further activities. This task was realized through a surprise moment - the appearance of the lost Summer on the site. Also, during the organizational stage, children participated in the first part of experimenting with ice and salt, as well as in a conversation about the work of a janitor. During the conversation, the children answered my questions with full answers, constructing short sentences and phrases.
The main part was a specially organized joint activity of children with the teacher and independent activities aimed at solving the assigned tasks of the walk. The implementation of the tasks was ensured by the use of the following methods and techniques during the main stage:
- verbal method, through such techniques as introductory and educational conversation, explanation, instructions, asking questions, saying rhymes and words of an outdoor game, asking riddles, verbal encouragement.
- a visual method, through observation of the teacher’s actions, demonstration of natural phenomena, demonstration of the method of performing actions.
- a practical method through imitative, constructive and creative exercises.
- a gaming method through the sudden appearance of objects, creating a gaming situation.
The purpose of the final stage of the walk was to sum up the entire activity. In my opinion, the methods and techniques I chose when planning the content and conducting this walk were the most effective in achieving the goals. The presence of a fairy-tale character throughout the walk motivated the children to be active. A constant change of activities made it possible to eliminate the occurrence of overwork in children. The use of breathing and finger exercises made it possible to support the direction of health conservation. The children were in a positive mood, showed cognitive, physical and creative activity, and enjoyed the activities I suggested.
I believe that I spent this walk in an emotionally positive environment. The chosen form of organizing a walk in the fresh air was quite effective, logical and dynamic. The goal and objectives of the activity have been achieved.
Self-analysis of OOD on physical development in the second junior group
Self-analysis of educational activities in physical education in the second junior group, conducted by teacher Shperling N.S. in the second junior group.
Number of students in the group according to the list: 13.
Attendance at the lesson: 8.
Date: 05/16/2018
Goal: To optimize the motor activity of students, to develop the speech of students through physical education.
Tasks:
Educational:
-Practice walking, running after each other, stopping at the teacher’s signal.
-Reinforce exercises in balance and jumping on two legs.
- Learn to act together, following the instructions of an adult and the rules in an outdoor game;
— learn to relax and restore breathing after physical activity;
— encourage children’s speech activity;
Educational:
- develop interest in physical education;
- continue to enrich the motor and cognitive interest of children through outdoor play;
- to help strengthen the musculoskeletal system of children;
-develop the ability to play games.
-Develop children's speech.
Educators:
- foster a general culture of behavior and the need for a healthy lifestyle.
The program content of the lesson corresponds to the age and development of children of the second junior group of the preschool education program “From birth to school”, ed. N. E. Veraksy. The goals and objectives of the lesson correspond to the content and are formulated taking into account educational areas. The sanitary and hygienic conditions for organizing the lesson meet the requirements of SanPin: the room was ventilated in advance, the lighting was sufficient, the entire space of the gym was used, traumatic materials were not used during the lesson, safety precautions were observed, and the general motor density of the lesson was taken into account. The children were dressed in lightweight sportswear and comfortable shoes. The lesson consisted of three parts: introductory, main and final. The total duration of the lesson is 15 – 20 minutes. OOD corresponded to the interests, temperament, level of preparation and development of children. The organization of children was adequate to teaching, developmental and educational tasks. The level of activity of the children during the lesson was quite high. Throughout the lesson, the children's interest in the proposed activity was maintained. The change in activities was in accordance with a pre-planned plan. It was possible to maintain the pace of educational activities; the children were not overloaded or overtired. She verbally encouraged the children for performing the movements correctly. Verbal assessment of children's activities was used at all stages of the lesson.
In the water part, walking with a stop at the teacher’s signal (“sparrows”, “frogs”) and running with jumps (“horses”) were used. During running and walking, attention was paid to posture and breathing restoration.
General developmental exercises were performed with an object - rings, taking into account the dosage of exercises for younger children. The exercises were explained in an accessible manner; the children did not have any difficulties in performing the exercises. The amount of exercise is appropriate for the given age. The pace and synchronicity of the exercises were maintained. After performing general developmental exercises, breathing exercises “Drawing a ball with air” were performed.
Then the children clearly moved from general developmental exercises to basic movements. The children performed an exercise to maintain balance, practicing jumping on two legs while moving forward. Due to the small number of children, the main types of movements were performed in a continuous manner (walking on a gymnastic bench, jumping on two legs over gymnastic sticks). The main types of movements were performed as explained by the teacher, and a child was brought in to demonstrate the exercise. When performing movements, I monitored the execution of the exercises and insured the children. The children completed the proposed tasks.
The lesson used the outdoor game “Mice in the Pantry”. The children listened carefully to the teacher’s words, and then pronounced the words themselves in the game, which contributed to the development of children’s speech and attention. The driver was chosen according to the counting. During the game, I reminded the children about the rules of the game and safe behavior. To normalize breathing, a sedentary game “Where is the little mouse hiding?” was played. The children were calmed down, breathing returned to normal.
At the end of the lesson, I summed up the results with the children. Based on the results of the lesson, we can say that the goal was achieved and the tasks were completed.
Natasha / analysis of the walk
ANALYSIS
carrying out a walk
Properly organized and thoughtful walks help to achieve the goals of the comprehensive development of children. Approximately up to four hours a day are allocated for children to spend time in the fresh air. The daily routine of preschool groups includes a daytime walk after classes and an evening walk.
For walks, there is an area on the territory of preschool groups for organizing a variety of activities for children. The area is landscaped, equipped in accordance with pedagogical and hygienic requirements. Each mixed-age group has a separate area where places are allocated for outdoor games and the development of children’s movements (a flat area for playing with sand, water, building materials, for creative games and games with various toys.
The site has equipment for the development of movements: climbing fences (triangular, tetrahedral and hexagonal, a balance beam, a slide, equipment for jumping and throwing exercises. In addition to permanent equipment, toys and aids are brought to the site in accordance with the planned work plan . The playgrounds end with paths along which children can ride bicycles and cars. In addition to playgrounds, there are closed gazebos on the site for protection from rain and sun. In winter, slides, ice paths and snow structures are installed on the site together with parents.
To ensure that children are willing to go for a walk, the teacher thinks through the contents of the walk in advance and arouses the children’s interest in it with the help of toys or a story about what they will be doing. It turned out that when walks are meaningful and interesting, children go for walks more willingly.
The teacher organizes the dressing of children so as not to waste a lot of time and so that they do not have to wait for each other for a long time. For this purpose, each group has a dressing room with individual lockers and a sufficient number of banquettes and chairs. The teacher and junior teacher teach children to dress and undress independently and in a certain sequence. When returning from a walk, undress in the reverse order. In a mixed-age group, children are accustomed to helping each other and remembering to say thank you. When most of the children are dressed, the teacher goes out with them to the site. The other children are monitored by a junior teacher and then escorted to the teacher. When going for a walk, children themselves bring out toys and materials for games and outdoor activities.
The leading place during the walk is given to games, especially active ones. The teacher conducts an outdoor game at the beginning of the walk or at the end of it.
On cold days, the walk begins with games of greater mobility associated with running, throwing, and jumping. During walks, the teacher uses plotless folk games with objects, such as grandmothers, ring throws, and skittles. In addition to outdoor games and individual exercises in basic movements, sports entertainment is also organized during the walk. Children really enjoy sledding, ice-skating, and skiing.
During the walk, the teacher pays attention to the children’s work activities. Children help shovel snow, clear paths, and make various structures out of snow.
Labor tasks are feasible for children and at the same time require some effort from them. The teacher always makes sure that they do their work well and finish what they started.
A large part of the walks is devoted to observations (pre-planned) of natural phenomena and social life. Observations were carried out with a whole group of children, with subgroups, and also individually. The teacher attracts some to observations in order to develop attention, others arouse interest in nature or social phenomena, etc. The surrounding life and nature provide an opportunity for organizing interesting and varied observations. The teacher pays attention to the clouds, their shape, color, and compares them with images known to the children. During the walk, the teacher makes sure that all the children are busy, do not get bored, and that no one gets cold. It attracts those children who run a lot to participate in quieter games.
About half an hour before the end of the walk, the teacher organizes quiet games. Then the children collect toys and equipment. Before entering the room, they wipe their feet. Children undress quietly, without noise, carefully fold and put things in lockers. They put on slippers, put their suit and hair in order and go to the group
