Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever in which the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to be given to infants? How can you bring down the temperature in older children? What are the safest medicines?
To secure a place for a certain period, there is a scheme for seating children at the tables, which, as necessary, is adjusted depending on changes in the physical condition of the children in the group.
Grid of educational activities.
The grid of educational activities helps to systematize work with children during the current month. According to the requirement of SanPiN of 20. 12. 2010 No. 164 on the maximum allowable educational load in the morning in the junior and middle groups does not exceed 30-40 minutes, respectively, and in the senior and preparatory 45 minutes and 1.5 hours, respectively. In the middle of the time allotted for continuous educational activity, they spend a physical education. Breaks between periods of continuous and educational activities - at least 10 minutes.
7. Long-term plan for the year.
By the beginning of the school year, the teacher draws up a long-term plan that helps him to systematically solve the assigned tasks, using effective methods for this, individual work with children and work with parents. Long-term planning is preceded by a comprehensive and in-depth analysis of the state of educational work in the group, the identification of its strengths and weaknesses, the definition of urgent tasks for the upcoming academic year.
Work plan for the month.
To concretize and correct the educational and educational work provided for by the long-term plan, the educator uses calendar plans in his work. For the convenience of using the plan, the teacher divides it into two parts: the first and second half of the day.
In the morning, the teacher plans: conversations, individual and joint activities, reading fiction, morning exercises, finger gymnastics, articulatory gymnastics, didactic games, instilling cultural and hygienic skills, a walk, observing the weather.
In the afternoon, the teacher plans: invigorating gymnastics, conversations, individual work, experimentation, role-playing and didactic games, a walk, work with parents.
Diagnostics.
Each educator must study his pupils, monitor the peculiarities of their development. It is necessary to study in the system and constantly. For this, there are cards for the diagnosis of knowledge, abilities, skills of children for all types of activities and summary tables of the results of the mastery of the program by children.
The educator should carry out diagnostics at the beginning and end of the school year, which will give him the opportunity to compare the results of the children’s assimilation of the program and timely correct the cognitive processes in the direction of the child reaching age norms.
The scheme of interaction with the family.
The teacher's work will not be complete; if he has no contact with the parents of the children. It is necessary to acquaint parents with the curriculum, the goals and objectives of upbringing, to study the best practices of family upbringing, to acquaint parents with the life and work of a preschool institution. Work with parents should be carried out purposefully, systematically and include individual and collective forms: conversations, parent meetings, consultations, leisure evenings, exhibitions, open days, etc.
Self-education.
The teacher is obliged to get acquainted with innovations in a timely manner, replenish professional potential, improve pedagogical skills, applying new educational technologies in practice. The teacher must keep a notebook on self-education, writing down in it the name of the studied literature, the title and author of the article that interested him, indicating the pages with the most significant information. Next, you should discuss with colleagues what was learned at a pedagogical meeting or teacher's council.
№ 44. Types and types of occupations in preschool educational institutions.
Forms of training organization
Peculiarities
Individual
Allows you to individualize training (content, methods, means), but requires a lot of nerve costs from the child; creates emotional discomfort; inefficiency of training; limiting cooperation with other children.
Group
(individually-collective)
The group is divided into subgroups.
Reasons for completing: personal sympathy, community of interests, but not according to the levels of development. In this case, the teacher, first of all, it is important to ensure the interaction of children in the learning process.
Frontal
Working with the whole group, a clear schedule, a single content. At the same time, the content of training in frontal classes can be an activity of an artistic nature.
The advantages of the form are a clear organizational structure, simple control, the ability to interact with children, the cost-effectiveness of learning; the disadvantage is the difficulty in individualizing training.
5. To reveal the structural components of the learning process.
Yu.K. Babanskiy distinguishes the following components in the structure of the learning process:
1) target; 2) stimulating and motivational; 3) meaningful;
4) operationally efficient; 5) control and adjustment; 6) evaluative and resultant.
These components reflect the entire process of interaction between the teacher and the trainees, from setting a learning goal to analyzing its results.
The target component of the learning process is the setting by the teacher and the adoption by the students of the goals and objectives of the study of the topic. The stimulating-motivational component of the learning process reflects the teacher's measures to form cognitive needs, stimulate the motives of educational activities, interests. The content component of the learning process is the content of learning determined by state educational standards, programs, textbooks and teaching aids. The operational-effective component of the learning process reflects its procedural characteristics, forms, methods, means.
The control and adjustment component of the learning process involves the control of the teacher and the self-control of students in order to establish feedback and adjust the course of the learning process. The evaluative-effective component of the learning process combines the teacher's assessment and self-assessment of the learning outcomes, establishing their compliance with the set goals, identifying the reasons for their possible discrepancy, and setting goals for further activities. All components of the learning process are closely interconnected.
6. Describe the organization of the learning process in a preschool educational institution.
In kindergarten, frontal, group, individual forms of organized education are used.
The individual form of organization of training allows you to individualize training (content, methods, means), but requires a lot of nerve costs from the child; creates emotional discomfort; inefficiency of training; limiting cooperation with other children.
Group form of training organization (individual-collective). The group is divided into subgroups. Reasons for completing: personal sympathy, community of interests, but not according to the levels of development. In this case, the teacher, first of all, it is important to ensure the interaction of children in the learning process.
Frontal form of training organization. Working with the whole group, a clear schedule, a single content. At the same time, the content of training in frontal classes can be an activity of an artistic nature. The advantages of the form are a clear organizational structure, simple control, the ability to interact with children, cost-effectiveness of education; the disadvantage is the difficulty in individualizing training.
The main form of organizing training in a preschool educational institution is directly educational activity (GCD). Directly educational activity is organized and carried out by teachers in accordance with the main general educational program of the preschool educational institution. GCD is carried out with children of all age groups of the kindergarten. In the daily routine of each group, the time of the GCD is determined in accordance with the "Sanitary and Epidemiological Requirements for the Structure, Content and Organization of the Mode of Operation of Preschool Educational Organizations".
Directly educational activities are organized in all areas of educational and educational work with children: familiarization with the environment, the development of speech, musical education, visual activity, design, the formation of elementary mathematical concepts, physical culture.
When conducting educational activities directly, the three main parts.
First part- introduction of children to the topic of the lesson, definition of goals, an explanation of what the children should do.
Second part- independent activity of children to fulfill the task of the teacher or the plan of the child himself.
The third part- analysis of the assignment and its assessment.
Requirements for the organization of educational activities
Hygiene requirements:
· Direct educational activities are carried out in a clean, ventilated, well-lit room;
Teacher, constantly monitors the correctness of the child's posture,
· To prevent overfatigue of children in the classroom.
· Provide for the alternation of various types of activities of children not only in different classes, but also during one lesson.
Didactic requirements
· Precise definition of educational objectives of the GCD, its place in the general system of educational activities;
· Creative use of all didactic principles in unity when conducting GCD;
· To determine the optimal content of GCD in accordance with the program and the level of training of children;
· Choose the most rational methods and techniques of teaching, depending on the didactic goal of the GCD;
· To ensure the cognitive activity of children and the developing nature of GCD, rationally correlate verbal, visual and practical methods for the purpose of the lesson;
· To use didactic games for teaching purposes (desktop-printed, games with objects (plot-didactic and staging games)), verbal and game techniques, didactic material.
· Systematically monitor the quality of assimilation of knowledge, skills and abilities.
Organizational Requirements
· Have a well-thought-out plan for conducting GCD;
· Clearly define the goal and didactic tasks of the GCD;
· Competently select and rationally use various teaching aids, including TCO, ICT;
· To maintain the necessary discipline and organization of children during the GCD.
· Do not mix the learning process with the game, because in the game, the child masters the ways of communication to a greater extent, masters human relations.
· GCD in a preschool educational institution should not be conducted according to school technologies;
· GCD should be carried out in a certain system, link them with the daily life of children (the knowledge gained in the classroom is used in free activity);
· The organization of the learning process is useful for the integration of content, which allows you to make the learning process meaningful, interesting for children and contributes to the effectiveness of development. For this purpose, integrated and comprehensive classes are conducted.
Currently, the following classification of activities with preschool children is widely used.
54. Features of the psychological and pedagogical diagnostics of preschool children.
Psychological and pedagogical examination begins with a conversation with a child, which is aimed at establishing emotional contact. During the conversation, the general stock of knowledge and ideas of the child about the environment, orientation in time, space, emotional characteristics: contact, interests, favorite games and activities are revealed. When selecting methods for diagnostic examination of preschool children, it is necessary to take into account the psychological age-related neoplasms: the level of development of perceptual actions; visual-figurative thinking; leading activity - play, as well as typical activities - design and drawing. The main parameters of the mental development of a preschooler can be considered: acceptance of the assignment; understanding the terms of the assignment; methods of execution (chaotic actions, trying on, purposeful tests, practical trying on, visual orientation); learning ability in the survey process; attitude to the result of the activity. When diagnosing the peculiarities of the cognitive sphere of preschool children, special tasks are used, carried out in the form of a "learning experiment", as well as tasks that allow to identify the level of formation of knowledge and skills. (Methods for studying the cognitive activity of preschoolers are widely described in special literature). Analysis of the performance of tasks allows us to assess the nature of the child's activity: whether he understands the practical situation as problematic; does it analyze conditions; can independently find and use auxiliary objects to achieve the goal. Various methods are used to examine a child's motivational readiness for schooling: observation during various types of children's activities, conversation. The main indicators of the state of the emotional-volitional sphere of a preschooler are: possession of the rules of behavior; the ability to adequately respond to the assessment of the completed task, the ability to evaluate their work; the ability to overcome difficulties. In general, characterizing the main tasks of diagnostic activity in preschool age, we can say that it is aimed primarily at obtaining information about the level of mental development of children, identifying individual characteristics and problems of participants in the educational process. The choice of instrumentation for diagnostics is carried out depending on the range of developmental tasks to be solved. In diagnostic activities with children of preschool age, it is mandatory: Examination of children of the second junior group (3 years) to determine the level of mental development and building an individual trajectory of the child's development. Diagnostics of pupils of the senior group in order to determine the level of mental development for the organization and coordination of work in the preparatory group. Diagnostics of pupils within the framework of the psychological, medical and pedagogical council (PMPk) of the preschool educational institution, in accordance with the regulations on the PMPk. Diagnostics of the psychological readiness for schooling children of the preparatory group. In addition, at the request of parents, educators, the administration of the preschool educational institution and personal observations, an in-depth diagnosis of the development of the child, children's, pedagogical, parental teams is carried out in order to identify and concretize the problems of participants in the educational process.
53. The originality of teaching in different age groups of kindergarten.
The high rates of development of preschool children, including mental development, require differentiation of education in different age groups. At the same time, the originality of teaching is manifested in the main components of the educational process: its content, structure, methods and forms of organization.
In the first year of life, the main tasks are:
Development of the child's sensorics, that is, the formation of sensations and perceptions: visual, tactile, auditory;
Development of objective actions;
Movement development;
Development of children's speech.
In the process of solving these problems under the teaching influence of adults, children need to develop the ability to recognize objects, understand the speech of an adult, actively use some sound combinations and the first words. The process of teaching children in the second year of life becomes more purposeful and systematic. In the course of training, the same tasks are solved as in the first year of life. However, the orientation of children in the environment becomes more specific. Children learn to distinguish and name objects in their immediate surroundings, to highlight some, especially clearly presented qualities, to recognize plants, to carry out various actions with objects.
The whole process of the formation of ideas takes place in indissoluble unity with the mastery of speech. An important section of training at this stage is musical education and the development of basic movements. In a word, the content of teaching children of the second year of life acquires a versatile orientation. It provides the first orientation of children in the world around them, the development of their speech and the formation of initial cognitive and practical skills and abilities.
FORMS AND METHODS OF TEACHING EARLY CHILDREN
Early age is a very important stage in the life of a preschooler. From the moment of birth to the end of the junior preschool age, the child manages to do a gigantic work: he learns to handle various things around him, to walk, to establish emotional contact with loved ones (parents, older brothers and sisters, teachers of junior preschool institutions), to understand his native speech, acquires initial skills communication.
It is very important that by the end of this period the child already feels himself as an independent person, and not only as a part of the surrounding reality. The concept "I myself" is already available to him. In the structure of the learning process for children of this age, parts are clearly distinguished aimed at solving two problems:
Orientation of children in new objects, their properties and actions with them;
Subsequent mastering of representations and actions.
To solve the first problem, an adult uses examination (observation) of objects, pictures and demonstration of actions with toys and objects, accompanying all this with a clear naming and explanation. In the course of observing and perceiving the course of action, children are encouraged to actively use the word. In kindergarten, these classes are held with small subgroups 2-3 times during the day.
At the same time, the organization of independent activities of children with objects and toys continues. At the same time, an adult continues learning, if necessary, uses both "joint" action - with the subject, and the demonstration of the action, accompanying them with a word. However, it is necessary to support and encourage the independence of children. The initial demonstration of actions with an object is carried out fractionally - the demonstration of one of the operations is accompanied by the organization of the child's actions. Then a holistic display is possible with the subsequent adjustment of the child's independent activity. As a result, by the beginning of the third year of life, the elementary foundations of the initial educational skills are formed in children: acting on the instructions of adults, master the content offered to them.
THE PERSONALITY OF TEACHING CHILDREN IN YOUNGER AND MIDDLE GROUPS
Teaching children from 2 to 4 years old provides for:
Further development of orientation in objects and phenomena of the immediate environment, the formation of clear ideas about their properties. Mastering the first elementary knowledge systems based on the establishment of simple connections between objects and phenomena of reality;
Further improvement of sensations and perception, the formation of knowledge about the system of sensory standards and the ability to use them in various types of productive activities;
Formation of the initial skills of educational activity, i.e., the ability to accept a task, listen and hear an adult, answer the questions posed;
Development of children's speech, i.e. further expansion of vocabulary and the development of coherent speech.
The content and education of children 3-5 years of age becomes versatile. This is the development of ideas about the work of adults, about plants and animals, about inanimate nature, and the mastery of quantitative, spatial and temporal concepts. The curriculum includes the development of simple methods and techniques by children, the formation of skills in visual and artistic activities.
The development of elementary labor skills continues - in self-service, household work. In addition to all of the above, it is very important at this age to instill in the child the basic skills of hygienic culture. Children need to be explained how important daily body care is (bathing, obligatory hand washing before meals and after every walk), respect for clothes, toys, and correct behavior at the table.
METHODS AND FORMS OF TEACHING CHILDREN IN YOUNGER AND SECONDARY GROUPS
The originality of the content of education, the peculiarities of the cognitive activity of children (the predominant value of visual-figurative and visual-active thinking), the presence of large individual differences in it determine the nature of the learning process, its methods.
Teaching sessions in the first junior group of a kindergarten, as well as in younger groups, are organized with subgroups and have a playful character. The division of children into two subgroups is associated with the need for direct communication between the educator and each child.
The structure of the classes provides for the alternation of showing methods of action with their performance by children, a combination of listening to the teacher's speech with the active speech activity of children.
The content of each lesson, the volume of mastered concepts and actions are small. When acquainting children with objects or actions, two or three signs are included, two or three stages of action. The tasks of teaching children of younger and middle preschool age are to further develop the skills of cognitive activity. As in the first junior group, visual and practical methods are used in teaching children of the second junior group:
Observation;
Examination of paintings and demonstration of videos;
Game method;
Various exercises.
For the first time, experiments are used as one of the methods on the basis of children's mastery of individual search actions. More often, the teacher resorts to verbal methods:
Story;
Reading children's books;
For the first time, conversations begin.
THE PERSONALITY OF TEACHING SENIOR PRESCHOOL AGE CHILDREN
As a rule, by the time they reach the senior preschool age (6-6.5 years), the majority of children develop intellectual opportunities for learning at school. This is manifested in the fact that preschoolers significantly increase the possibilities of mental activity. They are quite well versed in the surrounding reality. At this stage, it is important to form skills such as the desire to learn as much as possible new about the world around and be able to systematize the knowledge gained, as well as clearly explain the result of the knowledge gained.
It is necessary to encourage the ability of preschoolers to perform simple practical and theoretical tasks, achieve a visual goal, follow the train of thought of the teacher, learn the general rules for constructing practical and theoretical tasks. Striving to develop creativity and imagination is essential. It is important for a preschooler to understand that he is moving to a more complex stage of social relationships, where he will be assigned the role not of a pupil of a kindergarten or a circle, but of a student. This role requires more complex forms of communication (personal, business) and a more serious attitude to their duties.
In older preschool children, the arbitrariness of cognitive processes (memory, attention) increases significantly, basic mental skills and mental operations are formed (comparison, analysis, generalization, classification, etc.). All this allows you to significantly improve the learning process, expand its tasks.
Further orientation of children in the world around them, the accumulation of ideas about objects and phenomena of the surrounding life;
The task of further improving cognitive processes, that is, the purposefulness of the analysis, comparison, broader generalization, etc .;
Formation of the main components of educational activity in all children;
Cultivation of cognitive interest as a motive for educational activity.
In older groups, the content of the mathematical concepts of children becomes more complicated. In unity with the process of knowledge formation, speech is taught. Coherent speech develops, phonemic perceptions are improved as a prerequisite for mastering literacy, children master the expressive means of their native language.
Teaching various types of artistic activity involves the development of a figurative vision of the environment, skills and abilities to convey it in artistic activity.
52. Specificity of using teaching methods in working with preschool children.
Parenting methods
- ways of interrelated activities of adults and children, aimed at achieving an educational goal.
Teaching methods
- a set of ways, ways to achieve goals.
Acceptance of training
- part of the method, a separate step in the implementation of the method.
In preschool pedagogy, a classification of teaching methods is adopted, which is based on the main forms of thinking (visual-effective and visual-figurative).
Visual methods and techniques of teaching
1- Observation - the ability to peer into the phenomena of the surrounding world, to notice the changes taking place, to establish their causes.
Observation types: short-term and long-term; repeated and comparative; discerning character; for changing and transforming objects; reproductive in nature.
2- Demonstration of visual aids (objects, reproductions, filmstrips, slides, videos, computer programs).
Visual aids used to familiarize yourself with the environment: didactic pictures combined in a series; reproductions of paintings by famous artists; book graphics; subject pictures; educational films.
Showing ways
actions;
Sample display.
Verbal teaching methods and techniques
1- The teacher's story.
The story achieves its goal if: the teacher sets an educational and cognitive task for the children; the main idea, thought is clearly traced in the story; the story is not overloaded with details; its content is dynamic, in tune with the personal experience of preschoolers, evokes in them a response, empathy; adult speech is expressive.
2- Children's stories (retelling of fairy tales, stories from pictures, about objects, from children's experience, creative stories).
3- Conversation.
For didactic tasks, there are: introductory (preliminary) and final (generalizing) conversations.
4- Reading fiction.
Questions (requiring ascertaining; encouraging mental activity);
Indication (complete and fractional);
Explanation;
Explanation;
Educational assessment;
Conversation (after the excursion, walking,
viewing filmstrips, etc.).
Game methods and teaching techniques
1. Didactic game
2. An imaginary situation in its expanded form: with roles, play actions, appropriate play equipment.
The sudden appearance of objects;
The teacher's play
actions;
Guessing and guessing riddles;
Introduction of competition elements;
Creation of a game situation.
Practical teaching methods
1- Exercise is the child's repeated repetition of mental or practical actions of a given content (imitative-performing, constructive, creative).
2- Elementary experiences, experimentation.
Elementary experience is the transformation of a life situation, object or phenomenon in order to reveal the hidden, not directly presented properties of objects, to establish connections between them, the reasons for their change, etc.
3- Modeling is the process of creating models and using them to form knowledge about the properties, structure, relationships, connections of objects (D. B. Elkonin, L. A. Venger, N. N. Poddyakov). It is based on the principle of substitution (a real object is replaced by another object, a conventional sign). Subject models, subject-schematic models, graphic models are used.
The choice and combination of teaching methods and techniques depends on:
Age characteristics of children (in the younger preschool age, the leading role belongs to visual and play methods; in the middle preschool age, the role of practical and verbal methods increases; in the older preschool age, the role of verbal teaching methods increases);
Forms of organization of training (the educator chooses the leading method and provides a variety of techniques for it);
Equipping the pedagogical process;
Personalities of the caregiver
TRAINING AND TRAINING MEANS
Educational tools
- a system of objects, objects, phenomena that are used in the educational process as auxiliary ones.
Classification of educational means
(L. S. Vygotsky, I. P. Podlasy, P. I. Pidkasisty, V. I. Loginova, P. G. Samorukova)
Means of material culture
- toys, dishes, environmental objects, TCO, games, clothing, didactic materials, etc.
Means of Spiritual Culture
- books, art objects, speech.
Phenomena and objects of the surrounding world
- natural phenomena, flora and fauna.
Learning tool
Is a material or ideal object that is used by the teacher and students to assimilate new knowledge
The choice of teaching aids depends on:
Regularities and principles of teaching;
General goals of training, education and development;
Specific educational objectives;
Level of motivation for learning;
The time allotted for the study of a particular material;
The volume and complexity of the material;
The level of preparedness of trainees, the formation of their educational skills;
Age and individual characteristics of trainees;
The type and structure of the occupation;
The number of children;
The interest of children;
The relationship between teacher and children (cooperation or authoritarianism);
Material and technical support, availability of equipment, visual aids, technical means;
The personality traits of the teacher, his qualifications.
Types of children's activities (in accordance with the Federal State Educational Standard of DO)
in infancy
Direct emotional communication with an adult,
Manipulating objects
Cognitive and research activities,
Perception of music, children's songs and poems,
Physical activity
Tactile movement games
in young years
Subject activities and games with composite and dynamic toys;
Experimenting with materials and substances (sand, water, dough, etc.,
Communication with an adult and joint games with peers under the guidance of an adult,
Self-service and actions with household items-tools (spoon, scoop, spatula, etc.,
Perception of the meaning of music, fairy tales, poems, viewing pictures, physical activity;
for preschool children
Game activity, including role-playing game, game with rules and other types of game,
Communicative (communication and interaction with adults and peers,
Cognitive research (researching objects of the surrounding world and experimenting with them,
Perception of fiction and folklore, self-service and elementary household labor (indoors and outdoors,
Construction from various materials, including constructors, modules, paper, natural and other materials,
Fine (drawing, modeling, applique,
Musical (perception and understanding of the meaning of musical works, singing, musical rhythmic movements, playing children's musical instruments)
Motor (mastering basic movements) form of child's activity.
51. Didactics as a special branch of pedagogical science.
The effective organization of training requires a comprehensive scientific substantiation of the content of education, training and upbringing, the study of their laws, principles, forms and methods. This is done by a special area of pedagogical knowledge - didactics.
Didactics (Greek didactikos - teaching) is a branch of pedagogy that develops the theory of education and training, upbringing in the learning process
The subject of didactics is:
1) determination of the goal and objectives of training;
2) determination of the content of education in accordance with the requirements of society It is about the content of scientific material that students must learn, and certain practical skills and abilities that they must master during their time at school;
3) identification of the patterns of the learning process on the basis of its analysis, the implementation of special search and experimental work;
4) substantiation of the principles and rules of teaching based on the identified patterns of teaching;
5) the development of organizational forms, methods and techniques of teaching Didactics is designed to familiarize teachers with the methods and ways of teaching students, with the help of which it is possible to achieve the goals of the learning process;
6) provision of educational and material base, teaching aids that can be used by a teacher in the learning process
Didactics studies the learning problems characteristic of all subjects, abstracts from the peculiarities of the teaching methodology of academic subjects
The task of modern didactics is to ensure effective education, spiritual enrichment, development of the child, his activity, talent, creative potential, the ability to independently acquire new knowledge, in creating conditions for her self-realization.
This, according to V Lozova, is facilitated by the following methodological approaches to the educational process:
48 The curriculum of preschool education is a technical normative act, is included in the structure of the curriculum documentation of the educational program of preschool education (hereinafter referred to as the curriculum). The curriculum defines the goals and objectives of the study of educational areas, their content, the time allotted for the study of certain topics, types of children's activities, recommended forms and methods of education and training. The content of the preschool education curriculum has been developed in accordance with the Code of the Republic of Belarus on Education dated January 13, 2011, educational standards for preschool education. The structure of the preschool education curriculum (hereinafter - the curriculum) includes "Explanatory note", "Characteristics of the physical and mental development of the child", "Content of preschool education", "Indicators of the pupil's development", appendices, and a list of recommended literature.
the first block - "The content of preschool education", which defines the goals and objectives of the study of educational areas, their content (basic component, ie the minimum compulsory content of education, and the extra-basic component, ie the content in excess of the content established by the educational standards of preschool education educational areas), differentiated by
age groups of pupils;
the second block - "Implementation of the content of preschool education", which determines the time allotted for the study of the content, types of children's activities, recommended forms and methods of education and training.
Introduction: The didactic game "Collect and Dress Up a Snowman" is intended for young children from 3 to 5 years old. Annotation: The game is a set of two types of snowmen, a disassembled snowman and individual items of clothing of different colors and shapes. This game ...
Objective: Awareness of the differences between the world of a child and the world of an adult, expressed in the characteristics of perception, emotional experiences. Equipment: paper, colored pencils, felt-tip pens, brushes, paints. The course of the lesson. Introduction. Greetings. Participants are encouraged to greet each other with their hands, fingertips, feet, eyes, noses, etc. Main part. Game "Mirror". An adult and a child become ...
FEATURES OF USING LOGORITHMIC AND MUSICAL-RHYTHMIC MEANS FOR ELIMINATION OF DISLALIA, RINOLALIA, DYSARTRIA, VOICE DISORDERS Exercises and games for the correction of dyslalia. Means of logo-rhythmic and musical-rhythmic education for the correction of dyslalia are used in stages and in a differentiated manner. The preparatory stage, the evocation and shaping of sound, automation ...
Purpose: to promote the formation of the concept of "kindness", to make children want to do good deeds, to help others. Educational area Objectives Target guidelines "Social and communicative development" To develop in children the skills of constructive communication and interaction in the process of joint activities with adults and peers. Develop in ...
Ekaterina Gorbacheva
The layout of the children at the tables during meals
In the middle group of MBDOU d. From No. 3, according to sanitary standards, each child has his own place for tables during meals... Places assigned to children are reflected in seating pattern at tables during meals, which is adjusted as necessary depending on changes in physical condition group children... There are so many options on the Internet schemes, but I never found one that really met all my requirements. I present to your attention my the layout of the children at the tables during meals.
On scheme the most important moments:
Quantity tables, (all tables are numbered) ;
Furniture group (in accordance with the table of SanPin standards);
On each a list of children is written on the desk sitting behind table;
On table and chairs, a geometric figure is glued along which children can navigate, find their own chair (in my case, it is a circle, square, rectangle, triangle and rhombus in two colors - purple and orange).
During the year transplanting children, change how tables and in places and neighbors in table.
Tables and chairs are adjusted in height in accordance with SanPin standards, to all tables a convenient passage is organized.
I hope my the scheme will be useful... If someone needs something schema, I can send it to email. mail. Write!
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Consultation “Organization of children's meals and the formation of aesthetic skills for eating. Culture of behavior at the table " Children's health cannot be ensured without a balanced diet, which is a prerequisite for their harmonious and physical growth.
In this book, she will find the necessary information on how to organize a holiday for the smallest, both the kindergarten teacher and the child's parents. It offers scenarios of holidays, games that contribute to the emotional, mental and social development of the child, quizzes and contests, as well as a lot of tips on how to make every day fun and useful in kindergarten and at home.
Zoo corner in kindergarten Irina Kataeva
The arrangement of a zoological corner in preschool institutions opens up new opportunities for educational work with children. In many ways, the success of this event depends on the correct and competent organization of the living area. The book provides recommendations on the selection of animals for a corner of wildlife, provides brief descriptions of animals and contains information about the features of caring for each group of animals. Particular attention is paid to safety measures when communicating with the inhabitants of the zoo corner.
Kindergarten Jeff Ryman
Jeff Ryman, a cult modern utopian science fiction writer, effortlessly places us in the shaky world of an alternative future, where the plant world belongs to the planet. Electronics has been replaced by highly developed organic chemistry; people are "engaged" in photosynthesis, study under the guidance of viruses, reproduce strictly on schedule ... and few live to forty years. The author focuses on young human individuals and their life in a well-maintained “nursery”. The birth of Milena, who is immune to the laws of organic matter, makes her start ...
Children's yoga Andrey Bokatov
This book is unique. In it, for the first time, the methodology of applying the oldest science - yoga - is presented for the harmonious upbringing of children: improving not only their physical body, but also their soul and spirit. This is primarily a practical guide, which contains a huge number of practical techniques tested in kindergartens, schools and yoga groups. Designed for parents who want to educate their children as natural and free personalities, preschool educators, school teachers and professional instructors ...
Musical games for children Tatyana Obraztsova
The book contains descriptions of musical games that children will play with great pleasure in kindergarten, at school or at home. The publication provides examples of a variety of musical games designed for children of all ages - from 3 years old to senior school age. These are games that develop a sense of rhythm, ear for music and memory, musical-humorous and ritual games, as well as forming children's imaginative thinking and skills of joint creativity. The material of the book will be very interesting for methodologists, educators and teachers of musical ...
Finger games for children from one to three years old ... Svetlana Ermakova
Are happy faces possible in boring school and kindergarten classes? Of course they are! And finger games will help you with this. Funny poems for fun physical education will appeal to both adults and children. With their help, you can switch the attention of babies, improve their memory and develop fine motor skills of hands, which is very important for mental and physical development. And for the smallest games, at first, they can be just poems that are easy to memorize.
Children of the dungeon Vladimir Korolenko
"Children of the Underground" is a story about children's friendship, about the life of the poor in tsarist Russia. It is impossible to read this unforgettable story without excitement. It is written so truthfully, with such ardent sympathy and love for unfortunate people! The author of the story, Russian writer Vladimir Galaktionovich Korolenko, grew up in Ukraine, in a poor, working family. In his works, he always fought for the truth. Korolenko could not indifferently look at the suffering of the common people, he fervently hated all evil, violence, injustice in public life. You can't live like that, they said ...
Children of the Underground (ill. Kostitsyn) Vladimir Korolenko
"Children of the Underground" is a story about children's friendship, about the life of the poor in tsarist Russia. It is impossible to read this unforgettable story without excitement. It is written so truthfully, with such ardent sympathy and love for unfortunate people! The author of the story, Russian writer Vladimir Galaktionovich Korolenko, grew up in Ukraine, in a poor, working family. In his works, he always fought for the truth. Korolenko could not indifferently look at the sufferings of the common people, he fervently hated all evil, violence, injustice in public life. Korolenko wrote ...
Roy Michael Crichton
They were miniature but deadly predators. Compared to them, even Frankenstein's monster looked like a harmless horror story for kindergarten students. An emergency occurred at an experimental factory in the Nevada desert - a swarm of intelligent micro-robots, developed by order of the Pentagon, broke free. All attempts to destroy them were unsuccessful - after all, the swarm possessed a collective intelligence and the ability to self-learn. But on the way of these monstrous creatures of nanotechnology was unemployed scientist John Foreman, a loser and a father ...
Secret Assassins Robert Wilson
In the city dump of Seville, a terribly disfigured corpse is found. Senior Police Inspector Javier Falcón begins an investigation, but the next day, an explosion is heard in the basement of a mosque in the basement of Cerezo's dismal tenements, destroying a section of a residential building and part of a kindergarten nearby. The corpses of children, adults, wounded, mutilated - in such an environment, the senior inspector switches to the search for the organizers of the terrorist act. Spanish and British intelligence and the CIA are joining the investigation. But…
House in the ravine Alexander Vargo
Children can be so cruel! .. Summer vacation in the forest of kindergarten pupils ended in tragedy. Young creatures "pecked" their contemporaries, the quiet Masha Fedorova. The girl escaped from the camp and disappeared. Her body was found only three days later at the bottom of a deep well in a ravine ... But children's aggression is nothing compared to the monster that appeared in the same places thirteen years later ... The sinister clown punishes the locals with the most sophisticated instruments of torture of the medieval inquisition: he rips off the skin alive, impales them ... Everywhere in the forest they find tormented ones ...
I see you Tatiana Savchenko
You encounter them every day, but you do not see them. They do not advertise their essence, because they are afraid to be misunderstood, and the Inquisition taught them to be careful. Creatures from children's fairy tales and horror films are quite real. Demon children go to the same kindergarten with your children. The seller from the nearby bakery has never tasted his own produce, because his stomach only absorbs blood. The famous actor does not ask to leave pineapples and champagne in his dressing room, as he feeds on sexual energy. Take a look: who is next to you now?
Adaptation of the child in the group and the development of communication ... Irina Konstantinova
In the proposed edition we are talking about a group lesson CIRCLE. At the Center for Curative Pedagogy (Moscow), this lesson is conducted with preschool children who have various, incl. severe developmental disorders. The main goal of teachers in the KRUG lesson is to prepare children with emotional-volitional disorders for group lessons, to organize an environment that makes it easier for such children to adapt to a peer group, as well as to motivate children to participate in group activities and communicate with peers. CIRCLE - the first organized lesson, ...
Circle of the doomed Irina Lavrentieva
An ordinary kindergarten, no different from hundreds of others ... until the time when children suddenly began to fall ill there. To fall ill with a dangerous and mysterious disease. Until that time, until one day the teacher died. A tragic accident? Perhaps ... But the lawyer Elena Kalinina refuses to believe in this accident. Intuition tells her that there is something logical in these terrible coincidences. Something behind which a strange, complex, well-thought-out crime is guessed. A crime, the thread of which must be untangled before new innocents suffer ...
Migrants Viktor Kosenkov
2016 year. A new generation collider was launched. During the experiment with high energies, something went wrong, and humanity plunged into suspended animation for 30 years. Everyone fell asleep, but not everyone woke up. Igor Morozov woke up on a ferry off the coast of Estonia. An ordinary business trip turned into a terrible nightmare. Now native Tallinn is dilapidated houses, dead cars and brutalized people. Igor walks through the city disfigured by the catastrophe to his son, for whom he had never had enough time before. But instead of one boy, he gets a whole kindergarten in his arms. Now ...
I will speak clearly and Sinitsyn
The book contains more than a thousand short and funny poems, specially written so that children can work out almost all "speech therapy difficult" sounds. These verses are very easy to remember, and their playful nature helps to maintain the child's interest in speech therapy classes. Children without speech therapy problems can use them as phrase-mongers, tongue twisters and rhymes. For children who have just learned to read, they can be their first independent reading experience. Teachers working with children in the development of speech will find ...
Sitting at the table, the child must keep the body in a certain position, while the muscles of the neck and back are strained. Muscle tension is especially great in cases where the child is not sitting upright, but leaning forward. To reduce the tension of the cervical and dorsal muscles that occurs when the body is tilted, the child should strive to rest his chest on the edge of the table at which he is sitting. Such a landing quickly tires, since the chest is compressed, the depth of breathing, therefore, the supply of oxygen to tissues and organs decreases. The habit of sitting with support on the chest can lead to deformity of the sternum, stoop and myopia.
An upright seating position is more stable and less tiring, since the body's center of gravity in this position is above the fulcrum. However, a straight seating position can quickly tire a child if the chair does not match the proportions of his body and does not have a backrest to lean on.
Static muscle tension during seating can be reduced by distributing muscle tension more evenly. To do this, it is important to increase the number of points of support: you need to sit straight, not on the edge, but on the entire seat, the depth of which should be at least 2/3 of the length of the hip of the person sitting, and the width should exceed the width of the pelvis by 10 cm; lean your feet on the floor, your back - on the back of a chair, your forearms - on the table top. The shoulders, when properly seated, should be level and parallel to the table top.
The height of the chair seat above the floor should be equal to the length of the shin of the person sitting with the foot (measured from the popliteal notch, adding 5-10 mm to the height of the heel). This is important so that when landing you can rest your feet on the floor, keeping your hips at right angles to your shins. If the seat is too high, the position of the body of the seated person will not be stable, since he will not be able to rest his feet on the floor. If the seat is too low, the child will either have to move his legs to the side, which will disrupt his proper seating, or put them under the seat, which can cause poor circulation in the legs, since the vessels passing in the popliteal fossa will be pinched. The height of the table above the seat (differentiation) should allow the person sitting freely, without raising or lowering their shoulders, to put their hands (forearms) on the table. With too much differentiation, working at the table, the child raises his shoulders (especially the right shoulder), with too little - bends, slouches, tilts his head too low to examine the object.
During classes, you need to lean your back on the back of a chair, it is good to see objects. To do this, it is necessary to observe the distance of the back, that is, the distance between the back of the chair and the edge of the table facing the seated person should exceed the anteroposterior diameter of his chest by 3-5 cm. In this case, the distance between the plumb lines lowered from the front edge of the chair seat and from the edge of the table, or the seat distance, becomes negative, i.e. the edge of the chair goes 2-3 cm under the edge of the table. If there is no distance between the edges of the table and the chair (zero distance) or the seat distance is positive (the chair is slightly moved away from the edge of the table), it is impossible to lean on the back of the chair when doing any work at the table.
Educators during classes should monitor the seating of each child. It is possible to demand from children the correct seating at the table only if the furniture matches the height and proportions of the child's body. Short deviations from these postures are needed for rest, relaxation, but they should not become habitual, as this causes a violation of posture. Some parts of the child's body, during his normal development, are in a certain ratio with the length of the whole body, therefore, growth is taken as the main value from which one proceeds when determining the size of furniture.
The organization of a subject-developing environment in group rooms is carried out taking into account age characteristics. The arrangement of furniture, play and other equipment meets the requirements for protecting the life and health of children, sanitary and hygienic standards, children's physiology, principles of functional comfort, and allows children to move freely.
The location of the play and sports equipment meets the requirements of protecting the life and health of children, their physiology, the principles of functional comfort, and allows children to move freely.
