Tatiana Pivovarova
Educational activities in special moments in the senior group. Card index

Educational

activity in restricted moments.

Senior group.

Card index.

Conversation "Milk". Strengthen children's understanding of milk production (milking a cow, boiling, packaging in a factory). Talk about boiling milk as a way to keep milk fresh longer. Expand children's understanding of the environment.

Conversation “Every thing has its place” Teach to take care of things, remind that all things should be in their places. Reading Art. Z. Alexandrova “What you took, put it back”. Develop a desire for order and a sense of humor.

Conversation "Wheat", with show Pictures. To consolidate children's knowledge that grain is threshed from ears of corn, from which flour is subsequently ground, and bread is baked from flour. Tell the children that the same grains can be ground in different ways - you can get flour, semolina and wheat grits. Strengthen children's knowledge about cereals.

Conversation "Felt boots". To reinforce children's ideas about the benefits of felt shoes in winter during severe frosts. Experimentation: explain the process of producing felted shoes, clearly showing it on a piece of cotton wool. Develop interest in the world around us and the work of adults.

Conversation "Onion". Continue to consolidate knowledge about vegetables. Discuss with children that onions are eaten both fried and boiled (in soup and raw (green onions, chopped onions). Remember, like in a fairy tale "Pinocchio" Papa Carlo had only one onion for food. Let us conclude that this is, of course, an extremely meager breakfast, but it can support a very hungry person.

Conversation about caring handling clothes. Encourage people to check for gloves before and after a walk. Reading Art. G. Ladonshchikova “I lost my mitten”. Develop KGN.

Di “What is the name of the soup?”. Activate your vocabulary, develop logical thinking. Pin titles soups: "borsch"(beet and tomato soup, "rassolnik"(cucumber soup, "ear"(fish soup, "cabbage soup" (cabbage soup).

Conversation “How a doctor treats teeth” To consolidate children's knowledge about the dentistry profession. Demonstrate the process of drilling a tooth and applying a filling on a large plasticine model.

Conversation "Combing". Talk about the need for combing for boys too. Reading a poem about a scallop.

“Even though I quarrel with you often. Hello toothy comb! Without you, my sister can’t braid her hair. Without you, my brother would have to walk around with shaggy hair all day long.” Develop KGN.

Conversation about brushing your teeth. Show how to brush your teeth correctly using a toothy toy as an example. An experiment with teeth cut from orange peels. Show that when moving the brush from side to side, food debris is not removed from the space between the teeth, but when moving from top to bottom, they are removed. Finger play by T. Pivovarova "Brushing our teeth".Develop KGN.

Conversation "Rice". Remind your children about what rice dishes they know. Show on the interactive board how rice is grown, explain why it is not grown in our area. Develop children's understanding of cereals.

Conversation "How animals wash themselves". We remember how a cat, a dog, a sparrow, a duck washes itself (children tell based on observations).Tell how elephants and horses, bears and tigers bathe. Develop ideas about the world around you. Develop coherent speech, activate vocabulary.

Conversation "Where does milk come from" . Reading a poem by K. Kuklin "There walked a cow and a calf".

- "Wonderful combs"- consolidating children’s knowledge that personal hygiene items should be individual and kept clean, instilling neatness. Reading Art. Yu. Simbirskaya “Bangs with a comb

Not afraid at all."

Conversation “What kind of soap is there?”- children remember that there is liquid soap and just soap, laundry and toilet soap, with a pleasant smell. Arouse interest and positive emotions when washing hands.

Reminding children that our food is prepared by a cook in the kitchen - reinforces the idea of ​​professions. Reading a poem by O. Grigoriev "The cook was preparing lunch"-- develop children's understanding of professions and sense of humor.

Teach to exercise self-control, encourage children to pay attention to their appearance, and the desire to be neat. Expand children's understanding of the concept "accuracy" Reading Art. E. Cherkashina “Mama Kvochka has eight sons and two daughters. Mom bought each of us two pieces of soap, so that they would be clean, neat, beautiful and neat.”

Di “Guess which vegetables”.Continue to consolidate knowledge about vegetables. Learn to independently determine which vegetables a soup or salad is made from. Reinforce the correct pronunciation of a word "beet" with assistant speech therapy rhymes: “The beets began to cry, they were wet to the roots. Guys, I’m not a beet, I’m a beet.”

Conversation “Who sews our clothes?” To consolidate ideas about the profession of a tailor. Reading Art. M. Boroditskaya “Today is a day off old tailor» .

Conversation about microbes. To give an idea of ​​microbes and viruses visible only through a microscope, which, if left on unwashed hands or vegetables, can lead to illness. Reading Art. V. Bredikhina “Once a microbe settled in”

Conversation "Autumn and winter clothes". Discuss similarities and differences. Riddles about winter clothes (“Two sisters, two braids made of fine sheep’s wool. How to go for a walk - so to put on, So that five and five do not freeze.” etc.)

D/i “Guess which vegetables”.Continue to consolidate knowledge about vegetables. Learn to independently determine which vegetables a soup or salad is made from. Talk about which vegetables can be eaten raw (carrots, cabbage, cucumbers, etc., and which ones can only be eaten boiled or fried (beets, zucchini, potato) .

Conversation "Fry, cook". Clarify children's understanding of fried and boiled foods and methods of cooking. Invite children to discuss which food, fried or boiled, is healthier. Expand children's understanding of the world around them.

Conversation "Garlic". Clarify children's understanding of the benefits of this vegetable for the prevention of colds, tell children about the volatile substances contained in garlic, which determine its specific smell. Expand children's understanding of the world around them.

Conversation-riddle “How are orange and garlic similar?” Lead the children to the conclusion that garlic and orange have "slices". Expand children's understanding of edible parts of plants. Develop logical thinking.

Conversation "Ironing clothes" as preliminary work for a role-playing game "Family". To give children a positive idea of ​​this type of work activities, to develop respect for the work of adults, to consolidate the idea of ​​the aggregate states of water ( “if there is intense heat somewhere, steam will come out of the water”).

Conversation “We are all friends with cleanliness”, about the need to remove garbage, formed during play and activity. Explain the meaning of the proverb “Garbage is something that is not in its place. Develop children's work skills and a positive attitude towards them.

Conversation "Let's color our breakfast" Show to children on the interactive whiteboard pictures-examples, depicting decorating traditional breakfast dishes (porridge, cottage cheese, with jam and dried fruits. Explain that these ideas for a fun, festive breakfast are not for every day. Offer to color breakfast at home, with mom. Increase children’s appetite, develop ideas about cooking , maintain children's interest in the cooking process.

Conversation "Holiday Clothes". Ask the children how festive clothing differs from everyday clothing. Reinforce the concept "Cloth". Create a desire to take care of clothes, to be beautiful and tidy.

Conversation "Where does milk come from". To consolidate children's knowledge about the profession of a milkmaid. Activate vocabulary with words "milkmaid, milk, udder, calves, heifer, bull". Reading a poem - a riddle by Yu. Chernykh “Who is grazing in the meadow?”/ Develop logical thinking.

Reading a fairy tale by T. Shorygina "Scarecrow". Lead children to the conclusion that an unkempt appearance is unpleasant to others, but a neat person makes them want to communicate.

Conversation on ethics and culture of behavior on the topic "Bread". To update children’s ideas about the work of grain growers, to cultivate respect for bread.

Experimentation "Huge Soap Bubbles" Show children how to use a soap solution and a loop to blow an unusually large soap bubble. Arouse interest in soap and soap foam, a positive attitude towards washing.

Conversation “Why you need to put toys away” Re-enactment with a boy doll “Petya didn’t like cleaning”- invite the children to continue the story started by the teacher, bring them to the idea that they can trip over scattered toys. Teach children to put toys in order, put them in place; encourage the desire to establish and maintain order, explain how order and security are connected in group.

- “Why is the shoe "asks for porridge"- explain to children the meaning of the saying, evoke a desire to carefully handle shoes.

- "I'm straight as an arrow". Practical exercise during afternoon tea "Correct body position while eating" with all the children. To reinforce children’s ideas about the need to develop correct posture.

Conversation “Sugar”. Tell the children that sugar is made from beets. Remind us of the property of sugar to dissolve in water. Experimenting - where will sugar melt faster, in cold or hot water? Expand children's knowledge about the world around them.

Conversation "Sweets". Invite children to list their favorite sweets, tell them that sweets are made with sugar or honey. Talk about the benefits of a small amount of sweets (they help you think, give you strength, and the dangers of consuming large amounts of sweets (teeth deteriorate, a person gets fat, may get sick). Expand children's knowledge about the world around them.

Conversation "Brushes". “A toothbrush – why is it needed?” Di “What types of brushes are there?”. Reading rhyme "Brushes"“I brush my teeth with this brush, my shoes with this brush, I clean my trousers with this brush,

These brushes are all needed." Develop ideas about the world around you and the need to brush your teeth (and clothes).

Conversation "About tasty and healthy food". Give an idea of ​​the useful products: vegetables, cereals, milk, eggs, fish and meat. Tell us that we need nutrition to grow and maintain strength. di "Find harmful products"(from Spanish) cards with images of vegetables, cakes, milk, sweets, lemonade, chips, etc.)

Conversation about fruits. Continue to consolidate knowledge about fruits. Learn to independently determine from which fruits and berries compote and jelly are made.

Conversation "Vitamins". Talk about the benefits of vitamins and their importance for human health. Encourage children to understand that proper nutrition is necessary for good health. Tell children about vitamins, the functioning of which organs they help and what foods they contain.

Conversation “Do you have a napkin?” To form the necessary ideas about the rules of behavior at the table. Learn to use napkins as a necessary serving attribute.

- -“Pills grow on a branch, pills grow in a garden bed” Strengthen children's knowledge about vegetables and fruits. Form a concept "proper nutrition", an idea of ​​how nutrition helps avoid many diseases.

Conversation "Threads and Needles". To consolidate ideas about the profession of a tailor and the attributes of his profession. Create a desire to be neat and take care of clothes.

Conversation "Polite words at the table". Continue to introduce children to the rules of table etiquette. Guessing the riddles of O. Emelyanova "Polite words".

Conversation “Why do you need a comb?” Experimentation: Show the children a tangled skein of thread and offer to untangle it. Explain that hair also gets tangled if you don’t comb it. Reading a poem about V. Kuzminov’s comb “There’s a whole row of sharp teeth, But they don’t eat with them!” What runs like a filly From the temples to the back of the head?

Conversation "Allergy" tell children about allergies, what is the basis for the fact that some children cannot eat certain foods. Invite children to also take care of their comrades, make sure that they do not mistakenly eat the foods in which they have been limited.

Conversation "Lapti". Expand children's understanding of shoes. Tell the children that in the villages they used to walk in bast shoes woven from linden bark (display on the interactive board, or just barefoot, and only very rich people could buy boots and boots. Explain the meaning of the proverb “Don’t try to weave bast shoes without cutting the bast.” Continue to introduce children to folklore, Russian folk traditions and customs.

Conversation "Wheat". Expand children's knowledge about the environment. Give children the knowledge that from one wheat grain, depending on the grinding, you can get flour, semolina and wheat grits.

Conversation "Semolina and wheat porridge". To consolidate children's knowledge that semolina and wheat grains are made from wheat grains, ask them to think about whether it is possible to make wheat grains from semolina? What about the other way around?

Conversation “Divide the bread in half, even though you are hungry.” Invite children to explain the meaning of the proverb and explain agreement in a reasoned manner. (or disagreement) with her. Form in children the habit of sharing with friends. Maintain a careful attitude towards bread.

Conversation “Soap is the friend of our hands.” Reading a fairy tale by O. Shikhzamanova "Pumpatus and Soap Bubbles". Encourage children to have a positive attitude towards washing.

Conversation about hospitality. Explain to children the meaning of the proverb “What’s in the oven is all on the table, swords.” To develop children's ideas about folklore and Russian folk traditions.

Conversation "Dough". Talk about the dough as the basis of any baking, explain that the most important component of the dough is flour. Experimentation: Making dough from flour, water and salt together with children. Continue to expand children's understanding of the world around them.

Conversation "Salt". Talk about the importance of salt, that salt is added to almost every dish. Explain how salt is mined (evaporation from sea water or extraction of rock salt in quarries). Expand children's understanding of the environment. Explain to children the meaning of a traditional Russian wish “Bread and salt!”. Continue to introduce children to folklore, Russian folk traditions and customs.

Conversation « Potatoes are the second bread» Discuss the saying. Invite children to list dishes they know from potatoes

Di “Guess which vegetables”.Continue to consolidate knowledge about vegetables. Learn to independently determine which vegetables a soup or salad is made from. Remember, they grew underground ( potato, carrots, or above ground (cucumber tomato). Expand your understanding of the environment.

Conversation "Dairy products" Invite the children to list what dairy products they know, tell which products are made from raw milk (kefir, curdled milk, cream, and which ones are made from heated, boiled milk. (cheese, cottage cheese). Activate vocabulary, expand children's understanding of the environment.

A conversation about proper ear care. Target: help improve healthy lifestyle skills. Reading Art. E. Moshkovskaya “Doctor, doctor, what should we do, should we wash our ears or not?”

Conversation "Boiled milk" Explain why milk is boiled (for longer storage). Tell us what happens if you leave unboiled milk on the table (it will turn sour). Tell that when milk turns sour, from above sour cream is formed, and the rest can also be boiled, and you will get cottage cheese. Expand children's understanding of the environment.

Conversation “You need to put things away so you don’t have to look for them”. Continue to introduce children to the rules of caring for things and the need to save their time. Reading the story by L. Voronkova "Masha the Confused".Activate your vocabulary with words that convey respect for time and things "thrifty", "careful". « assembled» .

Conversation “Wash your hands and fruits so that there is no trouble”. Discuss the dangers of eating unwashed vegetables. Reading Art. V. Marakhina "Always wash your vegetables". Develop ideas about the environment and KGN

Conversation “Why do we need vitamins?”. To develop children’s ideas about healthy and harmful foods, about vitamins as substances necessary for humans. Reading Art. S. Loseva "Who are vitamins"

Conversation “Wash your hands thoroughly” Explain the meaning of the word "thoroughly". Reading Art. L. Skorneva “The mouse washed its paws badly” Develop KGN, activate children's vocabulary.

- “We wash doll bed linen”. Expand the range of work activities performed by children with a high degree of independence. Cultivate a responsible attitude towards the work received. Encourage children to make their own decisions – where to dry their laundry? (on battery). Remember that when water heats up it turns into steam. Develop logical thinking.

Conversation “What fruits (vegetables) grow in our country? To consolidate children's understanding of vegetables and fruits and their places of growth. Maintain an interest in the surrounding world, in living nature, and reinforce the idea of ​​healthy products.

Conversation “How sloppy - all the clothes are stained!” Form in children the habit of taking care of their appearance.

In kindergarten, children’s life activities proceed in accordance with a scientifically based regime. It accustoms little pupils to a certain rhythm, promotes the development of useful habits, and protects the child’s nervous system from overwork. A well-written outline of routine moments will help make washing, dressing, walking and eating educational. In the senior group, as in others, the age characteristics of the pupils are taken into account when compiling it.

Daily routine at preschool educational institution

One of the main tasks of the kindergarten is to satisfy all the needs of the body of preschool children, strengthen their health, and also develop useful cultural and hygienic skills. When compiling notes in the senior group, you can rely on the following table.

Activity	Time frame (according to the "Origins" program)
Reception of children, their examination, free games	7.00 - 8.20
Charger	8.20 - 8.30
Breakfast	8.30 - 9.00
Educational activities along with preparation and breaks	9.00 - 10.30
Walk	10.30 - 12.20
Returning to the group, undressing	12.20 - 12.35
Dinner	12.35 - 13.00
Quiet hour	13.00 - 15.00
Lifting and hardening	15.00 - 15.30
Afternoon snack	15.30 - 15.50
Free games	15.50 - 17.00
Walk, children go home	17.00 - 19.00

The teacher should encourage the activity and independence of pupils, organizing their activities at scheduled moments. In the older group, children already know how to wash and dress, and eat food carefully. It is necessary to consolidate the achieved results, and also gradually complicate the tasks.

Setting goals

Before drawing up a summary of the routine moments in the senior group, the teacher should familiarize themselves with the educational program. It indicates what hygiene skills should be developed at this age.

So, when washing, children should act quickly and independently and dry themselves with a personal towel. The habit of washing hands with soap before eating, after going to the toilet, and when dirty is established.

During lunch, children should eat quietly and carefully. They are taught how to properly handle a fork and knife and use a napkin. When sitting at a table, you need to remember about your posture. Coming out from behind him, the children push up their chair and thank the adults, as well as those on duty.

Children should dress and undress quickly, without the help of adults. Things and shoes are neatly put away in a locker in a certain order. The teacher creates in children the need to monitor the cleanliness of their clothes, pay attention to problems in their appearance, and eliminate them.

At the beginning of the school year, children are monitored. The identified “problem areas” are taken into account when organizing activities at critical times. In the older group, children are already familiar with the sequence of actions; a reminder from an adult is enough for them. Praise and encouragement are also actively used.

Making notes in the senior group

The teacher must plan in advance his actions aimed at developing the necessary self-care skills in children. For this purpose, a summary of the regime moments is drawn up. In the older group, special attention is paid to “problem areas”, as well as children’s conscious attitude towards hygiene procedures.

When planning, the following structure is observed:

• Indication of the topic of the event (“Duty in the dining room”, “Preparing for naps”, “Washing”), as well as the group for which it was developed.
• Target. It is usually defined as strengthening self-care skills during dressing, eating, washing, etc.
• Tasks. They explain how the teacher is going to achieve the goals. Tasks are divided into developmental, educational and educational. The first are aimed at teaching children practical skills (tying shoelaces, using a fork and knife). Educational tasks form the need for order and cleanliness, introduce them to the rules of behavior and polite communication. expand their understanding of the world around them. So, while washing your face, you can have a conversation with your children about germs, and at lunch you can learn more about the profession of a cook.
• Methods. The teacher can use a verbal explanation, visual aids with action algorithms, or a demonstration of a practical skill.
• Equipment. If it happens in the dining room, then it will be dishes, tablecloth, napkins. In the bathroom, this role is played by soap and towel. Sometimes visual aids are used that illustrate the sequence of washing or dressing.
• Progress of the event. All the actions of the teacher, the explanations he gives to the children, poems, riddles, fairy tales, etc. are described in detail here.

Admission of children

This is where the outline of routine moments begins. With children of the older group, the teacher works to solve the following problems:

• Obtaining information about the health status of pupils.
• Creating a good mood.
• Strengthening hygiene skills in children, including neatness.
• Formation of polite behavior towards peers and adults.

Older preschoolers usually happily run into the group and share news with their friends. Particular attention should be paid to new students, as well as shy children. If the child is in a bad mood, the teacher should distract him with an interesting activity, a work assignment (watering flowers, wiping leaves).

In the summer, pupils meet outside. Children can be offered games with soap bubbles and pinwheels. At this age, it is recommended to conduct psycho-gymnastics, when children stand in a circle, enjoy the morning together, smile at each other, and say kind words.

Washing

In the sixth year of life, children are taught to independently perform hygiene procedures based on an understanding of their benefits and necessity. A summary of the routine “Washing” in the senior group may include the following tasks:

• Formation of the need to wash hands after visiting the toilet, if they are dirty and before eating.
• Consolidating knowledge about various hygiene items (comb, soap, toothbrush, towel, etc.)
• Conveying awareness of the importance of personal hygiene.
• Cultivating a positive attitude towards the washing process.

The teacher uses posters with drawings and short captions, poems, and riddles about hygiene items. He makes sure that the children roll up their sleeves, use soap correctly, do not splash water, turn off the tap, dry themselves with individual towels and hang them up. It is better not to use comparisons with other children. It is more useful to notice the personal progress of each student (“Today you yourself remembered that you need to roll up your sleeves”).

Dressing

Preschoolers are taught to independently monitor their appearance, adjust their collar in a timely manner, tuck their shirt into their trousers, and comb their hair.

In the summary of the regime moment “Dressing” in the senior group, you can indicate the following tasks:

• Cultivate a caring attitude towards your things and neatness.
• Reinforce the correct dressing algorithm.
• Improve skills in fastening buttons, zippers, and tying shoelaces.
• Repeat the name and purpose of clothing, color, the concept of “left” and “right”.

Before getting ready for a walk, the teacher and the children tidy up the group and put the toys in their places. Each child gets dressed near their locker. It is important that pupils do not throw their clothes around, carefully fold their things, and put away their spare shoes. In winter, you can hang in a visible place the algorithm for dressing and undressing in pictures. If necessary, individual work is carried out with children, practical techniques are demonstrated on dolls.

Canteen duty

Setting tables for lunch and cleaning them after meals teaches children to quickly and efficiently carry out important tasks. It is advisable that quick and slow children be paired up, so that they will not return too early from a walk or be late for nap time.

The outline plan for routine moments in the senior group may contain the following tasks:

• Teach children to conscientiously perform their duties.
• Cultivate interest and a positive attitude towards joint work.
• Learn to set the table according to the dishes being served.
• Develop memory and logic.
• Improve communication skills, the ability to negotiate, and act together.
• Learn to evaluate the results of work performed.

First, those on duty wash their hands and put on aprons and scarves. The teacher tells them the lunch menu. Children independently distribute responsibilities, set tables, lay tablecloths, and arrange cutlery. Invention is encouraged (for example, the idea of ​​using flowers for decorations, unusual ones). The teacher can suggest rational methods for performing this or that action.

After lunch, the attendants sweep up the crumbs, remove empty dishes, bread bins and napkin holders from the tables, and fold the tablecloth. The teacher must evaluate the children’s actions and express gratitude to them for their help.

Eating

When compiling a summary of the “Nutrition” regime in the senior group, the teacher can set himself the following tasks:

• Continue to familiarize yourself with table manners (the ability to use a napkin, cutlery, neatness, chewing food thoroughly with your mouth closed).
• Form healthy habits (correct posture, washing hands before eating).
• Develop fine motor skills.
• Develop a polite attitude towards kindergarten staff and attendants, as well as a habit of cleanliness.

Half an hour before meals, the teacher stops noisy games and invites the children to read a book or do another quiet activity. In small groups, children wash their hands. It is useful to introduce them to the menu, tell them in more detail about the dishes served and the work of the cooks. With the help of fairy tales and poems, you can remind about the rules of behavior at the table.

Meals take place in a friendly atmosphere, without rush. The teacher praises neat kids, monitors the posture of the students, and conducts individual work. If one of the children refuses to eat, it is necessary to find out the reason and calm them down. Sometimes the problem is related to illness, so carefully monitor the condition of such a baby. At the end of lunch, the children wipe their lips with a napkin, thank the staff and those on duty for their work, and move their chairs back. Everyone cleans up their own cup and saucer, rinses their mouth and washes their hands.

Summary of the regime moment "Walk" in the senior group

In preschool institutions, much attention is paid to improving the health of pupils, their physical development, and preventing fatigue. The walk takes place twice a day: after educational classes, and also after afternoon tea. At this time, kids breathe fresh air and play outdoor games. They are allowed to make noise and run freely around the site. The walk may be canceled if there is strong wind, rain or temperatures below -15 °C.

In the older group, the implementation of routine moments is necessarily associated with the time of year and the topics of the educational program. The structure of the walk includes the following elements:

• Observation. It can last from 15 to 25 minutes, is carried out daily and is associated with seasonal changes. Preschoolers observe the work of adults, various natural phenomena, insects and birds, and study plants.
• Outdoor games. The optimal number of them during a walk is 3-4. Older preschoolers love competitions and relay races. They can be introduced to sports games: volleyball, football, hockey, badminton, basketball.
• Work. Children can work with rakes, watering cans and shovels. They are involved in caring for flower beds and vegetable gardens, harvesting autumn leaves, and clearing snow.
• Independent games. Kids can go on an imaginary journey, turn into pilots, pirates or sailors. The teacher creates conditions for the development of story-based and construction games. Sand, pebbles, water or snow can be used as materials.
• Individual work with children to develop lagging skills.

Daytime nap

It takes 2 hours. The outline of the organization of a routine moment in the senior group includes preparation for bed: undressing independently, neatly folding clothes on a high chair, visiting the toilet. The teacher's assistant ventilates the bedroom. Before going to bed, you can read a calm fairy tale to the children or sing a lullaby. Sometimes children fall asleep listening to soft music. The teacher makes sure that the kids lie on their sides and keep their hands on top of the blanket.

They wake up the boys gradually. They are asked to perform simple exercises right in bed (stretching, arm movements, rotation of the feet). Then the children get up, do slight bends, and march in place. Older preschoolers should do it themselves. After this, hardening is usually carried out: walking on massage mats, rubbing with soft mittens. Under the guidance of a teacher, children can perform acupressure massage of the face, ears, and hands.

A summary of routine moments in the senior group helps the teacher plan his work. Thanks to him, everyday activities turn into developmental ones, which enhances their educational effect.

,Day of the week	Mode	Educational areas							Working with parents
			Group, subgroup		Individual
Monday 13.03..2017	Morning	Physical development, educational, social-communicative, speech, artistic and aesthetic.	Reception of children. Conversation with children on the topic: “Where were you at the weekend? What interesting things did you see?” C: continue to develop dialogic speech.		Individual work in “Mathematics” notebooks	Work on the formation of the group of groups Self-care: learning to take care of your appearance.	Board and printed games "Dominoes". Goal: to develop attention and logical thinking.		Booklet “Advice to a future first-grader”
	GCD		NATIONAL HOLIDAY MASLENITSA. Ts: continue to introduce Russian folk holidays; instill love and respect for folk traditions
			TALE by H.-K. ANDERSEN "Thumbelina" Ts: continue to teach to distinguish between genre features of a fairy tale; to form an evaluative attitude towards the heroes; learn to comprehend the content of what you read
			PHYSICAL CULTURE Lesson 9 Purpose: To train children in walking and running between objects; in maintaining balance when walking on increased support with an additional task; repeat the task in jumping, relay race with the ball.
	Walk		№ 5
	work before bed		Reading fiction “Funny stories”
	Evening:		Awakening gymnastics Printed board game “Math Lotto” (Teach children to correctly name numbers from 1 to 10, relate the number to the number of objects on the card).	D\i: “Planes and helicopters” C: develop attentiveness and observation.		Work in the book corner: looking at illustrations for stories		S/r game "Barbershop". Goal: to develop communication skills, a culture of communication in public places.
	Walk		№5

Work plan 03/13/2017-03/17/2017

Day of the week

Mode

Educational

region

Joint activities between adults and children

Organization of a developmental environment for children’s independent activities (activity centers, all group rooms)

Working with parents

Group,

subgroup

Individual

Educational activities in special moments

Tuesday –144..03.2017

Morning

Physical development,

educational,

social-communicative,

speech,

artistic and aesthetic.

Morning exercises.

Conversation on the topic “If you are kind” (to form in children an idea of ​​justice, all children in the group are equal).

Finger gymnastics “Friendship”.

Individual work with the first subgroup of children - work in notebooks “Teaching literacy”

Canteen duty.

Conversation on the topic “Learn to think and act in your own way.”

Game activity: board games

C: teach children to choose a game based on their interests.

Formation of elementary mathematical concepts

DRAFTING TASKS.

Goal: continue to teach how to compose problems using pictures and symbols; systematize knowledge and skills in composing simple arithmetic problems; improve the ability to correctly select and formulate an arithmetic operation, find its result, and give a detailed answer to the question of the problem.

Partial program “ROAD AND CHILD”

Reading:

PHYSICAL CULTURE No. 5

C: development of basic movements

Walk

№2

work before bed

Remind Roll up your sleeves before washing, wash your hands after using the toilet

Evening:

Awakening gymnastics.

Introduction to fiction: L. Panteleev “The Big Wash”

Individual work with the second subgroup of children - work in “Literacy Learning” notebooks

Hardening activities: washing hands up to the elbows with cool water.

Goal: strengthen the body's protective properties.

Independent work in the art corner.

Cutting out appliques, decorating coloring pages

Walk

№2

Day of the week

Mode

Educational

region

Organization of a developmental environment for children’s independent activities (activity centers, all group rooms)

Working with parents

Group,

Subgroup

Individual

Educational activities in special moments

Wednesday – 03/15/2017

Morning

Physical development,

educational,

social-communicative,

speech,

artistic and aesthetic.

Reception of children.

P/i "Zhmurki"

Outdoor game "Water".

Weather observations.

Goal: to teach children to describe natural phenomena.

D/i “It happens or not”

Games with small constructor

Goal: to teach children to think about the content of their building, to develop design skills.

Duty for classes: drawing.

Independent gaming activity - develop communication skills, promote the establishment of interpersonal relationships.

Direct educational activities

THE BIRDS HAVE ARRIVED - THEY BROUGHT SPRING.

talk about the day of March 22 - the day of the vernal equinox; continue to introduce folk signs; learn to draw conclusions about relationships and interdependencies in nature, observe plants and animals; pay attention to the features of the appearance of birds associated with different habitats; show the color and diversity of the world;

ARTISTIC CREATIVITY: DRAWING: THE AMAZING WORLD OF BIRDS

Goal: to develop the ability to work with a brush without preliminary drawing, to mix paints on the palette; cultivate an attentive and caring attitude towards nature.

Musical: according to the music plan. head

Walk

№ 3

work before bed

KGN Strengthen the ability to neatly fold clothes before going to bed, turn out the sleeves of shirts and dresses, straighten clothes, carefully place shoes

Evening:

Health-improving gymnastics after sleep, walking along massage paths

Goal: to strengthen the ability to jump.

Individual work

in the notebooks “Teaching literacy”

C: continue familiarization with letters and sounds.

Group work:

Repair boxes, glue books

Role-playing game “Beauty Salon”: the plot “Masks and baths”.

Goals: to develop children’s playing skills; continue to teach children to independently determine the plot, assign roles...

Walk

№3

Day of the week

Mode

Educational

region

Joint activities of adults and children, taking into account the integration of educational areas

Organization of a developmental environment for children’s independent activities (activity centers, all group rooms)

Working with parents

Group,

subgroup

Individual

Educational activities in special moments

Thursday – 03/09/2017

Morning

Physical development,

educational,

social-communicative,

speech,

artistic and aesthetic.

Morning exercises.

board and printed game “Good-Bad”

T: teach to distinguish between good and bad deeds.

Remember the finger exercises: “At the edge”, “Cooks”

C: train memory.

P/game “Hit the target.”

Goal: to develop eye and throwing accuracy.

Formation of cultural and hygienic skills (teach children to cover their mouths with a handkerchief or turn to the side when coughing and sneezing).

Role-playing game "Kindergarten":

plot:

"Classes in kindergarten."

Goal: to develop children’s playing skills;

Individual conversations at the end of the day

Direct educational activities

FORMATION OF ELEMENTARY MATHEMATICAL CONCEPTS

LOGICAL PROBLEMS.

C: strengthen counting skills;

PRODUCTIVE ACTIVITIES:

Modeling: IVAN TSAREVICH AND THE FROG

C: learn to depict a simple episode from a fairy tale; develop the ability to convey the structure of the figure of a person and an animal, the proportions of their body, the relationship in size between a person and an animal; develop figurative ideas and imagination.

Musical: Listening to musical works: M. Glinka “Children's Polka”.

Walk

№ 12

work before bed

Reading fiction: chapters from A. Volkov’s book “The Wizard of the Emerald City”.

Evening:

Introduction to fiction: Sasha Cherny’s poem “Wolf”.

Individual work with a subgroup of children - work in notebooks

"Recipes"

Self-care: exercise “Undressing room” (teach children to undress carefully and quickly).

Develop independence.

Game activities based on children's interests.

Working in the book corner: an overview of modern children's magazines

Walk

№12

Day of the week

Mode

Educational areas

Joint activities of adults and children, taking into account the integration of educational areas

Organization of a developmental environment for children’s independent activities (activity centers, all group rooms)

Working with parents

Group,

subgroup

Individual

Educational activities in special moments

Friday -03/03/2017

Morning

Physical development,

educational,

social-communicative,

speech,

artistic and aesthetic.

Morning exercises.

P/ and "Sorcerers"

Fix the names of the spring months, repeat the signs of spring.

Individual work

D/game “Fourth wheel”.

Goal: to teach children to see an extra object, to prove the correctness of their judgment.

Situational conversation “Rules of behavior in a group.”

Goal: to develop the ability to maintain order in a group

Independent activity of children - free games under the supervision of a teacher, directing games towards the development of the plot.

Individual conversations at the end of the day.

Direct educational activities

STORY AFTER THE PICTURE BY V. M. VASNETSOV

"BOGATYRS".

C: consolidate the ability to look at a picture (V.M. Vasnetsov “Bogatyrs”), listen to the story; learn to write a story based on a picture

ARTISTIC CREATIVITY: DRAWING: FLOWER GLADE

C: practice using a brush and mixing paints.

Physical culture No. 3

Target: Repeat speed running exercises, game tasks with jumping and a ball.

Walk

№11

work before bed

Reading fiction at the request of children

Evening:

Awakening gymnastics.

P/i "Lovishki"

Weather observations (compare weather in the morning, afternoon and evening)

Exercise Nikita K.

in forward jumps

Invite the children to put things in order in the play corner before going home: for boys - to neatly fold the building material, for girls - to put things in order in the doll corner

Games with building materials: buildings according to plan..

Plan - outline

educational activities carried out during routine moments (on a walk) for children of the older group

“What’s your name, little tree?”

Educator: Turgeneva

Valentina Alekseevna

Integration of educational areas: “cognitive development”, “speech development”, “physical development”, “social and communicative development”.

NGO "Cognitive Development":

Improve the ability to navigate in the surrounding space; move in a given direction, changing it according to a signal.

Develop the ability to count to 10; compare groups of objects; understand the questions “is it equal?”, “what is more (less)”, “by how much?”; compare objects of contrasting sizes (high - low); compare groups of objects using superposition techniques, applications.

Expand and clarify children's ideas about nature. Develop observation skills. Reinforce ideas about trees growing in the kindergarten area.

NGO "Speech Development":

Develop free communication between adults and children; cultivate children's interest in fiction; develop the ability to listen with interest and remember riddles.

To develop children’s ability to answer questions and develop coherent speech.

Add tree names to the active dictionary.

NGO “Social and communicative development”:

Develop the child’s communication and interaction skills with adults and peers.

Develop readiness for joint activities with peers.

Form the foundations of safety in nature.

NGO "Physical Development":

Develop coordination of movements.

Develop the ability to run races, perform tasks to develop speed and agility.

NGO “Artistic and Aesthetic Development”:

Develop children's interest in visual arts.

To develop the ability to create patterns from leaves on geometric shapes.

Develop thinking and imagination.

Methods and techniques:

practical: game tasks, outdoor games;

visual: display;

verbal: conversation, dialogue, asking riddles;

materials and equipment: leaves from different trees.

Forms of organizing joint activities

Logic of educational activities

Activities of the teacher	Children's activities	Expected Result
Guys, look how many trees grow on our site, they are all different. I will tell you riddles, and you will guess the names of these trees: Birch White-trunked beauties We stood together by the path The branches go downwards And there are earrings on the branches. Linden Takes from my flower The bee has the most delicious honey. But they still rip me off: The thin skin is torn off. Maple Yellow and red clothes, Each leaf is like a palm. In autumn it is brightest. Did you guess it? This is...(maple) What kind of girl is this? Neither a seamstress nor a craftswoman, She never sews herself, And in needles all year round. Chestnut White sheep Running around the candle On the branches on a spring evening White candles opened. A giant holds candles. What is his name...(chestnut) Well done, you guessed correctly.	Children solve riddles and name the trees.	Ideas about trees are clarified, and an aesthetic attitude towards the surrounding world is formed.
And now we will play with you. Count how many birch trees there are on our site? How many chestnuts? How many firs? How many maples? Which trees are there more? Which ones are smaller? How many more firs than maples? How many fewer maples are there than spruce trees? How many more birches than chestnuts? How many more chestnuts are there than fir trees?	Count and answer questions	Improved counting skills within...; Ability to compare quantities of objects based on counting.
The teacher offers the children a standard measure for measuring the height of trees. Now, look carefully and answer which trees are taller and which are lower. What can you say about chestnuts, regarding birches and spruces? Well done! And you completed this task.	Children use a stick suggested by the teacher and compare trees in height indirectly using a conventional measure. Answer questions.	The ability to compare objects by height is developed, the results of comparison are denoted by the words: low, higher, highest (and vice versa).
And now we’ll play a little game “One, two, three, run to the tree I name.”	Children, at the teacher’s command, run to the named trees.	The ability to run in a given direction is developed.
And the last task: While I am knocking on the tambourine, you must collect the leaves, and then we will count them. How many birch leaves did you collect? How many chestnut leaves did you pick? How many maple leaves did you collect? Which leaves are there more? Which ones are smaller? How to check? How many more leaves... than leaves...? What can you say about the number of leaves?	They count the leaves of birch, chestnut, and maple. Lay out on the path in three rows. Compare by overlay and application. Answer questions.	The ability to compare three groups of objects and understand the relationship between them is formed.
Well done! You completed all the tasks. And now we will remember the round dance “There was a birch tree in the field...”	They lead a round dance.	An emotional attitude towards Russian folklore is formed; the ability to correlate the artistic image and means of expression; Interest in participating in folklore festivals is developing.
Offer to lay out a drawing from the collected leaves. (The teacher draws geometric shapes on the sand or asphalt).	Children lay out designs from leaves in drawn geometric shapes.	The ability to create patterns from leaves on geometric shapes is developed. Fantasy develops.