Card index: Household work in the middle group

The essence and goals of planning in preschool educational institutions

Planning educational and educational work with children is a necessary and very important part of the work of a teacher in a preschool educational institution (DOU). In light of the new requirements for education, both educators and kindergarten management are looking for new types and forms of planning that would help achieve primarily the following goals:

• Implementation of continuity and systematicity of the educational process.
• Fulfillment of the complex of educational tasks set by the Federal State Educational Standard (FSES) and the Preschool Education Program.
• Individualization of education. Conducting educational situations and routine moments during the day, taking into account the capabilities and needs of children of each age group.
• Implementation of an activity-based approach to preschool education. Now the emphasis is not on the system of knowledge, skills and abilities that the child must master, but on the types of activities in which the child actively learns about the world around him and realizes himself.

Planning is an advance, preliminary thinking through the sequence of work, “building” a model of interaction between the teacher and children and children with each other over a certain period of time.

Planning is necessary for both beginning and experienced teachers. It helps to optimally distribute the load on children, cover all the phenomena and objects of the surrounding world, nature, society provided for by the program, avoid unnecessary repetitions and introduce elements of entertainment and unloading moments into the educational process so that they do not harm, but help the main activity.

Remember that every minute you spend planning saves ten minutes of your work.

Brian Tracy, businessman

A clear, practical structure for planning work in a preschool institution helps achieve these goals. Its basis is the main program - the annual plan of the preschool educational institution, which is developed and approved by the administration before the start of the school year. Group teachers draw up long-term and daily plans.

You can learn more about making plans in our article - Making plans in kindergarten.

If the relationship between the teacher and the children is warm and trusting, all planned types of work will go as successfully as possible.

Basic requirements for work plans in the middle group of preschool educational institutions

Both long-term and daily plans drawn up by group teachers are based on the Federal State Educational Standard, the annual plan of the educational institution, the main program of the preschool educational institution, SanPin. This allows us to maintain the unity of requirements and ways of their implementation. In particular, the following requirements are set for planning children's activities:

• Reality, feasibility. When drawing up a work plan, the teacher must know whether materials and equipment are available for it, whether the subject-development environment will allow the planned routine moment, lesson, etc. to be fully carried out.
• Scientificity, reliability. Children in the middle group are able to learn simple scientific facts, interesting cognitive information, presented not only in a playful form, but also in the form of a short story or oral note. This is due to the rapid development of thinking processes. All data that the teacher communicates to the kids must be based on scientific material, unless it is a fairy tale or a game. For example, in children's books you can often see images of a hedgehog with apples and mushrooms on its back. The teacher can tell the children. that the hedgehog eats not only mushrooms and apples, his favorite food is beetles and worms. But forest hedgehogs can also feast on fruits and mushrooms.
• Implementation of the triune task of pedagogy (training, education, development). The fulfillment of this requirement is especially noticeable when planning direct educational activities (DEA), that is, daily classes, observations during walks, conversations, reading fiction. These types of activities in the daily plan are necessarily accompanied by a listing of all three types of tasks.
• The educational, developmental and training load can also be borne by individual work and independent activities of children. In this case, it is possible to plan not three, but two tasks according to the situation. This can be reflected in the plan as follows: “Joint play activities of children in the “Family”, “Transport” zone. To develop children’s ability to build playful dialogues, unite in small groups based on interests, independently assign roles and follow them. To develop the ability to put away toys and substitute items after games, and to take care of play equipment.”

the main attention when planning is paid to Her Majesty's game as the main and most natural type of children's activity

Card index: Household work in the middle group.

Card index: Household work in the middle group

Card No. 1

.

“Order in the closet with toys and manuals”

Goal: to teach children to independently and aesthetically arrange toys and aids, maintain order in closets, and wipe dust. Develop hard work

, the ability to see disorder.
To cultivate aesthetic taste and the desire to work for the benefit of others
.

Card No. 2

.

"Clean window sills"

Goal: to teach children to observe hygienic skills when working with water: roll up their sleeves, wet a cloth and wring it dry, rinse when dirty. Develop labor skills and abilities

, be careful when working with water.
Cultivate a desire to work in a team
, in harmony.

Card No. 3

.

"Helping the nanny"

Goal: To teach how to make bed linen and to teach children to provide all possible assistance to adults. Develop hard work

, desire to help adults.
Foster respect for the work of adults
.

Card No. 4

.

"Dining duty"

Goal: independently and conscientiously perform the duties of a duty officer; wash your hands thoroughly, put on the clothes of the person on duty, set the table correctly, remove the dishes after eating; brush off tables and sweep the floor. Develop labor skills and abilities

, the ability to see disorder in the table setting.
Foster a desire to work for the benefit of others
.

Card No. 5

.

"Class Duty"

Goal: independently and conscientiously perform the duties of an attendant: lay out materials and aids prepared by the teacher for the lesson on tables; wash and put them away after class. Develop hard work

, desire to help adults.
Foster a desire to work for the benefit of others
.

Card No. 6

.

"Order in toys"

Goal: to teach children to put on work aprons before starting work; keep toys in order: wash, dry, wipe and put in place. Develop hard work

, the ability to see disorder;
be careful when working with water. Foster a desire to work for the benefit of others
.

Card No. 7

.

“Order in the dressing room closet (together with the assistant teacher)

»

Goal: to teach children to maintain order in their personal wardrobes: empty the closet of clothes and shoes, wipe the shelves with a damp cloth, and neatly put the clothes back in place. Develop hard work

, ability to see disorder, accuracy when working with water.
Cultivate a desire to work in a team
, in harmony.

Card No. 8

.

"Book Repair"

Goal: to teach children to peck at books, use glue and scissors correctly, and use napkins.

Develop labor skills and abilities

, eye, fine motor skills, creative imagination.
Foster a desire to work for the benefit of others
, treat books and toys with care.

Card No. 9

.

"Clean chairs"

Goal: teach children to help keep chairs in the group room

: wipe them with a damp cloth;
arrange in places after classes. Develop labor skills and abilities
, the ability to comply with cultural and hygienic requirements when working.
Foster a desire to help adults and respect for their work
.

Card number 10

.

"Washing Doll Clothes"

Purpose: To teach children to help the teacher in washing doll clothes and bedding: to teach children to put on work aprons before starting work; prepare the necessary supplies for washing and drying, as well as a workplace; know how to use soap. Develop labor skills and abilities

, ability to comply with cultural and hygienic requirements when working.
Foster a desire to work for the benefit of others
.

Card No. 11

.

"Washing my combs"

Goal: To teach children to help the teacher in washing combs: rinse soaked combs, clean them with brushes. Develop hard work

, ability to see disorder, accuracy when working with water.

Foster a desire to help adults and respect for their work

.

Publications on the topic:

Household chores “Let’s wash the dishes” in the second junior group Household chores “Let’s wash the dishes” Form of organization: Joint work with the teacher. (4-5 children) Tasks: 1. The ability to play off.

Card file “Household work” Card file: Household work Card No. 1. “Order in the closet with toys and aids” Purpose: to teach children independently and aesthetically.

Card file “Work in Nature” in the senior group Card No. 1. Watering indoor plants. Goal: Teach children to care for indoor plants; pour water at room temperature from a watering can;

Collective work in a corner of nature “We plant vitamins” in the middle group Collective work in a corner of nature “We plant vitamins” in the middle group MBDOU kindergarten “Berezka” branch kindergarten “Sunny Bunny”.

Summary of the lesson “Factory - Laundry”. Collective household chores in the preparatory group Collective household chores in the preparatory group. Topic: “Factory - Laundry” Completed by: Pravosudova S.I. MBDOU No. 236.

Construct of household labor in the middle group “Let’s help wash the toys” Goal: to form a positive attitude towards work and its results. Objectives: Educational: Improve the ability to work in a team.

Types and forms of planning

The main types of planning of educational work in kindergarten include comprehensive, long-term and calendar.

Comprehensive thematic planning

Comprehensive planning is often called complex-thematic, since the work is divided into thematic weeks or months. A comprehensive plan is usually drawn up for a year, separately for each age group. It indicates the time period during which the topic will be studied, the name of the topic, program tasks to be implemented, as well as a version of the final event.

It is important that the topic of the month or week is tied to real events occurring in the lives of children during its study and has a logical connection with them. The topics “Autumn Phenomena”, “Vegetables and Fruits” are not advisable to study in winter or spring, but the topic “My Family”, “About Our Beloved Mothers and Grandmothers” is best put at the end of February - beginning of March, coinciding with International Women’s Day.

In exemplary educational programs, such as “From birth to school”, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, examples of complex thematic planning are given. The teaching staff of a separate preschool institution can take them as a basis, supplementing them with regional characteristics, in-depth study of the culture and traditions of their native land, creatively reworking them and making them most suitable for the conditions of this particular preschool educational institution.

Studying the culture of the Fatherland and small homeland is interesting for children of middle preschool age

The program “From Birth to School” devotes 3 weeks to one topic; other programs recommend studying one topic from 2 weeks to a month. The right to choose the optimal option remains with preschool teachers. Each day of the thematic section has its own themes, which are revealed in different types of activities. On the first day, children are introduced to the general topic during educational activities and conversations, and on the remaining days the general topic is revealed and supplemented both in the process of organized activities and outside of it - on walks, during leisure activities, play and artistic activities, etc.

Table: fragment of complex thematic planning of educational work in the middle group according to the program “From birth to school”

Long-term thematic planning

There are many teaching aids that provide examples of complex thematic planning. Based on them, group educators draw up long-term thematic planning for two weeks or a month. It states:

• themes of the week and days;
• educational field to which the activity relates;
• regime moments in which activities are carried out;
• GCD topics and program tasks (briefly), the latter may not be indicated if they are duplicated in the daily work plan;
• names of games, exercises, topics of educational situations.

Long-term planning is usually drawn up in the form of a table, and there are no uniform requirements for the table of contents of columns and rows, so each educational institution has the right to choose the most convenient form. In some kindergartens, they plan work for the year at once, for each educational area separately, but in this case, in order to draw up a daily plan, the teacher needs to bring together data from five different tables. More convenient and simpler is planning for a week (two weeks), indicating days and educational areas. The types of activities are recorded in the columns at their intersection. GCD can be placed in a separate table or indicated along with other activities.

By planning work in this way, the teacher has the opportunity to:

• optimally distribute the load on children, taking into account their natural biorhythms (more complex activities are placed in the middle of the week and in the first half of the day);
• ensure the integration of areas and a comprehensive presentation of material, since it is easy for him to combine educational areas, he sees and can control all the structural components of the educational process at once;
• implement cyclicality, periodicity of activities in such a way that the same games or exercises do not take place on adjacent days.

The work should be planned so that children can consolidate their impressions from observations in visual activities the next day

Table: example of long-term thematic planning for a week, compiled by M. V. Korzh

It should be remembered that duplicating information twice does not make sense, so if the teacher describes in detail the tasks of all types of activities in a daily summary, then there is no need to include them in long-term planning.

Calendar (calendar-thematic) or daily planning

Daily planning is a necessary and very revealing part of the work of a kindergarten teacher. After all, from how successfully, varied and creatively a teacher approaches drawing up a plan for daily work with children, one can judge his professionalism, knowledge of the physiology and psychology of children of a certain age, his creative abilities, ability to establish partnerships with children and carry out the integration of all types activities.

The forms of daily planning are varied:

• In the form of a summary, text (text). The teacher writes down types of activities with tasks, some techniques and methods sequentially, how they will be performed during the day. Such planning is mandatory for young beginning teachers, but in some preschool educational institutions detailed plans are written down so that the amount of work done and upcoming work can be seen. Teachers of the group can plan work in this form for a day, as well as for 2-3 days at a time by agreement.
• In the form of a diagram or block diagram. It resembles a long-term planning table, but more detailed, indicating both mutual and independent activities, and work with parents. the work is divided into blocks according to routine moments (morning, ECD, walk, 2nd half of the day).
• Modular. It is becoming more and more popular. Its essence is that educators use ready-made modules for the day, that is, A4 sheets with printed tables indicating time stages, routine moments, and main types of activities. The teacher needs to indicate the topic of the day, insert the names of educational activities, didactic games and other types of employment. This type of planning is effective if there is a detailed long-term plan, which reflects the tasks of all three types (educational, educational, developmental) for the day.

Table: example of a module for planning in the middle group

Middle group. Junior preschool age. Children 4 - 5 years old

Calendar-thematic planning of a speech therapist teacher in the middle group on the topic of the week “Fruits” Day of the week, date Monday 09/30/19 Educational activity Communicative activity Topic: “Garden.Fruits”

Integration of educational areas:
“Speech development”
,
“Socio-communicative development”
,
“Physical development”
Objectives: to consolidate ideas about fruits,…

Calendar and thematic planning on the topic “My Street” (middle group) Topic of the week: “City Street”

Goal: the formation of citizenship and patriotic feelings in the process of expanding children’s horizons about their hometown, about their native land. To contribute to the acquisition of knowledge about one’s hometown, about one’s native land (home address, city flag, Russian flag,…

Features of daily planning in the middle group

The physiology and psychology of children in the fifth year of life determines some features that must be taken into account when drawing up plans for daily educational and educational work. The development of mental abilities and increased physical capabilities make children at the same time inquisitive, inquisitive and active, sometimes inattentive fidgets.

To satisfy children's need to understand the world, the teacher must plan a sufficient number of educational conversations, didactic games, educational situations and other similar types of work. At the same time, the plan should include outdoor games and entertainment, physical education sessions during educational activities, various types of gymnastics, children's discos, dance breaks, and creative games.

The teacher and restless four-year-olds can start a cheerful round dance right in the middle of the group room, and the plan will indicate round dance games

Planning work at each time interval (in the morning, during a walk, in the evening) has its own characteristics. The forms of work, current methods and techniques for them are somewhat different.

Planning observations

Observations are included in the plan three times a day: morning, afternoon and evening. Teachers alternate observations of natural phenomena, social life, objects and their properties, living objects (dog, cat, birds, insects, plants on the site and indoors). The questions that children are asked, as well as the poems, proverbs, and riddles used, are included in the plan. In the afternoon, observations can be replaced by looking at a series of paintings, thematic albums and discussing their content.

You can also include moments of admiring the beauty of nature in your observations.

In addition, children are offered observations of the organs of vision, hearing, speech “Our Ears”, “Our Eyes”, “Our Tongue”, which are necessarily completed with a short conversation about caring for their own health. For these observations, it is necessary to have pocket mirrors in the group according to the number of children.

Often observations are combined with experiments, experiments, and work activities. For example, children are asked to observe the behavior of insects (ants) and conduct an experiment by placing a piece of bread and candy near an anthill to determine which product the insects will like. After watching the birds in winter, children put food in the feeders, admire the beauty of the trees covered in snow, and use shovels to throw snow to the trunks to protect them from freezing.

They also plan observations in the form of a game (1-2 times a month): “What interesting things did you notice on your walk?”, “What do we see far and near?”, “What has changed on our site?” Activities of this type activate children’s attention and memory, teach them not just to observe, but to remember, draw conclusions, and compare.

Developmental conversations during the day

Conversation as a pedagogical method is given much attention in the middle group. You should plan at least one conversation per day (except for those held during NOD).

In the fifth year of life, the child begins to be interested not only in what is happening to him personally and within his family, but also in relationships between people and the phenomena of social life. Therefore, during the day, educational, moral and ethical conversations are necessary: ​​about significant events (holidays, significant dates), about the small homeland, the hometown or village of children, its attractions, cultural heritage, the nature of the native land, about the culture of communication, relationships, friendship, honesty. Children really like conversations about what interests them most: games, friends, pets.

there will be a place in the daily routine for confidential individual conversation

Labor activity

Work activity should be reflected in the daily plan at least 1-2 times. They plan shifts, collective and artistic work, errands, and self-service.

Children of the fifth year of life want to feel needed and useful. Therefore, they need to be given instructions that have real benefits for the group, team, and crafts, drawings, and joint works made in the process of practical activities should be used to decorate the locker room, group rooms, design albums, folders, so that the kids have satisfaction from the work done and a desire to work . Consequently, the topics of the NOD for visual activities can be: “Making a decorative frieze to decorate a group room”, “Volume toys made of paper for a Christmas tree”.

For the same purpose, instructions are introduced: to help the teacher prepare material for the lesson, to clean up the play areas, etc. For collective work, they choose a type of work that does not require division into subgroups, since it is still difficult for children to perform different types of actions. Children collect vegetables together in the garden, feed the birds and collect seeds for them, and clear the snow from the paths.

Play activities and individual work

Outdoor games are necessarily included in the plan in the morning, afternoon and evening. In the middle group, in the morning and in the afternoon, you can play 1-2 games of low and medium mobility, and during the day you can plan active games with maximum load: running, jumping, sports, competition.

Outdoor games can be used both during class and as a break between classes.

Didactic games also plan the daily routine at each stage. Most educational games should correspond to the theme of the week and month. The teacher retains the right to add to the game plan on other topics if he knows that additional work needs to be done or, conversely, to prepare the kids to study a new topic.

An integral part of planning is individual work. It is planned three times a day, indicating the names of the children, educational area, type of work, program tasks. Within a month, all pupils should be provided with individual lessons. To do this, it will be convenient for the teacher to keep a list of children and note in it which children he worked with and in what particular area.

In addition, periodically (not daily) they plan:

• leisure activities, holidays, entertainment;
• dramatization games, theatrical activities;
• construction and design games;
• reading fiction;
• learning small poems, small folklore works;
• imitation games, improvisation;
• exercises for stress relief, relaxation, emotional responsiveness;
• role-playing, director's games;
• research activities, experiments and experiments;
• circle work;
• social, intellectual, communication trainings.

Table: examples of games and exercises of a creative nature for children of the middle group

The daily work plan of a preschool teacher is divided into the following main components:

• Morning, morning reception.
• GCD, classes. They are planned daily according to the schedule, taking into account the optimal distribution of the load on children during the week.
• Day walk.
• Afternoon.

The content of these time periods depends on the time of year, the topic of the week (month) and the program tasks that the teacher has set for the day.

We should not forget about strengthening the health of children: gymnastics in the morning and after sleep, physical training breaks and minutes, walks in the fresh air, hardening are included in the daily routine and are planned daily. The health promotion system is agreed upon with the head and nurse of the preschool educational institution.

hardening procedures are planned depending on the season

Table: fragment of the outline plan for a middle group teacher, compiled by M. V. Korzh

By taking a responsible approach to drawing up plans for the month, week and day, the teacher of the middle group will fill the lives of children in kindergarten with interesting and useful activities, making every day memorable and varied. By studying the plans of experienced colleagues, young educators can quickly learn the whole complex of work in a group and preschool educational institution, and adopt interesting creative forms and techniques of working with children.

Calendar plan for the middle group (November)

Tatyana Konovalova

Calendar plan for the middle group (November)

Monday 26.11

MORNING: Talk to the children who arrived early about how they take care of their mother and grandmother. Remind them that adults have a lot to do around the house and they will be pleased if children help them do something. Everyone in the family helps each other. P/game “Jump over the stream”

- practice jumping techniques.
K. GN - consolidate the ability to use a comb and handkerchief. D/ game “Recognize and name vegetables”
- fix the name of vegetables, teach them to recognize them by the teacher’s description. Work in a corner of nature to water the plants, wipe the dust from the leaves - create conditions and encourage children to help an adult in caring for indoor plants.

ARTISTIC CREATIVITY (modeling)

: Topic:
“Make whatever vegetables and fruits you want for the game of shop”
Purpose: To teach children to choose the content of their work from a range of certain objects. Foster independence and activity. Strengthen the ability to convey the shape of vegetables and fruits using a variety of sculpting techniques. Develop imagination.

Vocabulary work: vegetables, fruits.

Individual work: with children with difficulties.

PHYSICAL CULTURE:

WALK: Observing the birds that have flown to the site - note that the birds have become few, that they no longer sing or chirp. Remember their names - sparrow, crow, tit, dove - learn to use the most convincing adjectives, verbs, adverbs in speech - develop speech. P/game “Geese-swans”
“At the bear in the forest” “Airplanes”
- bring joy from familiar games, teach them to play together, and develop motor activity. C/play at the request of the children - monitor relationships, play together, do not quarrel.

EVENING: Gymnastics after sleep. KGN - cultivate the habit of washing yourself after sleep, washing your hands up to the elbows. S/r game "Hospital"

— develop the social relationships of those playing by understanding the professional activities of adults.
Offer plasticine to promote the development of individual creative abilities and consolidate previously learned modeling techniques. D/game “Who has which house”
= consolidate children’s knowledge about the homes of wild animals, birds, insects.

Tuesday 27.11

MORNING: As children arrive, continue to teach how to greet adults and peers. Conversation “Where and what do parents work for”

- develop conversational speech.
D/game “Who needs what”
- fix the name of the tool. KGN - improve eating skills - use utensils correctly. Work in a corner of nature - feed the fish, the hamster - lay the foundations of a caring, responsible and careful attitude towards living beings, cultivate a love for nature.

MUSICAL:

COGNITION (mathematics)

:Topic: “Fixing the number 1. Big, smaller, small. Triangle.

Goal: To consolidate knowledge about the number 1; learn to guess riddles based on visually perceived information; consolidate the ability to compare familiar objects by size; consolidate knowledge about the geometric figure triangle, learn to find it among many others .

Vocabulary work: triangle, one, big, smaller, small.

Individual work: with children with difficulties.

WALK: Observing the wind - determine the strength, direction of the branch blowing in the face - consolidate the ability to establish the simplest connections between the phenomena of living and inanimate nature. Work on the site - sweeping the area, collecting garbage - instilling in the children a sense of responsibility for the assigned work. P/game “At the Bear in the Forest”
“Cucumber, Cucumber” “Train”
- play, following the rule, run around the entire area without bumping into each other.
D/game “Give me a word”
- to develop children’s logical thinking and knowledge of domestic and wild animals and their young. S/r games at the request of the children.

EVENING: KGN - the need to use a scarf in a timely manner. Free creativity - draw what you want and explain - consolidate painting techniques. Work to teach together with junior teachers to maintain cleanliness and order in the room. S/r "Hospital"

- develop the plot, use substitute objects.
D/game “What’s extra”
- develop memory, attention, thinking, speech.
P/game “Bubble”
- make a circle narrower and wider. Repetition of poems and songs for the matinee.

Wednesday 28.11

MORNING: With some children, remember their home address, ask why you need to know it. Draw children's attention to the fact that there are different street names and ask why? Remind children that there are many streets in the city, therefore, there are many street names - to develop colloquial speech. D/game “Who needs what for work?”

- consolidate knowledge about professions. KGN - use cutlery correctly.

PHYSICAL CULTURE:

COMMUNICATION (speech development)

: Topic:
“Let’s ask for autumn”
Goal: Expand children’s understanding of the diversity of natural phenomena, establish the simplest connections between them, and consolidate ideas about seasonal changes in nature. Continue to improve dialogical speech, learn to actively participate in conversation, and activate natural history vocabulary. Develop thinking, memory, intonation expressiveness of speech. Cultivate interest and love for the nature of your native land.

Vocabulary work: autumn, golden.

Individual work: with inactive children.

WALK: Conversation about the coming winter, say that winter is coming soon, with children note the weather conditions, the ability to draw simple conclusions, and develop speech activity. P/game “On a Level Path”
“Hare and Wolf” “Fox in the Chicken Coop”
- perform movements in accordance with the text.
It’s a lot of work to collect and put materials for classes into boxes. D/game “How the water makes noise”
- consolidate the pronunciation of the sound
“S”
. Games with external material - to cultivate goodwill and relationships between children.

EVENING: Hardening procedures. KGN - strengthen the ability to tidy up your hair after sleep. P/game “Geese-swans”

- independently distribute roles, follow the rules of the game.
D/game “When it happens”
to consolidate the concepts of
“morning-day-evening-night”
. Printed board games - develop thinking, imagination, cultivate perseverance. Offer children construction toys - teach them to agree on the nature of the building, independently distribute the material, coordinate actions with each other, and encourage them to use their buildings for other games.

Traffic rules: Conversation “Where children should play”

Looking at the illustration

Thursday 28.11

MORNING: Work - duty in the canteen - form forms of cooperation, do not interfere with each other, give way, calmly wait for your turn at the serving table. D/game “Guess the clothes”

— teach children to correlate words with cards, develop attention.
P/game “On a Level Path”
- performing movements according to the text.
KGN - wipe your face and hands dry with a towel, hang it in its place! D/I “Name what you know, sweet, salty, sour...”
learn to select words according to this definition.

PRODUCTIVE ACTIVITY (design)

: Topic:
“Sunflower”
Purpose: To teach children to make a decorative toy to decorate the interior of a group or room , selecting natural materials and additional equipment for this. Reinforce sculpting techniques. Nurture creative imagination and fantasy.

Vocabulary work: sunflower, decoration.

Individual work: with children with difficulties.

Physical training

WALK: During a targeted walk around the kindergarten, take a look at the building. Offer to find the windows of your group , a group of the youngest children, a music hall - learn how to navigate the territory of the kindergarten and indoors. D/game “When it happens”

- consolidate the seasons and their distinctive features.
P/game “Shaggy Dog” “Day-Night” “Sparrows and the Cat”
- develop motor activity.
C/game “Family”
- expand children’s independent actions in choosing roles, using attributes, implementing and planning. Fix parts of the day with Dasha, Vika, Dima.

EVENING: Gymnastics after sleep. KGN - remind children that after visiting the toilet, hands must be washed with soap. D/game “Where is it flying?”

- consolidate the rules for children’s pronunciation of certain sounds in words, teach them to isolate
words from a group , and develop phonemic hearing. Offer a mosaic - develop fine motor skills of the fingers. P/game “The Wolf and the Hare”
- offer the role of the driver to Artem.
Looking at the album “Here is our D/s”
- sharing your impressions of what you saw.

OBZH: “In the world of dangerous objects”

Goal: To consolidate ideas about objects that are dangerous to life and health that they encounter in everyday life.

Friday 30.11

MORNING: Talk with children about who made the objects we use. Offer to find items in the group that need repair. Ask why these items were in this condition. Invite the children to repair what they can. Remind children that all objects are made by human hands, labor has been put into them and therefore everything must be treated with care. D/game “What you need for the garden”

— teach children to classify objects according to certain characteristics
(according to their place of growth)
. Labor - watering indoor flowers - assessing the results of your and your friend’s labor.

COGNITION (the world around us)

: Topic:
“I’ll teach my brother how to put on shoes”
Goal: Continue to introduce children to household items; learn to identify signs: color, material from which the thing is made. Vocabulary formation - enrich children's vocabulary with words and phrases. Teach children to answer questions, write a short story about a subject using a model. Cultivate a caring attitude towards shoes and take care of them yourself.

Vocabulary work: leather, rubber, summer, winter.

Individual work: with children with difficulties.

PHYSICAL CULTURE:

WALK: Invite children to clean up their area - remove leaves and sticks, pieces of paper. Admire the area after work and how clean it was. Remind us that by cleaning their area, the children helped our janitor. Ask what needs to be done to always keep it clean (don’t quarrel)

instill in children a sense of responsibility for the assigned work and collectivism.
D/game “What is he doing?”
- learn to select verbs for the noun
“yard” “children”
.
P/game “My funny ringing ball”
- teach children to jump on two legs, listen carefully to the text and run away only when the last words are spoken.
“Throw it higher”
- consolidate the ability to throw the ball with one or two hands and catch it.
“Catch-up”
- develop dexterity and speed.
The S/R game “Chauffeur”
is to help children establish interactions in a joint game, develop the plot, enrich their vocabulary, and develop children’s speech. Games with external material.

EVENING: Gymnastics after sleep. KGN - carefully eat food with your mouth closed, use a napkin. D/game “Logic chain”

-learn to find relationships between objects and phenomena, develop logical thinking and coherent speech.
Review of the album “Indoor Plants”
- to cultivate a love for plants.
S/r game “Barbershop”
- teach children to independently develop the plot of the game, agree on a theme, distribute roles, facilitate the establishment of role-playing interactions in the game, and form the correct relationship between children in a team.