Summary of the walk in senior group No. 2 “Observing a birch tree in winter”

Theoretical aspects of organizing observations in the senior group of preschool educational institutions

Observation is a complex cognitive activity that allows one to recognize the properties and qualities of objects and phenomena, highlight their individual, characteristic or essential features, and establish connections and relationships in which they are located.

Gogoberidze A.G., Solntseva O.V.

https://alienushka12.caduk.ru/DswMedia/doshkpedag.pdf

New objects and phenomena become objects of observation in the older group. The methodology for organizing and conducting observations is becoming more complex. Due to this, preschoolers develop more complex knowledge. The main difference between observation and other methods of cognition is the possibility of independently obtaining information through sensory perception: using vision, hearing, smell, touching an object, etc.

Students in the senior group are already able to independently formulate observation tasks

Goal and tasks

The purpose of observation is to form ideas about an object or phenomenon. For example, establishing qualities or properties, the structure of an object, recognizing seasonal phenomena, etc. This goal can be achieved through the following tasks:

• educational - assimilation of knowledge about the object of observation;
• developing - development of observation, creativity, independence, initiative, etc.;
• educational - the formation of a caring attitude towards nature, an understanding of the role of man in the modern world, a positive attitude towards one’s own and other people’s work.

Techniques

When preparing an observation plan, the teacher should think about including the following techniques:

• Techniques for setting goals and motivating students: calling together to consider something new and interesting, commenting on the actions and process of observation by the teacher.
• Techniques for inclusion in work: creating a problem situation, asking questions, physical activity (for example, asking to show how a tree sways in the wind), analysis of activity.
• Techniques for organizing children’s activities: voicing a task, asking a question.
• Appraisal techniques: praise, analysis of difficult moments, joint assessment of activities.

In the spring, preschoolers can be offered to observe the first shoots in the flowerbed

Types of observations in kindergarten

There are a large number of types of observation. According to a number of the most important criteria, they are distinguished:

• By duration: episodic, or short-term,
• long-term (consisting of episodic ones).

Meeting a rabbit - an example of initial observation

Observation can be carried out both with all pupils and with a separate subgroup of children. This depends on the purpose and content of the observation, the characteristics of the object and the tasks facing the teacher.

In what classes can observations be made?

Observations can be carried out in the following classes:

• the surrounding world, for example, getting to know the work of a janitor or salesperson;
• environmental education: observation of plants, animals or natural phenomena;
• speech development, for example, observing an animal and discussing its actions, habits, etc.;
• lesson on studying traffic rules: while observing vehicles and pedestrians;
• observation can also precede classes in modeling, drawing or appliqué: first, children observe an autumn tree with colorful leaves, and then draw or design it.

Organization of observations in the senior group of kindergarten

When organizing observation, the following rules should be observed:

• The object of observation must be visible to all children (therefore it is important to think about the number of pupils who can simultaneously observe the object). Each child should have the opportunity to touch, listen, and take a closer look at the object of observation (if required). Along the flower bed, for example, you can place all the children in the group, but near the cage with the rabbit - no more than 5-6 people.
• The word should not replace perception. This means that the teacher’s comments should not get ahead of the events occurring with the object of observation (for example, if there is a long observation of a planted plant, then the teacher should not describe the process of how shoots and first leaves will appear; report that from under soil, a sprout can hatch after it has already begun to appear, etc.).
• The perception of an object should not last long. Observation is a very complex activity. The maximum duration of intensive exercise for a child 5–6 years old should not exceed 10 minutes.
• Observation must be built in accordance with a clear structure.

Observation structure

Observation consists of 3 stages:

1. Elementary. At this stage, you need to prepare the children for the upcoming work. The beginning should not be too bright and unusual, otherwise strong emotions will interfere with concentration, and the observation itself against the backdrop of a spectacular start may seem boring and uninteresting.
2. Basic. Here the intended content of observation is implemented and children’s independent activities are organized. May include gaming, examination, labor activities, and physical activity.
3. At the final stage, the results are summed up and the knowledge gained in the lesson is generalized. Another important aspect of this stage is emotional. After class, children should be in high spirits; they have a desire to observe various objects again and again.

To create a good mood at the end of a lesson on observing autumn trees, you can invite children to make a “rain” of leaves

File of observations

In the card index, all classes are divided into topics. Creating a file of observations allows you to obtain convenient material for use in practice. For each subject, you should make your own card index and title it accordingly (“File file of observations on speech development”, “File file of observations on traffic rules”, etc.). However, in some subjects, for example, in environmental education, the material can be very large, and it will be difficult to navigate the card index. In this case, it is better to make several materials on different topics, for example, observing plants on the windowsill, observing the changing seasons, etc.

The contents of the card index must correspond to its topic:

• In your card file for observing nature while walking, you can include classes on the following topics: “Observing a chamomile,”
• "Dove Watching"
• "Watching the Wind"

In the process of observing the work of a janitor, the children develop a desire to help an adult

Examples of observation files compiled by preschool teachers for students in the senior group:

• Card file of observations in nature.
• Card index of observations during a walk (Gromova A.V.).
• Card index of observations in autumn (Ermakova G.P.).
• Observations in May.
• Card index of observations in the senior group (Tereshchenko T. S.).

Observation summary

Before conducting a lesson on observing an object or phenomenon, you need to draw up a detailed summary of it . It should include:

• target;
• tasks;
• list of required materials;
• description of the course of the lesson.

Abstract “Observing the spring sun”

Goal: to expand children’s knowledge about the sun.

Tasks:

• Educational: expand your understanding of the sun and its properties in spring.
• Developmental: develop the ability to observe and compare;
• develop imagination;
• develop the ability to highlight the essential characteristics of the object of observation;
• develop the ability to express your opinion.

Materials:

• clouds,
• yellow pencils,
• sunglasses,
• wooden and metal objects,
• blanks - paper suns.

At the end of the observation, you can invite the children to color the suns

Progress of the lesson:

1. Q: Guys, do you know what time of year it is? (Spring). Right. What spring months do you know? Let's guess riddles about them. Makes riddles about every month. V.: Well done! Today we will talk to you about the sun, it is so beautiful in spring. Want to know something interesting about the sun?
2. V.: Let's all go to the windows where the sun is shining and close our eyes. Children come to the windows, expose their faces to the sun, and close their eyes. Q: How do you feel? (Warm). You can help them with additional questions: Isn’t it cold for your cheeks to stand by the window? Does the sun caress your face with rays? V.: That's right, the sun warms us with its rays, because it is very hot. When does the sun get hotter? In winter or spring? That's right, in the spring, but do you know why? Because our planet Earth rotates and exposes different sides to the sun. Now spring has arrived, the sun is warming stronger, which means the earth has turned our side towards the sun. Let's take different objects and put them on the windowsill. Children place wooden and metal objects (spoons made of different materials, wooden toys, metal bells, etc.) on the windowsill. V.: While things are resting there, let’s see who was “awakened” by the sun outside. Look, buds are appearing on the trees, leaves are waking up, thawed patches are appearing, the ground is throwing off its blanket of snow and is about to wake up the grass. What's that dripping from the roofs? That's right, the snow and icicles are melting. It's time to see how our items are on the window. Let's touch them. Which ones got hotter? Children discuss with the teacher how objects heated up (dark and metallic ones are hotter than light and wooden ones). V.: Now let's put on sunglasses. Only in them can you look at the sun. Why do you think? That's right, it's very bright.
3. V.: Look, I also have suns, but they are not bright at all. Let's color them. Children paint sun templates. V.: Well done, guys! How many suns we have now! Take them in your hands, let's play. Game "Suns". How brightly the sun shines and the rays play. (Children walk in a circle with suns in their hands.) But suddenly it got dark and clouds appeared. (Children hide the suns behind their backs and run away from the clouds that the teacher is holding in his hands). Whoever is caught becomes the “lord of the clouds.” The game starts again. V.: Well done, guys. Did you enjoy watching the sun? What do you remember most about today's lesson? Well done, we will definitely continue our acquaintance with the sun, but now you can play with your favorite toys.

Notes on “Observing the Truck”

Goal: to expand knowledge about freight transport.

Tasks:

• Educational: consolidate knowledge about trucks and their functions;
• introduce some traffic rules;
• introduce the driver's profession.

Necessary materials:

• toy trucks,
• scoops.

Progress of the lesson (observation occurs during a walk).

Q: Guys, do you hear something buzzing loudly? What is this? (Children make assumptions). Let's get a look. (They go to the fence where the truck is parked).

Look, guys, what a car. Do you know what it's called? That's right, it's a truck. Why is it called that? That's right, because it transports goods. Let's see what the truck will do now. (Watch the actions).

What happened? How the machine unloaded the sand (or unloaded/loaded food, etc.). Who drives the truck? What does the driver do? (Children's answers). Well done boys. Now let's become drivers ourselves for a moment. We will transport sand to the “construction site”.

Playing in the sandbox with toy trucks.

Q: One of the drivers’ car broke down, what should I do now? (Children offer options). Well done, they fixed the car. And now our trucks are heading to the garage. (Children are driving trucks along the asphalt; a pedestrian crossing is drawn ahead).

Look, what are these stripes? Crosswalk? And what should the driver do? Why does he need to let pedestrians pass?

Well done boys. Now let's draw trucks with crayons on the asphalt.

During the game, children take on the role of truck drivers

Temporary observation plan

As with any other preschool activity, observation time is limited, so all stages must be carefully planned.

1. The initial stage lasts 3–5 minutes;
2. Basic - up to 25 minutes;
3. Final – 5–7 minutes.

Temporary Pedestrian Monitoring Plan

• Introduction: questions or riddle, poem about pedestrians, invitation to observation - 4 minutes.
• Main part: exit to the pedestrian part, walking along it - 3 minutes;
• reminder and discussion of the rules for driving on the sidewalk - 5 minutes;
• discussion of a pedestrian crossing (how to recognize it, how to cross the road, etc.) - 5 minutes;
• crossing the pedestrian crossing and returning to the kindergarten territory - 3 minutes;
• game based on traffic rules - 5 minutes.

A game to review traffic rules can be an exciting end to the lesson.

Temporary Bird Watching Plan

• Introduction: riddles about birds, invitation to observation - 3 minutes.
• Main part: bird watching - 10 minutes;
• discussion of the voices and plumage of birds observed by children - 5 minutes;
• Treating the birds: filling feeders with grains and crumbs - 3 minutes.

Photo gallery: bird watching

Having poured grains into the feeder, the children wait for the birds to arrive.

During the lesson you can watch the birds pecking the grains

One of the tasks may be to determine which bird the tracks belong to.

Observation cycle

Long-term observations are good because they can trace consistent changes (for example, in nature) that are accessible to the perception of children. Such long-term observations occur in the form of a cycle, which includes a number of observations of the object. For example, a cycle of tree observations can consist of the following components (we will give only a small part of the possible list):

• a walk through the autumn forest;
• aspen observation;
• birch observation;
• observation of leaf fall;
• observing spruce trees in winter;
• observation of spring trees;
• observing the blooming bird cherry;
• comparison of a tree and a bush.

Each observation included in a cycle has its own purpose, but the purpose of the entire cycle must also be determined. During the observation cycle, children receive knowledge in doses, which means that they are absorbed better and built into a coherent system.

Photo gallery: onion observation cycle

The first lesson of the series is devoted to planting onions

Children need to be given the opportunity to take an active part in the process: watering, loosening the soil, and not just observing

The completion of the cycle of lessons can be the creation of such a drawing illustrating each of the lessons

Video: observing rain in kindergarten

Time plan for the walk

Like any other activity in an educational institution, every minute of leisure time in the fresh air should be beneficial. To do this, the teacher should carefully plan all stages of the walk:

1. Organizational issues (collecting take-out materials, going to the toilet, getting dressed) – 30 minutes.
2. Observation – 5–25 minutes.
3. Labor activity - 10–15 minutes.
4. Game - 15–40 minutes.

   Play activity is the longest during a walk

5. Individual work - 10–20 minutes.

It turns out that without taking into account the organizational aspect, on average, a walk lasts 40 minutes in winter, and up to 1.5 hours in the warm season. Timing is calculated based on weather conditions.

For each month, 10 to 12 walking topics are planned.

Table: thematic card index of walks for the older group (fragments), authors Tatyana Dolgova and Irina Kravchenko

All types of activities during the walk are combined taking into account the goals and objectives set by the teacher. Thus, experiments and observations can be applied throughout the walk.

Activities during the walk can be combined at the discretion of the teacher

Table: summary of a walk in the senior group on the topic “We are not afraid of frost” (fragments), author Elena Sholomitskaya