Parent meetings in kindergarten

Summary of the parent meeting "The game is not fun"

Target: raise the level of pedagogical culture of parents

Preliminary work:

1. Family Play Corner Contest #1 (Visit other families to see play corners, play corner photos, play corner story)
2. Competition No. 2 "Skillful Hands" (Making a game, toys together with children)
3. Poems and riddles about toys (Learning poems, riddles with children, you can compose together)
4. In a group, issue invitations for parents with children
5. Design posters "the game is a spark that ignites the flame of inquisitiveness and curiosity"
6. Exhibition of books, magazines on the topic "Game activity"
7. Tape recording with questions:
   Do you like to play?
   What games do you play at home?
   Do you have favorite toys? Which? How do you play with them?
   Do adults play with you? Who?
   How do you take care of toys?

Assembly progress.
(The song “Where does childhood go” sounds. Music by A. Zatsepin, lyrics by L. Derbenev)

1. Introduction.

In order for our children to have a happy childhood, the main place in their life should be occupied by play. AT childhood The child has a need to play. And it needs to be satisfied not because business is time, fun is an hour, but because playing, the child learns and learns about life.

“Play permeates the whole life of a child. This is the norm even when the baby is doing a serious job. He has a passion, and it must be satisfied. Moreover, this game should be impregnated with this game all his life. His whole life is a game"
A. S. Makarenko

Let's talk about the game today.

2. Discussion "Is it necessary to manage children's games?"

1. listening to a tape recording
2. questions to parents: Do you think it is necessary to supervise the child's play?
3. Generalization by the educator:

If you do not play, do not lead the game of the baby at an early age, then he will not develop the ability to play both independently and with other children.

At a younger age, the game becomes a means of development and education if it is built on meaningful communication with an adult. When playing with your daughter or son, remember that you cannot suppress the initiative of the baby. Play with him on equal terms. When playing, watch your speech: the even, calm tone of an equal partner in the game instills in the child the confidence that they understand him, share his thoughts, want to play with him. Therefore, we must make it a rule for ourselves: to join the baby’s game several times a day, this encourages the child to new actions.

3. Working with memos

1. Exercise: underline the points that you have already completed
2. Generalization by the educator "What is a good toy?"

First of all, this toy is safe, appropriate for the age of the child. The more varied the toys. The more interesting the game of kids. But diversity does not mean abundance.

Before you make another purchase, it's a good idea to ask the baby how he will play with it. If 90% of the game is played by a child and only 10% by a toy, then it is a good toy. An empty toy can be a great toy for a baby. cardboard box into which you can climb. It can be a ship, a fortress, or a rocket. Such a toy stimulates both fantasy and imagination. It can be used as it is. And you can cut holes in it - portholes, paint. Homemade toys are of great educational value.

4. Parents' stories from the experience of family education

1. "Games of families in the family"
2. "Leisure in the family"

5. Task game

I propose an unusual task: remember your family evenings and give them self-esteem. If you do as it is said, then you put a red chip, not always yellow, never blue.

1. Every evening I spend time playing with the children.
2. Talking about my childhood games
3. If a toy breaks, I fix it together with the child
4. Having bought a toy for a child, I explain how to play with it, show different variants games
5. I listen to the child's stories about games and toys in kindergarten
6. I do not punish the child with a game, a toy, i.e. do not deprive him for the duration of the game or toys
7. I often give a child a game, a toy

Generalization:
If there are more red chips on your table, then the game is always present in your house. Play with your child as equals. Your baby is active, inquisitive, loves to play with you, because the game is the most interesting thing in a child's life.

6. Excursion to the game library

The teacher talks about the children's favorite games and toys, answers questions from parents

7. Decision of the parent meeting

1. take an active part in children's games
2. take an active part in the manufacture of games, toys, their repair
3. organize family excursions in the interests of children
4. take an active part in the life of the kindergarten

| Job title: group teacher early age No. 4, MDOU "Kindergarten No. 5"

Dear adults: mothers and fathers, grandmothers and grandfathers! If you want your child to be active, active, and develop successfully, try to create the appropriate conditions for him. It is necessary to think about the fact that the child has his own corner in the house, that place where he could play quietly, go about his business, without causing inconvenience to all other family members.
It is very important that the child has the opportunity to place his toys, items for play in the place allotted to him, understanding, feeling that he does not interfere with anyone.
The place for the child's corner should be well lit so as not to spoil the baby's eyesight, and be convenient for the child to approach the places where the game material is stored.
The play area should have a sufficient, but not excessive amount of toys. Buy toys for children aimed at the comprehensive development of the child.
Games, toys of various content.
For example:
 Toys - fun,
 Board games,
 Different types designer,
 Construction kits,
 Toys for playing with buildings (sets of animals, small toys),
 Cars, transformers (without quantitative enumeration),
 Dolls (without quantitative enumeration) and clothes for the doll,
 Children's tableware,
 Folk toys,
 Musical,
 Educational (puzzles, puzzles, mosaics, Nikitin's cubes, "Fold a pattern", "Fold a square", "Tangram"),
 Theater for children,
 DIY toys,
 Material for artistic creativity: plasticine, colored paper, cardboard, paints, pencils, felt-tip pens, paint and glue brushes, children's scissors (safe), glue stick, etc.
In order to choose the right toys, you should take into account: age, level of development, interests of the child. When choosing a toy, you need to be clear about the benefits they can bring to your baby's development.
Excessive abundance of toys dissipates interest in them, so there should not be a large number of toys in the play corner. Too many toys lead to clutter. The child gets bored with the same toys, and as a result, he does not play with them, but only manipulates them or scatters them.
Toys need to be changed periodically, i.e. clean some and get others (preferably a change of one type).
For example: they played “Transport” cubes for a week, after a week they got “Animals” cubes, or they changed 2-3 cars for new or long-forgotten ones.
Changing toys leads to:
firstly, the child receives versatile development from the game, and does not perform memorized actions;
secondly, the child manages to miss the removed toy and when it appears in his corner after a while, he perceives it as his beloved, dear. The toy causes the child positive emotions(joy, delight).
It is necessary to ensure that after the game the child puts the toys in their places, he puts his corner in order. Sometimes parents themselves accustom their children to sloppiness, to disorder.
For example: a child is playing, and he is urgently called to dress for a walk, dine or swim, without giving him time to clean up the game material. The child develops such a quality as negligence, not frugality to things.
It is necessary to warn the child a few minutes before the upcoming event that it is time to collect toys, because we ... (let's go for lunch, walk). Evaluate the result of cleaning. If the game is interrupted for emergencies, then you need to direct the child to further cleaning after the event or to clean up together, but not take on all the work.
It happens that children play the same game for several hours or days, and here it is important that the building or the environment created by the child for the game is in its place in order, and not destroyed. This brings up accuracy, frugality in children, forms the ability to maintain order, aims the child for further work, project activities the ability to get things done. Therefore, the place reserved for games should be free for the child, and not be forced by foreign household items.
Often parents force them to clean up the environment created by the child, in a construction way, or they clean it themselves just because they see it as a mess, they try to create perfect order in the room. The child is very worried, because. his plan for further play is destroyed, and if this happens constantly, then he does not have a desire for this type of activity, he loses interest in creation. In such cases, whims, aggression, anger appear. Here you need to think about what is more important: the ideal order or mental balance of the child, his creative development.
It is advisable to carry out general cleaning together with children, wash toys, wipe shelves, put toys in their places, select toys for repair or for children. younger age(as a gift). Such joint work instills diligence in the child, a desire to help adults, to feel like an adult and significant in the labor process.
A play corner for a child is his microclimate, where he receives new impressions every day, forms his skills, habits, acquires new skills - learns the world.
Children who play little do not develop well!
Through play, the child enters the world of adults.
Create a microclimate for your child comfortable, cozy, affordable.
The time of childhood passes quickly. Play more often with your child! Create conditions for the harmonious development of the child.
Be your child's friend, mentor, partner.
Used Books.
1. Zagik L.V., Kulikova T.A., Markova T.A. and others. To the educator about working with the family: a guide for the kindergarten teacher. Ed. Vinogradova N.F., Moscow. Education. 1989

Irina Kobozeva
Parent meeting " home corner preschooler"

Home corner of a preschooler.

Development environment at home is essential for every child home play area. Up to two years, the child exists in close connection with adults, his independent studies are very short-lived, he always attracts adults to them. For a baby, the whole house is his developing environment, it is wide and not concentrated. On the approaches to preschool age, there is a need to form a focus on independent studies. There comes a time when the child needs to be organized.

The development environment must separate from home environment in general, to concentrate in a special space where nothing will prevent the child from doing his own thing, and he will not interfere with adults. First of all, for gaming corner you will need a children's table - simple, with flat surface. We need two children's chairs - for a child and an adult who, if necessary, can join the child. The table must be placed so that it can be approached from any side. Also needed as an element of the game nook is shelving, height accessible to the hand child, and several containers for play material. It is also necessary to provide free space on the floor, which is advisable to mark with a rug. Here the child will be able to arrange toys and leave it all for a while.

Decorated in such a way corner takes up little space and at the same time allows you to concentrate material for children's activities. The child receives personal space and personal things that he freely disposes of himself, which is important for the development of independence and personal maturity.

What to fill the game corner? This is due to the activities that a child from 2 to 6-7 years old can indulge in. "Play, create, explore" is the motto under which development takes place preschooler. Here play, productive activity and research are combined. For this, some core materials are identified that provide several types of activities at once throughout the entire age range.

As a child grows, so do their needs. Toys that he has outgrown should be removed. Mosaic, plasticine, paper and pencils do not lose their universal developmental value. Also, over time, materials for mastering written speech and counting should appear.

If the child has his own room, you can add a playroom corner materials and equipment for the development of motor activity: skittles, jump rope, balls of different sizes, etc.

The main thing to remember is that the game corner- the personal space of the child, which he owns completely. This is the space of his freedom, his self-realization. The ability to manage their own things contributes to the formation of strong-willed effort, independence and responsibility in the child.

In the first junior group of the kindergarten, the child learns the world of social relations in which he grows up. The baby lays the norms and foundations of communication skills, speech develops at a rapid pace. There is a difficult process of adaptation to kindergarten. Well-organized work with parent community allows the teacher to get to know their wards better, get feedback from moms and dads and, in general, organize the educational process more effectively in the younger group of the preschool educational institution.

Important aspects of the theory

The main features of children attending the first junior group (aged 1.5–3 years) are increased sensitivity to separation from their mother and fear of the new. Often, the adaptation of kids to the preschool educational institution is painful, both children and parents experience stress. In addition, parents often lack high-quality information about the life of a preschool institution, the optimal conditions for the development of babies.

Goals and objectives of working with parents in the first junior group

The main goal of working with parents of children under 3 years old is to combine the efforts of the family and the kindergarten for the successful adaptation of preschoolers to the preschool educational institution, their upbringing and development.

In the first younger group, work with parents is aimed at ensuring that the baby is educated and comfortable conditions stay in kindergarten.

To achieve this goal, it is necessary to solve a number of tasks:

• increase the pedagogical competence of parents by disseminating up-to-date information;
• provide practical assistance in the upbringing and development of children;
• to promote a trusting attitude of parents to the group educators: take into account the recommendations of specialists, be open to dialogue.

Parenting activities for the first junior group kindergarten have their own characteristics, but are generally similar to meetings in any kindergarten group. The purpose of a particular event for parents can be anything, but in general it will lead to the achievement of the main goal. An increase in the number of goals leads to an automatic increase in the number of tasks with which the goals will be achieved. To avoid negativity and wasted time and effort, it should be remembered that there is one goal, and there are several tasks that implement it (it is advisable not to set more than 10 tasks).

The following factors influence the setting of goals and objectives:

• The time when the event is held (before the school year, the beginning school year, middle or end).
• The actual situation in the group (successes and achievements of children, difficulties encountered).
• The needs of parents for information about the characteristics of the age of children and the process of adapting the child to the preschool educational institution (designing a stand, a story with examples, issuing leaflets and memos, etc.).

At the beginning of the school year, the following goals will be relevant:

• Ensuring the successful adaptation of children and parents to the preschool educational institution.
• Establishing psychological contact with the family.

Mid year:

• The development of speech abilities of a young child in the family and in preschool.
• Building a system for raising a healthy child.
• Consolidation and development of new skills and abilities of the child.

Trust and active interaction between the parents of the child and the kindergarten form a morally and mentally healthy person

At the end of the year:

• Focusing on the achievements of children during the school year, give recommendations for the summer on further development.
• Using the joint experience gained over the past year, help parents prepare and prepare the baby for the next year of study (it is important to focus on the psychological crisis of a 3-year-old child).

Forms of work

All forms of work with parents in the first junior group can be divided into 3 groups:

Separately, one should consider such a form of work as leisure time with parents. It may consist of holding a holiday in a kindergarten or a joint walk in the forest. It is important to remember that this form of work with the parent community requires long and competent planning, as well as painstaking preparation. Indeed, for children, such events are not a vacation at all, but a non-standard form of education, an opportunity to gain new knowledge and emotions. Therefore, it is better to discuss all possible details and nuances with parents even at the stage of preparing the event.

Table: topics and forms of activities for parents in the first junior group

Parent meeting in the first junior group

parent meetings for children in the first junior group, this is the beginning of interaction between parents and an educational institution. Even if the child is far from the first in the family, his path in kindergarten will be different from what his brothers and sisters have done. Therefore, for the parents of the baby, not everything will be repeated, something will be the first time. It is important that the very first year of being in kindergarten is successful, joyful and educational for the child. For this, both parents and educators will have to make a lot of effort. The parent meeting is a key moment when it is checked how effective the interaction is and tasks are set for the near future. At least 3 meetings are held during the year - at the beginning of the school year, in the middle and at the end.

Establishing contact with the family

When working with parents, it is important to take into account the individual characteristics of each individual family. Therefore, the educator needs to establish friendly and trusting relationship with the parent community. To achieve such cooperation, the following plan should be followed:

1. Conduct a preliminary survey of parents to identify their needs and needs.
2. Based on the data obtained during the survey, select the topic and form of the upcoming parent meeting. Create a summary for yourself, in which to paint the main points of the meeting.
   

   It is important. Be sure to check with parents for contact information.

3. Timely inform parents about the peculiarities of the child's behavior and his achievements. This will allow moms and dads to form the most complete image of the child.
4. Conduct correct individual conversations with parents in order to understand the situation in the family. Find out the difficulties and problems in raising a child.

Non-traditional forms of work help to establish contact with parents

The information obtained is necessary for the educator to find individual approach for each child and for planning the direction of group classes.

Requirements for organizing a parent meeting

The theme of the parent meeting is a combination of the needs of parents and the goal set by the teacher. Therefore, the topic for the most part is selected by the educator, taking into account the characteristics of the parent community. The form of holding a parent meeting should most fully disclose the topic, and the principles and ways of life adopted in the families of pupils should also be taken into account.

The educator has a great responsibility for preparing the parent meeting. It is better to start preparing for the event in advance and adhere to the basic rules:

1. Everything that is planned should be aimed at realizing a specific goal and correspond to the chosen topic.
2. Items to be considered at the meeting (agenda) are written in detail. To do this, they check with the parent committee whether they need to give the floor, how long it will take. It happens that parents offer to consider an issue that is already included in the topic of the meeting. Then you need to discuss which part, how and who will report.
3. The agenda and the general time of the meeting are regulated in advance. Parents are people who have limited time and hope to make the most of it. If the meeting drags on and starts to exceed 1.5 hours, then you can forget about a positive attitude.
4. Items are put on the agenda according to their importance and the way they are presented. So, at the tea party, you can submit a video report on the holiday, but you should not organize the tea party itself before the announcement of official information or the resolution of topical issues of the parent committee.
5. Carefully check how the form of presentation of information corresponds to the selected material. It would be a big mistake to provide official information on the internal regulations of the preschool educational institution in the form of a conversation.
6. In the total time allotted for the parent meeting, only those issues that relate to the entire group as a whole are discussed. You should not discuss one particular child in front of everyone. For these purposes, the time of individual consultations is planned.
7. The meeting plan must include an item - a message about achievements or important events in a group. It is not necessary to make a detailed report on this topic. Here you can use other forms: create a short video with photos or arrange a stand with works, or use other forms.
8. Each parent meeting is an event that should be remembered. There is a place for creativity and creativity. The main thing is to remember the golden mean rule. There needs to be a balance between formal and informal content, quantity and the real need for variety and additional material. For example, if a didactic game is planned, then role-playing game no longer carried out.
9. It is important to complete the accompanying documentation in a timely manner. Filling out the documents, the educator not only prescribes all the above points, but also helps himself in further activities. The better the agenda of the meeting is thought out, the more successful it will be. In addition, six months later it is difficult to remember what really happened at the parent meeting. This is where developments, agenda, protocol, and additional materials come in handy. It is advisable to add personal notes about the meeting to the total number of documents.
10. Specialists - speech therapist, psychologist, teacher of music or physical education, swimming coach - assistants. They are invited as needed. The speech of a specialist should be organically included in the parent meeting or taken out of it in individual consultations.

When preparing a parent-teacher meeting, it is important to adhere to a clear scheme.

How to hold the first parent meeting in the younger group

The purpose of the first parent meeting in the younger group is to establish contact with the parents of the pupils, to jointly create plans for the upcoming school year.

• Conduct a short survey of the parent community to find out contact details and basic family priorities.
• Tell parents about the educational institution where their children will study. About the rules and requirements adopted in the preschool educational institution.
• Outline the prospects for further joint work on the education and upbringing of children.

Work with parents should be built, adhering to the following steps:

Tips for parents to help them build trust with their child

Table: an example summary of the meeting in the younger group

Meeting minutes

Minutes are a written document detailing the course of the meeting. It is necessary to fix all decisions taken which must then be put into practice. The minutes of parent meetings should be accompanied by texts of speeches, consultations of group educators and other specialists who spoke at the event. Unfortunately, not all teachers consider it mandatory to maintain, design and store such documentation.

It is important. The protocol is a kind of insurance for the educator, confirming the legitimacy of his actions and the administration of the preschool educational institution if troubles or controversial issues arise.

Correct and timely completion of the protocol helps in resolving contentious issues and preparing for the next parent meeting

Most often, the minutes of parent meetings are internal documents, therefore, when creating them, they do not use a form and do not indicate the full name of the institution. It is important to draw up protocols in a timely manner, within 3 working days. The sample below shows the most commonly used form of the protocol (abbreviated).

Protocol No. ____

Group Parent Meeting No. ______ Subject: _________________________________________________________

from "" _____________ 201 _______.
In attendance: ______ people.
Absent: _______ people.

Each group of participants in an open session has different goals.

You can not violate the requirements for open classes in kindergarten:

It is important. The duration of continuous GCD in the first junior group does not exceed 10 minutes.

Usually, open classes are held without a rehearsal, so they require long and painstaking preparation. There may be a rehearsal of only individual elements, such as poems, songs, that is, what children must learn (prepare) in advance. But it is possible with children middle group. In the younger group, only psychological, moral preparation of children for the event is possible.

Theoretical part of preparation for an open lesson

The teacher must clearly articulate the purpose of the open lesson, as well as the skills and knowledge of the children that it will have to consolidate. Once the goal is defined, the topic can be formulated. It is important to make sure that the open lesson fits into the curriculum and has a connection with subsequent classes. When you already have a goal and a theme, you need to make a list of tasks to be implemented on open class.

Then you can proceed to the selection of literature, which should most quickly and simply solve the tasks. You need to choose tasks for children (best of all from the selected literature), which will:

Using the standard scheme, the teacher draws up his plan for an open lesson

After the tasks are selected, a clear lesson plan should be drawn up. To do this, you need to work out a sequence of actions and think over moments of activity and calmness. Young children cannot sit in one place for a long time, they definitely need to switch from one type of activity to another.

If some new technique or technology is used, it is advisable to try it out in other classes. And the last thing that needs to be considered is the control and safety of children's activities.

The practical part of preparing for an open lesson

Any event is first registered in scheduling the entire institution, as it requires the involvement of other employees (for example, a psychologist, speech therapist, etc.). Then an order is prepared throughout the institution. You will need a list of all visual aids and devices that will be needed for conducting an open lesson. If you need to do some visual aids with your own hands, then you need to prepare everything in advance. Each item should be prepared and checked, preferably more than once.

Not less than 2 weeks, and preferably a month, you must invite the parents. Parents are warned that they are only observers, so do not prompt or help the child. You can not interfere in the lesson, prompt, jump out with a camera or a camera. It is very important to convey to everyone invited the fact that no matter what happens, you should not interfere. In children aged 1.5-3 years, the concentration of attention is very small, and they quickly react to changes in the situation and are distracted.

The correct behavior of parents in an open lesson will help children

Working with parents in kindergarten is of great importance for the formation of a healthy personality for each child. Each event with the parent community requires preparation and step-by-step planning. Activities with parents of toddlers of the first younger group are designed to facilitate the process of adaptation of children to educational institution and promote successful socialization.

Municipal budgetary preschool educational institution

kindergarten №12 Kropotkin

municipal formation Kavkazsky district

Consultation for educators

Prepared by senior teacher

Vlasenko Irina Ivanovna

Kropotkin

2017

Many educators have difficulty writing notes. In the summary write the topic, goal, tasks. Often the tasks go through the goal.

Let's figure out how to properly draw up an outline of an organized educational activities.

Let's start with title page.

The full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet is the inscription:

Abstract

Organized educational activities in (Region)

On the topic: “……………..” for children of which group.

At the end of the title page, in the middle, your settlement is written (city, village, village, etc.), and even lower is the year when the abstract was written.

Kropotkin

2017

The next sheet begins with the purpose of the OOD.

What is a goal?

Target This is the final result, what we are striving for. The goal is recommended to be determined by a noun from the verb: creating conditions, shaping, educating, strengthening, etc. And verbs in an indefinite form form tasks: create, strengthen, educate, implement, etc..

Targets and goals organized educational activities replace program content.
A task - something that requires execution, decision. Tasks in relation to the goal are and are:
1. Learning tasks (it is written what we will teach children).In tasks, do not write the verb "learn"! It is more literate to write - “to promote”, “to form a skill”, “to create conditions”, “to develop”, etc.
2. Development tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).
3. Educational tasks (what mental, aesthetic, moral and volitional qualities will be formed).
It should be remembered that each new task written on a new line.
When the tasks are formulated, it is necessary to indicate what kind of work was carried out.preliminary workwith children, the entire volume of frontal and individual work with children (Conversations with children, observation, reading fiction where they went on an excursion, what they learned, etc.)
Methods and techniques: Game, visual, practical activities of children, questions for children, verbal, didactic game, use of fiction, etc.

Materials and equipment: Lists what equipment will be used at this DTE (for example: tape recorder, flannelograph, easel, wallboard, cubes, coasters, etc.).
The following is indicateddemo material, which lists not only all manuals, paintings, but also their authors, quantity, sizes.
When describing the handout, it is mandatory to list what material is taken, indicating the size and quantity.
The following describes the structure and teaching methods used in the lesson. Parts of the lesson and specific methodological techniques are indicated. For example:
I. Introduction- 3 minutes.
a) reading the poem "Autumn" by A.S. Pushkin;
b) watching the autumn sky from the window;
c) verbal didactic game "Think up a word" (selection of adjectives for the words sky, autumn, foliage).
II. Main part- 15 minutes.
a) a conversation about weather phenomena in autumn;
b) looking at weather calendars;
c) physical minute;
d) compiling stories about autumn weather;
e) naming autumn signs and sayings about autumn by children;
f) didactic game "From what tree leaf" ... etc.
III. Final part- 2 minutes.
a) generalization of the educator;
b) analysis of the OOD (about what knowledge the children showed).
And finally, the description of the course of the OOD begins.
The move of the OOD is written in direct speech. Be sure to write all the words that the teacher will say, the expected answers of the children, the generalizations of the teacher. If during the lesson the teacher needs to perform some actions, this is indicated in the summary.
For example:
OOD progress:
1. Reading the fairy tale “Fear has big eyes”;
Educator: Guys, do you like to travel? Today I suggest you go to Booktown. Who do you think lives there?

Children: books

Educator: Turn to the left,

Find yourself in Book City.

If the children do the work according to the model, then an application must be made to the abstract in the form of a pre-executed by the educator finished work. If the abstract is drawn up for reporting and must be submitted to the expert commission, then in the application it is necessary to provide the results of children's work or photographs reflecting the course and result of the lesson.

So, if we briefly describe all of the above, then the structure of the summary of the OOD is as follows:
If there is a title page:

the full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet is the inscription:

Abstract

organized educational activities in (Region)

On the topic: “……………..” for children of the senior group.

Below the title of the abstract on the right is the name of the author and his position.

At the end of the title page, in the middle, your village is written, and even lower is the year when the summary was written.

Kropotkin

2017

The second page starts with Goals.

If without a title page, then it looks like this:

Theme: "Snowflakes outside the window"(Times New Roman 16)
(Middle group No. 1, Ivanov I.I.) (Times New Roman 14)
Educational area: Artistic and aesthetic development
Target:
Tasks:
Educational:
Developing:
Educational:
Preliminary work:
Methods and techniques:
Materials and equipment:
OOD structure:
I. Introduction:
II. Main part:
III. Final part:
OOD progress: