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.

Full title at the top of the title page preschool. 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..

Goals and objectives organized educational activities replace program content.
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, wall board, 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:

Our children are growing up.
What are our children like? You can say smart, businesslike, purposeful, hardworking, knowledgeable, understanding a lot and able to do a lot. And it is true.
You can say - stubborn, proud, easily vulnerable, touchy, naughty, capricious, difficult to manage, prone to rash acts, always in conflict with adults. And there is truth in this too.
Because they are very different, constantly changing, every day opening up some new facets of their unstable, just emerging characters. Not everyone suits us in this rapidly growing shift. It seems to return to us our past mistakes, wrong views, hasty judgments. Ill-conceived methods - after all, children are a product of our upbringing, and they become parents faster than some of our ideas about them change. But teachers are not the only ones responsible for these mistakes. Youth itself is no less responsible for its present and future. And we make high demands on her, as we pass on to her what has already been done.
How to understand our growing children? How to guide them from today to tomorrow?
One of the most important features of adolescence age - development self-consciousness, the discovery of one's own "I". The teenager's interest in himself is activated by the processes of puberty and the psychophysiological changes associated with them.
In early youth, the sphere of communication and activity is quickly rebuilt and expanded. For a child, parents are usually the authority. Growing older, the child gradually rebuilds relationships based on dependence on adults. adolescence-the assessment of one's personal qualities, abilities and relationships prevails. "What am I good for?" And "How do I look?"
There are two ways to self-assess. The first is the desire to stand out, If I didn’t save in a difficult situation, then I’m not a coward. If I took on a difficult task, then I am capable. BUT there can be both dangerous mischief and hooliganism, since the desire to gain popularity among peers is great.
The second way of self-assessment is to compare the opinions of others about yourself.
At the age of 14-15, a teenager begins to perceive and comprehend his emotions. Interest in own feelings and great mood.
Simultaneously with the consciousness of its uniqueness, uniqueness. dissimilarity to others comes a feeling of loneliness. A teenager feels the need for communication, but it becomes selective, often retires, is silent, trying to hear his inner voice.
Exaggeration of one's uniqueness very often gives rise to shyness in high school students, the fear of seeming ridiculous.
Adolescence is the transition from carefree childhood to the responsible, complex life of an adult. Dreams about the future are central to adolescence experiences. Great faith in personal immortality. And endless life has no fixed price.
"Childhood" with two or three years of youth is the most complete, most elegant, our most part of life, and almost the most important, it imperceptibly determines the whole future. These are the words of A.I. Herzen. And one cannot but agree with them.

Attached files

| Position: 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, 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(For a present). 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 your child harmonious development.
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

Dear adults! You have a child, and if you want your baby to develop successfully, you need to think about creating a children's corner for him. Despite the fact that for the first two years he exists in close contact with adults, at the same time he is attracted to exploration of the environment. The whole house becomes a developing environment, but it also has its own developing environment - toys, and they usually move after the child and the adult. Therefore, it is very important that as the child grows, he has his own corner, because gradually the developing environment is separated from the home environment, and the child concentrates in a special place where nothing prevents him from doing his own thing without disturbing adults. And at this time, adults have a question, how to arrange it so that the child is comfortable and cozy, so that he can fully develop?

Furniture must be selected in each play corner. Children are very fond of playing on the floor, but painting a picture, doing appliqué, picking up a mosaic, working with a designer, it is important to do it at the table. Need a comfortable table flat surface and chairs with backs that will help the child maintain the correct posture. The place for the corner of the child should be well lit so as not to spoil the eyesight, be convenient for approaching the place where toys are stored.

In the play corner, if space permits, elements of a sports complex (trampoline, Swedish wall, swings) can be provided. Sports equipment is placed in one part, and a table, chairs and a toy cabinet in another.

If your child only has a play corner, toys should be stored in one place, it is advisable to teach them to clean up after game day. The habit of order in the toy corner will definitely affect the general attitude to order, the subsequent appeal to books, school supplies. To interest a child, cleaning toys can easily be turned into a continuation of the game or preparation for new games. But it happens that children play the same game for several days and it is important that the building created by the child is not destroyed, but is in perfect order. And in this case, it cannot be forced to destroy it if the child does not want it, so as not to suppress interest in creation, creative development. Let him remove it when he sees fit.

It would be nice if parents together with their children did a general cleaning, wiped dust from cabinets and shelves, washed toys, put them in their places. Such joint work helps the child feel like an adult, cultivates industriousness and a desire to help adults.

“Play, create, explore” is the main goal of child development. This goal brings together play, productive and research activities. And for this it is necessary to choose the most suitable toys correctly.

You can’t choose toys for yourself, you once dreamed of such a toy, but you didn’t have it, so I’ll buy it for my child. First of all, when buying toys, you need to be guided by his age (the game of a child of two years is not the same as the game of a child of five).

To help game material:

Development of the child (provided the opportunity to deploy a full-fledged game, for example, a story game or with rules, i.e. should be related to the specifics of the activity),

Corresponding to gender (imposing, for example, dolls on boys, and cars on girls, can lead to distorted personality development),

Stimulated a variety of activities, developed creativity, ingenuity.

Of course, any toy should be aesthetic, pleasing to the eye, safe, entertain the child, because the game is an activity that gives pleasure.

However, many toys are not durable, they tend to break, even with a very careful attitude towards them. Therefore, they should not be thrown away if it is possible to fix them. And this work must be done together with the child. Of course, at first the baby will be able to do only the simplest work. But what older child, the more significant is his participation in this useful work. Such a habit of constantly taking care of toys will instill diligence and accuracy in the child.

Thus, remember, the play corner is a corner of freedom, self-realization of the child, his microclimate, where he forms his skills, habits, acquires new skills, learns the world. Play with your child more often, create all the conditions for harmonious development. Children who do not play enough develop poorly!

Literature:

1.. Zakrepina A. " preschool education» №12 2009

2. Smirnova E., E. Korkina and others. "What our children play." 2013.

3. Kulikova T. Zagik L. et al. “To the educator about working with the family”, 1989.

Lebedeva Olga
Abstract of the round table "Do I know my child?"

The problem of interaction between the teacher of a preschool institution and the family child today remains relevant and is an important aspect in the personal development of preschoolers.

The interaction between the kindergarten and the family is a necessary condition for the full development of preschoolers, since the best results are noted where teachers and parents act in concert. In this regard, educators should become assistants, as well as interested, benevolent allies of parents, direct their activities towards creating optimal conditions for a favorable climate for interaction with parents and involving the family in a single educational space, on the formation of cooperation and competence of parents in various issues.

In accordance with modern requirements, we - teachers - must study new technologies and put them into practice. his work.

Parents, especially young ones, need to acquire practical skills in raising children. It is advisable to invite them to workshops, the use of which makes it possible to talk about the methods and techniques of training and demonstrate them: how to play with children, how to develop children's speech, how to organize a home corner of nature, etc.

So, as part of this work, in our group a meeting was held with parents (in the shape of round table) on the topic " Do I know my child?"

Abstract

« Round table» with middle class parents

"Did you know your child?»

Target: Formation of trusting and friendly relations between children and their parents, parents and teachers; raising the level of pedagogical culture of parents.

Tasks:

1. Summarize the ideas of parents about the individual characteristics of children preschool age, in the future to use them in the procession of family education.

2. Create a favorable emotional atmosphere of interaction between parents and educators.

3. Increase the activity of parents and the degree of their participation in joint educational and pedagogical activities. 4. Show parents the value of joint games and family activities for development child.

1. Greeting. Dear parents! I am glad to see you in the walls of our kindergarten. Let's smile and greet each other. Everyone calls himself what he wanted to be called today by others, and "gives a smile" sitting next to him.

2. Exercise "Give me your smile..."

Educator. Dear parents! Today we will practice on the application of pedagogical knowledge. "Did you know your child.

I want to start our meeting with questions.

1. Is there a change in the development of your child? 2. Has he changed in a year? 3. What's new? And now I suggest you play a game" Round table". Let's split into two teams.

2. Warm up. Questions:

1. Which toy would you prefer baby and why? (rubber ball, constructor Lego, plastic fish, drum, scoop with a bucket, transformer robot).

3. Name children's games.

4. What riddles for children do you know?

3. Creative task. Tell favorite poem your his child.

4. Relay: "Continue the phrase"

1 Team "Brigantine" - "I am pleased with child...» , My the child is sad, when…", "My the child is afraid, when…".

2 Team "Tailwind" - "It makes me sad at child...» , "My child rejoices, when…", "My baby loves, when…".

5. "Question answer".

Team "Brigantine": what dish in kindergarten loves yours the most child? -which desktop do you like the game to kid? -Who is your friend with? child?

Team "Tailwind": What does yours like to do? child on the site while walking? -which role-playing game loved by your child? What is your biggest fear? child?

6. Let's think together.

Analysis of pedagogical situations. Each team will be given situations, you must analyze them.

1. Lida has been helping her mother wash the dishes for 4 years. Grandma saw This: Oh oh. What you! The dishes are very expensive now, and you can break them. Lenochka, you still have time to wash a mountain of dishes in own life.

Questions: 1. How do you evaluate the grandmother's statement.

2. What could be the consequences.

2. 4-year-old Timofey diligently puts the sandal strap into the clasp window and tries to fasten it. He does not succeed, but the boy again and again makes attempts to fasten his shoes. The mother stops, as she says, "this aimless fuss", with a quick movement, not hiding her irritation, fastens her sandals. The child raises a cry: "Sam, himself." Mother strictly He speaks: "sit still and don't be naughty!" you don’t know how, but you shout “Sam”.

Questions:

1. Did mom do the right thing?

2. What are the consequences of the mother's behavior?

3. Do you have similar situations?

4. How do you get out of them?

3. Girl Dasha during lunch He speaks: "I don't want soup." She constantly tells her grandmother their dissatisfaction with that the soup is warm, there are onions in it, etc. Grandmother goes to her about: offers other dishes, tries to interest the granddaughter, tells fairy tales, etc. All to no avail. The girl was left hungry, so she cannot fall asleep after dinner, she is overtired.

Questions:

1. Determine: in this situation, stubbornness or whim is more manifested?

2. What is the reason for this behavior child?

3. Have you experienced similar situations?

4. How did you get out of them?

5. Children of the fifth year of life are inquisitive, they ask questions to adults.

6. What questions do your children ask?

7. How do you answer them?

8. What do your children like to do at home?

9. Do you watch children play?

7. Exchange of experience.

Children have come to visit. How can they be taken? Share your experience of playing games, entertainment in family circle.

Outcome. Educator. Raising children is not an easy task. It must be remembered that you are responsible for preparing children for "big life". The time and patience you spend with your child today will be used in their adult life.

May in your quest to become good parents there will always be a common idea - love for children, trust and respect, respect for the world of childhood. Thank you for your attention!

Reflection. And now let your ships moor to the island with the feelings caused by our meeting (a picture with various islands: thoughts, hopes, inspiration, enlightenment, bewilderment, anxiety, joy, uncertainty, expectations, etc.)

Related publications:

Summary of the round table for parents in the second junior group "Didactic game as a means of developing children's speech" « Didactic game as a means of developing the speech of a preschooler. Goal: increasing the pedagogical competence of parents on the problem gaming activity.

Summary of the round table with parents "Every family has its own traditions" Subject: Every family has its own traditions. Goal: Raising a desire to comply with existing family traditions, exchange of experience in family education,.

Scenario of the round table for parents "Play with the child" Purpose: to increase the level of pedagogical culture of parents. Materials and equipment: chips of red, yellow, Green colour. Assembly progress.

Summary of the meeting of the RMO of educational psychologists in the form of a round table with the participation of parents "On the threshold of the school" Being ready for school does not mean being able to read, write and count. To be ready for school means to be ready to learn all this. L.A.

Parent meeting in the form of a round table "Educating a culture of behavior among preschoolers" Parent meeting in the form of a round table with parents preparatory group“Educating a culture of behavior among preschoolers” Prepared.