Content of the concept of planning the educational process in kindergarten
To understand what a calendar-thematic plan is, it is necessary to make a short theoretical excursion into the essence of the concept of planning. So, planning in preschool educational institutions is designed to create a pedagogical model of interaction with children in different types of activities. Planning can be of several types, differing in the degree of detail of the educational process, but based on the educational program according to which the kindergarten operates.
- To distribute hours by topic for each type of activity in kindergarten (cognitive, social-communicative, gaming, aimed at physical development, etc.) for a year, quarter or month, long-term planning is drawn up;
- to group hours by topic for each type of activity for the week, the teacher draws up a calendar plan;
- to distribute various types of activities within the framework of studying one topic in a particular educational activity, a calendar-thematic plan is created (for example, a calendar-thematic plan for familiarization with the environment, for preparing for school, etc.);
Planning helps to rationally distribute time between different activities
- to group topics within one educational course with details of the types of work in different activities, block planning is completed (for example, the study of the “Space” block on familiarization with the environment includes topics such as “Planet Earth”, “First man in space”);
- to indicate the types of activities in different educational areas within the boundaries of studying one topic, the teacher prescribes a comprehensive thematic plan;
- a list of activities for introducing, practicing and consolidating material in different educational areas for each day is included in the daily plan - the most detailed type of planning.
The listed types of plan are something like a nesting doll, in which the long-term plan is the largest, more general toy, and the daily plan is the smallest, most specific. At the same time, this very particular plan, that is, a pedagogical guide to action for every day, is drawn up on the basis of a calendar-thematic one, which gives an idea of both the topics of the educational process and its structure.
This is interesting. The calendar-thematic plan is a mandatory document of the teacher, for the preparation and implementation of which he is responsible. Control over the preparation of planning is carried out by the management of the kindergarten at the beginning of the year, monitoring the implementation of the plan on a monthly basis remains with the senior teacher.
The success of the educational process is determined, among other things, by the teacher’s ability to competently plan educational activities.
Goals and objectives of drawing up a calendar-thematic plan in the preparatory group
The goals of calendar and thematic planning are general in nature for all age groups and include:
- ensuring the implementation of the educational program in all areas of the educational process to increase the level of development of preschool children that meets program requirements;
- consistent and systematic educational impact on children, as well as the level of pedagogical skill of the teacher, capable of designing options for interaction with children;
- practical implementation of various forms and methods of working with children;
- selection of technical teaching aids that are suitable for the purposes of a specific type of activity.
The tasks of calendar and thematic planning in the preparatory group are:
- searching for an optimal option for integrating educational areas within the framework of studying a specific topic (despite the fact that for older preschoolers play activity still predominates, the emphasis is on the social-communicative and cognitive areas, since they are in many ways the determining factors of a child’s readiness for school);
- selection of methodological techniques taking into account the individual characteristics of the pupils (for example, if the group is dominated by children with a high level of independence, then in the group of verbal techniques the leading method of interaction will be conversation, since it allows children to take the initiative);
- creating conditions to ensure different types of interaction among all participants in the educational process (children, teachers and parents);
- the ability to evaluate the results of the educational process not only within a specific academic year, but also throughout the entire period of passing a given stage of education (the teacher has the opportunity to monitor the level of sophistication of the material and techniques in work on topics that have a cross-cutting nature, that is, studied in different aspects in each age group, for example, “Domestic and wild animals”, “Seasons”, etc.).
Objects of the calendar-thematic plan
In the preparatory group, a calendar-thematic plan is drawn up in the following areas of work:
- formation of elementary mathematical concepts (FEMP);
- formation of a holistic picture of the world (FCCM);
- speech development;
- reading fiction;
- familiarization with the natural environment (this course includes children’s research activities, which are described in the work form column on a particular topic);
- social and communicative development (in some programs this educational area is implemented within the goals and objectives of direct educational activities, and is not included in a separate plan);
- speech therapy classes, including rhetoric classes (if they are provided for by the preschool educational institution program);
- local history;
- fine arts (drawing, arts and crafts);
- cultural and leisure activities (including holidays and evening entertainment);
- preparation for school (this type of plan appears in the form of a separate document in work with older preschoolers, before which elements are included in work in the relevant educational areas);
- walk.
The walk is also the object of calendar and thematic planning
Calendar-thematic plan for the year in the preparatory group for the Federal State Educational Standard
Asiyat Tazheva
Calendar-thematic plan for the year in the preparatory group for the Federal State Educational Standard
Date Topic Contents Final event
06.10-10.10 "Trees in gold"
Introducing children to the names of trees
(linden, birch, maple, chestnut, oak, hazel, rowan)
and their seeds and fruits.
Exhibition “All the trees are in gold”
.
13.10-17.10 "Autumn. Autumn mood"
Developing the ability to notice
the “good”
and
“bad”
manifestations of autumn in the life of nature (plants, animals, people (change of clothes, transition from summer rest to work and business.
Perception of different moods of autumn in poetry, prose, painting. Collective work “In the Autumn Forest”
.
20.10-24.10 "Harvest"
Establishing connections between the labor processes of different people
(farmers, machine operators, workers in vegetable stores and shops, etc.)
.
Fostering respect for the work of people of different professions. Acquaintance with methods of preserving crops, preparing fruits and vegetables for the winter. Design of the recipe book “Fruit and Vegetable Dishes”
.
27.10-31.10 "The Country Where I Live"
Introducing children to the symbols of Russia.
Comparison of traditions, lifestyles of Russians and residents of some other countries. Fostering respect for the traditions of different peoples. Developing rules for treating people from other countries. Holiday "Autumn over the Neva"
.
03.11-07.11 "My little homeland"
Introducing children to famous representatives of their small homeland - people whose names the streets are named after, whose monuments are installed on the streets and squares. Presentation of a photo exhibition with children's stories about monuments to famous people of their small homeland.
10.11-14.11 "Game World"
Introducing children to the games and toys of their peers from different countries. Cultivating a caring attitude towards your own and others’ toys. Exhibition of toys made by children.
Presentation of the album “Toys for Children of Different Nations”
17.11-21.11 "Mothers Day"
Familiarize children with the human structure. Cultivate a caring attitude towards yourself and others. Holiday for mothers.
24.11-28.11 “Who am I?
What am I? “Mother’s Day” Preparation of a holiday script dedicated to Mother’s Day.
Learning poems and songs about mom. Children making gifts for mothers with their own hands. Open day for parents. 01.12-05.12 “How to improve your health in winter”
Familiarization with ways to improve health in winter, winter sports and sports exercises, possible traumatic situations in winter and ways to prevent them.
Consolidating ideas about proper nutrition and its importance in winter. Sports and entertainment leisure “Health Day”
.
08.12-12.12 "How Winter Comes"
Getting to know the life of wildlife at the beginning of winter.
Establishing connections between changes in inanimate nature and the life of plants and animals in winter. Exhibition of children's creativity “Winter has come to us!”
15.12-19.12 “Winter City”
Familiarization with changes in the appearance of the city in winter.
Reflection of impressions using various visual techniques. Collective layout “Winter in the city”
,
12.22-31.12 “New Year is coming to us”
(New Year in different countries)
Development of interest in the traditions of celebrating the New Year on different continents and in different countries, the image of Santa Claus, traditions of decorating the spruce.
Preparing group decoration competition . Collective creative project “We decorate the kindergarten ourselves
.
13.01-17.01 "Christmas Miracle"
Introducing children to works of art about winter and Christmas days. Theatrical performance.
20.01-24.01 "Colorful Moods"
Understanding the diversity of people’s emotional world in portraiture, children’s literature, and music.
Developing the ability to respond to another person's mood. Production of the book “The ABC of Mood”
01/27-31/01 “Leningrad Victory Day”
Familiarization with the life of children during the Leningrad blockade.
Fostering respect for the tradition of celebrating Leningrad Victory Day, understanding the significance of this day in the life of Russia. Exhibition “On memorable places of the siege (St. Petersburg)
”
03.02-07.02 "World of Professions"
Developing children's interest in people of different professions, the ability to interview people, formulate questions about the profession, and the characteristics of professional activities.
Establishing connections between the work of people of different professions. Fostering respect for working people. Presentation "Profession Fair"
.
10.02-14.02 "The World of Technical Wonders"
Mastering the properties, relationships and dependencies associated with the physical and aesthetic properties of light, the role of light in the life of living organisms (rules for safe behavior in the sun - at sea, on the street in sunny weather, etc.) Book “
Unusual experiences and experiments with light "
.
17.02-21.02 "Defenders of the Fatherland"
Familiarization with the Russian army, its function of protecting the Fatherland from enemies, and the moral qualities of soldiers.
Consideration of the emblems of different branches of the military (what the emblems tell about the soldiers, their activities and qualities)
.
Preparation of a holiday script dedicated to Defender of the Fatherland Day (selection of relay games, sports exercises, tasks)
.
Making holiday cards and prizes. Sports holiday "Defender of the Fatherland Day"
.
24.02-28.02 "Winter chores"
Consolidating ideas about the life of living and inanimate nature in winter, establishing cause-and-effect relationships. An experiment to determine the quality and properties of water, ice and snow.
03.03-07.03 "Beauty in art and life"
To develop children's interest in the life events of children of different sexes.
Highlight the good deeds of boys and girls, develop rules for relations between boys and girls in the group .
Formulating wishes for mom and drawing portraits. Exhibition of portraits of mothers with the wishes of their children.
10.03-14.03 "Secrets of School Life"
Cultivate the desire to go to school, study well, become a student, find many new friends, learn a lot. Develop the ability to convey your impressions of school and school life in artistic, creative and playful activities: drawings, stories, poems, collages, game plots, etc. p. Design and presentation of the guidebook
“What does a first-grader need to know?”
17.03-21.03 “History of the book”
Acquaintance with the history of the appearance of writing, signs and symbols, literacy, and forms of information storage
(birch bark documents, books, computer)
.
Developing interest in books and writing. “We make books ourselves” (form of the book, method of formatting information, genre)
.
24.03-28.03 "Funny stories around us"
Developing interest in literary and visual humorous works.
Preparation of the social campaign “Give a Smile”
: Discussion of who will be most pleased to receive a smile, how this can be done.
Children's theatrical performance "Live Stories"
.
31.03-04.04 "Spring came"
Search for signs of spring in nature.
Establishing connections between changes in living and inanimate nature. Exhibition of children's works on the theme: “Spring has come”
04/07-11/04 “Mysteries of Space”
Getting to know
planet Earth and the ways people care for their planet .
Developing interest in people whose professions are related to space, their qualities, and ways of human habitation in outer space. Making the “Starry Sky”
.
14.04-18.04 "Spring is knocking on the window..."
Introduce children to the traditions of welcoming spring of different nations.
Holiday "Maslenitsa"
.
21.04-25.04 “People all over the Earth are friends”
Acquaintance with costumes, traditions, etiquette of different nations.
Formation of ideas about the forms of friendship between people of different nations (sports Olympics, festivals, the Internet, communication with people of different nations - gestures, words in different languages). Presentation
. ”
28.04-02.05 "Let's go to the museum"
Formation of the image of the museum as a collection of valuable objects;
clarification and expansion of ideas about the types of museums, rules of behavior in the museum space; nurturing initial manifestations of values in relation to the museum; enriching the experience of collecting objects (based on interests)
. A story-based game in the space of a mine museum.
05.05-08.05 "Victory Day"
Development of interest in the historical past of Russia. Acquaintance with the exploits of people - defenders of the Fatherland, with the traditions of celebrating Victory Day in Russia. Thematic lesson.
12.05-16.05 "Our Pushkin"
Development of interest in the work and events of the life of A. S. Pushkin.
Acquaintance with the events of the lyceum life of A. S. Pushkin, the traditions of friendship among lyceum students. Making a collage (children's work related to A.S. Pushkin)
.
19.05-23.05 "Children's rights in Russia"
Consolidating the idea of children's rights.
Generalization of ideas about responsibilities in the family and school. Quiz "My rights"
.
26.05-30.05 "Goodbye, kindergarten"
Self-assessment of readiness for school (what I can do, I know what difficulties can be encountered at school, how to overcome them). Developing interest in school life Graduation party.
What techniques are included in calendar-thematic planning
In the calendar-thematic plan, the teacher indicates the types of methodological techniques that he plans to use to achieve his goals when considering a particular topic. In the preparatory group, when the children are already familiar with all the ways of interaction, it is very important to bring students as close as possible to working according to the traditional set of techniques that are accepted in elementary school. As a rule, this is a complex of four groups:
- verbal;
- visual;
- practical;
- gaming.
Let's consider their options within each group.
Verbal techniques
In the preparatory group, children actively master the skills of composing logical, expressive dialogical and monological statements. In this regard, it is very important for the teacher to use speech as fully as possible when interacting with children in different types of activities.
Explanation
Of course, this methodological technique in working with children 6–7 years old does not carry such a meaningful meaning as it did in previous years: children “grab” the material faster, they do not need to explain for a long time. But from the point of view of the method of conveying information, the explanation is very valuable for preparators, because with its help the children expand their vocabulary, master speech clichés, practice the grammar of sentence construction - that is, all those aspects of the language that are so important for creating their own speech image.
The explanation can be not only group, but also individual in nature.
Conversation
In the preparatory group, this technique can be called the most important in the verbal group. With the help of conversation, children not only develop their speech, but also learn to build cause-and-effect relationships between the phenomena they are talking about, as well as to convincingly prove their point of view, compare new information with experience already gained, and think critically.
To implement this technique in my practice, I am guided by two rules for preparing a conversation:
- I prepare 1–3 questions in advance (one to test understanding of the essence of the material, two problematic ones, the answers to which may be directly opposite);
- I think through 1-2 questions to reveal the nuances of each of the directions in which the conversation can go.
For example, when studying the topic “Etiquette”, the set of questions could be as follows:
- “What is etiquette?” (children have been familiar with this concept for a long time, the question updates the children’s knowledge);
- “Is it important or unimportant to adhere to etiquette in everyday life, for example at home?” (here the children, for the most part, of course, agree on what is important, they prove their opinion, however, you can invite them to fantasize about what will happen if a person adheres to the rules in society, but does not at home);
- “Is it possible to be friends with ill-mannered people?” (here we discuss two options - when a friend is ill-mannered, and one is often ashamed of him in front of others, and also when a friend is familiar with generally accepted rules of behavior - and after that we determine what is closer to us).
Riddles and poems
Typically, these verbal techniques are used to update background knowledge. But in the preparatory group, children are already organized enough to tune in to work through conversation or looking at illustrations (that is, a visual technique). Nevertheless, riddles can be used to systematize this or that material.
For example, when I work with my children on the topic “Berries,” I suggest using riddles to summarize the material that we learned in the lesson on familiarizing ourselves with the natural environment:
- You will find this berry not in the garden, but in the swamp. Round, like a button, Red... (cranberry);
- Someone dropped a lot of dark blue beads on a bush. Collect them in a basket. These beads are... (blueberries);
- On a thin thorny branch, children in striped T-shirts. A bush with thorns is not a rosehip. What is its name? (gooseberry).
In the process of considering the topic “Household Items,” the guys and I discuss the importance of technology, using the poem “Vacuum Cleaner” as the basis for the discussion:
- A dashing vacuum cleaner is lurking in the corner. He carries a whole load of dust on himself. Sweeps away the specks And, pleasing the eye, He puts things in order in our house. Growls, grins, hisses and whistles. The dog tries to bite the tail. It will clean your stains, wash your threshold, and if you don’t need it, it will go into a corner.
Poems and riddles help organize children
Funny stories
Children love fairy tales - this is an axiom. Therefore, it would be a big methodological miscalculation on the part of the teacher not to use fairy tales in his work. At the same time, fairy tales are usually invented “on the fly,” that is, in the process of preparing a lesson on a specific topic.
For example, when studying the topic “Children’s Rights,” I offer my students the fairy tale “How the Hare Got His Rights.” “In one forest there lived a Hare. But his life just wasn’t going well: as soon as he finds food for himself, the squirrels immediately come running and take everything for themselves, as soon as he settles in the house, the Fox comes running and kicks out the Hare. And the Hare cannot fight back: words are not enough because of the insult, and he does not know how to fight at all. Then he decided to go to the wise Leo for advice. And Leo explained to him that no one can deprive another of food or home, since this is written in the law by which everyone lives. And the Hare has the right to food and the right to legally acquired territory, that is, a home. And if the offenders again misbehave, then they should be reminded that violating the rights of others threatens with expulsion from the forest and imprisonment. The Hare listened to the Lion, returned to his house and drove the Fox away, threatening her with prison. And the squirrels didn’t even have to say anything: when they saw the proud, self-confident Hare, they immediately realized that it was better to go home in good health and not touch the sideways thing again. This is how knowing your rights gave you confidence and solved the Hare’s problems.”
After listening to the fairy tale, the children and I discuss the story based on the following questions:
- “Why did everyone offend the Hare?”
- “Do you think that if the Hare simply fought with the offenders, it would help? (yes, but temporarily) Why not? (because the fox and squirrels would probably try to offend the Hare again, only now they definitely won’t relax, they won’t let the Hare defeat them)”;
- “Why is it important to know your rights?”
Reading
Most 6-7 year old kindergarten students can already read. Therefore, the teacher needs to use this skill not only in reading classes or preparing for school, but also during the implementation of other elements of the educational process. For example, reading short descriptions of the main features of handicraft products. It is important that the text is small in volume and accompanied by clarity, that is, pictures.
Tongue Twisters
This verbal technique is important for correcting sound pronunciation disorders in children. Usually, for older preschoolers, sets of general tongue twisters are prepared in advance, taking into account specific speech problems in the group. Blocks of tongue twisters are compiled either by a speech therapist who has tested the children, or, if there is no full-time speech therapist in the kindergarten, by a teacher.
- “The letter Z is wide and looks like a beetle, and at the same time, like a beetle, it makes a buzzing sound: zhzh.” (Sound practice [F]);
- “On my brother Borya’s birthday I will paint the sea and a boat with an anchor - Borya will be a sailor.” (Practice sound [P]).
Group of visual techniques
Information perceived by children through the visual channel is remembered much more firmly than information received through other senses. That is why in the calendar-thematic plan, when considering any (!) topic, clarity is presented. There are several options for its presentation:
- pictures illustrating the content of the material (for example, sequences of actions in the fairy tales or stories being studied, the meaning of road signs, etc.), the order of actions (for example, the stages of working on a craft);
- demonstration, when a teacher shows the sequence of performing a particular task using his own example (for example, lays out arithmetic examples with counting sticks, presents the order of performing game actions in an outdoor game, etc.);
If we talk about movements in games or exercises, then children better perceive a living example
- demonstration (this technique in the context of the modern educational process has acquired particular significance, since it involves the use of technical teaching aids, that is, a computer, a multimedia projector).
Video: an example of using the demonstration technique when studying the topic “Inanimate Nature”
This is interesting. In some video collections, for example, educational presentations, after the information block, tasks are given to check the understanding of the material.
Group of practical techniques
These methods of interaction with children involve mastering new material through its implementation on the basis of existing experience. In other words, having become acquainted with the new names of pieces of furniture (for example, a banquette, a bureau, a bookcase, etc.), children, based on their existing ideas about modeling, make these interior objects from plasticine.
Practical techniques that involve creative understanding of phenomena, in addition to modeling, also include:
- drawing;
- design;
- applications;
- crafts.
This is interesting. Often, in the form of such creative tasks, children are tasked with completing a joint project with their parents on a particular topic. For example, “My home”, “Trees and shrubs of our region”, etc.
Photo gallery: examples of “Houses on Our Street” projects
In addition to building houses, children also color their crafts.
You can use scrap material to complete the task.
Different geometric shapes can act as blanks for houses
The project can be completed using different techniques
Observations
Techniques for practical comprehension of the material also include observations or experiments that give children a deeper understanding of the nature of things. Observations can be planned to be carried out in a group (for example, the progress of germination of bean seeds) or on the street (for example, observing people’s work activities, transport, seasonal and weather changes in the outside world).
Table: examples of tasks for observation in the preparatory group
| Observation object | Target | The essence |
| Length of day | Expand children's understanding of relationships in the world around them. | Children watch the sun for several days and come to the conclusion that the length of the day is related to the movement of the sun, to how high it is. |
| Leaf fall | Teach children to distinguish the leaves of bushes and trees by size, shape, and length of the stem. | Children compare 3-4 pieces of paper with each other and formulate conclusions regarding their appearance. |
| Hooded and black crows | Develop the ability to compare and find differences. | Children compare the appearance, voice and habits of two crows and draw conclusions. |
Gaming techniques
You can’t do without playful techniques when working with children. Therefore, the calendar and thematic plan includes all types of games. At the same time, in the preparatory group, in contrast to the previous stages of education, when studying a topic, 1–2 types of games can be used, and not all.
Children master the world around them through play.
Goals of inclusion in the plan of didactic games
This version of the games is used at different stages of working with the material:
- to get acquainted with new information;
- as a tool for consolidating and practicing acquired knowledge, skills and abilities.
Table: examples of didactic games in the calendar and thematic plan for the preparatory group
| Type of educational game | Name | Targets | Material, content of game actions |
| Logical | "What it is?" |
| The teacher, and then the children, make a guess about the object they are describing. The rest of the participants try to guess what it is about. For example, rectangular, can be of different colors, with glass or plastic on top, sold in special stores, maybe with buttons, you can talk on it - a mobile phone. |
| Verbal | “Name the plant with the right sound” |
| The teacher names the sound, and the children name the trees and bushes that begin with this sound. |
| Musical | "Where does the sound come from" | Train the ability to find the source of sound. | 3-4 children make a certain type of noise (the ringing of a bell, the hum of a car engine, the sound of wooden spoons, etc.), the rest of the participants, standing with their backs to the driver, guess what is sounding and where it comes from. |
| Sensory | “Find the same leaf” | Learn to classify objects based on common and different characteristics. | Children look at the leaves on the tree, and then, dividing into teams, look for the same ones on the ground, comparing them according to their defining characteristics. |
| Desktop-printed | Lotto "Geometric Shapes" |
| Children fold geometric shapes from two halves, making sure that not only the shape, but also the color matches. The task is performed at speed. |
| Games with objects | This type of game includes tasks involving the use of natural materials or toys. For example, count how many chestnut chips each of the chestnut characters has. | ||
| Interactive | Its implementation requires certain technical equipment - an interactive whiteboard. The essence of the games is to follow the rules specified in the methodological support of the application. For example, in a class preparing for school, to work on simple arithmetic operations, you can use a game created on the basis of the beloved cartoon “Masha and the Bear”. | ||
Outdoor games
The main purpose of these games is to compensate children for their need for physical activity.
For harmonious development, a child needs to demonstrate his physical activity.
Table: examples of outdoor games in the calendar and thematic plan for the preparatory group
| What is being worked out | Name of the game | Targets | The essence of the game |
| Running in different directions, jumping | "Tag" |
| The driver stands in a circle blindfolded. The children unwind it, then take off the bandage and run away. The trap should catch the slow participant. |
| Spatial orientation | "Tag in the swamp" |
| Children use various objects to mark places where they should not go. According to the teacher’s conventional sign, all the kids run away, and the driver tries to catch up and show off. |
| Forming a sense of balance | "Don't stumble" |
| Children stand in two columns. At a signal, they begin to move from one point in space to another. In this case, the one standing first jumps to the target, and the rest walk nearby. If a child stumbles, he stands at the end of the column, and the next participant plays his role. The winner is the team that has covered the longest distance to the finish line. |
| Development of attention | "Relay race in pairs" |
| Children, holding hands, stand on one side of the playground in two columns. According to the conventional sign, they need to run to the opposite column without releasing their arms. |
| Practicing climbing and crawling skills | "Where are my bananas" |
| The “monkey” children are standing near the gymnastics stairs. The teacher names how many “stairs you need to go to get bananas,” and the children climb that number of steps to the top. |
| Agility training | "Don't step on it" |
| Children place sticks in front of them and stand a short distance from the stick. At the teacher’s signal, they try to jump over the obstacle, moving to the left or right. |
Theatrical games
This type of games helps children show their creative abilities at the stages of preparing and conducting games, since children are involved not only in performing game tasks themselves, but also in coming up with a scenario, distribution of roles, etc.
Theatrical games give children the opportunity to unleash their creative potential
Table: examples of theatrical games in the calendar and thematic plan for the preparatory group
| Type of theatrical performance | The essence of game actions | Examples |
| Role-playing games | Kids, based on their experience, act out situations they encounter in everyday life. | “Mothers and Daughters”, “At a Doctor’s Appointment”, “In the Library”. |
| Dramatizations | Children speak and perform those actions that are prescribed for their character by the “director,” that is, the teacher or the child himself. | Matinees, performances based on read fairy tales, etc. |
| Director's games | Children not only perform game actions themselves, but also organize the content of the game itself. | Kids act out the actions of emergency rescue workers during a fire, using flannel figures. |
| Finger games | They are used as a physical education break during classes, train speech centers, and also prepare the hand for writing. |
|
Requirements for the design of a calendar-thematic plan
This option for drawing up a plan is fixed by the requirements of the Federal State Educational Standard (FSES) for the preparation of documentation in a preschool educational institution and includes:
- a title page indicating the full name of the preschool educational institution, the name and age category of the group, the program under which the kindergarten operates, the full names of the teachers of the group, the start and end dates of work under this plan;
- alphabetical list of children in the group indicating dates of birth;
- routine moments in the group (type of activity and time allotted for it), including exercises, hardening procedures, if the latter are provided for by the preschool educational program;
- schedule of direct educational activities (DEA) for the week;
- the plan itself, indicating the date of the type of work, topic, forms of children’s activities, goals, equipment for each of the forms, as well as planned results (achievements in the cognitive, emotional-volitional spheres and personal success);
- blank last sheet, which is intended for comments and wishes of the senior teacher.
This is interesting. Personal achievements in the column of results of implementation of the calendar-thematic plan began to be included from the moment the preschool educational institution began operating under the Federal State Educational Standard.
If no fundamental changes occur in the work program of the preschool educational institution, then calendar and thematic plans can be drawn up on the basis of those already worked out earlier
Table: sample of drawing up a calendar-thematic plan in a preparatory group for different educational areas (fragments)
The author is Onoprienko N., teacher at MBDOU “Kindergarten No. 15 “Rucheyok”, Rtishchevo, Saratov region.
| Date/day of week | Kind of activity | Subject | Targets | Ways to achieve the goal | Equipment, materials | |||||
| 15.09. Thursday | Modeling | Sculpting a human figure in motion |
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| 29.09. Thursday | Modeling | Basket with mushrooms |
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| 03.10. Monday | Cognitive development. FCCM | Vegetables and fruits |
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| 10.10. Monday | Cognitive development. FCCM | My native country is wide! |
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| 17.10. Monday | Cognitive development. FCCM | Planet Earth is in danger! | Give children the idea that planet Earth is a huge ball. Most of the globe is covered with water - oceans and seas. In addition to water, there are continents - solid land - land where people live. Planet Earth is now in danger: in many places the water, land, and air have become dirty. Everyone finds it difficult to breathe, people and animals get sick. To cultivate a love for nature, a sense of duty to protect and defend the Earth on which we live. |
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| 01.11. Tuesday | Cognitive development. Productive (constructive) and cognitive-research activities. | Theater |
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| 02.11. Wednesday | Drawing | Doll in national costume |
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| 07.11. Monday | Cognitive development. FCCM | Animals of our planet | Expand knowledge about animals living in different parts of the planet. |
| Pictures depicting different animals. | |||||
| 03.04. Monday | Speech development | Spring is coming, make way for spring! | Reading poems about spring to children, introducing them to the poetic style of speech. |
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| 10.04. Monday | Cognitive development. FCCM | Space |
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| 17.05. Wednesday | Drawing | Drawing from life “Indoor plant” |
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| 30.05. Tuesday | Cognitive development. Productive (constructive) and cognitive-research activities | We are scientists |
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The calendar-thematic plan, like any other type of planning in kindergarten, is in the nature of an element that organizes the educational process, and also allows you to clearly see the dynamics of the implementation of the preschool educational institution program. When drawing up a calendar-thematic plan, the teacher needs, following the general requirements for the content and structure of this type of documentation, to take into account the individual characteristics of his students. And when working on a plan for the preparatory group, also take into account the continuity of the structure of the educational process with the next stage of education, that is, the beginning of schooling.
Planning educational work for the week on the topic: “School”
PLANNING EDUCATIONAL WORK FOR THE WEEK
Topic: School Goal: To develop cognitive interest in school and books through role-playing games and artistic creativity. Consolidate children's knowledge about school, repeat and summarize information familiar to children about school (about who works at the school, what they teach there, about school supplies, about the importance of books).
| Day of the week | Mode | Integration of educational areas | Joint activities of adults and children, taking into account the integration of educational areas | Organization of a developmental environment for children’s independent activities (activity centers, all group rooms) | ||
| Group, subgroup | Individual | Educational activities in special moments | ||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| Monday | Morning | Physical Culture; health, cognition, socialization | Morning exercises ; Examination of plot pictures: “Children at school”; Conversation : “April 2 – World Children’s Book Day” Goal: to develop interest in books | Memorizing Sergei Yesenin’s poem “Bird cherry” Didactic game : “Number houses” Goal: consolidating knowledge of the composition of numbers | A conversation about the benefits and properties of water when washing. Contents of the conversation: Man is made of water; Water is necessary for life, for hygiene, it is transparent, has no shape, color, or taste. | Attributes for story games : diaries, magazines, alphabet, pointer, notebooks, pens, pencils. |
| Direct educational activities | Fiction; socialization; health | 1. Music - according to the plan of the music director 2. Cognition (REMP) - “Quantitative and ordinal counting.” Goals and objectives: to develop general ideas about sets: the ability to form sets on given grounds, to see the components of a set in which objects differ in certain characteristics; consolidate children's knowledge of counting and counting objects; improve the skills of quantitative and ordinal counting within 20. 3. Communication - “Compiling a story based on a series of plot pictures “SCHOOL”. Goals and objectives: Improve the ability to write stories on a given topic based on a set of pictures with sequentially developing action; help draw up a story plan and stick to it; develop the ability to use complex sentences in speech; development of coherent speech; cultivate interest in school. | ||||
| Walk | Physical Culture; work; cognition; communication Cognition; Fiction; health Artistic creativity; work; cognition; communication. Physical Culture; work; cognition. | Observation of the thaw. Purpose: to consolidate the idea of snow as a special state of water; develop the ability to identify the first signs of spring D/i: “When does this happen?” Outdoor game : “Lesson and recess” | Practice jumping on two legs while moving forward; Repeating forward and backward counting within 10; D/n: “Where is my home?” | Experimentation: "Snow and Ice." Water that has changed its state under the influence of temperature. Situational conversation about the fact that melt water is dirty; after a walk, you need to thoroughly wash your hands with soap to avoid infections. | Removable material : turntables, spatulas, scoops. Attributes for story games : steering wheels, cap, baton, traffic light. | |
| Work before bed | Reading poems, proverbs and sayings about the benefits of sleep. Canteen duty | |||||
| Evening | Relaxation after sleep. Listening to music by P.I. Tchaikovsky "Snowdrop". Circle "Mastercraft" (according to the long-term plan). Making bookmarks for books and notebooks. | Work assignment : we seal up old books D/and according to REMP “Curve Mirrors” Purpose : to teach how to find the previous and sequential number | Situational conversation about caring for books as a source of knowledge. Talk about the importance of a book in a person’s life and what kinds of books there are. | Enriching the creativity corner with materials: sponges, paints, candles, wax crayons; Attributes for story games: card index, baby books, cards. | ||
| Walk | Watching kids coming home from school. Goal: to cultivate interest in school life among future first-graders; Labor: clearing paths on the site. P/I: “Lesson and recess”; “Runners” Independent activity: Games with external material (turntables) | |||||
Day of the week Mode Integration of educational areas Joint activities of adults and children, taking into account the integration of educational areas Organization of a developmental environment for children’s independent activities (activity centers, all group rooms) Group, subgroup Individual Educational activities at scheduled times 1 2 3 4 5 6 7 Tuesday Morning
Physical culture;
Health; cognition; socialization Morning exercises
;
Reading
Dragunsky's story "Childhood Friend."
Goal :
to cultivate a caring attitude towards toys and things dear to the heart.
D/I according to REMP:
“We defeated the Digitalosaurus.”
Goal:
to practice the ability to arrange numerical figures in ascending and descending order.
Situational conversation
about table manners.
(Beautiful behavior at the table shows our respect for other participants in the feast; straight posture, cleanliness and neatness) Board games:
“Mosaic”;
"Lacing"; "Lotto"; "Domino" Attributes for story games
: diaries, magazines, alphabet, pointer, notebooks, pens, pencils
Direct educational activities
Fiction;
health; cognition; communication. 1. Physical education
- according to the plan of the physical education instructor
2. Artistic creativity (modeling) - “Terem”.
Goals and objectives: to consolidate the methods of working in the “plasticineography” technique: rolling, flattening, making decorative elements;
encourage children to bring objects to be depicted in accordance with the theme and intent; develop children's creative imagination; develop the ability to create fabulous buildings, conveying the features of their structure and architecture, characteristic details. 3. Socialization, labor, safety.
– “Balcony, open window and other household hazards.” Goals and objectives: expand children's understanding of objects that can serve as sources of danger in the house.
Remind children that they cannot open the windows themselves and look out of them, or go out onto the balcony and play there. Continue to improve the dialogic and monologue form of speech. To develop the ability to conduct dialogue between the teacher and the child, between children; learn to be correct interlocutors. Walk
Cognition; Physical Culture; health; work; communication. Fiction; labor Health; work; cognition; communication; artistic creativity Cognition; Physical Culture; communication Surveillance
monitoring the movement of birds Goal: continue to consolidate children's knowledge about birds;
cultivate a caring attitude towards birds; encourage the desire to feed them. D/i:
“Flies or does not fly”
Outdoor game:
“Birds and nests”
Development of movements:
improve techniques for playing with a ball against the wall
Labor assignment:
Offer to collect dry branches on the site.
A conversation
about the beauty of nature and the harmony of nature and man.
Explain to the children how important it is to maintain order in the area, not to litter on the street, because people are part of nature. Remote materials:
turntables, savoki, spatulas.
Attributes for story games
: road signs, steering wheels, baton, cap.
Work before bed Reading
poems, proverbs and sayings about books.
Canteen
duty Evening Articulation gymnastics. Psychological living room.
(according to the psychologist’s plan)
Labor:
work on caring for plants, watering and loosening indoor plants.
D/I on cognition:
“Establish cause and effect”
Purpose:
to teach to establish cause and effect.
Memorizing
proverbs about learning
Situational conversation
about friendship.
Explain to the children. What is necessary is to treat peers with respect, look for common interests, help and help each other out, and not fight and swear. Enrichment of the creativity corner:
Salt dough;
illustrations of bakery products. Game corner:
various types of construction sets;
building models. Walk Observation
of passing vehicles.
P/N:
“Corners”;
“Empty space” D/I:
“Compliment the neighbor on the left”
Independent activity
: games with external material
Day of the week Mode Integration of educational areas Joint activities of adults and children, taking into account the integration of educational areas Organization of a developmental environment for independent activities of children (activity centers, all group rooms) Group, subgroup Individual Educational activities at scheduled moments 1 2 3 4 5 6 7 Wednesday
Morning
Physical culture;
Health; cognition; socialization Morning exercises. Conversation:
“School is coming!!!”
Goal:
to tell children about the features of school life: lessons, breaks, subjects studied, people working at school.
Graphic dictation
in mathematical notebooks
D/I:
“Decorate the word”
Situational conversation
about the need to acquire knowledge, since this is experience, experience accumulated over generations.
Learning proverbs
and
sayings
about knowledge and learning.
Enrichment of the creativity corner:
rulers, simple pencils, templates, sheets of paper.
Board games
"Adventure";
"Puzzles". Direct educational activities
Fiction;
communication; socialization; work; health 1. Music -
according to the music director's plan
2. Cognition (phenomena of social life) - “I have rights.”
Goals and objectives: to give children an idea of their rights and responsibilities;
develop self-esteem, awareness of your rights and freedoms; teach respect for the dignity and personal rights of others; talk about the norms and rules of behavior, ways of interacting with adults and peers. 3. Artistic creativity (drawing) - “The spring fly is in a hurry to visit us.”
Goals and objectives: learn to create an image of spring, depict its portrait, decoratively decorate the image;
teach to connect the poetic image of spring with the visual or folklore; consolidate knowledge about print painting; continue acquaintance with Russian folk traditions, expand knowledge about folklore; develop visual and auditory perception, figurative representation, thinking, imagination. Walk
Physical education; cognition; communication Fiction; labor Health; cognition; communication; Physical Culture; artistic creativity cognition; Physical Culture; communication Surveillance
behind the puddles.
Goal
: to form ideas about spring changes in inanimate nature;
cultivate a culture of behavior D/i:
“Guess what’s in the bag”
Outdoor game:
“Who’s quickest to the flag?”;
“Auntie Owl” Throwing a ball
at a target
Exercise
“I’m friends with a jump rope
Consolidating
ordinal counting
Situational conversation
about the benefits of physical exercise for human health;
Materials for experimentation:
bottles, water, salt, sugar, flour, butter.
Story games:
Ship, anchor, sea berets;
children's dishes. Work before bed Reading
the story “How Masha and Grisha set the table correctly and beautifully.”
Goal: by reading a story, convey to children information about how to properly set a festive table: you need to use a tablecloth, napkins, decorate the table with flowers and candles. Evening Finger gymnastics . “Fun Starts” Goal:
develop the ability to work in a team;
cultivate the will to win; D/I:
“We read funny poems and add a rhyme to the word”
Work assignment
to sharpen broken pencils;
D/I
“Clockwise and counterclockwise”
Experimenting
with cereals and water.
Goal: to consolidate knowledge about the properties of water; Show the children that cereals swell due to the absorption of water. Situational conversation
about the need to eat porridge in the morning, its benefits.
Enrichment of the creativity corner:
coloring books, pencils, felt-tip pens, wax crayons.
Walk Observing
the weather.
P/I:
“Lesson and recess”;
“Empty space” D/I:
“Run to the numbers”
Independent activity
: games with external material
Day of the week Mode Integration of educational areas Joint activities of adults and children, taking into account the integration of educational areas Organization of a developmental environment for children’s independent activities (activity centers, all group rooms) Group, subgroup Individual Educational activities at scheduled times 1 2 3 4 5 6 7 Thursday
Morning
Physical culture;
Health; cognition; socialization Morning exercises
;
Listening to
an audio recording of A.S. Pushkin’s fairy tale “The Tale of the Dead Princess and the Seven Knights”
D/I:
“Merry account”.
Goal:
to consolidate the agreement of numerals and nouns in speech
Drawing in the cells Work on the formation of cultural and hygienic skills
: cleaning
Reminder
of the need to wash your hands with soap.
If you wash your hands without soap. The bacteria will not disappear and can enter the human body with food. Enriching the corner of theatrical activities
with masks and caps.
For story games
: prepare a pointer, journal, alphabet, diaries, notebooks, pens, pencils, rulers.
Direct educational activities
Fiction;
health; socialization; artistic creativity 1. Physical education
- according to the plan of the physical education instructor
2. Cognition (REMP) - “Comparison of the lengths of two objects.”
Goals and objectives: learn to compare the length of two objects with the help of a third by superimposing;
correction of voluntary attention based on exercises in recognition and discrimination; learn to measure the length, width, height of objects using a conventional measure (checked paper); nurturing motivation to learn. 3. Communication – “Collective storytelling”:
Goals and objectives: develop the ability to compose stories from personal experience;
practice using complex sentences; in the agreement of adjectives and nouns in gender and case; learn to select words with the same root. Walk
Physical education; cognition; communication Music; labor Health; cognition; communication; artistic creativity; labor of knowledge; Physical Culture; communication Surveillance
behind the clouds
Goal:
to develop the ability to see the beauty of the sky, to develop imagination
D/i
: “Like - not like”;
“My cloud” Russian folk game :
“Ball up”
Practice
jumping rope;
Individual conversation
about the ability to keep negative emotions to oneself, not to take out evil on peers.
Work assignment
to collect large stones on the site
. Explain
to children that they should not interfere in the conversation of adults.
You need to be tactful, wait until the adults talk and only then ask your questions. Those children who interrupt adults violate the rules of etiquette. Takeaway materials
: turntables, spatulas, scoops.
Sports equipment:
jump ropes, ball, elastic band, skittles.
Work before bed Listening to
classical music P.I.
Tchaikovsky "Snowdrop". Relaxation. Canteen duty. Evening Articulatory gymnastics “Teaching literacy” (
according to long-term planning)
Role-playing game
“School”
Theatrical performance:
“Our emotions” Goal: to teach to recognize emotions by facial expressions
Work on teaching literacy:
Dividing two-syllable and three-syllable words into syllables
Labor assignment
to wash building material.
Praise
Dasha and Yaroslav for their help in washing the building material.
Remind
children why it is important to wash toys.
Board games:
“Puzzles”;
"Mosaic"; "Lacing"; "Lotto"; "Domino" Enrichment of the creativity corner:
dry and oil pastels;
candles; black and blue mascara, brushes, cotton swabs Walk Observe
the weather.
P/I:
“Stream”
D/I:
“Road Signs”
Independent activity
: games with external materials (turntables) and sports equipment (jump ropes, skittles)
Day of the week Mode Integration of educational areas Joint activities of adults and children, taking into account the integration of educational areas Organization of a developmental environment for children’s independent activities (activity centers, all group rooms) Group, subgroup Individual Educational activities at scheduled times 1 2 3 4 5 6 7 Friday
Morning
Physical culture;
health; cognition; socialization Morning exercises Conversation:
“What am I?”
Goal:
to teach children to comprehend and analyze their own actions;
develop the skill of reflection. Work assignment:
water indoor plants in a corner of nature.
REMP
.
Solving examples of addition and subtraction within 10. Situational conversation
about caring for toys and printed board games while sealing them.
Enrichment of the creativity corner:
napkins, stapler, double-sided tape, cardboard;
corrugated paper. Enriching the corner of theatrical activities:
puppet theater.
Direct educational activities
Communication;
cognition; health; fiction 1. Final event: Excursion to the library.
"International Children's Book Day." Goal: To introduce children to the city children's library;
tell about the fact that there is a holiday - World Children's Book Day; develop attention and thinking; cultivate interest in books, magazines, and interest in the library as a source of knowledge. 2. Physical education (on the street) - according to the plan of the physical education instructor Walk
Physical education; cognition; communication; labor labor; fiction; health health; cognition; communication; artistic creativity cognition; Physical Culture; communication Surveillance
behind tree branches.
Goal
: to consolidate knowledge that a tree is a living organism that needs water, light and heat, to learn to identify trees by external signs.
D/i :
“Finish the sentence”
Outdoor game :
“Bear and bees”
Labor assignment
to feed the birds.
REMP
forward and backward counting within 10.
Practice
jumping rope.
Situational conversation
about traffic rules during an excursion to the library.
Talk about traffic lights, pedestrian crossings, road signs. Removable material
: turntables, spatulas, scoops.
Sports equipment:
jump ropes, ball, elastic band, skittles.
Work before bed
Formation of cultural and hygienic skills: learn to dress and undress independently and quickly, put clothes in a closet, put shoes back in place, dry wet things if necessary.
Learning poems, proverbs and sayings about work. Evening Psychogymnastics.
Correction of negative behavior.
A game of attention and the ability to restrain oneself. Reading fiction.
S. Mikhalkov’s fable “Mistake”
Memorizing
Y. Akim’s poem “April”
Games for orientation in space Purpose:
to learn to place objects in the indicated direction, to reflect their spatial location in speech.
Conversation about health
during the arrival of a nurse.
Goal: to tell children about the need to monitor their health, exercise, and dress appropriately for the weather. Enrichment of the creativity corner:
colored paper, napkins, glue, cardboard, scissors.
Book corner:
exhibition design: “Our Favorite Writers” - books brought by children from home, magazines, postcards.
Walk Watching
the rain.
P/N:
“Stream”;
“Runners” D/I:
“Say the opposite”
Independent activity
: games with external materials (turntables) and sports equipment (jump ropes, skittles)
