“Planning educational activities with preschool children”

Long-term thematic plan for working with children of senior preschool age

Irina Kirichenko

Long-term thematic plan for working with children of senior preschool age

According to many experts, comprehensive thematic planning is the most effective when working with preschool children . Thus, from the position of a senior educator, it allows you to systematize the educational process in the MBDOU and unite the efforts of all teachers and specialists, without missing a single pedagogical task during the year. In the current conditions, according to many experts, the role of planning in education management is significantly increasing. Well-designed models of the educational process in preschool educational institutions serve as a guide for teachers and help solve the problems of quality education.

November

Week 1 “Our Motherland is Russia!

Goal: Formation of ideas about your homeland, people

Conversations: “My city is my small Motherland”

,
“The Earth is the House in which I live”
,
“My city”
,
“My native country is wide”
,
“Our country and its neighbors”
,
“Moscow is the capital of Russia”
,
“What is a symbol?
State symbols" »
"Russian folk toys"
, about the tolerance of the children of the group.

Review of albums: “About the sights of Moscow”

,
“About museums and exhibitions in Moscow”
,
“About the Moscow Kremlin”
,
“The Great Patriotic War”
,
“Hero Cities”
,
“They glorified Russia”
,
“Fires in Russia”
.

Didactic games: “Natural areas”

,
“Choose the berries of our forests”
,
“Animals and birds of Russia”
,
“Find the flag, coat of arms of Russia”
,
“Peoples of Russia”
Reading: N. Zabila “Our Motherland”

, P. Voronko
“There is no better native land”
(by heart, M. Ilyin, E. Segal
“Underground City”
, I. Zabila
“Our Motherland”
, E. Trutneva
“Motherland”
, M. Isakovsky
“Go beyond the seas - oceans”
, L. Kassil
“Moscow”
, E. Osetrov
“Your Kremlin”
, A. Mityaev
“Red Square”
, L. Kassil
“Moscow”
, F. Lev
“Blue Trains”
Drawing “Moscow Kremlin”

,
"Russian flag"
,

Modeling Animal of my country

Application, collective work “Matryoshka in a round dance”

Work on the map “Natural areas of our country”

Examining dolls in folk costumes and musical instruments of different nations

Outdoor games of the peoples of Russia: “Geese-swans”

,
“Wolf and Lambs”
,
“Shooter”
Construction “Beasts living in Russia”

(natural material,
“Transport for traveling to Moscow and around Moscow”
Role-playing games “Travel to Moscow”

Theatrical games based on fairy tales of the peoples of Russia

Listening to songs about Russia and music of the peoples of Russia

Joint actions of children to make attributes for folk costumes for dolls

Final event Children and parents project “I Love My Motherland”

November

Week 2 “Everyone, without exception, should know the traffic rules!”

Goal: Formation of a consciously correct attitude towards compliance with traffic rules

GCD “Know and follow traffic rules”

Game situation “Visiting a car enthusiast”

Situational conversation: “What do I know about cars”

,
“How to behave correctly on the road”
,
“What do I know about road signs”
,
“Attention: road sign”
- safety.

Outdoor games: “Colored cars”

,
“Find where it’s hidden”
,
“Tram”
,
“Stop”
Reading: poem by S. Mikhalkov “Bad History”

, A. Dorokhova
“Green, yellow, red”
, Y. Pishumov
“Sentryman”
,
“ABC of the city”
, I. M. Seryakov
“Laws of streets and roads”
Construction on the topic “Sheds and garages for your car”

,
“Tram”
Didactic games: “Drivers”

,
“Traffic Light”
,
“Traffic Signs”
,
“Learning Road Signs”
Role-playing game “Bus”

, game situation
“Arrange the road signs correctly”
, with the layout
“Road”
Game situation “Help Dunno cross the road”

Musical and didactic game “What Happened on the Road”

,
“Guess what transport sounds like”
Drawing “Cars on the roads”

Modeling "Passenger transport"

Application "Road sign"

,
“Cars are driving down the street”
Conversations: “Types of transport”

,
“Caution, roadway!”
,
“What do people drive”
,
“The street is full of surprises”
.

Excursions: to the safety corner of the kindergarten, along the street “Monitoring traffic and driver work ”

Review of the album of didactic material “Safety on City Streets”

about dangerous situations at home and on the street

Watching cartoons from the series “Smeshariki. ABC of Security"

.

Quiz on traffic rules on the topic “What? Where? When?"

Exhibition of children's drawings "Road Rules"

Final event Entertainment “Journey to the land of road signs”

.

November

Week 3 “Work in human life”
(professions)
Goal: Formation of children’s horizons and ideas about the variety of professions and specific work actions

Examination of illustrations about the work of people in rural areas.”

Conversations: “Loaves and rolls do not grow on trees”

,
“How to grow vegetables”
,
“Helper machines”
,
“All professions are needed, all professions are important”
,
“Who do I want to become?”
,
“What
do my parents do ?” Excursions: store, post office, kitchen, laundry, nurse's office in kindergarten.

A story from personal experience “How we visited the store”

All
works are good
Looking at illustrations “In the store”

,
“At the clinic”
,
“At school”
,
“In kindergarten”
,
“At the post office”
Compiling the story “Professions in my family”

.

Role-playing games: “Polyclinic”

,
“Bus”
,
“Mail”
Duty at the canteen, in a corner of nature, during classes"

Outdoor games: Fun game “Where is the sound”

.
“Run to the named tree”
,
“Recognize the plant”
,
“Hunter and hares”
,
“Frogs and herons
,
“Trap, take the ribbon”
,
“Owl”
,
“Paints”
,
“Fishing rod”
,
“Hares and will”
,
“ Shooter"
.

Russian folk game "Wolf"

,
“Looking for a stick”
,
“Needle, thread, knot”
Reading: N. Kalinina “How the guys crossed the street”

, I. Tokmakova
“Who to be”
, V. Sukhomlinsky “My mother smells like bread”, S. Baruzdin
“Who built this house”
, Russian folk tale
“Winged, furry and oily”
, S. Marshak
“Mail”
.
“What is good, what is bad”
,
“It was in the evening, there was nothing to do...”
, V. Bakaldin “Poems about bread”, N. Vereshchagin
“The Golden Spikelet”
, V. Krupin
“Father’s Field”
, A. Matusov
“Glass of milk”
Didactic games: “Who needs what for work ”

,
“Choose the action”
,
“What did the artist mix up”
Modeling “There are rolls in the oven”

Drawing “I am the Samara postman”

Construction of a “Toy Store”

Application "I want to be..."

Final event Quiz: “Work is always useful”

November

Week 4 “My Family”

Goal: Formation of a correct idea of ​​the family, the role of each family member who lives together, loves each other and takes care of each other

GCD: “Family composition”
“Seven I”
,
“My family is my joy”
,
“Who do I live with”
,
“If the family is together, then the soul is in place
.

Conversations: “Favorite vacations of family members”

,
“How I help at home”
,
“Home address, apartment, my room”
,
“Our home holiday”
,
“Day off with mom and dad”
,
“Traditions of our family”
.

Tour of the kindergarten: “What’s good and what’s bad?”

Examination of the plot paintings: “My family”,
“Mom’s birthday”
,
“To the store with dad”
,
“Trip to the country”
.

Compiling stories on the topic: “Who do I live with”

,
“My dad, mom, grandma, grandpa”
,
“My best friend”
,
“What I want to be
.

Compiling stories from personal experience on the topic “Family Holidays”

.
“How we relax as a family”
,
“Grandma has a lot of trouble with us
.

Situational conversation: “What can you do to please your loved ones”

,
“What would they praise me for at home?”
Communication games: “I’m growing...”

,
“Call me affectionately”
,
“Let’s let the name go to the wind”
Reading works: S. Kaputikyan “My Grandmother”

, V. Chernaya
“Good granddaughter”
, E. Uspensky
“If I were a girl”
, E. Blaginina
“Let's sit in silence”
, as well as works by N. Nosov, A. Barto, S. Marshak, K. Ushinsky, V. Oseevoy.

Memorizing poems by L. Kvitko “Grandma’s Hands”

, E. Blaginina
“That’s how mom is”
, Y. Akim
“My relatives”
.

Riddles on the theme: “Family”

,
“Native Home”
,
“Kindergarten”
.

Learning proverbs and sayings about family.

Drawing on the topic: “Who do I live with”

, “Portraits of family members,
“My family”
.

Application: “Let’s decorate an apron for mom”

,
«»
"Flowers are a gift."

Modeling: “Let’s bake a cake for mom”

,
“Beautiful saucer for little sister”
,
“Roses for mom”
.

Exhibition design: “My Family”

,
“My kindergarten”
Learning plot-based outdoor games with musical accompaniment.

Conversation: “If you are left at home alone”

.
“Safety at home”
,
“How we relax in nature with our family”
Collective work in the group “We are helpers”

.
“Day of Good Deeds”
Role-playing games: “Home”

,
“Family”
,
“Kindergarten”
,
“Who
works in kindergarten ?” ,
“My parents’ profession”
,
“Dad’s holiday”
,
“Mom’s birthday”
.

Creation of albums: “My Family”

,
“My ancestry”
,
“What does my name mean?”
Dramatization games based on fairy tales; V. Oseeva “Ordinary old lady ”

,

Dramatizations of “Three Mothers”

Final event “Mother’s heart is warmed with warmth”

Bibliography

1. Aleshina N.V. Preschoolers about Moscow and their native country. "Scriptorium 2003"

, 2010

2. Avdeeva, N. N. Safety on the streets / N. N. Avdeeva. — M.: LLC Publishing House AST-LTD

, 1997

3. Dybina, O. B. The child and the world around us: program and method, recommendations / O. B. Dybina. - M.: Mosaika-Sintez, 2008.

4. Long-term planning of the educational process in the program “From birth to school”

edited by
N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. Senior group .
2013. 5. Federal state educational standard

6. Shorygina T. A. Our Motherland Russia. -M.: Sphere shopping center, 2011

7. Shorygina T. A. My family. -M.: Sphere shopping center, 2014

8. Shorygina T. A. Professions. What are they?.-M.: Gnome Publishing House, 2012

thoughts about the outside world “Road signs”

.

Options for test tasks for the qualification test of a preschool teacher

Specification and options for test tasks for the qualification test of a preschool teacher

Test specification for the preschool teacher qualification exam 2

Preschool teacher test questions (option 1) 7

Preschool teacher test questions (option 2) 12

Answers 18

Test specification for the preschool teacher qualification exam

1. Appointment of the test.

The test allows you to establish the level of knowledge of the teacher of a preschool educational institution of current laws, other regulatory legal acts in the field of education, psychological and pedagogical foundations and methods of teaching and upbringing, the basics of computer literacy, modern pedagogical technologies in accordance with the requirements of the qualification characteristics of teaching positions.

2. Documents defining the content of the test.

The content of the section is determined by the requirements for the qualification characteristics of a teacher, established by Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n “On approval of the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section “Qualification Characteristics of Positions of Education Workers.”

3. Approaches to selecting test content. The content of the test is determined by the requirements for the level of knowledge (“Must know”) of the qualification characteristics for the position of educator, concerning regulations and laws that the employee must apply when performing job duties, methods of teaching the subject, psychological and pedagogical foundations of training and education, the basics of computer literacy . 4. Structure and content of the test. The test consists of 5 sections and includes 30 tasks indicating the correct answer from several proposed ones. The distribution of tasks in accordance with the content of the sections is presented in Table 1. Table 1

5. System for grading assignments. All tasks are checked automatically (answers are compared with the standard). Completion of each task is worth 1 point. The total maximum score for completing all test tasks is 30 points. The minimum score for completing the tasks in this section is. 20. 6. Section execution time. Up to 2 hours are allotted to complete this section. 7. Test plan. The test plan by section is presented in APPENDIX 1. APPENDIX 1

Test questions for a preschool teacher (option 1)
1. According to the Law of the Russian Federation “On Education,” the state ensures the right to preschool education by creating a preschool education system, which is a combination of:

1. educational programs; networks of preschool institutions implementing preschool education programs; education authorities;
2. networks of preschool institutions;
3. federal state standard and a network of preschool institutions.

2. According to the Convention on the Rights of the Child, a child has the right to freely express his or her opinion. This right includes:

1. the ability to answer formulated questions;
2. freedom to seek, receive and communicate information through the means of the child’s choice;
3. the opportunity to disagree with an adult’s demand and challenge his decision.

3. According to the Sanitary and Epidemiological Rules and Standards, the days of highest performance include:

1. Monday and Thursday;
2. Wednesday and Thursday;
3. Tuesday Wednesday Thursday.

4. According to the federal program for the development of education, priority areas in the field of preschool education are

:

1. ensuring the constitutional right to preschool education and its quality;
2. ensuring that the child attends kindergarten at the place of residence;
3. expansion of the network of correctional educational institutions.

5. A regulatory document, which must necessarily contain provisions on the rights and responsibilities of a teacher, is:

1. internal labor regulations;
2. charter of the institution;
3. job description.

6. Observation of children is:

1. analysis of the collected facts, understanding the essence of what is happening;
2. the process of gathering facts about a child's behavior and learning;
3. a way to obtain information directly from the child.

7. According to federal state requirements for the structure of the basic general education program of preschool education, the mandatory requirement for building a monitoring system is:

1. a combination of low formalized and highly formalized methods, ensuring objectivity and accuracy of the observed data;
2. monitoring children's behavior;
3. carrying out different types of testing.

8. Subject development environment is:

1. equipment of premises and materials for organized activities with children;
2. the kindergarten building and all its premises, as well as structures surrounding the kindergarten;
3. an organized living space that can ensure the development and self-development of a child.

9. Environment modeling is:

1. availability of diagrams, models, layouts;
2. creation of special conditions that stimulate children to a certain type of activity;
3. entering the maximum number of games, toys, equipment, benefits.

10. The main goal of the competency-based approach in preschool education is:

1. targeted transfer to adults of a certain amount of knowledge, skills and abilities;
2. the child’s acquisition and manifestation of experience of independent action;
3. formation of activity skills.

11. The leading condition for the development of competence is:

1. adult control of the child’s actions;
2. giving the child the right to choose and providing support from adults;
3. special trainings that provide skills for correct action.

12. Which educational areas correspond to the federal state requirements for the structure of the basic general education program of preschool education

:

1. physical, aesthetic, mental education, speech development, etc.;
2. Physical Culture; safety; socialization; communication; cognition; labor, etc.;
3. environmental, patriotic, labor education, etc.

13.
What types of activities are leading in preschool age:

1. play activities;
2. educational activities;
3. subject activity.

14. In the educational process, parents (persons replacing them) of pupils act as:

1. controllers of the educational process;
2. assistants in organizing the educational process;
3. participants in the educational process.

15. Pedagogical interaction between kindergarten employees is based on:

1. partnerships and cooperation;
2. mutual training of each other;
3. competitiveness.

16. Principles of education and training of preschool children:

1. developmental education, integration of educational areas, etc.;
2. age orientation;
3. meeting the needs of parents.

17.
The specificity of the organization of the educational process in a preschool institution is that the training and education of preschoolers is carried out:

1. in class, not in class;
2. in regime moments;
3. in joint and independent activities.

18. Planning of the educational process is based on:

1. program requirements and content of methodological recommendations;
2. interests of children and tasks of their development;
3. solely out of the interests of the students.

19.
Continuity in the work of kindergarten and school implies:

1. orientation to the requirements of the school;
2. fostering a positive attitude towards school;
3. ensuring continuity in the development of the child’s abilities and capabilities.

20.
The main goal of modern preschool education is:

1. preparation for school;
2. formation of knowledge, skills and abilities in children;
3. formation of integrative qualities.

21. The leading type of thinking in children of senior preschool age:

1. visually effective;
2. verbal-logical;
3. visually figurative.

22.
Indicate the main factors in the development of preschool children:

1. education and training, child activity;
2. environment and heredity;
3. all of the above.

23. The main methods of correction include:

1. general pedagogical;
2. special;
3. all of the above.

24.
Determine the period of early childhood by the leading type of activity:

1. direct emotional communication;
2. object-manipulative activity;
3. role-playing game.

25. Indicate a research method that is not a survey sociological method:

1. survey;
2. experiment;
3. sociometric survey.

26. Provide the most complete list of the main elements of a personal computer:

1. processor, RAM, input/output devices
2. processor, monitor
3. hard drive, monitor, printer
4. processor, mouse, monitor, scanner

27. Text typed in a text editor is stored as:

1. catalog
2. file
3. shortcut
4. pages

28. Select lists of office applications:

(several answer options)

1. Windows, Linux
2. Word, Excel, PowerPoint
3. Writer, Calc, Draw, Impress
4. Adobe Photoshop, Adobe Illustrator, CorelDraw

29. Internet services do not include:

1. Email
2. Standard Microsoft Windows Applications
3. FTP file transfer
4. Usenet newsgroups

30. Select the address of the Federal portal “Russian Education” from the list:

1. https://window.edu.ru/
2. https://www.rusedu.ru/
3. https://www.school.edu.ru/
4. https://www.edu.ru/

Test questions for a preschool teacher (option 2)
1. According to the Law of the Russian Federation “On Education,” the state ensures the right to preschool education by creating:

1. networks of preschool institutions implementing preschool education programs and municipal education authorities;
2. networks of preschool institutions;
3. federal state standard of preschool education

2. According to the Convention on the Rights of the Child, a preschool child has rights. These rights include:

1. independence in decision-making on life support issues;
2. free expression of one's opinion;
3. the opportunity to challenge the decisions of adults regarding the organization of meals, regime, and rules of behavior in public places.

3. According to the Sanitary and Epidemiological Rules and Standards in the “living corner” of the group:

1. there may be plants and small animals from among representatives of local flora and fauna;
2. the “living corner” should be in a separate room;
3. There may be safe plants and animals that the children themselves can care for.

4. According to the Federal state requirements for the basic general education program of preschool education, specially organized educational activities

1. excluded from the educational process;
2. is ensured during joint activities of adults with children, independent activities of children, including play throughout the day;
3. carried out exclusively in the form of a game.

5. A standard regulation on a preschool educational institution is a legal document regulating:

1. activities of state and municipal preschool educational institutions of all types;
2. type, type and category of preschool educational institution;
3. the nature of the relationship between the preschool educational institution and parties and public associations.

6. The results of preschool education at “leaving kindergarten” are formulated in the Federal state requirements for the basic general education program of preschool education as:

1. a certain amount of knowledge, skills and abilities corresponding to the educational program implemented in the preschool educational institution;
2. indicators of a child’s readiness for school;
3. integrative indicators of child development.

7. According to the Federal state requirements for the structure of the basic general education program of preschool education, performance monitoring is carried out for:

1. determining the amount of knowledge, skills and abilities that the child has mastered during the implementation of the general education program;
2. assessing the dynamics of children's achievements;
3. determining a child's readiness for school.

8. Joint activities between adults and children are

1. solving educational problems formulated by the teacher in accordance with the general education program in an informal setting;
2. uniting the interests of children and adults and solving educational problems in the form of cooperation;
3. additional work to correct knowledge, skills and abilities that children have not acquired in other types of activities.

9. Play activities of preschoolers are

1. freely chosen, non-coercive activity, characterized by activity, improvisation, spontaneity, often without a specific goal or result;
2. activities organized by educators to impart social skills to children;
3. carefree pastime associated with pleasure at the expense of learning.

10. Educational results depend on

1. the quality of conditions in the preschool educational institution and the general education program implemented in the preschool educational institution;
2. individual capabilities of children, characteristics of family upbringing, quality of educational services in preschool educational institutions and in the system of additional education;
3. the number of educational services the child uses.

11. The competency-based approach in preschool education is

1. purposeful transfer by adults of a certain amount of knowledge, skills and abilities necessary for mastering culturally established methods of activity;
2. facilitating the child’s acquisition, manifestation and reflection of the experience of independent action;
3. formation of activity skills.

12. Independent activity of preschool children

1. regulated by the regime and educational objectives of the preschool institution;
2. carried out outside of training activities;
3. initiated and carried out by children in accordance with their interests and needs.

13. The leading condition for the formation and manifestation of key competencies is:

1. giving the child the right to choose and providing support from adults;
2. adult control of the child’s actions;
3. special trainings aimed at developing the skills of correct action.

14. The subject development environment of the preschool educational institution is

:

1. toys, objects, teaching materials for organizing play and learning activities;
2. an organized living space that can ensure the development and self-development of the child;
3. groups and premises of preschool educational institutions, filled with modern, age-appropriate aids and toys.

15. In the educational process, parents (legal representatives) of students act as:

1. customers of educational services;
2. “resource” for organizing the educational process;
3. equal subjects of educational activities.

16. Collection of facts for analysis and assessment of the current situation and prospects for the child’s development is:

1. continuous targeted monitoring of children;
2. periodic testing;
3. invitation of CPMS specialists.

17. Interaction between adults and children is based on:

1. recognition and respect for the rights of the child, acceptance of his individual characteristics, interests and needs, cooperation, developmental communication;
2. targeted training in norms and rules of behavior;
3. permissiveness and connivance.

18.
Continuity in the work of kindergarten and school implies:

1. knowledge and use by preschool teachers of the Federal Standard for Primary School;
2. consistency of the content of general education programs;
3. ensuring continuity in the development of abilities and realization of the child’s potential.

19. Planning of the educational process is being built

1. by subject area;
2. based on a comprehensive thematic approach to the content of educational areas;
3. solely in the interests of students and their parents.

20.
The main goal of modern preschool education is:

1. transferring to children a system of knowledge, skills and abilities enshrined in culture;
2. ensuring school readiness;
3. development of the child’s personality in accordance with the potential individual capabilities and objectives of the general education program of the preschool educational institution.

21. Formation of the foundations of life safety involves:

1. familiarizing preschoolers with potentially dangerous situations and methods of behavior in them;
2. training of behavior models in purposefully created life- and health-threatening situations;
3. reading and telling stories about dangerous situations.

22.
When discussing a child’s behavior, it is advisable to analyze and evaluate

1. the influence of parents' personality on the child's behavior;
2. actions and actions of the child in a specific situation;
3. the child’s achievements and actions in comparison with other children.

23. Corrective and developmental work should be aimed at:

1. ensuring the child’s timely completion of the general education program of the preschool educational institution;
2. providing assistance and support in developing the strengths of the child’s personality, correcting deficiencies;
3. eradication of developmental deficiencies.

24.
Eliminate activities that are not key in early childhood:

1. situational business communication;
2. subject-manipulative research activities;
3. director's game.

25. To ensure independent physical activity during the day, it is necessary

1. visiting the swimming pool;
2. staying in the fresh air;
3. availability of sufficient quantity and free access of equipment for outdoor games and sports.

26.
Information input devices are (select more than one answer):

1. scanner
2. Printer
3. monitor
4. keyboard

27.
In a text editor, copying becomes possible after:

1. placing the cursor at a specific location
2. highlighting a piece of text
3. saving the file
4. file printout

28.
Searching for information on the Internet using keywords involves:

1. entering a word (phrase) into the search bar
2. entering a word (phrase) into the address bar
3. following a hyperlink from the first loaded page

29.
Where information about an educational institution should be posted (according to the Education Law):

1. on the administration computer in an educational institution
2. on the official website of the educational institution on the Internet
3. in email messages from an educational institution

30.
Select from the list the address of the methodological journal for kindergarten teachers “Preschool Education”:

1. https://mon.gov.ru
2. https://www.rcde.nov.ru/
3. https://sdo-journal.ru/
4. https://dob.1september.ru/

Answers

20

Planning the educational process in accordance with the Federal State Educational Standard until

Albina Maksimova

Planning the educational process in accordance with the Federal State Educational Standard until

Dear colleagues of my favorite site, I present to your attention a consultation that I conducted for the teachers of our preschool educational institution and ask YOU to evaluate and make certain suggestions. I would be very interested in any suggestions. Thank you.

Consultation “Planning the educational process in accordance with the Federal State Educational Standard for Education. "

“The future must be built in the present. This is called a plan.

Without it, nothing in the world can be good.”

Georg Christoph Lichtenberg.

Goal : Organization of a holistic, continuous, meaningful pedagogical process through planning. So what is a plan or planning?

A plan is a working document whose purpose is to help achieve the intended objectives. Without this document, the teacher has no right to start work.

Planning is an advance determination of the order and sequence of educational work, indicating the necessary conditions, means, forms and methods used. The effectiveness of educational work as a whole depends on how thoughtfully and competently the planning is carried out.

Planning educational work is based on the cooperation of the teacher, the children's team and parents, on their understanding of the goals and their tasks in joint activities, on the desire to make life in kindergarten interesting, useful, and creative.

Every teacher should always clearly know that when planning the pedagogical process, everyone must comply with organizational requirements: compliance with SanPiN requirements for the daily routine and organization of the educational process.

The next condition is the joint drawing up of a plan by two teachers working in the same age group. Fulfillment of this condition will ensure a unified approach to children, uniform requirements for them, and will increase the responsibility of each teacher for the implementation of the plan and program. Shift teachers should have daily contact in their work, a constant exchange of opinions on the results of observing children: how they learn program material, how they perform their duties, what are their cultural behavior skills, character traits, who plays, how and with whom, etc. As well as the planning of all types of children’s activities and the corresponding forms of their organization for each day, is carried out alternately by teachers. Each teacher must plan his own work. Weekly planning by one teacher (if working in pairs) or other forms are a violation of the purpose of planning.

In addition to pedagogical conditions, there are certain requirements for the design of the plan. It must be written neatly, in large and clear handwriting, using blue, purple or black ink. Each institution chooses at its own discretion; there are no uniform requirements. Red color is used only to highlight comments.

Next, I would like to draw your attention to the planning structure in our preschool educational institution. It is based:

1. Regulations “On the conduct of thematic, complex-thematic, and calendar planning of the educational process.”

2. Work programs of the preschool educational institution for the year, adopted by the teachers' council and approved by the head.

3. Cyclogram of the teacher’s activities (not necessary, but facilitates the work when planning).

4. A comprehensive thematic plan for the academic year.

5. Calendar plan for educational work.

Planning principles taking into account the Federal State Educational Standards for Educational Institutions:

the principle of a complex thematic principle of constructing the educational process;

the principle of developmental education, the goal of which is the development of every child;

the principle of integration of educational areas in accordance with the age capabilities and characteristics of the group’s students;

the principle of unity of educational, developmental and training goals and objectives of the education of pupils, in the process of implementation of which knowledge, skills and abilities are formed that are directly related to the development of preschool children.

What is the complex - thematic principle of constructing the educational process? For this purpose, we will again look at the Federal State Educational Standards for Education. To the structure of the basic general education program of preschool education:

“The program should be based on a comprehensive thematic structure of the educational process, provide for the solution of program educational tasks in the joint activities of adults and children, and independent activities of children, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.”

If we look into the explanatory dictionary of the Russian language by S.I. Ozhegov, we can interpret the meaning of these words.

( Complex - from Latin complexus - connection, combination - totality, connection. Thematic - dedicated to any one topic. Explanatory dictionary by S. I. Ozhegov and N. Yu Shvedov).

Thematic planning principles are a special form of organizing psychological and pedagogical work in kindergarten, combining all types of children's activities for a certain period of time.

Main components of comprehensive planning:

1. Target

• Aimed at development, education, training.

• Content (types of actions and tasks) is determined by the program.

• Organizational and effective component (forms and methods must correspond to the assigned tasks).

Next, we will consider the stages of calendar and thematic planning.

First of all, we determine the goal of the work for the planning period on the lexical topic; clarification, in accordance with the content of the program, of ideas, skills, abilities, interests that will have to be worked on over a certain period of time (for example, one week).

I would like to especially draw the attention of teachers to the mistakes that are most often made.

So, when planning a lexical topic, we plan a “GOAL” that we will have to implement throughout the week.

“ A goal is what they strive for, what they want to achieve, to realize.” (Ozhegov S.I., Dictionary of the Russian language). The goal is the overall result.

Moreover, there can be ONE goal, but there can be MANY tasks. The goal always answers the question: WHAT? (Formation, expansion, improvement)

For example, in a preparatory group when planning on the topic “Autumn. Weather. Nature." Goal (for the whole week): WHAT? generalization and systematization of ideas about autumn and typical autumn changes in nature. WHAT? Expansion and clarification, updating of the dictionary on the topic. WHAT? Improving the grammatical structure of speech (formation of relative adjectives). Formation of singing skills, etc.

Based on the goal, we plan all activities related to the theme of the week whenever possible. And when organizing direct educational activities, it is not always possible to plan classes on the topic of the week, since the literature offered by the “From Birth to School” program is not developed on a thematic basis. For this purpose, as well as for the implementation of the national-regional component, we are introducing the part of the Program that is being formed.

Here I would like to clarify that the principle of thematic planning of the Federal State Educational Standard does not require such an approach, because for this purpose it is sufficient to enrich the subject-spatial environment of the group on the topic.

Let's move on to the next component, which in our preschool educational institution we take into account when planning:

2. The final activities are the enrichment of the group’s developmental environment. Activities aimed at creating a positive emotional mood in children and encouraging them to actively participate in the life of the group.

What final activities can be planned during the implementation of the theme of the week that encourage children to be active? (Enrichment of the subject-development environment by decorating the educational board with subject pictures (excellent conditions have been created for this in each group) making a model, viewing a presentation, placing literature in book corners, an exhibition of children’s works on productive activities, creating an album on a given topic of their pictures , which children bring from home, children's reports (preliminary work), etc.)

3. Interaction with children’s families on the implementation of the basic general education program of preschool education (according to the annual planning of work with parents and planning of emerging pressing problems and situations).

The content of work with parents is planned for the year and for the week during thematic planning. It should be indicated what will be done by each teacher of the group, and what general garden activities will be carried out. Moreover, it is necessary to write not only those events that are carried out by the teacher, but also by the specialists working in this group. Regardless of who conducts the event, the organizer will in any case be the teacher.

The work can be scheduled in various forms:

My work experience in this area can be found on the MAAM website. RU. Article “Annual planning of work with parents for 2016-2017.

Thus, we have considered the “HAT” of weekly calendar planning for one lexical topic in our preschool educational institution.

And then we will consider the forms of organizing the activities of adults and children. Since joint activity is a special system of relationships and interaction, the essential features of joint activity between adults and children are the presence of a partner position and a partner form of organization.

First of all, we will consider educational activities in joint direct educational activities.

1.1 Direct educational activity is an activity based on one of the specific children’s activities: play, motor, communicative, labor, cognitive and research, productive, musical and artistic, reading fiction, etc. It is carried out jointly with adults, aimed at mastering children of one or more educational areas based on their integration.

The choice of various forms and methods of work is carried out by the teacher depending on: the characteristics of the children, their level of development, and the educational tasks they face. The tasks must be realized during the lesson, and they must be specific to the topic and there should not be too many of them.

Tasks when planning educational activities are replaced by the phrase “program content” and are divided into three groups: teaching, developing, educational (educational).

1.2 Educational activities during regime moments.

Educational activities carried out during regime moments are the solution of educational problems while simultaneously performing the functions of supervising and caring for children (morning reception of children, walking, preparing for bed, organizing meals, etc.).

When planning joint educational activities during special moments, we plan tasks.

A TASK is something that requires fulfillment, resolution.” (Ozhegov S.I., Dictionary of the Russian language.). The task always answers the question: WHAT TO DO? (teach, form, involve).

For example, the game-exercise “Autumn Leaves”. Objectives: improve the grammatical structure of speech (formation of relative adjectives - maple, birch, aspen, etc.).

Finger gymnastics “Wind and leaves”. Objectives: teach to coordinate speech with movements.

Listening and singing the song “Rain”. Objectives: improve singing skills, introduce music, develop musical ear and memory.

1.3 Independent activities of children (many have difficulty planning).

Independent activity of children is the free activity of pupils in the conditions of a subject-based developmental environment created by teachers, which ensures that each child chooses activities based on his interests, allowing him to interact with peers or act individually.

Now let’s take a closer look at what conditions we should create for children to develop independence and initiative.

To this end, let’s look again at the Federal State Educational Standard for Preschool Education and get acquainted with what we need to know when organizing conditions for the development of independence and initiative in Federal State Educational Standards children. And so the point:

1.4. Basic principles of preschool education: 4) supporting children's initiative in various activities;

1.6. The standard is aimed at solving the following tasks: 6) ... developing their initiative, independence and responsibility of the child ...;

2.4. The program is aimed at: creating conditions ... for the development of initiative and creativity through cooperation with adults and peers and age-appropriate activities;

4.6. Target guidelines at the stage of completion of preschool education: the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; able to choose his own occupation and participants in joint activities.

Based on these requirements of the Federal State Educational Standard, we will move on to planning.

Planning of independent activities of children according to the principle of a comprehensive thematic structure of the educational process is organized taking into account the topic that is relevant for a given week, the goals and objectives of educational work during the day.

Independent activity is reflected in the calendar plans of educational work: zones are indicated (activity centers, corners in which the teacher organizes children’s activities according to their interests; materials and equipment offered to the attention of children, attributes for story-based and other games are described.

The teacher must create the necessary conditions: organization of a subject-development environment that stimulates children to demonstrate independence, initiative, and the development of children's interests; the teacher’s use of special methods and techniques that encourage children to express individual interests and inclinations in different types of activities.

IMPORTANT TO REMEMBER! When planning independent activities, the main thing is to understand WHAT PURPOSE the teacher is offering this or that material to children. Independent activities are reflected in calendar plans indicating zones (activity centers, corners in which the teacher offers material for children according to their interests (materials and equipment offered to children, attributes for story-based and other games are described).

Thus, a properly drawn up work plan brings clarity, predicts difficulties, saves time, increases responsibility, and makes work easier. A plan is not just a reporting document, the main thing in it is work value, advance deliberate selection of the content and forms of upcoming work with children, clear guidelines for the use of official time.