Summary of GCD in the younger group with presentation. Theme: Winter walk
ECD in the junior group “Winter walk”
Topic: “Winter walk” Safe behavior while walking in the winter season Objectives: 1. To reinforce children’s ideas about the rules of safe behavior in winter outside (you need to dress warmly, you cannot eat snow, stand under icicles). 2. Foster a sense of caution and self-preservation. 3. Strengthen children’s ideas about natural phenomena in winter (it’s snowing, the wind is blowing, it’s getting cold). 4. Continue to awaken children’s speech activity in class. Preliminary work: reading fiction about winter; observing the signs of winter; Integration of educational areas: “Safety”, “Cognition”, “Communication”. Types of children's activities: gaming, communicative, cognitive. Methods and techniques: questions from the teacher, the game “Getting Dressed for a Walk,” the story game “On a Walk,” musical accompaniment, the game “It’s frosty and windy outside,” looking at illustrations. Materials and equipment: stereo system, audio recording of snow creaking, wind noise, children's crying, doll in a light dress, doll crib, blanket, presentation. Progress of the lesson Organizational moment. Educator: Guys, please tell me what time of year it is now? Children: Winter. Educator: That's right, now it's winter outside, and what is it like, please describe it. Children: Snow-white, beautiful, cold. Educator: Do you like to walk in winter? Children: We love to walk in winter. Educator: What games do you like to play? Children: Ride down the ice slides, sled, build a snowman, play snowballs... Educator: Do you know where we can play and where we can’t? Children: You can only play in the yard or on the playground, you cannot play near the road. Educator: Correct. Educator: Guys, today we will go on an unusual walk. But before we go outside, we must dress warmly, because in winter it is very cold outside. Let's all stand in a circle together and start “getting dressed” Game “Getting Dressed for a Walk”. Now it’s winter outside, (We spread our arms to the sides) It’s cold (we cross our arms over our chests) But we don’t care about the frosts (“we shake” our fingers) We’ll go for a walk with you. (step in place) We will put on pants, (we run our palms over our legs from bottom to top) We will put on fur coats, (we run our palms along our torso from top to bottom) And we will put on hats, (we stroke our heads with our hands) We will tie scarves, (we stroke our necks) And then beautiful, (we stroke our hands one by one) Warm, fluffy Little mittens We’ll put them on our arms, And although we are small, (we put out first one leg, then the other) We all have felt boots. Story game “On a walk” Educator: We dressed warmly, now I suggest we go for a walk. It's slippery outside in winter, so you have to walk carefully and slowly to avoid falling. (Audio recording of snow creaking underfoot). Guys, did you guess that this is creaking under our feet? Children: Snow. Educator: That's right, it's snow. So we came to our site. (The audio recording is turned on - the hum of the wind). Oh, why did it blow so much? Children: It's the wind. Educator: Yes. This is the wind, it is very cold. It’s cold outside in winter, the snowy wind tries to get into your sleeves and collar, your cheeks get cold, your nose freezes. To stay warm, we need to play. Game “It's frost and wind in the yard” It's frost and wind in the yard Children are walking in the yard, (walking in place) They're rubbing their noses, their cheeks are warming up. (to three cheeks) Little hands will not freeze, (to three hands) We will clap our hands. This is how we can clap, This is how we warm our hands. (clap our hands) So that our feet don’t get cold, We stomp a little. This is how we know how to stomp, This is how we can warm our feet. (stomp our feet) (Audio recording of a child crying). Educator: Hear, someone is crying, let's look around, who is it? (A doll sits on a bench.) Look guys, this is a doll. -What's your name, doll? Doll: My name is Katya. Educator: Why are you crying so bitterly? Doll: So, I went out for a walk and was very cold. Educator: Look, children, why is Katya frozen? Children: She forgot to put on warm clothes, sits on a bench, doesn’t play. Educator: Correct. Katya needed to dress warmly and play and run. Katya, you can catch a cold and get sick, you need to go to the group and warm up. Guys, let's go to the group and explain to Katya how to behave outside in winter. Katya, do you agree? Doll Katya : Yes. Educator: Guys, let's go carefully, slowly. So we entered the group, now we take off our outerwear and carefully put them in lockers. And we’ll cover Katya with a blanket. Educator: Guys, let's tell Katya the rules on how to behave outside in winter. Learning the rules . 1. During a walk in winter, you cannot sit or stand for a long time without moving, because... You can freeze and catch a cold. We need to play, walk or run. (2nd slide) 2. In winter, the street is slippery, you can fall. We must walk carefully, at a slow pace. (3rd slide) 3. You can’t eat snow, because... Your throat and stomach may hurt. (4-5 slide) 4. You cannot stand under the icicles that hang from the roofs of houses, because they can fall and cause serious injury. And yet, you can’t lick the icicles, otherwise your throat will hurt. (6 slide) 5. You need to take turns going down the slide. Wait until your friend slides down the slide and moves aside, and then you slide down too. Otherwise, you might run into each other and get bumps on your forehead. (7 slide) Educator: Katya, did you remember the rules on how to behave outside in winter? - Yes. Thank you guys. Educator: Yes, you are great. Guys, be careful outside in winter. And you, Katya, take care of yourself. I invite the doll Katya to stay in our group. Reflection Educator: Guys, what did you like most about our walk today?
What dangers await us while walking and how to avoid them? Presentation on the topic: Winter safety rules
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Report presentation on moral and patriotic education in the second junior group
Report on social and patriotic education in the second junior group When planning work on moral and patriotic education, we set ourselves the following goals and objectives: 1. To instill love for one’s hometown, kindergarten, family, and relatives. 2. Introduce children to their hometown, folk traditions and customs. 3. Encourage children to carry out socially significant tasks, to do good deeds for the family, home, kindergarten. 4. To form in children the manifestation of compassion, caring, attentiveness to family and friends, friends and peers, to those who care about them. 5. Foster a caring attitude towards nature and all living things. 6. Foster respect for work. 7. Orient parents towards the patriotic upbringing of children.
These tasks are solved in all types of children's activities: in classes, in games, in work, in everyday life - as they instill in the child not only patriotic feelings, but also form his relationships with adults and peers. The sequence of work on the moral and patriotic education of children can be represented by the following topics: “Image of the Self”; "Family"; "Kindergarten"; "Home country". Each topic includes a variety of activities: - classes; - conversations; — observations; - reading fiction; — role-playing, theatrical, didactic games; — themed holidays, entertainment; - targeted walks, excursions. We began our work on patriotic education by creating a warm, cozy atmosphere for children, so that every child would be filled with joy, a smile, good friends, and fun games, since it is in play and joint work that children’s behavior and relationships with peers are manifested. The group created a subject-based developmental environment with a moral and patriotic orientation, which is periodically updated and supplemented. Teachers of age groups widely use pedagogical means: illustrative materials, fiction, musical
Both in the classroom and in everyday life, we systematically form ethical ideas and humane feelings in children; Based on conversations about specific actions of children, we cultivate ideas about kindness and honesty. Using conversations “What is good and what is bad,” “We are friends,” “The rules by which we live,” we cultivate goodwill, the desire to imitate good deeds, and the ability to notice good deeds. “Family” Much attention in the group is paid to nurturing love for the closest person in the family, the mother. We talk with children about mothers, draw their attention to the fact that mother takes care of all family members. It is necessary to arouse in children not only admiration for their mother, but also the need to provide all they can to her. Throughout the year, we ask children about other family members - dad, grandmother, grandfather, younger brothers and sisters. They asked to bring family photographs, tell us about family members, and put together an album of photographs “Me and My Family.” For the holiday of March 8, we prepared a wall newspaper “How I Help My Mom,” for Defender of the Fatherland Day, a wall newspaper “My Dad is a Soldier,” we made gifts for moms, “Bouquet of Mimosa,” and a greeting card for dads. The first joint holiday with my parents was dedicated to “My Mommy!” on March 8th. We offer children role-playing games “Family”, “Kindergarten”, etc. We talk about the structure of the family, what it should be like for everyone to feel good. How relatives should live in a family: peacefully, amicably, without quarrels, help each other, understand and love each other. Children will learn that every family has its own traditions, they need to be known and observed. And thus, we gradually bring children to an understanding of what a family is, that it should be friendly and strong. Kindergarten"
At the beginning of the school year, the children got acquainted with the territory of the kindergarten, with the green spaces that decorate it, with their own plot. We tell the children that the kindergarten staff - the teacher, nanny, cook, nurse, etc. - take care of them. That adults have done a lot for the children, and their work must be protected. We teach children to take care of the objects around them, plants, and all living things. We started introducing children to the work of kindergarten staff with the assistant teacher, whose work the children face every day. The main method of becoming familiar with the work of adults is observation. Children's knowledge is consolidated in role-playing games, as well as by reading works of fiction. The main task is to evoke a feeling of respect for working people and a desire to provide them with all possible help.
“Native Village” Fostering love for one’s native village is one of the tasks of patriotic education of children. It is still difficult for children of the younger group to imagine what a village is, but they need to be introduced to this concept. We tell the children that there are many houses in the village, they are located on certain streets, the streets are long, each street has its own name, each house and each apartment has its own number, so people easily find their houses and apartments. We teach children to talk about their street, the house in which they live. Throughout the year, together with the children, we look at pictures with views of their native village, photographs of the places where they visited with their parents (city park, the main street of the city, where there are many shops, etc.). Before the holidays, we draw their attention to the beautifully decorated city. Thus, the children remembered the name of their hometown, and talk about where they walked on weekends with their parents. Patriotic education is impossible without close interaction between the kindergarten and the family. To include the family in joint work, we systematically conducted consultations and individual conversations (“First feelings of patriotism”, “The role of the father in family education”, “On the role of fairy tales in raising children”, “How to teach a child to be friends”, “Instilling hard work with the help of family responsibilities"), parent surveys, parent meetings, involved parents in collecting material for the design of the albums “Our Village”, “Me and My Family”, and in making decorations for the design of the group. A traveling folder “Our Motherland-Russia” was created. A photo exhibition “Me and my family in the favorite corner of my village” was organized. Parents took part in a craft competition: “Winter Fantasy”, “Parade of Military Equipment”, “Secrets of a Candy Wrapper”, in children's drawing competition "Where the Motherland Begins..." All this encourages parents to independently continue the work begun in kindergarten with their child at home.
Conclusion: Solving the problems of moral and patriotic education largely depends on the teacher and parents. The most important condition for the effectiveness of work on instilling patriotism in preschoolers is parents’ understanding of the need for patriotic education and their assistance to teachers in this work.
