Psychological support pedagogical process in a preschool setting is an important area of activity for a practical child psychologist. Here, we consider the pedagogical process as a system of pedagogical influences with educational and educational purposes, where education involves the “accumulation” of knowledge, skills, socio-historical experience, and education implies the formation of certain social attitudes (concepts and principles), value orientations (moral and ethical norms) that determine human consciousness and behavior. In both cases, pedagogical influences are based on psychological laws and mechanisms of ontogenetic development. In addition, the pedagogical process correlates with the psychological patterns of personality formation under the conditions of a specially organized system of influences.
Thus, dividing the pedagogical process into educational and educational, we thereby differentiate its psychological support. Security educational process carried out on the basis of psychological support of educational (developmental) programs; and ensuring the educational process is carried out on the basis of psychologization of educational strategies.
Let us dwell in more detail on each of the areas of psychological support.
Program - base document preschool institution, which determines the content and direction of the work of teachers and educators. From 1962 to 1992, the “Program of upbringing and training in kindergarten” (standard program) was a mandatory document in accordance with which pedagogical instruction was carried out in preschool institution. “Working according to a single, strictly regulated program led to uniformity in the forms, content and methods of the pedagogical process.” Teachers were guided by a unified and ideological standard in upbringing and education, which negatively affected the mental health and development of children.
Currently, legal conditions have been created for a variety of content, forms and methods of working with preschool children. The main thesis of transformations in the context of public preschool education is “humanization and increasing the effectiveness of the pedagogical process” based on an individually differentiated approach to children. First of all, the transformation is ensured by the creation of preschool institutions of various types based on the variability of content, forms of organization and provision of the pedagogical process: state and commercial kindergartens, children's lyceums and centers, pro-gymnasiums. The variability of the types of preschool institutions is directly related to the variability of educational (developmental) programs for children up to school age(“Rainbow”, “Development”, “Origins”, “Dialectics”, etc.). Initially, the differentiation of programs is based on distinguishing the goals and objectives of psychological and pedagogical influences. Some of them contribute general development and education of preschool children (general developmental, basic programs), others ensure the development of children’s special abilities (specialized programs).
General development programs include the basic directions and goals of psychological and pedagogical influences according to the age stages of ontogenetic development. The uniqueness of general developmental programs and their differences from each other are associated with the initial theoretical ideas about the development process.
Originality specialized programs lies in the need, in addition to the theory of general (ontogenetic) development, to also present the concept of the characteristics of the subject (special) development of children. Which implies a deep penetration into the logic of subjects (fine and musical arts, language structures and physical and mathematical constructions).
Since the administration and teaching staff of a preschool institution can determine the choice of a particular educational program, the question arises about selection criteria and technologies software. The questions raised can be resolved through special program support systems (methodological, pedagogical, psychological). They are fundamentally different in terms of goals, objectives, methods, as well as positions of specialists carrying out this activity. The proposed system of psychological support is universal, which means it is acceptable for all types of standard and alternative programs. In addition, it is adapted to domestic system preschool education in modern conditions. The structure of this system consists of three interconnected sections based on sequentially carried out activities: “Introduction”, “Adaptation”, “Routine Maintenance”.
Section 1. Introduction
Preparatory stage
Target: Statement of readiness for the introduction of an educational program.
Level detection mental health children;
Differentiation of mental development of children on the basis of partial, individual, group, age differences;
Identification of the possibility of updating those indicators of children’s mental development on which the development concept of a particular program is based.
For example, the ability to operate with dialectical mental actions (reversal, transformation, seriation) as a basic indicator for introducing the “Dialectics” program (author N.E. Veraksa) or the ability to activate indicative actions (abilities) as important condition introduction of the “Development” program (team of authors led by L.A. Wenger).
As a result of a given diagnostic activity, the general and special psychological readiness of the child population for the introduction of a particular educational program is determined.
In parallel, diagnostic activities are carried out to determine psychological readiness teaching staff of a preschool institution, excluding aspects of professional competence:
Identification of the degree of motivation for introducing the program among teachers and educators;
Identification of individual (psychological and psychophysiological) characteristics of teachers and educators as conditions for effective development and acceptance of program content. Differentiation of readiness of individual teachers and the teaching staff as a whole is carried out in accordance with program requirements.
For example, one of the main objectives of the “Rainbow” program (a team of authors led by G.I. Doronova and S.T. Yakobson) is “the implementation in each age period of preschool childhood of appropriate forms of communication between the teacher and children,” based on the concept of ontogenesis of communication by M.I. Lisina, .This involves the development and activation of certain forms and means of communication in children of different age groups. A teacher focused on an authoritarian style of communication finds it difficult to adapt to partnerships with children, or a teacher with a fixed style of influence without psychological assistance rarely refuses the given forms of means of communication.
As a result, the readiness of the child and teaching staff to the introduction of a particular educational program with the determination of the input mode. The justification for the psychologist's conclusion is diagnostic materials preparatory stage,
Program introduction options:
1. Introduction without changes to program content (basic):
Frontal (all age groups of preschool institution),
Age (preschool groups of the same age parallel),
Group (separate groups of preschool institutions).
2. Introduction with modifications to program content (experimental):
Frontal,
Age,
Group.
3. Introduction to professional training of the teaching staff.
4. Introduction with professional consulting of the teaching staff.
The first two modes are based on the results of psychodiagnostics of children, the third and fourth - on teachers and educators.
Main stage
Target: Introduction of the program as the main pedagogical strategy and technology for raising and teaching children in a preschool institution.
For example, the “Dialectics” program provides for the interaction of methods of intellectual structuring and personal-emotional stabilization based on subject cycles of classes (philosophy, fairy tales, biology, mathematics, history, etc.) and a stabilizing complex.
The program content of “Rainbow” is superimposed on the life processes of children in a preschool institution according to the types of interaction with adults: specially organized activity (lesson), joint activity, independent (free) activity.
Section 2. Adaptation
Target: Adaptation of the educational program to specific operating conditions.
- modification of program content;
Statement of the results of adaptation of program content.
For example, almost all educational programs are based on age differentiation, where each age stage corresponds to program content that determines the development of children. Preschool institutions with a system of mixed-age groups, when introducing general developmental programs, must modify the program content, methods and forms of its organization in accordance with the age composition of the groups.
Section 3. Routine Maintenance
It directly depends on the development concept and the indicators of development dynamics embedded in them. They can be represented by complexes of achievements, systems of knowledge, skills, abilities, blocks of new formations, etc. For this reason, most educational programs have systems current provision, adapted for this program content. Most often they are constructed in the form of psychological and pedagogical diagnostics.
Target: Ensuring the conceptual integrity of the program content and psycho-pedagogical influences in the specific conditions of the functioning of the educational program.
- psychologization of program content in the context of the real pedagogical process;
Statement of development dynamics indicators in accordance with program requirements.
The psychological support of educational programs discussed above determines the content component of the psychological support systems for the pedagogical process in a preschool institution. But, like any special support system, it also includes a procedural component that allows you to optimize pedagogical influences. It is known that any specially organized influence on children must be psychologically justified. For this reason, when organizing classes in a preschool institution as a form of special organized activities the psychologist helps the teacher answer the questions: “What to do?” and “How to do it?”
Let's consider the content of psychological assistance to the teacher based on psychological recommendations for cognitive cycle classes:
1.Planning. Use forward planning for organization systematic cognitive development of children. Only a system of influences can ensure a high level of assimilation of information and development of cognitive processes.
2. Preparation. Remember about cognitive load classes. In order to optimize the load, you can use:
Blocks of additional information for individual or group impact;
Modified and complicated versions of educational games.
3.Structure. The following blocks should be present in the cognitive cycle classes:
Introducing new information (skills, operations);
Reinforcing new information;
Systematizing new information.
Example structural building:
Informative conversation, demonstration.
Educational game, observation.
Generalizing and classifying analysis (systematization).
4.Form. Use complex classes (a combination of methodological and teaching techniques in the context of one type of activity) and combined classes (a combination of several types of activities in the context of one lesson). This contributes to the structuring of cognitive development based on the chain: perception - thinking - imagination.
5.Control and diagnostics. Systematically carry out independently:
control sections to identify abilities, knowledge and skills in accordance with the program content (once every 2 months);
psychological and pedagogical diagnostics to identify the dynamics of psychological and pedagogical characteristics of development (2 times a year).
These forms of control and testing indicate the effectiveness of pedagogical influences.
Psychological support of the educational process is based on the psychologization of educational strategies. A psychologized education strategy is a set of psychological attitudes that set the direction of pedagogical influences.
The main setting is recognition of the self-worth and uniqueness of each individual. This thesis should largely determine the position of the teacher in relation to children. The formation of this position is carried out in the process of dialogical communication between an adult and a child under certain conditions:
recognition of the child's right to own point vision (own “I”);
providing the child with the right to choose (alternative) resolution of life situations;
cooperation and partnership in adult and children's activities.
The following psychological attitude is positive acceptance of the child’s personality based on positive expectations (advancement). Positive or negative expectations are realized through the forecast of actions and are regulated by a system of rewards and punishments. It is known that a child grows up according to the expectations of adults projected onto him. Despite this, parents and educators often say: “I knew you would get dirty (fight, break a vase, fall...).”
An important condition for the psychologization of parenting strategies is accounting individual characteristics child.
In children of the same age group, primarily psychophysiological characteristics associated with the functioning of nervous system. These are differences in the pace of life activity, sthenicity as an indicator of performance, and the plasticity of nervous and mental processes.
For example, two children of the same age may experience a difference in the temporary retention of performance from 5 to 40 minutes. With an equal level of development of volition, one 5-year-old child can regulate his behavior, while another is unable to do this.
Educators and parents most often focus on the average age norm of development. Although, when assessing the individual progress of a child’s development, a rigid orientation towards the norm is unacceptable. To determine an objective approach to a particular child, in addition to age and functional developmental norms, it is necessary to take into account the possibility of situational changes (decrease in pace, emotional inhibition - excitement, etc.).
Special place takes installation on personal transformation of an adult, those. to the work of parents and educators on themselves. The position of self-transformation is necessary when building a pedagogical strategy, since the personality of the adult responsible for education is of great importance.
Aggressive and frustrating reactions of adults should not be “dumped” onto the child, since this dangerous and unpunished method of discharge causes enormous harm to the mental health of children.
In the context of the general professional strategy of a practical child psychologist of a preschool institution, psychological support for the pedagogical process is organized as a planned activity and activity at the request of the administration and teaching staff. This activity is carried out through psychological analysis of activities and games, current and control psychodiagnostics, psychoexpertise and psychological consulting.
In conclusion, it should be noted that the presented “comprehensive”, interdisciplinary approach to the education and upbringing of preschool children contributes to solving the professional problem of children's specialists - the problem of practical psychological and pedagogical cooperation.
Questions and tasks
1. Formulate the subject and content of the diagnostic activity of a practical child psychologist.
2. Give a classification of the main characteristics of the mental development of preschool children.
3. Determine the specifics of psychodiagnostic methods in the context of practical child psychology.
4. List the types of psychodiagnostic tools (tests and techniques). Give examples.
5. Describe the preparatory (adaptation, main, interpretation, final) stage of a psychological examination in a preschool setting.
6. Formulate rules for testing preschool children.
7. Make rules correctional activities child practical psychologist.
8. Determine the subject and content of psychocorrective influences in a preschool setting.
9. Formulate the features of organizing and conducting psychocorrection in a preschool institution.
10. Highlight the areas of psychoprophylactic activity of a child psychologist.
11. Formulate the features of organizing and conducting psychoprophylaxis in a preschool setting.
12. Determine the content and direction of psychological education in a preschool setting.
13. Expand the concept of “psychological counseling”. Determine its specifics in a kindergarten (children's educational institution).
14. List the main types of psychological requests of parents of preschool children.
15. Differentiate the psychological support of the pedagogical process in a preschool institution in accordance with educational and educational goals.
16. Define general developmental and specialized programs for preschool institutions.
17. Give examples of alternative educational programs for preschool children.
18. Formulate the goals and content of the psychological support system in sections: introduction, adaptation, ongoing maintenance.
19. Determine the purpose of psychologizing the pedagogical process in a preschool institution.
20. Formulate the content of psychologization of child-rearing strategies.
21. List the main psychological attitudes that determine the strategy of raising children.
22. In order to master psychodiagnostic activities, develop skills in testing, questioning, conducting interviews, and processing diagnostic data:
draw up a diagnostic strategy:
educational development of preschool children,
communicative development preschoolers,
personal and emotional development of preschool children,
optionally;
record the directions and content of psychodiagnostic activities;
diagnose the mental development of a preschooler using:
standardized tests,
projective tests,
differentiating techniques,
differentiating observation.
23. Conduct a laboratory session:
develop a program for psychological examination of children:
conduct a psychological examination of preschool children:
adaptation stage,
main stage,
interpretation stage,
The final stage.
24. In order to master the psychocorrectional and psychoprophylactic activities of a child practical psychologist, develop skills in organizing and conducting correctional and preventive measures:
differentiate the problem of mental development based on the materials of a diagnostic examination of children of primary, middle and senior preschool age with the definition of a psychocorrection strategy;
draw up a psychocorrectional program defining the types, types, forms and means of corrective influences in the following areas:
deviations and problems of cognitive development,
deviations and problems personality development,
deviations and problems of emotional development,
deviations and problems of communicative development,
deviations and problems of psychomotor development,
other (optional);
draw up a summary of a psychocorrectional lesson (game) for children of primary, middle and senior preschool age with the definition of tasks and means of corrective influences;
draw up a plan of psychoprophylactic measures in a preschool setting for different age groups.
25. Prepare a poster practical material recommendations for parents (topics of your choice):
draw up an action plan for psychological education:
parents,
educators,
teachers;
swipe individual consultation with parents of preschool children (processing and satisfying the request).
26. Analyze the basic theoretical principles with the definition of the “development concept” of the following educational (developmental) programs for preschool children:
"Development";
"Origins";
"Rainbow";
“Typical” program “Dialectics”;
Optionally.
Do a psychological analysis:
classes of cognitive and aesthetic cycles in the context of a program operating in a preschool institution (task for laboratory lesson);
joint activities of the teacher with children (task for laboratory classes);
independent activity children (games) (task for laboratory lesson).
PHYSICAL DEVELOPMENT
Formation of initial ideas about a healthy lifestyle
Physical Culture
Target: __________________________________________________________________
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Morning exercises
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Outdoor games
Hardening and restorative measures
Target: __________________________________________________________________
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Main activities: _______________________________________________
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Gymnastics after sleep
Week 1-2: ______________________________________________________________
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Week 3-4: ______________________________________________________________
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COGNITIVE DEVELOPMENT
2.1. Formation of a holistic picture of the world:
Target: __________________________________________________________________
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Target: __________________________________________________________________
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Development of productive, cognitive research activities
Target: __________________________________________________________________
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Regional component
Target: __________________________________________________________________
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SOCIAL-COMMUNICATION DEVELOPMENT
In play, a child learns about the world and communicates
Target: __________________________________________________________________
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3.2. Moral education:
Target: __________________________________________________________________
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3.3. Child in family and society:
Target: __________________________________________________________________
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3.4. Etiquette:
Target: __________________________________________________________________
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Cultural, hygienic and self-care skills
Target: __________________________________________________________________
Labor education
Target: __________________________________________________________________
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3.7. Formation of the fundamentals of safety (behavior in nature, on the roads, safety of one’s own life):
Target: __________________________________________________________________
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Entertainment
Subject:____________________________________________________________
Target: ____________________________________________________________
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SPEECH DEVELOPMENT
4.1. Speech development:
Target: __________________________________________________________________
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4.2. Introduction to fiction:
Target: __________________________________________________________________
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List of works of fiction to read
Finger gymnastics
Target: __________________________________________________________________
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Set of exercises
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Articulation gymnastics
Target: __________________________________________________________________
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Set of exercises
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5.1. Introduction to art:
Target: __________________________________________________________________
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5.2. Modeling:
Target: __________________________________________________________________
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5.3. Application:
Target: __________________________________________________________________
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5.4. Constructive modeling activities:
Target: __________________________________________________________________
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5.5. Musical activities:
Target: __________________________________________________________________
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ENRICHMENT OF DEVELOPMENTAL SUBJECT-SPATIAL ENVIRONMENT
7. INTERACTION WITH FAMILY
PARTICIPATION IN COMPETITIONS
Date _______________ Responsible ________________________________________
| Date, day of week | Regime moments | Regional component | ||||
| Group/subgroup | Individual | |||||
| _______, Monday | Morning | |||||
| OOD | ||||||
| Walk | ||||||
| Evening | ||||||
| An evening walk | ||||||
| Interaction with family | ||||||
| Enrichment of RPPS |
Example
Planning educational work with children for a day
PERIOD __________________________
Topic of the week: ________________________________
Target: __________________________________________________________________________________________________
Final event: ___________________________________________________________________
Date of conduct___________ Responsible ________________________________________
Duration of OOD - _____min.
The maximum permissible amount of educational load in 1 half of the day is _________________________________.
| Day of the week | Times of Day | Integration educational areas | Joint activities of adults and children, taking into account the integration of educational areas | Creating conditions for independent activity of children (organization of RPPS in activity centers (all group premises)) | Regional component | |
| Group/subgroup | Individual | |||||
| Morning. Regime moments | Duty, assignments, free communication on different topics, problem solving, examination, morning exercises, hygiene procedures, breakfast, low mobility games, articulation and finger exercises | Independent activity of children in various activity centers, free communication of children on topics:... | ||||
| Social and communicative development, speech development, artistic and aesthetic development | For example, Communication activities: communication games | For example, the development of sound culture of speech by Ivonova A. | For example, Communication development: free communication of children on topics | |||
| Game activity: theatrical sketches, didactic games: verbal Game activity: Instilling behavioral skills in playing with peers | Formation of the child’s ideas about himself, family, society | |||||
| Labor activity: work assignments, duty duties (distribution per day/week) | Self-service | Visual activities at the creativity center | ||||
| Cognitive development, speech development | didactic games of environmental content, observation observation | Formation of sensory representations | Games with building materials | |||
| Design of a nature calendar, observation diary Examination of illustrations in educational books | Nursery rhymes, poems, riddles | |||||
| Physical development | Round dance game Finger games Consideration of models, diagrams about healthy lifestyle Instilling cultural and hygienic skills Morning exercises, complex No. ___ | Formation of initial ideas about healthy lifestyle | ||||
| Morning. Educational activities | Joint gaming activities: didactic and developmental Mind games. Reading fiction. Joint work | |||||
| OOD | The educational areas whose tasks are implemented in this activity are indicated | OOD on a grid (educational area is indicated - direction of development, occupation, topic, goal, source) Game activity. Reading fiction. Physical exercises: Dynamic change: obstacle course () | Consolidation of the material covered in educational areas, tasks of increased difficulty: individual conversation, educational games, solving problem situations | Activating children (creating motivation) for independent activities in centers: books, nature, artistic creativity, creative games, etc. Creating problematic situations | ||
| Walk | Physical development Social and communicative development Cognitive development Speech development Artistic and aesthetic development | Walk No. __ Topic: Purpose: Source: Brief plan: Outdoor and sports games Plot- role-playing games, problem situations, conversations, work assignments Cognitive and research activities: observations, experiences, experiments. Targeted walks, excursions Speech exercises, games Drawing, modeling using sand, clay, snow, crafts from natural material. Round dance games | Educational games Individual conversation Solving problem situations Individual conversation, games, exercises Individual creative tasks | Creating motivation for role-playing and theatrical games Solving problem situations Free communication on various topics, situational conversations Creating motivation for communicative activities Creative tasks | ||
| Evening. Health activities. Hardening activities. Hygiene procedures. Afternoon snack, games. | Physical development Speech development | Preventive gymnastics after sleep, complex No. ___ Instilling cultural and hygienic skills Hardening procedures Articulation gymnastics | ||||
| Artistic and aesthetic development | For example, Visual activity: Drawing based on a read work | Visual activities: | Creative tasks | |||
| Evening. Educational activities | Creative games: role-playing games, theatrical games, director games, construction games, fantasy games, experimentation games. Outdoor, didactic, educational, intellectual games. Reading fiction, video viewings. Quizzes, competitions, leisure activities. Collaborative work of children. Productive activities, joint cognitive and research activities. For example, | Individual work assignments, individual tasks aimed at consolidating the material covered in educational areas, tasks of increased difficulty: individual conversation, educational games, solving problem situations | ||||
| Social and communicative development. speech development. Artistic and aesthetic development | Communication activities: didactic word games; role-playing game (familiar) Project activity Club work | Formation of the foundations of environmental consciousness | ||||
| Game activity: didactic games on life safety | Didactic games: board-printed | |||||
| Labor activity: manual labor (waste material) | Development of fine motor skills Self-care | Children's design | ||||
| Cognitive development. Speech development | Cognitive and research activities: experiments, research Consideration | Modeling and constructive activity: games with constructor | Cognitive and research activities: didactic games of local history | |||
| Physical development | Motor activity: simulation games | Development motor qualities | Physical exercise in the sports corner | |||
| Speech development. Artistic and aesthetic development | Reading (perception): AUTHOR, TITLE. looking at illustrations Drawing | Musical activities: chants, chants | ||||
| An evening walk | ALL stages of the day's walk are saved | |||||
| Interaction with family | Psychological and pedagogical education through organization active forms of interaction between teachers, children and parents: - Game libraries, family club, thematic album, conferences, master classes, parent meetings, etc. Passive forms: - consultations, memos, recommendations, booklets, etc. - exhibitions, - surveys Involving parents in the educational process of MBDOU: - working on a joint project, - publishing a magazine, newspaper, book, album on the topic, etc. | |||||
| Interaction with social partners | Libraries, performances, museums, exhibitions, schools, other kindergartens, music school, art school, fire station, etc. | |||||
| Enrichment of RPPS | Meaningful, close-ups |
Information and methodological support of the educational process
| Educational and methodological set in accordance with the approximate basic general education program preschool education“From birth to school” edited by N.E. Veraks, T.S. Komarov, Vasiliev. – M., “Mosaic-Synthesis” 2015 | Additional pedagogical and methodological literature(pedagogical methods and technologies), thematic folders for teachers | ||||
| Chapter | Methodical manuals | Visual and didactic aids | Electronic educational resources | ||
| Control | 1. Approximate basic general education program for preschool education “From birth to school”, edited by N.E. Veraks, T.S. Komarov, Vasiliev. – M., “Mosaic-Synthesis” 2015 2. Approximate comprehensive thematic planning for the program “From birth to school”: Junior group (3-4 years) / Ed.-comp. V.A. Vilyunova. | ----- | 1. Thematic planning. Comprehensive classes according to the program “From birth to school”. Junior group (2). 2. Thematic planning. Comprehensive classes according to the program “From birth to school”. Middle group. 3. Thematic planning. Comprehensive classes according to the program “From birth to school”. Preparatory group for school. 4. Organizing children's activities during a walk. Senior group. Preparatory group. | ||
| Psychologist in kindergarten, monitoring | 1. Veraksa A.N. Individual psychological diagnostics child 5-7 years old. 2. Veraksa A.N., Gutorova N.F. Practical psychologist in kindergarten. | 1. Monitoring the quality of mastering the main general education program preschool education. 2. Monitoring the development of children 3-7 years old. Activity analysis. Comprehensive assessment of development lines. 3. Cognitive and speech development of children 5-7 years old. Interactive simulators. 4. Monitoring the speech development of children 2-7 years old. | Vereshchagina | ||
| Social and communicative development | Socialization, development of communication, moral education | 1. Bure R.S. Social and moral education of preschool children (3-7 years old) 2. Petrova V.I., Stulnik T.D. Ethical conversations with children 4-7 years old. 3. Petrova V.I., Stulnik T.D. Moral education in kindergarten 4. Zatsepina M. B. Days military glory. Patriotic education preschoolers | 1. Series “The World in Pictures”: “State Symbols of Russia”, “Victory Day”, “Moscow – the Capital of Russia” 2. Series “Stories from Pictures”: “The Great Patriotic War in the Works of Artists”, “The Great Patriotic War”, “Defenders of the Fatherland” 3. Series “Tell the children about...”: “Tell the children about the Moscow Kremlin” 4. Posters: “Your rights” | ||
| Self-service, independence, labor education | 1. Kutsakova L.V. Labor education in kindergarten: For classes with children 3-7 years old. | ||||
| Forming the foundations of security | 1. Belaya K.Yu. Formation of the basics of safety in preschoolers (3-7 years old). 2. Saulina T.F. We introduce preschoolers to the rules of the road (3-7 years old). | 1. Bordacheva I.Yu. Road safety: Posters for decorating a parent's corner in preschool educational institution 2. Bordacheva I.Yu. Road signs: For working with children 4-7 years old. 3. Posters: “Be attentive and careful: in the city, in nature, in the house”, “Fire safety rules: causes of fire, rules of conduct in case of fire”, “Take care of your safety” | 4. | ||
| Cognitive development | Development of cognitive and research activities | 1. Veraksa N.E., Veraksa A.N. Project activities for preschoolers. 2. Veraksa N.E., Galimov O.R. Cognitive and research activities of preschool children (4-7 years old). 3. Krashennikov E.E., Kholodova O.L. Development of cognitive abilities of preschool children (5-7 years old) 4. Pavlova L.Yu. A collection of didactic games to familiarize yourself with the outside world (3-7 years old). | 1. Series “Playing a fairy tale”: “Turnip”, “Teremok”, “Three Bears”, “Three Little Pigs”. Veraksa N.E., Veraksa A.N. | 1. Shiyan O.A. Development creative thinking. we work according to a fairy tale. | |
| Familiarization with the subject environment and social world | 1. Dybina O.V. Familiarization with the subject and social environment: Junior group (3-4 years). 2. Dybina O.V. Familiarization with the subject and social environment: Middle group (4-5 years). 3. Dybina O.V. Familiarization with the subject and social environment: Senior group (5-6 years old). 4. Dybina O.V. Familiarization with the subject and social environment: Preparatory group for school (6-7 years). | 1. Series “The World in Pictures”: “Aviation”, “Road transport”, “Arctic and Antarctic”, “Household appliances”, “Water transport”, “High to the mountains”, “Tools” home handyman", "Space", "Office machinery and equipment", "Dishes", "School supplies". 2. Series “Stories from pictures”: “In the village”, “Who should I be?”, “My home”, “Professions”. 3. Series “Tell the children about...”: “Tell the children about household appliances”, “Tell the children about space”, “Tell the children about transport”, “Tell the children about special machines”, “Tell the children about bread” 4. Posters: "Our toys" | 2. Dybina O.V. Familiarization with the subject and social environment: Junior group (3-4 years). 1. Dybina O.V. Familiarization with the subject and social environment: Middle group (4-5 years). 2. Dybina O.V. Familiarization with the subject and social environment: Senior group (5-6 years old). 3. Dybina O.V. Familiarization with the subject and social environment: Preparatory group for school (6-7 years). 4. Formation of historical and geographical ideas. Complex classes for children aged 5-7 years. 5. Geography – baby. 6. “Umniki”: “Exploring the Planet” 7. “Umnikov”: “Interplanetary Tourism” | ||
| Formation of elementary mathematical concepts | 5. Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical concepts. Second group of early age (2-3 years) 1. Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical concepts. Junior group (3-4 years) 2. Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical concepts. Middle group (4-5 years) 3. Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical concepts. Senior group (5-6 years old) 4. Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical concepts. School preparatory group (6-7 years old) | Posters: “Color”, “Shape”, “ Geometric figures", "Counting from 1 to 10", "Saving quantities: using the number 5 as an example", "Examples on addition", "Addition", "Basic mathematical concepts", "First ten" "Examples on subtraction", "Subtraction", “Counting from 1 to 20”, “Counting from 20 to 1”, “Flat figures” | 1. Arithmetic for kids 2. Fun math. educational games. 3. Math for kids | ||
| Introduction to the natural world | 1. Solomennikova O.A. Introduction to nature in kindergarten. The second group is of early age (2-3 years). 2. Solomennikova O.A. Introduction to nature in kindergarten. Junior group (3-4 years old). 3. Solomennikova O.A. Introduction to nature in kindergarten. Middle group (4-5 years old). 4. Solomennikova O.A. Introduction to nature in kindergarten. Senior group (5-6 years old). | 1. Posters: “Pets”, “Pets”, “Poultry”, “Vegetables”, “Fruits”. “Birds of Migratory” “What do we know about migratory birds”, “Where we were in the summer”, “Summer”, “Fruits: what grows in my garden”, “Vegetables: what grows in the beds”, “Who lives in the forest: What we know about these animals”, “Who lives in the forest?”, “Domestic animals: a cow with calves”, “Domestic animals: a horse with a foal”, “Zoo”, “Domestic birds”, “Domestic birds: what do they eat?” , “Our meadow”, “Who lives nearby”, “Who lives nearby: so that we know about these animals”, “Vegetables”, “We are walking all year round", "Walks", "Pets", "Seasons", "What We Saw in the Forest", "In the Forest", " Poultry yard"", "Who lives on the bird thief", "What we saw on the farm", "Farm", "Animals of hot countries", "What do we know about animals of hot countries", "Oak forest", "Forest crafts", "Pets : rabbits”, “Pets: hamsters”, “Beasts and birds of Russia: otter”, “Beasts and birds of Russia: beaver”, “Pets: pig with piglets”, “Pets: guinea pigs”, “Pets: duck with ducklings”, “Poultry: turkey and turkeys”, 1. “Spruce forest” 2. Pictures for viewing: “Cat with kittens”, “Goat with kids”. 3. 2. Series “The World in Pictures”: “Trees and Leaves”, “Pets”, “Birds”, “Sea Life”, “Insects”, “Vegetables”, “Flowers”, “Berries”. 4. 3. Series “Stories from Pictures”: “Seasons”, “Spring”, “Summer”, “Winter”, “Autumn”, “ Native nature» 5. 4. Series “Tell the children about...”: “Tell the children about the trees”, “Tell the children about the birds” | 1. Solomennikova O.A. Getting to know nature. Junior group (3-4 years old). 2. Solomennikova O.A. Getting to know nature. Middle group (4-5 years old). 3. Series “Audio Encyclopedia”: “Journeys of Plants” 4. “ Secret world animals": "Lions, cheetahs, leopards" | ||
| Speech development | 1. Gerbova V.V. Speech development in kindergarten: Second group of early age (2-3 years) 2. Gerbova V.V. Speech development in kindergarten: Junior group (3-4 years) 3. Gerbova V.V. Speech development in kindergarten: Middle group (4-5 years old) 4. Gerbova V.V. Speech development in kindergarten: Senior group (5-6 years old) 5. Gerbova V.V. Speech development in kindergarten: Preparatory group for school (6-7 years old) Reader for the younger group Reader for the middle group. Reader for the older group. Reader for pre-school groups. | 1. Series “Grammar in Pictures”: “Speak correctly”, “One-many”, “Stress”. 2. Speech development in kindergarten: For working with children 3-4 years old Gerbova V.V. 3. Speech development in kindergarten: For working with children 4-6 years old. Gerbova V.V. 4. Right or wrong. For working with children 2-4 years old. Gerbova V.V. 5. Speech development in kindergarten. For working with children 2-4 years old. Handout. Gerbova V.V. 6. Posters: “Alphabet”, “The ABC that I colored”, “Read Santa Claus”, “Conversations based on pictures”, “Fairy tales of A.S. Pushkin”, “Lukomorye” | 1. Gerbova V.V. Speech development in kindergarten: Junior group (3-4 years) 2. Gerbova V.V. Speech development in kindergarten: Middle group (4-5 years old) 3. Gerbova V.V. Speech development in kindergarten: School preparatory group (6-7 years old) 4. Communicative activities of preschoolers. Speech trainings. Literacy training. 5. “ABC Baby.” 6. “Read it.” Training apparatus". 7. “The sounds are difficult. Let's learn to speak correctly." | ||
| Artistic and aesthetic development | Musical education | 1.Zatsepina M.B. Musical education in kindergarten. 2. Komarova T.S., Zatsepina M.B. Integration in the educational work of kindergarten. | 1. Series “Tell the children about...”: “Tell the children about musical instruments”, “Tell the children about the Moscow Kremlin” | 1. Series “Audio Encyclopedia”: “Introduction to the Theater” | |
| Visual activities | 1. Komarova T.S. Children's artistic creativity. For working with children 2-7 years old. 2. Komarova T.S. Visual activities in kindergarten. Junior group (3-4 years old). 3. Komarova T.S. Visual activities in kindergarten. Middle group (4-5 years old). 4. Komarova T.S. Visual activities in kindergarten. Senior group (5-6 years old). 5. Komarova T.S. Visual activities in kindergarten. School preparatory group (6-7 years old). 6. Komarova T.S. Development of artistic abilities of preschoolers | 1. Series " Folk art– for children”: “Kargopol Toy”, “Gorodets Painting”, “Filimonovskaya Toy”, “Dymkovo Toy”, “Polkhov-Maidan”, “Fairytale Gzhel”, “Golden Khokhloma”. 2. Series “The World in Pictures”: “Gzhel”, “Khokhloma”, “Dymkovo Toy”, “Polkhov-Maidan”, “Kargopol”, “Filimonovskaya Folk Toy”, “Gorodets Painting” 3. Series “World of Art”: “Portrait”, “Still Life”, “Landscape”, “Fairy Tale in Russian Painting”, “Children’s Portrait” 4. Posters: “Gzhel. Works of modern masters", "Gzhel. Examples of patterns and ornaments", "Khokhloma. Works of modern masters”, “Khokhloma. Examples of patterns and ornaments", "Polkhov-Maidan. Works of modern masters”, “Polkhov-Maidan. examples of patterns and ornaments”, “Sculpting a forest”, “Filimonovskaya whistle”, “Sculpting a zoo”, “Rainbow: color”, “Colorful landscapes all year round”, “Sculpting a meadow” | 1. Komarova T.S. Visual activities in kindergarten. 2. Komarova T.S. Practical encyclopedia of preschool workers. Visual activities in kindergarten. 3. Solomennikova O.A. Introducing children to folk art. 4. State Tretyakov Gallery. 5. “Multmasterskaya” | ||
| Construction | 1. Kutsakova L.V. Construction from building materials: Middle group (4-5 years). 2. Kutsakova L.V. Construction from building materials: Senior group (5-6 years old). 3. Kutsakova L.V. Construction from building materials: School preparatory group (6-7 years old). | ||||
| Physical Culture | Physical Culture | 1. Borisova M.M. Sedentary games and play exercises. For classes with children 3-7 years old. 2. Penzulaeva L.I. Physical education in kindergarten: Junior group (3-4 years) 3. Penzulaeva L.I. Physical education in kindergarten: Middle group (4-5 years old) 4. Penzulaeva L.I. Physical education in kindergarten: Senior group (5-6 years old) 5. Penzulaeva L.I. Physical education in kindergarten: Preparatory group for school (6-7 years old) 6. Penzulaeva L.I. Health-improving gymnastics: sets of exercises for children 3-7 years old. 7. Collection of outdoor games/Author-comp. E.Ya. Stepanenkova | 1. Series “Stories from pictures”: “Winter sports”, “Summer sports”, “Daily routine” 2. Series “Tell the children about...”: “Tell the children about winter species sports”, “Tell the children about the Olympic Games”, “Tell the children about the Olympic champions” | Morning exercises at a preschool educational institution. Sets of exercises for children 3-7 years old. | |
| healthy lifestyle | 1. Novikova I. M. Formation of ideas about a healthy lifestyle in preschoolers. 2. Novikova I.M. Formation of ideas about a healthy lifestyle in preschoolers. | Posters: “Be healthy!” | |||
| Play activity | 1. Gubanova N.F. Development of gaming activities. Junior group (3-4 years old). 2. Gubanova N.F. Development of gaming activities. Middle group (4-5 years old). | ||||
| Early Childhood Development | 1. Golubeva L.G. Gymnastics and massage for the little ones. 2. Galiguzova L.N., Ermolova T.V., Meshcheryakova S.Yu. Smirnova E.O. Diagnosis of a child’s mental development: Infancy and early age» 3. Teplyuk S.N. Games and activities for a walk with kids. For working with children 2-4 years old. 4. Child of the second year of life. / Ed. S.N. Teplyuk. 5. Child of the third year of life / Ed. S.N. Teplyuk |
Department of Education of the Administration of Kemerovo
Municipal budgetary educational institution for orphans and children,
left without parental care (legal representatives)
"Orphanage No. 1"
(MBOU "Orphanage No. 1")
Public report
for the 2012-2013 academic year
Kemerovo
CONTENT
| Introduction | 3 s. |
|
| 1 . | general characteristics orphanage | 3 s. |
| 2. | Resource support for the educational process: 2.1. Personnel support for the educational process. 2.2. Material and technical base and financial resources of the Institution. | 6 p. 6 p. 8 p. |
| 3. | Methodical work | 8 p. |
| 4. | Innovative and experimental activities | 13 p. |
| 5. | Psychological, medical and pedagogical support of the educational process: 5.1. Activities of the socio-psychological service. 5.2. Activities of the speech therapy service. 5.3. Activities of the medical service. | 17 p. 25 s. |
| 6. | Conditions of the educational process: 6.1. Organization of the educational process. 6.2. System of additional education. 6.3. Safety of the educational environment. 6.4. Openness of information about the Institution. | 46 pp. |
| 7. | Social activity and social interaction | 71 p. |
| 8. | Management of the Institution | 76 p. |
| 9. | Educational results educational activities: 9.1. Results of educational activities of pupils in schools. 9.2. Results of extracurricular activities of students. | 79 p. |
| 10. | The main components of the direction of development of the orphanage in the near future | 86 p. |
INTRODUCTION
The public report for the 2012-2013 academic year of the municipal budgetary educational institution for orphans and children without parental care (legal representatives) “Orphanage No. 1” is a report of an educational institution addressed to a wide public audience.
Purpose This report is an open positioning of the results of activities, potential and operating conditions of the orphanage, problems and directions of its development.
Objectives of the public report :
1. Provide information about the main results of the orphanage’s activities for the 2012-2013 academic year, problems and priority areas of development.
2. Contribute to ensuring active dialogue and coordination of interests of all participants in the educational process in the main areas of activity of the orphanage.
3. Contribute to expanding the circle of social partners of the orphanage, increasing the efficiency of their interaction with the institution.
The analysis presented in the report covers comprehensive description the current state of the orphanage, the content of its activities during the school year and the dynamics of the main development indicators. The data presented in the report allow us to adequately assess the problems and determine priority areas work of the orphanage and specific activities aimed at further development educational institution.
GENERAL CHARACTERISTICS OF THE INSTITUTION
General information about the institution
| Full official name | MBOU for orphans and children left without parental care (legal representatives) “Orphanage No. 1” |
| Abbreviated official name | MBOU "Orphanage No. 1" |
| Location | 650003, Kemerovo, Komsomolsky Ave. 65 “A” |
| Phones, fax | 74-03-91, 73-21-68 (fax) |
| | [email protected] |
| Official site | http://www.Detdom1.ucoz.ru |
| Year of foundation | 1956 |
| Charter | Approved by KUMI of Kemerovo on 08/03/2011 |
| License for the right to carry out educational activities | Series A No. 0003300 |
| Certificate of state accreditation | Series AA 146208 |
| License to perform medical activities | Series FS 0018769 |
| Brief historical reference | Orphanage No. 1 was founded on March 24, 1956. In 1999, the orphanage was issued by order of the administration of the city of Kemerovo dated October 21, 1999. No. 2371 received a new status - Municipal educational institution for orphans and children left without parental care “Orphanage-school No. 1”. In 2011, it was renamed the municipal budgetary educational institution for orphans and children left without parental care (legal representatives) “Orphanage No. 1”. |
| Territorial location | MBOU "Orphanage No. 1" is located in the Leninsky district. On the territory adjacent to the orphanage there are MBOU "Secondary School No. 94", MBS(K)OU "Boarding School No. 101", residential buildings and a park. |
Composition of pupils
orphans;
children taken away from their parents by court decision;
children whose parents have been deprived of parental rights, have limited parental rights, have been convicted, declared incompetent, are undergoing long-term treatment, and whose parents’ whereabouts have not been established.
So, to the beginning school year 156 pupils were brought up in the orphanage, of which:
Orphans - 37 people,
Those left without parental care (legal representatives) – 119 people.
Quantitative characteristics
Number (at the beginning of the academic year)
Diagram of changes in the number of students
Conclusion: the number of students at the beginning of the school year was 156, which exceeds the planned figure by 23%. The diagram shows that there is a planned increase in the total number of students in grades 5-9.
Movement of students
| Total students | Academic year |
|
| 2011-2012 | 2012-2013 |
|
| At the beginning of the school year | 150 | 156 |
| End of the school year | 156 | 150 |
| Arrived within a year | 15 | 12 |
| Dropped out | 10 | 18 |
| Of them: | ||
| Adopted | 1 | - |
| Adoptive families | 3 | 11 |
| Returned to parents | 5 | 1 |
| Guardianship | 1 | 4 |
| Transferred to other institutions | - | 2 |
Conclusion: from the above data we can see a dynamic increase in the number of leaving students compared to arriving students.
RESOURCE SUPPORT FOR THE EDUCATIONAL PROCESS
The team working in the orphanage is united, proactive, keeping pace with progressive ideas in the field of pedagogy, psychology, and healthcare. The team consists of both young specialists and teachers with extensive experience in the amount of 38 people under the leadership of director Nadezhda Fedorovna Koryakova - Honored Teacher of the Russian Federation, laureate of the Prize named after. M.A. Averin, Honorary Citizen of the city of Kemerovo.
Number
| 2010-2011 | 2011-2012 | 2012-2013 |
|
| Total teachers | 42 | 38 | 38 |
| men | 1 | 2 | 2 |
| women | 41 | 36 | 36 |
Age
Educational qualification
Educational region | Technologies and techniques |
Educational region "Physical development" |
“Physical education in kindergarten” (2005-2010)
"Non-traditional physical education classes in preschool educational institution"(2004)
« Physical education classes with children 3-4 years old" “Physical training for children 4-5 years old” “Physical training with children 5-6 years old” (2010) "Outdoor games and play exercises for children 3-5 years old" “Outdoor games and play exercises for children 5-7 years old”
“Recreational gymnastics for children 3-7 years old” (2009-2010) |
Educational region "Cognitive Development" | Formation of elementary mathematical concepts
"Introduction to the World of Economics" (2000) "Math before school" (1996)
“Classes on the formation of elementary mathematical concepts in the second younger group kindergarten "(2006-2010) “Classes on the formation of elementary mathematical concepts in the middle group of kindergarten” (2006-2010) “Classes on the formation of elementary mathematical concepts in the senior group of kindergarten” (2006-2010)
“Fairy tale in environmental education of children of senior preschool age” (2002) |
Educational region "Social-communicative" |
"Safety on the streets and roads", 1997 Methodological manual for working with children of older preschool age.
"Cautionary Tales: Safety for Kids" (2004) |
E.V.Zvorygina "Education by Play" (1986) O.V. Leshchinskaya-Gurova “Psychological readiness of children for play activities”,
“Moral education in kindergarten” (2006-2010)
“Labor education in kindergarten” (2005)
“Moral and labor education in kindergarten” (2007) |
|
Educational region "Speech development" | Methodological complex for the “Program of education and training in kindergarten”, ed. M.A. Vasilyeva (Dybina O.V., Maksakov A.I., Gerbova V.V. 2005)
“Introducing children to fiction” (2005-2010) |
Educational region "Artistic and aesthetic development" | Productive (constructive) activity
“Classes on the design of building materials in the middle group” (2006) “Classes on the design of building materials in the senior group” (2006) Methodological complex for the “Program of education and training in kindergarten”, ed. M.A. Vasilyeva (T.S. Komarova, O.A. Solomennikova 2005)
“Decorative modeling in kindergarten” (2005)
“For preschoolers about art” (2002) |
"Children's creative design" (1999)
“Musical education in kindergarten” (2005-2010) "Cultural and leisure activities" “Cultural and leisure activities in kindergarten” (2005-2010) |
Children's literature:
Age group | |
Junior group | Russian folklore Songs, nursery rhymes, chants,“Finger-boy...”, “Zainka, dance...”, “Night has come...”, “Magpie, magpie...?,” “I’m going, going to see grandma, to grandpa...”, “ Tili-bom! Tili-bom!..."; “Like our cat...”, “The squirrel is sitting on a cart...”, “Ay, kachi-kachi-kachi...”, “We lived with grandma...”, “Chiki-chiki-chikalochki. ..”, “Murysenka kitty...”, “Zarya-zaryanitsa...”; “Ant-grass...”, “There are three hens on the street...”, “Shadow, shadow, darkness...”, “Rock-hen...”, “Rain, rain, more...”, “ Ladybug..,”, “Rainbow-arc...”, Fairy tales. "Kolobok", arr. K. Ushinsky; “The Wolf and the Little Goats”, arr. A. N. Tolstoy; “Cat, rooster and fox”, arr. M. Bogolyubskaya; "Swan geese"; "The Snow Maiden and the Fox"; "The Fox and the Hare", arr. V. Dahl; “Fear has big eyes”, arr. M. Serova; "Teremok", arr. E. Charushina. Folklore of the peoples of the world. Fairy tales. “Mitten”, “Goat-dereza” in Ukrainian, arr. E. Blaginina; “Two Greedy Little Bears”, Hungarian, arr. A. Krasnova and V. Vazhdaeva; “Stubborn goats”, Uzbek, arr. Sh. Sagdully; “Visiting the Sun”, translated from Slovak. S. Mogilevskaya and L. Zorina; “Pykh”, Belarusian, arr. N. Myalika; “The forest bear and the naughty mouse”, Latvian, arr. Y. Vanaga, per. L. Voronkova; "The Rooster and the Fox", trans. with scotch M, Klyagina-Kondratieva; Works of poets And writers of Russia Poetry. K. Balmont. "Autumn"; A. Blok. "Bunny"; A. Koltsov. “The winds are blowing...” (from poem "Russian Song"); A. Pleshcheev. “Autumn has come...”, “Spring” (abbr.). Prose. K. Ushinsky. “Cockerel with his family”, “Ducks”, “Vaska”, “Fox-Patrikeevna”; K. Chukovsky. “So and not so”; D. Mamin-Sibiryak. “The Tale of the Brave Hare - Long ears, slanting eyes, short tail”; L. Voronkova. “Masha the Confused”, “It’s Snowing” (from the book “It’s Snowing”); N. Nosov “Steps”; D, Kharms. "Brave Hedgehog"; L. Tolstoy. “The bird made a nest...”; “Tanya knew the letters...”; “Varya had a siskin...”, “Spring has come...”; V. Bianchi. “Bathing bear cubs”; Yu. Dmitriev. "Blue hut"; S. Prokofiev. “Masha and Oika”, “When you can cry”, “The Tale of an ill-mannered mouse” (from the book “Fairy Tale Machines”); V. Suteev. "Three kittens"; A. N. Tolstoy. “Hedgehog”, “Fox”, “Cockerels”. Works of poets And writers from different countries Prose. D. Bisset. “The Frog in the Mirror”, translation, from English. N. Shereshevskaya; L. Muur. "Little Raccoon and the One Who Sits in the Pond", trans. from English O. Obraztsova; Sample list for learning by heart “Finger-boy...”, “Like our cat...”, “Cucumber, cucumber...”, “The mice dance in a circle...” - Russian adv. songs; A. Barto. “Bear”, “Ball”, “Boat”; V. Berestov. "Cockerels"; K. Chukovsky. “Christmas tree” (abbr.); E. Ilyina. “Our Christmas tree” (abbr.) |
Middle group | Russian folklore “Bucket sun...”, “Go, spring, go, red...”. Fairy tales. “About Ivanushka the Fool”, arr. M. Gorky; “Sister Alyonushka and brother Ivanushka”, arr. L. N. Tolstoy; Fox-sister and wolf”, arr. M. Bulatova; “Zimovye”, arr. I. Sokolova-Mikitova; "The Fox and the Goat", arr. O. Kapitsa; "Cockerel And bean seed", arr. Oh, Kapitsa. Folklore of the peoples of the world Songs. "Chiv-chiv, sparrow", trans. with Komi-Permyats. V. Klimova. Fairy tales. "The Three Little Pigs", trans. from English S. Mikhalkova; “Little Red Riding Hood”, from the fairy tales of C. Perrault, trans. from French T. Gabbe; Brothers Grimm. "The Bremen Town Musicians", German, translated by V. Vvedensky, edited by S. Marshak. Works of poets and writers of Russia Poetry. I. Bunin. “Leaf Fall” (excerpt); A. Maikov. " Autumn leaves circling with the wind..."; A. Pushkin. “The sky was already breathing in autumn...” (from the novel “Eugene Onegin”); A. Fet. "Mother! Look from the window...”; Ya. Akim. "First snow"; S. Yesenin. “Winter sings and echoes...”; N. Nekrasov. “It is not the wind that rages over the forest...”(from the poem “Frost, Red Nose”); I. Surikov. "Winter"; “He’s so absent-minded”, “Ball”; S. Mikhalkov. "Uncle Styopa." Prose. K. Ushinsky. "Caring Cow"; S. Voronin. "Warlike Jaco"; S. Georgiev. "Grandma's Garden" N. Nosov. “Patch”, “Entertainers”; L. Panteleev. “On the Sea” (chapter from the book “Stories about Squirrel and Tamara”); Bianchi, "The Foundling"; N. Sladkov. "Not hearing." Literary fairy tales.M. Gorky. "Sparrow"; V. Oseeva. "Magic needle"; K. Chukovsky. “Telephone”, “Cockroach”, “Fedorino’s grief”; D. Mamin-Sibiryak. “The Tale of Komar Komarovich - A long nose and about Shaggy Misha - Short Tail.” Fables. L. Tolstoy. “The father ordered his sons...”, “The boy was guarding the sheep...”, “The jackdaw wanted to drink...”. For learning by heart A. Pushkin. “Wind, wind! You are mighty...” (from “The Tale of the Dead Princess and the Seven Knights”); 3. Alexandrova. "Herringbone"; A. Barto. “I know what I need to come up with”; E. Serova. “Dandelion”, “Cat’s Paws” (from the series “Our Flowers”); |
Senior group | Russian folklore Songs. “Like thin ice...”; “Like grandma’s goat...”; “You are frost, frost, frost...”: “Early, early in the morning...”: “Rook-kirichi “Swallow-swallow...”: “Rain, rain, more fun...”; "Ladybug...". Fairy tales. "The Fox and the Jug", arr. O. Kapitsa; “Winged, furry and oily” arr. I. Karnaukhova; “Khavroshechka”, arr. A. N. Tolsto “The Braggart Hare”, arr. O. Kapitsa; “The Frog Princess”, arr. M. Bulatova; “Sivka-Burka”, arr. M. Bulatova; “Finist - Clear Falcon”, arr. A. Platonova. Folklore of the peoples of the world Songs. "The House That Jack Built", trans. from English S. Marshak; "Bon Voyage!», Dutch, arr. I. Tokmakova; “Vesnyanka”, Ukrainian, arr. G. Litvaka Fairy tales. “Cuckoo”, Nenets, arr. K. Shavrova; Works of poets And writers of Russia Poetry. I. Bunin. "First snow"; A. Pushkin. “The sky was already breathing in autumn...” (from the novel “Eugene Onegin”); " Winter evening"(abbr.); A.K. Tolstoy. “It’s autumn, our whole poor garden is crumbling. Yesenin. “Birch”, “Birch cherry”; F. Tyutchev. “It’s not for nothing that winter is angry...”; A. Barto. "Rope." Prose. L. Tolstoy. “Bone”, “Jump”, “Lion and Dog”; N. Nosov. "Living Hat"; "Chuk And Huck" (chapters); V. Dragunsky. “Childhood Friend”, “Top Down, Diagonally”; K. Paustovsky. "Cat Thief" Literary fairy tales.A. Pushkin. “The Tale of Tsar Saltan” P. Bazhov. "Silver Hoof"; N. Teleshov. "Krupenichka"; V. Kataev. "Seven-flowered flower." Works of poets and writers from different countries Literary fairy tales.A. Lindgren. “Carlson, who lives on the roof, has arrived again” (abbr. chapters), trans. with Swedish L. Lungina. For learning by heart E. Blaginina. “Let’s sit in silence”; G. Vieru. “Mom’s Day”, translated by Y. Akim; M. Isakovsky. “Go beyond the seas and oceans”; A. Pushkin. “By the Lukomorye there is a green oak tree...” (from the poem “Ruslan and Lyudmila”); I. Surikov. "This is my village." additional literature Prose. L. Panteleev. “The letter “y””; M. Moskvina. “Baby”; A. Mityaev. “The Tale of Three Pirates.” Poetry. S. Cherny. "Wolf"; A. Pleshcheev. “My kindergarten”; S. Marshak. "Mail". Literary fairy tales.A. Volkov. "Wizard Emerald City"(chapters). |
Technical training aids:
- Record player;
- Slide projector;
Visual and didactic aids:
Educational areas | Benefits |
NGO "Cognitive Development" | Large format posters: Color. Form. Numbers Series “The World in Pictures” (natural world) Arctic and Antarctic, Trees and leaves, Pets, Poultry, Animals - pets, Animals of hot countries, Animals middle zone, Sea life, Insects, Vegetables, Fruits Flowers, Forest berries, Garden berries Seasons, Winter, Autumn, Spring, Summer. Workbooks: “Math for Kids” 3+, 4+, 5+ |
NGO "Speech Development"» | Visual and didactic aid. Gerbova V.V. Speech development in kindergarten. For classes with children 3-4 years old: Large format posters Letters. Workbooks: “Literacy lessons for preschoolers” 3+, 4+, 5+ “Copybooks for preschoolers” 4+, 5+4 “Speech development in preschool children” 3+, 4+, 5+ Series “Stories from Pictures” Kolobok. Chicken Ryaba. Turnip. Teremok. |
NGO "Social and communicative development" | Series “The World in Pictures” (subject world) Aviation. Automobile transport. Appliances. Water transport. Home handyman tools. Musical instruments. Office machinery and equipment. Dishes. Sport equipment. School supplies. Victory Day. Traffic signs. How to avoid trouble?, Don't play with fire. Child's rights. Russian heraldry. Professions. How to behave in everyday life. Alone at home. Visual material “Safety” in Part III |
NGO "Artistic and Aesthetic Development" | Series “The World in Pictures” Filimonovskaya folk toy. Gorodets painting on wood. Polkhov-Maidan.:i Kargopol is a folk toy. Dymkovo toy. Khokhloma. Gzhel. Large format posters Gzhel. Gzhel. Ornaments.. Filimonovskaya whistle Products of decorative and applied arts: Ceramic, wooden, clay toys and boxes with different paintings. Series “The World in Pictures” Musical instruments Great Composers |
Preview:
Methodological support.
K.S. Babin “Complexes of morning exercises in kindergarten.”
N. F. Gubanova “Development of gaming activities”
L.F. Tikhomirova “Exercise for every day: health lessons for children 5-8 years old”
M.G. Drezina, O.A. Kurevin "Towards each other"
BEHIND. Gritsenko “Tell the children a fairy tale”
O.S. Ushakova “Say it differently” (speech games, exercises)
V. Valina “Fun Arithmetic”
A.A. Carpenter "Let's Play"
HEY. Adashkevicien " Sport games for exercises in kindergarten"
B. Nikitin “Educational games”
T.A. Sidorchuk Series “Three for preschoolers”
BEHIND. Mikhailov "Game entertaining tasks for preschoolers"
A.I. Maksakov, G.A. Tumakov “Teach by playing”
A.I. Sorokina “Didactic games in kindergarten”
A.I. Fomina “Physical education and sports games in kindergarten”
T.G. Karepakova “Formation of a preschool lifestyle among preschoolers”
NOT. Veraksa A.N. Veraksa "Project activities for preschoolers"
N.F. Gubanov “Game activities in kindergarten”
O.A. Solomennikov “The Joy of Creativity”
O.D. Smirnova “Design method in kindergarten”
N.G. Komratova L.F. Gritova “Patriotic education of children 6-7 years old”
T.A. Kislyanskaya “Game-starters”
E.Ya. Stepanenkova “Collection of outdoor games”
L.A. Vnger, O.M. Dyachenko “Games and exercises for the development of mental abilities in preschool children”
F.N. Blecher “Development of initial mathematical concepts in preschool children”
T.V. Taruntaeva “Development of elementary mathematical concepts of preschool children”
A.M. Leushina “Teaching numeracy in kindergarten”
L.D. Korotkova “Fairytale therapy for preschoolers and junior schoolchildren”
B. P. Nikitina “Educational games”.
O. A. Shorokhova “Playing a fairy tale: fairy tale therapy and classes for the development of coherent speech in preschoolers.”
A.Yu Kapskaya, Mironchik T.D. “Gifts from fairies, educational fairy tale therapy for children
V.V. Voskobovich "Fairytale labyrinths of the game"
HER. Kravtsov “Wake up the wizard in a child”
E.A. Timofeev "Outdoor games"
M.A. Runova "Movement day after day."
A. K. Bondarenko A. K. Didactic games in kindergarten.
E. I. Udaltsova, "Didactic games in the education and training of preschool children"
O. Akulova “Theatrical Games”
A.A. Shadrina "Children's folk games"
Z.M. Boguslavskaya, U.O. Smirnova “Educational games for children of primary preschool age”
V.N. Shebeko “Educational games in physical education for younger preschoolers”
Preview:
List of technologies used.
1. Socio-game technology
promotes:
Development of the child’s interaction with peers (collective activities in small groups of direct educational activities);
Corrections of impulsive, protest, aggressive, comfortable behavior;
Formation of skills and abilities of friendly communicative interaction; (Games with rules, competition games, dramatization games, role-playing games, director's games)
Creating conditions for the development of personal qualities and abilities of preschool children; (Fairytale therapy; creating problematic situations with elements of self-esteem)
Literature.
- Korotkova L.D. "Fairytale therapy for preschoolers and junior schoolchildren"
2. Nikitina B. P. “Educational games.”
3. Shorokhova O. A. “Playing a fairy tale: fairy tale therapy and classes on the development of coherent speech in preschoolers.”
4. Kapskaya A.Yu, Mironchik T.D. “Gifts from fairies, educational fairy tale therapy for children
5.B. Voskobovich V.V. "Fairy tale mazes game"
6. Kravtsova E.E. “Awaken the wizard in your child
7. Timofeeva E.A. "Outdoor games"
8. Runova M.A. "Movement day after day."
9. Bondarenko A.K. Didactic games in kindergarten.
10. Udaltsova E. I., “Didactic games in the education and training of preschool children”
11.Akulova O. “Theatrical games”
12.Shadrina A.A. "Children's folk games"
13. Boguslavskaya Z.M., Smirnova U.O. "Educational games for children of primary preschool age"
14.
Shebeko V.N. "Educational games in physical education for younger preschoolers"
2.Health-saving technologies
The goal of health-saving technologies is to provide the child with the opportunity to maintain health, to develop the necessary
knowledge, skills and abilities for a healthy lifestyle.
Health-saving pedagogical technologies include all aspects of the teacher’s impact on the child’s health on different levels- informational, psychological, bioenergetic.
Literature.
- Gavryuchina L.V. “Health-saving technologies in preschool educational institutions”
- Elzhova N.V. “Healthy lifestyle in a preschool educational institution
3. Knyazkina Z. P. “Health-saving technologies in the educational process of preschool educational institutions»
4. Krylova N.I.” Health-saving space of a preschool educational institution: design, training, classes"
5. Kharchenko T.E. "Invigorating gymnastics for preschoolers"
6.E.J.Aanashkeviciene “Sports games and exercises in kindergarten”
3. Personally-oriented technologies
Purpose: provision comfortable conditions in the family and preschool institution, conflict-free and safe conditions for its development, the realization of existing natural potentials.
Literature.
- Amonashvili Sh.A. "Pedagogy of cooperation"
2. Anisimov O.S. Kapustin N.P. “Individual – reflective self-assessment of education”
4.Granitskaya A.S., V.D. Shadrikov V.D. “Technology of individualization of training”
5. Zaitsev N.A. “Technology of early and intensive training literacy"
6. Carnegie D. “Technology for the formation of leadership qualities”
4.Kostina E.P. “Technology for the development of creativity” Pedagogical technology for developing the independence of preschool children.
5.Kutsakova L.V., Gerbova V.V., Novoseloval.S.. “Pedagogical technology for the development of independence of preschool children”
6. Masharova T.V. “Use of student-centered technologies in education”
7.Novikova T.G., Prutchenkov A.S., Pinskaya A.N. “Regional experience in using portfolio technology in the practice of the Russian school”
8. B. Elkonina-V. V. Davydova Technology of developmental education D. B. Elkonina-V. V. Davydova
4. Information and communication technologies (ICT)
Used to increase the efficiency of the educational process in:
Selection of illustrative material for classes and for the design of stands, groups, (scanning, Internet resources; printer, presentation);
Selection of additional educational material to direct educational activities, familiarity with the scenarios of holidays and other events;
Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia
Preparation of group documentation and reports
Creating presentations in the program Power Point to increase the effectiveness of educational activities with children and pedagogical competence with parents during parent-teacher meetings and holiday events;
The use of digital photographic equipment and photo editing programs that make it as easy to manage pictures as taking photographs, to easily find the ones you need, edit and display them;
Using a video camera and related programs (a fundamentally new way to view, store and share all video material; you can quickly create simple films by adding titles, scene transitions, background music or voiceovers to the video);
Using the Internet in pedagogical activity, for the purpose of informational and scientific-methodological support of the educational process in a preschool institution, as a search for additional information for direct educational activities, broadening the horizons of children;
Design of booklets, group business cards, materials on various areas of activity.
ICT tools used in working with children and parents:
∙ Computer
∙ Multimedia projector
∙ Printer
∙ Video recorder
∙ Camera
∙ Video camera
5. Technologies of project activities.
Goal: Development and enrichment of social and personal experience through the inclusion of children in the sphere interpersonal interaction. “game” - children’s activities, participation in group activities(games, folk dances, dramatizations, various types of entertainment);
Literature.
- Polat E.S. "Project Method"
- Kiseleva L.S., T.A. Danilina T.A., Lagoda T.S., M.B. Zuikova M.B. "Project method in the activities of a preschool institution" M.: "ARKTI", 2006.
- E.S. Evdokimov “Design technology in preschool educational institutions”
- Shestakova V. "Holidays and entertainment for preschoolers and primary schoolchildren"
- Koreneva T. “Musical-rhythmoplastic performances for preschool and junior children. school age."
- Vlasenko O.P. “Red summer, sing louder!” Scenarios for matinees and entertainment for preschoolers
6. Research technologies
The purpose of research activities in kindergarten is to form the basic core competencies, ability for a research type of thinking..
Methods and techniques for organizing experimental research
activities:
- heuristic conversations;
- raising and solving problematic issues;
- observations;
- modeling (creating models about changes in inanimate nature);
- experiments;
- recording the results: observations, experiences, experiments, work activities;
- “immersion” in the colors, sounds, smells and images of nature;
- imitation of voices and sounds of nature;
- use of artistic words;
- didactic games, educational games and creative development
situations;
Work assignments, actions.
Contents of educational and research activities
Literature.
1. Dybina O.V. Rakhmanova N.P., Shchetina V.V. “The unknown is nearby: entertaining experiments and experiments for preschoolers."
2. Korotkova N.A. “Cognitive and research activities of older preschoolers”
- Basic program for the development of a child - preschooler "Istoki", Moscow, Center "Preschool Childhood" named after A. V. Zaporozhets, 1997.
- Beloshistaya A.V. "Teaching mathematics in preschool educational institutions", Moscow, "Iris - press", 2005.
- Beloshistaya A.V. Modern programs mathematics education preschoolers, Phoenix, 2005.
- Davidchuk A. N. "Preschool age: development of elementary mathematical concepts", Preschool education No. 12 - 1996 p. 71.
- Erofeeva T. “A little about mathematics and not only about it,” Preschool education No. 10 – 2001 p.7.
- Erofeeva T.I. "Introduction to mathematics", Moscow "Enlightenment", 2006.
- Erofeeva T.I., Pavlova L.N., Novikova V.P. "Mathematics for preschoolers", Moscow "Enlightenment", 1992.
- Korneeva G., Rodina E. “Modern approaches to teaching mathematics to preschoolers,” Preschool Education No. 3 – 2000 p.46.
- Methodological advice on the program "Childhood", St. Petersburg "Childhood - press", 2003.
- Mikhailova Z. A. "Game entertaining tasks for preschoolers", Moscow "Enlightenment", 1985.
- Mikhailova Z. A., Ioffe E. N. "Mathematics from 3 to 7", St. Petersburg "Accident", 1998.
- Mikhailova Z. A., Tsyplashkina I. N. "Mathematics is interesting. Game situations for children. Diagnostics of mastery of mathematical concepts", St. Petersburg "Childhood - Press", 2002.
- Novikova V.P. "Mathematics in kindergarten", Moscow, "Mosaic - Synthesis", 2001.
- Nosova E. A., Nepomnyashchaya R. L. "Logic and mathematics for preschoolers", St. Petersburg "Aktsident", 1996.
- Osipova L. E. "Work of a kindergarten with a family", publishing house "Scriptorium 2003", 2008.
- Perova M. N. "Didactic games and exercises in mathematics for working with children of preschool and primary school age", Moscow "Prosveshchenie", 1996.
- Poddyakov N. “Problems of the mental development of the child,” Preschool education No. 9 – 2001 p.68.
- Popova M.V. "Psychology of a growing person", Moscow, Creative Center "Sfera", 2002.
- Program "Development" (basic provisions), Moscow, "New School", 1994.
- Smolentseva A. A. “Plot-based and didactic games with mathematical content”, Moscow, “Prosveshchenie”, 1987.
- Smolentseva A. A., Suvorova O. V. "Mathematics in problematic situations for small children", Nizhny Novgorod, 1999.
- Stolyar A. A. "Let's play", Moscow "Enlightenment", 1991.
- Udaltsova E.I. "Didactic games in the education and training of preschoolers", Minsk, "Narodnaya Asveta", 1976.
- Fidler M. “Mathematics already in kindergarten”, Moscow “Enlightenment”, 1981.
- Shcherbakova E.I. "Methods of teaching mathematics in kindergarten", Moscow, 1998.
(conditions for organizing the educational process, comfort conditions, logistics, catering)
An important task of preschool educational institutions with the introduction of the Federal State Educational Standard is to improve the pedagogical process and increase the developmental effect of educational work with children through the organization of a developing educational environment that ensures the creative activity of each child, allowing the child to show his own activity and realize himself most fully.
2. conditions for organizing the educational process
In accordance with the requirements of the Federal State Educational Standard for the structure of basic general education preschool educational programs the environment should:
− correspond to the principle of developmental education, the goal of which is the development of the child
−combine the principles of scientific validity and practical applicability;
− ensure the integration of educational areas in accordance with the age capabilities of students and the specifics of educational areas;
− to provide for problem solving in joint activities of adults and children and independent activities of children;
−to fully provide conditions for the support and development of children’s play activities, taking into account age, gender, individual needs, interests and abilities.
Thus, the organization of the educational environment is a direction associated with the creation of an integral system of material, cultural and didactic resources that provide an effective solution educational tasks under optimal conditions.
3. All work in the educational process is carried out in three areas: work with children, work with parents, work with teachers.
- protecting the lives and strengthening the physical and mental health of children;
- ensuring cognitive-speech, social-personal, artistic-aesthetic and physical development of children;
- integration of the tasks of artistic and aesthetic education of preschoolers into a holistic pedagogical process;
- interaction with the family in the interests of the full development of the child;
- providing advisory and methodological assistance parents (legal representatives) on issues of education, training and development of children.
4. comfort conditions
The initial stage of the preschooler’s educational process is adaptation, the success of which will depend on what approaches and methods the teacher and parent use. Comfort – a cozy atmosphere for children and adults, satisfaction of basic life needs: emotional, psychological, moral; protection of life and health, communication, participation in the life of the kindergarten.
In our kindergarten, conditions have been created to ensure social and psychological comfort:
subject-development environment (aesthetics, multifunctionality of premises of preschool educational institutions and
equipment); individuality, differentiated approach in the organization of the educational process; collaboration between teachers.
1. Before coming to kindergarten it is necessary to conduct a survey in order to analyze the child’s readiness to enter a preschool educational institution.
5. 2. During the adaptation period, a number of the following activities are carried out with children:
Using musical accompaniment, Providing thermal comfort, Using massage, Prescribing vitamins, Maintaining familiar educational techniques.
Gentle mode, Daytime nap, Walking fresh air, Food, Calm and friendly atmosphere in the family, Positively disposed parents for their child to attend kindergarten.
6. From the point of view of psychological and pedagogical support for a child in the educational process, a certain sequence of using modern approaches in the daily routine of a preschooler is highlighted.
1) Let's start with the fact that the child comes to kindergarten in the morning. Many children cry and for some reason do not come into the group, it is in this case that we can use the situation - distraction:
Reading a nursery rhyme. Use of toys. Using a game situation.
7. 2) The next point is morning exercises. We can use the following approaches: Carrying out gymnastics in game form. Using a positive emotional attitude. Take into account the individual wishes of children.
8. 3) Independent activity of children: Children’s use of various gaming materials. Using a teacher’s personality-oriented communication style.
9. 4) Children's activities in class: All classes are conducted in a playful way. Before class psychological game. Breathing exercises. Classes are conducted in subgroups. Using private lessons
10. 5) To change activities and withdraw emotional stress After classes, you can use the following approaches: Relaxation. Play therapy (use of theatrical games, outdoor games, word games, fun games, games with building materials).
11. 6) Next important point– getting ready for bed: Individual approach. Soporific gymnastics. Reading books.
7) Modern activities that are carried out after sleep: Gymnastics after sleep. Bunnies smell flowers like you can smell: They inhaled with their nose (take a breath through your nose), They blew their mouths (3-4 times) We inhale the sun, we exhale sleep. We breathe in a smile - "whims" exhale. We breathe in health and let go of illness! Gymnastics in bed. Extensive washing method. Hardening activities.
8) When carrying out all subsequent regime moments must be taken into account: Person-centered approach. Communication at eye level. Individual approach to each child. Use psychological and emotional games.
12. logistics
Greater role in quality efficiency educational the kindergarten process is given logistical ensuring preschool educational institutions and equipment of the educational process. Our kindergarten has all the conditions for the full development of children.
In group rooms, the space is organized in such a way that there is enough space for playing and learning activities. The premises of kindergarten groups are equipped with children's and play furniture, appropriate in terms of parameters for the age of the pupils, appropriately arranged in relation to the light and taking into account the placement of children's activity centers reserved for games, joint, independent activities of preschoolers.
13. Group premises of preschool educational institutions have a dressing room, playroom, bedroom and toilet room. Each group has its own "face" in accordance with the name. In general, it is organized so that the materials and equipment necessary for carrying out any activity are available to children and are put away by them independently, which makes it possible to ensure order and comfort in groups. When creating a subject-development environment in group rooms, gender-role specifics are also taken into account. Play corners have been created for conducting role-playing games; in each group there are corners for artistic activities, theatrical activities, and corners for children’s independent activities.
14. Music room. To perform tasks on artistic and aesthetic The cycle has a beautifully decorated music room and musical instruments for learning to play them.
15. In a preschool institution, conditions have been created to protect and strengthen the health of children, their physical and mental development:
The gym is equipped with the necessary equipment for hardening activities, a system of exercises has been developed for training on sports equipment; it is necessary to develop and post information on issues physical education on the official website of the preschool educational institution.
16. The medical office is equipped with the necessary equipment, children are vaccinated against influenza, and a system of health work with children needs to be mastered. (hardening, air baths, barefooting in warm weather, gymnastics after sleep, multivitamin courses);
17. The following premises operate in the preschool educational institution:
methodological office; manager's office; caretaker's office, swimming pool, laundry room, kitchen. Playgrounds on the territory of the kindergarten,
In conditions modern development society it is impossible to imagine a world without information resources, no less significant than material, energy and labor. For today information Technology significantly expand the capabilities of parents, teachers and specialists in the field of early education. Unlike conventional technical teaching aids, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, Creative skills, and what is very important in preschool childhood is the ability to independently acquire new knowledge. The ability of a computer to reproduce information simultaneously in the form of text, graphics, sound, speech, video, remember and enormous speed processing data allows specialists to create new activities for children that are fundamentally different from all existing games and toys.
All this places qualitatively new demands on preschool education, one of the main tasks of which is to lay the potential for enriched development of the child’s personality. Therefore, our institution also needs to introduce information technology into the system of preschool education and training.
18. catering
The role of nutrition in modern conditions is significantly increasing due to the deterioration of children's health as a result of a whole range of reasons, one of which is a violation of the structure of nutrition and a decrease in its quality both in the family and in organized children's groups.
The main principle of nutrition for preschoolers in kindergarten is the maximum variety of their food rations. Only by including in daily diets all the main food groups - meat, fish, milk and dairy products, eggs, edible fats, vegetables and fruits, sugar and confectionery, bread, cereals, etc. can children be provided with all the nutrients they need. And, conversely, exclusion from the diet of one or another of these food groups or, conversely, excessive consumption of any of them inevitably leads to problems in the health of children. The correct selection of products is a necessary, but not yet sufficient condition for the rational nutrition of preschool children. We must strive to ensure that the finished dishes are beautiful, tasty, aromatic and prepared taking into account the individual tastes of children.
19. Another condition is a strict diet, which must include at least 4 meals: breakfast, second breakfast, lunch, afternoon snack, and three of them must include a hot dish.
If the interval between meals is too long (more than 4 hours), the child’s performance and memory decrease. Excessively frequent eating reduces appetite and thereby impairs the absorption of nutrients.
The organization of nutrition for children in kindergarten should be combined with the proper nutrition of the child in the family. This requires clear continuity between them. It is necessary to strive to ensure that food outside the preschool educational institution complements the diet received in an organized group. For this purpose, a menu is posted in the kindergarten every day. On weekends and holidays It is best to bring a child’s diet as close as possible to the diet he receives in preschool in terms of the range of products and nutritional value.
Dear parents!
In the morning, before sending the child to kindergarten, do not feed him, as this disrupts the diet and leads to a decrease in appetite, in which case the child does not eat breakfast well in the group. However, if the child has to be brought to the preschool very early, 1-2 hours before breakfast, then he can be given juice and (or) any fruits.
Never give your child any food with you, it can harm his health!!!
Thank you for your attention!