Methodological nuances of writing a calendar-thematic plan for the preparatory group

Content of the concept of planning the educational process in kindergarten

To understand what a calendar-thematic plan is, it is necessary to make a short theoretical excursion into the essence of the concept of planning. So, planning in preschool educational institutions is designed to create a pedagogical model of interaction with children in different types of activities. Planning can be of several types, differing in the degree of detail of the educational process, but based on the educational program according to which the kindergarten operates.

• To distribute hours by topic for each type of activity in kindergarten (cognitive, social-communicative, gaming, aimed at physical development, etc.) for a year, quarter or month, long-term planning is drawn up;
• to group hours by topic for each type of activity for the week, the teacher draws up a calendar plan;
• to distribute various types of activities within the framework of studying one topic in a particular educational activity, a calendar-thematic plan is created (for example, a calendar-thematic plan for familiarization with the environment, for preparing for school, etc.);

  Planning helps to rationally distribute time between different activities

• to group topics within one educational course with details of the types of work in different activities, block planning is completed (for example, the study of the “Space” block on familiarization with the environment includes topics such as “Planet Earth”, “First man in space”);
• to indicate the types of activities in different educational areas within the boundaries of studying one topic, the teacher prescribes a comprehensive thematic plan;
• a list of activities for introducing, practicing and consolidating material in different educational areas for each day is included in the daily plan - the most detailed type of planning.

The listed types of plan are something like a nesting doll, in which the long-term plan is the largest, more general toy, and the daily plan is the smallest, most specific. At the same time, this very particular plan, that is, a pedagogical guide to action for every day, is drawn up on the basis of a calendar-thematic one, which gives an idea of ​​both the topics of the educational process and its structure.

This is interesting. The calendar-thematic plan is a mandatory document of the teacher, for the preparation and implementation of which he is responsible. Control over the preparation of planning is carried out by the management of the kindergarten at the beginning of the year, monitoring the implementation of the plan on a monthly basis remains with the senior teacher.

The success of the educational process is determined, among other things, by the teacher’s ability to competently plan educational activities.

Goals and objectives of drawing up a calendar-thematic plan in the preparatory group

The goals of calendar and thematic planning are general in nature for all age groups and include:

• ensuring the implementation of the educational program in all areas of the educational process to increase the level of development of preschool children that meets program requirements;
• consistent and systematic educational impact on children, as well as the level of pedagogical skill of the teacher, capable of designing options for interaction with children;
• practical implementation of various forms and methods of working with children;
• selection of technical teaching aids that are suitable for the purposes of a specific type of activity.

The tasks of calendar and thematic planning in the preparatory group are:

• searching for an optimal option for integrating educational areas within the framework of studying a specific topic (despite the fact that for older preschoolers play activity still predominates, the emphasis is on the social-communicative and cognitive areas, since they are in many ways the determining factors of a child’s readiness for school);
• selection of methodological techniques taking into account the individual characteristics of the pupils (for example, if the group is dominated by children with a high level of independence, then in the group of verbal techniques the leading method of interaction will be conversation, since it allows children to take the initiative);
• creating conditions to ensure different types of interaction among all participants in the educational process (children, teachers and parents);
• the ability to evaluate the results of the educational process not only within a specific academic year, but also throughout the entire period of passing a given stage of education (the teacher has the opportunity to monitor the level of sophistication of the material and techniques in work on topics that have a cross-cutting nature, that is, studied in different aspects in each age group, for example, “Domestic and wild animals”, “Seasons”, etc.).

Objects of the calendar-thematic plan

In the preparatory group, a calendar-thematic plan is drawn up in the following areas of work:

• formation of elementary mathematical concepts (FEMP);
• formation of a holistic picture of the world (FCCM);
• speech development;
• reading fiction;
• familiarization with the natural environment (this course includes children’s research activities, which are described in the work form column on a particular topic);
• social and communicative development (in some programs this educational area is implemented within the goals and objectives of direct educational activities, and is not included in a separate plan);
• speech therapy classes, including rhetoric classes (if they are provided for by the preschool educational institution program);
• local history;
• fine arts (drawing, arts and crafts);
• cultural and leisure activities (including holidays and evening entertainment);
• preparation for school (this type of plan appears in the form of a separate document in work with older preschoolers, before which elements are included in work in the relevant educational areas);
• walk.

  The walk is also the object of calendar and thematic planning

Preparatory group. Senior preschool age. Children 6-7 years old

Planning of educational work to introduce preschoolers 5–6 years old to work Planning of educational work to introduce preschoolers 5–6 years old to work Block “Objective world”

Direct educational activities Educational activities in special moments Organization of a developmental environment for independent activities...

Outline of a physical education lesson for children 6–7 years old

Venue: gym Time: 10.30 – 11.00 Clothing and footwear: sports (as intended)

Equipment: cones - landmarks 6-8 pcs.;
average balls by number of children; rope; 2 caps (red and blue)
for the game
“Two Frosts”
. Tasks: 1. Secure...

What techniques are included in calendar-thematic planning

In the calendar-thematic plan, the teacher indicates the types of methodological techniques that he plans to use to achieve his goals when considering a particular topic. In the preparatory group, when the children are already familiar with all the ways of interaction, it is very important to bring students as close as possible to working according to the traditional set of techniques that are accepted in elementary school. As a rule, this is a complex of four groups:

• verbal;
• visual;
• practical;
• gaming.

Let's consider their options within each group.

Verbal techniques

In the preparatory group, children actively master the skills of composing logical, expressive dialogical and monological statements. In this regard, it is very important for the teacher to use speech as fully as possible when interacting with children in different types of activities.

Explanation

Of course, this methodological technique in working with children 6–7 years old does not carry such a meaningful meaning as it did in previous years: children “grab” the material faster, they do not need to explain for a long time. But from the point of view of the method of conveying information, the explanation is very valuable for preparators, because with its help the children expand their vocabulary, master speech clichés, practice the grammar of sentence construction - that is, all those aspects of the language that are so important for creating their own speech image.

The explanation can be not only group, but also individual in nature.

Conversation

In the preparatory group, this technique can be called the most important in the verbal group. With the help of conversation, children not only develop their speech, but also learn to build cause-and-effect relationships between the phenomena they are talking about, as well as to convincingly prove their point of view, compare new information with experience already gained, and think critically.

To implement this technique in my practice, I am guided by two rules for preparing a conversation:

• I prepare 1–3 questions in advance (one to test understanding of the essence of the material, two problematic ones, the answers to which may be directly opposite);
• I think through 1-2 questions to reveal the nuances of each of the directions in which the conversation can go.

For example, when studying the topic “Etiquette”, the set of questions could be as follows:

• “What is etiquette?” (children have been familiar with this concept for a long time, the question updates the children’s knowledge);
• “Is it important or unimportant to adhere to etiquette in everyday life, for example at home?” (here the children, for the most part, of course, agree on what is important, they prove their opinion, however, you can invite them to fantasize about what will happen if a person adheres to the rules in society, but does not at home);
• “Is it possible to be friends with ill-mannered people?” (here we discuss two options - when a friend is ill-mannered, and one is often ashamed of him in front of others, and also when a friend is familiar with generally accepted rules of behavior - and after that we determine what is closer to us).

Riddles and poems

Typically, these verbal techniques are used to update background knowledge. But in the preparatory group, children are already organized enough to tune in to work through conversation or looking at illustrations (that is, a visual technique). Nevertheless, riddles can be used to systematize this or that material.

For example, when I work with my children on the topic “Berries,” I suggest using riddles to summarize the material that we learned in the lesson on familiarizing ourselves with the natural environment:

• You will find this berry not in the garden, but in the swamp. Round, like a button, Red... (cranberry);
• Someone dropped a lot of dark blue beads on a bush. Collect them in a basket. These beads are... (blueberries);
• On a thin thorny branch, children in striped T-shirts. A bush with thorns is not a rosehip. What is its name? (gooseberry).

In the process of considering the topic “Household Items,” the guys and I discuss the importance of technology, using the poem “Vacuum Cleaner” as the basis for the discussion:

• A dashing vacuum cleaner is lurking in the corner. He carries a whole load of dust on himself. Sweeps away the specks And, pleasing the eye, He puts things in order in our house. Growls, grins, hisses and whistles. The dog tries to bite the tail. It will clean your stains, wash your threshold, and if you don’t need it, it will go into a corner.

Poems and riddles help organize children

Funny stories

Children love fairy tales - this is an axiom. Therefore, it would be a big methodological miscalculation on the part of the teacher not to use fairy tales in his work. At the same time, fairy tales are usually invented “on the fly,” that is, in the process of preparing a lesson on a specific topic.

For example, when studying the topic “Children’s Rights,” I offer my students the fairy tale “How the Hare Got His Rights.” “In one forest there lived a Hare. But his life just wasn’t going well: as soon as he finds food for himself, the squirrels immediately come running and take everything for themselves, as soon as he settles in the house, the Fox comes running and kicks out the Hare. And the Hare cannot fight back: words are not enough because of the insult, and he does not know how to fight at all. Then he decided to go to the wise Leo for advice. And Leo explained to him that no one can deprive another of food or home, since this is written in the law by which everyone lives. And the Hare has the right to food and the right to legally acquired territory, that is, a home. And if the offenders again misbehave, then they should be reminded that violating the rights of others threatens with expulsion from the forest and imprisonment. The Hare listened to the Lion, returned to his house and drove the Fox away, threatening her with prison. And the squirrels didn’t even have to say anything: when they saw the proud, self-confident Hare, they immediately realized that it was better to go home in good health and not touch the sideways thing again. This is how knowing your rights gave you confidence and solved the Hare’s problems.”

After listening to the fairy tale, the children and I discuss the story based on the following questions:

• “Why did everyone offend the Hare?”
• “Do you think that if the Hare simply fought with the offenders, it would help? (yes, but temporarily) Why not? (because the fox and squirrels would probably try to offend the Hare again, only now they definitely won’t relax, they won’t let the Hare defeat them)”;
• “Why is it important to know your rights?”

Reading

Most 6-7 year old kindergarten students can already read. Therefore, the teacher needs to use this skill not only in reading classes or preparing for school, but also during the implementation of other elements of the educational process. For example, reading short descriptions of the main features of handicraft products. It is important that the text is small in volume and accompanied by clarity, that is, pictures.

Tongue Twisters

This verbal technique is important for correcting sound pronunciation disorders in children. Usually, for older preschoolers, sets of general tongue twisters are prepared in advance, taking into account specific speech problems in the group. Blocks of tongue twisters are compiled either by a speech therapist who has tested the children, or, if there is no full-time speech therapist in the kindergarten, by a teacher.

• “The letter Z is wide and looks like a beetle, and at the same time, like a beetle, it makes a buzzing sound: zhzh.” (Sound practice [F]);
• “On my brother Borya’s birthday I will paint the sea and a boat with an anchor - Borya will be a sailor.” (Practice sound [P]).

Group of visual techniques

Information perceived by children through the visual channel is remembered much more firmly than information received through other senses. That is why in the calendar-thematic plan, when considering any (!) topic, clarity is presented. There are several options for its presentation:

• pictures illustrating the content of the material (for example, sequences of actions in the fairy tales or stories being studied, the meaning of road signs, etc.), the order of actions (for example, the stages of working on a craft);
• demonstration, when a teacher shows the sequence of performing a particular task using his own example (for example, lays out arithmetic examples with counting sticks, presents the order of performing game actions in an outdoor game, etc.);

  If we talk about movements in games or exercises, then children better perceive a living example

• demonstration (this technique in the context of the modern educational process has acquired particular significance, since it involves the use of technical teaching aids, that is, a computer, a multimedia projector).

Video: an example of using the demonstration technique when studying the topic “Inanimate Nature”

This is interesting. In some video collections, for example, educational presentations, after the information block, tasks are given to check the understanding of the material.

Group of practical techniques

These methods of interaction with children involve mastering new material through its implementation on the basis of existing experience. In other words, having become acquainted with the new names of pieces of furniture (for example, a banquette, a bureau, a bookcase, etc.), children, based on their existing ideas about modeling, make these interior objects from plasticine.

Practical techniques that involve creative understanding of phenomena, in addition to modeling, also include:

• drawing;
• design;
• applications;
• crafts.

This is interesting. Often, in the form of such creative tasks, children are tasked with completing a joint project with their parents on a particular topic. For example, “My home”, “Trees and shrubs of our region”, etc.

Photo gallery: examples of “Houses on Our Street” projects

In addition to building houses, children also color their crafts.

You can use scrap material to complete the task.

Different geometric shapes can act as blanks for houses

The project can be completed using different techniques

Observations

Techniques for practical comprehension of the material also include observations or experiments that give children a deeper understanding of the nature of things. Observations can be planned to be carried out in a group (for example, the progress of germination of bean seeds) or on the street (for example, observing people’s work activities, transport, seasonal and weather changes in the outside world).

Table: examples of tasks for observation in the preparatory group

Gaming techniques

You can’t do without playful techniques when working with children. Therefore, the calendar and thematic plan includes all types of games. At the same time, in the preparatory group, in contrast to the previous stages of education, when studying a topic, 1–2 types of games can be used, and not all.

Children master the world around them through play.

Goals of inclusion in the plan of didactic games

This version of the games is used at different stages of working with the material:

• to get acquainted with new information;
• as a tool for consolidating and practicing acquired knowledge, skills and abilities.

Table: examples of didactic games in the calendar and thematic plan for the preparatory group

Outdoor games

The main purpose of these games is to compensate children for their need for physical activity.

For harmonious development, a child needs to demonstrate his physical activity.

Table: examples of outdoor games in the calendar and thematic plan for the preparatory group

Theatrical games

This type of games helps children show their creative abilities at the stages of preparing and conducting games, since children are involved not only in performing game tasks themselves, but also in coming up with a scenario, distribution of roles, etc.

Theatrical games give children the opportunity to unleash their creative potential

Table: examples of theatrical games in the calendar and thematic plan for the preparatory group

Requirements for the design of a calendar-thematic plan

This option for drawing up a plan is fixed by the requirements of the Federal State Educational Standard (FSES) for the preparation of documentation in a preschool educational institution and includes:

• a title page indicating the full name of the preschool educational institution, the name and age category of the group, the program under which the kindergarten operates, the full names of the teachers of the group, the start and end dates of work under this plan;
• alphabetical list of children in the group indicating dates of birth;
• routine moments in the group (type of activity and time allotted for it), including exercises, hardening procedures, if the latter are provided for by the preschool educational program;
• schedule of direct educational activities (DEA) for the week;
• the plan itself, indicating the date of the type of work, topic, forms of children’s activities, goals, equipment for each of the forms, as well as planned results (achievements in the cognitive, emotional-volitional spheres and personal success);
• blank last sheet, which is intended for comments and wishes of the senior teacher.

This is interesting. Personal achievements in the column of results of implementation of the calendar-thematic plan began to be included from the moment the preschool educational institution began operating under the Federal State Educational Standard.

If no fundamental changes occur in the work program of the preschool educational institution, then calendar and thematic plans can be drawn up on the basis of those already worked out earlier

Table: sample of drawing up a calendar-thematic plan in a preparatory group for different educational areas (fragments)

The author is Onoprienko N., teacher at MBDOU “Kindergarten No. 15 “Rucheyok”, Rtishchevo, Saratov region.

The calendar-thematic plan, like any other type of planning in kindergarten, is in the nature of an element that organizes the educational process, and also allows you to clearly see the dynamics of the implementation of the preschool educational institution program. When drawing up a calendar-thematic plan, the teacher needs, following the general requirements for the content and structure of this type of documentation, to take into account the individual characteristics of his students. And when working on a plan for the preparatory group, also take into account the continuity of the structure of the educational process with the next stage of education, that is, the beginning of schooling.

Calendar-thematic plan for the year in the preparatory group for the Federal State Educational Standard

Asiyat Tazheva

Calendar-thematic plan for the year in the preparatory group for the Federal State Educational Standard

Date Topic Contents Final event

06.10-10.10 "Trees in gold"

Introducing children to the names of trees
(linden, birch, maple, chestnut, oak, hazel, rowan)
and their seeds and fruits.
Exhibition “All the trees are in gold”
.

13.10-17.10 "Autumn. Autumn mood"

Developing the ability to notice
the “good”
and
“bad”
manifestations of autumn in the life of nature (plants, animals, people (change of clothes, transition from summer rest to work and business.

Perception of different moods of autumn in poetry, prose, painting. Collective work “In the Autumn Forest”

.

20.10-24.10 "Harvest"

Establishing connections between the labor processes of different people
(farmers, machine operators, workers in vegetable stores and shops, etc.)
.
Fostering respect for the work of people of different professions. Acquaintance with methods of preserving crops, preparing fruits and vegetables for the winter. Design of the recipe book “Fruit and Vegetable Dishes”
.

27.10-31.10 "The Country Where I Live"

Introducing children to the symbols of Russia.
Comparison of traditions, lifestyles of Russians and residents of some other countries. Fostering respect for the traditions of different peoples. Developing rules for treating people from other countries. Holiday "Autumn over the Neva"
.

03.11-07.11 "My little homeland"

Introducing children to famous representatives of their small homeland - people whose names the streets are named after, whose monuments are installed on the streets and squares. Presentation of a photo exhibition with children's stories about monuments to famous people of their small homeland.

10.11-14.11 "Game World"

Introducing children to the games and toys of their peers from different countries. Cultivating a caring attitude towards your own and others’ toys. Exhibition of toys made by children.

Presentation of the album “Toys for Children of Different Nations”

17.11-21.11 "Mothers Day"

Familiarize children with the human structure. Cultivate a caring attitude towards yourself and others. Holiday for mothers.

24.11-28.11 “Who am I?
What am I? “Mother’s Day” Preparation of a holiday script dedicated to Mother’s Day.
Learning poems and songs about mom. Children making gifts for mothers with their own hands. Open day for parents. 01.12-05.12 “How to improve your health in winter”

Familiarization with ways to improve health in winter, winter sports and sports exercises, possible traumatic situations in winter and ways to prevent them.
Consolidating ideas about proper nutrition and its importance in winter. Sports and entertainment leisure “Health Day”
.

08.12-12.12 "How Winter Comes"

Getting to know the life of wildlife at the beginning of winter.
Establishing connections between changes in inanimate nature and the life of plants and animals in winter. Exhibition of children's creativity “Winter has come to us!”
15.12-19.12 “Winter City”

Familiarization with changes in the appearance of the city in winter.
Reflection of impressions using various visual techniques. Collective layout “Winter in the city”
,

12.22-31.12 “New Year is coming to us”
(New Year in different countries)
Development of interest in the traditions of celebrating the New Year on different continents and in different countries, the image of Santa Claus, traditions of decorating the spruce.
Preparing group decoration competition . Collective creative project “We decorate the kindergarten ourselves
.

13.01-17.01 "Christmas Miracle"

Introducing children to works of art about winter and Christmas days. Theatrical performance.

20.01-24.01 "Colorful Moods"

Understanding the diversity of people’s emotional world in portraiture, children’s literature, and music.
Developing the ability to respond to another person's mood. Production of the book “The ABC of Mood”
01/27-31/01 “Leningrad Victory Day”

Familiarization with the life of children during the Leningrad blockade.
Fostering respect for the tradition of celebrating Leningrad Victory Day, understanding the significance of this day in the life of Russia. Exhibition “On memorable places of the siege (St. Petersburg)
”

03.02-07.02 "World of Professions"

Developing children's interest in people of different professions, the ability to interview people, formulate questions about the profession, and the characteristics of professional activities.
Establishing connections between the work of people of different professions. Fostering respect for working people. Presentation "Profession Fair"
.

10.02-14.02 "The World of Technical Wonders"

Mastering the properties, relationships and dependencies associated with the physical and aesthetic properties of light, the role of light in the life of living organisms (rules for safe behavior in the sun - at sea, on the street in sunny weather, etc.) Book “
Unusual experiences and experiments with light "
.

17.02-21.02 "Defenders of the Fatherland"

Familiarization with the Russian army, its function of protecting the Fatherland from enemies, and the moral qualities of soldiers.
Consideration of the emblems of different branches of the military (what the emblems tell about the soldiers, their activities and qualities)
.
Preparation of a holiday script dedicated to Defender of the Fatherland Day (selection of relay games, sports exercises, tasks)
.
Making holiday cards and prizes. Sports holiday "Defender of the Fatherland Day"
.

24.02-28.02 "Winter chores"

Consolidating ideas about the life of living and inanimate nature in winter, establishing cause-and-effect relationships. An experiment to determine the quality and properties of water, ice and snow.

03.03-07.03 "Beauty in art and life"

To develop children's interest in the life events of children of different sexes.
Highlight the good deeds of boys and girls, develop rules for relations between boys and girls in the group .
Formulating wishes for mom and drawing portraits. Exhibition of portraits of mothers with the wishes of their children.

10.03-14.03 "Secrets of School Life"

Cultivate the desire to go to school, study well, become a student, find many new friends, learn a lot. Develop the ability to convey your impressions of school and school life in artistic, creative and playful activities: drawings, stories, poems, collages, game plots, etc. p. Design and presentation of the guidebook
“What does a first-grader need to know?”
17.03-21.03 “History of the book”

Acquaintance with the history of the appearance of writing, signs and symbols, literacy, and forms of information storage
(birch bark documents, books, computer)
.
Developing interest in books and writing. “We make books ourselves” (form of the book, method of formatting information, genre)
.

24.03-28.03 "Funny stories around us"

Developing interest in literary and visual humorous works.

Preparation of the social campaign “Give a Smile”

: Discussion of who will be most pleased to receive a smile, how this can be done.
Children's theatrical performance "Live Stories"
.

31.03-04.04 "Spring came"

Search for signs of spring in nature.
Establishing connections between changes in living and inanimate nature. Exhibition of children's works on the theme: “Spring has come”
04/07-11/04 “Mysteries of Space”

Getting to know
planet Earth and the ways people care for their planet .
Developing interest in people whose professions are related to space, their qualities, and ways of human habitation in outer space. Making the “Starry Sky”

.

14.04-18.04 "Spring is knocking on the window..."

Introduce children to the traditions of welcoming spring of different nations.
Holiday "Maslenitsa"
.

21.04-25.04 “People all over the Earth are friends”

Acquaintance with costumes, traditions, etiquette of different nations.
Formation of ideas about the forms of friendship between people of different nations (sports Olympics, festivals, the Internet, communication with people of different nations - gestures, words in different languages). Presentation
. ”

28.04-02.05 "Let's go to the museum"

Formation of the image of the museum as a collection of valuable objects;
clarification and expansion of ideas about the types of museums, rules of behavior in the museum space; nurturing initial manifestations of values ​​in relation to the museum; enriching the experience of collecting objects (based on interests)
. A story-based game in the space of a mine museum.

05.05-08.05 "Victory Day"

Development of interest in the historical past of Russia. Acquaintance with the exploits of people - defenders of the Fatherland, with the traditions of celebrating Victory Day in Russia. Thematic lesson.

12.05-16.05 "Our Pushkin"

Development of interest in the work and events of the life of A. S. Pushkin.
Acquaintance with the events of the lyceum life of A. S. Pushkin, the traditions of friendship among lyceum students. Making a collage (children's work related to A.S. Pushkin)
.

19.05-23.05 "Children's rights in Russia"

Consolidating the idea of ​​children's rights.
Generalization of ideas about responsibilities in the family and school. Quiz "My rights"
.

26.05-30.05 "Goodbye, kindergarten"

Self-assessment of readiness for school (what I can do, I know what difficulties can be encountered at school, how to overcome them). Developing interest in school life Graduation party.