A variety of types and types of educational activities in a preschool institution

Teacher’s methodological cheat sheet “Structure of classes according to Federal State Educational Standards up to”

Elena Tarakina

Teacher’s methodological cheat sheet “Structure of classes according to Federal State Educational Standards up to”

Preparing the teacher for the lesson :

• Preparing a teacher for classes consists of three stages:

• Lesson ;

• Preparation of equipment;

• Preparing children for classes .

• Lesson :

• Select program content, outline methods and techniques , think through the course of the lesson .

• Make a plan - a summary, which includes:

• -program content (educational objectives)

;

• -equipment;

• -preliminary work with children (if necessary)

;

• - course of the lesson and methodological techniques .

•Equipment preparation:

• On the eve of the lesson , select the equipment, check whether it is in working order, whether there is enough teaching material, etc.

• Some activities require longer preliminary preparation (for example, if you need to show sprouted onions, they need to be sprouted in advance).

• When planning an excursion, the teacher must go to the site in advance, identify objects to observe, and think over the shortest and safest route.

• Preparing children for classes

• Creating interest in the upcoming work

• Warning children about the start of the lesson in advance (10 minutes in advance, so that the children have time to finish their games and get ready for the lesson

• Organizing the work of duty officers to prepare for the lesson

Lesson structure:

• The lesson includes three stages:

• 1. Organization of children;

• 2. Main part of the lesson ;

• 3. End of class .

•Organization of children:

– Checking children’s readiness for class (appearance, concentration)

;

– Creating motivation and interest in the lesson (techniques that contain entertainment, surprise, mystery)

.

•

• Main part of the lesson :

• Organization of children's attention;

• Explaining the material and showing the method of action or setting a learning task and joint solution (3-5 min)

;

• Consolidation of knowledge and skills (repetition and joint exercises, independent work with didactic material.

•

• End of class :

• Summing up (analysis together with the children of completed work, comparing the work with didactic tasks, assessing the children’s participation in the lesson , reporting what they will do next time);

• Switching children to another type of activity.

•

Threefold objective of the lesson :

•Educational: increase the level of child development

•Educational: to form the moral qualities of the individual, views and beliefs.

•Developing: when teaching, develop students’ cognitive interest, creativity, will, emotions, cognitive abilities - speech, memory, attention, imagination, perception.

Non-traditional activities :

Non-traditional form Contents

Lesson – creativity Verbal creativity of children using TRIZ technology “We compose fairy tales “inside out”

,
“Let’s invent a non-existent animal. Plant"
.

Lesson - gatherings Introducing preschoolers to children's folklore at traditional folk gatherings, which involve the integration of various types of activities.

Lesson - fairy tale Speech development of children in the framework of various types of activities, united by the plot of a fairy tale that is well known to them.

Lesson – press conference of journalists Children ask questions to the “astronaut”

, heroes of fairy tales and others, can be implemented through the project activity
“Young Journalists”
.

Lesson - travel Organized trip to your hometown, art gallery. The children themselves can act as guides.

Lesson - experiment Children experiment with paper, fabric, sand, snow.

Lesson - competition Preschoolers participate in competitions held by analogy with the popular television competitions KVN, “What? Where? When?"

,
“Smart Men and Smart Girls”
and others.

Lesson – drawings and essays

Children write fairy tales and stories based on their own drawings.

LESSON STRUCTURE:

• 1. Motivation.

The teacher is simply obliged to provide children with “freedom of choice”

upcoming activities and, at the same time, with your skill to captivate children with you.
For example, the teacher of the first junior group during an educational lesson told the children the fairy tale “Kolobok”
, and then offered motivation for the upcoming activity
(collective application of the character Kolobok)
“Guys, Kolobok ran away from his grandparents, they are crying bitterly. How can we help our grandparents? Then it offers possible answers: maybe we should draw a Kolobok and give it to our grandparents? Thus, she captivated the children, organized motivation for drawing, got them interested, and also solved the educational task: to make the children want to help their grandparents in finding Kolobok.

Features of work on creating gaming motivation for

different age stages:

Younger age - the motivation is in the material itself, so there is no point in inviting Dunno! Enough motivation! Each child has his own material - this is important! The material poses the challenge itself! The problem is to motivate them before they start acting on it themselves.

Middle group - you can bring a character because at this age children have already mastered the roles.

Senior group - (plots, plot composition)

– the main thing is not the characters, but the plots
(he handed over a letter, the character himself is not there, but there is a letter)
.
Plots can be long (travel in a time machine)
. In the course of direct educational activities, small paraphernalia, established roles, and changing roles can be used.

Preparatory group - games with rules, children ensure that the rules are followed. A competitive game with a winning mindset is used (chips are used)

. Give every child the opportunity to experience situations of winning and losing.

In the absence of motivation, there is no development of logic.

• 2. Rely on children's knowledge

Children are offered a game, a subject activity with dialogue, during which they remember what will help them get acquainted with a new topic (updating knowledge and skills)

.

• 3. Problem in the game situation

At the end of the game, a difficulty should arise, which the children record in speech. (Why couldn’t we? We don’t know this yet, we don’t know how.)

.
The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how everyone can get out of a difficult situation together (joint goal setting and planning)
.
For example, children need to help the Chicken find chickens. The teacher can ask : “Do you want to help the Hen find the chickens?
How can this be done? That is, the question is problematic in nature and forces children to think through answer options: call the chickens, go after them, etc.

• 4. Solving the problem. Discovering new knowledge or skill

The teacher , using introductory dialogue based on play activities, leads children to discover new knowledge or skills. Having formalized new knowledge or skill in speech, children return to the situation that caused the difficulty and overcome it using a new method of action.

• 5. Consolidating new things in a typical situation

At this stage, games are played where children use new knowledge or skills (a game situation is created that records each child’s individual mastery of new material).

• 6. Summary of GCD

Children record in their speech what new things they have learned, where new knowledge and skills will be useful. At the end of the ECD, the teacher sums up the results together with the children, involving the children in self-assessment (mutual assessment)

performance results.

Age stages of verification:

• Young age - when pointing out to a child a particular shortcoming in his activity, it is important to emphasize what inconveniences or difficulties this creates for the game character. (The child drew a house without windows; the teacher, on behalf of the bunny, can say that he is afraid to sit in the dark.) At this age, assessment occurs during the course of the educational activity itself, and not at the end. At the same time, comments and tips (how to fix)

should come not from
the teacher , but from the game character (the little bunny, not the teacher, asks the child to draw the windows in the house)
.
With children who completed the task before others, the teacher conducts individual conversations (on the educational and gaming content of the educational activity itself; it is advisable to structure the conversation as a conversation between two game characters, a little hare and a hare).
Middle age - the child learns to correlate the result obtained with the goal he has set and evaluate the work performed from the point of view of qualities that are significant to him.

By accepting a certain role and acting in it (in the role of a bunny, a child builds a house for himself), the child calmly accepts the teacher’s and does not react negatively to his failure. He treats criticism as a reminder to follow certain rules of the game that an adult plays with him. Thanks to this, children have a desire to finish the job they started and achieve results.

Older age – special attention should be paid to the formation of self-esteem and self-control. It is very important to organize the learning process so that every child achieves the desired result in any activity. Just like at a younger age, a child rejoices at success, and failure leads to confusion and refusal to work. The task of an adult is to teach children not to dramatize failures, but to treat them as a natural process. “He who does nothing makes no mistakes”

.

Teaching methods and techniques:

• 2nd junior group

• The lesson begins with elements of the game, surprise moments - the unexpected appearance of toys, the arrival of “guests”

etc. During
the lesson , gaming techniques and didactic games are used.
• Demonstration and handout material should be large. duration 10 minutes . The lesson is conducted in subgroups.

• Middle group

• Visual and effective teaching methods are used: the teacher examples and methods of action, children perform practical tasks, including elementary mathematical activities (establishing correspondence between the numbers of sets, counting, etc.)

Exploratory activities, such as tactile-motor examinations.

• Lesson duration 20 minutes . The lesson is conducted in subgroups.

• Senior group

• Visual, verbal and practical methods are used in combination. Five-year-old children are able to understand the cognitive task set by the teacher and act in accordance with his instructions. Setting a task awakens cognitive activity in children. (For example, “How do you know how much longer a table is than its width?”

)

• The types of visual aids are expanded, and their nature changes somewhat.

• Toys and things continue to be used as illustrative material. A large place is occupied by working with pictures, with color and silhouette images of objects , and the drawings of objects can be schematic.

• “Deputies”

real
objects . The role of verbal teaching methods is increasing: “How else can you do it?
Check? Say?" Verbal games and exercises are widely used:
“Say the opposite!” “Who can name it faster?”
.

• Lesson duration 25 minutes . The lesson is conducted by the whole group.

• Preparatory group

• As in the older group. duration 30 minutes . Conducted 2 times a week by the whole group.

Ways to organize children

All of the above problems are solved in various ways. Sometimes completely opposite approaches are taken for different children.

The following characteristics are taken into account in groups:

• a variety of toys and equipment in kindergarten;
• age characteristics of children;
• safety of indoor conditions;
• children's physical fitness level;
• teacher qualification level.

Physical exercises are taken as examples, but the process, goals, methods and teacher participation remain similar during educational lessons.

Frontal

The main goal of the pedagogical process is the acquisition and consolidation of children’s motor skills. They work actively and constantly interact with the teacher.

All movements are performed by children simultaneously and synchronously.

In large groups, it is difficult for an adult to pay attention to each student, and therefore improve the quality of movements.

Individual

Each exercise is performed alternately by children in a chain. While one does it, the rest observe and analyze.

The main advantage of the approach is the strict quality of execution. The main drawback is the passivity of other preschoolers. Effectively used at an older age to learn complex exercises.

In-line

To ensure high motor activity, children perform several exercises at once, in a circle, changing settings and equipment.

This is useful for developing endurance, but it is difficult for an adult to keep track of how each child performs the exercise correctly.

Group

Children are divided into several subgroups, where each performs their own task, after which they change. Useful for physical development and developing acceptance of responsibility for one’s actions.

In this method, the teacher has practically no opportunity to find and correct the student’s mistakes.

Comparative analysis of types of classes in preschool educational institutions according to the Federal State Educational Standard

Direct educational activities in preschool educational institutions according to the Federal State Educational Standard

Federal State Educational Standard is a federal state educational standard developed for the comprehensive development of the individual.

When drawing up a program for preschool institutions, the following are taken into account:

• individual capabilities and aspirations of the student;
• cooperation and desire for contact with adults;
• the nature of interaction with children and adults;
• respectful attitude towards peers and parents.

The Federal State Educational Standard controls that the educational process is indirect; both the student and the adult must be involved in learning.

Previous strictly regulated forms of education are becoming more flexible, meeting the capabilities and needs of children of primary, middle and senior preschool age.

The main goals that the Federal State Educational Standard faces when raising children in preschools:

• physical development;
• speech development;
• development of communication skills;
• personal development;
• development of motivation;
• development of socialization;
• development of cognitive interest;
• development of artistic skills and aesthetic taste.

Children of early preschool age implement the above skills through educational games with composite toys, physical exercises, experiments with various substances, household items, communication with peers and older children. Together with the teacher, musical works, paintings, fairy tales and poems are analyzed.

For children of senior preschool age, didactic games are role-playing in nature, preschoolers learn to follow rules and hierarchy, classes are exploratory in nature, self-service is taught, and household work skills are developed. Folklore, history, and fiction are studied in the lessons.

The modern educational system involves not only natural, paper and other application materials. Information technology products are also included, problem situations projected in a game format are considered and played out.

The task of the teacher in this case is to organize the educational process in such a way that the child develops comprehensively, intellectually, socially, and shows interest in the world around him and initiative in work activities.

Classes as a form of education for children of early and preschool age.

Education in kindergarten is an integral part of the pedagogical process aimed at the comprehensive development and education of a preschool child. The pedagogical process, as in school, is a purposeful and organized process of forming knowledge, skills and abilities, nurturing attitudes, skills and habits of behavior, built on the principles of didactics, having a clear program, taking place in specially created conditions, using special methods and techniques. It is a generally accepted fact that the leading form of organization of training is

for pupils of preschool educational institutions is
an activity
, and at school - a lesson.

Class

is an organized form of teaching and a time period of the learning process that can reflect all its structural components (general pedagogical goal, didactic objectives, content, methods and means of teaching).

Differences in learning at school and in preschool educational institutions are dictated by the age characteristics of children. These differences must be taken into account in the work.

So, let's get busy

- This:

- the main form of organizing the child’s cognitive activity;

— a dynamic, improving procedural system, reflecting all aspects of the educational process;

- an elementary structure-forming unit of the educational process, with the implementation of a certain part of the curriculum;

- a single link in the system of educational and cognitive activity.

It is necessary to highlight the main features of the occupation

:

- lesson - the basic unit of the didactic cycle and the form of organization of training;

- in terms of time period it takes from 10-15 minutes (in younger preschool age) to 30-35 minutes (in older preschool age);

- the lesson can be integrated, that is, devoted to more than one type of cognitive activity (for example: speech development + visual activity);

— the leading role in the lesson belongs to the teacher, who organizes the process of transferring and assimilating educational material, monitoring the level of development of each child;

- group - the main organizational form of bringing together children in class, all children are approximately the same age and level of training, that is, the group is homogeneous (with the exception of heterogeneous or mixed groups), the main composition of the groups is maintained for the entire period of stay in the preschool institution;

— the group works according to a single program, according to the grid of cognitive activities;

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- the lesson is held at predetermined hours of the day;

— vacations are held throughout the year, they correspond to the time period of school holidays (which is important even for the purposes of continuity between the preschool educational institution and the school);

— the year ends with summing up the cognitive development of each child’s personality (based on the results of the child’s activities in the classroom).

The threefold objective of the lesson:

— Educational:

increase the level of child development

— Educational:

to form the moral qualities of the individual, views and beliefs.

— Developmental:

when teaching, develop in students cognitive interest, creativity, will, emotions, cognitive abilities - speech, memory, attention, imagination, perception.

Contents of classes

. Classes are conducted in the following sections of training:

– familiarization with the surrounding life and development of children’s speech;

– development of elementary mathematical concepts;

– visual activity and design;

- Physical Culture;

– musical education.

Contents of a specific lesson

is developed on the basis of the requirements of the “Education Program” for this section, taking into account the level of development of children’s educational and cognitive activities and mastery of the previous program, as well as the general tasks of the upbringing and development of children of different age groups.

The program of each lesson includes

:

– a certain amount of knowledge about the properties and qualities of objects, their transformation, connections, methods of action, etc., their primary assimilation, expansion, consolidation, generalization and systematization;

– the amount of practical skills and abilities in teaching productive activities;

– the volume of skills and abilities needed for educational and cognitive activity, their primary formation or improvement, exercise in application;

– formation of children’s attitude to phenomena and events, to knowledge that is communicated and assimilated in this lesson, cultivating attitudes towards their own activities, establishing relationships of interaction with peers.

The volume of educational content in each lesson is small, it is determined taking into account the memory and attention span of children of different age groups, and the capabilities of their mental performance.

The structure of a classic lesson.

Classes have a certain structure, which is largely dictated by the content of training and the specifics of the children’s activities. Regardless of these factors, in any lesson there are three main parts, inextricably linked by general content and methodology, namely: the beginning, the course of the lesson (process) and the end (Table 1).

In the structure of classes in kindergarten, there is no assessment of the acquisition of knowledge, skills and abilities. This verification is carried out in the process of observing children’s activities in the classroom, analyzing the products of children’s activities, as well as in everyday life and during a special study of children’s achievements using various scientific methods.

Table 1

Classic lesson structure

Classification of traditional occupations

logically carried out on the basis of the selected tasks and the types of activities used to implement them. Currently, the following classification of activities with preschool children is widely used (Table 2).

table 2

Classification of occupations in preschool educational institutions (according to S.A. Kozlova)

Traditionally for didactic tasks

classes were divided
into three groups
: classes on mastering new knowledge and skills; classes to consolidate previously acquired knowledge and skills; classes in creative application of knowledge and skills.

Currently, complex classes

, in which several didactic tasks are simultaneously solved (systematization of knowledge, skills and development of creative abilities, etc.).

During a comprehensive lesson

problems of two or more types of activities are solved. It is important to note that it is necessary to maintain a single storyline of the lesson and not allow a set of exercises for different types of activities without any logic.

In a combined lesson

there is a combination of didactic tasks for learning, repetition and consolidation of knowledge. In the structure of a combined lesson, the subordination and interrelation of its component parts becomes very important, since only the successful solution of the pedagogical problems of the previous part of the lesson allows one to move on to the next one, and the final effect of the lesson is achieved by implementing the chains assigned to each part of the lesson.

The content of classes can be integrated

, i.e.
combine knowledge from several areas and differentiate it
(differentiation - separation).

The essence of an integrated lesson

lies in the fact that through various contents and types of activities one (main) didactic or educational goal is solved. Integrated unification is not arbitrary or mechanical. It is necessary to provide for the integration of knowledge in such a way that they complement and enrich each other when solving didactic problems. Integration in the content of classes performs 2 main functions: substantive and formal. Thus, integrated classes are more consistent with the concept of person-centered learning and contribute to the development of the child’s personality, while single-type classes are focused on the development of activity.

Achieving positive results depends on the correct organization of the educational process.

When conducting classes, first of all, you should pay attention to compliance with hygienic conditions: the room must be ventilated; in general normal lighting, the light should fall from the left side; equipment, tools and materials and their placement must meet pedagogical, hygienic and aesthetic requirements.

Hygienic requirements for the maximum load of children in organizational forms of education must be met.

Letter Min. Education of the Russian Federation

dated March 14, 2000 N 65/23-16
“On hygienic requirements for the maximum load on children in organizational forms of education” recommends the following:
When building the educational process, set the educational load, guided by the following guidelines:

— the maximum permissible number of training sessions in the first half of the day in the junior and middle groups should not exceed two lessons, and in the senior and preparatory groups - three;

- their duration in the junior and middle groups is no more than 10 - 15 minutes, in the senior group - no more than 20 - 25 minutes, and in the preparatory group - 25 - 30 minutes;

— in the middle of classes it is necessary to conduct physical education;

— breaks between classes must be at least 10 minutes;

- classes for children of senior preschool age in the afternoon can be held after naps, but not more than two to three times a week;

— the duration of these classes is no more than 30 minutes, and if they are static in nature, physical education should be carried out in the middle of the class. It is recommended to conduct such classes on days with the highest performance of children (Tuesday, Wednesday);

— additional education classes (studios, clubs, sections) cannot be conducted at the expense of the time allotted for a walk and nap; their number per week should not exceed two. The duration of these classes should not exceed 20 - 25 minutes; the child’s participation in more than two additional classes is inappropriate.

Methodology of conducting classes

The beginning of the lesson is of great importance

, organizing children's attention, setting an educational or creative task for children, explaining how to complete it.

The beginning of a lesson involves the immediate organization of children: it is necessary to switch their attention to the upcoming activity, arouse interest in it, create an appropriate emotional mood, and reveal the educational task. The explanation is given in a businesslike, calm, moderately emotional manner. Based on the explanation and demonstration of methods of action, the child forms an elementary plan: how he will need to act himself, in what sequence to complete the task, what results to strive for.

It is important that the teacher, while explaining and showing methods of action, activates the children, encourages them to comprehend and remember what he is talking about. Children should be given the opportunity to repeat and pronounce certain provisions (for example, how to solve a problem, make a toy). The explanation should not take more than 3-5 minutes.

Progress (process) of the lesson

- this is an independent mental or practical activity of children, consisting in the acquisition of knowledge and skills that are determined by the educational task.

During the lesson, the teacher involves all children in active participation in the work, taking into account their individual characteristics, develops children's learning skills, and develops the ability to evaluate and control their actions. The educational situation is used to develop in children a friendly attitude towards friends, endurance, and determination.

During the lesson, the teacher imparts knowledge to the children in a strict logical sequence.

. Any knowledge (especially new) should be based on the child’s subjective experience, his interests, inclinations, aspirations, individually significant values ​​that determine the uniqueness of each child’s perception and awareness of the world around him.

At this stage of the lesson, teaching methods are individualized in accordance with the level of development, pace of perception, and thinking characteristics of each child. Appeals to all children are necessary only if many have errors in completing a learning task as a result of an unclear explanation from the teacher.

Minimal assistance is provided to those who remember quickly and easily, are attentive, know how to analyze, and compare their actions and results with the instructions of the teacher. In case of difficulties, advice, reminders, and a leading question are enough for such a child. The teacher gives each student the opportunity to think and try to independently find a way out of a difficult situation. Some children sometimes require additional explanations, demonstrations, or direct assistance from the teacher; others require verbal instructions.

The teacher strives to ensure that each child achieves a result that indicates his progress, showing what he has learned. Achieving a result is the necessary completion of practical and educational activities in the classroom. This strengthens the child’s will and increases interest in acquiring knowledge and skills.

One of the forms of increasing the performance of children, preventing fatigue associated with great concentration, prolonged attention, as well as monotonous body position while sitting at the table, is a physical education minute

.

Physical education sessions have a beneficial effect on increasing the activity of children and help prevent postural disorders. Usually these are short breaks (2-3 minutes) to carry out 2-3 physical exercises in mathematics, native language, and art classes.

In the second junior and middle groups, physical education sessions are held in the form of a game. The timing and selection of exercises are determined by the nature and content of the lesson. So, for example, in drawing and sculpting classes, physical education includes active flexion, extension of the arms, pinch and spread of the fingers, and free shaking of the hands. In classes on speech development and mathematics, exercises are used for the back muscles - stretching, straightening with deep breathing through the nose. Children tend to remain in their seats during exercise. In order to enhance the emotional impact of physical education minutes, educators can use short poetic texts.

End of class

is devoted to summing up and assessing the results of children's educational activities. The quality of the result obtained depends on the age and individual characteristics of the children, and on the complexity of the learning task.

End of classes in junior groups

aimed at enhancing positive emotions associated with both the content of the lesson and the activities of the children. In the younger group, the teacher approves of the children, praises them for their diligence and desire to complete the task, i.e. activates positive emotions associated with the learning content.

In the middle group

he takes a differentiated approach to assessing the results of children’s activities and their attitude towards completing a task. This is done so that the child understands the essence of the educational task, understands the importance of attentive attention to the teacher’s instructions, and the need to complete the work in a certain sequence. Assessment teaches the child to see his successes, and sometimes mistakes, and to understand their reasons.

At the end of the lesson with older children

the general result of cognitive activity is formulated. At the same time, the teacher strives to ensure that the final judgment is the fruit of the efforts of the children themselves, to encourage them to emotionally evaluate the lesson. In the older group, children are involved in evaluating and self-assessing the results of their activities.

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A variety of types and types of educational activities in a preschool institution

Types of classes: classical, comprehensive, thematic, final, excursions, group, games, labor.

A classic lesson in a preschool educational institution has the following features:

— Structure of a classical lesson;

— Start of class;

— Involves organizing children.

Switching children's attention to the upcoming activity, stimulating interest in it, creating an emotional mood, precise and clear instructions for the upcoming activity (sequence of task completion, expected results).

Progress (process) of the lesson

Independent mental and practical activity of children, fulfillment of all assigned educational tasks.

During this part of the lesson, individualization of training is carried out (minimal assistance, advice, reminders, leading questions, demonstration, additional explanation). The teacher creates conditions for each child to achieve results.

End of class

Dedicated to summing up and assessing the results of educational activities. In the younger group, the teacher praises for diligence, the desire to complete the work, and activates positive emotions. In the middle group, he takes a differentiated approach to assessing the results of children’s activities. In the senior and preparatory school groups, children are involved in the assessment and self-assessment of results.

Depending on the section of training and the goals of the lesson, the methodology for conducting each part of the lesson may be different. Private methods provide more specific recommendations for conducting each part of the lesson. After the lesson, the teacher analyzes its effectiveness, the children’s mastery of program tasks, reflects on the activity and outlines the prospects for the activity.

Complex - the implementation of tasks through different types of activities with associative connections between them (a conversation about fire safety rules turns into drawing a poster on the topic). At the same time, one type of activity dominates, and the second complements it and creates an emotional mood.

A complex activity is one aimed at a comprehensive disclosure of the essence of a certain topic through different types of activities that consistently change each other.

Integrated - combine knowledge from different educational fields on an equal basis, complementing each other (considering such a concept as “mood” through works of music, literature, painting).

1. Classic lesson

According to the old classic form: explanation, completion of the task by children. Results of the lesson.

2. Complex (combined lesson)

Using different types of activities in one lesson: artistic expression, music, visual arts, mathematics, design, manual labor (in different combinations).

3. Thematic lesson

It can be complex, but subordinated to one theme, for example, “Spring”, “What is good”, “our toys”, etc.

4. Final or test lesson

Finding out how children have mastered the program over a certain period of time (six months, quarter, academic year).

5. Excursion

To the library, studio, post office, field, construction site, school, etc.

6. Collective creative work

Collective drawing, collective application: building a street in our city.

7. Occupation-work

Planting onions, cuttings of plants, planting seeds, etc.

8. Activity-game

“Toy store”, “Let’s arrange a room for the doll.” Option: Auction activity - whoever tells the most about the item buys it.

9.Creativity activity

Workshop of an artist, folk craftsmen, storyteller, “Workshop of Good Deeds” (crafts made from waste, natural materials, paper using TRIZ elements).

10. Gathering activity

Based on folklore material, against the backdrop of work, children sing, make riddles, tell fairy tales, and dance in circles.

11. Lesson-fairy tale

The entire lesson is based on the plot of one fairy tale, using music, visual arts, and dramatization.

12. Lesson press conference

Children ask questions to the “astronaut”, “traveler”, “fairy tale hero” and he answers the questions, then the “Journalists” draw and write down what interests them.

13. Landing lesson

Urgent Care. Example. We go from the opposite: during drawing, we ask children about what they can’t do or do poorly. Today we will draw this, those who are good at it will help us. Option: joint activity of children of the older and younger groups (co-creation). The older ones, for example, make the background, the younger ones draw what they can.

14. Commented training session

The whole group of children is given the task of forming the number “7”. One of the children speaks out loud how he makes up a given number, the rest silently do it; if the speaker makes a mistake, a discussion begins. Options: the teacher draws on the board, the children comment on the image, make up a story, or the teacher draws what the children are talking about.

15. Travel activity

The goal is to develop children's monologue speech. One of the children is a “tour guide”, the rest of the children ask questions. Options: travel through fairy tales, native country, city, republic, to the “Land of Cheerful Mathematicians”, according to the “Red Book”.

16. Discovery lesson (problem lesson)

The teacher offers the children a problem situation, the children solve it together and make a discovery. Example: “What happens if paper disappears?”, “Why study?” Option: “The investigation is being conducted by experts.”

17. Lesson-experiment

For example, a child is given paper. He does not do everything he wants with him - tears, crumples, wets, etc. Then he draws his own conclusion. Options: with ice, snow, magnet, air.

18. Activities-drawings-essays

The teacher draws, the children make up stories. Children make up stories based on their drawings. Children “write” a letter-drawing about an event in kindergarten.

19. Lesson-competition

Like: “What, where, when?” Competition of dreamers, poems, fairy tales.

Children are divided into teams, issues are discussed together, the captain speaks, and the children complement.

Options: “Neznaykin Bridge”. Various questions are asked, and for the correct answer the team receives a “log” to build a bridge to the opposing team. For an incorrect answer, the “log” sinks to the bottom of the river. The winner is the one who builds the bridge across the river faster, i.e. will give more correct answers.

20. Group classes (competition option)

Children are organized into groups. For example, for 4 seasons. They prepare for the lesson in secret. During the lesson they talk, “defend” their season, draw, and tell invented stories. The winner is the one who makes the most interesting speech defending his season (books, toys, etc.).

21. “Game-school”

School for astronauts (athletes), school for forest dwellers (animals), school for young drivers and pedestrians. They talk about themselves, sing, dance, pantomime, etc.