Organization and conduct of walks in the senior group of kindergarten

Organization and conduct of walks in the senior group of kindergarten

Experience as a preschool teacher.
Methodology for organizing and conducting walks in the senior group Relevance of the topic: Currently, the task of preserving and strengthening the health of children, both physical and mental, introducing them to a healthy lifestyle and mastering modern health-saving technologies is one of the most significant and priority ones. Most modern children rarely communicate with nature. do not come into contact with it, this deprives them of the opportunity to know and feel it not only with their eyes, but also with other senses. By communicating with nature, children could not only get psychological relief, but also get a positive emotional mood and improve their health. Nature is a rich storehouse, invaluable for the intellectual and speech development of a child. The goal is to improve health, prevent fatigue, physical and mental development of children, and restore the functional resources of the body that have been reduced during activity. Objectives: • to provide a hardening effect on the body in natural conditions; • help improve the level of physical fitness of preschool children; • optimize the motor activity of children and promote the cognitive, speech, artistic, aesthetic, social and personal development of children. Children's stay in the fresh air is of great importance for the physical development of a preschooler. Walking is the first and most accessible means of hardening a child’s body. It helps to increase its endurance and resistance to adverse environmental influences, especially colds. During the walk, children play and move a lot. Movement increases metabolism, blood circulation, gas exchange, and improves appetite. Children learn to overcome various obstacles, become more agile, dexterous, courageous, and resilient. They develop motor skills and abilities, strengthen the muscular system, and increase vitality. A walk promotes mental development, as children gain a lot of new impressions and knowledge about the world around them. Types of walks (at the venue): · on the site of the Institution; - walking walks outside the Institution site (senior preschool age at a distance of up to two kilometers); - in the functional premises of the kindergarten (on activated days). Types of walks by content: · Traditional, which includes children’s work activities (cleaning up leaves, snow, etc.), active and quiet games, etc.;; · Thematic: consisting of observations and conversations on a specific topic (animals, clouds, trees, city transport, etc.), can be a street theater performance, a quest with overcoming simple obstacles - requires a pre-prepared script; · Targeted (conducted from the second junior group with access beyond the kindergarten); · Excursion (conducted systematically from the middle group at least once a month); · Hiking, hiking (carried out with children of senior preschool age 1-2 times a year). The duration of walks on the street The daily routine of the kindergarten provides for a daily daytime walk after classes and an evening walk after afternoon tea. The time allotted for walking must be strictly observed. Its total duration is 4 - 4.5 hours. To achieve a healing effect in the summer, the daily routine provides for children to spend maximum time in the fresh air with breaks for meals and sleep. During the winter period, outdoor walks are carried out 2 times a day: in the first half of the day - before lunch, in the second half of the day - before the children go home. In order to prevent hypothermia of body parts (face, arms, legs) in cold weather, it is recommended to send children to a heated vestibule for heating for no more than 5-7 minutes. Winter walks in kindergarten for children under 4 years old are held at temperatures down to -15°C, for children 5-7 years old at temperatures down to -20°C. -The time for each age group to go for a walk is determined by the mode of education and training. Walking is prohibited due to wind force exceeding 15 m/s. Walk structure: 1. Observation. 2. Outdoor games: 2-3 games of high mobility, 2-3 games of low and medium mobility, games of children’s choice, didactic games. 3. Individual work with children on the development of movements and physical qualities. 4. Children's labor on the site. 5. Independent play activity. The sequence of structural components of a walk may vary depending on the type of previous activity. If the children were in an activity that required increased cognitive activity and mental stress, then at the beginning of the walk it is advisable to conduct outdoor games, jogging, and then observations. If there was a physical education or music lesson before the walk, the walk begins with observation or quiet play. Each of the required components of the walk lasts from 7 to 15 minutes and is carried out against the background of independent activity. Observation A large place on walks is given to observations (pre-planned) of natural phenomena and social life. Observations can be carried out with a whole group of children, with subgroups, as well as with individual children. At a younger age, observations should take no more than 7-10 minutes and be bright and interesting; at an older age, observations should last from 15 to 25 minutes. They should be carried out daily, but each time children should be offered different objects to consider. Objects of observation can be: • Wildlife: plants and animals; • Inanimate nature: seasonal changes and various natural phenomena (rain, snow, flowing streams); • Adult labor. Observations of the work of adults (janitor, driver, builder, etc.) are organized 1-2 times a quarter. Types of observation: • Short-term observations are organized to formulate information about the properties and qualities of an object or phenomenon (children learn to distinguish shape, color, size, spatial arrangement of parts and the nature of the surface, and when familiarizing themselves with animals - characteristic movements, sounds made, etc. • Long-term observations are organized to accumulate knowledge about the growth and development of plants and animals, about seasonal changes in nature. At the same time, children compare the observed state of the object with what it was before. Motor activity The leading place during the walk is given to games, mainly outdoor ones. They develop the basic movement, relieves mental stress from activities, and develops moral qualities. The choice of game depends on the time of year, weather, air temperature. On cold days, it is advisable to start a walk with games of greater mobility associated with running, throwing, jumping. Fun and exciting games help children better tolerate cold weather.In damp, rainy weather (especially in spring and autumn), sedentary games that do not require a lot of space should be organized. Games with jumping, running, throwing, and balance exercises should also be carried out on warm spring, summer days and early autumn. During walks, folk games with objects such as ring throw, skittles can be widely used, and in older groups - elements of sports games: volleyball, basketball, badminton, table tennis, football, hockey. In hot weather, water games are held. Time for outdoor games and physical exercises during a morning walk: in junior groups - 6 - 10 minutes, in middle groups - 10-15 minutes, in senior and preparatory groups - 20-25 minutes. On an evening walk: in junior and middle groups - 10-15 minutes, in senior and preparatory groups - 12-15 minutes. Every month, learning 2-3 exercises (repetition for a month and consolidation 3-4 times a year) At a younger age, games with text (imitation of the actions of the teacher) are recommended. In the middle group, the teacher distributes roles among the children (the role of the driver is performed by a child who can cope with this task). In the senior and preparatory groups, relay races, sports games, and games with elements of competition are held. Outdoor games end with walking or low-mobility play, which gradually reduces physical activity. Children are not allowed to walk for long periods of time without moving. Children with reduced mobility and low initiative require special attention and should be involved in outdoor games. Labor activity of children on the site Labor activity during a walk is of great educational importance. You can see the forms of organizing children's work on the screen. Individual work assignments are used in all age groups of the kindergarten. Collective work makes it possible to develop work skills and abilities simultaneously in all children in the group. During collective work, the ability to accept a common goal of work, coordinate one’s actions, and plan work together is formed. In the younger group, children receive individual assignments consisting of one or two labor operations, for example, taking bird food and putting it in a feeder. The teacher takes turns involving all the children in feeding the birds. Or, for example, collecting pebbles for crafts. Work is organized as “work nearby”, while children do not experience any dependence on each other. In the middle group, two subgroups can work simultaneously and carry out different work assignments; The teacher's constant attention to the quality of work is required; showing and explaining the entire task are sequential steps. In older children, it is necessary to develop the ability to accept a work task, present the result of its implementation, determine the sequence of operations, select the necessary tools, and independently engage in work activities (with a little help from the teacher). Individual assignments become lengthy, for example, collecting and decorating a herbarium. Organization of individual work: - in accordance with calendar planning, the teacher carries out individual work on the cognitive - speech, social - communicative, physical or artistic - aesthetic development of children; — for this purpose, all materials and equipment necessary for the walk are prepared. Individual work during the walk is carefully planned. It is aimed at consolidating any skills, learning a physical exercise with one or more lagging children, practicing sound pronunciation, memorizing poetry, consolidating material in all sections of the program, and developing moral qualities. It is important that the child with whom individual work is carried out understands its necessity and willingly completes the proposed tasks. Children's independent activities during walks also require competent guidance. During independent play activities, children reflect the impressions received in the process of educational activities, excursions, everyday life, and acquire knowledge about the work of adults. This happens in the process of role-playing games. One type of creative games is construction games with natural materials: sand, clay, small pebbles, etc. To organize independent activities, it is necessary to create conditions: attributes, external materials, tools for work. It is necessary to comply with sanitary and hygienic requirements for the storage and placement of removed material. “The world surrounding a child is, first of all, the world of nature with an endless wealth of phenomena, with inexhaustible beauty.” V.A. Sukhomlinsky Used literature: 1. Voronkevich O. A. Welcome to ecology 2. Komarova T. S. Classes in visual arts. 3. Kondratyeva N. N. Children's environmental education program “We” 4. Makarova L. P. Theatrical holidays for children 5. Nikolaeva S. N. Young ecologist 2004 6. Pavlova L. Yu. Collection of didactic games 7. Skorolupova O. A. Classes with children on the topic “Autumn” 8. Stepanenkova E. Ya. Collection of outdoor games for children 2-7 years old 9. Shchetkin A. V. Theatrical activities in kindergarten

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Walk structure

Zakharova Svetlana

Walk structure

Walk structure:

1. Observation.

2. Outdoor games: 2-3 games of high mobility, 2-3 games of low and medium mobility, games of children’s choice, didactic games.

3. Individual work with children on the development of movements and physical qualities.

4. Children's labor on the site.

5. Independent play activity.

The sequence of structural components of a walk may vary depending on the type of previous activity. If the children were in an activity that required increased cognitive activity and mental stress, then at the beginning of the walk it is advisable to conduct outdoor games, jogging, and then observations. If there was a physical education or music lesson before the walk, the walk begins with observation or quiet play. Each of the required components of the walk lasts from 7 to 15 minutes and is carried out against the background of independent activity.

Observation.

A large part of the walks is devoted to observations (pre-planned) of natural phenomena and social life. Observations can be carried out with a whole group of children, with subgroups, as well as with individual children.

At a younger age, observations should take no more than 7-10 minutes and be bright and interesting; at an older age, observations should last from 15 to 25 minutes. They should be carried out daily, but each time children should be offered different objects to consider.

Objects of observation can be:

• Wildlife: plants and animals;

• Inanimate nature: seasonal changes and various natural phenomena (rain, snow, flowing streams);

• Adult labor.

Observations of the work of adults (janitor, driver, builder, etc.) are organized 1-2 times a quarter.

Types of observation:

• Short-term observations are organized to formulate information about the properties and qualities of an object or phenomenon (children learn to distinguish shape, color, size, spatial arrangement of parts and the nature of the surface, and when familiarizing themselves with animals, characteristic movements, sounds made, etc.

• Long-term observations are organized to accumulate knowledge about the growth and development of plants and animals, and seasonal changes in nature. Children compare the observed state of the object with what was before.

When organizing observations, the teacher must always follow this sequence:

1. facts are established;

2. connections are formed between parts of the object;

3. children’s ideas are accumulating;

4. comparisons are made;

5. conclusions are drawn and connections are made between the observation being carried out now and those carried out earlier.

The surrounding life and nature provide an opportunity to organize interesting and varied observations.

Outdoor games.

The leading place during the walk is given to games, mainly active ones. They develop basic movements, relieve mental stress from classes, and develop moral qualities.

The choice of game depends on the time of year, weather, air temperature. On cold days, it is advisable to start your walk with games of greater mobility associated with running, throwing, and jumping. Fun and exciting games help children cope better with cold weather. In damp, rainy weather (especially in spring and autumn), sedentary games that do not require a lot of space should be organized.

Games with jumping, running, throwing, and balance exercises should also be carried out on warm spring, summer days and early autumn.

During walks, plotless folk games with objects, such as grandmothers, ring throws, skittles, can be widely used, and in older groups - elements of sports games: volleyball, basketball, gorodki, badminton, table tennis, football, hockey. In hot weather, water games are held.

Time for outdoor games and physical exercises during a morning walk: in junior groups - 6 - 10 minutes, in middle groups - 10-15 minutes, in senior and preparatory groups - 20-25 minutes. On an evening walk: in junior and middle groups - 10-15 minutes, in senior and preparatory groups - 12-15 minutes.

Every month, learn 2-3 exercises (repeat within a month and consolidate 3-4 times a year)

At a younger age, games with text (imitation of the actions of the teacher) are recommended.

In the middle group, the teacher distributes roles among the children (the role of the driver is performed by a child who can cope with this task).

In the senior and preparatory groups, relay races, sports games, and games with elements of competition are held.

Outdoor games end with walking or low-mobility play, which gradually reduces physical activity.

Children are not allowed to walk for long periods of time without moving. Children with reduced mobility and low initiative require special attention and should be involved in outdoor games.

During walks, the teacher conducts individual work with children: for some, he organizes a game with a ball, throwing at a target, for others - a balance exercise, for others - jumping from tree stumps, stepping over trees, running down hills.

Games with a high level of movement intensity should not be played at the end of the morning walk before leaving the site, as children in this case become overexcited, which negatively affects the nature of daytime sleep, increases the duration of falling asleep, and may cause a decrease in appetite.

In addition to outdoor games and individual exercises in basic movements, sports activities (exercises) are also organized during the walk. In the summer it’s cycling, hopscotch, in the winter it’s sledding, ice skating, sliding on ice paths, and skiing.

About half an hour before the end of the walk, the teacher organizes quiet games. Then the children collect toys and equipment. Before entering the room, they wipe their feet. Children undress quietly, without noise, carefully fold and put things in lockers. They change their shoes, put their suit and hair in order and go to the group.

Features of the organization of physical activity in winter:

- during the cold season, the teacher needs to ensure that children breathe through their noses. Nasal breathing corresponds to the development in children of the ability to breathe correctly and prevents nasopharyngeal disease;

- at low air temperatures, it is not advisable to organize games of high mobility, since they lead to forced breathing when children begin to breathe through their mouths. In these conditions, you should also not play games that require children to pronounce quatrains, refrains, or any text in a full voice.

Didactic games and exercises.

They are one of the structural components of the walk. They are short-lived, taking 3-4 minutes at a younger age, and 5-6 minutes at an older age.

Each didactic game consists of: a didactic task, content, rules, game situations.

When using d/games, the teacher must follow the pedagogical principles:

• rely on the knowledge children already have;

• the task must be sufficiently difficult, but at the same time accessible to children;

• gradually complicate the didactic task and game actions;

• explain the rules specifically and clearly;

Types of didactic games:

• Playing with objects (toys or natural materials,

• Word games.

Various didactic exercises are a way to stimulate children's activity. They are carried out several times during one walk. A didactic exercise can be offered to children at the beginning, at the end, or can be woven into the course of observation, for example, “Bring a yellow leaf,” “Find a tree by leaf,” “Find a tree or shrub by description,” etc. They are carried out with with the whole group or with part of it.

During walks, work is also done to develop the child’s speech: learning a nursery rhyme or a short poem, reinforcing a difficult sound to pronounce, etc. The teacher can recall with the children the words and melody of a song that they learned in a music lesson.

During independent play activities, children reflect the impressions received in the process of educational activities, excursions, everyday life, and acquire knowledge about the work of adults. This happens in the process of role-playing games.

The teacher encourages games with a family, astronauts, a steamship, a hospital, etc. He helps develop the plot of the game, select or create the necessary material for it. Interest in such (creative games) games develops in children from 3-4 years old. The heyday of role-playing games begins at the age of 4 and reaches its highest development in the middle of preschool age (5-6 years), and then is gradually replaced by games with rules that arise after seven years.

During the walk, the teacher makes sure that all the children are busy, not bored, and that no one gets cold or overheated. It attracts those children who run a lot to participate in quieter games.

Labor activity of children at the site.

Work activity while walking is of great educational importance. It is important that for each child the tasks are feasible, interesting and varied, and that their duration does not exceed 5-19 minutes at a younger age and 15-20 minutes at an older age.

The forms of organizing children's labor are:

• Individual work assignments;

• Work in groups;

• Teamwork.

Individual work assignments are used in all age groups of kindergarten.

Collective work makes it possible to develop work skills and abilities simultaneously in all children in the group. During collective work, the ability to accept a common goal of work, coordinate one’s actions, and plan work together is formed.

In the younger group, children receive individual assignments consisting of one or two labor operations, for example, taking bird food and putting it in a feeder. The teacher takes turns involving all the children in feeding the birds. Or, for example, collecting pebbles for crafts. Work is organized as “work nearby”, while children do not experience any dependence on each other

In the middle group, two subgroups can work simultaneously and perform different work assignments; The teacher's constant attention to the quality of work is required;

showing and explaining the entire task are sequential steps.

In older children, it is necessary to develop the ability to accept a work task, present the result of its implementation, determine the sequence of operations, select the necessary tools, and independently engage in work activities (with a little help from the teacher).

Features of organizing observation during a walkconsultation on the surrounding world (group) on the topic

“Features of organizing surveillance

on a walk in kindergarten"

1. Observation as a method of environmental education The comprehensive development and education of young children is carried out by various means. One of the most effective is introducing preschoolers to nature.

Preschool children show great interest in nature. There is not a single object or phenomenon to which they remain indifferent. The task of the educator is to develop and observe natural phenomena, cultivate an active love for it, the ability to care for plants and animals and be intolerant of the senseless damage to plants and the destruction of animals.

The forms of organization of children, methods and techniques for introducing them to nature are very diverse.

A method is a system of sequential methods of interrelated activities of teachers and students, aimed at achieving the set educational objectives. The method includes both the method of activity (a specific type of activity) of the student, and the method, type of activity of the student stimulated by the activity of an adult.

Among the various methods of environmental education of preschoolers, an important place should be given to observation. Its essence lies in the sensory knowledge of natural objects, in their knowledge through various forms of perception - visual, auditory, tactile, kinesthetic, olfactory, etc.

Guiding observations makes it possible to teach preschoolers to identify the most diverse signs of natural objects, to navigate the most significant ones, and to discover through them the relationship of plants, animals with phenomena from inanimate nature.

Observation is a special, teacher-organized, purposeful, more or less long-term and systematic, active perception by children of objects and natural phenomena.

The purpose of observation can be the assimilation of various knowledge - establishing the properties and qualities, structure and external structure of objects, the reasons for the change and development of objects (plants, animals), seasonal phenomena.

Soviet psychologist S. L. Rubinstein considers observation as the result of meaningful perception, during which the child’s mental activity develops. The author defines the path of formation of observation as follows: “The development of higher forms of perception leads to its transformation into a directed, consciously regulated operation; as perception becomes a conscious and purposeful act, it turns into observation.” He connects the development of different forms of perception and observation with their content. On the one hand, observation is a source of knowledge, on the other hand, it itself requires the presence of certain knowledge as the starting points of observation.

S. L. Rubinstein believes that the content of observations should be: a listing of objects, their description or interpretation, in which direction the development of observation should move - from an undifferentiated whole to individual parts or, conversely, from separate and disparate details to a single whole.

K. D. Ushinsky said that visual teaching cannot be separated from teaching one’s native language, that the main goal of visual teaching is the exercise of observation, logical thinking and the development of the ability to express one’s conclusions and observations in words.

E.I. Tikheyeva considered that observation lessons, understood in the sense of systematically conducted techniques tending to the development of children’s observation and speech, should take place already in the first years of their life, when their speech begins to form. The outside world invades the child’s inner world mainly through sight and hearing.

To successfully achieve the goal, the teacher thinks through and uses special techniques that organize the active perception of children: asks a question, offers to examine, compare objects with each other, establish connections between individual objects and natural phenomena.

The inclusion of various senses in the process of observation ensures the completeness and specificity of the knowledge being formed. Observation must be accompanied by precise speech from the teacher and children so that the acquired knowledge is assimilated. Since observation requires concentrated voluntary attention, the teacher must regulate it in time, volume and content.

The observation method in introducing children to nature is the main one. The need and knowledge of its use is associated, first of all, with the nature of knowledge - these are ideas, i.e. images of perceived or previously perceived objects and phenomena. The more specific and vivid the idea, the easier it is for the child to use it in practical and cognitive activities. And this requires pure direct encounters with nature, observation of its objects.

Observation allows us to show children nature in natural conditions in all its diversity, in the simplest, clearly presented relationships. The systematic use of observation in getting to know nature teaches children to look closely, notice its features and leads to the development of observation, and therefore, the solution of one of the most important tasks of mental education.

Observation of nature is an inexhaustible source of aesthetic impressions and emotional impact on children. The teacher uses different types of observation. To form in children ideas about the diversity of plants and animals, objects of inanimate nature, recognition of the characteristics of certain objects, their properties, characteristics, qualities, recognizing observation is used. It ensures that children accumulate vivid, living knowledge about nature. Observation is also used to help form ideas about the growth and development of plants and animals, and seasonal changes in nature.

Observation using handouts contributes to the formation in children of more complete, specific ideas about nature, and the development of differentiated perception. A special place in observation is given to the examination of natural objects, comparing them with each other, identifying signs of difference and similarity.

Long-term observation. The content of long-term observations is varied: the growth and development of plants, the establishment of their main changes, the development of animals and birds, seasonal observations of inanimate and living nature, etc. When organizing long-term observation, the teacher must know the main stages of growth and development of a plant or animal. Encourages children to examine the object each time, compare its condition with what was before, and identify the signs by which the change is clearly noticeable.

The organization of long-term observations is a condition for a thorough knowledge of the relationship of plants and animals with their environment, their morphofunctional adaptability. Each type of observation requires a kind of guidance from the teacher. However, there are general requirements for conducting all types of observations.

1. The purpose and objectives of observation must be set clearly and specifically. The task should be educational in nature, make the child think, remember, search for an answer to the question posed.

2. For each observation, the teacher needs to select a small circle of knowledge. Each observation should give children new tasks, gradually expanding and deepening the initial idea.

3. The organization of observations should be systematic, which will ensure their interconnection. As a result, children will form a complete, deep understanding of the environment.

4. Observation should contribute to the development of children’s mental and speech activity. Activation of mental activity is achieved by a variety of techniques: setting a specific and accessible observation task, drawing on children's experience, pronouncing the results of observation, comparing one object with another.

5. Observation should arouse children’s interest in nature, the desire to learn as much as possible about it.

6. The knowledge acquired by children during the observation process should be consolidated, clarified, generalized and systematized using other methods and forms of work.

7. As a result of each observation, children should form an idea or an elementary concept about a particular object of nature.

2. Methodology for using observation in environmental education S. N. Nikolaeva proposed a week-long method of introducing preschoolers to seasonal natural phenomena. This technique is as follows: one week of each month - the second or third - in all kindergarten groups the following are planned:

a) daily weather observation;

b) examination of vegetation (trees, shrubs) and ground cover (in the middle of the week);

c) search for animals and observations of them (at the end of the week) that can be found at this point in the season on the site and in the area of ​​the kindergarten;

d) daily work with the calendar.

Thus, the basis of this technique is monthly repeating weekly cycles of observations of a complex of seasonal natural phenomena - phenomena of flora, fauna and inanimate nature.

By observing the weather, children learn to identify individual phenomena, their degree of intensity and other characteristics. Children observe not only the natural phenomena themselves, but also their effects on surrounding objects.

When observing the weather, three parameters are included: determining the state of the sky and precipitation, the presence or absence of wind, the degree of heat and cold.

Daily observations of the weather in all its components should be organized in a lively, varied manner so that children’s activity does not decrease and their interest increases. This can be facilitated by constant changes in the methods by which observation is carried out.

Thus, one week of each month, full of varied observations of the weather, plants and animals, will allow children to form specific and clear ideas about the different periods of all seasons, about the patterns and gradual transformation of nature throughout the year, about the dependence of the state of the flora and fauna on factors of inanimate nature.

The weekly method of introducing preschoolers to seasonal natural phenomena, due to its time-limited and compact implementation, saves educational time, and its periodicity and regular repetition develop interest in observations in children and teachers, creating vivid representations of obvious changes in nature.

Ryzhova N.A. has a program “Our home is nature.” It is built on the principles of developmental education and is aimed at developing the child’s personality as a whole: the ability to compare and generalize one’s own observations, to see and understand the beauty of the world around him; to improve the speech of preschoolers, their thinking, creative abilities, and culture of feelings. The program consists of a number of blocks, each of which in turn includes a set of topics. In the first block, “Me and Nature,” children become acquainted with various components of the environment that are understandable to them. Subsequent blocks provide additional information about each component (“Air”, “Water” and others). They are then considered in relation to each other. The final block “Man and Nature” is general in relation to the previous ones.

Each block has two parts: a teaching component (initial information about nature) and an educational component (understanding the meaning of nature, its aesthetic assessment, and respect for it).

Lavrentyeva N.G. proposed a monthly method of introducing preschoolers to nature. This methodology is as follows: the first week children are introduced to inanimate nature. They observe the water, study the properties and condition of the water, and on the second day they observe the sun and the weather. The third day is for air and wind. The fourth day of observing the earth and sand. On the fifth day of precipitation. Conduct a targeted walk and generalize observations.

The next week of the month they observe the flora. They look at herbaceous plants, a tree, and then compare them with a bush. Observation of a bush, comparison with herbaceous plants. Conduct a general purpose walk to the meadow. The third week they observe the animal world. On the first day, look for insects; on the second day, compare insects. Then they watch birds and mammals. Conduct a targeted walk around the site. On the last day of the week, they take an excursion into the forest, into the ecosystem. In the fourth week of the month, children are introduced to the social world. Also on the last day, they generalize observations with children.

Based on all of the above, we can conclude that observation is a specially organized by the teacher, purposeful, more or less long-term and systematic, active perception by children of objects of natural phenomena

Conducting observations while walking

One of the forms of knowledge of the surrounding world is observation. This is not a simple matter, because... requires sustained attention and involves simultaneously perception, thinking and speech. Observations during walks in kindergarten are a teacher-organized, purposeful, systematic, active perception by children of the phenomena of the surrounding world. To understand the object of observation, the child’s knowledge and experience are important.

During the observation process, the teacher asks questions, offers to carefully examine the objects of observation, compare them with each other, and shows the relationship between various natural phenomena. Observations are accompanied by precise explanations by the teacher of what the children see at this moment; the more specific and vivid the child’s ideas about the object of observation remain, the easier it will be for him to subsequently apply the acquired knowledge in practice. It is important that there is a dialogue with children - when children not only listen, but also discuss what they see out loud, the knowledge is more firmly entrenched in their minds.

Observation is an inexhaustible reservoir of aesthetic impressions that have a beneficial effect on the emotional state of children. Observations during walks in kindergarten must be used systematically to teach children to look closely and notice all the features, thereby developing their powers of observation and, consequently, solving the problems of intellectual education.

A walk in kindergarten is great for making observations. The teacher draws the children's attention to the appearance of grass and flowers on the ground, leaves on a tree, introduces them to insects, birds, and organizes various games using sand, water, twigs, and leaves. You can organize observations in a kindergarten in a flower garden or on a plot of land allocated for a vegetable garden, where children can take part in planting and harvesting, sowing flowers, and in intermediate work - watering, loosening the soil, collecting seeds, cutting dry branches and leaves. For older children, you can organize duty at the site.

For children to reliably assimilate and consolidate knowledge, it is necessary to distribute the entire volume evenly over several lessons. To organize observation in a kindergarten, the teacher must prepare in advance - choose the time, place and object of observation, taking into account the number of children, their age and the possibility of relationship with previous observations.

There are different types of observations. During short-term observations, organized to develop knowledge about the variety of properties and qualities of natural objects, children will learn to distinguish the size, shape, color and nature of the surface, and when observing animals, the manner of movement and the sounds they make.

For middle-aged and older children, longer observations are organized in kindergarten, aimed at gaining knowledge about natural changes throughout the year, about the growth and development of flora and fauna. During these observations, children are already asked to compare the observed state with what they saw before.

A more complex type of observation presupposes that children already have certain knowledge, the ability to analyze and compare what they see, and draw simple conclusions. In the process of this observation, children determine, for example, by the color of the fruit whether it is ripe or not, or by footprints - who drove or passed.

Children of the senior and preparatory groups are invited to reflect the results of observations in the nature calendar, where they can sketch seasonal changes in nature, in the animal and plant world, and reflect the participation of people in the surrounding world.

Depending on the purpose, content and objectives of the lesson, individual, group (4-6 people) and frontal (the whole group) forms of organization are used for observation in kindergarten. Observations are episodic, long-term and generalizing.

Preparation for observation in kindergarten includes:

- determination of the observation location based on the children’s knowledge, skills and abilities corresponding to the program;

— selection of observation object. Here it is important to take into account not only the interest and passion of children, but also their ability to perceive the material provided;

— preparing the object for observation.

- preparation of everything necessary for observation: if plants will be observed, then a magnifying glass may be needed, if an animal - food, water, dishes, brushes for caring for animals.

- it is necessary to think through organizational issues - lighting, placement of children, the possibility of unobstructed and convenient viewing and approach to the object.

Each teacher has an individual approach to organizing observation in kindergarten, but there are some general requirements for its implementation that he adheres to.

Observations should be of an educational nature, forcing children to think, remember, compare and look for answers to questions. Observations should cover a small range of knowledge so as not to overload the children. Each subsequent observation should provide new knowledge, be interconnected with the previous one and expand existing knowledge.

Observations should contribute to the active intellectual and speech development of children. To do this, observations in kindergarten must be carried out systematically and arouse interest in children. Before observation, in order to arouse the interest of children, you can tell or read something about the object of observation for general information. The results of the observation need to be clarified, generalized, systematized, and consolidated so that the child develops a certain idea of ​​the object of observation.

It is important that children behave freely during the observation process. By turning observation into a game, when children experience pleasure from it, the teacher combines the useful with the pleasant for the children.

Walking is an important component in the daily routine of a preschool education institution. Goals of the walk:  health promotion;  prevention of fatigue;  physical and mental development of children;  restoration of functional resources of the body reduced during activity. Objectives of the walk:  to provide a hardening effect on the body in natural conditions;  help improve the physical development of preschool children;  optimize children’s motor activity;  promote the cognitive, aesthetic, social, moral and personal development of children.

Types of walks:  on the site of a preschool education institution;  walking walks outside the site (children of senior preschool age at a distance of up to two kilometers). Requirements for the content of a walk on the site of a preschool education institution:  observation;  physical activity: outdoor and sports games, physical exercises;  labor activity;  individual work in various areas of development of students;  independent activities of children. The sequence of structural components of a walk: (may vary depending on the type of previous lesson) • if the children were in an activity that required increased cognitive activity and mental stress, then first the walk there are outdoor games, jogging, then observations; • if before the walk there was a lesson in physical education or musical activity, the walk begins with observation or quiet play; • each of the mandatory components of the walk lasts from 7 to 15 minutes and is carried out against the backdrop of children’s independent activity; • the content of walks is determined by the preschool education curriculum, taking into account the children’s previous activities, pedagogical and health-improving tasks, and is built in accordance with calendar planning in each age group. Organization of observations: The process of observation can be organized for objects and weather phenomena. When planning observations, the teacher considers:  equipment and materials used during the observation, placement of children;  techniques for attracting children’s attention to observation (surprise moments, riddles, setting a cognitive task, problematic situation);  techniques for activating mental activity (search questions, actions, comparison, use of childhood experience). Organization of motor activity: The motor activity of children during a walk should include: Outdoor games and physical exercises during a walk  in the younger group - 6-10 minutes,  in the middle group - 10-15 minutes,  in the older group - 20-25 minutes. Outdoor games can be supplemented or replaced with sports exercises or, in older preschool age, sports games, games with elements of competition. Sports exercises include:  sledding,  skiing,  riding bicycles, scooters. Sports games include:  towns,  basketball,  badminton,  table tennis,  football, hockey. Independent motor activity:  nature and duration depend on the individual needs and interests of children, the developing environment;  individual tasks (in accordance with calendar planning);  depending on weather conditions, children’s physical activity in the air can be of varying intensity so that children do not become hypothermic or overheated;  the teacher thinks through the organization of physical activity before going for a walk, focusing on specific weather conditions;  children are not allowed to spend a long time walking without moving;  children with reduced mobility and low initiative require special attention and should be involved in outdoor games;  games with a high level of movement intensity should not be played at the end of the morning walk before leaving the site, as children in this case become overexcited, which negatively affects the nature of daytime sleep, increases the duration of the period of falling asleep, and may cause a decrease in appetite. Organization of individual work: in accordance with calendar planning, the teacher carries out individual work on:  cognitive  socio-moral and personal  physical  aesthetic development of children. For this purpose, prepares all necessary materials and equipment. Labor assignments: the teacher involves children:  in collecting toys;  providing all possible assistance in putting things in order after a walk;  caring for plants, etc. Depending on the goals and objectives of the walk, the teacher prepares the necessary take-out material and manuals for various types of children's activities that meet sanitary and hygienic requirements. The teacher must guide the children’s independent activities:  ensure their complete safety;  teach them to use aids in accordance with their purpose;  constantly monitor the children’s activities throughout the walk.

Prepared by Galina Vladimirovna Shlyago, Deputy Head for Primary Activities of the State Educational Institution “Nursery-Garden No. 10 of Mozyr”

Literature: Resolution of the Ministry of Health of the Republic of Belarus dated May 3, 2016 No. 67 “On approval of Sanitary norms and rules “Requirements for preschool educational institutions.”
Instructional and methodological letter of the Ministry of Education of the Republic of Belarus “On the organization of summer recreational work in preschool educational institutions”, approved on May 22, 2015 by the Deputy Minister of Education of the Republic of Belarus R.S. Sidorenko. Resolution of the Ministry of Education of the Republic of Belarus dated November 27, 2012 No. 133 “On approval of the preschool education curriculum.” View the embedded image gallery online at: https://mozyrroo.by/obrazovanie/doshkolnoe-obrazovanie/metodicheskaya-set/2181-pamyatka-po-organizatsii-progulki-v-uchrezhdenii-doshkolnogo-obrazovaniya#sigFreeId0018b9cbf9

ORGANIZATION OF CHILDREN'S ACTIVITIES ON A WALK

(prospective lesson plan*)

The process of raising children is continuous. Great potential opportunities for the comprehensive and harmonious development of a child’s personality are inherent in the process of educational work with children in a walking environment. Here, unique conditions are provided for the comprehensive development of the child, his needs for active movements, independent actions when getting to know the world around him, new vivid impressions, and free play with both natural materials and toys are fully satisfied. However, due to age characteristics, children cannot independently use all the walking time with maximum benefit for their development. An adult must pedagogically correctly guide their activities.

Walks are held daily throughout the year. In the summer, children spend almost all their time outdoors from the moment they arrive at a preschool institution, entering the room only to eat and sleep.

In winter, the walk is carried out twice a day. The total duration of the walk is up to 4 hours. Only air temperatures below -15 °C or windy weather or a blizzard can serve as a reason to shorten the walk or cancel it.

In order for children to willingly stay for a walk for the prescribed time, it is necessary for them to create conditions for a variety of activities.

Compiled on the basis of: Teplyuk S.N.

Activities for a walk with kids: a guide for teachers of preschool institutions. For working with children 2-4 years old. M.: Mosaika-Sintez, 2008.

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TRAFFIC RULES TRAINING*

(recommendations for building a subject-development environment)

Toys and play equipment: bus, train with railway, cars, trucks (of different sizes and colors), dolls, bicycles, strollers, wooden construction sets, various green and red objects (balls, balls, cubes, circles), pyramid " Traffic light" from the designer.

Multifunctional toys in an early age group can be used to reinforce types of transport, color and size; development of attentiveness and observation. Such toys can be a turtle, a boa constrictor, a ladybug, decorated with multi-colored red and green buttons. On these toys, fabric circles and cars (cars, trucks, buses, trams, trains) of different sizes and colors are attached to buttons of the same color. In addition to buttons, you can use red and green lacing.

Visual and didactic aids: an album with plot pictures depicting public transport: bus, tram, train, cars with people, trucks with vegetables, sand; paintings depicting a road, a railway, a two-color traffic light; pictures depicting machine parts; painting “Children sledding”.

Attributes for story games: “Chauffeur” (steering wheel and masks); “Train” (hat for the driver, bag with tickets); “Birds and a car” (bird masks and a car drawn on cardboard); “Bunnies run across” (masks for little bunnies); "Automobile"; “Traffic light” (red and green hats).

Didactic games: “Guess what you’ll be lucky in”, “Right - Wrong”, “Allowed - Forbidden”.

Contents of the educational process

Children. Familiar with modes of transport (bus, tram, truck, train, car); are able to name and distinguish the components of transport (steering wheel, wheels, cabin, body, doors, windows, carriages). They have an idea of ​​what a truck is needed for (“It transports sand, potatoes, firewood, cabbage”) and a passenger car (“People drive it”). They know the professions of people who manage transport (driver, driver). They have the idea that a narrow path is for people, a wide path is a road for transport. They know the colors: red, green. They have an idea about the traffic light (“He stands on the road and helps maintain order; if the red light is on, he is “angry” and does not allow people to cross the main road, but the green light is on, he “smiles” and allows them to cross the road, holding his mother’s hand or dad"). Children are oriented in spatial relationships - down, up, close, far.

They know that the train runs on railways (on rails). They have an idea of ​​speed: a car goes fast, a car goes slow. They know how to behave correctly when sledding in winter.

Educators. Develop children's attention to the difference between red and green colors. Create conditions for children to develop their powers of observation (watching cars drive on the road while walking). Introduce children to public modes of transport. Strengthen in children the ability to distinguish between a red light at a traffic light, which “we are standing at,” and a green light, which “we are going to.” They create a subject-development environment that helps children become familiar with the basic rules of behavior on the road.

Parents. They take an active part in consolidating the knowledge children acquired in kindergarten. They know themselves how to behave correctly and safely on the road. They know how to properly transfer a child across the road. They have an idea of ​​how to clearly explain to a child why the road is dangerous.

* From the experience of preschool educational institution No. 334 in Volgograd.

ADVANCED PLANNING

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ADVANCED PLANNING

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State institution "Minsk City Center for Hygiene and Epidemiology"

On the territory of a preschool education institution, the standard design solution provides for separate group playgrounds, a general physical education area, as well as other functional areas.

The layout of the territory should provide opportunities for pupils to ride bicycles and ski.

Physical education, sports and play equipment on the territory of preschool educational institutions, sports equipment in design, size, and materials used must correspond to the age and psychophysical characteristics of the pupils.

The design solution on the territory of the institution provides for the installation of canopies, verandas or terraces. The canopies are fenced on three sides on the windward side. The floors of canopies and terraces should be predominantly wooden or sand and gravel.

Cleaning of the area should be carried out daily in the morning (before the students arrive) and as it gets dirty during the day. In dry and hot weather, at least twice a day before cleaning the territory, it is necessary to ensure watering of the land of the preschool institution. In winter, playgrounds and paths must be cleared of snow and sprinkled with sand.

Sand for filling the sandboxes of preschool education institutions is imported from places specially established for this purpose with supporting documents confirming the content of natural radionuclides and heavy metal salts (lead, cadmium). Every year in the spring, as well as for epidemic reasons and in case of visible pollution, the sand in the sandboxes is changed.

Before the game, the sand is slightly moistened and shoveled.

The stay of pupils in the open air is planned at least twice a day for a total duration of at least 3 hours 20 minutes - 4 hours, depending on the operating hours of the preschool institution and in accordance with the curriculum of preschool education, approved in the manner established by the legislation of the Republic of Belarus.

During the walk, pupils should be provided with physical activity and reasonable clothing depending on weather conditions, including in winter.

The head of a preschool education institution may decide to reduce the duration (or prohibit) walks for pupils in the open air in unfavorable weather conditions (rain, hurricane, other man-made emergencies), as well as in conditions of air movement speed of more than 3 m/sec. and ambient air temperature - 15 °C and below - for pupils under the age of 3 years, at atmospheric air temperature - 18 °C and lower - for pupils aged 3 to 7 years.

If necessary, the text of sanitary norms and rules can be found on the website of the Ministry of Health of the Republic of Belarus: minzdraw.gov.by.