Organization and conduct of walks in kindergarten Goals, objectives, types of walks. Requirements for the sanitary condition of the site, time spent in fresh water. - presentation

Organization of a targeted walk in a preschool educational institution

ORGANIZATION OF A TARGETED WALK IN A preschool educational institution

The importance of a walk in a child's life.

Walking is a reliable means of promoting health and preventing fatigue. Staying in the fresh air has a positive effect on metabolism, increases appetite, and the absorption of nutrients, especially the protein component of food. Children's stay in the fresh air is of great importance for physical development. 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. Reducing the time spent in the air creates a lack of movement.

Walking promotes not only physical, but also mental education. While staying on the site or on the street, children receive many new impressions and knowledge about their surroundings: about the work of adults, about transport, about traffic rules, etc. From observations, they learn about the features of seasonal changes in nature, notice connections between various phenomena , establish an elementary dependency. Observations arouse their interest and a number of questions to which they strive to find an answer. All this develops observation, expands ideas about the environment, awakens the thoughts and imagination of children.

Walk

is a pedagogically organized form of active recreation for children in the fresh air, the purpose of which is to strengthen the health of children and develop their physical and mental abilities.

Walking objectives:

• optimize children's physical activity;

• have a hardening effect on the body;

• promote the development of observation and cognitive abilities of children;

• introduce children to their native land, its attractions, and the work of adults;

• development of children's independence.

It should be noted that a walk is an element of the regime that gives children the opportunity to satisfy their needs for movement in outdoor games, work processes, and various physical exercises. If the walk is well and properly organized, if it is of sufficient duration, children realize about 50% of the daily need for active movements in it. Reducing time spent in the fresh air creates a lack of movement.

The preschool uses different types of walks. Conventionally, they can be classified

in the following way:

1. At the venue:

• on the territory of the kindergarten;
• outside the territory of the kindergarten (possible in older groups, over short distances).

2. 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;
• target: organized exit outside the territory of the kindergarten, over a short distance (up to 2 km);
• excursion (usually a museum tour): should be held at least once a month, starting with the middle group;
• hike: can be carried out 1-2 times a year in older groups.

Starting from the second youngest group, targeted walks

throughout the site and beyond. Taking into account the natural environment of the kindergarten, the most striking seasonal natural phenomena, the capabilities of the children, and the work done with them, the teacher decides where to go and what to see. On such a walk, the main task is highlighted - to familiarize children with a phenomenon or object of nature to expand and clarify children's impressions.

On targeted walks, children get acquainted with nature in natural conditions: in the forest, in a meadow, in a garden, by a pond, etc. Targeted walks are carried out during the hours allotted for them. Targeted walks have a specific program content, the assimilation of which is mandatory for all children in the group (which differs from everyday walks). The educational value of targeted walks is very great, as they increase interest in native nature and contribute to the development of aesthetic feelings.

Staying in the fresh air in a forest or meadow among fragrant flowers, movement and joyful experiences usually associated with this, also have a beneficial effect on the physical development of children. The choice of place for targeted walks depends on its objectives and the age of the children.

Purposeful walks are widely used to introduce children of all age groups to nature. This is the main form of organization for children when becoming familiar with nature. They can combine the nature of targeted walks, during which the teacher conducts inspections of the site, organizes observations of the weather, seasonal changes in the life of plants and animals. Conduct targeted walks and observations of the condition of recreation areas after weekends, conversations about the impact of pollution on the life of plants and animals. Conversations are accompanied by reading fiction about the role of nature in human life and showing illustrations.

Targeted walks are carried out at certain hours according to a pre-developed plan, coordinated with the educational program. On them, the teacher not only tells the children new information ,

but also clarifies and consolidates the knowledge they already have.

Targeted walks are structured so that in the process of getting to know nature, children develop their cognitive abilities (observation, thinking) and speech, enrich their vocabulary, and cultivate interest and love for nature. The main thing is that all children master the program material. For this purpose, a variety of methods are used: observation of natural objects, the work of adults, didactic games, working with paintings, reading works of art, stories, conversations, etc.

The selection of objects for targeted walks is largely related to the location of a particular institution in relation to the kindergarten.

In the older group, school becomes the central object of familiarization. Graduates of preschool educational institutions enter secondary schools, so the kindergarten strives to maintain continuity in work with the school, holding joint events and targeted outings for preschoolers. The close proximity to a secondary school, for example, allows for targeted walks, joint holidays with primary school children, and attendance at the solemn holiday on September 1 - “Knowledge Day”.

On targeted walks, the teacher organizes games using natural materials (sand, snow, water, leaves), toys driven by wind, water, during which children accumulate sensory experience and learn the various qualities of natural objects.

Targeted walks outside the kindergarten are carried out with senior and preparatory school groups.

Taking into account the physical capabilities of preschoolers, for targeted walks you should first of all use nearby places. In cities there are boulevards, gardens, parks, ponds, where you can observe seasonal changes in the life of plants, birds, insects, as well as the work of people. In rural conditions, such places will be a forest, field, meadow, river, poultry house, barnyard, greenhouse, etc. It is advisable to carry out targeted walks to the same places at different times of the year. This makes it much easier for children to observe the seasonal changes that occur in nature.

Organizing a targeted walk.

When preparing for targeted walks, the teacher visits in advance the places where they are planning to go. Here he decides, based on the program, what can be shown, what should be taken with him for various gatherings, how to organize observation, what questions and tasks to give to the children, what games to play, where to have a rest.

Children are warned the day before about the upcoming target walk, telling them where they will go, what they will observe, what they should take with them to collect and transport plants and animals, and how to dress. Such a preliminary short message creates a good mood in children, arouses interest, and attracts their attention to the planned walk.

The organization of children plays an important role in conducting a targeted walk. Before leaving, they check that they have taken everything they need. Then they remind the children how they should behave.

Having arrived at the place, you can allow the children to move, run, and sit. It is very important that they feel nature.

To do this, it is necessary to attract their attention to the autumn colors of the forest, to its winter decoration, the expanse of fields and meadows, the aroma of flowers, the singing of birds, the chirping of grasshoppers, the rustling of leaves, etc. However, children should not be allowed to become overloaded with impressions.

The central point of any targeted walk is observation, which is carried out with all children. At the same time, it is possible to collect small natural material for further observation of children (several flowers, twigs, mushrooms, etc.). When collecting plants, you need to make sure that children treat them with care and do not crush or throw the flowers. When picking mushrooms, children should learn to carefully break off the stem close to the ground, without tearing it out by the roots, so as not to damage the mycelium that produces new fruiting bodies. When picking berries and nuts, you need to make sure that children do not break branches.

Before returning from a target walk, children are allowed to rest and sit for 5-10 minutes in the shade. At this time, you can start sorting what you have collected (flowers, mushrooms) or play a quiet game.

Conclusion.

The ability to see and hear nature as it really is, acquired on targeted walks in childhood, arouses in children a deep interest in it, expands their knowledge, and contributes to the formation of character and interests.

By teaching us to observe, that is, to purposefully focus on natural phenomena during targeted walks, we thereby develop children’s attention, which is closely related to general mental development and is an essential condition for children’s readiness to learn at school.

Bibliography:

1. Ryzhova N.A. Environmental education of preschool children from the position of a new paradigm // Preschool education. – 2001. – No. 7.
2. Teplyuk S.N. Activities on walks with children of primary preschool age. – Moscow, 2001.
3. Shishkina V.A., Dedulevich M.N. Walks in nature. – Moscow, 2003.

Pedagogy of walking

(printed with abbreviations)

A walk, regardless of its type, has a certain methodological logic.

Organizing time

includes: dressing children (the teacher must ensure that children dress for the weather and in accordance with the planned activities during the walk), instructions about the time and purpose of the walk, rules of behavior and safety precautions, distribution of specific instructions. It is better to conduct such an introductory briefing conversation in the school yard at a permanent meeting place.

So that after classes in the classroom, a walk gives children a feeling of freedom, but at the same time the teacher has the opportunity to control the situation of the walk, it is worth introducing the “laws of walking” into everyday life. Here are some options tested in practice:

• “signal law”: if the teacher clapped his hands three times and said: “Everyone gather,” then you need to leave what you are doing and run to the gathering place;

• “law of the circle”: if the teacher raised a flag (you can come up with another bright attribute), then you need to stand in a circle next to it. The circle is necessary when you need to tell something interesting during a walk, give a short briefing before the game, or summarize the walk;

• “law of intelligence”: younger schoolchildren go for a walk and return from it, as a rule, when classes are in session in high school. This law requires you to leave school and return to it quietly, like scouts.

Main part

walks include the movement of children along the intended route and the completion of assigned tasks, organized observation, a conversation with the teacher on the topic of the walk, and free independent activity of schoolchildren.

Brief summary

walks at a permanent gathering place.

Strip

children, hygiene procedures.

If the purpose and content of the walk require the organization of games, you should take care of the playground. You can use a standard school playground, but it is better for groups, and especially after-school classes in elementary schools, to equip a special playground with a gazebo or rain canopy, swings, sports equipment for the height of younger students, an obstacle course (various supports and climbing frames) "- multi-tiered structures on which you can hang, swing, and from which you can jump). To carry out walks, you also need equipment: sleds, skis, balls, jump ropes, etc.

As a rule, most of the walks are spent in the school yard. There are many reasons for this: there is a busy highway around the school, and it is difficult for a teacher to ensure the safety of children alone; You can easily bring the necessary play equipment to the schoolyard and use the equipment from the sports ground. And simply, purely psychologically, being in the school yard is like being at home, it gives the teacher a feeling of protection from any surprises.

But if walks take place only in the school yard, then the play resource of the yard is soon exhausted for children. In this case, what will normal primary schoolchildren do during a walk? There are several variations of their typical behavior:

• they will begin to explore the informal areas of the school yard: a garbage dump, a water hole, an old barn, a basement;

• they will begin to creatively rethink the familiar subject environment of the yard: master jumping on old car tires that the caretaker had stored for improvised flower beds, build a “headquarters” from discarded stands, paint the wall of a building with colored chalk;

• they will use trial and error to figure out what actions can be taken on the tree: climb, jump, swing on the branches...

In themselves, such actions of children in the schoolyard are natural: they cannot walk in pairs near the porch or sit on a bench for the entire walk. Children of primary school age experience a normal need to actively interact with objects that attract their attention, to saturate their time outside the classroom with vivid fantasies and searches for new events. Therefore, an after-school teacher, on the one hand, should give children the opportunity to fulfill these needs during a walk in the schoolyard, and on the other hand, should be aware of the variety of types of walks outside the school grounds and thereby help younger schoolchildren in expanding the boundaries of their exploration of the world.

So that our conversation about such walks has some kind of system, let’s try to organize their species diversity.

...The typology of walks, in our opinion, should be based on the leading activity within the framework of which the main health-improving, educational and developmental tasks are solved in a given walk.

Sports walk. During such a walk, children play sports games: hockey, football, volleyball, skiing and skating. But often in a group the boys are eager to kick the puck, but the girls are not interested. Sports equipment is not always available for everyone. Then you should give preference to ball games, fun relay races, and jumping ropes.

Walk-observation. Its main content is most often associated with targeted observations by primary schoolchildren of seasonal changes in nature, features of the flora and fauna. Its location is the school garden, the nearest square, park, green area near the school.

Already on the way, the teacher asks the children to pay attention to what trees and shrubs grow along the street, what birds winter in the city. This walk may include game elements, such as a “Who is the most observant?” competition. The teacher asks each student to notice around and remember as many types of trees, shrubs, flowers as possible in 5 minutes (time is measured by the clock), or the competition is complicated by the task: who can best tell about the named trees and shrubs.

It is useful to make the most ordinary phenomena, to which they often do not know how to react, the object of observation for children. For example, ask them to take a closer look at the clouds: what size, shape, what they look like, how they move; or take a closer look at the snow: how wet, heavy or creaky it is from the frost, talk about what it may depend on... Such simple observations, if carried out in a system, allow children, even living in the city, to better feel the natural world and understand patterns of natural changes, develop skills for living in nature, for example, learn to select clothes and shoes according to the season.

French psychologists conducted an interesting study: they compared the attitude to learning of primary schoolchildren, who are brought to school by their parents in their cars or by a school bus, and village children who walk to school and on the road fully communicate with the natural world: they feel the cold and heat , wind, rain, hear the voices of birds... It turned out that village children, although sometimes physically tired of their journey, are cognitively more active and receptive. They are more open to school activities. It's worth thinking about these findings.

Biology teacher from Holland Herrit Jan Brun came up with special walks that would help introduce city children to the secrets of the forest. First, he asks the children to squat down, bend over to the ground and touch the grass with their hands:

- It's nettle! It burns!

- Don't be afraid, you can make friends with her. Nettles have stinging hairs that grow only from the top. You need to fold the sheet inside.

Then the game with trees begins. Herrit blindfolds one of the children and leads him to an ash tree with a thick, rough trunk and spreading branches.

- Feel carefully and remember how your fingers feel. (It is known that if the eyes are blindfolded, tactile sensations are heightened.) Then together they step back a few steps to the side, and Herrit unties the scarf.

- Well, now look around. Which tree did I take you to? Remember how you felt when you touched the tree trunk.

It is usually not difficult for children to find a tree based on their experience. It is childhood that is a period of special sensitivity to the surrounding world through the senses. And city schoolchildren often have nowhere to experience these special opportunities.

After “blind man’s buff” with trees, children choose a friend tree in the clearing. Herrit meticulously asks: why did you choose this particular tree, what is its name, who are its relatives...

Walk-workshop. Such walks are used to practice and consolidate vital skills, for example, following certain rules of cultural behavior and traffic rules.

During the walk, the teacher creates a special pedagogical situation in which schoolchildren must act in accordance with the rules, organizes control and evaluates the children’s actions. For example, they learn to cross a busy street and determine the most convenient road to school. Such walks help children understand the appropriateness of people’s behavior in various situations of city life, and help get rid of social fears and anxiety.

Walk-assignment. The content of this walk is determined by the tasks of the social life of the school or the plans of the after-school club. Junior schoolchildren receive assignments in the form of a voucher, for example, from the school’s Environmental Headquarters or from the Council of the Affairs of their club. They can be addressed to everyone at the same time or to each microgroup separately. Completing the task will sometimes take two or three walks. Here are approximate options for travel assignments: l/ “Streets, alleys, squares around our school. Why are they named like that? Find out and visit. Draw a plan of the quarter"; v “Attractions in the area of ​​our school (historical, cultural, industrial). Find out and prepare a story about them.”

Such a walk can become unexpectedly interesting if you take with you... a camera. It doesn’t matter if only the teacher has it. His job is to click a button, but the children, divided into groups, will look for unusual views in familiar city landscapes. And then you can arrange an exhibition “Favorite City”. Another time, a similar walk with a camera will be needed to capture the “dangerous areas of the neighborhood”: a dirty wasteland, open sewer manholes, a broken bus stop, cars on dead lawns without grass. Photos and children's comments on them will become material for the school-wide environmental week, and primary schoolchildren will receive their first experience of social activity.

Walk-excursion. Its purpose is to acquaint younger schoolchildren with the history of their city, region, achievements in science and art. Such problems are solved by a walk-excursion to a memorial plaque or monument, to an ancient building - a witness to some outstanding event. The main thing is not the observation of a landmark itself, but a conversation with children, so that they show an educational interest in events, the destinies of people, and experience the special atmosphere of the place.

It is worth listening to the opinion of the famous St. Petersburg psychologist M. V. Osorina, who, based on her research, concludes that children should be introduced not only to historical sights and beautiful corners of the city, but also from time to time to draw their attention to the “wrong side of life”: courtyards, street markets, dilapidated ancient monuments, because “recognition of the existence of these places and at least some degree of familiarity with them are also necessary for the child to feel free in urban space”

Walk-hike. Of course, you can’t conduct a real hike in an hour or an hour and a half, but it is quite possible to create situations where there would be a lot of movement on the ground (even in a small area near a school), unexpected discoveries, tests of navigation skills, interaction, and discipline.

A search game is especially suitable for such a walk

As an example, consider the game “Operation Treasure”, which we have tested many times. It can be easily transformed with the help of educational creativity, real conditions and can have an infinite number of options. So, preparation for the walk:

• determining the route of the search game. Preliminary study of places and objects for intermediate tasks at stages;

• preparation of equipment: a colorful envelope with a letter from Kot Matroskin, packages with tasks for the stages (these packages should be hidden in advance on the search route), a “treasure” - a set of books from the series “My first books”, “We read ourselves” (preferably 61 enough for everyone).

Conducting a walk: children gather in the school yard at a permanent gathering place and are divided into micro groups. The teacher announces that an unusual letter has been received from... Cat Matroskin:

Dear Guys!

I received a letter from your school in Prostokvashino. From it I learned that in your after-school group the guys are friendly, cheerful, you like to read, draw, and solve problems. So I decided to give you a gift. But you will find it yourself.

I announce an operation codenamed “Treasure”!

Stand with your back to the school. You will see a fence in front of you. In the near left corner of this fence you will find a note from which you will learn the next task.

Good luck! Let friendship help you!

Your friend Cat Matroskin.

Along the search route in the caches there are packages with tasks:

Task 1. Take 10 steps to the right, turn left, walk 40 steps. A metal object with the letter “T” is hidden here. It contains a plan for further movement...

...Walk-creativity. The defining task of this type of walk is to evoke an emotional uplift in children and organize their creative activity. The greatest creative activity of younger schoolchildren occurs in communication with nature (remember how the Dutch teacher Herrit composed Japanese tercets with children).

During such a walk, children can make sketches from nature, make crafts from natural materials, make compositions from colored stones, bouquets of autumn leaves, sculpt funny sculptures from snow, and draw with colored chalk on the asphalt. Communication with nature can result in a collective composing of a fairy tale, a competition for the best description of the completed composition. After the walk, it is worth holding an exhibition of autumn bouquets, a competition for the best drawing, craft, and even a “Festival of Creativity”.

Children's creativity on a walk can “flare up” in completely unexpected, from the point of view of adults, conditions. For example, if there is a pile of sand brought for a remnant in the schoolyard, children of primary school age will enthusiastically begin to make fortresses, castles, and caves out of it. Sand is a natural material that attracts children just as much as water. Watch primary school children playing in the sand and you will agree that it is worth setting up a large sandbox for them in the schoolyard.

Walking is fun. Forgetting about this type of walks and depriving children of the opportunity to have fun, have fun, sing, and joke is pedagogically incorrect. During your walk, you can organize a fun ride down an ice slide and start funny competitions. Solving entertaining puzzles, charades, performing magic tricks during the rain under a canopy on the playground is also a fun outing.

Walking gives the child a certain social experience of living his childhood life, which simply cannot occur in class or in front of the TV screen. A child on a walk seems to go out into the real world and choose for himself what to come into contact with, what to contemplate, what to pass by, what to transform in his own way. He himself arranges the event of today. It is a walk, and no other activity in the extended day, that gives the child the opportunity to feel like a participant in life.

(Golovanova N.F. Educational space of extended day. St. Petersburg, 2002. P.74-83)

Regional state-owned special (correctional) educational institution for students and pupils
with disabilities

“Special (correctional) general education boarding school of 3-4 types”

“ ORGANIZATION AND CONDUCT OF WALKS”
(METHODOLOGICAL RECOMMENDATIONS).
Compiled by: Agafonova O.G., teacher of the highest qualification category.

Artemovsky urban district

2012
CONTENT.

1. MEANING OF WALKING.
2. GOALS AND OBJECTIVES OF THE WALK.
3. STRUCTURE OF THE WALK:

OBSERVATIONS.
CONVERSATIONS.

ADVANCED GAMES AND GAME EXERCISES.

DIDACTIC GAMES.

LABOR ACTIONS.

INDIVIDUAL WORK.
4. ORDER OF THE WALK. 5. TYPES OF WALKS.
HEALTH AND EDUCATIONAL WALKS.

HEALTH AND EDUCATIONAL WALKS. 6. SEASONAL WALKS.
7. SAMPLE TOPICS OF EXCURSIONS. 1. MEANING OF WALKING.
Walk - staying in the open air for relaxation and entertainment (T.F. Efremov).

Walk - walking or a short trip for entertainment, outdoor recreation (S.I. Ozhegov).

Walking – walking in the open air or traveling a short distance for relaxation or entertainment (D.N. Ushakov).

A walk is a pedagogically organized form of active recreation for children.

A walk is an active recreation organized outdoors and consists of games of low and medium mobility.
A walk has a beneficial effect on the functional state of the central nervous system of students, is a reliable means of promoting health and preventing fatigue, helps restore mental performance, broaden the horizons of children, develop their cognitive interests, cultivate moral relationships, and discipline in a team. A variety of outdoor activities develop motor abilities, help increase the level of physical fitness of schoolchildren, have a hardening effect on the body, and are an important means of physical and mental education. A walk is an activity in the fresh air, in close communication with nature, with people on the streets, with each other and the teacher in a different, more natural environment. During the walk, a situation of real connection between the child and life in its various manifestations is created. This is the main educational meaning of the walk. Daily walks are one of the forms of organizing active recreation, which serves to restore the working capacity of schoolchildren. 2. GOALS AND OBJECTIVES OF THE WALK. GOALS:

1. Comprehensive development and upbringing of children through properly organized, thoughtful walks.
2. Health promotion.
3. Prevention of fatigue.
4. Restoration of functional resources of the body and mental performance reduced during training sessions.

TASKS:

1. Provide a hardening effect on the body in natural conditions,
2. Optimize students' physical activity.
3. Improve orientation in macrospace.
4. To promote the development of students’ cognitive interests, mining and artistic-aesthetic activities, and the development of moral relationships.
5. Strengthen children's health and promote proper physical development;
6. Teach children to draw independent conclusions while observing the world around them and use the acquired knowledge in games.
7. Develop thinking, memory, attention, speech, creativity, imagination, perception and imagination.
8. To form cognitive activity, emotional responsiveness, the desire to become a friend and defender of nature.
9. Expand children's horizons.
10. To instill in children activity, perseverance in achieving their goals, consistency in actions, courage through outdoor games, and a sense of teamwork.
11. To instill in children a caring attitude towards the world around them.
12. Improve basic types of movements.
13. The health-improving task of walking is the leading one; it is realized in outdoor and sports games. It is also combined with various manifestations of students’ labor, cognitive, and artistic activities, in role-playing games, and children’s communication in the fresh air.

3. STRUCTURE OF THE WALK.
The main components of the walk are:

• observations,
• conversations,
• outdoor games and play exercises,
• educational games,
• labor actions,
• individual work.

An important condition for the successful development and upbringing of preschoolers during a walk is their simultaneous mastery of mental and practical actions. This can be successfully resolved through systematically conducted observations
. Daily observations on a walk enrich ideas about the natural world and enrich children's aesthetic ideas. The ability to observe gives rise to the habit of comparing, comparing, and drawing conclusions. Children learn to reason, talk and describe, which is one of the tasks solved within the educational field of Communication.

Play, as one of the forms of children’s mastery of the educational field “Socialization”, is one of the main elements of a walk.
When organizing activities during a walk, it is planned to conduct: - didactic games
aimed at developing attention, imagination, memory, imaginative thinking, and coherent speech.
They allow children to consolidate and expand their knowledge about the world around them, teach them to feel like an individual, understand and respect others. — outdoor games
aimed at developing activity, independence, creativity, and imagination. Such games develop in children endurance, courage, and the desire to overcome difficulties. Children learn to act in a team, which strengthens emotional contacts between children. Outdoor games during a walk improve health, strengthen the body and thereby contribute to the prevention of diseases.

Strong labor actions

children are naturally woven into the process of observing the work of an adult and living objects in the environment. Due to their own activity, children strive to join the labor process together with adults. It is in such a relaxed atmosphere that each student acquires positive personality traits and skills for proper relationships with peers.

Finger games used during walks

, poems, fun, riddles, counting rhymes, proverbs support cognitive interest and develop children's communication skills.
4. ORDER OF THE WALK.
1. Organizational point:

- dressing children (the teacher must ensure that children dress for the season and in accordance with the activities during the walk;

— safety briefing;

— instructions on the purpose and duration of the walk, rules of conduct;

— distribution of specific assignments to students.

2. Movement along the intended route and completion of the prescribed tasks, organized observation, teacher’s conversation on the topic of the walk, independent activity of schoolchildren.

3. Returning to school. Changing children's clothes. Hygiene procedures.

4. Summing up the walk. 5.TYPES OF WALKS.
Walk-observation.
It is based on observations of objects, plants, animals, seasonal changes in nature, natural phenomena or anomalies. Its content is most often associated with targeted observations by schoolchildren of seasonal changes in nature, features of the flora and fauna. Venue: schoolyard, green area near the school.

Already on the way, the teacher asks the children to pay attention to what trees and shrubs grow along the street, meet along the way, what birds winter in the city, etc. This walk may include game elements, such as a “Who is the most observant?” competition. The teacher invites each student to notice and remember as many types of trees, shrubs, and flowers as possible in 5 minutes (time is recorded by the clock). The competition can be complicated with a task: who can best tell about the named trees, shrubs, etc. During a walk, you can organize observation of people’s work. This helps to educate children in the ability to see the characteristics of a particular profession, to understand its social benefits and beauty. “What is the main thing in the work of a salesman, a janitor, a bus driver, etc.?” Schoolchildren think about these questions while walking. Observing the daily work of adults .
Walk with a task
.
Before or during the walk, children receive a task that they complete individually or in groups. The content of this walk is determined by the tasks of the social life of the extended day group. Schoolchildren can receive an assignment in the form of a voucher from the school’s student council. Completing a task can sometimes take 2-3 walks. Approximate options for travel assignments could be as follows: “Streets, alleys, squares around our school. Why are they named like that?”, “Attractions of our city,” etc. Search walk
.
It involves searching for some previously hidden item or object, reading the tracks of animals and birds in the snow, competing between teams to complete a route, working with a compass, etc. Information walk.
It contains rich educational material and encourages children to independently search for information.
Creative walk.
This type of walk is aimed at developing children's creative abilities. During the walk, students create bouquets of leaves, compositions of snow, come up with riddles and fairy tales, and make sketches from life. The defining task of this type of walk is to evoke an emotional uplift in children and organize their creative activity. The greatest creative activity of schoolchildren occurs in communication with nature. When observing her phenomena ...

During such a walk, children can make bouquets of autumn leaves, collect natural materials to create compositions, and sculpt funny sculptures from snow.
Based on the results of such a walk, you can, etc. Walk-workshop.
During the walk, children conduct practical experiments and set up experiments.
Such walks are used to practice and
consolidate vital skills, for example, following certain rules of behavior culture, traffic rules, etc. During the walk, the teacher creates a special teaching situation.
In which schoolchildren must act in accordance with the rules, control is organized. Analyzes and evaluates children's actions. For example, they learn to cross a busy street, determine the most convenient road to school, home, etc. Target walk.
It has one, clearly defined goal, for example: to remember the name of the street, to notice “traces” of a person’s good or bad behavior.
Walk-entertainment
(play walk).

Such a walk includes fun games and activities with or without the use of various sports equipment (jump ropes, balls, gymnastic sticks, boomerangs), rhythmic musical games, round dances, solving entertaining problems, charades, puzzles, and showing tricks.
Walking tour.
This is a walk that is based on walking.
Sports walk.
It includes cross-country skiing, downhill sledding competitions, throwing snowballs at a target, and cycling races.
Excursions.
Its purpose is to introduce schoolchildren to the history of their hometown, region, the achievements of people living in the city, and to expand their understanding of the types of productive labor.
Such problems can be solved, for example, by an excursion to an enterprise, organization, institution, educational institution, etc. Outdoor entertainment.
During such a walk, it is necessary to organize mass outdoor games, fun starts and competitions, and sports watches.

Walks can be reduced to two main groups: health-improving and educational and educational.
HEALTH AND EDUCATIONAL WALKS. SPORTS
walks should be carried out more often, as their health value is undoubted.
In addition, they have great practical significance. During ski trips, skills in using skis are developed. At the same time, students should not be overloaded and walks should not be turned into training or competitive exercises. POSTURAL
walks reinforce children's knowledge of correct posture when walking and practice their gait.
Walking options are possible when elements of individual or group competition are introduced. PLAY
walks include elements of search, task completion, and competition.

They are divided into: search, pathfinder, target competitive.

During a search walk, schoolchildren select future routes, interesting objects, places where collective games can be organized in the future, and also collect natural materials suitable for work, herbariums, collections, etc. The search is carried out by all students in the extended day group and individual groups of children.

The pathfinder walk involves completing various tasks in the game: reading footprints in the snow, finding packages with tasks, finding a hidden object.

Target walks include the delivery of congratulations, various invitations, and notices.

Competitive walks involve competition between separate groups of students in accordance with the conditions of the game.
ROUTE
walks are based on constantly changing travel routes.
The routes are shortened or, conversely, extended, depending on the wishes of the group. The school's neighborhood and surrounding area provide educators with a variety of choices that will lead to students becoming familiar with the surrounding areas over time. As you explore, the routes are updated. TEMPO
walks allow you to vary the pace of movement.
Depending on the time available to the teacher, they can be interrupted and vary in speed. FREE
walks are carried out at the request of children, who themselves choose the goal, form of organization, route, pace of movement.
Their frequent use is not advisable, as it can turn a walk into an aimless pastime. The difficulty of this walk lies in the fact that there is almost no control on the part of the teacher, and the divergent opinions of children about the purpose and order of the walk often lead to discord in the group. EDUCATIONAL WALKS.
Educational walks stand out as a separate group, because educational goals come to the fore here, although the importance of health-improving and, especially, educational goals is not diminished.
In extended day conditions, these walks became most widespread. They are very close to excursions, but do not require detailed explanations of various life phenomena. Observations by schoolchildren occur arbitrarily, without significant influence from adults, and the objects of observation can be any objects or phenomena that interest children. Direct communication with group mates and the teacher helps develop observation and curiosity. FAMILIARY
walks superficially introduce children to individual objects and phenomena of the world around them. They may be accompanied by brief explanations or simple notes about what to pay attention to. Observation is carried out both planned and unplanned, and covers a significant number of different subjects, objects, and phenomena. An observation can often be triggered by a remark from one of the more inquisitive students.

During the DEMONSTRATION

During walks, the range of subjects and objects to be observed is sharply limited.
The teacher must comment on what he sees. For example, note the originality of the architectural decorations of the house, pay attention to a rare plant, memorial plaque, etc. Often a demonstration walk ends with a conversation, during which some additional information about the object is provided. An unusual, bright phenomenon, as a rule, itself attracts children, while something hidden, inconspicuous should become the subject of observation with the help of a teacher. REVIEWS.
This is a more complex type of walk, since during the course the information material is given in a generalized form.
The integrity of ideas about the surrounding world is achieved during walks by creating conditions for an overview of many interconnected objects. Sightseeing walks are divided into panoramic, view and object walks.
When taking
panoramic
walk, it is very important to choose a site from which you can clearly see the surrounding area.
During sightseeing
walk, it is necessary to focus the attention of schoolchildren on individual fragments of the panorama.
In this case, the observation plan may change. An object
walk contains elements of detail that help emphasize the complexity of the observed phenomenon or object.

During these walks, children stop only for a short time, and then go along a pre-selected route.
PRACTICAL
walks are a kind of school for reinforcing vital rules (for example, rules of conduct on the street, etc.).
Most often there are two types of practical walks: routine and training.
During regulatory

During walks, pedagogical situations are created when schoolchildren must act and behave in accordance with generally accepted norms of behavior.

During training

During walks, individual rules are repeatedly practiced in artificially created conditions.
The teacher acts as a teacher. TOURIST
walks require the teacher to have knowledge of tourism techniques.
The most common are marching, hiking, and landmark
walks.

During the march

Walking develops the ability to march as part of a group, correctly distribute forces, be economical in movements, comply with all the requirements of the march, and, depending on the terrain, regulate the rhythm and tempo of movement.
Rest properly, observe yourself and your comrades. Hiking
includes learning the technique of movement in various conditions, the ability to overcome various obstacles.
Ability to observe the surrounding area. A landmark
walk equips students with the ability to navigate the area and choose visible and audible landmarks.
Tourist walks always enrich you with new, useful knowledge in life. 6. SEASONAL WALKS. SEASONAL PLANNING OF WALKS: AUTUMN.
Objectives: 1. To consolidate knowledge about seasonal changes in nature in autumn, the names of the autumn months.

2. Introduce students to floral, medicinal and wild herbaceous plants and trees.

3. Teach children to see relationships in nature.

4. Form aesthetic feelings when observing the beauty of the autumn forest.

5. Develop cognitive interest and love for native nature.
SEPTEMBER.

OCTOBER.

NOVEMBER.

SEASONAL PLANNING OF WALKS : WINTER.
Objectives: 1. Consolidate knowledge about seasonal changes in nature in winter, the names of the winter months.

2. Introduce folk signs, poems, riddles, and winter-themed outdoor games.

3. Develop attention, observation, and the ability to identify cause-and-effect relationships.

4. Develop the ability to see the beauty of nature.

5. Cultivate a caring attitude towards birds and a desire to help them.
DECEMBER.

JANUARY.

FEBRUARY.

SEASONAL PLANNING OF WALKS: SPRING.
Objectives: 1. Consolidate knowledge about the signs of spring, the names of the spring months.

2. Introduce folk signs, poems, and proverbs.

3. Develop observation, cognitive interest, speech.

4. Teach children to understand the relationships in nature.

5. Foster a caring attitude towards nature and all living things.
MARCH.

APRIL.

MAY.

SAMPLE TOPICS OF EXCURSIONS.

1. Rules of behavior in nature (conversation).
2. Blooming flower beds (walk-observation).
3. September – spring, yellow, gloomy (information walk).
4. September - fieldfare (walk-observation).
5. Vegetable garden plants (excursion to the school plot).
6. School address (target walk).
7. Labor attack (walk with a task).
8. Hiking trip (correspondence walk).
9. Leaf fall (observation walk).
10. “The leaves are yellow, tell me, what are you dreaming about?” (walk-creativity).
11. Signs of autumn (excursion into nature).
12. Fog (workshop walk).
13. Bouquets of leaves (walk-creativity).
14. Do not burn fallen leaves (walking caution).
15. Indian summer (walk-observation).
16. October – gryaznik, kapustnik, khlebnik (information walk).
17. Living things must live (ecological conversation with a walk).
18. Holiday of Intercession (October 14). Folk signs (walk with a task).
19. Rain (information walk).
20. How to measure rain? (workshop walk).
21. Puddle (walk-observation).
22. Shop (social excursion).
23. November – semi-winter road, ice (walk with a task).
24. November 12 – titmouse day (observation walk).
25. Wind (workshop walk).
26. December – cold, gloomy (information walk).
27. Poetic names of December (information walk).
28. In search of a magic wand (search walk).
29. Medical office (excursion).
30. January is the month of the god Janus (information walk).
31. My help to birds in winter (labor action).
32. January – section, prosinets (information walk).
33. Snow wonders (creativity walk).
34. Frostbite (informational walk-conversation).
35. Pharmacy (social excursion).
36. Frost (walk with a task).
37. Winter forest (park) (excursion).
38. February – side heater and wind blower (information walk).
39. Where did the snow come from? (workshop walk).
40. What color is the snow? (walk-observation).
41. What do snowflakes look like? (creative walk).
42. Where do the snowflakes go? (workshop walk).
43. Good snow, you thought of everyone! (walk with a task).
44. Snow fairy tale (labor operation).
45. Making a snowman (creativity walk).
46. March – dry, whistling, wind-blown and winter-boring (information walk).
47. Spring is coming (target walk).
48. March 17 – rookery (observation walk).
49. Reservoir (river, lake) (excursion).
50. Poetic names of April (walk-observation).
51. Smells and sounds (walk-observation).
52. Let's keep our Earth clean (labor action).
53. Why people love the Sun (walk with a task).
54. Keep your back straight, take care of your posture (target walk).
55. Who lives in the anthill (target walk).
56. Rainbow (walk-observation).
57. May - with flowers (walk-observation).
58. Storm. Behavior during a thunderstorm (workshop walk).
59. Clouds (task walk).
60. Butterfly is an amazing flower (walk-observation).
61. Let's launch a boomerang (walk-entertainment).
62. Human traces (target excursion).