Features of organizing and conducting a walk in a preschool educational institution

Features of organizing and conducting a walk in a preschool educational institution

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..

The process of preparing for the walk

Before going out for a walk, the teacher organizes hygiene procedures with the children: cleaning the nose, visiting the toilet.

Dressing children should be organized so as not to waste a lot of time and so that they do not have to wait for each other for a long time. To do this, it is necessary to think through and create appropriate conditions. Each group needs a spacious dressing room with individual lockers and a sufficient number of banquettes, chairs or benches so that the child can sit comfortably, put on leggings or shoes and not disturb other children.

Dressing and undressing children when preparing for and returning from a walk is necessary in subgroups:

- the teacher takes the first subgroup of children to the reception room to get dressed, which includes children who dress slowly and children with low self-care skills;

— the assistant teacher carries out hygiene procedures with the second subgroup and takes the children to the reception area;

- the teacher goes out with the first subgroup of children for a walk, and the assistant teacher finishes dressing the second subgroup and escorts the children to the teacher’s station;

— children with poor health are recommended to be dressed and taken outside with the second subgroup, and started from a walk with the first subgroup.

The teacher must teach children to dress and undress independently and in a certain sequence. First, they all put on leggings, shoes, then a scarf, coat, hat, scarf and mittens. When returning from a walk, undress in the reverse order. The nanny helps dress the kids, but gives them the opportunity to do what they can on their own. When children develop the skills of dressing and undressing, they will do it quickly and carefully; the teacher only helps them in individual cases (fasten a button, tie a scarf, etc.). We need to teach kids to help each other and not forget to thank each other for the service rendered. In order for dressing and undressing skills to develop faster, parents should provide their children with more independence at home.

Walk duration

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.

— In winter, 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.

Planning the content of children's activities during a walk depends on the time of year, weather, previous types of direct educational activities, interests, age of the pupils and is built taking into account the main components of the walk .

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. In damp, rainy weather (especially in spring and autumn), sedentary games that do not require a lot of space should be organized.

On warm spring, summer days and early autumn, games with jumping, running, throwing, and balance exercises are organized. In hot weather, playing with water becomes popular. During walks , plotless folk games with objects and games with elements of sports games are widely used.

It is also necessary to pay attention to the work activities of children, the organization of which depends on the weather and time of year. For example, in the fall, students can collect flower seeds and harvests from the garden; in winter, they can rake snow and make various structures . The results of this activity can be presented as part of a review competition for the best snow building on the territory of a preschool educational institution. At the same time, it is important for the teacher to take into account that work tasks should be within the capabilities of children.

A large place on walks is given to observations (pre-planned) of natural phenomena and social life (including the work of adults who work on the territory of the preschool educational institution or beyond). Observations can be carried out with a group , a subgroup of students , as well as individually.

In addition, during walks , work is carried out to develop children’s speech. Together with the teacher, students learn short poems, proverbs, sayings, nursery rhymes, song lyrics, and also reinforce the pronunciation of “difficult” sounds. The main place during the walk is given to independent games of pupils.

During the walk it is important that all children are occupied. The teacher needs to ensure that the students do not freeze or overheat. About half an hour before the end of the walk , the teacher organizes quiet games. Then the children collect toys and equipment.

The area should have equipment for developing movements: climbing fences (triangular, tetrahedral and hexagonal), a balance beam, a slide, equipment for jumping and throwing exercises. All this should have an attractive appearance, be durable, well processed, secured and suitable for the age and strength of the children. In addition to permanent equipment, toys and aids are brought to the site in accordance with the planned work plan. Playgrounds end with paths along which children can ride bicycles and scooters.

In addition to playgrounds, the site must have closed gazebos for protection from rain and sun. In dry and hot weather, watering the area and sand is done at least 2 times a day. Cleaning of the territory of the site is carried out by teachers, assistant teachers and junior teachers, and a janitor every day: in the morning before the children arrive and as the territory gets dirty. At the entrance to the building there should be gratings, scrapers, mats, and brushes. In winter, a slide, ice paths and snow structures, and a skating rink (if conditions permit) should be installed on the site.

The presence of the main components (observation, work, play, independent activities of children), their fullness.

Wildlife observations

Plant Observations

Acquaintance with the diversity of the plant world begins with the most vibrant and impressive - with flowers. For quite a long time (from spring to late autumn), children are invariably attracted by their bright colors, smells, and continuous change of species.

Dandelion. As soon as thawed patches appear, children immediately notice the first coltsfoot flowers, dandelions. They look at them, together with an adult they clarify the color, and look for the largest flowers. Younger children understand the comparison “like the sun.” By touching the inflorescence with their palm, they learn the new concept of “fluffy.” The elders move their fingers, repeating after the adult: “Stem, flower.”

Outdoor games.

Every month, learn 2-3 outdoor games (repeat for a month and reinforce 3-4 times a year). Game duration:

* younger age – 6 -10 minutes;

* older age – 10 -15 minutes.

At a younger age, games with text (imitation of the actions of the teacher) are recommended. At older ages, games are played - relay races, sports games, games with elements of competition. 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).

Meaning: children’s motor experience expands; skills in basic movements are improved; physical qualities develop; independence and activity are formed; Positive relationships with peers are developed.

Puddles . Children find it interesting to look at the puddle. It reflects objects in the immediate environment, which will disappear if you throw something into a puddle. Puddles can be large and small. Some need to be bypassed, while others can simply be stepped over. Puddles can also be deep and shallow. They can be measured with a spatula or stick (but not with a boot). After measuring, the children decide together with an adult whether they can drive the car through the puddle or whether it will sink. Children like to throw various objects that are at hand through the puddle: branches, wood chips, plastic and paper boats, balls - it’s interesting what sinks and what floats. Getting carried away, children throw shovels and various toys into puddles, so an adult has to stop them.

Didactic tasks are varied, but there should always be a play element in them; this appeals to children. Such tasks should be accessible and understandable to every child. It is necessary to explain why this task is being performed, why efforts need to be made to complete it. For example, the teacher suggests collecting an autumn bouquet of colorful leaves. Children begin to look at the fallen leaves, evaluate whether each leaf in the bouquet will be beautiful; present them to an adult, awaiting evaluation. The teacher should not rush. With younger children he examines the color of the leaves, shape, size, and with older children he clarifies whether the leaf is narrow or wide, which is what he liked.

The teacher approves of the actions of each child, stimulates them, and then says: “One leaf, one more, one more - and you get a beautiful autumn bouquet, lush, colorful, bright. Happy for everyone!” Children are conscious of this assessment of the bouquet, they also like it. They are satisfied, feeling their involvement in a common cause, at the same time they understand and remember the words with which the adult described the bouquet. It won't be long before these words appear in children's vocabulary.

An important structural component of the walk is the children performing feasible labor activities. In the process of their implementation, it is important to form a positive attitude, respect for the work of adults, a desire to get involved in the labor process, and then to show independence and initiative.

When starting to introduce children to feasible labor activities, one should remember that this is labor-intensive and painstaking work that requires patience, attention, and creativity of the teacher. Despite the fact that completing a work task takes 10-20 minutes, children are interested in being close to an adult and feeling like participants in exciting activities.

The kids readily respond to the teacher’s offer to take part in joint labor activities, but soon transform them into more familiar, understandable and interesting ones for themselves: they throw fallen leaves up and watch with a smile how they fall on the heads of those around them; they pour snow on the feet of themselves and their comrades, bury buckets in it; they throw their shoulder blades over their shoulders and begin to march: “We are soldiers!”; They carry water, trying to splash it, looking back at the path of puddles that have formed on the asphalt, deliberately pushing buckets in order to douse themselves or those walking nearby, or even simply pour water into a puddle encountered along the way.

A structural component of each walk is outdoor games and play exercises organized by adults. Children of primary preschool age still have little experience in independent motor activity; many movements are in the developmental stage, so outdoor games and play exercises are carried out daily with the aim of training and consolidating motor skills. With their help, health, educational and educational tasks are successfully solved during a walk.

Game exercises are aimed at directly teaching children basic movements. Many of the proposed exercises are of a plot nature (“Along the bridge”, “Across the ditch”) and are accepted with pleasure by children. When performing them, each child acts freely and independently.

Independent activities of children

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. 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.

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, wipe your feet. Children undress quietly, without noise, carefully fold and put things in lockers. They put on slippers, put their suit and hair in order and go to the group.

An example of parents and educators in the moral education of a child

Folk holidays play a special role in introducing people to folk culture as a means of national character, a vibrant form of recreation for adults, children and teachers united by joint actions. Systematic, purposeful formation of a highly moral personality occurs in an organized children's team. In our preschool institution, special educational work is carried out aimed at the comprehensive development of the individual. Preparing the younger generation for life and work, educators teach children to be modest, honest, principled, teach them to love their Motherland, be able to work, and combine sensitivity and a caring attitude towards people.

All moral qualities characterize a morally educated person, without whose formation it is impossible to imagine a comprehensively developed personality. Preschool age is characterized by increased susceptibility to social influences. A child, coming into this world, absorbs everything human: ways of communication, behavior, relationships, using his own observations, conclusions and conclusions, and imitation of adults. And moving through trial and error, he can eventually master the elementary norms of life and behavior in human society. The goals of moral education of preschoolers can be formulated as follows: the formation of a certain set of moral qualities, namely:

-humanity; - hard work; -patriotism; - citizenship; -collectivism. The ideal goal of moral education is to raise a happy person.

The concept of preschool education marked the beginning of the reform of preschool education. it says that the family and the preschool educational institution have their own special functions and cannot replace each other. In the Law of the Russian Federation “On Education” Art. 18p. 1 it is determined that parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality in childhood. Thus, recognition by the state of the priority of family education requires a different relationship and educational institution, namely cooperation, interaction and trust. The kindergarten and the family should strive to create a unified space for the child’s development. The problem of interaction between preschool educational institutions and families has recently become one of the most pressing. The changing modern family (financial and social stratification, abundance of the latest social technologies, wider educational opportunities, etc.) force us to look for new forms of interaction, moving away from over-organization and boring patterns, not to encourage parents to accept the position of a consumer of educational services, but to help They can become a true friend and authoritative mentor for the child. Fathers and mothers need to remember that kindergarten is only an assistant in raising a child, therefore they should not shift all responsibility to teachers and withdraw from the educational process. Parents are the closest people who can always come to the rescue and we, teachers, need their help. The role of parents in organizing the educational activities of children, the importance of example in upbringing, measures to improve the health of children, education and ways to eliminate them, the role of parents in the self-education of children. In our institution, a plan for joint activities with the parents of students is annually developed and then adjusted. The activities are designed in such a way that they meet the objectives of the preschool educational institution, the interests and needs of parents and the capabilities of teachers. For many years, our preschool educational institution has been carrying out systematic, targeted work with parents under the motto: “Creating a unified educational space “kindergarten-family.” In working with parents, the following tasks, identified by us as priority tasks, are solved: 1. Improving the pedagogical culture of parents. 2. Study and generalization of the best experience of family education. 3. Involving parents to participate in the life of the kindergarten through the search and implementation of the most effective forms of work. Folk holidays play a special role in introducing a child to folk culture as a means of expressing national character, a vibrant form of recreation for adults, children and teachers united by joint actions. The optimal way for moral education in our kindergarten is to hold seasonal music and play holidays: in the fall - “Autumn Festival”; "Merry Carousel" In winter - “New Year”, “New Year’s serpentine”, “Defenders of the Fatherland”, “Ah yes Maslenitsa”. In the spring - “Our Beloveds”, “Meeting of Spring - Magpies”, “Birds of Migratory”, “No One is Forgotten and Nothing is Forgotten”. Children and adults explore the features of each national holiday. Older preschoolers establish a relationship with seasonal changes in nature. The main forms of introducing children to cultural heritage: - educational conversations; — creative, productive and playful activities of children; - excursion to the library, targeted walks along the streets of our city.

As a result of the joint actions of teachers and parents, the child begins to master various forms of expression, his own experiences, humane relationships between peers are established, emotional responsiveness and reliance on his own feelings. This process is considered from different points of view: norms of behavior in different situations (in transport, society, at the table); moral standards towards people; spiritual component; patriotic feelings; personal qualities. It is better to start nurturing moral character and moral behavior from preschool age. Results can be achieved faster with the cooperation of teachers and parents. Children need to not only explain moral rules, principles and norms, but also demonstrate them in practice by their example.

Practical work No. 3

Labor education

Labor education is one of the most important aspects of raising the younger generation. In kindergarten, labor education consists of familiarizing children with the work of adults and introducing children to the work activities available to them. In the process of introducing adults to the work, the teacher forms in children a positive attitude towards their work, a caring attitude towards its results, and a desire to provide adults with all possible help.

Labor education in the program is a mandatory component of the development of the child’s basic and creative abilities, the most important means of developing a culture of interpersonal relationships.

The task is to gradually develop in children (taking into account age capabilities and gender characteristics) an interest in the work of adults, fostering a desire to work, basic work skills, and hard work.

In accordance with the program, labor education includes the main types: self-service, household work, work in nature, manual labor, and the forms of its organization are assignments, duty, general, joint and collective work of children.

Brief description of types of work:

Self-care is the work of a child aimed at serving himself (dressing, undressing, eating, washing).

Household work - work on cleaning the premises, washing dishes, laundry, etc. Unlike self-service, it has a social orientation. The child learns to create and maintain the environment in an appropriate manner. A child can use his household skills both in self-care and in work for the common benefit.

Work in nature - caring for plants and animals, growing vegetables in the garden, landscaping the area, participating in cleaning the aquarium, etc.

Manual and artistic labor is work aimed at satisfying the aesthetic needs of a person (making handicrafts).

Brief description of forms of labor organization:

Instructions are a request from an adult addressed to a child to perform some kind of work action. The work assignment according to the form of organization can be: individual, subgroup,

General. By duration: short-term, permanent. In terms of content - correspond to the types of work.

Duty is the work of one or more children in the interests of the whole group (in the dining room, in a corner of nature, in preparation for classes).

Common work - involves organizing children in such a way that, with a common goal, each child performs some part of the work independently.

Joint work involves the interaction of children, the dependence of each on the pace and quality of the other’s work. The goal is single (along the chain).

Collective work is a form of labor organization in which children, along with work, also solve moral problems: agree on the division of labor, help each other if necessary, “fear” for the quality of the overall teamwork.

These methodological recommendations were developed to provide methodological assistance to educators in organizing the work activities of preschoolers.

For the purpose of productive organization of the educational process, various standardized forms of diagnosing labor skills, schemes for analyzing work activity, forms of notes on the organization of work activity, and sample notes on the organization of different types and forms of work organization are offered to help educators.

Features of organizing and conducting a walk in a preschool educational institution

A walk promotes mental development, as children gain a lot of new impressions and knowledge about the world around them..

The process of preparing for the walk

Before going out for a walk, the teacher organizes hygiene procedures with the children: cleaning the nose, visiting the toilet.

Dressing and undressing children when preparing for and returning from a walk is necessary in subgroups:

- the teacher takes the first subgroup of children to the reception room to get dressed, which includes children who dress slowly and children with low self-care skills;

— the assistant teacher carries out hygiene procedures with the second subgroup and takes the children to the reception area;

- the teacher goes out with the first subgroup of children for a walk, and the assistant teacher finishes dressing the second subgroup and escorts the children to the teacher’s station;

— children with poor health are recommended to be dressed and taken outside with the second subgroup, and started from a walk with the first subgroup.

Walk duration

— 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.

-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.

The presence of the main components (observation, work, play, independent activities of children), their fullness.

Wildlife observations

Plant Observations

Outdoor games.

Every month, learn 2-3 outdoor games (repeat for a month and reinforce 3-4 times a year). Game duration:

* younger age – 6 -10 minutes;

* older age – 10 -15 minutes.

Consultation “The importance of walking for children’s health”

The importance of walking for children's health.

Walking occupies an important place in a child’s life. During a walk, the child learns about the world around him, learns to communicate with peers, and the walk also has health benefits.

Parents understand that the child needs to walk as much as possible. However, not everyone knows about the importance of walking for children. Walking in the fresh air is important for every person, and especially for children. They have a positive effect on health and emotional state.

With their help, you can improve the condition of the body as a whole. First of all, while staying in the fresh air, the lungs are cleared of allergens and dust, thereby improving the functions of the upper respiratory tract and nasal mucosa.

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.

Finally, a walk is an element of the regime that gives children the opportunity to satisfy their movement needs through outdoor games, work processes, and various physical exercises.

If the walk is well and correctly organized, if it is of sufficient duration, children realize about 50% of the daily need for active movements in it. Reducing the time spent in the air creates a lack of movement. The duration of stay in the fresh air varies significantly in different seasons of the year, but even in cold times and inclement weather it should not be canceled. The daily routine in day care groups includes 2 walks, lasting about 4-4.5 hours. In winter, walks with younger preschoolers are allowed at an air temperature of no lower than -15°, with older ones - no lower than -22°. At the same temperature values, but in strong winds, it is recommended to shorten the duration of the walk if it is not possible to protect children from the wind with a specially constructed canopy.

Walking also promotes 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.

In all other cases, our students must go for walks several times a day. The organization of walks in the English Garden kindergarten occupies an important place in the formation of children's daily routine, since it affects various manifestations of their activity and the functioning of the body.

The benefits of walking for children

Outdoor activities in kindergarten bring the following benefits to children:

Health promotion. Active movements in the fresh air lead to children becoming much fitter, stronger and more energetic.
Development of endurance. Walking is a kind of training in which the load is evenly distributed over the entire body. Not only the muscles and bones of the skeleton are strengthened, but also the cardiovascular and nervous systems. Kids get tired less, which has a positive effect on their perseverance and ability to successfully assimilate information.
Improved metabolism. Mobility and fresh air have a positive effect on appetite and the absorption of nutrients from food. Our kindergarten in a cottage village has all the conditions to improve the health of its pupils.
Hardening the body. Walking in almost any weather helps strengthen and strengthen the immune system, but parents definitely need to dress their children according to the weather, and not according to the season. Overheating is no less dangerous than hypothermia.
Reduced morbidity. Having become accustomed to different weather conditions, the child gets colds and illnesses less often, and this has a positive effect on his upbringing and studies in kindergarten. Good health will also be a positive thing when a child moves from kindergarten to primary school - there will be less absenteeism.

It is also equally important how long children spend in kindergarten. The duration of stay in the fresh air should be at least one and a half hours. Our bilingual kindergarten in Krasnogorsk has all the conditions and amenities for long and useful walks. The little ones have a comfortable and practical playground, fully equipped for preschool children. In addition, the village of Krasnogorskaya Usadba, where our kindergarten is located, is located in an ecologically clean area of the Moscow region in close proximity to a reservoir and a green area.

The effect of walking in the fresh air on neutralizing negative emotions

Children's games in the fresh air have a positive effect on the developing child's psyche, neutralizing negative emotions. Being on the street leads to inhibition of the functions of that part of the child’s brain that is responsible for aggression, irritation and negativity. Regular walks help reduce stress, making children feel better, calmer, more reasonable and confident.

A modern private kindergarten in Krasnogorsk, English Garden, pays a lot of attention to organizing children’s time in the fresh air, as well as outdoor games, walks and entertainment.

Thanks to this, our pupils enjoy going for walks in any weather and look forward to the opportunity to go out into the courtyard of a cozy kindergarten, where they have their favorite places and interesting games.