What kind of clubs can be organized in the middle group in kindergarten?

Circle work. Additional education in the secondary group

Artistic and literary circle in the middle group 1.1 Goal: Development of literary interest and creative thinking in children of middle preschool age.
1.2 Objectives: 1. Formation of a spiritual worldview and comprehensive development of the personality of each child. 2. Introducing children to the world of fiction. 3. Development. Planning circle work in the middle group Goal. Increasing the level of intellectual and cognitive abilities of children of senior preschool age through a system of educational games. Play is important in a child's life. It is known that there are different types of games: role-playing, active, didactic. One of the most popular forms.

Development of speech of children of primary preschool age in the conditions of group work Author: Lazutina M.V. The most favorable period for language acquisition is early preschool age. During this period, speech activity increases, vocabulary accumulates, speech utterances become longer and more complex, turning into stories, and they are improved.

Article “Life Safety Club “Safe World” (secondary. » CIRCLE “SAFE WORLD” 2022 – 2022 academic year MIDDLE GROUP Educator – Reznichenko V.V. CLUB PROGRAM CONTENTS 1. Explanatory note 2. Purpose and objectives 3. Expected result of the circle’s work 4. Structure and format of classes 5. List of references 1. Explanatory note.

Club work on speech development in the middle group MUNICIPAL PRE-SCHOOL EDUCATIONAL INSTITUTION “Kindergarten No. 12 “Zvezdochka” in Rtishchevo, Saratov region CLUB ON SPEECH DEVELOPMENT CIRCLE “SPEAKING” FOR THE 2022 – 2022 SCHOOL YEAR IN THE SECONDARY GROUP” Prepared by teacher: Kuryshova N. N MUNICIPAL PRESCHOOL.

Photo report on club activities in the Children's Fitness program for children 3–4 years old

Photo report of the group activity for the Children's Fitness FLC for children 3-4 years old. Objectives: Development of motor qualities; Training of basic motor actions; Development and improvement of coordination of movements, balance, flexibility; Strengthening the muscle corset, creating a skill.

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Middle group. Junior preschool age. Children 4 - 5 years old

A circle on experimental research activities for children of primary preschool age. From birth, children are surrounded by various phenomena of inanimate nature: the sun, the wind, the starry sky, the crunch of snow underfoot. Children collect stones and shells with interest, play with sand and water; objects and phenomena of inanimate nature are part of their life activity and are objects...

Abstract of OOD for additional education in the secondary group “City of Geometric Figures” Goal: To develop logical thinking through Dienesh’s logical blocks. Tasks. Educational: continue to develop the ability to identify properties in objects, abstract these properties from others, follow certain rules when solving practical problems, independently...

Circle work. Additional education in the secondary group

Analysis of the work of the additional education club “Educational games “B. P. Nikitin’s Cubes” (middle group)

In the 2020-2021 academic year, classes were organized with preschoolers of the middle group in
the additional education circle “Educational games “B.P. Nikitin’s Cubes”
(on artistic and aesthetic development. The purpose of
the circle “Educational games “B.P. Nikitin’s Cubes”
: creation conditions for.

Club work in the middle group “Tongue Twisters”

Tongue twisters are the most fun way to correct your child’s pronunciation of
“uncontrollable”
sounds. Children, as a rule, are happy to join in a useful game. There is a little trick here: if you force your child to learn tongue twisters, emphasize that this is an exercise for speech development.

Club work on speech development in early preschool age Educational activity in the form of circle work on speech development, through theatrical activities in the 2nd junior group Performed by: Educator 2 ml gr Lobanova Irina Sergeevna village. Priargunsk, 2022 EXPLANATORY NOTE Theatrical games have a huge impact.

Plan of group work “Plasticine miracle” for children 3–4 years old Relevance. The relevance of the program is that the development of fine motor skills contributes to the development of sensorimotor skills - consistency in the work of the eye and hand, improvement of coordination of movements, flexibility, strength, accuracy in performing actions, correction of fine motor skills.

Lesson summary “Learning to distinguish. Circle" for additional education "Igralochka. Mathematics for children 3–4 years old” Purpose: to teach to distinguish the geometric figure “circle” from other figures; correlate parts according to the shape of the slot; develop fine motor skills of the hands. Equipment: fairy-tale character Carlson, A5 cards with geometric shapes of different colors glued on them; card “What.

Article “Club lesson on plasticineography “A nice gift for mommy -. »

Program content: To consolidate children’s knowledge on the topic “Mother’s Day.” Objectives: to activate the dictionary on this topic; teach children to create a mimosa flower from plasticine; create an accurate image of a mimosa by using a variety of plasticineography methods (smearing.

Methodological recommendations for additional education workers “Patriotic education of 4-year-old children”

Working with 4-year-old children as part of an early development school, I want to share with you the most effective forms of work on patriotic education using the example of celebrating Defender of the Fatherland Day. Patriotic education of preschool children is considered at the present stage one of.

Planning of the circle work “Sculpting and Making” in the middle group Circle work Program and plan of the circle work “Sculpting and Making” The magical world of plasticine has been familiar to us since childhood. Working with plasticine is not only an interesting activity, but also extremely useful for preschool children at the preparatory stage for school. This.

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Plan of an “Origami” circle in the middle group of a preschool educational institution.

Origami circle program plan

"Magic Paper"

Educator

Wilman L.G.

Saratov 2019

Explanatory note.

Preschool age is a bright, unique page in the life of every person. It is during this period that the child’s connection with the leading spheres of existence is established: the world of people, nature, the objective world. There is an introduction to culture, to universal human values. Curiosity develops and interest in creativity is formed.

Currently, issues of capacity development are attracting more and more attention. It has become obvious that the expanded (sometimes excessive) field of knowledge, abilities and skills that modern children possess does not bring the desired results when studying at school. Therefore, it is necessary to take care to form the child’s activity in understanding the world around him, solving cognitive problems, and prepare him for the conscious acquisition of knowledge.

Why origami? The expediency of introducing the course is justified by two circumstances: firstly, preschoolers are characterized by a desire to create, as well as a desire to obtain quick results; secondly, origami has a huge educational effect.

Origami has a great influence on the development of creative imagination and perception.

At the very beginning of work, the child has to focus on reading the folding diagram. Already this initial work is aimed at developing the highest form of perception - meaningful visual perception, which is associated with various operations of thinking.

Then the child meets the paper - tactile perception is activated. With his fingers he perceives the surface roughness, density, elasticity of the paper, pays attention to color, reaction to folding.

The finished figurine is not an exact copy of an animal, bird or flower, it is an image. But the child understands that in front of him is a cat, a fish, a butterfly. It turns out that you can create a whole world from an ordinary sheet of paper. Children often talk to their figure and invent different stories. They learn not only to add, but also to compose.

Origami is also a kind of psychotherapy that can distract from worries: by folding paper, the child involuntarily concentrates his attention on this process. In addition, origami helps stimulate the activity of both the left and right hemispheres of the brain, since it requires simultaneous control over hand movements.

Observations of children doing origami have shown that it is easier for them to work with plans and diagrams in classes on design and orientation in space, their eye is better developed, and in general their intellectual abilities increase.

This activity strengthens family relationships. Many mothers, fathers, and older children attend classes in the evenings, forming a creative club united by a common interest. In these classes, both adults and children can master more complex origami figures, share homework, exchange literature on origami, and organize joint exhibitions and celebrations.

Origami classes allow children to satisfy their cognitive interests, expand awareness in this educational field, enrich communication skills and acquire the ability to carry out joint activities in the process of mastering the program. They also contribute to the development of fine motor skills, which has an important impact on the development of children’s speech.

This type of art has a beneficial effect on the development of attention and the formation of memory: children remember terms, techniques and folding methods, and, as needed, reproduce the knowledge and skills stored in memory.

The purpose of the program is

comprehensive intellectual and aesthetic development of children in the process of mastering the elementary techniques of origami technique, as an artistic method of designing from paper.

Program objectives:

— Introduce children to basic geometric concepts and basic origami shapes.

— Develop the ability to follow oral instructions.

— Teach various techniques for working with paper.

— To form and consolidate children’s knowledge about geometric shapes: circle, square, triangle, angle, side, vertex, etc.

— Enrich the child’s vocabulary with special terms.

-Develop attention, memory, logical and spatial imagination.

— Develop fine motor skills of the hands and eye.

-Develop the artistic taste, creativity and imagination of children. — Cultivate interest in the art of origami.

— Form a work culture and improve work skills.

— Contribute to the creation of play situations, expand children’s communication abilities.

— Improve labor skills, create a work culture, teach accuracy, the ability to use materials carefully and economically, and keep the workplace in order.

Methods
used in the circle classes:
· conversation, story, fairy tale;

· looking at illustrations;

· showing a sample of the work sequence;

· viewing presentations.

Since group 2-4 “Watercolors” is of different ages (3-5 years), material with accessible content for children 3-4 years old is selected for classes, with subsequent complication for children 4-5 years old.

Expected results:

As a result of training in this program, children will: – learn various techniques for working with paper; – will know the basic geometric concepts and basic shapes of origami; – learn to follow oral instructions, create origami products – develop attention, memory, thinking, spatial imagination; fine motor skills of hands and eye;

– get acquainted with the art of origami;

Forms for summing up the implementation of an additional educational program

• Compiling an album of the best works. • Holding exhibitions of children's works.

Work is carried out outside of class in the afternoon.

Lesson duration is 20 minutes.

Category of students: 4-5 years.

Perspective and thematic planning of circle activities.

October

November

December

January

February

March

April

May

Literature

1.Sokolova S.V. Origami for preschoolers: Method. manual for preschool teachers. - St. Petersburg: Detstvo-press, 2001.

2.Sokolova S. Origami theater: paper toys. — M.: EKSMO-press; St. Petersburg: Valeri SPD, 2002.

3.

Degtyova V. Origami with children 3-7 years old: a methodological guide.

Publisher: Mozaika-Sintez

Year: 2012

4. Sergeantova T.B. Origami for the whole family

5. V.V. Vygonov origami for kids. Simple models. Publisher: Exam Year: 2019

Downloaded from www.znanio.ru

Physical education and sports clubs in preschool educational institutions in the middle group

Self-development program “Development of physical qualities of children 4–5 years old through active educational games” for the 2020–2021 school year. d. Goal: Increasing one’s own professional and educational level, becoming familiar with new gaming technologies and techniques, and introducing them into work with children. Objectives: 1. to form and develop movements in children that contribute to the development of physical qualities through.

Work program on physical education for children 3–4 years old Work program for the main educational program of preschool education MADOU No. ( "Physical education in kindergarten"

L.I. Penzulaeva) for children 3-4 years old, junior group No. Program developer: Rostov-on-Don 2020-2021. 1. EXPLANATORY NOTE Work program.

Publication “Teacher Self-Development Program “Physical Development of Children. » Teacher self-development program “Physical development of children of primary preschool age” Properly organized physical education contributes to the formation of a good physique, the prevention of diseases, and the improvement of the functioning of internal organs and systems of children.

Long-term planning for physical education for children 4–5 years old according to the program of M. S. Anisimova, T. V. Khabarova September 1st week 2nd week 3rd week 4th week Objectives To determine the degree of children’s mastery of basic movements and level development of physical qualities (muscle strength of the shoulder girdle and legs, flexibility, balance); Help children learn the skills of sitting on a hopper ball.

One-year physical education club program for the middle group. Lesson program for the physical education circle “Healthy People” (for children 4-5 years old) Compiled by Educator A.S. Ladonina. gShumerlya, 2019 Explanatory note. Currently, there is an increase in the number of preschool children with various physical disabilities.

Physical development program for children 4–5 years old municipal autonomous preschool educational institution of the city of Rostov-on-Don “Kindergarten No. 272” Adopted: by the Pedagogical Council Minutes No. 1 of 08.30.2019 “Approved” Head of MADOU No. 272 ​​_ G .A. Berlizova Order No. 75 of August 30. 2022 WORK PROGRAM to the main one.

Article “The program of the physical development club “Ball School” for children 4–5. » GBOU School No. 1591 Preschool department building No. 7 Physical development club program “Ball School” (for children 4-5 years old) Physical education instructor Lyudmila Nikolaevna Shirmanova 2017-2022 Abstract Relevance: Facts from medical practice and statistical data.

Work program on physical development in the middle mixed-age group MUNICIPAL PRE-SCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN S. ZORKINO _ APPROVED by the Head of the MDOU kindergarten in the village Zorkino _ Shimanskaya G.H. Order dated "_"_ 2022 No. _ Adopted at a meeting of the teachers' council No._ Working educational program “Physical Development” for children.

ECD plan-program for physical development “Journey through a fairy-tale forest” in the middle group Priority area: “Physical development” Integration educational areas: “Speech development”, “Cognitive development” Form of implementation: direct educational activity Purpose: improvement of the child’s body, improvement of motor skills skills. Tasks.

Work program “outdoor physical education middle group” Explanatory note The work program was developed in accordance with: Federal Law “On Education in the Russian Federation” No. 273-FZ dated December 29, 2012; Federal state standard of preschool education, approved by order of the Ministry of Education and Science.

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Long-term planning of group work “Playing in the sand” in the middle group.

Transcript

1 Long-term planning of group work “Playing in the sand” in the middle group. Teachers: Bolshakova L.V., Tsvetkova L.A. Explanatory note Playing in the sand is one of the forms of natural activity of a child. That is why we, adults, can use the sandbox in educational and educational games. By building pictures out of sand, inventing various stories, we convey to him in the most organic form our knowledge and life experience, events and laws of the surrounding world. Currently, a system of sand games has been created aimed at training and developing the individual as a whole. Transferring traditional pedagogical activities and exercises to the sandbox gives a great educational effect: - the child’s desire to learn something new, experiment and work independently is significantly enhanced - in games with sand, all conscious functions develop more harmoniously and naturally: perception, attention, memory, thinking , speech and motor skills - tactile sensitivity develops in the sandbox, as the basis of “manual intelligence” - sand, like water, is able to “slow down” negative energy, stabilizes the emotional state, which is especially important when working with children - objective play activities are improved, which in the future promotes the development of role-playing games and the child’s communication skills - the sandbox is an excellent mediator of contact with the child. If the child still speaks poorly and cannot tell an adult about his experiences, then

2 sand games make everything possible; the child is relieved of tension. - in the sandbox, interacting with adults and peers, the child more meaningfully and quickly learns the norms and rules of behavior and communication in the group. Tasks and possible achievements of the child in mastering games with sand: - Support objective play actions with toys in the experimentation corner. — To facilitate the child’s transition from actions (sprinkle, pour) to reflection of practical semantic connections: dry crumbles, light; wet it molds, is heavy, holds its shape. — Encourage the transfer of learned game actions into independent activities and adherence to the rules. — Enrich the gaming experience with new knowledge from the surrounding life. - Encourage the transfer of game actions to new material and the organization of the game in different conditions: group, area. — During the game, develop in children observation, interest in the world around them, the desire to learn the properties of objects, compare, analyze. — Expand your vocabulary and actively use it in the communication process. — Cultivate organization, perseverance, endurance, and the ability to adhere to the rules of the game.

3 Date September Topic Goals and objectives Materials and equipment “Hello, Development of tactile sand” kinesthetic sensitivity with dry sand; Development of voluntary attention and memory; reduction of psychophysical stress. “Acquaintance with the Fairy of Sand, with the rules of behavior in her kingdom (sandbox) D/exercise “Sand Rain” “Looking at the hourglass. We pour and sift the sand" D/u "Sand Wind" Introduce children to the rules of behavior in the sandbox; Develop interest in playing with sand, active speech; Develop regulation of muscle tension and relaxation. Introduce children to the hourglass and the properties of dry sand (crumbles). Develop fine motor skills of the hands and eye; Create a desire to experiment with sand and enjoy the results obtained. Continue to teach children how to control inhalation and exhalation, develop rules of behavior in the Sand Fairy Toy, diagrams with rules of behavior in the sandbox, a sandbox with dry sand. Hourglasses, scoops, molds, funnels, sieves, buckets, doll dishes, sandbox with dry sand. cocktail straws, Fairy toy

4 October “Unusual traces” in the sandbox. Create a desire in children to learn something new, experiment and work independently; Develop active speech, tactile sensitivity and imagination. sand. pictures depicting animals and their babies. “Fingers walk, play and draw” Development of fine motor skills of the hands, tactile-kinesthetic sensitivity; Consolidating knowledge of colors; Development of children's creative abilities. colored sand, small toys. “Sand hide and seek” 2 lessons Development of tactile sensitivity, visual perception, active speech; Inspire the pleasure of playing with sand. small toys, pictures wrapped in tape, sticks, feathers, brushes. November “Patterns in the sand” Consolidating knowledge of sensory standards; Establishing patterns of alternation of elements; Development of fine motor skills, attention, aesthetic perception. pebbles, shells, tassels, acorns, colored pebbles; geometric shapes, tassels.

5 December “Colored fences” “Pies for mothers” - Mother’s Day. “Mink Hills” “We create the world. Forest, clearing and its inhabitants." Consolidating children's knowledge of primary colors; Expand children's knowledge about the life of pets; Develop active speech and thinking; Cultivate a desire to care for pets. Create a festive mood, make you want to make a gift with your own hands; develop fine muscles of the arms; consolidate knowledge of sensory standards (shape, color); cultivate a desire to care for loved ones and loved ones. Expand children's knowledge about the properties of wet sand, develop tactile kinesthetic sensitivity, fine motor skills, active speech, imaginative thinking. Expand children's understanding of the surrounding world of living and inanimate nature; develop tactile sensitivity, arbitrary small pet toys, counting sticks of different colors. scoops, molds, colored sand. small animal toys. miniature toys: trees, mushrooms, wild animals.

6 attention; develop the ability to work in a team. “Printing on sand” Consolidating knowledge of sensory standards (shape, size, color); development of attention and fine motor skills; education of accuracy in work. molds without a bottom (can be used in cooking for cutting cookies from dough) of different configurations. January February “Secrets” “Sand circle” “Drawing on the table with Consolidate knowledge of pets (about dishes), develop fine motor skills, active speech, memory. Maintain children's interest in playing in the sand; Teach children to decorate the circle inside and around the edges independently, using familiar methods and various materials; Develop fine motor skills, imagination, creativity, speech activity. Arouse children's interest in drawing riddles about pets, dishes, small toys (house toys, dishes), various small toys, pebbles, shells, flowers, acorns, colored sand, beans, bones, counting sticks, decorative pebbles. Drawing table

7 illuminated” 4 lessons March Applique picture made of colored sand. “Theater on sand” with sand on glass; develop in children creative abilities, the ability to independently come up with their own drawings, spatial thinking, a sense of symmetry when drawing with both the right and left hands; develop fine motor skills of children's fingers. Introduce children to application of colored sand, teach children to peel off the top layer of paper from the desired part of the image, evenly distribute and pour colored sand, gradually painting over the entire picture; cultivate independence and accuracy in work. Involve children in theatrical activities on the sand, continue to teach them to imitate the characteristic actions of fairy tale heroes, passing backlit sand, fine sand. Kits for appliqué with colored sand for each child.

8 “The winner of anger is the emotional state of the characters (facial expressions, intonation and movement) Teach children in the game to cope with anger, calm down, gain a sense of balance and control over their feelings. To develop norms and rules of behavior and communication with adults and between children in the group. Sand fairy, bell. April Game "Who's Missing?" “Flowers in the Flowerbed” Continue to develop fine motor skills, active speech, attention and memory. Foster trusting relationships between children. Arouse children's interest in playing with sand, active speech, tactile sensitivity, and fine motor skills. Continue to learn how to lay out geometric shapes from counting sticks (square and triangle), consolidate knowledge of colors and their shades (blue and pink); multi-colored miniature toys. Trays with a large sandbox, counting sticks.

9 May “My Treasure” Game “Pathfinders” “Printing on Sand” Introduction to kinesthetic sand and its properties. Modeling from kinesthetic sand. 4 classes to cultivate aesthetic taste, to evoke a feeling of satisfaction from the results obtained. Expand your horizons, develop dialogical speech, imagination, imaginative and logical thinking, tactile sensitivity and fine motor skills. Teach children to guess what objects left prints in the sand. Develop imaginative and logical thinking, memory; consolidate knowledge of sensory standards. Develop fine motor skills of the hands. Develop fine motor skills of the hands. Cultivate interest in playing with sand. miniature toys. molds of different configurations (molds without a bottom, molds with images of various toys) Kinesthetic sand, molds, small toys.

Circle work. Additional education in the secondary group

Club activities in the first secondary group “Time of day. Morning. Day. Evening. Night"

Club "Entertaining Mathematics"
for children of the 1st secondary group.
Club topic : Time of day. Morning. Day. Evening. Night Our kindergarten hosts many hobby groups for children . The circle that I think is called “Entertaining Mathematics”. Purpose of circle work : Development.
Publication “Summary of an open lesson on circle work in the middle group “V. "Synopsis of an open lesson on the group work "Umnichki" in the middle group: "In search of treasure." Tokova Oksana Mathematical concepts in the middle group “In search of treasure” Integration of educational areas: “Cognitive development”, “Speech development”, “Physical development”.

Club work with children 4–5 years old “Paper plastics” Municipal state preschool educational institution “Kindergarten “Rainbow”” Sudzhansky district of the Kursk region Club work “Paper plastics” with children 4-5 years old Compiled by: Mishchenko N.N., Kolmakova I.I. With. Zaoleshenka, 2022 Contents 1. TARGET.

Analysis of circle activity in the middle group “Colorful Fantasies” Analysis of circle work in middle group “B” September 2017 – May 2022 Circle leaders: Likhacheva S.A., Manakova T.B. 1. Name of the circle “Color Fantasy” 2. Number of students: 16 children 3. Number of classes held: 30 classes from September 2022.

Circle work in the middle group. Drawing with a fork “Multi-colored hedgehogs”

Circle work in the middle group “Fidgets” on the topic: “Multi-colored hedgehogs” Non-traditional technique of drawing with a fork….It’s true! Well, what is there to hide? Children love, love to draw! On paper, on asphalt, on a wall and in a tram on a window... Eduard Uspensky Speaking of.

Club work in the middle group Additional education program “Magic Lump” in the middle group Explanatory note Modeling is of great importance for the training and education of preschool children. It promotes the development of visual perception, memory, imaginative thinking, and the development of manual skills.

Photo report. Additional educational activity “Development” in the middle group

One of the most important tasks in raising a small child is the formation of such thinking skills and abilities that make it easy to learn new things. In preschool pedagogy, there are many different technologies that ensure the intellectual development of children. Special role.

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Work plan for a drawing circle in the middle group

Work plan for the “Magic Colors” circle in the middle group
Author: Olga Vasilievna Yakovleva, teacher of the State Budgetary Educational Institution “School No. 842”, Moscow Description of work: I offer you a work plan for the “Magic Colors” circle for children in the middle group (4-5 years old). This material will be useful for educators and additional education teachers working with children of secondary preschool age. This is a work plan for a circle to use non-traditional drawing techniques in visual arts, aimed at developing children’s creative abilities. Goal: Development of creativity in children using non-traditional drawing techniques through group activities. Objectives Learn to use a variety of materials and non-traditional techniques in drawing, different ways of creating an image.
Introduce the genres of fine art and their features. Develop a sense of form, color, rhythm, composition, proportion. To foster interest in fine arts (non-traditional drawing), an aesthetic attitude towards the world around us, and to enrich the child’s emotional sphere. Work plan for the “Magic Paints” circle
September “Amanita” Non-traditional technique:
Finger painting, background – monotype.
Objectives:
Practice finger painting.
Introduce the monotype technique for creating backgrounds. Cultivate neatness. Equipment:
Sheets of paper, gouache, brushes, plastic boards, napkins.
“Rowan Branch” Non-traditional technique:
Finger painting, background – pastel.
Objectives:
Practice finger painting.
Introduce a new material – pastel. Learn to create a background with pastels. Develop a sense of composition and color perception. Cultivate neatness. Equipment:
Sheets of paper, gouache, pastel, stencil of rowan leaves, felt-tip pens or pencils (for painting leaves), napkins.
“Apple compote” Non-traditional technique:
Stamping, drawing with a cotton swab.
Objectives:
Learn to decorate a jar cut out of white cardboard using apple printing.
Learn to use cotton swabs in drawing to depict currant berries. Learn to decorate a craft. Equipment:
Cut out silhouettes of cans from white cardboard, gouache, apples, cotton swabs, brushes.
For decoration: napkins, braid. “Trees in autumn” Non-traditional technique:
Imprint with leaves, imprint with crumpled paper.
Objectives:
Learn to draw trees using leaf prints;
the sky, fallen leaves - the imprint of crumpled paper. Develop a sense of composition and color. Equipment:
Sheets of paper, gouache, brushes, tree leaves, impression paper, napkins.
October “Autumn Forest” (team work) Non-traditional technique:
Drawing using napkins.
Objectives:
Teach children to roll napkin balls and carefully glue them onto the base.
Develop fine motor skills. Equipment:
A sheet of paper tinted yellow (A-3), napkins (red, yellow), cut out silhouettes of trees, glue, brushes, rags, felt-tip pens (for finishing drawings).
“Leaf Fall” (team work) Non-traditional technique:
Pointillism (drawing with dots).
Objectives:
To introduce the technique of pointillism, to learn how to draw in this technique.
Learn to carefully stick leaves for general work. Develop compositional skills. Equipment:
A sheet of paper, tinted blue (A-3), gouache, cotton swabs, cut out silhouettes of leaves, glue, brushes, rags.
“Fruit” (still life) Non-traditional technique:
Drawing using cotton pads.
Objectives:
To introduce the technique of drawing using cotton pads.
Learn to compose a still life. Develop a sense of color and composition. Cultivate neatness. Equipment:
Sheets of paper, gouache, cotton pads, brushes, napkins.
“Cobweb” Non-traditional technique:
Drawing with a colored ball.
Objectives:
Introduce drawing with a ball.
Develop imagination and creativity. Equipment:
Sheets of paper, box lid, gouache, balls.
November “Squirrel in a hollow” Non-traditional technique:
Drawing with palm, fingers.
Objectives:
Learn to draw with your palm, improve your finger drawing technique.
Develop compositional skills. Cultivate neatness. Equipment:
Sheets of paper, gouache, brushes, napkins.
“My favorite toy” Non-traditional technique:
Pointillism.
Objectives:
Improve children's ability to draw with cotton swabs.
Develop a sense of color. Equipment:
Sheets of paper with images of toys, gouache, cotton swabs.
“Magic Umbrellas” Non-traditional technique:
Plasticineography.
Objectives:
To introduce the technique of plasticineography.
Develop a sense of color and fine motor skills. Cultivate neatness. Equipment:
Sheets of colored cardboard, plasticine.
“Kitten” Non-traditional technique:
Poking with a semi-dry hard brush.
Objectives:
Learn to work in this technique.
Learn to depict the appearance of an animal in a drawing. Develop a sense of rhythm and composition. Cultivate neatness. Equipment:
Sheets of paper, hard brush, gouache, napkins.
December “House” Non-traditional technique:
Styrofoam impression.
Objectives:
Improve skills in this technique.
Develop a sense of rhythm, composition, color. Equipment:
Sheets of paper, gouache, brushes, foam stamps.
“Winter Tree” Non-traditional technique:
Drawing with toothpaste.
Objectives:
To introduce new non-traditional drawing materials.
Cultivate neatness. Equipment:
Colored cardboard (black, blue), toothpaste, napkins.
“Herringbone” Non-traditional technique:
Drawing with palms.
Objectives:
Improve your drawing skills in this technique.
Develop compositional skills. Cultivate neatness. Equipment:
Sheets of paper, gouache, brushes, napkins.
“Decorate the Christmas tree with beads” Non-traditional technique:
Drawing with sticks, imprinting with cork.
Objectives:
Practice drawing Christmas tree beads using finger painting and cork printing.
Learn to alternate beads by color. Equipment:
Images of Christmas trees (previous lesson), gouache, corks, napkins.
January “Beautiful snowflakes” Non-traditional technique:
Candle, watercolor.
Objectives:
To introduce this technique.
Develop imagination and creative thinking. Equipment:
Sheets of paper, candle, watercolor, brushes.
“Snowman” Non-traditional technique:
Stamping, drawing with cotton swabs.
Objectives:
Improve skills in this technique.
Equipment:
Sheets of blue paper, carrot stamps, cotton swabs, gouache, brushes.
“Winter” Non-traditional technique:
Drawing on crumpled paper.
Objectives:
To introduce the technique of drawing on crumpled paper.
Develop compositional skills. Equipment:
Sheets of paper, watercolors, brushes.
“Blizzard” Non-traditional technique:
Nitography.
Objectives:
To introduce the technique of thread printing, to learn how to draw using this technique.
Develop imagination and associative thinking. Equipment:
Sheets of paper, gouache, thread.
February “Decorate the mittens” Non-traditional technique:
Poking with a hard brush, painting with cotton swabs.
Objectives:
Improve skills in the technique of poking with a hard brush.
Learn to decorate mittens using cotton swabs. Develop a sense of rhythm and color. Equipment:
Sheets of paper, gouache, hard brushes, cotton swabs.
“Northern Lights” Non-traditional technique:
Monotype.
Objectives:
Improve skills in this technique.
Help in creating an expressive image. Develop a sense of color. Equipment:
Sheets of paper, watercolors, brushes.
“Imagine and complete the drawing” Non-traditional technique:
Creating images.
Objectives:
Teach children to create new images.
Develop creative imagination. Equipment:
Sheets of paper with unfinished drawings, pencils, wax crayons.
“Boat” Non-traditional technique:
Plasticineography
Objectives:
To improve work in this technique.
Cultivate neatness. Equipment:
Colored cardboard, plasticine.
March “Flower for Mom” Non-traditional technique:
Pointillism.
Objectives:
Improve skills in this technique.
Develop a sense of color and composition. Equipment:
Sheets of paper, gouache, cotton swabs.
“Magic Flower” Non-traditional technique:
Drawing with pastels.
Objectives:
Learn to draw flowers with pastels.
Develop imagination and sense of color. Equipment:
Sheets of paper, pastel.
“Clouds” Non-traditional technique:
Drawing on the raw.
Objectives:
To introduce the technique of drawing on raw materials.
Help in creating an expressive image. Develop imagination and observation skills. Cultivate emotional responsiveness. Equipment:
Sheets of paper, watercolors, brushes.
“Spring Sun” Non-traditional technique:
Drawing with palms
Objectives:
Strengthen the ability to draw with palms.
Create a cheerful, joyful mood. Equipment:
Image of the sky, clouds (previous lesson), gouache, brushes.
April “Trees look into a puddle” Non-traditional technique:
Monotype.
Objectives:
Improve children's ability to draw using this technique.
Continue learning how to create an image of a tree. Equipment:
Sheets of paper, gouache, watercolor, brushes.
"Cosmos" Non-traditional technique:
Scratching.
Objectives:
To introduce the grattage technique.
Develop compositional skills. Equipment:
Prepared base (wax crayons, candle, black, blue gouache), wooden sticks.
“Spring Landscape” Non-traditional technique:
Imprint with crumpled paper.
Objectives:
Continue learning how to draw using the crumpled paper imprint technique.
Develop a sense of color and composition. Equipment:
Sheets of paper, gouache, paper for impressions.
“Blooming Branch” Non-traditional technique:
Pipe blowing, applique.
Objectives:
Teach children to draw using this technique, supplement the work with cut out flowers.
Develop imagination and associative thinking. Equipment:
Sheets of paper, gouache, brushes, tubes, cut out flowers, glue, glue brushes, rags.
May “Festive fireworks” Non-traditional technique:
Wax crayons, watercolor.
Objectives:
Learn to depict fireworks using wax crayons and watercolors for the background.
Equipment:
Sheets of paper, wax crayons, watercolors, brushes.
“Beautiful butterflies” Non-traditional technique:
Palm painting.
Objectives:
Improve your palm drawing technique.
Learn to decorate a butterfly using cotton swabs. Develop a sense of color. Equipment:
Sheets of paper, gouache, brushes, cotton swabs.
“Butterfly” Non-traditional technique:
Monotype.
Objectives:
Continue to introduce children to this technique.
Introduce symmetry (based on the butterfly). Develop spatial thinking. Equipment:
Sheets of paper, gouache, brushes.
“Children's Day” (poster) Non-traditional technique:
Drawing with palms.
Objectives:
To consolidate the technique of drawing with palms.
Learn to complement the composition with details using different visual media. Equipment:
Whatman paper, gouache, brushes, napkins, wax crayons, pastels, pencils, felt-tip pens.

Creative works of children
“Amanita”

"Rowan Branch"

"Apple compote"

"Trees in Autumn"

“Autumn Forest” (team work)

“Leaf Fall” (team work)

"Fruit" (still life)

We recommend watching:

Non-traditional drawing technique pointillism Long-term plan for the work of a circle in the senior group Plan of work for a circle for children in the senior group Plan of work for an art club in the preparatory group

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How to organize circle work in the middle group of kindergarten

Club work in kindergarten is necessary to help the child discover his individual aspirations and inclinations, as well as learn to express himself in various types of creative activities. It is important for the teacher to know how to organize circle activities in the middle group of a kindergarten (pupils 4–5 years old). Let's look at the various stages of organizing the educational process and tell you how to choose the type of circle and plan its work, how to draw up a work program, technical maps and lesson notes, how to play with a variety of topics and draw up a report on the work of the circle for the year.

Theoretical aspects of organizing circle work in the middle group of preschool educational institutions

Like the entire modern education system, the upbringing and education of preschool children are products of an industrial society. This means that they are designed for a flow process, a conveyor belt, in which children, just like blanks, are divided into groups according to common characteristics and are exposed to certain standard educational procedures. The dependence of the educational process on centrally approved programs, rigid general plans and standards is a striking sign of such a system. In such conditions, the question arises of how to help a child preserve and develop his own individuality, what to do if children are very similar in some ways, but very different from each other in others. Group work with preschoolers often requires adjustments and additions, taking into account differences in the development of children and differences in their personal motivation.

Club work in a preschool institution is a form of activity that allows for an individual approach to each child and leaves children with more creative freedom and opportunities to develop their abilities.

Club activities in preschool educational institutions contribute to the development of various useful skills and abilities in children, as well as creative self-realization

The goals of circle work can be varied, because the integration of various educational areas is one of the strengths of such work. In this case, it is necessary to take into account the characteristics of pupils of middle preschool age. In psychology, it is generally accepted that children aged 4–5 years are characterized by the following areas of search activity:

Important! Pay attention to the last aspect, it imposes some responsibility on parents and educators, and deliberately ignoring his first, still timid manifestations of interest in some kind of play or cognitive activity can become a great trauma for the child.

When organizing club activities, it is important to take into account the interests of students

An approximate list of goals for club activities in the middle group of kindergarten:

The goal of the environmental circle at the preschool educational institution is to foster a caring attitude towards nature

The participation of preschoolers in various club activities is not only a way to organize children's leisure time, but also helps students expand the range and available methods of communication, develop a sense of responsibility for their actions, increase self-esteem and find new interesting activities for themselves.

Methods and techniques

Possible methods and techniques for conducting club classes in preschool educational institutions include the following:

Directions of circle activities in the middle group

Various types of clubs can be organized in kindergarten. The range of available classes will be determined by the immediate interests and capabilities of children and parents, the financial and technical capabilities of the child care institution to organize this or that type of classes, as well as the ability of the teaching staff to provide work in certain areas. However, the variety of children's activities is so great that in any kindergarten it is possible to organize the work of at least several clubs without any problems. We list the popular types of clubs and possible areas of club activities in the middle group of kindergarten:

The children enjoy attending dance classes

It is recommended to choose areas that provide the teacher with a wide range of opportunities and children with a pleasant variety of activities. Thus, the circle of a young mathematician somewhat narrows the activity, while the circle of a young inventor makes it possible to present elements of a number of exact sciences (mathematics, physics, chemistry, applied technical activities).

Video: theater group in kindergarten

Factors influencing the choice of a circle

The choice of the type of circle activity depends on a number of additional points:

You should not choose a program that you are not competent to conduct, for example, you should not try to teach children ballroom dancing if you yourself do not know how to dance. You should also not choose activities for the circle that are not interesting to you.

To organize the activities of a paper-plastic circle, no special technical or other capabilities of the institution are required

Circle work. Theatrical and musical circle "Fidgets". Monitoring

Daria Popova

Circle work. Theatrical and musical circle "Fidgets". Monitoring

Theatrical-game and musical-rhythmic activities of children

The first week is devoted to the basics of dramatic theater and musical and rhythmic movements. The teacher evaluates the children’s diction, gestures, facial expressions, and movements. Observes and evaluates their participation in dramatization games.

The second week is devoted to the basics of puppet theater. The teacher evaluates children's ability to control puppets of various systems and observes how children perform roles in a puppet show.

Sketch training . (The skill of an actor).

1. Diction (rhymes, tongue twisters, tongue twisters).

2. Gestures (studies on the expressiveness of gestures, including “Tell poetry with your hands”).

3. Facial expressions (studies on the expression of basic emotions, comparison of various emotions, reproduction of individual character traits).

4. Movements (studies with musical accompaniment).

Puppet shows.

1. The desire to participate in a puppet show.

2. The ability to interact with a partner using dolls of different systems.

3. The ability to create an image using a doll of a certain system.

Sketches with dolls.

1. The desire to participate in the game-play.

2. Ability to work with a partner.

3. The ability to create an image of a character using various means of expression (words, gestures, facial expressions, movements, puppets of various systems).

Dramatization games.

1. The desire to participate in dramatization games.

2. The ability to communicate with a partner.

3. The ability to improvise in creating an image.

Musical and rhythmic movements.

1. The ability to move in accordance with the diverse nature of music and musical images.

2. The ability to independently begin movements after entry, to actively participate in performing creative tasks.

3. The desire to dance expressively and rhythmically.

Assessment of children's knowledge, skills and abilities:

“Excellent” – the child’s creative activity, independence, initiative, quick comprehension of a task, accurate expressive execution without the help of an adult, pronounced emotionality (in all types of musical and theatrical activities).

“Good” – emotional responsiveness, interest in musical and theatrical activities, desire to get involved in them, despite some difficulties in completing the task. The child needs the help of a teacher, additional explanation, demonstration, and repeated repetitions.

“Satisfactory” – the child is a little emotional; evenly, calmly relates to musical and theatrical activities, does not show active interest, is indifferent, and is not capable of independence.

“Unsatisfactory” - (a rare assessment) - a child’s negative attitude towards musical and theatrical activities, usually associated with deviations in his health or with pedagogical neglect (usually due to the fault of the family)

Legend : “excellent” “satisfactory”; "Fine"; "unsatisfactory"

Club work in the middle group of kindergarten

The work of a circle of any direction should be structured systematically, using not a disparate set of ideas for classes, but using a structured sequence of topics, selected according to increasing complexity of perception for children or according to the complexity of the methods, techniques and work tools used.

When organizing the work of a circle, it is necessary to take into account the connection with other subject areas and calendar events (holidays, changes of seasons). To make your work easier, you can create your own card index of topics with all the reference signals, visual materials, descriptions and diagrams of work, and technological maps for each topic necessary for classes.

Table: technological map of organized educational activities of the art circle (part 1)

Table: technological map of organized educational activities of the art circle (part 2)

V.: Well done, you made a very beautiful house for a puppy! The puppy says goodbye to the group and leaves.

Photo gallery: examples of finished works produced as part of club classes at a preschool educational institution

Lesson time plan

Taking into account time restrictions, the maximum length of a lesson in the middle age group is 20 minutes. Here is a lesson plan for a circle of young fixy inventors.

Table: time plan for a lesson in a circle of fixative inventors

Materials for the introductory stage of the lesson

As an introductory stage (to get acquainted with the topic), you should use visual and practical examples, spectacular and emotional introductions, surprise and playful moments. You should not focus only on verbal methods, since preschoolers definitely need to look and touch something, which is why it is recommended to use visual support material.

To conduct introductory stages of classes on different topics, various options for introduction and supporting materials can be used.