Summary of the excursion “Journey through the kindergarten” for children of primary preschool age 3-4 years
Summary of the excursion “A Journey through Kindergarten”
for children of primary preschool age 3-4 years old
Develop interest in the work of adults.
Educational:
Strengthen children's knowledge about the workplace of preschool employees. Teach children to formulate a question.
Developmental
: Develop active verbal communication skills, teach children to value the work and care of adults, apply the acquired knowledge in productive and other activities.
Educational
: To instill in children a respectful attitude towards kindergarten staff and their work.
Conversation with children “Who takes care of us?”, looking at illustrations of “Professions”, an evening of riddles and guesses.
Plan for employees to talk about their activities.
What kind of work does it do?
What kind of headdress does he wear?
Tools he uses?
Course of the excursion (in a group):
Educator:
You know that many adults work in kindergarten. They take care of you, try to make you feel good, happy and comfortable. And our first and most important assistant is the junior teacher. What's his name? What is she doing? (Children's answers.) The junior teacher's story about his activities (according to the proposed plan).
Educator:
What are the names of your teachers? What are they doing? (Children's answers). The teacher's story about his activities.
Educator:
Do you want to meet and find out who else works in kindergarten? Let's go on a trip. What will we go on? (Children's suggestions).
By train. Take your seats in the carriages. (Here our train is moving, the wheels are knocking.....)
Educator:
The very first office is an office in which adults in white coats work. “Who works here?” (Children's answers).
Educator:
That's right - a doctor and a nurse. Shall we meet them? And now I’ll ask the adults: “What’s your name?” (Answers from adults)
Educator:
Ask, Dasha. (What is your name?) (Answers from adults).
Educator:
Tell us about your profession. Adults talk about their activities. Thank you very much. And the guys and I will move on. Take your seats in the carriages. The journey continues.
Educator:
What kind of office is this? Look, there are also adults in white coats here. Maybe this is also a medical office? (Children's answers).
Educator:
Correctly called FOOTER BLOCK. There are many rooms here. Before entering, we need to put on overalls. (We put on aprons, scarves, and caps for children). How many adults work? (A lot of). What is the name of the profession of these adults? (Children's answers). What do you want to know from chefs? (Children's questions)
Educator:
Thank you very much. And we continue our journey. Zinaida Romanovna meets us. What is she doing? (Children's answers). Name the laundry assistants. (Iron...) The washerwoman’s story about her activities.
Educator:
Thank you very much. And we need to return to the group. How can you quickly get to the group? (By plane). Take your seats. We start the engine. Let's fly.
Educator:
Did you enjoy traveling? Do you want to know who works in kindergarten? Next time we will find out who is the most important person in our kindergarten and what he does.
Excursion progress
The teacher draws the children's attention to the kindergarten . It's two stories high. The kindergarten is very large . It has 2 main entrances. in the kindergarten . This is because there are many groups and different rooms . The teacher shows the children the windows of their group .
Around the building there are flower beds with beautiful and bright flowers. There are many large trees in the garden In summer they protect children from the sun.
On the territory of the kindergarten there are many areas with various buildings: sandboxes, houses, cars, ships, buses, swings, benches and benches. Adults did all this for children because they love children and care about them. Everything made by human hands must be protected.
Together with the children, the teacher examines the plants on the site, flower beds, and a vegetable garden. He asks the children why there are so many trees and bushes here. It reminds me that all this was planted by adults to make the site beautiful, that they took care of the children.
The teacher explains that there are a lot of kindergartens , in each kindergarten adults plant many different plants, and our streets become very beautiful.
The teacher invites the children to remember the name of the street on which the kindergarten . He asks what plants are planted there and asks to name them.
1. On what street is our kindergarten ?
2. What did you see on the way to the site?
3. What grows on our site?
4. What was built on the site?
5. Why is it forbidden to destroy buildings or tear up plants?
Improvement of the territory of the kindergarten It is not without reason that the kindergarten is called the second home for preschool children. Here kids spend most of their day, here they develop, communicate,...
Summary of the didactic game “Who works in kindergarten?” (name of professions of kindergarten workers) (junior group) Goal: to deepen and clarify children’s ideas about kindergarten. To consolidate knowledge of the names of professions of kindergarten employees. Bring up.
Abstract of the educational activity “Acquaintance with the premises of the kindergarten (music and physical education hall)” (junior group) Purpose: to teach children to navigate some of the premises of the kindergarten (music hall, physical education hall). Cultivate kindness.
Goal: to show that nature does not die, but, as it were, falls asleep.
Excursion progress
1st block
Purpose: to clarify the signs of winter.
Educator. Guys, it's winter, it's very cold outside. Animals and plants no longer live as well as in summer. Let's go to the park (to the kindergarten site) and see whether the plants and animals died there or not. Get dressed quickly so you can be back in time for lunch.
Before we talk about plants, let's name all the signs of winter. Let's agree that everyone will name only one characteristic. Speak loudly so everyone can hear. (The children comply with the teacher’s request. The conversation continues until about 10 signs are named. Usually, after naming 4-5 signs, children begin to experience difficulties.
The teacher activates their thought processes by asking them to look carefully around them to see other signs. You should not rush children or prompt them to name the signs yourself. The goal of this stage is to teach children to peer into nature.)
2nd block
Goal: to understand that the buds are real leaves that sleep until spring.
Educator. Well done, they told me a lot. Did you notice Kolya’s words? He said that the trees were bare and had no leaves. Let's find out if this is true. I'll give each one a twig. Look at it and tell me how it differs from a stick. (Children's answer: there are buds on the branch.) Take off the mittens and open the bud. Try to figure out for yourself what it is. (Children examine the structure of the kidney and discuss what they saw among themselves.)
Educator. How many of you understand what a kidney is? (It is advisable to structure this fragment of the excursion in such a way that the children themselves can guess that these are tightly folded small leaves.) And who can guess why they are covered with dense brown scales on top? (Children can guess that the scales protect tender leaves from rain, snow and cold. The teacher clarifies their guess by comparing the scales with the coat that a person puts on in winter.) Kolya, why doesn’t your coat fly open in the wind? (It is fastened with buttons.) Why don’t the scales open in the wind? Who will figure it out? (After examining the scales and their sticky fingers, the children will guess that the scales are glued together with a special resin.)
3rd block
Goal: to see that different plants have different shapes and sizes of buds.
Educator. Now I give you a new task. Look around carefully and determine by the shape of the buds which tree or bush the buds we were looking at were taken from. (Children, looking at the surrounding plants, find this tree. It is advisable to conduct this conversation at some distance from it, so that several plants fall into the children’s field of vision, otherwise the answer to the question will not include such necessary components of the cognition process as analysis and synthesis.)
Educator. Well done. This tree is called poplar. In the summer you saw it with leaves, but now remember what it looks like without them. See if there is another similar tree here. (This question is asked in both cases: if there is a poplar and if it is not.)
Educator. Right. Now hold the other branches. How are they different from a poplar branch? Pay attention not only to the kidneys, but also to the bark. (The branches should differ quite significantly from each other; if a poplar has light bark and large buds, then others should have dark or white bark and small buds, like elm, elm, birch, etc.) (Children’s answers.) Fine. Find this tree near us. Look carefully and remember what it looks like in winter. It is called elm (or, respectively, birch, linden, elm). Find another elm.
4th block
Goal: learn to distinguish trees by silhouettes.
Educator. Let's compare the trees we just looked at with a birch (any neighboring tree). Here she is standing in front of us. Who can say how these trees differ from each other? (Children's answers.) Now tell me how they are similar to each other. (Children’s answers. In both cases, many signs should be named. Children give a detailed answer to each question.)
5th block
Goal: to understand how plants have adapted to endure harsh winter conditions.
Educator. Guys, you and I have seen different trees. Tell me, how have they adapted to endure harsh winter conditions? (Children's answers. Specific signs of adaptation are described on pp. 162-164.) How did the shrubs adapt? (Children's answers.) How did the grass adapt? (Children's answers. Most likely, they will say that the grass is dead.) Do you think so? Let's check. We have shovels with us. Boys, dig the snow down to the ground. (For this observation to be successful, the teacher notices in the fall where many cereal grasses grow. In this place on the eve of the excursion, he makes test excavations. As a rule, green grass 10-20 cm high is found under the snow. It is green and young, and the old one that has not survived since the fall.) Have you looked at the grass? Immediately cover the hole with snow to prevent the grass from freezing. Snow is like a blanket for her: it does not let the strong cold through to the ground. This means that the grass as a plant as a whole did not die. Only the leaves died. What remains alive in the soil? (Children's answers: roots, rhizomes, seeds.)
6th block
Purpose: to clarify the role of snow for plants.
Educator. “Now we will check whether the snow depth is the same in different places. Divide into pairs. I give each pair a staff and a pencil. You will walk around the area, stick a strip into the snow in different places, trying to reach the ground, and draw a line with a pencil to mark the level of snow. Like this (teacher shows). One holds a staff, the other holds a pencil. Try to find places where the snow is very deep, medium and where there is almost no snow.”
The teacher distributes equipment. Children complete the task and return to the teacher. Each pair has several marks on the rail. This task replaces physical education.
Show me your chopsticks. What conclusion did you draw: is the depth of snow the same in different places? (Children's answers.) Where do you think the grass will be preserved better: where there is a lot of snow or where there is little? (Children's answers.). Why? (Children's answers.) Is snow also good for trees?
Now tell me, what are the benefits of snow? (Children's answers. If they name only protection from the cold, we need to help them realize that snow is also useful in the spring: if there is a lot of it, there will be a lot of water, and the buds will bloom faster.)
Conclusion
1st option
Educator. Well done. Our excursion ends. Let's solve its main question: does nature die in winter or just fall asleep? (Children's answers.) I give you a task at home, in the yard and on the street, take a closer look at the plants and answer two questions: the first is how they adapted to the winter cold, the second is whether their roots are securely covered with snow. Notice where there is a lot of snow and where there is little, and in the spring, check where there will be more grass and where tree buds will bloom earlier. Tomorrow we will discuss both issues, and now we will go home, and you will name all the trees that we meet along the way. (Children go home. Approaching each new tree, they stop and name it. If they come across an unfamiliar tree, the teacher gives the name.)
2nd option
You can offer another ending to the lesson. The teacher divides the whole group into three units and gives each one their own number: first, second and third. Then he names three trees in a row. The 1st link runs to the tree named first, the 2nd to the second, the 3rd to the third. The game is repeated several times, and each time the order of naming the trees changes. This game can be played in the middle of the excursion if the children are cold.
The next day, the teacher, as promised, finds out what the children saw in their yard and on the street. The following issues are discussed together:
Is it beneficial to put snow under trees?
Why is snow retention carried out in the fields where grain is sown?
Is it useful to trample snow?
The excursion will get a good ending if, during the walk, the children add snow under the trees and shrubs of their site, taking it from the snowdrifts that have accumulated along the paths.
Note. This excursion, like the previous one, is rich in factual material. Considering the level of preparedness of his group, the teacher can simplify it or complicate it.
Excursion as one of the forms of observation of nature by junior schoolchildren
Denisova Polina Alexandrovna
Primary school teacher
GBOU "Almetyevsk boarding school for children with disabilities",
RT., Almetyevsk
Excursion as one of the forms of observation of nature by junior schoolchildren
An excursion is a form of organizing the educational process that allows you to make observations, directly study various objects, phenomena and processes in natural or artificially created conditions, thereby developing the cognitive activity of a primary school student, i.e. “nature is studied in nature.” Its content is determined by the curriculum.
An excursion as a process of cognition is an objective-sensual, practical activity of people. Objects of knowledge are objects of the external world.
On excursions, students get acquainted with nature, learn to see and understand its beauty. Understanding nature has a strong emotional impact on children, revealing the harmony and coherence of life. An aesthetic sense develops, interest and love for nature awakens. On excursions, students learn about nature in all its diversity.
In addition, excursions strengthen the conscious discipline of students, develop their independence and the habit of work. The conditions of excursion life develop enterprise, the ability to adapt to the situation, and intelligence in various difficult situations. Thus, excursions are of no small importance for developing collectivist skills.
An excursion is a fairly common form of working with children. With its help, various pedagogical goals are achieved. At school, excursions are used not only in lessons, but also in extracurricular and extracurricular activities.
At the present stage of school development, it is necessary that excursions become a regular general development activity, so that serious systematic work is carried out at the school. This work is especially necessary in schools with extended day groups, where excursions are intended for active recreation of schoolchildren after class.
The practice of organizing excursion classes in an extended day group shows that the methodology for conducting them has some features that distinguish them from educational excursions, as well as walks
Excursion methodology:
- On an excursion in elementary school, motor activity is predominant, the basis of which is walking.
- Short stops with game elements are required
- If this is not a lesson-excursion with large cognitive tasks, but excursions outside of class time, then cognitive activity is reduced so as not to cause additional fatigue for children with mental work, since there is more than enough of it in the lesson.
Summary of the excursion “Nature in autumn”
EXCURSION
"Nature in autumn"
Methodological development of teacher Lopatina E.Yu.
GKOU RO boarding school of the VIII type in the village of Orlovsky
September 2015
Target:
fostering a friendly attitude towards nature during the period of its autumn withering, the ability to see and understand its beauty
Tasks
-With the help of observations, enrich children’s understanding of typical autumn phenomena. -Develop children's speech by selecting signs of objects and phenomena, activate vocabulary -Increase children's motor activity. -Promote the cohesion of relationships in the children's team
Progress of the excursion.
Educator. Today we are in a large clearing, which is located near our school. Let's first try to remember the rules of behavior in nature, name a few!
(Children’s answers: “don’t litter”, “don’t make noise”, don’t go far from adults”, “be attentive”, etc.)
Educator. Today we gathered in this clearing to admire the autumn colors of nature, play, relax and just chat together.
Look around. Tell me what nature looks like in autumn? Remember what words we used to describe the Russian forest in previous lessons?
Children's answers (Golden, crimson, elegant, beautiful, motionless,).
What can you hear in nature in autumn?
Children's answers (Blowing wind. Silence. The rustle of drying grass underfoot.)
Do you remember what sounds you hear in the summer? (Birds singing, rustling leaves). Why do you think it’s so quiet now? Why are there few birds? (With the arrival of autumn, there was little food, seeds, and berries, so some of the birds flew away, and those that remained moved closer to human habitation. It is easier to find food here and it is warmer).
Didactic game: “Name the migratory birds” (Children’s answers: “rooks, swallows, gray heron, lapwing, quail”)
Low mobility game “Flies - does not fly” (The teacher lists the names of animals and birds. Children wave their “wings” if a bird is named, and do not raise their hands if the leader named another animal. “Dove, bear, tit, tiger, hare, woodpecker , elk, sparrow, fox, hamster, falcon, eagle.")
Educator. We ran around and warmed up. Guess the riddle:
I bring the harvests, I sow the fields again, I send the birds to the south, I strip the trees, But I do not touch the pines and fir trees. I….autumn.
Competition game “Who can name the most words to describe autumn?
Children's answers: “Bright, golden, rainy, gloomy, different, wonderful)
Educator. Children, there are many sayings about autumn. Please tell me how you understand this saying: “Spring is red but hungry, autumn is rainy but nourishing.” (Children's answers)
Educator. Children, name the first month of autumn. (September). People call September “gloomy” because the sky is gloomy. Because of the winds he was nicknamed “howler”. They also call it “golden flower”, “deciduous plant”, since the first sign of the arrival of autumn is yellowing foliage and grass. Is September coming to replace it? (October). People call this month “leafy” (because of the falling leaves) and “mud” (because of the rains). October is one of the most picturesque months of the year, the month of “golden autumn”. And the last month of autumn, what is it called? (November) November is called “semi-winter” (winter has not yet entered into force, but is making itself felt). In ancient times, this month was referred to as the “ice smith”, since in November the temperature begins to stably stay below 0 degrees, snow falls and reservoirs freeze.
Educator. This is where our excursion ends. Today we talked about autumn. We will talk about her a lot more, you will come here more than once. And every time we will note what changes have occurred in nature, we will photograph them, and at the end of the year we will make a large album about nature in different seasons. And now we're going back to school
Summarizing
pay attention to the changes in plants due to the changing seasons and conduct independent observations in nature.
Assignment for independent observation “Features of autumn changes in nature”:
- Describe how the color of leaves on trees and shrubs changes in the fall.
- Keep track of when leaf fall occurs in different tree and shrub plants.
- Find out what evergreen trees and shrubs grow in our area.
- Collect and dry leaves from trees with different fall colors.
