Organization of walks in kindergarten in accordance with the Federal State Educational Standard. Page 13253

Organization of walks in kindergarten in accordance with Federal State Educational Standards

Organization of walks in kindergarten.
Description: This article talks about conducting walks in a preschool educational institution.
The theoretical basis for conducting walks in preschool educational institutions, tasks, techniques, types, types, structure, time period and external material used for walks with children are listed. This material (article) will be useful primarily to teachers in preschool educational institutions, since walks in kindergartens are held daily. Educators of different age groups can use this article to highlight something useful for themselves and, of course, for their students! The content of the Educational Program, according to the Federal State Educational Standard, should ensure the formation and development of the personality, motivation and abilities of children in various types of activities and contain
the following educational areas: • social and communicative development • cognitive development • speech development • artistic and aesthetic development • physical development Integration of these areas in educational The process takes place throughout the day in kindergarten. Proper organization of walks in a preschool educational institution allows children to more correctly realize their potential and creative manifestations. Theoretical basis for conducting walks in a preschool educational institution Before children go for a walk, the teacher inspects the territory of the site for compliance with safety requirements in accordance with his job description. Before going out for a walk, Institution workers involved in dressing children must ensure that children do not remain dressed indoors for a long time in order to avoid overheating. Monitor the serviceability and compliance of children’s clothing and footwear with the microclimate and weather conditions. It is prohibited: • Leaving children alone, unattended by Institution employees; • Use sharp, piercing, cutting objects, or broken toys in children's games. • The teacher must immediately notify the supervisor and parents of every accident involving a child, and, if necessary, involve medical personnel to provide first aid. If necessary, arrange for the child to be taken to the emergency department. In accordance with the requirements of SanPiN, pupils must spend 3-4 hours in the fresh air every day (except for those days when weather conditions shorten the walking time or interfere with classes on the playground). Walking should be based on health-saving activities, hardening should occur. After intense physical activity, outdoor activities should begin at a calm pace, and vice versa, after creative activities, active physical exercises are planned. During a walk, motivation for various types of activities should occur. The regulatory documents indicate 10 main types of activities for preschool education: • gaming (including role-playing games, games with rules and other types of games); • communicative (communication, interaction with peers and adults); • labor; • cognitive - research (studying objects of the surrounding world and experimenting with them); • perception of fiction and folklore; • self-service and basic household work (indoors and outdoors); • design from various materials, including construction sets, modules, paper, natural and other materials • visual (drawing, modeling, appliqué) • musical (perception and understanding of the meaning of musical works, singing, musical - rhythmic movements, playing children's musical instruments) • motor (mastery of basic movements) Walking objectives • Development of thinking abilities. Children learn to independently establish cause-and-effect relationships, analyze, and draw conclusions. • Fostering a caring attitude towards nature and love for one’s native land. • Development of observation, cognitive activity, search and research activity, curiosity. • Cognitive, expanding knowledge about the surrounding world: natural phenomena, flora and fauna. • Replenishment of active vocabulary through the study of objects and natural phenomena. • Formation of communication skills in relationships with peers during joint play and work activities. • Promoting artistic, aesthetic and speech development. • Increasing the level of physical fitness of preschool children. • Optimization of motor activity. • Creating a positive emotional background. Techniques (structural components) of walking • Observation.
(Group, subgroup, individual). You can observe natural phenomena and situations in public life with your children. To attract the attention of students to the observation process, the following are used: setting a pedagogical task, game and problem situations, riddles, surprise moments, comparisons, involving the personal experience of children, conducting a conversation with search questions • Outdoor games and physical exercises, including conducting sports games with elements competitions in senior groups (badminton, football, towns, etc.) • Creative tasks and exercises for speech development. They are carried out in good weather conditions, using outdoor material (listening to fairy tales about nature, talking through pictures, making crafts from natural materials, etc.) • Labor tasks: involving the child in collecting toys, providing assistance in putting things in order on the site ( cleaning leaves, • dry branches, clearing paths and equipment from snow, sand, caring for plantings). Work should bring joy from the feeling of the importance of the work done. Types of walks

There are 2 types of walks with preschoolers, according to the place where they are held: • In the kindergarten area.
Walks are held here every day, and all key pedagogical tasks are implemented without exception. It is possible to diversify activities at the group site with various tasks, new games, and the use of unusual outdoor materials. • Walking outside the boundaries of the preschool educational institution. Pupils must be briefed on the route plan and compliance with safety measures during its passage. Goal: observing representatives of the flora and fauna (birds, squirrels, various trees, flowers) and people’s lives (work, activities, sports, shopping, etc.). If children have to cross the roadway in order to get to the place of the walk, it is necessary to repeat the rules of pedestrian behavior with the pupils the day before (where it is allowed to cross the road and how to do it). • Types of walks by topic: • Hiking trips. With children 5–7 years old, it is possible to conduct walking walks in the territory of the kindergarten or outside its borders, taking into account a well-thought-out route and the final goal. This type of walk trains the endurance of preschoolers, awakens the ability to observe the world around them, highlight what is set by the task of the hike (search for natural material, recognition of bird species, repetition of traffic rules). Walking trips should be carried out several times a school year (one at each time of the year), so that students do not lose interest in this type of activity. • Walk with a character. This type of walk includes an entertaining element and is aimed at creating a great mood for the students. As a rule, a fairy-tale character is the leader of the walk (his role is played by a teacher or another preschool educational institution employee according to an agreement), he assigns exciting tasks to the children, creating a problem situation and involving them in participation in outdoor games. • Walk-event. Tasks must correspond to the subject focus of the event, form the importance and involvement of the child. A walk-event can be dedicated to either a festive or an individual occasion in the life of a group. • Labor actions are aimed at maintaining order on the territory of the kindergarten, improving the grounds and areas. It is good that similar walks with a predominance of social work activities are fixed in the memory of children. You can create wall newspapers with information about the work carried out, make photo collages for the informative stand of the preschool educational institution. • Sports walks are aimed at promoting a healthy lifestyle. Similar walks are conducted at different times of the year, emphasizing the children’s interest in the importance of hardening. External material for walks To conduct classes on the street, the teacher, based on the plan for the walk, determines the necessary items and materials. The correct seasonal and age-specific selection of additional equipment and tools contributes to the development of children’s positive desire for cognitive activity, physical activity, and work assignments. Options for portable materials: • For the sandbox: scoops, buckets, molds, strainers, cars (trucks, excavators). To decorate sand buildings, flags, cubes, plastic windows, etc. are useful. • For outdoor games and sports exercises: sets for laptas, little towns, masks, skittles, balls, jump ropes, hoops, and in winter - sleds and ice cubes. • For observations: nets, windmills, safety colored plastic glasses, sunglasses, magnifying glasses. • For work assignments: shovels, brooms, wheelbarrows, watering cans, rakes. • For games: dolls, toy strollers or sleds, cars, cubes, a set of doll dishes, a set for playing shop, sets for playing with water. • For creative activities: sheets of paper or cardboard, coloring books, paints and brushes for drawing, plasticine. • For speech development: books for reading and discussion, albums and postcards with illustrations for viewing. Temporary organization of walks in kindergarten There are five structural elements for a walk, each of which lasts 7–15 minutes: • observation • labor • physical activity • individual work in various areas of development of preschool children, • independent play activities These types of activities are built in accordance with children’s previous activities, their emotional state, learning tasks and calendar-thematic planning.
The sequence of activities and their educational content should be displayed in the walking notes. Taking notes on a walk

In the outline of the walk, the teacher indicates educational tasks, equipment and take-out material, the location of the lesson, and describes in detail the conduct of the walk.
Next, you should carry out a self-analysis of the lesson, noting the completed tasks, discover the prerequisites for failures and identify methods for improving pedagogical work during the walk. Time plan for a walk The length of time preschoolers spend on a walk is 3–4 hours daily and is formed from a morning and evening walk. Each of the five components of the walk requires 7–15 minutes, the rest of the time is spent on independent activity of the children. During a walk in the first half of the day, physical activity lasts 6–10 minutes. in the younger group (increased by 5 minutes for the following age groups), in the evening walk - 10–15 minutes. for any age of pupils. In winter, the duration of walks decreases. In bad weather conditions, the walk is canceled, but is replaced by indoor physical activity. Organization of observations during a walk in kindergarten In accordance with the Federal State Educational Standard, the main direction of the formation of a pre-school child is considered to be cognitive development. It is carried out in different configurations: experimental, research, project activities, experiments, games (plot, role-playing, didactic), examination, resolution of problem situations. The best way to develop cognitively while walking is through observation. Observation is the process of studying objects and natural phenomena through sensory perception, identifying qualities and properties, comparison, generalization, and establishing connections. Observation can be carried out both with all pupils and individually. Depending on the tasks set by the teacher for the children’s research activities, observations are divided into episodic, long-term and frontal. Several conditions are imposed on observations during a walk in kindergarten in order to ensure the effective development of each child: • Cyclicity. Repeatedly returning to the observation of previously studied natural objects and phenomena contributes to better assimilation of knowledge by preschoolers. • Short duration. During the period of observation, the teacher must monitor the emotional state of the child and beware of overwork in students. Children should begin and complete the study with positive feelings. • Availability. Any child is given the opportunity to analyze and study a subject. • Structurality. Observation is formed from three elements: beginning (concentrating the attention of students, creating a favorable atmosphere), the main part (obtaining information about an object or phenomenon), completion (summarizing, generalizing the knowledge gained). Preparation for observation consists of the following points: • Determining the place of observation in the system of students’ knowledge about nature: what skills and abilities will be improved, what knowledge will be acquired for the first time, and what will be expanded.
• Selecting an object or phenomenon for observation: an object of living nature (plant, animal, bird, insect), an object of inanimate nature (stream, icicles, stones), a natural phenomenon (thunderstorm, blizzard, falling leaves, drops), an object or subject of social life ( monitoring people of certain professions, public transport, traffic on the road). • Preparation of tools and additional equipment: bowls and food for animals, feeders and grain for birds, special tools (thermometer, magnifying glass, pinwheel). Time plan for observations during a walk

Observation is carried out on walks with children of all ages and is organized daily for 7–15 minutes.
of the total duration of the walk. During walks in younger groups, short-term observations are carried out; it is recommended to study natural objects in several short stages, alternating with active and intellectual games, sports tasks, and conversations. In older groups, observations become lengthy, which makes it possible to develop analytical abilities in children and helps to intensify ideas about nature and the social and everyday structure of life. Walking is one of the components of education in kindergarten. With proper organization and use of various teaching methods by the teacher, classes form in children inquisitive scientists, attentive observers, specialists in the natural beauty and richness of the surrounding world, and adherents of a healthy lifestyle.

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Organization of walks in kindergarten in accordance with Federal State Educational Standards

Individual work on a walk with children of senior preschool age.

Individual work on a walk

with children of senior preschool age

Improve jumps as you move forward.

Improve the technique of jumping on two legs to the toy and back.

Strengthen the ability to jump on one leg.

Improve jumping over a long rope. (stationary and swinging).

Practice running fast.

Achieve improvement in walking technique along a winding line while maintaining balance.

Practice scissor jumps.

Improve your skills of throwing a ball at a target.

Develop a sense of balance when walking on a bench, the ability to jump from a height, landing on both feet.

Learn to jump on one (right, left) leg.

Strengthen balance skills by walking on a log with a turn.

Improve walking technique with an extended step.

Practice running while completing tasks.

Practice jumping (jumping on two legs).

Strengthen the skills of throwing objects into the distance.

Strengthen the ability to tap the ball on the floor with both hands.

Strengthen the ability to throw the ball up and catch it.

Improve walking technique, heel-to-toe transition, active hand movements. Build endurance.

Practice jumping on two legs, moving forward at a distance of 2-3 m.

Strengthen the skills of strong push-off and soft landing during running long jumps.

Practice high jumping from a running start. Develop self-confidence.

Improve the ability to hit the ball on the ground and catch it with both hands. Develop coordination of movements.

Strengthen the skills of throwing the ball into the distance with your right and left hands.

Learn to jump rope by rotating it back and forth.

Sliding exercises. Goal: learn to glide along icy paths from a running start.

Throwing snowballs into the distance and at the target. Goal: to develop coordination of movements.

Skiing. Goal: to learn to make turns on the spot and in motion, to climb a hill using a ladder and descend from it in a low stance.

"Who's next?" Goal: practice throwing snowballs with your right and left hands in a certain direction.

Consolidating skiing skills. Purpose: to teach how to go down a hill.

Development of movements. Goal: practice jumping on two legs, moving forward at a distance of 2-3 m.

Jumping on one leg. Goal: learn to push off energetically and land correctly.

Performing exercises to maintain balance. Goal: to develop coordination of movements.

"Hockey". Goal: learn to roll the puck to each other in pairs.

Practice balance while carrying the bag on your head.

Develop coordination of movements while running between objects.

Practice jumping on two legs towards the target.

Develop motor activity while jumping rope.

Improve throwing snowballs at a target. Develop accuracy and eye.

Learn to roll the puck in a given direction and score it into the goal.

Develop throwing power while throwing snowballs into the distance.

Learn to walk like a snake between objects without knocking them over.

Practice standing long jumps.

Competition for the best snow figure. Learn to sculpt simple figures from snow.

Practice sliding on ice. Learn to squat while sliding.

Strengthen the ability to maintain balance when walking on a log.

Improve standing jumps on two legs, energetic push-off and correct landing.

Learn to make turns on a sled when going down a hill.

Practice running and jumping, and the ability to act on a signal.

Strengthen the ability to move with an extended step.

Learn to run in the snow and slide along the icy path as far as possible.

Practice running at speed.

Improve your standing long jump technique.

Improve your hoop rolling skills in any direction.

Strengthen the ability to throw the ball up and catch it with both hands.

Strengthen the skills of throwing objects into the distance.

Develop the ability to concentrate effort during standing long jumps.

Teach self-insurance when performing movements in balance.

Develop jumping ability while jumping in place.

Learn to ride a bike.

Practice throwing the ball up and catching it with both hands.

Train in running along a narrow path, between lines with acceleration and deceleration.

Strengthen walking skills and overcoming various obstacles.

Learn to jump without touching or moving the sticks.

Improve jumping with clapping in front of you, above your head, behind your back.

Practice throwing objects.

Strengthen soft landing skills when jumping from a hill.

Practice jumping in place with turns to the right, left, around yourself.

Learn to run long jump.

Strengthen the ability to run quickly during the game “Empty Space”. Develop your eye.

Strengthen the ability to throw the ball at a target.

Strengthen the skills of soft landing on half-bent legs in high jumps from a running start.

Improve your running and jumping skills.

Improve techniques for playing with the ball against the wall.

Develop the ability to throw at a horizontal target, at a distance of at least 5-9 m; improve coordination of movements.

Practice jumping over logs, stones, stumps; develop strength qualities.

Improve jumping on two legs with an object clamped between the feet.

Improve your climbing skills on the gymnastic ladder.

"Who's next?" Improve standing long jump technique (strong push, energetic swing of arms).

Strengthen jumps over two objects.

Improve spatial orientation and sense of balance.

Improve the skills of throwing objects into the distance.

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 an adult, a desire to get involved in the labor process, and then to show independence and initiative.

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

Seeing the workers, the kids willingly respond to an adult’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, throw their shoulder blades on 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.

Sometimes they take the offer to work seriously (to build a house for the bear), but they start fussing, talking loudly and getting into an excited state: “Let’s hurry up, the bear needs it!” They react positively to an adult’s offer to bring snow, quickly grab the buckets and run, and can destroy a nearby building in order to use this snow. The adult has difficulty stopping the children, which causes their dissatisfaction.

The next time, having become involved in joint activities with an adult and seeing that their own motor skills are far from perfect, the children become disappointed, refuse further participation and leave.

Therefore, the first actions of children to complete some assignment should be simple, understandable, specific and short in time: take it to the veranda, put it in place, etc. You can complicate the task somewhat by including two stages in completing the assignment: collect colorful leaves and bring them to the veranda.

The teacher makes a hat from leaves. Everyone wants the same one. The adult suggests: “Get some leaves, and I’ll do it!” The teacher always emphasizes why the leaves need to be collected (for the game), clarifies how to play, where to play. In this case there are no failures. The interest that arises as a result of the actions of an adult and his emotional explanations is now supported and secured by a result that is understandable, desirable for everyone, and quick to implement. If previously children’s interest was maintained throughout the adult’s actions in anticipation of the result (the adult says: “Look what I’ll do for you now.”), now the result itself serves as an impetus for children to be involved in performing the necessary actions.

The main thing for the adult himself remains the condition to achieve the result as quickly as possible, while the children’s attention is concentrated on his immediate actions, interest in them has not disappeared, while the children are waiting for the final result: “Bring the sand and we will play with it!”

As soon as the children are convinced that their direct help leads to a result that is interesting for everyone, the achievement of this result can be gradually postponed for a longer period. For example, an adult begins to shovel snow and explains: “Now I’ll shovel a lot of snow and start sculpting something interesting. Guess what happens? That's right, snowman. But he is unusual, you can play with him: throw snowballs into his basket. There’s still a little time left and we’ll play!”

The goal has been achieved: the children have developed a strong interest in the object under construction, no one leaves. With an emotional story about the future game, the teacher concentrates the children’s attention on the construction of a basket, the same basket with which interesting game actions will unfold. But it was precisely for this basket that everyone was waiting for that there was not enough snow. The teacher turns to the children for help. There are no refusals. Everyone takes shovels and buckets and tries to bring snow as quickly as possible.

An adult stops and convinces everyone that there is no need to rush, since more snow needs to be collected, otherwise there will not be enough for construction. The snow is delivered, the basket is fashioned, the adult thanks for the help, the children begin to play.

The main thing at this stage of work is for children to form an idea of the importance of their own efforts to achieve the overall result of their actions. It is important that the moment of this expectation is not extended in time. Therefore, at first, the adult includes the children in active joint actions only towards the very end of the completion of the building.

The desired result achieved through joint efforts supports the confidence in one’s own strengths, one’s own skills, and one’s own importance that is developing in the child’s mind. This is not only help in performing work activities, it is already the desire to do something useful, necessary for someone.

Now the child is ready to act alongside an adult in a partnership relationship from the very beginning of the construction of the building.

Everyone responds to the proposal to build a house for the Snow Maiden, dismantles the shovels and buckets and calmly goes to get the snow.

There should be a corner on the site where all the necessary equipment is stored. This equipment must be real, not a toy, and correspond to the child’s height and strength. In the summer, these are buckets for sand and water, scoops for them, watering cans. There are rakes and brooms in a special rack. It is advisable to choose buckets of a cylindrical shape, they are more stable. The bow should be wooden, easy to grip. The volume of the bucket is up to 0.8 l, on the inside the level of its filling is marked with oil paint (for the younger subgroup 0.2-0.3 kg, for the older subgroup no more than 0.3-0.4 kg).

The child is allowed to carry a load (watering cans with water, buckets with sand or water) in both hands at the same time. The time required to complete the assignment is from 7 to 10 minutes, the distance that children can travel should be limited to 100-150 m. If desired, you can perform the same work actions a second time.

In winter, children are offered plastic buckets with a volume of up to 2 liters, since the snow is light and voluminous. For them, wooden shovels so that the snow does not slide off (area 20x25 cm), sliders (30x40 cm), rakes. The length of the handle of this equipment is 60-70 cm.

Before starting the task, the adult emphasizes that the success of the task depends on how carefully the children listen to his explanations and how to fulfill each requirement.

The adult briefly lists and recalls the sequence of necessary actions: fill the buckets with snow to a certain level, carefully insert the shovel into the snowdrift so that it does not fall, then carry the snow to everyone together, without overtaking each other. During the task, the adult will remind and strictly monitor the implementation of these actions in their strict sequence.

This division into cycles of sequential actions, firstly, disciplines children, and secondly, makes it easier for adults to manage children's activities. And the main thing is to maintain the kids’ persistent interest throughout the entire task.

Each individual cycle of actions has an intermediate result. For example, you need to pour snow to the mark (one of the action cycles). The teacher is currently trying to ensure that the children learn to visually record the filling level of the buckets and do what is required correctly. This specific task facing children at the moment is visible and understandable to them, which, in turn, stimulates the activity of each child.

The need to divide a work assignment into cycles is also due to the fact that children of primary preschool age, due to their own capabilities, are not able to retain in memory for a long time the general task and the final result of all actions. The teacher, achieving effectiveness in a certain cycle of actions, is obliged to link this intermediate result with the final result: “If you collect snow exactly to the mark, then it will be enough to build a turtle. We will have a huge turtle." The adult must continue his statement: “Everyone will be happy and start moving out of it. It will be fun!

At the same time, we should not forget to teach children to use equipment with care: do not throw the shovel, but stick it into a snowdrift, do not forget to take the shovels and buckets back to their place after completing all the tasks, etc.

Children who have completed the tasks of a particular cycle are encouraged to check for themselves whether everything was done correctly, and only then move on to the next cycle of actions. Such consistent training of children soon brings positive results. The elders not only fulfill all the conditions correctly themselves, but can also control the actions of their comrades: “Zinaida Petrovna will not allow you to carry snow, you have filled the bucket full, the strip is not visible.”

If the results of intermediate actions and the final result throughout the entire work process are repeatedly emphasized and evaluated by an adult, children will be able to understand and retain in memory why they are making efforts. Children remember and finish what they start.

At the first stages of teaching a specific action, the teacher shows and explains: the shovel must be held straight so that the snow does not slide off, and demonstrates the technique of movement: “You only need to remove the “cap” of the snowdrift, otherwise you won’t be able to lift the shovel.” Next comes a clarification: the snow should be poured out slowly, so as not to spill over or overturn the bucket. Often you have to take the hand of one or the other child, act together, explaining the correctness of the actions to the others.

The learning process is labor-intensive, so at first no more than 3 people are involved in completing the task at a time. As the scope of children's skills increases, their number when completing an assignment increases to 7-8 people.

Kids still carry out their assignments only on the condition that an adult is nearby, that he will always help, encourage, encourage with a smile, in a word, with an affectionate gesture. The teacher turned away slightly, didn’t pay attention in time, didn’t support him - and then the kid gets lost, gets disappointed, and leaves. Apparently, it is not the labor actions themselves and their results, but joint activities with an adult, closeness to an adult, his assessment, and encouragement that form the core of the activity of younger preschoolers.

With systematic and planned work, children’s movements become more confident and purposeful, they show interest in performing their own actions, as well as a positive attitude towards the results of intermediate cycles. “Look. Did I get the snow right, up to the stripe?” - children turn to an adult, expecting his encouragement.

Now they are beginning to show interest in the building itself: “And the walls of the house will be thick, let the bear be warm!”, “Let’s make big windows, then the bear will see everyone!” A little more time will pass, and the children will begin to take the initiative, ahead of the adult’s proposals with the question: “What are we going to sculpt today?”

Now it is no longer the example of adults performing labor actions, but their own skills, self-confidence, and the results of their actions that support their persistent desire to be involved in the labor process. Children themselves invite an adult to do something interesting to them.

Children's behavior when carrying loads also changes. You can observe that during the first attempts to carry buckets of sand and snow, the children’s gait is shuffling, their posture is tense, the children are silent, they walk hunched over, their arms are bent at the elbow joints, they clasp the handles of the buckets with one thumb or the index and middle fingers. By practicing carrying a load, children very soon learn to perform this action without stress. Now, when walking, they smile, often come into contact with adults and peers, walk easily, at ease, hold the buckets freely (sometimes they express dissatisfaction with their ease), grip the handles correctly, with all fingers.

Systematic and planned work allows an adult to change the tactics of his own behavior. An adult can direct children’s actions from a distance, only to specify, clarify, and remind. Children even get offended when he wants to do something with the child’s own hand; they protest: “I do it myself! I can!"

If, during the first attempts to collect snow, children stay as close as possible to an adult, crowd around him, push, interfere with each other, and do not notice anyone except the teacher, then now everyone stays freely and does not expect help from an adult. They begin to notice how his comrades act next to him, and advise them: “You pick up snow from the other side, it will be convenient for you and you won’t disturb me!” They themselves control the actions of their peers: “You didn’t stick your shovel in the snow. This can’t be done!”, they take the initiative: “Can we go get some snow alone?” and even: “Let’s take little Olechka with us. I’ll help her get the snow right!”

In winter, work orders are somewhat the same: fill buckets with snow to a certain level, take it to the construction site, and then put all the equipment in its place. Children practice the same actions every time, quickly learn all the rules and begin to act with an adult on equal terms from beginning to end.

In the summer, they no longer experience any difficulties when carrying sand.

In hot weather, children are offered similar actions with water and immediately experience difficulties. The material itself excites children. They want to be active with water, splash, splash, pour it from one container to another. Understanding the condition of children, an adult provides them with such an opportunity at the end of a walk, when bathing dolls, when washing toys they played with, when playing with sand, and when conducting some activities.

At the beginning, when carrying water, children try to walk, watering their own feet and the feet of those walking next to them, you have to stop everyone and warn: “If you play around, the water will spill, there will be little water in the bath. How to bathe dolls? And everyone understands the expediency of the adult’s demands and obeys them.

Children often see a janitor or older children watering a flowerbed. Kids also want to take part in the overall work, but the new equipment - a watering can - causes difficulties in handling.

Children do not have the patience to wait for the water to flow out in a soft stream, and they simply splash the water over the edge, not realizing that such watering can break the fragile stems of the flowers.

The methodology for teaching how to use a watering can has a strict sequence. First, children are taught to bring water and moisten the sand in the sandbox with it. The following game exercise is carried out: everyone must pour water as carefully as possible. The last one to finish watering wins. It is difficult for children to change their minds, because the one who was first always won, but here everything is different. But let everyone practice in this formulation of the problem. Everyone can do this.

But the children have already learned to pour water with a soft stream. Each time they watch this process in fascination and forget about everything, only at the end they suddenly discover that a solid puddle has formed under their feet. Therefore, children are asked to water and at the same time move slowly along the sandbox so that the water is absorbed evenly over the entire surface of the sand. Then there will be no puddles.

Having combined all these requirements, you should invite the children to stand up, without disturbing their friends, start pouring sand with a stream, moving around the sandbox one after another, and chant at the same time to make it more fun:

You, water, pour it, pour it! You, little sand, drink, drink!

The pace of movement is determined by an adult standing in front.

As soon as the water in the watering can runs out, the child moves aside so as not to disturb others and monitors the actions of his comrades. Everyone understands: the one who was the last one left at the sandbox won. No one has any grudges.

After making sure that the children have learned how to use a watering can correctly, you can move on to watering the garden beds. Firstly, changing the place of action and the object of action has a positive effect on children’s activity. In addition, the stems of plants are not as fragile as those of flowers.

Moving after the teacher along the garden beds, the children sing:

You, water, pour it, pour it!

You, carrots (cabbage, potatoes, etc.), drink, drink!

And last but not least, children are allowed to water the flower bed:

You, water, pour it, pour it! You, flower, drink, drink!

Freedom of movement, relatively large space for movement, fresh air - all this has a beneficial effect on the child’s well-being, helps strengthen his body, and harden him. The emotional influence on him is exerted by the objects of living nature themselves, their diversity and uniqueness, accessibility in circulation, and the ability to communicate with them in a variety of ways and for a sufficiently long time.

By actively acting in the natural environment, the child learns to be sensitive to all living things, to show care and attention, to take care and protect nature, and to love his native land.

In winter, work assignments are completed by decorating the completed building with colored pieces of ice. This is an interesting activity for children, developing the imagination of every child, his activity, and initiative.

Ice floes are interesting to children because of their variety of colors and shapes. You need to select containers for making ice cubes: mugs with a semicircular bottom, molds for cookies, cakes, pies, medical trays, tiny pots, etc.

Every time an adult starts making ice cubes, he attracts the attention of children. In a large glass jar with water (so that the children can see), he dissolves this or that paint, stirs the water, discusses the intensity of the color with the children, fills the forms, puts one tail of ribbon in each, and sweeps the other over the edge (why? Children already know: for the tail can be pulled out of the finished piece of ice).

The children use some of the ice floes for their intended purpose immediately the next day, and bury some in a snowdrift for the future so that they do not melt.

Ice pieces are needed in an elongated shape (flower petals, rays of the sun, roofs of buildings), and round (the middle of a flower, the sun, part of a pattern, etc.), and hemispherical (the cap of a mushroom, the roof of a little mouse’s house, etc.) . Milk bags make a variety of bricks, cone-shaped roofs, etc.

Children fantasize, laying out all sorts of patterns on the slope of the snow bank, laying out figures of boats, airplanes, and houses. Flowers of various shapes, sizes, and colors “grow” in a snowy flowerbed. Under the birch tree, the snow is leveled and a clearing with mushrooms and flowers appears, where birds can flock, forest animals can come running (a special selection of toys, figurines sculpted by elders from colored dough, clay.) At the other end of the site, all kinds of translucent buildings (houses, bridges, roads) grow , slightly tinted, shimmer in the sun, delighting children. It turns out to be a fairytale city!

If some piece of ice breaks during transfer, it’s not a problem. The fragments, both small and large, also go into use: they decorate the houses of the Three Bears, the Snow Maiden, etc., built from snow.

A significant sign that children like to act together with adults, and also like the process, where they can apply both their own knowledge and their own skills, is their positive emotional mood throughout the entire task, a stable interest not only in what they do or say teacher, but also to their own practical actions, to the actions of their peers, as well as to the results achieved. Pride in the achieved result increases the self-esteem of every child.

Thus, the inclusion of children in carrying out their first work assignments enriches each of the kids. He learns to respect and appreciate the work of other people and come to their aid, learns the rules for performing work tasks, acquires skills in using tools, and also learns to handle equipment carefully. In the process of performing actions with a variety of natural materials, knowledge about their properties and differences is consolidated. The child’s speech, memory, attention, imagination, and fantasy are enriched. And most importantly, when performing labor actions, like no other type of children’s activity, such personal qualities as self-confidence, independence, initiative, and the ability to finish what is started are successfully formed. Positive relationships with peers are formed.

Each time at the end of a walk, children should practice appropriate self-care actions: in winter, before entering the room, thoroughly wipe their feet, fan their felt boots with a broom. In the slush, remove any remaining dirt from the soles. Perhaps the elders should be asked to wash their boots themselves. (For the younger ones, the adult himself does this.) In the summer, children should rinse their hands after playing with sand and after sculpting. At the end of the walk, everyone washes the play material.

Organization of walks (from work experience)

What is a walk? And how to organize it? Many novice educators have difficulty planning a walk. How different should the activities of children be in the kindergarten area? These are active observation games and sports entertainment, labor, and independent activities for children.

The better the conditions on the site are thought out, the more clearly the regime is implemented, the denser and more interesting the children’s activities. Planning a walk helps a young teacher to evenly distribute program material, avoid frequently repeated topics, enriches preschoolers with knowledge, develops curiosity, encourages exploration, and influences the formation of positive relationships among peers. A teacher is an organizer of observations, a participant in games and fun, and a leader of children’s activities.

Organization of walks.

The process of raising children is continuous.

Great potential opportunities for the comprehensive harmonious development of a child’s personality are inherent in the process of educational work with children in a walking environment. The main goal of the teacher’s pedagogical work during a walk is to provide active, meaningful, varied and interesting activities for children: games, work, observation, during which a children’s team is formed, positive behavior skills are learned and developed, and children’s ideas about the surrounding nature and social life are accumulated.

A walk should provide relaxation to the child, relieve stress after classes and create a cheerful mood in him, which in turn provides the appropriate tone for the successful physical and mental development of the child in other conditions and types of activities.

An indispensable condition for the successful development and education of preschoolers during a walk is their simultaneous mastery of mental and practical actions. This can be successfully resolved through systematic observations planned in advance by the teacher. Daily observations on walks enrich children's ideas about the natural world, people (their work, relationships), and enrich children's aesthetic ideas.

Thus, observation is one of the main components of the walk.

Children should be involved in active mental activity, in completing tasks to improve their skills, ability to navigate the kindergarten area, etc.

During the walk, they plan to observe objects and phenomena of social life and nature, observe the work of adults, the life of the city, animals, as well as the work activities of the children themselves. In the calendar plan, the teacher specifically indicates what the children will observe, for what purpose, what type of work they will do, and how the responsibilities will be distributed among them.

Thus, the structure of the walk consists of the following components:

— Various observations (goal) (didactic tasks);

— Labor actions of the children themselves (goal);

— Outdoor games and play exercises;

— Individual work in physical education;

— Independent activity of children.

Each of the required components of the walk takes from 7 to 15 minutes and is carried out against the backdrop of children’s independent activity. the sequence and duration of different types of activities should vary taking into account specific conditions: time of year, weather, age of children and the nature of their previous activities. So, if before the walk there were activities that required mental stress from the children, then it is advisable to start it with the organization of outdoor games or sports entertainment, labor. And vice versa, if the walk was preceded by physical and musical activities, then it is better to start it with calm independent activity.

The main thing is that each of the components of the walk contributes something unique to the development and education, in the formation of the personal qualities of preschoolers.

Against the background of children playing independently, the teacher can tell and show something to them, communicate with one or two on a topic that interests them, organize individual games and entertainment, and observe with a subgroup of children some unusual phenomenon or event that they themselves noticed. The main thing is to make sure that you don’t get bored while walking.

Walk “Nature Has No Bad Weather”

Purpose of the walk

- to activate children’s knowledge about animals and plants, to introduce them to the concept of “weather”, to the influence of weather changes on plants, animals and people, to promote the formation of the ability to assess the condition of surrounding plants and animals, and to teach them to conduct phenological observations.

Before going on a walk, children should be taught about the factors that make up the weather. Make a sample nature diary, show how to record known natural phenomena in a diary using symbols. Tell us how to dress for a walk in different weather. Find out what birds and insects that live in the school area the children know. Consider illustrations depicting famous birds and insects.

With this walk you should begin your daily observation of the weather and seasonal natural phenomena. At the beginning and at the end of the walk, the teacher can ask the children what the weather is like, whether there have been any changes in the weather during the walk, and how the children determined this. Did they take into account the state of the sky (clear, presence of clouds), the presence of wind (quiet, windy), temperature (warm, cold, cool). What do the plants look like (cheerful, sad, drooping), birds (ruffled, joyful, anxious), do insects fly, how does the weather affect a person (chilly, hot, what is your mood). Then ask the children to note the signs of autumn.

Complete the game task “Natural absurdities” and play the game “Blind Man’s Bluff in Circles”.

"Natural absurdities"

While walking along a certain route, children are asked to find objects of non-natural origin that the teacher has previously placed on this site. After completing the route, the most vigilant traveler is determined by the number of absurdities seen. Then the teacher and the children walk along the route again, noting these absurdities with them.

"Blind Man's Bluff in Circles"

I blindfold the driver, chosen according to the counting rhyme. Within a radius of 3-5 steps around the driver, the players draw small circles and stand in them. One of the players circles the driver in place so that he loses the direction in which to look for circles.

The driver walks at random, and the players run from circle to circle until he comes close to one of the circles. At the command of the leader, everyone stops and does not move from their place. The driver stretches his arms forward, trying to touch the person standing in the circle, and he crouches, dodges, without leaving his place. Having finally found the person hiding, the driver feels him and calls his name. If the driver makes a mistake, he continues to drive. In case of three failures in a row, a new driver is chosen.

The player who moved from his place after the driver approached the circle must change him.

After the walk, children record their observations of the weather in a nature diary.

As a senior teacher, I systematically study the work of educators with children during walks, provide them with methodological assistance in planning its content, techniques and methods of guiding various children's activities. I also make sure that in the calendar plan teachers indicate what attributes and toys will be needed for children to play, i.e. take-away materials. Because, based on this, children have a desire to play one or another game (sailor caps, binoculars for “sailors”, steering wheel for a “driver”, etc.

The content of evening walks should be planned taking into account all the children’s previous activities. Observations of games, labor, physical exercises and outdoor games are planned. However, it is necessary to keep in mind that in the evening you should not play games of great mobility that excite the nervous system of children.

Literature:

1. T. G. Kobzeva. Organization of children's activities during a walk.

2. Kholodova I. A. Children about nature.

3. M. V. Lucic. Classes with children of senior preschool age on the topic: “Spring. Insects, migratory birds."

4. E. A. Babenkova, T. M. Paranicheva. Outdoor games while walking.

Organization of walks in kindergarten in accordance with Federal State Educational Standards

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