Abstract
classes on patriotic parenting
in the second younger group.
Teacher: Nurkova Marina Alexandrovna
Theme:"Good in our kindergarten."
Program Tasks: continue to acquaint children with the labor of employees of preschool institutions - educators, junior educators; learn to call them by name and patronymic; refer to them on "you"; cultivate respect for them and their work. Teach children to navigate in some rooms of a preschool institution. Foster a friendly attitude, respect for kindergarten workers.
Equipment: Gingerbread man (toy), photographs of the children of the group, caregiver, junior caregiver, letter inviting you to a tour of the kindergarten.
Course progress:
A gingerbread man (toy) is rolling on the floor. The teacher draws the attention of children to him. Kolobok sings:
"I am a Gingerbread Man, Gingerbread Man,
On the barn is methen, scattered across the barn.
Mixed on sour cream, chilled on a window.
I left my grandmother, I left my grandfather ”
Kolobok asks the children where he has rolled. Children answer that he was in kindergarten. Kolobok asks to explain to him what a kindergarten is. The teacher offers children to tell Kolobok what kindergarten is, who lives in kindergarten.
Children show Kolobok their photos and give their names ("It's Me - Katya", etc.).
Then the children show photos of the teachers and the junior teacher who work in the group. Kolobok reviews photos and asks to tell about educators. Children tell (for example: “Galina Nikolaevna is kind, beautiful, affectionate, smart. She conducts classes, games.”)
Kolobok asks the children what the teachers taught them in kindergarten. The guys report that the teachers taught them how to sculpt, sing and expressively recite poems. Read (optional) favorite poems.
Kolobok says that he also loves to sing and expressively recite poems. He suggests listening to a song that he often sings:
“I left my grandmother, I left my grandfather.
I’m lost in the open field and do not toss and turn.
I roll and tumble, I roll and tumble.
I roll and tumble, I roll and tumble. "
The teacher finds out from the children if they liked the song.
Then the children find photos of the younger caregiver and call her name and patronymic (Irina Anatolyevna), say what she does (cleans the group, brings food, does the dishes, etc.)
The group includes a junior teacher in an apron. The teacher asks: “Guys, what do you think, what will Irina Anatolyevna do now?” The children guess what Irina Anatolyevna will do.
Irina Anatolyevna: “What a fine fellow! You guessed what I would do now - do the dishes. Do you know where I wash the dishes? ”
The teacher offers the children to see how and where Irina Anatolyevna washes the dishes. Draws the attention of children to the items necessary for washing dishes (detergent, sponge, rag, etc.) Children observe the sequence of washing dishes, under the guidance of a teacher explain and name the actions of Irina Anatolyevna.
Then the teacher invites the children to talk about Irina Anatolyevna, they call her qualities (she knew how., Hardworking, caring, etc.)
Gingerbread Man: "How cool and fun you have in kindergarten!" And all this thanks to your educators, they teach you to draw, sculpt, sing, etc. And Irina Anatolyevna takes care of you.
Educator: "Gingerbread man, do you want to go with us on a trip to kindergarten?"
Gingerbread Man: "I want to!"
The teacher offers the children to go on a trip to kindergarten together with Kolobok.
The first stop is the kitchen.
Educator: “How delicious it smells. Guess what this place is? (kitchen).
Answer the children soon
Who is the best in the world
He will be able to treat you,
To drink and feed? ”
The teacher clarifies who this riddle is about, asks the children: “What are the cooks doing? (necessarily calls the name and patronymic of the cook). The cook prepares food, cooks, fries, bakes, washes, cuts. Where is the kitchen located? (on the first floor). How can I find a kitchen? (by smell, by the plate on the door, etc.)
The teacher leads the children to the conclusion: the chefs are diligent, skilled, prepare delicious food, and therefore always thank them.
The second stop is the laundry room.
Educator: "What is that noise?" What a miracle - cars? Guess what this stop is? (laundry) Do you know who works in the laundry room? (children's answers) What does the laundress do? (the washerwoman’s name is always called) the washerwoman erases, irones bed linen, towels, aprons, bathrobes, tablecloths. Where is the laundry room? (on the ground floor) How can I find laundry? (children's answers).
The teacher leads the children to the conclusion: the laundresses are very diligent, skillful, hardworking, caring. He suggests reflecting on how the laundresses can be helped (wash hands after a walk so as not to stain towels, eat gently so as not to stain napkins, tablecloths, etc.)
The third stop is a medical office.
The teacher announces the next stop - “Aybolit” - and asks the children: “who works in this room? (doctor, nurse) What is the nurse doing? (heals, gives medicine, vitamins, lubricates the wound with green)
The nurse invites children to enter the office, shows how she treats the scratch: rinses and greases with green, seals with a band-aid; so the scratch is more likely to heal.
The teacher offers the children to talk about the nurse (the name and patronymic of the nurse is necessarily called) about how she is caring, attentive, skillful, kind). Draws the attention of children to where the medical office is located (on the ground floor). How can I find a medical office.
Then the teacher leads the children to the conclusion: when meeting, you need to say hello, call adults by name and patronymic, thank them for their care, and show a desire to provide all possible assistance to them.
Kolobok thanks the teacher and children for a wonderful trip to kindergarten. Children read a poem:
“This is our good kindergarten,
We all love dearly kindergarten,
In the morning I’m running rather to kindergarten,
In the evening I will say: “See you, kindergarten!”
Kolobok invites everyone to take a picture, and then the teacher invites everyone to a group for a tea party.
Municipal preschool educational autonomous institution, a kindergarten of a general developing type, village Naumovka, municipal district, Sterlitamak district, Republic of Bashkortostan
Abstract
integrated educational activities
“Well in our kindergarten”
in the second younger group.
Prepared and conducted by: Ivanchina M.M.
2015
Integration of educational areas: “Social and communicative development” (leading), “Cognitive development”, “Speech development”, “Art-aesthetic development”, “Physical development”.
Tasks:
Educational: continue to form the idea of \u200b\u200bthe pupils about the professions: laundress, nurse, cook, their significance, professional labor processes, about the subjects necessary in their activities; to improve the ability to distinguish and name fruits and vegetables; Compare objects in size, shape, color; name signs of objects;
To form interest in cognitive - research activity, the ability to interact in the game; imitate simple actions of professional affiliation to music;
Continue to teach children the techniques of sculpting from salt dough: with the help of signets, consolidate the ability to flatten a piece of dough between the palms of the hands;
Enrich and activate a passive and active vocabulary on the topic: professions.
Stimulate emotional meaningful communication between a child and an adult.
Developing: develop fine motor skills and coordination of movements;
To develop the ability to answer teacher's questions with a complete answer;
To develop the creative imagination of students, creating conditions for this.
Educating: foster respect for kindergarten workers;
To foster a partnership and a desire to help.
Main activities: cognitive research activity, communicative, game, motor, musical and artistic, productive.
Materials and equipment: Parsley (toy), 2 easels, pictures with the image of various objects, 2 pans, basins for each child, clothespins, handkerchiefs, salt dough, underlays, napkins, cookie cutters, fruits and vegetables.
Preliminary work : viewing pictures of illustrations with the image of various objects of professional affiliation, conversation, reading poetry stories.
Expected results: have an idea of \u200b\u200bpeople of different professions employed in kindergarten; recognize and name objects of professional affiliation; repeat the movements for the tutor in accordance with the text; are included in didactic games; group objects according to relevant signs, distinguish and name the color, size and shape of objects; use the flattening technique between the palms in the molding.
Move OD:
There is a knock on the door. Parsley appears in the group.
Parsley : Oh, where did I get it? How beautiful, interesting, and how many children. Who are you?
Pupils: we are children from the Bears group.
Educator: And how did you get Parsley?
Parsley: I walked, walked and got lost, I look some house is standing, and then I went in and got to you. And where am I? And what are you doing here?
Educator: guys, let’s tell Petrushka what kind of house it is and what we are doing here.
Pupils: this house is called kindergarten. He stands in the village of Naumovka, here we play, sculpt, sing, eat, sleep. And in the evening, mothers take us home from here.
Parsley: Oh, how interesting, I’ve never been to such a kindergarten. And show me it? You said that you eat here, but bring food from home?
Educator: Parsley, no, of course, nobody brings food from home, in our kindergarten there are cooks, laundresses, a nurse, and many other professions. Come on, Petrushka, we will arrange for you a tour of the kindergarten and we will tell you everything and show you.
Parsley: Of course, of course, show me everything and tell me, otherwise I don’t know anything about kindergarten.
Educator: Well, guys will go with you on a tour of the kindergarten? And we’ll see everything ourselves and we’ll tell Petrushka everything.
Logo rhythm:“Walked our legs”
Walked our legs
Right on the track.
That's how we can
Come on, more fun
That's how our legs
Walking along the path.
Have fun walking your legs.
The laundresses approached the easel with a drawing.
The first stop is the laundry room.
Educator: “What is that noise? What a miracle - cars? (the sound of a washing machine is heard) Guess what kind of a stop it is? Laundry. Do you know who works in the laundry room? Laundress. What does the laundress do? A laundress launders, ironing bed linen, towels, aprons, bathrobes, tablecloths. On the table are laid out the items necessary for the laundress to work (soap, powder, basins, iron).
And what does the laundress need to wash? Powder, soap, basins. To consider these objects to name and say what is much, and what is one.
Do you think our laundresses are washed in plain water or in soapy water? In soapy, because such water quickly washes away all the dirt.
Guys, do you know that laundresses wash clothes in hot water, adding powder there? Why hot? And let's check with you in which water the powder dissolves faster in cold or hot. Experimental activity.
And after washing, what do our laundresses do? Rinse. And then what? The laundry dries and then they iron it. And what do the laundresses iron with? With an iron. Can children be ironed? Why? Because the iron is hot and you can burn the handles. Guys, and let us help the laundresses with washing! We wash the scarves.
Children take one basin with handkerchiefs. The song is turned on: “We will wash the handkerchiefs”. Children sing and imitate movements in accordance with the text. At the end of the text, take clothespins and hang handkerchiefs on a rope.
Educator: Let's continue on our journey through kindergarten.
Logo rhythm is repeated.
The second stop is a medical office. Children stop at the doctor sitting at the table.
The teacher announces the next stop - “Aybolit” - and asks the children: “who works in this office. Doctor, nurse. What is the nurse doing? It treats, gives medicine, vitamins, lubricates the wound with green. Children sit on chairs.
The nurse draws attention to a table on which bandages, green stuff, cotton wool, a phonendoscope, tablets, vitamins are laid out. Shows and tells what items are needed for what.
On the example of a doll, she checks the neck, puts a thermometer, processes the scratch: rinses and greases with green, seals with a band-aid; so the scratch is more likely to heal.
Then he talks about what needs to be done so as not to hurt: temper, eat well, take vitamins and exercise. Let us do the exercises.
"Fun workout"
Heads bow We tilt our heads down, up
Shake your nose with the tilt forward, turning the head to the sides,
And knock with your teeth. Open and close your mouth.
And a little silence Press the index finger to your lips
Shoulders we twist Raising and lowering the shoulders
And we won’t forget about pens
Fingers shake Squeezing and unclenching the fingers of the cam
And a little rest. Swing hands up, down
We chat feet stamping on the spot
And a little bit of squat Half squat 2 times
Foot, foot similarity Step right step left and back.
And first we’ll start.
Nurse: and now after charging I want to offer you to listen to how your heart beats.
Experimental activity: listen to a heartbeat with a phonendoscope.
Educator: Let's say thanks to our nurse, and go on traveling through our kindergarten.
Logo rhythm is repeated.
The third stop is the kitchen. Children approach the easel, which depicts a cook.
Educator: “How delicious it smells. Guess what this place is? (kitchen).
Answer the children soon
Who is the best in the world
He will be able to treat you,
To drink and feed? ”
The teacher clarifies who this riddle is about, asks the children: “What are the cooks doing? The cook prepares food, cooks, fries, bakes, washes, cuts.
The teacher brings the children to the table on which the objects necessary for the cooks in their professional activities are lying: a pan, a frying pan, a knife, a ladle, a skimmer, a cutting board. Children examine and name these items.
Didactic game: “What for what?” Pan to: cook soup, frying pan - fry, etc.
The teacher draws the attention of children to a set of products laid out on the table (fruits and vegetables) and offers to name them and divide them into groups “Vegetables” and “Fruits”. Put the fruits in the red pot and the vegetables in the green.
Didactic game: "Name and Put."
Then the teacher draws the attention of the children to the plates on which the sliced \u200b\u200bproducts lie and offers to taste them and name them. Experimental activity: "Guess the taste."
The teacher praises the children for the correct implementation. And offers to return to the group.
Logo rhythm is repeated.
Turning to Parsley.
Educator: Well, Petrushka, did you like it in our kindergarten? Did you remember everything?
Parsley: It seems to remember, but I'm not quite sure about it.
Educator: And now we’ll check. On the computer screen there are pictures depicting laundresses, nurses, cooks and their professional tools. Children and Parsley are invited to name for which profession this or that subject is needed. Didactic game: "To that."
Educator: Well, Petrushka, you all remember. Tell us, did you like it in our kindergarten? Will you come to visit us again?
Parsley: I liked it very much, and as soon as I want to find out something new, I will definitely come to you. Now I have to go. Goodbye, guys.
Parsley says goodbye and leaves.
Educator: Did you guys like our tour? You were great today! Now relax after such an interesting trip.
The end of the lesson.
Open lesson on patriotic education for preschoolers (second younger group)
Open lesson on patriotic education
(second youngest group)
Purpose: to develop moral and patriotic education in children of primary preschool age.
Tasks:
To form initial ideas about their small homeland. To acquaint with the nature and wildlife of our region.
To expand children's ideas about wild animals, inhabitants of rivers, trees characteristic of our area.
To expand and intensify the vocabulary of children based on the enrichment of ideas about their native land.
To develop interest in the outside world in the process of playing activity.
To foster love for the native land, respect for nature.
Equipment:
Pictures with the image of trees, fish, flowers. Satin ribbons (green, yellow, blue
Course progress:
Educator: Every person has a place on earth where he was born. This place is called Homeland. And there is such a word “Little Homeland.” This is a small piece of our vast country: this is a city, a street and even our kindergarten. Guys, who knows what the name of the city in which we live is called? (Kemerovo city) And what is it? (big, beautiful)
Teacher: That's right, our city is big. It is surrounded by many trees, shrubs, beautiful flowers. Our land is inhabited by various animals, birds and fish. To learn about the nature of our land, I suggest you go on an unusual excursion. What shall we eat? (children's answers). Let's fly on a plane. Just remember that from the height of our plane everything seems to us very small. Look: blue ribbons - our seas and lakes, green - forests, yellow - fields and steppes. (The teacher lays out tapes on the carpet). Ready to fly? Then we turn into airplanes. We get up, spread our wings and flew (children fly in a circle with a sound oooh)
Educator:
We’ll build the plane ourselves,
We rush over the forests.
We rush over the forests.
And then back to mom.
Educator: Arrived! We sit on the chairs. We found ourselves in a forest. The forest has its own rules: do not make noise and do not scream. After all, the forest is a house for plants and animals, as for us - our houses. There are a lot of trees in the forest. To find out what trees grow in our forest, I suggest you solve riddles. (Pictures are displayed during the guess).
1. Decorates their people
Every time on New Year's Eve.
Instead of leaves - needles.
Name the trees! (Christmas trees)
2. Everyone knows that the Christmas tree
Not leaves, but needles,
And just like her
With needles ... (Pine)
3. There are trees in the forest,
Even on a quiet day they tremble.
Along a winding path
Rustle with foliage. (Osinki)
4. Sticky kidneys opened -
He dressed up in leaflets.
In summer, a dandy dressed in fluff.
Guessed? - This is ... (poplar)
Educator: well done! In the forest there are not only trees, it is full of forest inhabitants. Which forest animals do you know? (children's answers). Right. They all live in the forest. How can they be called in one word?
Children: wild animals!
Educator: why are they wild?
Children: because they live in the forest!
Educator: who else lives in the forest?
Children: birds!
Educator: right! Which birds do you know? (children's answers)
(The teacher sits the birds on the trees).
Educator: let's listen to how the birds sing.
(the teacher includes a phonogram of bird voices).
Fizminutka "Tree"
The wind is blowing in our face
A little tree swayed.
The breeze is quieter, quieter, quieter
The tree is higher and higher.
Climb the handles higher
Move your fingers.
So move your ears
Little bunnies.
Sneaking quietly on toes
Like foxes roaming the forest.
The wolf looks around
And we will turn the heads.
We sit quietly, quietly, slowly
How mice climb into a mink.
(children sit on chairs)
Educator. Look, what is this blue ribbon below? (assumptions of children). The largest and main river, it is called Tom. Who lives in the river? What kind of fish do you know? (pike, perch, crucian carp, bream, carp)
Let's play the game "Fish - mischievous"
The teacher comes to a table covered with blue cloth (Tom River).
Educator: Look how wonderful the fish in my hands is. She is swimming in the river. As soon as she pulls out we take a picture of her (clap her hands). And I'll see how attentive you are.
Educator: and now all the attention is on the yellow ribbons. Who remembers what it is? Our fields and steppes. The nature of our fields and steppes is rich in flowers, herbs, mushrooms and berries.
(The teacher shows pictures of flowers familiar to children, consolidates the knowledge gained).
Teacher: Well, guys, we have to go back to kindergarten! We start the motors!
It's time to end the flight
Our plane flies to the ground!
Children "start the engines", "fly" for the teacher, stand in a circle.
Educator: Guys, where did we fly today and what did we see?
Children: We flew over our city, got acquainted with nature and the inhabitants of the forest, river, fields.
Didactic game "Whose cub?"
The teacher offers the children to look at pictures that depict young animals and birds (chickens, ducklings, kittens, lamb, etc.).
Then he suggests finding the parents (mom and dad) of the cubs among the rest of the pictures.
After the guys collected the pictures, the teacher asks the children questions:
Do you think it can be said that these paintings depict a family? Why?
What does a cat feel next to its kittens?
What do chickens feel next to a rooster and a chicken?
That's right, and animals and birds experience a sense of joy when they are surrounded by their family, because children delight their parents that they grow up, get stronger, learn everything new in life. And the cubs are glad that their parents warm them, protect them, take care of them.
Purpose: introduce children to the difficulty of a cook; to expand and consolidate knowledge about cookware.
Preliminary work: instructing children about the rules of conduct in the kitchen.
Tour:
Guys, today we will go on an excursion to the kitchen of our kindergarten, which is located on the ground floor. Who can answer: what is a "kitchen"? (answers)
A kitchen is a room where food is prepared. I want to remind once again that this is a place of increased danger, because in the kitchen there are hot plates, hot food. Therefore, I ask you to be very careful: do not push each other so as not to burn yourself on the stove or on the pan.
Come on in, guys are waiting for us. Say hello. We are met by the chief cook - Valentina Anatolyevna and her assistant Lyudmila Viktorovna, please show us your working room.
Cook: Guys, this room is called the kitchen. Here every day we prepare delicious food for you. What did you eat for breakfast today? (answers) We cooked porridge, cooks. To do this, we came to kindergarten very early, when you and your parents were still sleeping in their warm beds. I turned on the electric stove and put a huge pan on it. Then she poured milk into a saucepan, poured cereal, sugar and, stirring with a large cooker, began to cook for you tasty healthy porridge.
Valentina Anatolyevna, please show us the dishes in which children cook for breakfast.
In this large saucepan, our chefs cook cocoa for the children.
Children, why do you think the pans are so big in the kindergarten kitchen? (children's answers) Do you have such pots at home? (answers) Why? (answers)
Valentina Anatolyevna, what is waiting for our guys for lunch and dinner today? (answer) And what kind of cookware will cooks use? (answer) What kind of cookware do you still use to cook food?
Cook: Kitchen utensils need different. We put washed fruits in a special basin, and at home your mother uses a small bowl or plate for this. To add water, we use a bucket, and when your nanny comes, with the help of a large ladle, the cook pours the borsch in a bucket for the first dish. We in the kitchen need not only kitchen utensils, but also various useful appliances and appliances. For frying cutlets, we have a special electric frying pan. There is a potato peeler for peeling potatoes. A large colander is needed to filter the cooked pasta. There are graters in the kitchen to grate cheese or carrots for soup. And, of course, the kitchen cannot do without knives and chopping boards. (The story is accompanied by a show)
Children, why are there several electric stoves in the kindergarten kitchen? (children's answers) Tell me, what is the difference between the plates in your home from the plates in the kindergarten? (children's answers)
Guys, and I want to remind you that metal kitchen utensils heat up very much and do not cool for a long time, so our cooks and your mothers use special oven gloves so as not to burn their hands on hot dishes. Be careful when you come home to the kitchen while lunch is being cooked.
Guys, our tour ends. I suggest that each of you name one item of cookware that Valentina Anatolyevna told us about (Children’s answers)
Thank our cooks for their hard work, for delicious dinners.
On the topic: "Our kindergarten, glad to see you!"
Astapova Elena Alexandrovna
The teacher MBDOU d \\ with №49
P. Druzhny
Kstovo
2014 year
Preliminary work:
Plan:
1. Greetings (introduction)
2. A game for dating.
3. Adaptation results
4. Acquaintance with the program
1. Greetings.
Here we are!
2. A game for dating.
-Loves to sleep;
-love sweet.
-love to work in the country;
-Likes to spend money;
- loves to travel.
3. Adaptation in kindergarten.
4. Acquaintance with the program.
ANNEX 1
Adaptation results.
Parent Tips
Parent Tips
Parent Tips
Parent Tips
Parent Tips
Parent Tips
APPENDIX 2
APPENDIX 3
how not to behave
how to love your child
rule one:
rule two:
rule three:
rule four:
fifth rule:
APPENDIX 4
Memo for parents
General recommendations:
- Replaceable comfortable shoes
- Socks, socks
- T-shirt for sleeping
- Clean handkerchiefs
Methodological development of the parent meeting in the second younger group of kindergarten
On the topic: "Our kindergarten, glad to see you!"
Astapova Elena Alexandrovna
The teacher MBDOU d \\ with №49
P. Druzhny
Kstovo
2014 year
Parent meeting in the second junior group
Theme: "Our kindergarten, glad to see you!"
Preliminary work:
Arrange chairs in a semicircle, prepare places for parents.
Make a memo for parents "First time in kindergarten."
Make a wall newspaper “Our Kids”.
Purpose: The main goal of our parental meeting is the mutual communication of teachers and parents, the exchange of necessary information for the successful stay of the child in kindergarten. Modeling prospects and tasks in the school year.
Plan:
1. Greetings (introduction)
2. A game for dating.
3. Adaptation results
4. Acquaintance with the program
5. Selection of the parent committee.
1. Greetings.
Educator 1. Good evening. We are glad to see you at our first meeting. Today we have with you the first parent meeting, at which we will meet, get to know each other better. We will tell you about what the children learned during the period of adaptation to kindergarten and what they still have to learn.
After that, we will select a parent committee and discuss current issues.
Here we are!
Carers show parents a wall newspaper with photos of the group’s pupils and offer to briefly talk about their family, the nature and habits of the child, family traditions.
Educator 2. So, you brought your children to kindergarten and we have one common goal: to make their stay here comfortable, safe, interesting, exciting, informative, etc.
During a child’s stay in kindergarten, we (children, teachers, parents) make a triangle. At the head of the triangle, of course, is the child. What do you think will happen to a tripod stool if one leg breaks? (fall) That's it, fall! Remember Krylov’s fable “Swan, Cancer and Pike,” which says: “When there is no agreement in the comrades, their business will not work out, it will not work out for him, only flour!” Therefore, you and I need to join forces so that the children are interested and comfortable in the kindergarten, and here it is very important to have mutual understanding and support. We will live together for 4 years, I hope, as a friendly family. But first you need to get to know each other better.
2. A game for dating.
Caregiver 1. Parents pass the ball, who holds the ball in his hands, he says what his name is, what is the name of the child, how old the child is and how long they go to the garden.
Educator 2. Exercise "My mood."
Everyone comes to kindergarten with a different mood. To find out the mood of the children, we play such a game, the children show and speak in a circle: the clenching of the palm is intense, the arms wide apart are wonderful, the hands on the knees are calm. Let's try to appreciate the atmosphere of our meeting. Show with gestures the mood with which you came to our meeting.
Educator 2. Exercise "My habits."
All people are different, but there is something that unites them and makes them interesting to each other - these are habits and interests. Parents are invited to complete those tasks that, in their opinion, reflect their own habits and interests:
Going out in a circle and shaking hands with each other are those parents who:
-Loves to sleep;
-love sweet.
Go out in a circle and jump on one leg, those who:
-love to work in the country;
- loves to cook jam, make preparations for the winter.
Go out in a circle and dance those parents who:
-Likes to spend money;
- loves to travel.
Educator 2. Exercise “Adaptation is good or bad.
Parents pass the ball and continue the phrase: “Adaptation is good, because ... (parents' opinion)” and pass it on to the next; he must continue, "Adaptation is bad, because ..."
Our group has a shelf of creativity of parents, where we exhibit crafts of our parents. We hope that by the next meeting we will have a lot of your work, and we will be able to organize an entire exhibition.
3. Adaptation in kindergarten.
The teacher makes a report on this issue. (see APPENDIX 1)
4. Acquaintance with the program.
The teacher introduces the parents to the educational program. (see APPENDIX 2)
5. Tell about the age characteristics of children 3-4 years old.
Give recommendations on parenting. (see APPENDIX 3)
6. The choice of the parent committee.
Carers explain to parents the powers and responsibilities of the parent committee. They suggest choosing the parent committee of the group.
7. Exchange of views, questions on the topic of the meeting.
ANNEX 1
Adaptation results.
One of the leading specialists in the education of young children, Professor N.M. Askarina, speaking about this problem, often gives the same example: a gardener replanting a tree prepares a plot, carefully digs a tree, trying not to damage its root system, replanting it with the ground - but, despite all his efforts, the tree is on a new the place is sick until it takes root. Now let's turn to the children.
The process of adaptation to new conditions of the garden, as experience shows, is most difficult for children aged 3-3.5 years. This is due to the fact that it coincides with the crisis of personality development, which can be described as "I myself!" The child begins to realize his own "I". He seeks independence, self-affirmation. At this time, his will and self-esteem are actively developing, which manifests itself in the desire to set goals and achieve them at any cost, and is also proud of his achievements. All these new features are a positive consequence of the crisis for the child.
However, the crisis of 3 years has an unpleasant side - the aggravation of child-parent relations. For no reason, the baby has some features that are very worrying for mothers and fathers: despotism, self-will, stubbornness, obstinacy and negativity. They are found in the fact that the child seeks to achieve from his parents exactly what he wants, even if it will harm him. The adult does not put the opinion of adults into anything, refuses to obey the requirements and requests, trying to do the opposite. It is worth noting that usually the period of crisis is more difficult for children to endure than their parents. The child himself does not understand why he behaves this way, he does not know how to restrain his impulses and emotions. He refuses to go to bed, does not want to dress himself, to tidy up toys. Naughty, screaming and stomping his feet if any of his requests are not fulfilled. Not infrequently, such a child’s behavior takes parents by surprise.
And in this difficult period, the baby is brought to kindergarten. Adaptation to new conditions of stay, a new children's team, new adults coincides with the crisis of three years and, of course, is much more complicated.
Parent Tips
The first time is about a month, it is worth leaving the child only until lunch. After a walk, he can return to the group, have lunch and then you pick him up. If the child himself expresses a desire to stay in the group and sleep with the children, then leave him. If the baby is not ready to stay yet - do not rush things. It is better to wait a bit and not injure the psyche than to rush and get injured. Some parents mistakenly believe that if the child went to the group 2-3 days normally, then he can be left for the whole day. This is not true. The first week is an acquaintance with the new, the real adaptation begins from the second week, when the baby realizes that he will have to go here every day. Try to pick up your child from kindergarten early. If possible, sometimes have an unplanned day off or even a small vacation
Parent Tips
Do not be surprised if you have already dealt with the problem of adaptation, but it again arose after an illness or a big weekend when the child was at home for a long time; Sincerely rejoice at the baby’s success and look for as many advantages as possible; In the garden, children miss their parents very much, do not send him at home play with toys if he wants to be with you; Create an atmosphere of cozy silence and tranquility at home; Before going to bed, read the book to your baby, listen to music, calmly talk about something.
Parent Tips
Signs of successful adaptation of the baby in d / s: Normal sleep (falls asleep as usual, does not wake up at night, does not cry, does not talk in a dream; Good appetite; Normal behavior, usually behaves at home - does not cling to mom, does not run, does not act up etc.; Normal mood, easily wakes up in the morning; Desire to go to kindergarten.
Parent Tips
Signs of maladaptation: Sleep disturbance, poor sleep, often wakes up at night, talking in a dream, tossing and turning a lot, often getting up on a pot at night or begins to write in bed; Appetite disorder, refuses to eat, eats little, complains of stomach pain; Appearance lethargy, moodiness; The appearance of aggressiveness, often changing mood; The child began to get sick more often
Parent Tips
Factors that prevent the baby’s adaptation to d / s: Too much dependence of the child on the mother; Over-anxiety of parents; Reluctance of adults to give greater independence to the baby; Raising a child in the spirit of permissiveness; Neurological symptoms in a child: asthenicity, hyperactivity, etc.; Painfulness of the baby ; Lack of an adequate daily routine in the house.
Parent Tips
Always remember: The emotional mood of the child largely depends on the parents. Never say phrases like: "You’ll behave badly, they will punish you in the kindergarten." In the mornings, when you are going to kindergarten, try to create a calm, cheerful atmosphere, and discuss the upcoming day with a positive attitude. Then he will definitely be successful for both you and the child.
APPENDIX 2
Vasilieva's program offers a comprehensive comprehensive development of the child from birth to seven years. In total, four age steps are indicated. In a kindergarten working under such a program, the groups will also be broken down by age - nursery to 2 years, the first and second younger groups are from 2 to 4 years old, then the middle group - children 4-5 years old, older and preparatory group - 5-7 years.
The basis of the traditional program is the principle that the child receives full education and development only if the learning process is properly organized. Therefore, a clear daily regimen has been developed for each age group, there are instructions on the duration of classes, sleep, and feeding, taking into account age-related characteristics.
Every aspect of children's life here is covered separately, attention is paid to every detail. If you use this program at home, you will not forget about any side of your baby's development - hygiene skills, planting on a pot, preparing for bed, developing speech, developing movements and sensory abilities, music and didactic games, manual labor, etc. d. Here, scenarios of holidays and matinees have been developed, a list of recommended musical and literary sources, as well as an approximate list of classes for a five-day week are provided.
Equally close attention is paid to physical, creative and moral development, to labor and patriotic education. The educational activity is built on the principle of continuity with the school curriculum, that is, in the first grade it will be easier for the child to learn, since the kindergarten program will smoothly transfer to the school curriculum. Separately, design, labor, familiarity with the outside world are considered.
"The program of training and education in kindergarten" edited by M.A. Vasilyeva et al. Was developed by a team of scientist-methodologists and educators under the guidance of Professor T.S. Komarova. In an updated form, it is a successful fusion of many years of domestic experience in the field of preschool education and modern innovations.
APPENDIX 3
Age features of children 3 to 4 years old.
Do you know your child? Of course, almost every parent will answer. We have been dealing with our children from the first days of our lives. It is we, parents, who feed them, dress them. we bathe, put us to bed, learn to take the first steps and pronounce the first words.
The child is 3 years old. This is an important milestone in his life - the transition from early to preschool childhood. He rises to a new stage of his development, you can already think about his future fate, and about what can be done so that he grows up as an intelligent, honest and happy person.
It is during this period that the foundations of the future personality are laid, the prerequisites for the physical, mental, moral development of the child are formed, and for this formation to be complete, constant and skillful guidance from adults is necessary.
Often, many parents do not see the changes that occur with their child, do not notice in which person the child speaks about themselves, and do not see his needs. For normal development, it is desirable for the child to feel that all adults know that next to them is not a baby, but an equal comrade and friend. Therefore:
how not to behave
No need to constantly scold and punish the child for all unpleasant manifestations of his independence for you.
No need to say yes when you need a solid no.
Do not emphasize your strength and superiority over it.
At the age of 3 to 4 years, the child gradually goes beyond family education. An adult becomes for a child not only a member of the family, but also a carrier of a certain social function. The desire of the child to perform the same function leads to a contradiction with his real capabilities. This contradiction is resolved through the development of the game, which becomes leading at this age. Children perform actions with toys and substitute objects, limited to playing with simple roles (mothers, fathers, grandmothers). Games with rules are just starting to take shape. What the child draws depends on his ideas about the subject. The images are poor, details are missing, but children can already use color.
Under the guidance of an adult, children are able to fashion simple objects. Modeling is of great importance for the development of fine motor skills.
Application has a positive effect on the development of perception, its simplest types are available to children.
They design mainly on the model and only simple structures.
Learn to navigate in space. They develop memory and attention, they are able to remember significant passages from their favorite works.
At this age, the imagination begins to develop, when some objects are replaced by others, and children are able to establish some hidden connections and relationships between objects.
The relationship of children is clearly manifested in games. They rather play side by side than actively engage in interaction. Conflicts arise mainly about toys. And the position of the child is largely determined by the opinion of an adult.
The child still cannot control his behavior, self-esteem begins to develop, while the children are guided by the opinion of an adult. Their sexual identification continues to develop, which is manifested in the nature of the chosen toys.
In the preschool period, it is very important that the child develops a positive image of “I” - self-esteem, the formation of which depends on living conditions and upbringing, especially in the family. The most correct answer to the most difficult question will always be related to the recognition of parental love for the child. The most important words that you need to say to your child: "I love you, we are near, we are together, we will overcome everything."
Loving a child does not mean possessing him or living near him, but rather feeling, guessing what he needs and trusting him. Trust is always associated with risk. But trust education will bring much more positive results and joy to both children and adults.
how to love your child
rule one:
be able to listen to your child always and everywhere without interrupting or brushing him off showing patience and tact.
rule two:
be able to speak showing gentleness and respectfulness excluding edification, rudeness and rudeness.
rule three:
to punish not humiliating, but preserving the dignity of the child, inspiring hope for correction.
rule four:
success in education can only be achieved when parents are role models.
fifth rule:
admit your mistakes, ask for forgiveness for wrong actions and deeds, be fair in assessing yourself and others.
The child came to kindergarten. The social environment in kindergarten is the opposite of home. At home, the child is erected on a pedestal. Family life revolves around him. And in kindergarten he is the same as everyone else. He is part of a group, and often he does not know how to behave. Therefore, the installation at home should be as follows: the child is not the main one in the family, but part of the family.
During the child’s stay in kindergarten, we all (children, teachers and parents) make a triangle, of course the child is at the head of the triangle. Knowing new things, he discovers himself (what I can, I can, what I can do). The task of adults is to help him in this difficult task, we should not forget about society, which plays a large role in the development of the child.
What do you think will happen to a three-legged stool if one leg breaks (correctly, it will fall).
Or let’s recall I. Krylov’s fable “Swan, Cancer and Pike”: “When there is no agreement among the comrades, their business will not go smoothly, but it will not work, it will only be flour.” Hence the conclusion that we have to combine our efforts in order to make children comfortable and interesting in kindergarten.
Our children are growing up, becoming smarter, and you and I would like to see less problems in communication, in interaction with them. We care about the behavior of our children and the difficulties associated with this.
APPENDIX 4
Memo for parents
“HOW TO DRESS A CHILD IN A KINDERGARTEN?”
General recommendations:
1. The child’s clothes should be comfortable, appropriate in size, sewn from natural fabrics.
2. It is necessary to give preference to things that the child will be able to put on on their own (this is convenient not only for the child, but also for the teacher, since it greatly facilitates the process of changing clothes). It is not necessary to put elastic tights on the child in kindergarten, it is better to use regular ones - cotton ones.
3. It is better to exclude buttons on clothes, give preference to flypapers and buttons.
4. Clothing should be decorated as little as possible with various beads and small details, primarily for safety reasons.
5. Shoes should also be comfortable, appropriate in size (it should clearly fix the foot), avoid “complex” fasteners (it is better to give preference to Velcro fasteners). Monitor the condition of the shoe so that it is not frayed, the fasteners are in good condition.
6. It is also necessary to monitor the condition of the clothes in the locker (especially the physical fitness form).
7. The child must have second shoes, replaceable and spare clothing. It is desirable that in the cabinet lay bags for soiled laundry.
8. It is necessary to ensure that the child’s pocket has clean handkerchiefs (both indoors and outdoors).
9. For sleep, the child must have a T-shirt.
10. All clothing should be labeled.
So, to create comfortable conditions for a child to stay in kindergarten, it is necessary:
Replaceable and spare, marked clothing made from natural fabrics
- Replaceable comfortable shoes
- Socks, socks
- T-shirt for sleeping
- Bags for soiled linen
- Clean handkerchiefs
Before leading a child to kindergarten, check whether his clothes are suitable for the season and air temperature. It is undesirable to wear overalls.
To avoid injuries, and other unpleasant cases, parents need to check the contents of the pockets in the clothes of the child.
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