Report on the work of self-analysis of the student in the dow. Hello student. Report on the practice of a psychologist in kindergarten

The educational process in the preschool was carefully planned by all members of the teaching staff. Disciplinary and sanitary and hygienic requirements were provided, which were applied to children. Throughout the summer recreational work, the teaching staff ensured the safety of children, not a single case of injury. Constantly used methods of encouragement, such as: praise, awarding prizes, going to school and the park. On the day of admission, I conducted a safety briefing, as well as the rules of conduct. During all the work for the improvement of children, we, together with the educator, held sports events. Summer teaching practice is of great importance in vocational education, as it helps to consolidate the acquired pedagogical knowledge, professional skills and abilities.

Self-analysis about pedagogical practice in the summer recreational period

Charter of the educational institution; got acquainted with the work of the psychological and pedagogical service of the institution; studied school preventive programs: "Vocational guidance", "Reasons for absent-mindedness of a child", "Studying the level of readiness for schooling of future first-graders", held 2 classes on the topics: "Bad habits", "Memory"; using diagnostic tools, carried out research work within the framework of an educational institution on the topic: “Features of self-esteem and the level of claims of hearing-impaired adolescents of the junior level”, “Features of self-esteem and the level of claims of hearing-impaired adolescents of the middle level”, “The level of anxiety in hearing-impaired senior schoolchildren”; conducted a psychological and pedagogical analysis of 3 classes. In the course of my work, I deepened my knowledge in the field of psychodiagnostics, acquired the skill in conducting remedial classes.

Pedagogical practice in dow

Children with great pleasure came every day to the kindergarten. It was a pleasure to communicate with them. The children spent a lot of time in the fresh air, most of the games and sports activities were held on the street, they had the opportunity to relax and improve their health.

The most interesting thing for me during my work was, of course, communication with children. It was easy for me to establish close contact with children and their parents, to ensure order and discipline in the group.

Throughout the entire period of work, I tried to maintain a favorable emotional atmosphere in the group, developed the interests of children in the types of activities they liked, improved their creative abilities, and also carefully monitored their health. During the practice, I acquired a lot of knowledge and useful information, which, of course, will be very useful to me in the future when working with children.

Self-analysis of the results of pedagogical practice.

During the practice, I managed to achieve my goal and solve problems. The diagnostic study I conducted was of great importance in the formation of both psychological and pedagogical qualities.

Info

This task was not easy, but very interesting, it developed my conversational skills, taught me how to observe, analyze, and give explanations to various facts, events, and various manifestations of a person. Thanks to the diagnostic study, I was able to: - develop the ability to identify, analyze and take into account general psychological patterns; - to develop the ability to notice and analyze the problems that arise in children that require pedagogical intervention.

To diagnose the cognitive sulfur of older preschoolers, I have selected methods to determine the level of development of involuntary memory, self-control, attention and perception.

Practice report: features of the work of a kindergarten teacher

No one refused to help me, some teachers gave valuable advice, helped in the development of lessons. It should be noted that I also received support and approval from the students. They showed discipline, approval and interest.

Attention

Naturally, this attitude greatly facilitated my task during the lesson. Undoubtedly, in the organization of lessons and in the management of a team of students, I was helped by the knowledge gained in the study of developmental, social, educational psychology, etc.

disciplines. Of course, we had to face some difficulties. In any class there are overly active students who are used to being the center of attention.
It was necessary to find an approach to such students, and in most cases I managed to cope with this task.

Self-analysis about the passage of pedagogical practice.

Kanakina, V.G. Goretsky), literary reading (L.F. Klimanova, V.G. Goretsky). My first impressions of the class are positive.

There are 16 students in the class (8 girls and 8 boys), almost all of them were born in 2007. There are students in the class who are leaders, and there are those who are lagging behind in their studies.

The discipline is mostly good, because. class is not big. With students, I tried, first of all, to find emotional contact so that our interaction within the educational process would be as comfortable and effective as possible.
In addition, learning more and more about each student, I tried to find an individual approach to each of them. It was possible to find an approach to "difficult" students.

Ludmila Menshikova
An exemplary table of a diary for practice in a preschool educational institution for students - future specialists in preschool education

Date Purpose of the day Photograph Analysis - compiled plate

GOAL OF THE DAY Day 3

Observation and analysis of regime processes in the second half of the day in one age group: getting up, washing, feeding, playing, taking care of children, interacting with the teacher's assistant. Introduction to daily routine.

PHOTO RECORDING

1. Lifting children, hardening activities, wake-up exercises. Gradual lifting of children: the junior teacher comes to each bed with a child, in an affectionate voice, stroking, wakes up. Children gradually get out of bed, leave the bedroom and, with the help of the teacher, go along the massage paths to the toilet, where they take their potties and sit on them.

2. Dressing children after sleep. Preparing for lunch. afternoon tea. The junior teacher gradually raises the children from the potty, the children go to the group where the teacher meets them, find their high chair with their clothes and, with the help of the teacher, begin to dress. In the process of dressing, the teacher constantly talks with the children, specifying the items of clothing, where we put on, whose thing it is. The junior teacher washes the pots and sets the tables (places plates with waffles, then meets the dressed kids, washes and sits down at the tables. The teacher washes the last dressed ones and helps to sit down at the table. A culture of behavior at the table is being inculcated . There is an acquaintance with the rules of etiquette (do not scream, do not interfere with other children, eat only from your own plate, hold the mug correctly and independently and bring it to your mouth, drink from it, do not leave the table without finishing your meal).

3. Preparation for educational activities, organization of gaming activities. The teacher organizes joint play activities individually, keeping each child in sight. Some help dress a doll, others put a bunny or a dog in the car, others look at the pictures in the book, get off the group slide.

4. Carrying out GCD - 1 (Musical) held with the whole group in the music room.

5. Organization of gaming activities. The teacher conducts the organization of joint gaming activities individually, according to the cyclogram, keeping each child in sight. With some he plays finger games, with others he does individual work on the development of movements, with others he plays games for the development of fine motor skills.

6.Preparing for dinner: children are washed by the in-line method. The teacher with each child is working on learning the skills of washing. He teaches everyone to independently put their hands under a stream of water, teaches how to rub palms on each other, then wring out hands and dry with a towel. All actions are spoken aloud by the teacher. Gradual seating of children at the table (each child carries his own high chair, finds his own table and his place behind it, and independently puts the high chair and sits on it). Help is being provided by an assistant teacher.

7. During dinner, there is an inculcation of the culture of behavior at the table. (eat carefully, do not spill or scatter food). There is an acquaintance with the rules of etiquette (do not scream, do not interfere with other children, eat only from your own plate, hold the spoon correctly and independently and bring it to your mouth with food, do not leave the table without finishing your meal). Children are being supplemented (children are small and therefore get tired of eating on their own for a long time, they cannot fully collect food on a plate).

8. Gradual exit from the table, washing the children and landing on the potty. Those kids who finished their dinner first, the teacher takes them out from the table, leads them to the washbasin, takes off their apron and begins to wash, while teaching the rules of washing: pronouncing each movement, using a nursery rhyme. Then he offers to find his towel on his own, guided by the picture on the cells, and take it off the hook, then comes the training on how to dry off. Each action is accompanied by a speech of the teacher. Then the child is invited to find and take his potty, also guided by the picture on the potty. There is a training on how to take off your own panties and sit on the potty. While the teacher is doing such learning actions with each, the assistant teacher feeds the rest of the kids and gradually brings everyone to the teacher. Rise from the pot also occurs gradually, starting from the first planted on the pot.

9. Children leaving home. Many children were taken away by their parents immediately after getting up from the potty, with the rest, the teacher carried out individual work on learning to play with fun objects. "Balloon Tray Rolling".

1. Lifting children, hardening activities, wake-up exercises. In the bedroom, the junior caregiver spoke affectionately to each child, giving him the opportunity to wake up, stretch, and then help him get off the bed. Walking along the massage paths was carried out in a group room at t + 21 degrees, the kids are happy to walk along the paths, held by the hand by the teacher for the use of nursery rhymes: “Top-top-top, our Dashenka will pass for no reason will not fall”, “Our top-top legs are walking along the path”. All children like to complete these tasks, some also explore the path along the way, reading nursery rhymes maintains the pace of passing. In the toilet, the teacher also controls that everyone takes their potty, each time asking the baby where your bunny is, where your pussy is, etc. The choice of forms, methods of organizing work with children is justified, since the children are still small and the adaptation process in them is still ongoing.

2. Dressing children after sleep. Preparing for lunch. afternoon tea. . The choice of methods, forms, means, ways of organizing work with children is justified - each child is in sight, individual work was carried out with each.

3. Preparation for educational activities, organization of gaming activities. The choice of methods, forms, means, ways of organizing work with children is justified, as it allows you to pay attention to each child, monitor his condition, behavior, mood and influence children, taking into account their individual and typological characteristics.

4. Carrying out GCD - 1 (Musical) held with the whole group in the music hall, as recommended by the Program.

5. Organization of gaming activities. The choice of methods, forms, means, ways of organizing work with children is justified, as it allows you to pay attention to each child, monitor his condition, behavior, mood and influence children, taking into account their individual and typological characteristics. The teacher, of course, tries, but everything works out, since one assistant teacher works for three groups of early age in the evening shift, that make the job harder: wash someone, change someone, and planting on the potty becomes more difficult.

6. Preparing for dinner (formation of self-service skills). The choice of methods, forms, means, ways of organizing work with children is justified. The distribution of responsibilities between adults is quite justified - each child is in sight, individual work was carried out with each.

7. Dinner (inculcating a culture of behavior at the table, familiarization with the rules of etiquette, feeding children). The choice of methods, forms, means, ways of organizing work with children is justified - each child is in sight, individual work was carried out with each.

8. Gradual exit from the table, washing the children and landing on the potty. The choice of methods, forms, means, ways of organizing work with children is justified - each child is in sight, individual work was carried out with each.

9. Children leaving home. The choice of methods, forms, means, ways of organizing work with children is justified - each child is in sight, individual work was carried out with each. The teacher is always with the children.

INTRODUCTION
I underwent an educational and familiarization practice on the basis of the Municipal Preschool Educational Institution Kindergarten No. 26 "Dobrynyushka", located at the address: Bryansk, st. Romashina, 36; under the guidance of a teacher-psychologist - Kiryushina Galina Vladimirovna, a psychologist of the third category.
The purpose of passing the educational and familiarization practice: get acquainted with the work of a psychologist, learn to observe, understand and analyze the activities of a teacher-psychologist of a preschool educational institution.
The objectives of the educational practice are as follows:
1. Familiarization with the system of building the work of a teacher-psychologist in a preschool educational institution: goals, objectives and main directions, forms and methods of work;
2. Mastering professional ethics;
3. Acquaintance with the specifics of the work of a psychologist in a preschool educational institution;
4. Analysis of the professional position of the psychologist, worldview, style of behavior;
5. Acquaintance with the requirements for the organization of the workplace (office) of a psychologist, the requirements for maintaining documentation;
6. The implementation of passive participation in the procedure of psychological diagnostics: the formation of skills to observe and record the progress of diagnostic work, analyze the data obtained, the psychological conclusion, plan further psychological work;
7. The implementation of passive participation in the procedure of psychological correction (developmental work): the formation of skills to observe and record the progress of correctional work, analyze the results, plan further psychological work;
8. The implementation of passive participation in the procedure of psychological adaptation (developmental work): the formation of skills to observe and record the progress of adaptation work, analyze the results, plan further psychological work.
Stages of educational practice:
During the period of internship from November 23, 2009 to December 13, 2009, under the guidance of a practical psychologist, I carried out:
1. Acquaintance with the psychologist's office: equipment, work areas and features of their use;
2. Acquaintance with the methodological literature of the teacher-psychologist of the preschool educational institution;
3. Acquaintance with the documentation of the psychologist of this institution;
4. Acquaintance with the goals, objectives and main areas of work of a teacher-psychologist and their direct implementation in practical work:
- diagnostic work;
- correctional and developmental work;
- adaptive-developing work;
- advisory work;
- psychological prevention.
5. Acquaintance with the procedure for analyzing the materials of psychological work in the preschool educational institution.
The work of a teacher-psychologist in kindergarten is built in several directions:
1. Methodological work (district methodological associations and the city association of educational psychologists);
2. Work with the teaching staff (educators and administration of the preschool educational institution);
3. Work with kindergarten students;
4. Work with parents of pupils.

WORKS PERFORMED DURING THE TRAINING PRACTICE
November 23, 2009 (Monday)
On the first day of practice, I met the head of kindergarten No. 26, a methodologist and a teacher-psychologist - Kiryushina Galina Vladimirovna, a psychologist of the third category, work experience - 3 years. She showed me her office, located on the second floor of the kindergarten. The psychologist's office is divided into three zones:

Study area - desks for students, chairs and a board;
Work area - table, chair, computer and cabinets with books and documents;
Relaxation zone - armchairs, flowers, carpet.

The furniture is arranged functionally, the office is quite comfortable, although not very spacious. The temperature in the office is good - not stuffy, not hot, but not cold either. In summer, the office is ventilated, in winter all windows are tightly insulated, so the temperature is favorable all year round. The office is illuminated very well, the color scheme is designed in pleasing to the eye, soothing tones.
I got acquainted with the methodological literature in the office. These are books in the following areas:
- General psychology;
- Social Psychology;
- Psychological processes;
- Methodology;
- Diagnostics;
- Correction;
- Pedagogical psychology;
- Fundamentals of medical psychology;
- Fundamentals of conflictology;
- Age-related psychology;
- Methodological support (textbooks);
- Periodicals on psychology;
- Periodicals for preschool educational institutions.
The psychologist familiarized me with the documentation:
1. Long-term work plan of a teacher-psychologist for the academic year;
2. The work plan of the teacher-psychologist for each month of the academic year separately;
3. Plan of correctional and developmental classes of a teacher-psychologist for children of senior preschool age;
4. Plan of adaptive-developing classes of a teacher-psychologist for young children;
5. A long-term plan for the work of a psychologist with children of senior preschool age to form intellectual readiness for school;
6. Protocols of conversations and observations, results of diagnostic studies;
7. Primary admission cards (admission cards for parents of pupils of preschool educational institutions);
8. Sheet of remedial classes (for each child individually);
9. Journal of registration of group forms of a teacher-psychologist (list of groups of preschool educational institutions);
10. Folder of work with parents of pupils (lectures for speaking at parent meetings; description of parent consultations);
11. Folder of work with teachers (lectures for presentations at teachers' councils; description of consultations of educators; workshops for teachers);
12. Psychological information for parents (posted on stands);
13. Analysis of the psychological service for the academic year (conclusions: a description of what has been done during the academic year, what needs to be paid attention to and what needs to be done in the next academic year) (see Annexes).
November 24, 2009 (Tuesday)
I was present at a group diagnostic examination of children in the preparatory group. The study was conducted using the Methods of Express Diagnostics of Intellectual Abilities (MEDIS) (I.S. Averina, E.I. Shcheblanova, E.N. Zadorina) (see Appendixes). The purpose of this survey: to identify the level of development of intellectual abilities of children of 6-7 years of age: erudition (awareness) and vocabulary, logical thinking and mathematical abilities. The test provides good indicative information about the ability to learn in elementary school and about the individual structure of the child's intelligence.
The survey was conducted in the office for children of the preparatory group No. 6. The diagnosis involved 7 children aged 6-7 years. In this preschool group there are children who are not yet 6 years old, they are examined individually by a number of methods specially selected for their age and are not allowed to study using MEDIS.
In a group examination, the experimenter needs the help of an assistant. I was that assistant. We arranged the desks so that none of the subjects looked at the neighbor's notebook, laid out forms with subtests, on the cover of which the last name and first name of the child being tested were indicated in advance. Then we seated the children at the right desks. At the beginning of testing, the psychologist paid special attention to the children's way of fixing the answers in the test book, as well as to the way to correct mistakes. The psychologist showed the children on the blackboard how they should do it. During the training tests, Galina Vladimirovna made sure that the children knew what they needed to do and helped those who needed additional clarification.
During the test, I walked through the rows and made sure that the children worked on the page and in the place where they needed to, and also that they clearly crossed out the ovals with a cross. The psychologist repeated each task and allotted enough time for each task. The total test time for the children was approximately 25 minutes. We then collected the children's forms, thanked them for participating in the study, and went to the psychologist's office to process the test results.
The data turned out to be as follows: 4 children have an average level of development of intellectual abilities (11-13 correctly solved problems), 2 children have a high level (more than 13 correctly solved problems), and 1 child has a level of development of intellectual abilities below the average (less than 11 correctly solved problems). solved problems). The psychologist entered these results into a computer.
November 25, 2009 (Wednesday)
Methodical day.
November 26, 2009 (Thursday)
I attended an adaptive-developing lesson for children of the nursery group No. 3. Theme of the lesson: "Ball". The objectives of this lesson:
1. Group cohesion, development of the ability to interact with peers;
2. Increased emotional tone;
3. Development of a sense of rhythm, coordination of movements;
4. Development of orientation in space;
5. Learning to reflect in speech their location, the location of other children, objects;
6. Development of visual and tactile perception, speech and imagination.

big ball; cloth bag; a small plastic ball and a plastic cube (commensurate in size); yellow, red, green, blue gouache; toothpaste; album sheets with a drawn ball for each child (see Applications).
The lesson was attended by 10 children (4 boys and 6 girls) aged 1.5 to 3 years. Some of the children still speak poorly, indistinctly. But most speak well already.
Classes in this group are held twice a week (Tuesday and Thursday). The psychologist repeats all the topics of the classes with the children two (and some three or four) times. This is done so that children remember the words of nursery rhymes and songs, the rules of games. The psychologist conducts the “Ball” lesson for the second time, so most of the guys are familiar with it.
When Galina Vladimirovna and I entered the nursery, the children were very happy to see her. The session went like this:
1. Greeting. The psychologist greeted the guys, and they greeted her.
2. Examining a big ball with children.
3. Drawing a circle with your hands in the air.
4. Learning S. Marshak's poem "My cheerful sonorous ball" with rhythmic slapping on the ball with your hands (first with the right, then with the left).
5. "Turning" children into balls with the consolidation of knowledge about color.
6. The mobile game "My cheerful sonorous ball" with the bodily embrace of children among themselves and with a psychologist.
7. The mobile game "Hide and seek for balls" with the expansion of vocabulary and orientation in space. The psychologist repeated this game three times.
8. Didactic ball game "Hide and Seek" with learning to reflect the location of the ball in speech.
9. Educational game "Ball in a bag" (for the development of perception, speech and imagination) with the consolidation of knowledge about the shape of the object.
10. Finger painting stripes on the ball. Before starting classes, the psychologist mixed gouache with toothpaste, resulting in finger paint. She seated the children at their desks, gave them sheets with the image of a ball (the name of the child was signed on each sheet) and invited them to choose the paint of their choice (yellow, red, green or blue). She then helped each child to color a white strip along the ball drawn on the paper.
11.Reflection of the lesson. The psychologist sat the children in one row on the chairs, stood opposite and began to conduct a conversation: “What did you like to do the most?”, “What did you learn new, interesting?”.
12. Farewell. The psychologist told the children: “Our lesson is over. Let's say thank you to each other for a fun game. Goodbye".
The session lasted approximately 20 minutes. I sat on a chair near the window and watched. Of course, my presence distracted the children: they looked at me, some even approached me, asked questions or told me something.
After the lesson, the psychologist noted those present in the register of group forms.
November 27, 2009 (Friday)
I was present at the individual diagnostics of a child of senior preschool age. The psychologist brought the boy from the preparatory group No. 6 to her office. She offered him to sit in any chair he wanted. It was noticeable that the child was not in the mood. Galina Vladimirovna asked him why he was sad. The boy said that today is the first day after his illness he came to the garden and misses home. The psychologist asked if he wanted to work with her. The boy shook his head negatively. Galina Vladimirovna said: “Good. Next time. Then let's go to the group, ”and led the child back.
She returned 5 minutes later with another boy from the same group. Everything was in order with his mood, and he agreed to perform several tasks. First, the psychologist-teacher sat opposite the child and began to talk with him at ease. She asked if he liked going to kindergarten, who he was friends with in the kindergarten, if he liked the teachers, what classes were held in the group today in the morning, what games he played today, etc. The boy turned out to be quite sociable, supported the psychologist's conversation, told her about his friends in the garden.
The age of the boy is 5 years 8 months, so the intellectual abilities of this child cannot be studied using MEDIS. For this purpose, individually selected methods are used:
1. The “Drawing” technique is aimed at identifying the level of imagination. After talking with the subject, Galina Vladimirovna invited him to draw. She gave him a landscape sheet of paper and a box of pencils and asked him to draw whatever he wanted, even if it was something that didn't exist. The boy drew, the psychologist began to ask what exactly was drawn on his sheet. Then she asked him to give her this drawing.
Criteria for evaluating a drawing: 1) Speed ​​of imagination processes; 2) Unusual originality of images; 3) Wealth (variety) of images; 4) Depth and elaboration (detailedness) of images; 5) Impressibility, emotionality of images.
2. Test for the study of visual memory. The psychologist showed the subject 10 pictures and asked him to remember what they depicted. So twice. In the first attempt, the boy named 5 pictures, in the second - 6.
3. Methodology "What is superfluous here?" to determine the level of logical thinking. The psychologist showed the child the forms, where he had to determine what was drawn extra in each line. At the same time, time was kept.
4. Method "Learn the words" to determine the level of auditory memory. For 6 attempts, the subject must memorize as many words as possible by ear.
5. Method "Find differences" to determine the level of concentration and distribution of attention. The child is asked to find 10 differences between two pictures.
6. The "Name the words" technique is aimed at assessing the level of vocabulary. The psychologist said the name of the group (for example, colors or cutlery), and the boy had to name as many words as possible related to this group.
The individual diagnostic study lasted 20 minutes. After the last task, the psychologist thanked the child for the work done and escorted him back to the group.
November 30, 2009 (Monday)
I helped the psychologist to process and interpret the results of an individual diagnostic study of a parent - the mother of one of the pupils of the kindergarten, a 5-year-old girl. Diagnostics was carried out using E. Schaeffer's Parental Attitudes and Reactions Measurement Questionnaire (PARI) and the Parental Relationship Questionnaire (ORI) (see Appendixes).
In the Questionnaire of Parental Relationships, the subject received a high test score on the “Cooperation” scale (80.93 points), which is interpreted as the social desirability of behavior (see Appendixes). According to the results of PARI, the subject received high scores for the following features: "inciting verbal manifestations, verbalization"; "equalizing relationship between parents and child." These signs indicate optimal emotional contact between parent and child. Also, high scores on the scale "severity, excessive severity", which characterizes excessive emotional distance from the child and on the scale "overcoming resistance, suppression of will", which indicates excessive concentration on the child. But the average scores on these scales are approximately equal. Also, the subject has a high score on the basis of "dissatisfaction with the role of the mistress of the house." This scale characterizes the attitude to the family role. This indicates the priority of production problems over family ones. It can be assumed that the subject is characterized by dependence on the family and low consistency in the distribution of economic functions (see Appendixes).
December 1, 2009 (Tuesday)
I helped the psychologist in preparation for the adaptive-development lesson for young children (in nursery group No. 3) and attended this lesson. Theme of the lesson: "A walk in the autumn forest." Lesson objectives:
1. Group cohesion, development of empathy;
2. The development of auditory attention, arbitrariness, the ability to quickly respond to instructions;
3. Reduction of excessive physical activity;
4. Learning to distinguish colors, the ratio of objects by color;
5. Development of spatial representations, the ability to display in speech using prepositions (on, under, in, for, etc.) the location of things;
6. Development of general motor skills;
7. Development of memory, speech and imagination.
Materials needed for the lesson:
painting "Autumn Forest"; toy hedgehog; toys fox, wolf, bear; red, yellow and green maple leaves for each child; red, yellow and green baskets; album sheets with the image of a hedgehog for each child; black gouache; toothpaste (see Applications).
I helped the psychologist find the necessary materials in the preschool groups, draw 15 sheets (because there are 15 children in the group) with the image of a hedgehog and decorate them. While the children were having music lessons, Galina Vladimirovna and I prepared the nursery group room for the lesson: we set up an easel with a picture, hid a toy hedgehog, put colored baskets on one of the desks, stirred gouache with toothpaste, freed up most of the room for outdoor games, put some chairs in a row.
The children came and were very happy with our presence in the room. The session went like this:
1. Greeting.
2. Examining the autumn forest in the picture and naming the main signs of autumn.
3. The mobile game "A walk in the autumn forest" with telling nursery rhymes and showing movements:
"On a flat path, on a flat path
Our legs walked, our legs walked ... "
The teacher-psychologist walked in front, told a nursery rhyme and showed movements, the children followed her in single file and repeated.
4. Didactic game with the hedgehog "Hide and Seek" with learning to reflect the location of things in speech using prepositions. The psychologist offers the children to find a hidden hedgehog. Then he hides it again, the children find it again. Then a third time...
5. Examining a toy hedgehog with learning a poem by B. Zakhoder:
“What are you, hedgehog, so prickly?
- I'm just in case.
Do you know who my neighbors are?
Foxes, wolves and bears!”
6. Explaining to children how a hedgehog defends itself from "its neighbors."
7. Mobile game "Hedgehog defends himself." The psychologist invites children to "be a hedgehog." They become in a circle and expose their backs when the psychologist walks with a fox, a wolf and a bear. The game is repeated 2-3 times.
8. Didactic game "Put the leaves in baskets" with learning the correlation of colors and learning the primary colors of objects. The psychologist gave each child three sheets of paper (red, yellow and green), the children had to arrange them in baskets that matched in color. Not everyone coped with the task on their own, some psychologist helped to choose the right basket.
9. The game "Song for the hedgehog." Each child was in the role of a hedgehog (sat in the center of the circle), the rest of the children walked around with a teacher-psychologist and sang a song for the hedgehog: “Walking slowly through the forest, suddenly they saw a hedgehog ...”.
10. Drawing needles on a hedgehog with a finger. The psychologist sat the children at their desks, gave them sheets with a painted hedgehog and put a jar of paint. Then she helped each child in turn to draw the hedgehog's needles.
11. Reflection of classes. Galina Vladimirovna seated the children in a row on chairs and had a conversation with them about the past lesson.
12. Farewell. The psychologist told the children: “Our lesson is over. Let's say thank you to each other for a fun game. Do you want the hedgehog to come visit you again?
The lesson lasted 20 minutes, 8 children took part in it. One boy did not want to study, the psychologist did not force him. All this time he stood in the corner and watched. Galina Vladimirovna from time to time invited him to join them, but he refused, although it could be seen that he was interested.
After the lesson, the psychologist noted those present in the register of group forms.
December 2, 2009 (Wednesday)
Methodical day.
December 3, 2009 (Thursday)
I attended an adaptation-development lesson for young children. The lesson was held in the same nursery group No. 3. The theme was repeated: "A walk in the autumn forest." This time there were 8 children in the class. The boy, who refused to participate in the games last time, joined the group today in the middle of the lesson (when the children were looking for a hedgehog, because he saw where the psychologist hid it). My presence of children almost did not bother me, they almost did not pay attention to me. Many children remembered the words of songs and nursery rhymes and willingly helped the psychologist to hum. After the lesson, the psychologist noted those present in the register of group forms.
During the game "The Hedgehog Defends", the fox "bitten" one of the boys (he was not at the last lesson). He got scared and cried. She explained to the child, “that the fox didn’t actually bite him, he’s a hedgehog, she pricked herself on his needles.” The boy still whimpered until the end of the lesson, and then refused to go for a walk with the teachers. Galina Vladimirovna and I reassured the boy, helped him get dressed and escorted him outside.
December 4, 2009 (Friday)
I assisted the psychologist in processing and interpreting the results of an individual diagnostic study of a child (a boy from the preparatory group No. 6).
The results turned out to be:
1. Method "Drawing": for each criterion, 2, 1 or 0 points are given. The test subject has a total score of 5 points for 5 criteria, which indicates an average level of imagination.
2. In the test for the study of visual memory, the test score is 5 points. This is the average level.
3. Methodology "What is superfluous here?" - the subject has a high level of development of logical thinking, he made a total mistake.
4. In the "Learn the words" method, the child learned 7 words in 6 attempts. This is estimated at 4-5 points - the average level of auditory memory.
5. In the Find the Differences method, the boy found 7 differences. This indicates an average level of concentration and distribution of attention.
6. In the "Name the words" method, the subject named 21 words for the entire test. This result is estimated at 2-3 points - a low level of vocabulary.
These results are average. The psychologist entered the results of the individual diagnostic examination of the child into a table in the computer.
December 7, 2009 (Monday)
I attended a correctional and developmental lesson for children of senior preschool age, which was conducted by a teacher-psychologist in the preparatory group No. 6.
etc.................

DOCUMENTATION

ON METHODOLOGICAL PRACTICE OF A 4 YEAR STUDENT

64 L PRESCHOOL GROUP

PEDAGOGICAL FACULTY YAGPU

named after K.D. USHINSKY

GUSEVA EVGENIA EVGENEVNA

HAD INTERNSHIP AT MDOU KINDERGARTEN No. 75

WORK PLANNING

PRESCHOOL EDUCATIONAL INSTITUTION

“The emotional development of preschool children is one of the most important areas of professional activity of a teacher. Emotions are the "central link" in the mental life of a person, and, above all, a child.

L. Vygotsky.

ANNUAL WORK PLAN

MDOU D / S No. 75 "SEED"

FOR 2007-2008 ACADEMIC YEAR.

Head of kindergarten No. 75 Dubova N. M.

The annual plan was approved by the teachers' council for school 75.

MAIN DIRECTIONS OF WORK:

1. SOCIO - EMOTIONAL DEVELOPMENT - AS ONE AND 3 DIRECTIONS OF EDUCATION OF A HEALTHY CHILD.

- Implementation of the new technology "Integrative Theater"

2. IMPLEMENTATION OF THE PROGRAM SECTION N.N. AVDEEVOY, O.L. KNYAZEVOY, R.B. STERKINA "SAFETY" - "CHILD ON THE CITY STREETS".

- Participation of a kindergarten in the regional competition for the prevention of children's road traffic injuries.

3. INTERACTION OF THE KINDERGARTEN WITH THE FAMILY AT THE PRESENT STAGE.

4. ACCREDITATION OF A PRESCHOOL INSTITUTION.

COMPLEX THERAPEUTIC AND PREVENTIVE

WELLNESS WORK

	EVENTS	DATE	RESPONSIBLE
1. Physical culture and recreation activities
	Hosting a morning reception and two outdoor walks	Constantly, except for low temperatures	educators
	Systematic conduct of 2 physical education classes in the gym and outdoors	Monday Wednesday Friday	Physical instructor Krainova N.V.
	Systematic choreography in senior and preparatory groups.	Monday Wednesday	Choreographer Sharova N. A.
WORK WITH FREQUENTLY AND LONG-TERM ILL CHILDREN
	Tube quartzization of the nasopharynx	Year-round by doctor's prescription	Lyakina N.A.
	Inhalations
3. General strengthening measures
	Reception of a wellness oxygen cocktail	2 courses per year autumn - november spring - April
	Using rosehip decoction	Autumn - October Spring - March	M / s Lyakina N. A.
	The use of the vitamin preparation "Pikovit" in the group of children of early age.	October November
	Rinsing the mouth with decoctions of herbs.	September, December February
	Vitaminization of the 3rd course	January February

PLAN OF MEDICAL WORK FOR 2007-2008 ACADEMIC YEAR.

	EVENTS	THE DATE OF THE	RESPONSIBLE
	Accept new arrivals.	September-December	Head of the d / s, head nurse, doctor
	Conduct an in-depth examination of children.	October November	head nurse
	Conduct an analysis of the adaptation of newly arrived children.
	Compile an annual report on the medical care of children and hand it over to the city health department		Head nurse
	Conduct an analysis of the incidence in the garden.	1 time per quarter
	Arrange for children to be examined by specialists and laboratory tests before entering school.	March, April	Doctor, head nurse
	Conduct a functional readiness assessment before children enter school.	March, April	caregivers
THERAPEUTIC AND PREVENTIVE WORK
	Examine children in accordance with the guidelines: 2-3 years 4-6 years	1 time per quarter 2 times per year	head nurse
	Conduct screenings for children.	Scheduled Senior Nurse	doctor, specialists
	Carry out examination of dispensary patients.	Spring-autumn	senior nurse, specialists
	Organize the timely referral of children from the dispensary group to specialists, draw up a plan for medical and recreational work (events).	October- March	head nurse
	Carry out recreational activities with a risk group.	During a year	Nurse
Supervise the implementation of hardening in all age groups.	1 time per week.	head nurse
	Supervise the physical education of children.	1 time per week	head nurse
	To carry out the vaccination work planned for the year, with the monthly registration of their medical taps.	Every month	head nurse
ANTI-EPIDEMIC WORK
	Keep a record of all cases of infectious diseases. Conduct isolation and registration of all infectious patients.	During a year	Doctor, head nurse

	Provide first aid to sick children.	Constantly	Head nurse
	To carry out anti-epidemic measures in the event of infectious diseases.	During a year	head nurse
	To control the documentation on pediculosis.	1 time per month	head nurse
	To carry out work on the prevention of acute gastrointestinal diseases: a) "D" observation of convalescents; b) organize a contact examination; c) control over the personal hygiene of children and staff	During a year	Doctor, head nurse
	" Organize biological tests for the early detection of tuberculosis	During a year	Head nurse
	Timely conduct preventive vaccinations with a preliminary examination and conversations with parents.	Constantly	Head nurse
	In a timely manner (2 weeks after the test) refer the children for a consultation with a phthisiatrician.	During a year	head nurse
ORGANIZATIONAL WORK ON NUTRITION
	Examination of kitchen staff for pustular diseases with a note in the journal.	Constantly	Head nurse
	Monitoring the availability of daily samples in the kitchen.	Constantly	head nurse
	Control over the sanitary condition of the catering unit and pantries.	Constantly	head nurse
	Product storage control.	Constantly	head nurse
	Carry out grading of finished food with registration in a magazine.	Constantly	head nurse, manager
	Carry out a selective bookmark of products according to the menu layout.	2 times a month	head nurse
	"C" vitaminization 3 courses	Daily	Head Nurse, Cook
	Control over the sale of perishable products and prepared food.	Constantly	Head nurse
	Controlling the distribution of food from the kitchen.	Constantly	Head nurse
	Manage food intake in groups.	1 time per week	head nurse
	Participation in the preparation of the 10-day menu.	Constantly	Senior Nurse, Head
	Monthly calorie count.	1 time per month	Head nurse
ORGANIZATION AND CONTROL OVER THE IMPLEMENTATION OF REGIMAL MOMENTS
	Sanitary check.	1 time per week	head nurse
	Control over the implementation of the ventilation schedule, quartz treatment, walks, activities with children.	Constantly	head nurse
	Power control.	2 times a month	Head nurse
SANITARY AND PROSVEPGEEL WORK
	Conducting lectures and discussions at parent-teacher meetings.	2 times per year	head nurse
	Carrying out a sanitary minimum with junior staff, supply manager, kitchen workers, educators.	1 time per quarter	head nurse
	Conducting individual conversations with staff and parents on the health of children.	Constantly	head nurse
	Learning new sanitary rules.	Constantly	Head nurse

INCREASING THE PROFESSIONAL AND EDUCATIONAL LEVEL OF TEACHERS

EVENTS	RESPONSIBLE	DEADLINES
	Pass the certification. music leader-lu Guseva E.E. for category 2	Head Dubova N.M.	March-April 2008
	Middle group teacher Tanaeva E.S. complete the 5th year of the YaGPU.	Head Dubova N. M.	June 2008
	To the teacher of the 2nd junior group Yakunova A.V. to finish the 5th year of the YaGPU	Head Dubova N. M.	June 2008
	The educator of the middle group "Gaganova N.V. to complete courses in preparation for the certification of teachers of preschool education.	Head Dubova. N.M.	26.01.-06.02.08.
	The teacher of the middle group Tanaeva.E.S.	Head Dubova N.M.	1st and 3rd Thursday of every month
	To the teacher of the preparatory group Kozankova.O.V. take courses "Fundamentals of partnerships with parents"	Head Dubova N.M.
	The teacher of the preparatory group Pylypets I. A. to take the courses "Fundamentals of correctional and developmental work in a mass kindergarten"	Head Dubova N.M.
	The teacher of the 2nd junior group Yakunova A.V. to complete the courses "Revival of the system of education and development of young children."	Head Dubova N.M.
	Musical director Guseva E.E. take courses "Fundamentals of professional competence of musical directors of preschool educational institutions".	Head Dubova N.M.
	To the senior educator Bychkova E.M. take courses: "Non-traditional methods of adult education"; seminar "Healthy educational technologies"; technology "Image and Thought"; Seminar "Creating a developing play space"	Head Dubova N.M.	22.-26.12.07 22.-24.12.07.
	Participation in the work of creative groups of the region	Art. teacher Bychkova E.M.	According to work plan
	Participation of educators Kozankova O.V. and Yakunova. A.V. in the work of the creative group on iterative theater under the leadership of Tereshchuk M.N.	Art. teacher Bychkov. EM.	During a year
	To improve the professional level of teachers by visiting the KMO of the Kirovsky district	Senior teacher Bychkova E.M.	During a year

METHODOLOGICAL WORK

EVENTS	RESPONSIBLE
Teachers Council No. 1"OUR KINDERGARTEN" 1. Analysis of the work of the kindergarten for 2006-2007 Academic year. 2. Collective planning of work for the 2007-2008 academic year (approval of the annual plan). 3. Miscellaneous.	Head Dubova N. M. Art. teacher Bychkova E.M.	September 2007
Teachers Council No. 2"INTERACTION OF THE CHILDREN'S INSTITUTION WITH THE FAMILY FOR THE DEVELOPMENT OF PRESCHOOL CHILDREN". 1. The relevance of the topic "Interaction between the kindergarten and the family." 2. Improving communication between teachers and parents. Exchange of experience of educators (traditional and non-traditional forms). Z. Studying and using in work the most effective technologies, forms and methods of interaction with parents. 4. Formation of a communicative culture and development of a unified style of communication with parents for the entire institution. 5. Involvement of parents in the educational process or participation of parents in the organization of the educational process for children. 6. Interaction between educators and parents in joint activities: the work plan of the "Family Studio".	Educator prep. gr. Pylypets I. A. All teachers Educator medium gr. Belousova O.A. Head of the d / s Dubova N. M. Parental Art. teacher Bychkova E.M.	October-November 2007
Teachers Council No. 3"GOOD ROAD OF CHILDHOOD" Form of holding - a round table (exchange of experience, summarizing the work) 1. The conditions necessary for educating children in safe behavior skills: Creation of subject space; Use of games; Selection of attributes; Daily work in various regime moments; Working with parents. 2. Participation of a kindergarten in the district and regional competition on the rules of the road: Material preparation; Methodological support; The terms of participation; Cooperation with organizations; Competition results.	All teachers Art. teacher Bychkova E.M.	January-February 2008
3. Viewing musical entertainment by right	Music director
forks of traffic with children over-	Guseva E.E.
preschool age "Journey to
Traffic lights.
4. Competition of drawings of children and parents "ABC	teachers	November 2007
Z. Semimnar "The street is full of surprises"	Head
days of heads and senior educators	Dubova N. M.
kindergartens in the Kirovsky district.
Teachers' Council No. 4 "KINDERGARTEN - ISLAND
EMOTIONAL WELL-BEING"
1.Creating a favorable emotional	educators	April 2008
background in the process of adaptation of the child to
living conditions in kindergarten.
2. Socio-emotional development - how	Psychologist
one of the areas of education healthy	Borodin. J. O.
H. The role of the teaching staff in development
emotional sphere of children:
a) Creating conditions (mood corners, al-	All teachers
bome “Rainbow of Mood”, card file of sketches
dov, trainings, games on emotional development
b) Review of practical activities with de-
2 ml. GR. Encouragement of children to emotional	Kutuzova I. N.
nomu response through the "sensor-
nye games.
MIDDLE GROUP III "Extension of experience	Tanaeva E. S.
"emotionally expressive"
MIDDLE GROUP #4 “Extension of experience	Taganova N.V.
Emotional response through
Creating and using a "book
Moods".
SENIOR GROUP. "Improvement	Belousova O.A.
Experience in the external design of emotions
Through the game "Live Pictures".
PREPARATORY GROUP. "Oboga-	Kozankova O.V.
vocabulary of emotional medicine
Snkn at the evening-entertainment "Travel-
Marching to the country of familiar heroes.
4.Report of the work of the creative team on integration	Art. educator
racial theatre. Preparation and display	Bychkova E. M.
performance "The Nutcracker" with the children of the eldest	Kuznetsova Yu. O.
5. Exhibition of children's drawings "From a smile	teachers
a gloomy day is brighter.
b. Summing up the results of the competition for the best
design of the "Corner of Mood".
7. Influence of integrative theater on development	Head	October 2007
emotional spheres of the child ".	Dubova.N.M.

GROUP VIEWINGS AND COMPETITIONS

EVENTS	RESPONSIBLE	DEADLINES
1. Competition for the best design of the group for the new academic year		September
2. Exhibition of family drawings "How we rested in the summer."	teachers
3. View choreography lessons: in the senior group in the preparatory group	Choreographer Sharova N. A.	27.10.07. 29.10.07.
: 4. Design of parental corners for the teachers' council No. 2.	teachers
5. Exhibition of family drawings "ABC of the city" according to the rules of the road.	teachers
6. Viewing the collective work of children and parents "Scheme of a safe route: "House-Kindergarten-House"	teachers
7. Competition for the original design of the group for the New Year.	teachers
8. Review-competition of corners according to the rules of the road.	teachers
9. Collective views to the teachers' council No. 4.	Head Dubova N. M. St. teacher Bychkova E. M. Teachers
10. Competition for the most interesting "Mood Corner".	Art. teacher Bychkova E. M. Teachers
11. Carrying out the "Week of the Theater": watching fairy tales, performances.	Muses. supervisors: Guseva E.E. Patrikeyev. L.S.

WORKING WITH TEACHERS TO IMPROVE PEDAGOGICAL SKILLS

EVENTS	RESPONSIBLE	DEADLINES
1. Carrying out diagnostics of educators based on introspection Determination of thematic assistance for each teacher	Art. educator Bychkova E.M.	September
2. Carrying out the "Test of pedagogical orientation". Summarizing.	Art. teacher Bychkova.E.M.	September
3. Drawing up a schedule of classes for each age group.	Art. teacher Bychkova E.M. teachers	September
4. Round table "Let's get to know each other"	Senior teacher Bychkova.E.M.
5. Individual lesson with teachers of the middle group "Planning classes in mathematics." Discussion on the use of additional methods. developments in this	Art. teacher Bychkova E.M.
6. Assistance to educators of the preparatory group in the selection of material for the folder-slider "We asked - we answer."	Senior teacher Bychkova E.M.
7.0providing assistance to the teacher Pilipets I.A. in the selection of material for writing a report to the teachers' council No. 2.	Art. teacher Bychkova E.M.
8. Consultation “The role of emotions in the mental life of a person. Development of the emotional sphere of the child. Part 1.	Art. teacher Bychkova E.M.
9. Consultation on the program of R. B. Sterkina “Fundamentals of life safety for preschool children”. Section - "Child on the street of the city."	Art. teacher Bychkova E.M.
10. Assistance to teachers in the selection of material in the corners according to the rules of the road.	Senior teacher Bychkova E.M.
11.Consultation "Planning variability".	Methodist IRO Tereshchuk M.N.
12. Seminar on integrative theater.	Psychologist Kuznetsova Yu.O.
13. Seminar-workshop "Choosing an option for planning the educational process."	teachers
14. Consultation "Development of the emotional sphere of the child." part 2	Senior teacher Bychkova E.M.
15. Consultation "Correction of the emotional sphere of the child."	Senior teacher Bychkova E.M.
16. Consultation "Methods of psychological research in work with children of preschool age."	Senior teacher Bychkova E.M.
17. Drawing up a grid of classes for senior and preparatory groups for a new educational	Art. teacher Bychkova E. M. Teachers

18. Providing assistance to teachers in creating a “Mood Corner” in groups.	Art. teacher Bychkova E.M.
19. Individual lesson with educators of the middle group on compiling the “Rainbow” of mood.	Art. teacher Bychkova E.M.
20. Individual lesson with teachers of the senior and preparatory groups on compiling the "Mood Rainbow".	Art. teacher Bychkova E.M.
21. Individual counseling of teachers to the teachers' council "Kindergarten - an island of emotional well-being."	Art. teacher Bychkova E.M.
22. Providing assistance to the music director in the selection of material for the "Theatre Week".	Art. teacher Bychkova E.M.
23. Individual work with educators who are certified in 2008-2009: choosing and formulating a topic, writing an application.	Art. teacher Bychkova E.M.
24. Individual consultation for teachers of the preparatory group "Diagnostics of educationally important qualities included in the structure of readiness for school." »	Art. teacher Bychkova E.M. Psychologist Borodina Zh.O.
25. Methodical lesson with educators of the preparatory group on writing the characteristics of graduates.	Art. teacher Bychkova E.M.
26. Consultation "Creating a model of the optimal motor mode on the street in summer period".	Art. teacher Bychkov. EM. Tool physical education Krainova N.V.

EQUIPMENT OF THE PEDAGOGICAL PROCESS

EVENTS	RESPONSIBLE	DATES
1. Replenish the pedagogical office with new methodological literature.	Art. educator Bychkova E. M.	During a year
2. Subscribe to the magazine "Preschool Education", to the newspaper "Good Road of Childhood".	Art. teacher Bychkova E.M.
Z. Purchase equipment for physical education: balls, jump ropes, gymnastic sticks, a basketball stand, rattles.	Art. teacher Bychkova E. M. Instr. physical education Krainova N.V.
4. Make "pictoramas" for examining the emotional sphere of children.	Psychologist Borodina Zh.0. Educators 2 ml. gr.
5.Upgrade physical education manual: medicine ball.	Tool physical education Krainova N.V.
6.Update the paintings according to the rules of the road movement.	Wed gr.
7. Make equipment for corners according to the rules of the road: traffic light models, signs.	Art. educator Bychkova E.M. Educators st.gr.
8. Make a quiz "Children are supposed to know the rules of the road"	Art. teacher Bychkova E.M Gr.
9. Make a folder-slider for parents 1 "How to teach a child not to fall into typical road traps"	Art. teacher Bychkova E. M. Educators
10. Make a selection of artistic Slovak according to the plan schedule "Rules of the road	Art. teacher Bychkova E. M. Educators
11. Make crosswords according to the rules of the road.	Educators Art. gr. prepared gr.
12. Develop questions for conducting "Security Minutes".	Art. teacher Bychkova E.M.
13. Make a Nutcracker mask for an integrative taetre.	The teachers will prepare. gr.
14. Make a math manual for prep.gr. "Cabinet of the Depths".	Art. teacher Bychkova E.M. gr
15. Make a math manual: doll-number 6.	educators
16. Update the scenery for the play "Christmas tree in forest with Santa Claus.	educators
17. Make decorations for New Year's parties.	educators Muses. leader Guseva E.E.
18. Get Christmas decorations.	Art. teacher Bychkova E.M.

19. Make a math manual: doll-number 7.	Art. teacher Bychkova E. M. Educators
20. Make a math guide "Scale of Heights".	Senior teacher Bychkova E.M. Educators prep.gr.	January
21. Make scenery for the puppet show "The Goat and the Three Kids".	Art. teacher Bychkova E. M. Educators
22. Make a math manual: doll-number 8.	Art. teacher Bychkova E. M. Educators
23. Make puddles for jumping over for physical education classes.	Tool physical education Krainova N.V.
24. Make scenery for the puppet show "Purse with two coins."	Art. educator Bychkova E. M. Educators
25. Make costumes and scenery for performances for the “Week of the Theater”.	Muses. leader - Guseva E.E. educators
26. Make puppets for the puppet show "Healing Grass".	Art. teacher Bychkova E. M. Educators
	Music educators. leader - Guseva E.E.
28. Make a math manual: doll-number 9.	Art. teacher Bychkova E. M. Educators
29. Make scenery for the puppet show "Cockerel-Golden Scallop".	Art. teacher Bychkova E.M. educators
30. Make puppets for the puppet show "Hardworking Hen".	Art. teacher Bychkova E. M. Educators
31. Making scenery, preparing the hall for the graduation party.	Muses. hands.-l Guseva E.E. Educators gr.

WORK WITH SPECIALISTS

EVENTS	DATES
l. Co senior nurse to control the selection of furniture by groups	September
2. Working with a physical education instructor. On-site training, supervision of diagnostics.
Z. Control over the activities of the music director: conducting diagnostics, writing an entertainment plan for the holidays for the year.
4. Observe the celebration of the Autumn Festival in all ages. groups.
5. Interaction with a psychologist: drawing up a work plan for the quarter. Check the results of the survey of the emotional sphere of children Art. and prep. groups.
6. Observe the conduct of open classes for parents in choreography with the teacher Sharova.N.A.
7. Check the work of medical staff and teachers: the availability of anthropometry results.
8. Interaction with a psychologist: check the results of the examination of children, compiling summary diagnostic maps.
9. Interaction with a speech therapist: check the results of the examination of children, draw up a work plan.
10. check the work planning of the physical education instructor.
11. Watch New Year's parties.
12. From Art. nurse to observe: Carrying out morning exercises; Conducting physical education classes; Respiratory gymnastics.	During a year
13. Observe the work of a psychologist: examination of children under preparation. gr for school readiness.
14.Together with a psychologist, conduct a lesson for parents in the "Family Room" on the topic: "Family on the threshold of school life."
15. From Art. as a nurse to observe the work of teachers: Organization of a walk; Formation of cultural and hygienic skills.
16. Observe the work of the music director Planning work with children; Classes, individual work.
17. Observe the work of a physical education instructor on the street.
18. Interaction with a speech therapist: the results of the work for the year.
19. Observe the choreographer's readiness for the lesson: work planning, use of attributes.
20. Analysis of the work of the choreographer for the year.
2l.Co Art. a nurse to observe and analyze the formation of cultural and hygienic skills by the end of the school year in all age groups.
22. Observe the work of a psychologist: Summing up the results for the year on corrective work. Analysis of results; Filling in the individual characteristics of graduates;
Processing the results of the "Is your child ready for school" test.
23. Watch the graduation party
24. Preparation for the new academic year.

MUSICAL AND AESTHETIC EDUCATION

EVENTS	DATES
HOLDING PUPPET SHOWS
1. "Cat and Fox" (for all groups)
2. Musical fairy tale "The Nutcracker".
3. "Christmas tree in the forest with Santa Claus" (for all groups)
4. "Teremok" (for all groups)
5. "Aibolit" (for all groups).
6. "The Tale of the Gosling" (for all groups)
7. "Buka" (days of all groups)
8 ml. gr., avg. gr. - "The cockerel is a golden comb." St. gr., prep. gr. -"Red Riding Hood".
I 9. "Hardworking chicken" (for all groups).
PLAN FOR PARTNERS AND MUSICAL ENTERTAINMENT
1. "Hour of acquaintance": singing familiar songs. (St. gr. and preparation gr.).
2. Demonstration of the theatrical performance "Geese-swans" by children under preparation. gr.
3. "Autumn holiday" for medium groups. "Autumn has come to visit us" for older groups.
4, “Journey to the country“ Traffic light ”(entertainment for children of the senior and preparatory group according to traffic rules).
5. New Year's parties for all groups.
6. "Shrovetide" (for children of senior and underage).
7. Sports competition "Come on, guys!".
8. "Mom's holiday" (matinees for all groups).
9. Carrying out the Week of the theater in all ages. gr.
10. "Evening Shainsky" for children Art. and prep. gr.
11. Concert of older children for kids.
12. Graduation party.

WORKING WITH THE DOCUMENTS OF THE SENIOR EDUCATOR

E. M. BYCHKOVA

EVENTS	DEADLINES
1. Processing maps of self-analysis of teachers, drawing up a summary diagnostic map.	September
2. Writing an annual work plan for the 2007-2008 academic year.	September
3. Processing of the "Test of pedagogical orientation".	September
4. Mapping for the database
5. Checking personal files. Preparation of personal files of newly hired employees.	During a year
6. Analysis of diagnostic charts of children gr. No. 1, gr. #2
7. Analysis of diagnostic charts of children gr. #3, #4
8. Writing a work plan for traffic rules
9. Checking the planning of work on musical education.
10. Analysis of class notes and entertainment according to the MPC
11. Analysis of the psychologist's documentation on the examination of the emotional sphere of children.
12. Analysis of diagnostic charts of children in group No. 5, group No. 6.
13. Conduct an inventory of toys.
14. Summarize the experience of the d / s on the topic "Rules of the road".
15. Prepare a speech at the district seminar "The street is full of surprises."
16. View summary diagnostic charts for all age groups.
17. Viewing and analysis of the summary diagnostic card for physical. education.
18. Analysis of scenarios for New Year's parties.
19. Compilation of methodological folders for teachers.
20. Writing characteristics for the award.
21. Checking the planning of the music director.	During a year
22. Checking the planning of the physical education instructor.	During a year
23. Analysis of diagnostics for the 2nd half of the year. Work with diaries of individual development.
24. Work with documents for the certification of educators.
25. Work with the individual characteristics of graduates.
26. Processing the results of the "Is your child ready for school" test.

INTERACTION WITH SECONDARY SCHOOL No. 42

EVENTS	RESPONSIBLE	DATES
1. Conclusion of a cooperation agreement, drawing up an action plan for the succession of "kindergarten-school".	Educators prep.gr. Head teacher of school No. 42
	educator
H. Conducting a thematic lesson "Knowledge Day".	educators
4. Excursion of children of the preparatory group to the school library.	educators
5. Conversation with a primary school teacher "Mental readiness of children to study at school."	Head teacher of school No. 42
b. Excursion of children of the preparatory group to school workshops.	educators
7. Parent meeting with the participation of a primary school teacher "How a preschooler becomes a schoolchild."	Educators Head teacher of school No. 42
8. The presence of a primary school teacher in a literacy class. Conclusions, mistakes, suggestions.	educators
9. Excursion of children of the preparatory group to the hall of school No. 42.	educators Physical education teacher
10. Compilation of individual characteristics of graduates.	educators

ADMINISTRATRShNO-ECONOMIC WORK

EVENTS	RESPONSIBLE	DEADLINES
1. Preparation for winter: - insulation of windows and doors; Glass replacement on windows; Purchase and repair of winter shovels; Sand stock.	Efremova T. O.	September
2. Replacement of pipes for cold and hot water supply for a total of 35,000 rubles. (KUMI)	Head Dubova N. M.
3. Repair work for a total amount of 32.400 rubles: Installation of compact toilet bowls in 2 gr. - 2 pcs; Installation of air breaks in the catering unit; Piping and installation of a sink in a speech therapy room; Repair of the descent into the basement from the side of the catering unit and installation of the roof under it.	Head Dubova N.M.
4. Installation of 2 circuits in the amount of 7 thousand rubles: To the physio.	Head Dubova N.M.
5. Re-equipment of the basement lighting and heating unit with the installation of a step-down transformer for a total of 25,000 rubles. (KUMI)	Head Dubova N.M.	January February
6. Repair of outdoor verandas.	Head Dubova N. M.
7. Repair of street equipment.
8. Painting outdoor equipment.	building worker
9. Re-equipment of the accounting office.	Head Dubova N. M.
10. Painting the walls of the laundry room.	building worker
11. Treatment room equipment.	Head Dubova N. M.

ANALYSIS OF THE ANNUAL PLAN

In the annual plan for 2007-2008, the tasks of social-emotional, artistic-aesthetic and physical culture-health education were set. A large role is given to work on interaction with parents. Implementation of N.N. Avdeeva, O.L. Knyazeva, R.B. Sterkina "Safety" - "A child on the streets of the city."

The relevance of the tasks set is dictated by time and meets the standards of educational programs.

The necessity of treatment and preventive health-improving sanitary-educational work is emphasized. A large role is given to physical culture and recreation activities.

Active work is being carried out on artistic and aesthetic development: introducing children to folk traditions, to world art, to the artistic word. The possibility of integrating various types of arts makes it possible to comprehensively solve the tasks set, the introduction of the "Integrative Theater" technology has a great influence on this. The theater week is held in kindergarten.

The annual plan includes competitions, viewings of collective works, and exhibitions. Methodological work is being actively carried out, consultations are being held for teachers and parents. The constant replenishment and updating of teaching aids and equipment for conducting the pedagogical process is noted. The plan for holding performances, festive matinees and entertainment is indicated.

The share of participation of educators and specialists in various forms of methodological work is 98%. This is due to the participation of all teachers in the creative activities of the kindergarten, participation in competitions, seminars and in the work of creative groups.

In a preschool institution, a dialogue type of management prevails, collectivism and democracy in relations are developed.

PLANNING THE WORK OF THE SENIOR EDUCATOR

WORK PLAN FOR THE WEEK OF THE SENIOR EDUCATOR.

PLANNING CONTROL IN A PRESCHOOL INSTITUTION

	EVENTS	RESPONSIBLE	CARRYING OUT
Professional development of teachers
	Art. teacher Bychkova E.M. visit Seminar "Creation of developing game space". To the teacher Belousova O.A. attend the seminar "Health-saving educational technologies". Art. teacher Bychkova E.M. take courses in non-traditional methods of adult education.	Head Dubova N.M. Art. educator Bychkova E.M. Head Dubova N.M.
Collective views and contests
	Watching the performance of the integrative theater "The Nutcracker". Competition for the original design of groups for the New Year. View New Year holidays in all age groups.	Kuznetsova O.Yu. Art. educator Bychkova E.M. Muses. hands.-l Guseva E.E.	25,26,27.12.07
Consultations
	Seminar for teachers on integrative theater. Consultation "Development of the emotional sphere of the child." Part 2. Consultation "Correction of the emotional sphere of the child." Seminar - workshop "Choice of planning option".	Bychkova E.M. Art. educator Bychkova E.M. teachers
Equipment of the pedagogical process
	Craft a Nutcracker Mask and Saber for the Integrative Theatre. Prepare a mathematics manual for the preparatory group "Scale of Depths". Update the scenery for the puppet show "Christmas tree in the forest at Santa Claus." Buy Christmas decorations.	teachers Art. educator Bychkova E.M. Art. educator Bychkova E.M. Art. educator Bychkova E.M.	During Until 20.12.07 Within a month
Musical and aesthetic development
	Viewing the puppet show "Teremok" (For all groups). Showing a puppet show for all groups "Christmas tree in the forest at Santa Claus". Carrying out New Year's morning performances in all groups.	Art. educator Bychkova E.M. Art. educator Bychkova E.M. Muses. hands.-l Guseva E.E.	25,26,27.12.07
Working with parents
	Conversation with parents pre-gr. "Children's Readiness for Schooling". Family test. Commentary on drawings. Game-experiment "Know your child."	Art. educator Bychkova E.M. Psychologist Borodina J... O.

OPERATIONAL CONTROL PLAN

As of December 2007

UNDER CONTROL	AGE GROUPS, DATES OF THE MONTH
DAILY REGULATION
CULTURAL BEHAVIOR AT THE TABLE
ANALYSIS OF CHILDREN'S DRAWING SKILLS
DOCUMENT ANALYSIS GR. DIAGNOSTICS;

PUPPET SHOW: 03.12. PERFORMANCE FOR ALL TEREMOK GROUPS.

WORK TO EQUIP THE PEDAGOGICAL PROCESS : Making attributes for the fairy tale "The Nutcracker"; preparation for the New Year.

SCENARIO OF THE PEDAGOGICAL COUNCIL

Preparing for the teacher's council.

Memo for teachers and parents

TABLEWARE

1. Dining deep plates.

2. Snack bars (for sandwiches).

3. Small dinner plates.

4. Dessert plates for sweet dishes (fruits, berries) -

5. Creamers (for compote, ice cream).

Plates should be placed on the table opposite the chairs. From the edge of the table to the plate - 1.5-2 cm.

At a distance of 5-12 cm to the left of the plate - patty (bread box). To the right of the plate is a knife, with a blade to the plate, a spoon, to the left is a fork. If there is no knife, then the spoon and fork are on the right. The distance between the plate and cutlery is 0.5 cm, the cup is at a distance of 0.5 cm from the plate. The cup, handle to the left, must be placed on the saucer. On the saucer, put a teaspoon with the handle to the right, i.e. to the opposite side of the cup handle.

CUTLERY

Knife. With it, they eat meat dishes, pies (except sweet ones), pancakes, help them capture the side dish. The length of the knife is equal to the diameter of the plate. The length of the fork should be equal to the length of the knife. Closer to the plate put those cutlery that are not used in the first place.

The knife should be placed with the blade to the plate, the spoon with the spout up, the fork with the teeth up.

Cutlery is placed on the side from which they need to be taken. The fork is placed on the left side when used, but in the absence of the need to use a knife, the fork is placed on the right. After eating, cutlery must be placed on a plate in parallel, handles to the left.

Under the spices, the spoon is placed to the side of the plate with the bulge up.

TABLE LINEN

1. Tablecloth.

2. Napkins.

Only clean, well-ironed tablecloths should be laid on the table, preferably white, for a table served for tea - colored. The ends of the tablecloth hang down by 25-30 cm, Table napkins: size 46 x 46 cm. Tea napkins: size 35x35 cm. Napkins should be placed on a plate or behind a plate in the form of a lily, boat, cap, etc. While eating, it should be put on your knees, folded in half. You can wipe your fingers with it, apply ( not wipe) to the mouth. After eating, it is rolled into a ball and placed under the side of the plate or on a plate with cutlery.

Ikebana or flowers are placed on the table.

NECESSARY REQUIREMENTS FOR TABLE SERVING

1. Compliance with the event (lunch, breakfast, festive event).

2. Aesthetics.

3. Thematic focus. (New Year - snowflakes, etc.)

The task of serving the table is to create a good mood and increase appetite.

SERVING SEQUENCE

1. Tablecloth.

2. Plates.

3. Cups, glassware.

4. Napkins.

5. Appliances with spices.

6. Flowers, ikebayy.

RULES OF BEHAVIOR AT THE TABLE

According to the rules, the girls sit down at the table first. The boys help them to sit down, they should come up to the left, take a chair by the back, turn it back to themselves and with the words “Please” go “please sit down” offer to sit down. The girl should come and wait for a chair to be pulled up for her.

You need to sit straight, occupying the chair completely, touching the tavern. You should not lean over the plate, the distance from the chest to the table is 4 fingers of the palm.

The legs are bent at a right angle, the arms are slightly pressed to the body. You should not prop your chin, cheeks, swing in a chair.

HOW TO USE THE CUTLERY

The fork must be held with the prongs up, while the handle rests on the palm. If mashed potatoes or porridge are served, then the fork should be held like a spoon, helping with a knife.

During a temporary cessation of food, the fork and spoon must be placed on the side of the plate, and after eating - on the plate in parallel with the handles to the left: the knife with the tip to the left, the fork with the bulge up.

According to etiquette, it is not customary to speak when eating hot dishes. You can’t make comments, reproach, force you to eat to the end, but you should offer not intrusively.

You can’t lick a plate, eat from a knife, shift cutlery and take them before eating.

Bread should be broken off with the fingers of the left hand.

You need to eat scrambled eggs with a fork and a knife, a cutlet, fish, as well as a casserole, rolls only with a fork, without a knife; game and poultry are eaten with a knife, first you need to cut off the meat left to take in your hand. Cut the meat with a knife into pieces and put the cut piece in your mouth. Do not cut the whole piece at once.

Soup should be tasted first to make sure it's hot or not. Take 1/3 of a spoon, do not lean forward, with a spoon from right to left, touch the edge of the plate with the side of the spoon, point it into your mouth. You should not knock with a spoon on a plate, champ. When eating soup, tilt the plate away from you.

Tea must be stirred silently. It is not customary to put jam in tea.

You can not throw back your head, set aside the little finger. Put the bones from the compote first in a spoon, and then on a saucer.

DEAR TEACHERS

ON WEDNESDAY, FEBRUARY 27, A PEDAGOGICAL COUNCIL WILL BE HELD ON THE TOPIC: “ ABOUT THE RULES OF GOOD TONE AT THE TABLE »

In order to prepare for the Teachers' Council, please answer the following questions by Monday (February 25):

1. How should one start educating a culture of behavior in children at the table?

2. What are the most effective methods and techniques in mastering and fulfilling the serving rules?

3. What determines the desire of children to follow the rules of good manners at the table? What is the role of the educator in this?

4. What, in your opinion, should be created in the group for
successful work with children in this direction?

5. What, in your opinion, is an obstacle for children to follow the rules of serving and good manners at the table?

6. What are your work plans for the nearest period to achieve results in this issue?

7. What help do you need? What do you need to buy for a group? What are the difficulties of the methodological plan?

8. What are your suggestions for holding a pedagogical council?

THANKS!

TARGETS AND GOALS

1. Improving work in kindergarten on the formation of good manners among preschoolers.

2. Identification of initiative and creativity in creating conditions for the formation of good manners in children.

3. Development of the material base for introducing the rules of good manners at the table in groups.

4. Assistance in strengthening the connection of the preschool educational institution with the family.

Assignment to educators in preparation for the teachers' council

1. Come up with games and physical education sessions to reinforce one of the rules for serving and behavior at the table.

2. Take part in theatrical activities with toys to reinforce the rules of conduct.

3. Compose poems based on the motive of children's songs or compose a fairy tale on the topic: "Why are tableware so arranged on the table."

4. Come up with a technique using "magic" items and treats in overcoming mistakes in table setting and rules of conduct.

5. Take part in the competition of incentive prizes (crowns, medals, toys, cups, plates, spoons with an inscription).

6. Prepare and beat the "magic" treat.

7. Organize exhibitions of works on modeling, drawing, appliqué, design on the theme: “Table setting”, “Magic city of courtesy”, record poems, fairy tales, songs on the topic on a tape recorder.

Spicy Questions

1. Is it necessary to serve a cup of tea on a saucer? How much tea to pour into a glass? (Answer: tea should be served on a saucer, pour - 0.5-1 cm to the edge.)

2. With the help of what technique will you teach and arouse the desire to follow the rule of good form: do not eat from a whole piece, but break it off with the fingers of your left hand?

3. How will you involve parents in the process of teaching children the rules of courtesy at the table?

4. Where and how should cutlery be placed after eating? (Answer: on a plate, parallel to the handles to the left.)

5. Who is the first to sit down at the festive table: the host or the guests? Is it necessary to involve children in evaluating the work of those on duty? How to do it?

6. What utensils should be served to the table, if the main dish is mashed potatoes or porridge (buckwheat, rice)? (Answer: knife, fork.)

7. In what cases should the fork be held like a spoon and why in the left hand? (Answer: when mashed potatoes, porridge are served as a side dish, and in the right hand there is a knife with which you can pry the side dish onto a fork.)

8. Is a teaspoon always needed when serving tea? (Answer: always, because according to the rules of good manners, you must first try from a spoon, and then drink from a cup.)

9. What should not be talked about at the table during meals? (Answer: about diseases, suffering, do not make comments about poor-quality cooking, about problems.)

Write an invitation to the teachers' council

“Dear teachers!

That is why we invite and look forward to seeing you at our teachers' council: "On the rules of good manners at the table."

Your, as always, serious and creative attitude to competitions will help the growth of pedagogical skills, colleagues.

Before the beginning of the teachers' council, music plays softly.

On the table of the presenter, serving items for one person, “spicy dish” questions, incentives, a prize: “Queen of the exact time”, a ball, a toy for the game, a box of chips.

On the tables of teachers: cards with names, patronymics, color charts, chips of three colors: red, yellow and blue.

The course of the teachers' council

Against the background of the music of the song "Beautiful is far away."

We all want to look into the future. At least take a look. To see yourself in it, and most importantly, children, those whom we are raising today.

What the future will be depends on you and me, adults. From our serious, thoughtful approach to solving any issue of education, and even such as the ability to behave at the table, which, like all others, is aimed at improving moral qualities.

There is no doubt that the topic is timely. The dictum of the teacher A. S. Makarenko is known: “Cultural education begins very early, when the child is very far from literacy, when he has just learned to see, hear and say something well.” He also wrote the following. “What a person will be depends mainly on how you make him by the fifth year of life. If you don’t educate him properly before the age of five, then you will have to re-educate him.”

Before us, teachers, today is far from an idle question, how to teach children the rules of cultural behavior, because, as the people noted, “The loudest drum remains silent if it is not beaten, the most intelligent person remains ignorant if he is not taught.”

Today, we, teachers, of course, are most interested in the question: how to help children learn all the rules of behavior at the table, without exception, and at the same time, feel the support of their parents, see the children's desire to follow these rules, and themselves get the joy of success in this work.

Today we have the opportunity to talk about this at our teachers' council, the topic of which is: "On the rules of good manners at the table."

The purpose of our meeting: to reveal the secrets of the skill of each of us, to penetrate the secrets of success, to get answers to many exciting questions from the lips of the most talented, most resourceful, most thinking, in a word: the most, the most, the most. Taking advantage of the advice of the wise people, “Mind is good, but two is better,” we put all questions for discussion.

So, the work on educating the skills of a culture of behavior has been started and supported by all teachers. It is too early to sum up the results, but the first questions are aimed at analyzing our common efforts and actions.

Question I. Which rules are the fastest for children to learn? Why?

Question 2. What rules are learned with great difficulty, and what do you see as the reasons?

Question 3. What, in your opinion, is the most effective technique in teaching children and in achieving results? Was the method of humiliation used? Do you have confidence that children will always follow these rules of good manners in life?

What is the reason for confidence, the reasons for doubt?

Now imagine that a novice teacher has become your shift teacher. What basic rule in the form of a call, a warning, would you write for him, as an indispensable condition for successful work in educating children in good manners at the table (a minute to think)?

1. Do not be afraid to praise children!

2. Don't remark while eating.

3. Don't scold.

4. Talk less and teach by example of your behavior.

5. Love to play.

6. Admire for a full minute.

7. Do not compare the successes of one with another, but only with his own results.

8. Do not read long lectures.

9. Learn and follow all the rules of conduct.

10. Report your children's progress to their parents every day.

11. Don't forget for a day the work of instilling cultural habits.

12. Compose fairy tales, poems, songs with children, involve parents in this.

13. Be the director of funny theatricals - fairy tales to reinforce the rules.

14. Design a visual campaign.

16. Invite parents to courtesy lessons

Against the background of music

Life-giving rays of bright light shed fairy tales on the soul of a child. And now, when the question of other approaches to raising children has become acute, we hopefully turn to the pedagogical experience of our ancestors.

Surprisingly, a fairy tale was one very important tool in education. She entertained, amused, made me laugh, and most importantly, educated. Inanimate objects endowed with human features that can be referred to. They say. They feel like people. Small children believe that toys come to life at night, they can cry, talk. What role does a fairy tale, magic objects play in the education of a culture of behavior? Give examples.

What fairy tales did you make for children or together with children? How were they encouraged to fantasize? How to involve parents in this?

Compiling poems, songs to reinforce the rules will also help you learn them faster.

What is your attitude to this kind of creativity? (Experience exchange.)

MUSIC

Let the waltz music help you quickly resolve the issues of the “spicy dish”. Today there are many of them, but the rules remain the same, if you don’t like the question, you can pass it on. Teachers are given questions (on chamomile leaves), answers are heard.

What is the main activity of preschool children? Of course, the game. There is no childhood without play. The game is the ability to have fun and easy to learn.

It depends on us teachers whether the game will bring the joy of learning.

Question 1. What games have helped you in your work on children learning the rules of serving and instilling good manners at the table?

Question 2. Are games and competitions possible? With whom?

Question 3. Is the participation of an adult in the game important, in what capacity?

I invite you to take part in games and physical education sessions, in the hope that all of them will find application in the practice of working with children.

“Pass the object around” (fast music).

The teachers stand in a circle. A toy or a ball is passed to the music. As soon as the music stops, the one who has the ball left leaves the game, but can stay if he answers the question according to the rules of conduct, serving. For example:

a) where to put cutlery, knife and fork after eating?

c) is it possible to eat from a whole piece?

d) Can I choose my favorite piece?

e) Where should you put your elbows when eating?

Game "Cunning Eye"

Children, you want to have a sly eye, then ... The children, together with the teacher, put their palm on their palm and say quietly 3 times, “I have a sly eye, it always sees objects that are out of place.” Look at the devices, are they correct? And now a cunning eye will help you see if I follow all the rules while eating?

The game "Think, play, catch the ball"

All the children say in chorus: “Think, play, catch the ball, speak quickly the rule of conduct at the table.” This game can be changed in this way: the teacher, throwing the ball, begins the sentence with the word it is impossible, and the children from the word must:

you can not lick your fingers;

you can not loudly knock with a spoon on a plate;

you can not champ;

you can not take a whole spoon;

do not wipe your mouth with a napkin;

you can not eat from a whole piece;

you can not lick the plate;

do not pour the leftover soup into a spoon.

Physical education for fingers

Imagine that these are not fingers, but boys and girls.

The children ran along the river in a race, they saw Dunno, who took the spoon wrong, they immediately showed him how to do it right (the children move their fingers along the surface of the table, showing how they run).

The children raced along the river. We saw Emelya crying because he was not invited to visit: he did not know how to hold a fork.

The words are repeated: "let's run ..." We saw a boy with a strange name on the contrary. He was biting off a whole loaf of bread. They showed me how to eat properly.

Attention game

“What is missing on the served table for breakfast. What is misplaced on the dinner table?”

Magic items also belong to the game techniques. What are you using? In which cases?

Minutes of admiration

The younger the child, the more necessary is the praise and recognition of his merits, since the desire to be great and skillful is great. Our task: to see in time the one who needs it. Let us recall the lines of the famous poetess A. Barto:

"When things don't go well,

Praise helps me."

What is your opinion? When is praise needed? What should she be?

And now it is an opportunity for each of us to show each other how much we can praise and admire. To do this, you need to divide into pairs, determine who acts as children who need to be praised, who as teachers.

Situation: you need to praise the child for following the rule: he takes a piece that lies closer to him without choosing. A minute may include questions addressed to children, to this child, the use of theatrical performances, objects, etc.

If you liked how you are praised - give a smile to a talented director and artist.

And now you can switch roles and praise for the ability to eat carefully, without leaving crumbs on the table and under the table.

The game "Find out by description"

A teacher or a fairy tale character describes without naming a name, talks with admiration about the fulfillment of a rule by someone, and the children must guess who they are talking about. To which the teacher replies: look who does it well and then you will find out.

MUSIC

What have we managed to do, where have we achieved success, and what needs to be worked on? This is the goal of the next stage of the teachers' council - introspection, which will help to more clearly see the results of their work, the prospect for the future. Chips lying on trays will help determine the degree of your performance. I will call the rule, and you, if all the children fulfill it, put a red chip, if a few - yellow, and if they don’t - blue.

Serving

1. The attendants place the plates strictly opposite the chairs and at a distance of 2 cm from the edge of the table.

2. Exactly, parallel to lay out the knives - with the blade to the plate,
spoons upside down. Forks teeth up.

3. Maintain a distance of 0.5 cm between devices.

4. Cups with tea and compote are served only on a saucer and with a spoon, and the handles of the cups are turned to the left, and the spoons on the saucer are turned to the right!

5. There are always napkins on the tables.

6. The sequence of serving is observed.

Rules of conduct at the table

1. Boys give a chair to girls with the words “please sit down” or “please”.

2. Children hold the fork correctly, they know when to hold it like a spoon.

3. Properly hold a spoon.

4. Know how to use a knife.

5. Do not knock cutlery on a plate, cup.

6. Do not eat from a whole piece.

7. Don't choose a piece on a plate.

8. Fried eggs, fish, meatballs, casseroles, rolls are eaten with a fork, without a knife.

9. Do not lick the plate, do not pour it into a spoon, do not drink from the plate.

10. The soup is first tasted, and then eaten, picking up 1/3 of a spoon, directing the side part into the mouth.

11. When eating soup, tilt the plate away from you.

12. Do not throw back your head while drinking compote.

13. Do not lean low over the plate.

14. Chew food with the mouth closed.

15. Do not champ.

16. They know how to use a napkin, they don’t wipe their mouths, but apply them to their mouths.

17. The used napkin is placed on the right under the side of the plate.

18. Used cutlery: knives, forks, spoons, put on plates in parallel with the handles to the left, and the fork with the bulge up.

19. They give thanks after eating and clean the dishes.

20. When eating is temporarily stopped, cutlery is placed on the side of the plate.

Look at the chips and conclude why the result is this? Have all effective methods been used?

The ability to quickly make the most correct decision, to find a way out of the current situation is an excellent quality for every teacher. The questions of the “blitz-tournament” will help us to identify the most resourceful, creatively suitable for any moment in education. For every answer, a solution is a chip. The winner is the one who gets the most.

1. If the boy is embarrassed to give the girl a chair, help the girl sit down at the table.

2. If the children champ.

3. If the cutlery is carelessly placed on the table during serving.

4. If they lick their fingers.

5. If they talk while eating.

6. If the fork is held incorrectly.

7. If they take a cup, leaving the little finger.

8. If crumbs are left on the table and under the table.

The traditional final stage of the teachers' council - the relay race - requires everyone to be brief, as Chekhov said, so that the words are crowded, and the thoughts are spacious, i.e. taking a toy, you must continue such a sentence: "Children will follow all the rules of conduct at the table if I ...".

tea drinking

PROTOCOL No. 29

Meeting of the Pedagogical Council of MDOU No. 75.

Topic: "On the rules of good manners at the table."

Chairman: senior teacher Bychkova E.M.

Secretary: teacher Belousova O. A.

Present: 10 people.

Agenda:

1. Model of social and personal education of children.

2. Solution of situational problems.

3. Self-assessment of the work of teachers.

4. The activities of teachers in instilling in children the rules of good taste at the table.

5. Miscellaneous.

1. The head educator revealed the purpose of the pedagogical council. Analyzed the results of exhibitions on the topic: "The Magic City of Courtesy".

2. Teacher Pylypets I. A. shared her experience of teaching children the rules of good manners.

3. Guseva E.E. conducted training with teachers on solving situational problems in social and personal education. The teachers successfully coped with the task.

4. Elvira Mensurovna conducted self-analysis with chips of different colors:

Red color - "all children perform";

Yellow - "few";

Blue - "do not comply."

The decision of the teachers' council

1. Hold open days for parents on the topic
"Serving and rules, good manners at the table."

2. Purchase of everything necessary for serving: knives, forks, cloth napkins (but 5 pieces), tablecloths, sets of doll dishes.

3. Draw visual aids for each group, pictures that show the rules for serving: how to hold a spoon, fork, knife, seating rules while eating, rules of good manners at the table. “On hygiene and cleanliness, the rules of good manners at the table”, “The basics of good breeding”.

CONSULTATION FOR EDUCATIONERS

Shrovetide WIDE

I will tell you about the most fun folk holiday - Shrovetide. Maslenitsa is the most beloved holiday among the people. It reflects the universal joy and jubilation in connection with the approach of the long-awaited spring, with the flowering of nature and man himself.

In February, the first timid drops ring out, pulling out long crystal icicles, funnels appear - hiding places near lonely standing trees, the southern slopes of snowdrifts turn glassy. People say about February: the time of the blinding sun and light, a presentiment, a prelude, a forerunner of spring.

The Russian folk song says:

The month of Bokogrey has come,

Warmed mother earth

Side of the cow warmed,

Both cow and horse

And the gray-haired old man

Frost Morozovich.

End of winter. The days are getting long and bright, the sky is blue and the sun is bright. At this time, folk festivals were organized in Russia. February is rich in traditions, customs, rituals, signs. The most famous ritual at the junction of winter and spring is Maslenitsa. Its origin was lost in ancient times, but it was noted among all Slavic peoples. People called for a good harvest and a rich offspring to their homes. According to Shrovetide, people determined what the harvest would be: bad weather on Sunday before Shrovetide - to the harvest of mushrooms. What a day Masleny red, this wheat. If it snows on Maslena, then there will be a harvest of buckwheat.

The Maslenitsa holiday was associated with the cult of the rising sun. Hence the traditional pancakes. Round, hot, golden, they were, as it were, miniature images of our luminary. In addition, real Russian pancakes are red. They baked pancakes from buckwheat or wheat flour. “Pancake is a symbol of the sun, red days, good harvests, strong marriages and healthy children,” A. Kuprin wrote.

Therefore, there are pancakes on our tables. In Central Russia, in addition to pancakes, other symbols of the sun were also used - burning wheels descending from the mountains, blazing bonfires. And now, guys, celebrate Maslenitsa? How is this holiday celebrated, with what is it now associated?

Over time, Maslenitsa lost its mystical meaning and turned into a mass folk festival dedicated to seeing off winter, with carnivals of mummers and riding troikas with bells, burning an effigy of winter and sledding from the mountains, taking snowy towns and other noisy and fun games and undertakings.

Maslenitsa is a cheerful and reckless holiday, it lasted a whole week: fairs, street games, performances of mummers, dances, songs. It was not for nothing that the people called it the wide Maslenitsa. The main treat of the holiday is pancakes, an ancient pagan symbol of the return of the sun and warmth to people.

Maslenitsa was called the cheese week, during which they eat cheese and eggs. The people indulge in Shrovetide pleasures, sledding from the mountains, fist fun. The children, preparing ice mountains for Maslenitsa, pouring water on them, say: “Are you a soul, my Maslenitsa, quail bones, your paper body, your sugary lips, your sweet speech! Come to visit me in a wide yard, ride in the mountains, roll in pancakes, amuse your heart. You, my Maslenitsa, red beauty, fair-haired braid, thirty brothers sister, you are my quail! Come to visit me in the plank house, amuse your soul, have fun with your mind, enjoy your speech!”

And then the kids ran away from the mountains and shouted: “Maslenitsa has arrived!” Sometimes children sculpted a woman from the snow, which they called Shrovetide, put on a sled and rolled down the mountain with the words: “Hello, wide Shrovetide!”.

In some places, taking care of a proper meeting and proper holding of the entire Maslenitsa, they began to bake pancakes in advance. The hostess sent a boy of 8-10 years old to “meet Maslenitsa”, gave him a pancake, with which he rode on a tong or a poker around the garden and shouted:

Farewell, sleepy winter!

Come, red summer!

Sohu, harrow -

And I'll go plow!

Shrovetide was opened by children who built snowy mountains and quickly uttered the following greeting: “He called - honest Semik called the wide Maslenitsa to visit his yard. Come to visit me in the wide courtyard on the mountains to ride, pile on pancakes, fill your heart ... "After this meeting, the children run away from the mountains and shout:" Maslenitsa has arrived!

No matter how many Maslenitsa customs and rituals were celebrated among themselves in different parts of old Russia, the general character and basis of the holiday were the same - this is the struggle of the forces of Winter and Spring, culminating in the burning of Maslenitsa (the personification of cold and darkness) and general festive fun: horseback riding, with mountains, on ice, a "feast", in the center of which were pancakes - a symbol of the sun and at the same time - a memorial meal for the obsolete Winter (according to ancient tradition, Shrovetide also combined the commemoration of deceased relatives and honoring the newlyweds).

Maslenitsa is celebrated seven weeks before Easter and falls between the end of February and the beginning of March. The order of Maslenitsa is indicated in the names of the days of Maslenitsa week, which was full of festive affairs. Ritual and non-ritual actions, traditional games and undertakings, duties and deeds filled all the days to capacity.

Each day of Maslenitsa was assigned certain actions, rules of conduct, which were performed in an atmosphere of extreme emancipation, universal joy and fun.

Pancakes and pancakes are baked throughout Maslenitsa. From this came the saying: "Not life, but Shrovetide." What is the most important thing in Shrovetide? Well, of course, pancakes! Without them, there is no Maslenitsa. Housewives baked pancakes every day from buckwheat or wheat flour. On the first day - pancakes, on the second - pancakes, on the third - pancakes, on the fourth - pancakes, on the fifth - pancakes, on the sixth - pancakes, on the seventh - royal pancakes. Pancakes were served with sour cream, jam, butter, honey, fish caviar, and eggs.

Damn is not good alone.

Damn, not a wedge, the belly will not split!

How pancakes flew out of the chimney during Shrove Week!

You, my pancakes, my pancakes!

Wide Maslenitsa, we boast of you,

We ride on the mountains, we eat pancakes!

On Shrove Week, ritual pancakes were baked - the personification of the sun; girls danced round dances, sang songs. The songs talked about the abundance of butter, cheese, cottage cheese.

The whole week was called "honest, broad, cheerful, noblewoman Maslenitsa, madam Maslenitsa."

As scholars-researchers write, in some places, a proper meeting and proper holding of Maslenitsa have been taken care of since Saturday of the previous week. Since that time, they began to celebrate the "small Maslenka". The guys ran in groups around the village and collected bast shoes, then they met those returning with purchases from the city or from the bazaar with the question: “Are you bringing Maslenitsa?” Who answered: "No", he was beaten with bast shoes.

On Sunday before Maslenitsa, they paid visits to relatives, friends, neighbors and invited them to visit.

The Maslenitsa week passed noisily and cheerfully, songs of the most varied content sounded everywhere, games-competitions were organized, buffoons and mummers performed with a festive performance.

An interesting description of the meeting of Winter-Shrovetide is offered by the researcher of folk traditions V. M. Grigoriev. “Buffoons and other mummers with noise and laughter are carrying a large stuffed animal of Winter-Shrovetide. It is made of straw, fixed on a cross of sticks. The spacious outfit is sewn from flaps or glued from thick paper. Instead of a headdress, a crown can be worn, and on the chest there is a bright ribbon and a shining Christmas tree star, reminiscent of the former "royal" greatness (in different areas there are customs for decorating Shrovetide - from the royal appearance to the appearance of a garden scarecrow). The face of Winter-Shrovetide is wrinkled and not very cheerful.

Maslenitsa is driven on several tied sledges or large sledges, which can be harnessed not to a real, but to a Maslenitsa “horse” (it is depicted by two people covered with a matting blanket with a tail of hemp ropes, with a head sewn from matting and decorated with a mane and a bridle: the head is held on a stick by the first of those dressed up as a “horse”, he turns his head, loudly “neighs”, while both mummers dance with their feet, beat with their hooves.

The guard clears the way for the amusing procession in the crowd. The voivode invites everyone to celebrate Maslenitsa on the festive square (the main square of the holiday), where the farewell to winter will take place.

Boys and girls dressed in the best clothes. The main participant of Maslenitsa is a large straw doll named Maslenitsa. She was dressed up in a dress, a scarf was tied around her head, and her feet were shod in bast shoes. The doll was seated on a sled and taken up the mountain with songs. And next to the sleigh, the mummers jumped, ran, teased, shouted jokes.

Sometimes horses were harnessed to large sledges one after another. Got a train. A young guy got into the sleigh, various rattles and bells were hung on him. Before him put a chest with pies, fish, eggs, pancakes. The train, to the laughter and jokes of fellow villagers, drove through the whole village, and then went to a neighboring village.

The fun continued until the evening, and at the end of all the undertakings, they “see off Maslenitsa” - they burn an effigy depicting Maslenitsa.

Carnival, farewell!

Come that year!

Shrovetide, come back!

Show yourself in the new year!

Farewell, Shrovetide!

Farewell, red!

Many families started baking pancakes on Monday. The night before, when the stars appeared, the eldest woman in the family went out to the river, lake or to the well quietly from the others and urged the moon to look out the window and blow on the dough:

The month, you are the month

Your golden horns!

Look out the window

Blow on steam!

On holidays, the first pancake was placed on the dormer window for the souls of deceased parents with the words: “Our honest parents, here is a pancake for your soul!” Often the first pancake is given to the beggars so that they remember all the dead.

Russian Maslenitsa has always been famous for pancakes, their quality and quantity. Now you will have a competition: who will remember sayings with the words pancake and Maslenitsa.

Pancakes do not spoil the belly.

Every day is not Sunday.

He wants Maslenitsa to be for forty years.

Not life-being, but Maslenitsa.

Maslenitsa is coming, damn it, honey is coming.

Pancakes, pancakes, pancakes, like the wheels of Spring.

Ride on the mountains, roll in pancakes.

Maslenitsa obeduha, money tucked away.

And let's continue the Shrovetide tradition and compete in guessing riddles. Previously, when young people gathered in the evening in one hut "for gatherings" - fun reigned there and riddles were sure to be guessed. Here are some funny riddles.

The shores are covered, fish without bones, water is expensive. (Frying pan, dough, butter)

Iron current, spring settlement. (Pancake in a frying pan)

The king-bird sits on golden testicles. (Frying pan on coals)

Listen carefully,

Very entertaining:

What is not in cabbage

Neither in beets, nor in turnips,

And there is in carrots,

Cucumber, tomato? (Letters "O")

One person bought “three sheep and paid 3,000 rubles. Why did each sheep walk? (On the ground)

What comb does no one comb their hair with? (Petushin.)

Why does the goose swim? (From the shore)

What is the stone in the river? (Wet)

A flock of geese flew, one was killed. How much is left? (One)

A woman was carrying 100 eggs in a basket, one (and the bottom) fell. How many eggs are left? (No one)

On Maslenitsa, as well as on Christmas time, children went around the huts of the village with congratulations on the onset of Maslenitsa and begged for pancakes.

teen teen,

Give me a pancake

Pancake-surplus,

Butter piece!

Aunts, don't be stingy

Share the buttercream!

If the hostess served little, the guys ran away with the words:

lousy pancakes

An arshin of length!

Hello, Shrovetide annual,

Our dear guest!

Come on black horses

On painted sledges,

So that the servants were young,

Dear gifts were brought to us,

And pancakes, and kalachi,

To us in the window their swords!

Shrovetide, Shrovetide,

Pancake Baker!

Came early

We will meet you well

Cheese, butter and pancake

And ruddy pie.

Not to go to the mountains, not to swing on a swing, not to make fun of buffoons, not to taste dishes - it meant in the old days to live in bitter misfortune, and then in old age, to lie on a deathbed, to sit like a cripple without legs.

Each day of Maslenitsa had its own name and its own amusements.

Monday - meeting.

They made a doll - Maslenitsa, dressed her up, put her in a sleigh and drove her up the hill. We greeted her with songs. The first were the children. From that day on, the children rode down the mountains every day.

Tuesday is a win.

Children and adults went from house to house, congratulated on Maslenitsa and begged for pancakes. Everyone went to visit each other, sang songs, joked. On this day, games and fun began, girls' swings and horse rides were arranged.

Wednesday is sweet.

Adults began to ride from the mountains. From that day on, they rode around the village on a troika with bells. Relatives visited each other with families, went on a visit with children, ate pancakes and other Shrovetide dishes.

Thursday - wide, roam-four.

That day was the most fun. They organized horse races, fisticuffs and wrestling. They built a snowy town and took it by force. They rode horses around the village. They went down from the mountains on sledges and skis. The mummers amused the people. Everyone ate pancakes. They walked from morning to evening, danced, danced, sang ditties.

Friday - mother-in-law evening.

On mother-in-law evenings, sons-in-law treated their mother-in-laws to pancakes. And the girls at noon took out pancakes in a bowl on their heads and went to the hill. The guy who liked the girl was in a hurry to taste a blink to find out if she would be a good hostess.

Saturday - sister-in-law gatherings.

On this day, the newlyweds invited their relatives to visit and treated them with treats. There were talks about life and being, put up, if before that they were in a quarrel. They also remembered the deceased relatives, spoke good and kind words about them.

Sunday is a forgiveness day.

It was the farewell to Maslenitsa. A bonfire made of straw was laid out in the field and a doll with songs was burned. The ashes were scattered across the field in order to reap a rich harvest the following year.

On Forgiveness Sunday, they went to each other to put up and ask for forgiveness if they offended before. They said: "Forgive me, please." “God will forgive you,” they answered. Then they kissed and did not remember the grievances. But even if there were no quarrels and insults, they still said: “Forgive me.” Even when they met a stranger, they asked his forgiveness. Thus ended Maslenitsa.

On the last day - Sunday - there was a farewell to Maslenitsa. She was seated on the front sleigh of a sleigh train that traveled around; streets. In front of him and around him, buffoons and kolobrods sang, played and danced.

The farewell train in Yaroslavl is called "Okolki". In the evening, after all the festivities and fun, people come out of their yards. When singing songs, straw is burned. According to people's ideas, the straw contained the lush power of vegetation, which people wanted to transfer to the fields for their own benefit. The burning of an effigy, according to the people, was necessary for the plant power - ash to reveal itself in the summer in cereals. Wild fun ended with the burning of Maslenitsa itself.

A fragment of the opera "The Snow Maiden" by A. N. Rimsky-Korsakov "Farewell, Maslenitsa!" Is included.

The burning of the Maslenitsa doll was associated with the fact that, it turns out, Maslenitsa bears the ancient Slavic name of the forgotten pagan goddess Mazhana (Marzhana), personifying darkness. Naturally, it had to be destroyed in order to grow a good crop under the warm rays of the sun.

This day is also known as Forgiveness Sunday. With the end of the holidays, Lent began until Easter. On the eve of Lent, in an effort to be cleansed of everything sinful, people asked each other for forgiveness. For the same purpose, on forgiveness Sunday, they went to the cemetery, left pancakes at the grave and worshiped the ashes of relatives. So peacefully, quietly ends this holiday. At parting, people said: Maslenitsa, goodbye!

Come back this year.

Now we will drink tea with pancakes. As a memento of our meeting, you will receive a recipe for pancakes.

PLAN OF INTERACTION WITH PARENTS. DIDACTIC MANUAL WITH SUMMARY

MUSICAL AND DIDACTIC GAME FOR CHILDREN OF THE OLDER PRESCHOOL AGE

A game for the development of diatonic hearing.

Loudly - quietly drunkenly.

game material. Any toy.

Game progress. Children choose a leader. He leaves the room. Everyone agrees where to hide the toy. The driver must find it, guided by the volume of the sound of the song that all the children sing: the sound intensifies as it approaches the place where the toy is located, or weakens as it moves away from it. If the child successfully coped with the task, when repeating the game, he has the right to hide the toy.

The game can be played as entertainment.

MINUTES OF DISCUSSION OF THE OPEN CLASS

FLOWER GIRL

Dominant creative activity for the preparatory group.

1) Learning tasks:

Hear and feel the beginning and end of a piece of music;

Hear and distinguish between sound extraction techniques (legato, staccato);

2) Developmental tasks:

Develop creative imagination through musical and rhythmic movements;

Encourage improvising a melody to a given text;

Emotionally convey musical images through movements;

Develop a sense of rhythm;

Develop interdisciplinary connections (music and literature).

3) Educational tasks:

Cultivate love for nature, respect for it.

Methodological support:

Fairy flower;

Soundtrack of music "Snowdrop" by P., Tchaikovsky;

Colored circles (0 10 cm);

Musical instruments (triangle, metallophone);

Mole's hat and cane.

Preliminary work:

1. Learning plastic exercises with your hands (“Breeze”, “Mill”, “Playing with Water” to the music of L. Beethoven).

2. Learning the polka step.

3. Reading fairy tales G.-Kh. Andersen.

4. Examination of books with illustrations of insects, flowers.

Musical director: Guys, I know that you are very fond of the fairy tales of G.-Kh. Andersen. What are your favorite fairy tales?

Children's answers.

Musical director. Look, please, what a fabulous flower has bloomed today in our magical garden. How do you think in which fairy tale G. -X. Andersen there is such a flower? ( In the fairy tale "Thumbelina".) Guys, what did the flower grow out of?

Children: From grain.

Musical director: What needs to be done in order for the flower to grow?

Children: Plant the seed in the ground and water it.

Musical director: Today I invite you to a fairy tale. Now, to the music, the teacher will “give” you each a magic seed and you will plant it. Think about how it needs to be done so that beautiful flowers grow.

Children become in a circle, the teacher “puts” a grain into each hand. A gentle, beautiful melody sounds (phonogram) - “Snowdrop” by P. Tchaikovsky.

Children depict "growing a flower": they dig a hole, put a seed, water it, bury it. The flower begins to grow, the children improvise the blooming of the flower.

The teacher puts the circles behind.

Musical director: What beautiful flowers have blossomed, how beautiful they are - admire them!

Look back, each of you has a colored circle. Who has yellow circles? Come here. What colors will you be? ( dandelions.) Here is your place in the clearing ... Which flower has white petals? ( Chamomile.) And daisies grow here. Lilac circles - at the bells. They grow side by side.

Children form groups.

Musical director: Sing the name of your flower.

I am a chamomile

I am a bell

I am a dandelion .

While the children sing the names of the flowers, the teacher chooses Thumbelina.

Musical director: Look, the flowers are so beautiful, Thumbelina lives in every flower. Thumbelina is still sleeping, let's sing her a lullaby.

The song "Lullaby of Thumbelina" is performed, music by O. Yudakhina, lyrics by N. Solovieva.

Children dance according to the nature of the song.

Musical director: Let's gently wake up Thumbelina. We have a flower - a cheerful bell. Cheerful bell, sing your sonorous, joyful song so that Thumbelina wakes up.

Children themselves compose a melody to a given text.

Song improvisation

Merry bell - ding, tribute, ding, ding, ding, ding -

Laughing and laughing - ding, ding, ding, ding, ding, ding.

Musical director: Every morning Thumbelina washed her face with drops of dew. Let's show the music how she did it. We knock down dew drops, wash ourselves, shake off the palms.

Music sounds: 2 measures - legato, 2 measures - staccato.

Musical director: Guys, Thumbelina asked me to visit her friends, let's hit the road.

A march sounds, music by J. Lully or E. Telicheeva (at the choice of the music director). To the music, children perform movements.

Musical director (

INTRODUCTION

CHAPTER 1

1 Familiarization with the work of the educator, assistant educator in the first half of the day

2 Familiarization with the work of the educator, assistant educator in the afternoon

CHAPTER 2. INDEPENDENT ORGANIZATION OF CHILDREN'S ACTIVITIES IN THE OLDER GROUP.

1 Independent organization of children's activities in the morning

2 Independent organization of children's activities in the afternoon

CONCLUSION

INTRODUCTION

I, Kozak Natalya Sergeevna, a 3rd year student of the Faculty of Pedagogics, underwent an educational (introductory) practice from November 14, 2011 to November 18, 2011 at the State Educational Establishment "Ploskinsky nursery-garden of the Pinsk region", the head of the practice is Vinyarskaya Nina Vladimirovna, chief specialist of the ROO.

State Educational Establishment "Ploskinsky Nursery Garden of the Pinsk District" is located at the address: Pervomayskaya Street 10, Ploskin village, Brest region, Pinsk district. The kindergarten was founded in 1978.

Belongs to the District Education Department of the Pinsk District Executive Committee of the Brest Region. It is a state budgetary institution.

It functions as a typical preschool institution. Works with a five-day working week, with 10.5-hour stay of children. The preschool is attended by 45 children aged 2 to 7 years old, children are brought to kindergarten from two nearby villages, there are 3 groups of different ages in each group of 15 children.

The main direction in the work of a preschool institution for the 2011-2012 academic year is:

Continue work on the development of coherent speech of preschoolers through a role-playing game.

Having studied the base of the preschool institution, I found out that the preschool institution is staffed by 85% in accordance with the approved staffing table. Total employees - 15 people. Currently, 5 teachers have secondary specialized education, 2 of them receive higher education while studying at universities, 1 teacher has the first qualification category, 2 teachers have the second qualification category, 2 teachers without a category.

CHAPTER 1

1Familiarization with the work of the educator, assistant educator in the first half of the day.

For internship, I chose an older group of different ages, where 15 children are brought up at the age of 5, and 1 child of 7 years of age 1 attends the group in the afternoon, I know all the children and their parents, I know each child, his abilities. Basically, in the group, all children are from prosperous families, 5 children from large families, registered families in the group are not.

The main educator in the group is Kolesnikovich Natalia Nikolaevna, work experience of 10 years, has 1 qualification category. She compiled a grid of group activities, the daily routine of the group. The locker room has a corner for parents. I studied the specifics of her work: the functions and professional duties of the educator of the senior group. I looked at the work plan of the educator, its content.

The preschool institution is open from 8.00 to 18.30, every morning the teacher takes the children in the locker room, is interested in the well-being of the child from the parent, how he is doing. Then the teacher Kolesnikovich Natalya Nikolaevna conducts morning exercises with the children, where she performs a set of planned exercises. After charging, the teacher appoints children on duty who serve the table, the assistant teacher Kovalevich Tatyana Nikolaevna distributes food, the children at this time play with the teacher, then wash their hands, and sit down to eat. The teacher watches how the children sit at the table, how someone holds a fork, spoon, corrects those children who are sitting incorrectly. After breakfast, the children have free time to play, the teacher also appoints children on duty who help the teacher in preparing for the lesson, the children put everything they need for the lesson on the tables. After classes, each child cleans his workplace. I watched the teacher's activities, such as drawing, familiarization with the environment, physical education. I concluded that the teacher carefully prepared for the classes, the children followed all the instructions of the teacher with interest, while the teacher’s speech was calm and confident. The group also has a favorable microclimate.

Preparing for a walk, the teacher reminds the children how to behave on the street, the children get dressed, line up in pairs, and together with the teacher and assistant teacher go for a walk. During a walk, the teacher draws the attention of the children to the trees, what they are, what happened to them, watches the trees together with the children, and invites the children to play, also plays games with the children at the request of the children, the assistant teacher helps the teacher.

After the walk, the children play on their own in the group room, the teacher appoints attendants who, under the supervision of the assistant teacher, set the tables. The teacher at this time plays with the rest of the children, then the children clean up the group, wash their hands, and sit down to eat. During lunch, the teacher reminds the children how to behave at the table, how to sit and hold cutlery. As the children eat faster and slower, the children undress, brush their teeth, go to the toilet, and go to bed. The teacher and assistant teacher at this time control the actions of the children, how they adjust their clothes, how they brush their teeth. After the children are all on their beds, and have already calmed down, the teacher reads a fairy tale to the children, the children fall asleep. During sleep, the teacher controls that the children are all covered with a blanket.

Having observed the work of the educator, I can say that the atmosphere in the group during the day is friendly, the educator does not shout, he does not raise his voice at the children. Also, the work of the educator in the first half of the day is very busy, and sometimes tiring, and only during quiet hours does the educator have a little time to rest and prepare for the next day's classes. But it can be said that the teacher’s assistant also provides important assistance to the educator, she helped the educator in everything, despite the fact that she also performed her job duties.

2Familiarization with the work of the educator, assistant educator in the afternoon

The rise of the children was carried out gradually, the children woke up, did exercises, then washed and dressed. The teacher watches how the children performed all the indicated actions, helped the children to dress, combed the children and braided.

Then the teacher appointed the children on duty, they set the tables, the rest of the children played a game with the teacher. After the teacher's assistant has distributed food, the teacher sits the children at the tables, wishes them a bon appetit.

After an afternoon snack, the children have free creative activity for about 40 minutes, and the “Skillful Hands” circle, the group teacher also conducts the circle, all the children from the group attend the circle, it is free. After the circle, the children also have free activities for games, but the teacher can offer the children a new game unknown to them and begin to learn it. The child's departure home, the teacher communicates with the child's parents, talks about his success throughout the day.

You can make an analysis of the day that the activities of the educator in the second half of the day are much easier than in the first. Since a large chunk of time is devoted to independent games of children, where the teacher watches the children and their activities, takes an active part in those games where a teacher is needed, where the children themselves are not able to figure out the rules of the game. The assistant teacher also provides assistance to both the children and the teacher, if necessary.

CHAPTER 2. Independent organization of children's activities in the senior group

1 Independent organization of children's activities in the morning

I started the morning by taking the children to the group, the teacher watched my actions. After all the children were in the group, I did morning exercises with the children, then appointed attendants to lay the tables, and with the rest of the children they put things in order in the group. After the children sat down at the tables, she wished the children bon appetit. During breakfast, she made sure that all the children sat correctly, did not slouch, held the spoon in their hand correctly.

After breakfast, I helped the teacher conduct classes (drawing, literacy, physical education), after classes we dress with the children and go for a walk, while reminding the children how to behave

walking up the stairs. During the walk, she spent games with the children “At the bear in the forest”, “Owls”. We also watched the grass with the children, what it has become. After returning from a walk, the children undress, I appoint two attendants, the children wash their hands and set the tables, I play the game with the rest of the children, then the children wash their hands and sit down to eat at the tables, I wish the children bon appetit. During lunch, I watch how the children sit at the table, how they use the spoon and fork. Then the children undress, put their clothes on the chair, brush their teeth, and lie down on their beds.

After all the children are on the beds and calmed down, I read P. Ershov's fairy tale "The Little Humpbacked Horse" the children fall asleep.

Having carried out independent activities in the first half of the day, I can conclude that the educator plays a big role in the life of the child, since the educator spends most of the time with the children. And the knowledge of the child depends on the knowledge and skills of the educator. After all, the teacher helps the child directs him, gives him the knowledge that he needs.

2 Independent organization of children's activities in the afternoon

I started the second half of the day by raising the children from their beds, we did exercises with the children, the children washed themselves, then began to dress, I combed and braided the girls, appointed two children on duty, they set the table under the supervision of an assistant teacher. After that, all the children sat down to eat, I and the assistant teacher wished me a good appetite.

I can conclude from the day that has passed that the independent activity of children occupies a very important place in the development of the child. In independent games, the child solves all the problems that concern him, plays the situations he finds himself in, poses for the actions of adults.

CONCLUSION

During the practice, I had the opportunity to observe the work of kindergarten teachers, where I saw that educators have a large reserve of positive qualities in their relationship with children, such as goodwill, perseverance, and attentiveness.

One of the characteristics of the teaching staff is responsibility. At the same time, in the course of observations, it was found that the team does not always have enough cohesion, its members are not always unanimous in their assessments of the problems facing the team. I would like that the team would have more common interests, there was a unity of opinion.

However, the educator needs to pay more attention to communicating with children in the Belarusian language and replenish the stock of Belarusian words. And it is also necessary to continue teaching children to understand expressions in the Belarusian language of different grammatical structures; to form the correct pronunciation of specifically Belarusian sounds; to develop the dialogic and monologue speech of preschoolers in the Belarusian language; to expand children's knowledge about Belarus, about its national heroes.

Based on the results of monitoring the teacher of the group, we can say that the teacher conducts classes taking into account the necessary requirements. Classes are diverse, of different types and forms. The teacher in the classroom solves all the tasks, and most importantly, solves the problem of improving the health of children.

During the practice as a kindergarten teacher, I learned a lot, studied all the necessary documentation of the teacher.

The teacher of a preschool institution should be not only a teacher, but also a psychologist, since the correct arrangement of children with him occupies a large place in the work of an educator. To become a good educator, you need to constantly improve your creative potential, study innovative activities, and improve your professional level.

kindergarten teacher

LIST OF USED LITERATURE

.E. A Streh "Practice at the Faculty of Preschool Education." Part 2 - Minsk 2010

2.V.A. Zebzeeva "Organization of regime processes in a preschool institution" Minsk 2007.

.L.V. Lobynko, N.V. Avramenko "Preschool and family" - Minsk 2007

.O.P Zhikhar, Z.V. Koshcheva “Peculiarities of planning and organizing work with children in preschool institutions of different ages” Mozyr 2010

.L.A. Panko "Praleska" program of preschool education, Minsk 2007

6.L.B. Garunovich. Developing the features of dzitsyatsi ў dzeynastsi: A guide for teachers of preschool institutions. - Minsk 2002