The role of targeted walks in a preschool educational institution. Consultation for educators

The role of targeted walks in a preschool educational institution. Consultation for educators

The role of targeted walks in preschool educational institutions

Consultation for educators.

Compiled by: T.M.Shaidurova

Targeted walks are organized twice a month. As a rule, they are held outside the preschool. A change of scenery, new impressions that you cannot get on the territory of a kindergarten, freedom of movement - all this stimulates the activity of children, allowing them to more deeply comprehend the phenomena and events of the world around them.

The very name “targeted” walk speaks for itself - the teacher sets a goal and fulfills it during the walk. A targeted walk should not be confused with an excursion. Targeted walks, unlike excursions, are short-term and do not solve a large volume of problems.

Targeted walks are directly related to preliminary classes, a series of observations, and conversation.

The structure of the target walk is as follows:

1 approach to the observation object;

2 observation;

3 didactic task;

4 return to the kindergarten territory;

5 free games in your area.

When planning a destination walk, you need to know well the place where the children will stay. Everything should be taken care of along the way so that nothing threatens the lives of the children. To do this, the walk must be carried out in pairs with a junior or senior teacher. Young and middle-aged children can walk for 20 minutes at a distance of up to 200 - 300 m, older children - up to 500 m. Observation objects are selected in accordance with the requirements of the program for different age groups. Targeted walks should begin with the 2nd junior group.

At the end of each target walk, the teacher comes up with a variety of

special didactic tasks, provides children with the opportunity to show their own creativity, stimulates their mental operations, and invites them to examine objects. In the process of didactic games and tasks, children actively accumulate sensory experience, develop observation, attention, memory, improve various movements, spatial orientation, intensively increase and enrich their vocabulary.

The target walk ends with free games in your area.

Children can be invited to reflect the impressions received in drawings, modeling, appliqué, etc.

Planning targeted walks for the purpose of environmental education follows the seasons, since each season has its own characteristics.

In the 2nd junior group - at the beginning of winter, after a snowfall, it is recommended to conduct a targeted walk around the area and show how much snow there is around, lying on the trees, on benches, on the fence, on the roofs of houses. You should draw the children’s attention to how the snow creaks, how soft and fluffy it is (offer to blow it off a branch, bush, mitten).

On the following walks, you can introduce children to the properties of snow: light, cold, white, you can sculpt from it, you can leave traces, an imprint, of some object on it (silhouette of a bunny, Christmas tree, house, etc.)

In the middle group.

In the fall, you can conduct a series of walks outside the kindergarten site for different purposes. Due to the concreteness of their thinking, children of the 5th year of life often think that the observed phenomena are characteristic only of their area. Therefore, it is useful to look at what is happening outside (behind the neighboring house, in the park, on the other side of the street, near a pond, etc.)

In winter, in calm weather, it’s good to take a targeted walk to a square or park

admire the winter landscape.

You can show the children the buds, their scales tightly closed,

explain that leaves will appear from them in the spring.

In the summer, targeted walks to the meadow allow children to become acquainted with meadow plants, insects, their life in the summer, and admire the beauty and vastness of the meadow.

In the older group, in winter, observations of the behavior of birds and their way of life are especially interesting. You can note the common and different behavior of different birds at the feeder, teach them to distinguish them by their tracks, voices, and method of moving along the ground.

In spring, it is interesting to observe the behavior of adult birds during the period of raising chicks. You can show the children a birdhouse and starlings. It will be very interesting to observe the awakening of the insects that were the first to wake up, to watch how the first butterflies bask in the sun, to learn to distinguish between several types of butterflies.

In the summer, it is good to organize a targeted walk to a clearing, a meadow - to teach children to recognize and distinguish meadow grasses (clover, geranium, mouse peas), talk about the living conditions of plants in the meadow - a lot of light, sunny, almost no trees obscuring herbal plants. Children learn that only light-loving herbs grow in the meadow. You can organize observation of insects - grasshopper, butterfly, ladybug, dragonfly.

In the preparatory group, during a walk in the fall, you can take your children to observe the coloring of plant leaves - a striking phenomenon of autumn.

In winter, you can look at footprints in the snow with children, complicating the task - to recognize human traces: an adult and a child, recognize the traces of birds, domestic animals (cats, dogs), traces of sleds, skis, cars - a car, a tractor; determine how long they have been left.

In the spring, you can organize a targeted walk to the river bank, where you can

observe ice drift (examine the river with children, note narrow strips of water

near the coast (edges), cracks in the ice, movement of ice floes along the current.

A repeat walk can be done during high water.

A properly planned alternation of educational, physical education, and environmental activities not only strengthens the health of children, but also develops their intelligence, endurance, and moral qualities.

To expand, deepen, and generalize preschoolers’ ideas about a familiar object or phenomenon, repeated targeted walks are carried out. They reveal to children changes, new qualities and properties in a natural object familiar to them. Such targeted walks are organized at different times of the year, and often several times during the same season. For example, targeted walks to the forest, park, field, or pond are carried out repeatedly.

At the discretion of the teacher, a cycle of repeated targeted walks is carried out to individual objects that are most interesting for a given area. It is important to determine the timing of the target walk, since their cognitive richness depends on this: it is advisable to organize repeated observations during the period when the characteristic features and qualitative changes of a particular object or phenomenon are most clearly expressed.

In urban kindergartens, where the natural environment is not as diverse as in rural areas, repeated targeted walks to the same object are planned even more often.

In each kindergarten, it is necessary to identify natural and agricultural objects, familiarization with which is advisable for children of a particular age group. It is important to outline the approximate amount of knowledge that children should learn. Based on these conditions, a list of targeted walks is determined, their sequence and approximate timing are established.

Only those targeted walks into nature that are properly prepared and

organized.

Taking into account the instability of children's emotional experiences, the teacher creates conditions for revitalizing and consolidating the impressions of the target walk. To this end, immediately after it is carried out, using a variety of methods and techniques, he stimulates the children’s desire to remember what they saw and what they especially liked. This is helped by joint analysis of collected natural material; children willingly talk about their findings, discoveries, and the feelings they experienced.

The use of artistic means by the teacher also contributes to the revitalization and deepening of the impressions received. So, when looking at reproductions and illustrations for books about nature, children exchange impressions about what they saw during a walk.

Artistic images act not only as a source of clarification, deepening, knowledge acquired by children on targeted walks: they are an important factor in the emotional impact, a means of enhancing the impression of their native nature.

One of the most important means of assimilation and deepening obtained on a targeted walk is long-term systematic observations on the site, in a corner of nature. Thus, children develop an interest in the life of wintering birds during autumn targeted walks in the forest, park, or field. This interest is strengthened by observing birds at the feeder. Older preschoolers introduce elements of experimentation into their observations of wintering birds in the kindergarten area: they add dry rowan berries, watermelon seeds, melon seeds to the usual food and make sure that this food has attracted new visitors to the feeder. Incorporating experimentation increases children's interest in nature. They are clearly convinced that knowledge helps influence nature.

After a targeted walk (for example, to agricultural sites, where acquaintance with various types of labor and machines is carried out), it is necessary to create conditions for reflecting the impressions received in role-playing games. The teacher helps children determine the content of the game, assign roles, select and make appropriate equipment.

Didactic games are also widely used. In the middle group, games are played with objects and toys, verbal games, as well as board and printed games such as lotto and dominoes.

In older groups, games with natural history content become more complex. They solve various didactic tasks: distinguish objects by characteristics, group, generalize, classify; describe an object and phenomenon and find it by description; establish the sequence of stages of plant development. In all kindergarten groups, didactic games with natural material collected on excursions (pine cones, leaves, seeds) should be organized more often.

A special place is occupied by children’s independent work with elements of creativity. This is primarily drawing and appliqué. From children's drawings you can make screen books: “Birds of our region”, “Who lives in the river”, etc. Older preschoolers can participate in the making of herbariums from autumn leaves, weeds, collections of pine cones, tree seeds, stones, which then use in class.

Children, with the help of a teacher, prepare toys from natural materials. They show a lot of creativity, using pine cones, moss, dry branches, and straw as ornamental materials. Such activities contribute to the aesthetic development of children and help them gain a deeper understanding of the properties of natural materials.

In mass practice, to clarify and generalize the knowledge acquired by children, final conversations are widely used, which are usually held a few days after the target walk. It is advisable to conduct them based on the results of several walks and natural history classes.

content united by a common theme.

Thus, targeted walks replenish children’s environmental knowledge, teach them to take care of nature, form certain moral and aesthetic qualities, and develop observation, thinking and speech.

targeted walksconsultation

Consultation on the topic: “Organization and conduct of targeted walks and excursions in the summer”

“Tell me and I’ll forget!” Show me and I will remember! Let me do it myself and I’ll understand!” - said the classic of pedagogy K. Ushinsky.

These words can fully be attributed to organized educational activities - excursions.

Excursions are a special form of organized educational activity, its advantage over other types of educational activities is that they allow children to learn about objects and phenomena of nature, objects of the man-made world and human activity in a natural setting. During the excursions, the foundation of specific ideas about the world around us is laid.

Based on the content of the excursions, they are divided into:

• natural history educational excursions;
• excursions to familiarize yourself with the work of adults;
• excursion for the purpose of developing aesthetic feelings (to a museum, to an exhibition);
• introductory tour (targeted walk) along the street.

Starting from the second junior group, targeted walks are conducted around the site and territory of the preschool educational institution. Excursions outside the territory of the preschool educational institution are conducted with children starting from the middle group.

In order for the work on cognitive development to be fruitful, it is recommended to conduct excursions at least once a month.

It is advisable to conduct nature excursions to the same places at different times of the year in order to show children the seasonal changes that occur in nature. Children get acquainted with all the richness of its colors, sounds, smells, forms in development and change.

The success of the excursion depends on the careful preparation of the teacher and children. The preparation of the teacher consists, first of all, in determining the purpose of the excursion and its content. When planning an excursion, the teacher focuses on the features of the surrounding area (natural object) or the technological process of the excursion object. When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, 40-50 minutes in the senior and preparatory groups. In this case, you should take into account the characteristics of the road and weather conditions. The plan and route are agreed upon with the head, senior teacher and health worker.

The content of the event is clearly planned and the appropriate equipment is selected. The set of necessary equipment includes light individual backpacks, fresh drinking water, disposable cups for the number of children and adults, soap, napkins, attributes for organizing educational games and independent activities for preschoolers. In case you need to clean up the parking area, it is worth taking small rakes, shovels and garbage bags with you.

Be sure to have a first aid kit. Every adult accompanying a group of children must know its contents well and be able to use it.

Adults accompanying children during the excursion must be well aware of and follow safety rules (traffic, at work). When visiting a production facility, it is necessary to obtain permission to conduct an excursion and discuss the course of the excursion with the responsible representative, determine the content of the conversation between workers and children. No matter how familiar the teacher is with the place of the excursion, it is necessary to inspect it a day or two before it. Having visited the site of the future excursion, the teacher clarifies the route, finds the necessary objects, outlines the content and scope of the knowledge that children should receive about a given range of phenomena and objects, the sequence of individual parts of the excursion, establishes places for collective and independent observations, and for children to relax.

The uniqueness of excursions to familiarize adults with the work is that children observe human labor activity and the technological process. In the main part of the excursion, it is necessary to show children what people do and for what purpose, what machines are used, how they treat work, how they care about good results of work.

In order for the excursion to be interesting, the teacher needs to prepare poems, riddles, proverbs, and game techniques.

Preparing children begins with the teacher telling them the purpose of the excursion. The guys need to know where they will go, why, what they will learn, what they need to collect. The teacher reminds children about the rules of behavior on the street, in nature or at a production facility, in public places. When preparing for an excursion, you need to pay attention to the clothes of children. Children should be dressed comfortably, in accordance with the weather and season.

Methodology for conducting natural history educational excursions.

A natural history excursion includes an introductory conversation, collective observation, individual independent observation of children, collection of natural history material, and children playing with the collected material. The order of the parts varies depending on the purpose of the excursion and the season. Having brought the children to the place of the excursion, you should remind them of its purpose in a short conversation and let the children look around. The main part of the excursion is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher must help children notice and understand the characteristic signs of objects and phenomena. To do this, you can use various techniques: questions, riddles, comparisons, survey activities, games, stories, explanations. Didactic games conducted during excursions should be focused on providing preschoolers with the opportunity to demonstrate an active, environmentally literate position in relation to natural objects. Topics can be the following: “Help the tree”, “Be careful, ant”, “Birds love silence”, “Good morning”, etc.

Small environmental actions expand the experience of environmental protection activities, support the desire to actively and independently provide assistance to natural objects, and allow you to experience a sense of pride from the work performed. During excursions to a square, park, or pond, children, together with adults, can hang bird feeders, plant grown seedlings in flower beds and flower beds, plant trees, etc. The most significant thing is that during these activities, preschoolers accumulate emotionally positive communication experience with nature.

At the end of the main part, children are given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, one should not forget about nature conservation; the collection of material should be strictly limited and carried out under the guidance or with the direct participation of a teacher.

During children's rest, games and play exercises are held. Children consolidate knowledge about the characteristic features of an object, express in words an opinion about the quality of the object, remember the name of plants (“Guess by the smell”, “Find out by the description”, “Which branch are the children from?”).

In the final part of the excursion, the teacher once again draws the children’s attention to the overall picture of nature.

The main goal of the final stage is to summarize the excursion work. Creative tasks will allow the child to express his impressions and show his attitude to what he sees. You can invite the children, together with the teacher, to create little books from the drawings. Or after a nature excursion, for example, preschoolers can compose a story about the park and imagine what tales an old spruce tree could tell them. As an option for creative tasks, the teacher offers the creation of collective collages depicting above-water and underwater inhabitants of reservoirs or professions, etc. Constructing ecosystem models from natural and waste materials will help children better understand the chain of relationships and interdependencies that exist in nature. The street layout can be used in teaching traffic rules. After each excursion, the layout can be supplemented and transformed. Based on specific information, children build technological chains, add new natural or technological objects, etc.

When conducting a targeted walk with younger preschoolers, you can choose one object for observation in the preschool area, for example, a rowan tree, and take targeted walks in different seasons, observing and noting the changes that have occurred.

During rest, the collected material is sorted, laid out, and used for games and exercises. In games: “recognize by smell”, “recognize by description”, “find a plant by leaf”, “branch, branch, where is your baby?” - children consolidate knowledge about the characteristic features of objects, express their quality in words, remember the names of plants and their parts.

Agricultural excursions are varied: to the field, to the meadow, to the garden, to the vegetable garden, to the greenhouse, etc. Such excursions provide an opportunity to clearly show how humans influence nature, how they grow plants and animals.

Targeted walks, unlike excursions, are short-term, and a small volume of problems is solved during them. Children get acquainted with the striking natural phenomena of a particular season: bird nesting, ice drift. Targeted walks are carried out to a pond and a meadow. You can choose one object for observation in the kindergarten area, for example, a birch tree, and take targeted walks in different seasons, observing and noting the changes that have occurred. Thus, excursions and targeted walks help to form preschoolers’ ideas about the world around them. These forms of work allow children to develop skills in behavior in nature, develop the ability to be surprised and surprised, cultivate an interested and caring attitude towards the environment, and introduce them to the sights of their native village.

Memo-template for preparing and conducting an excursion, a targeted walk outside the kindergarten territory

Notify the administration of the preschool educational institution about the planned excursion, target walk no later than three working days (head, senior teacher), and do not forget to indicate this organization of joint activities in the calendar planning.

Immediately before the excursion 2-3 days

1. Preliminarily familiarize yourself with the object of observation.

2. Obtain permission to conduct an excursion at a designated place (if it is associated with an institution, enterprise, organization, etc.)

3. Agree on a time to visit.

4. Inspect the excursion site for safety.

5. Choose the easiest and safest route, taking into account the road features and weather conditions

6. Tell the children about the purpose of the excursion (the children should know where they will go, why, what they need to know, what to collect.)

7. Remind children about the rules of behavior on the street, in public places (you need to be disciplined and attentive)

8. Warn parents about the upcoming excursion and invite them to take part in a joint event.

9. Read again the “Instructions for educators on protecting the life and health of pupils on exercise areas, during targeted walks and excursions, and work in the vegetable garden, in the flower garden”

10. On the day of the excursion, do about

Immediately before leaving for the excursion:

1. Pay attention to the children’s clothes (they should be comfortable, appropriate for the weather and season)

2. Check the list of children before going on an excursion.

3. Bring child safety flags with you.

4. To make the path interesting, prepare poems, riddles, and game techniques in advance.

5. Having arrived at the excursion site, remind the children again of the goal and let them look around.

6. In the final part of the excursion, summarize the work, thank the hosts, parents and children for holding the event.

7. Check the list of children and go back.

8. Upon returning to the preschool educational institution, offer the children creative tasks (to draw, prepare stories for pupils of other groups who did not go on the excursion, parents). This will allow the child to express his impressions of visiting the object of observation, train his memory and promotes the development of coherent speech in your pupils .

methods of conducting walks article (junior group) on the topic

Consultations for educators.

Organization and methods of conducting walks in kindergarten.

The importance of walking in the development of preschool children.

Children's stay in the fresh air is of great importance for the physical development of a preschooler. Walking is the first and most accessible means of hardening a child’s body. It helps to increase its endurance and resistance to adverse environmental influences, especially colds.

During the walk, children play and move a lot. Movement increases metabolism, blood circulation, gas exchange, and improves appetite. Children learn to overcome various obstacles, become more agile, dexterous, courageous, and resilient. They develop motor skills and abilities, strengthen the muscular system, and increase vitality.

A walk promotes mental development, as children gain a lot of new impressions and knowledge about the world around them.

Requirements for the duration of the walk. Duration of outdoor walks.

The daily routine of the kindergarten provides for a daily daytime walk after classes and an evening walk after afternoon tea. The time allotted for walking must be strictly observed. Its total duration is 4 – 4.5 hours.

— To achieve a healing effect in the summer, the daily routine provides for children to spend maximum time in the fresh air with breaks for meals and sleep.

— In winter, outdoor walks are carried out 2 times a day: in the first half of the day - before lunch, in the second half of the day - before the children go home. In order to prevent hypothermia of body parts (face, arms, legs) in cold weather, it is recommended to send children to a heated vestibule for heating for no more than 5-7 minutes. Winter walks in kindergarten for children under 4 years old are held at temperatures down to -15°C, for children 5-7 years old at temperatures down to -20°C.

-The time for each age group to go for a walk is determined by the mode of education and training. Walking is prohibited due to wind force exceeding 15 m/s.

Requirements for the equipment and sanitary condition of the kindergarten area for walks.

To achieve the objectives of the comprehensive development of children, a landscaped area, planned and equipped in accordance with pedagogical and hygienic requirements, is of great importance. It is desirable that each age group has a separate area, fenced off from other groups by bushes. In this area, places are allocated for outdoor games and the development of children’s movements (flat area), for games with sand, water, building materials, for creative games and games with various toys.

The area should have equipment for developing movements: climbing fences (triangular, tetrahedral and hexagonal), a balance beam, a slide, equipment for jumping and throwing exercises. All this should have an attractive appearance, be durable, well processed, secured and suitable for the age and strength of the children. In addition to permanent equipment, toys and aids are brought to the site in accordance with the planned work plan. Playgrounds end with paths along which children can ride bicycles and scooters.

In addition to playgrounds, the site must have closed gazebos for protection from rain and sun. In dry and hot weather, watering the area and sand is done at least 2 times a day. Cleaning of the territory of the site is carried out by teachers, assistant teachers and junior teachers, and a janitor every day: in the morning before the children arrive and as the territory gets dirty. At the entrance to the building there should be gratings, scrapers, mats, and brushes. In winter, a slide, ice paths and snow structures, and a skating rink (if conditions permit) should be installed on the site.

Preparing for a walk.

Before going out for a walk, the teacher organizes hygiene procedures with the children: cleaning the nose, visiting the toilet.

Dressing children should be organized so as not to waste a lot of time and so that they do not have to wait for each other for a long time. To do this, it is necessary to think through and create appropriate conditions. Each group needs a spacious dressing room with individual lockers and a sufficient number of banquettes, chairs or benches so that the child can sit comfortably, put on leggings or shoes and not disturb other children.

Dressing and undressing children when preparing for and returning from a walk is necessary in subgroups:

- the teacher takes the first subgroup of children to the reception room to get dressed, which includes children who dress slowly and children with low self-care skills;

— the assistant teacher carries out hygiene procedures with the second subgroup and takes the children to the reception area;

- the teacher goes out with the first subgroup of children for a walk, and the assistant teacher finishes dressing the second subgroup and escorts the children to the teacher’s station;

— children with poor health are recommended to be dressed and taken outside with the second subgroup, and started from a walk with the first subgroup.

The teacher must teach children to dress and undress independently and in a certain sequence. First, they all put on leggings, shoes, then a scarf, coat, hat, scarf and mittens. When returning from a walk, undress in the reverse order. The nanny helps dress the kids, but gives them the opportunity to do what they can on their own. When children develop the skills of dressing and undressing, they will do it quickly and carefully; the teacher only helps them in individual cases (fasten a button, tie a scarf, etc.). We need to teach kids to help each other and not forget to thank each other for the service rendered. In order for dressing and undressing skills to develop faster, parents should provide their children with more independence at home.

In the summer, after children return from a walk, it is necessary to organize a hygiene procedure - washing their feet.

Requirements for children's clothing:

- at any time of the year, clothing and shoes must be appropriate for the current weather and should not contribute to overheating or hypothermia in children;

The order of storing clothes in the locker: put a hat and scarf on the top shelf. A jacket, leggings, tights, warm pants, outerwear are hung on a hook. Mittens with elastic should be pulled over the sleeves and outerwear hanger. Shoes are placed on the bottom shelf, socks are placed on top.

When going for a walk, children themselves bring out toys and materials for games and outdoor activities.

Keeping children out for a walk depends on the time of year, weather, previous activities, interests and age.

To ensure that children are willing to go for a walk, the teacher thinks through its content in advance and arouses children’s interest in it with the help of toys or a story about what they will be doing. If walks are meaningful and interesting, children, as a rule, go for walks with great desire.

Properly organized and thoughtful walks help to achieve the goals of the comprehensive development of children.

Walk structure:

1. Observation.
2. Outdoor games: 2-3 games of high mobility, 2-3 games of low and medium mobility, games of children's choice, didactic games.
3. Individual work with children on the development of movements and physical qualities.
4. Children's labor at the site.
5. Independent play activity.

The sequence of structural components of a walk may vary depending on the type of previous activity. If the children were in an activity that required increased cognitive activity and mental stress, then at the beginning of the walk it is advisable to conduct outdoor games, jogging, and then observations. If there was a physical education or music lesson before the walk, the walk begins with observation or quiet play. Each of the required components of the walk lasts from 7 to 15 minutes and is carried out against the backdrop of children’s independent activity.

Observation.

A large part of the walks is devoted to observations (pre-planned) of natural phenomena and social life. Observations can be carried out with a whole group of children, with subgroups, as well as with individual children.

At a younger age, observations should take no more than 7-10 minutes and be bright and interesting; at an older age, observations should last from 15 to 25 minutes. They should be carried out daily, but each time children should be offered different objects to consider.

Objects of observation can be:

• Wildlife: plants and animals;
• Inanimate nature: seasonal changes and various natural phenomena (rain, snow, flowing streams);
• Adult labor.

Observations of the work of adults (janitor, driver, builder, etc.) are organized 1-2 times a quarter.

Types of observation:

• Short-term observations are organized to form information about the properties and qualities of an object or phenomenon (children learn to distinguish shape, color, size, spatial arrangement of parts and the nature of the surface, and when familiarizing themselves with animals, characteristic movements, sounds made, etc.
• Long-term observations are organized to accumulate knowledge about the growth and development of plants and animals, and seasonal changes in nature. Children compare the observed state of the object with what was before.

When organizing observations, the teacher must always follow this sequence:

1. facts are established;

2. connections are formed between parts of the object;

3. children’s ideas are accumulating;

4. comparisons are made;

5. conclusions are drawn and connections are made between the observation being carried out now and those carried out earlier.

The surrounding life and nature provide an opportunity to organize interesting and varied observations.

Outdoor games.

The leading place during the walk is given to games, mainly active ones. They develop basic movements, relieve mental stress from classes, and develop moral qualities.

The choice of game depends on the time of year, weather, air temperature. On cold days, it is advisable to start your walk with games of greater mobility associated with running, throwing, and jumping. Fun and exciting games help children cope better with cold weather. In damp, rainy weather (especially in spring and autumn), sedentary games that do not require a lot of space should be organized.

Games with jumping, running, throwing, and balance exercises should also be carried out on warm spring, summer days and early autumn.

During walks, plotless folk games with objects, such as grandmothers, ring throws, skittles, can be widely used, and in older groups - elements of sports games: volleyball, basketball, gorodki, badminton, table tennis, football, hockey. In hot weather, water games are held.

Time for outdoor games and physical exercises during a morning walk: in junior groups - 6 - 10 minutes, in middle groups - 10-15 minutes, in senior and preparatory groups - 20-25 minutes. On an evening walk: in junior and middle groups – 10-15 minutes, in senior and preparatory groups – 12-15 minutes.

Every month, learn 2-3 exercises (repeat within a month and consolidate 3-4 times a year)

At a younger age, games with text (imitation of the actions of the teacher) are recommended.

In the middle group, the teacher distributes roles among the children (the role of the driver is performed by a child who can cope with this task).

In the senior and preparatory groups, relay races, sports games, and games with elements of competition are held.

Outdoor games end with walking or low-mobility play, which gradually reduces physical activity.

Children are not allowed to walk for long periods of time without moving. Children with reduced mobility and low initiative require special attention and should be involved in outdoor games.

During walks, the teacher conducts individual work with children: for some, he organizes a game with a ball, throwing at a target, for others - a balance exercise, for others - jumping from tree stumps, stepping over trees, running down hills.

Games with a high level of movement intensity should not be played at the end of the morning walk before leaving the site, as children in this case become overexcited, which negatively affects the nature of daytime sleep, increases the duration of falling asleep, and may cause a decrease in appetite.

In addition to outdoor games and individual exercises in basic movements, sports activities (exercises) are also organized during the walk. In the summer it’s cycling, hopscotch, in the winter it’s sledding, ice skating, sliding on ice paths, and skiing.

About half an hour before the end of the walk, the teacher organizes quiet games. Then the children collect toys and equipment. Before entering the room, they wipe their feet. Children undress quietly, without noise, carefully fold and put things in lockers. They change their shoes, put their suit and hair in order and go to the group.

Features of the organization of physical activity in winter:

- during the cold season, the teacher needs to ensure that children breathe through their noses. Nasal breathing corresponds to the development in children of the ability to breathe correctly and prevents nasopharyngeal disease;

- at low air temperatures, it is not advisable to organize games of high mobility, since they lead to forced breathing when children begin to breathe through their mouths. In these conditions, you should also not play games that require children to pronounce quatrains, refrains, or any text in a full voice.

Didactic games and exercises.

They are one of the structural components of the walk. They are short-lived, taking 3-4 minutes at a younger age, and 5-6 minutes at an older age.

Each didactic game consists of: a didactic task, content, rules, game situations.

When using d/games, the teacher must follow the pedagogical principles:

• build on children’s existing knowledge;
• the task must be sufficiently difficult, but at the same time accessible to children;
• gradually complicate the didactic task and game actions;
• explain the rules specifically and clearly;

Types of didactic games:

• Playing with objects (toys or natural materials),
• Word games.

Various didactic exercises are a way to stimulate children's activity. They are carried out several times during one walk. A didactic exercise can be offered to children at the beginning, at the end, or can be woven into the course of observation, for example, “Bring a yellow leaf,” “Find a tree by leaf,” “Find a tree or shrub by description,” etc. They are carried out with the whole group or with part of it.

During walks, work is also done to develop the child’s speech: learning a nursery rhyme or a short poem, reinforcing a difficult sound to pronounce, etc. The teacher can recall with the children the words and melody of a song that they learned in a music lesson.

During independent play activities, children reflect the impressions received in the process of educational activities, excursions, everyday life, and acquire knowledge about the work of adults. This happens in the process of role-playing games.

The teacher encourages games with a family, astronauts, a steamship, a hospital, etc. He helps develop the plot of the game, select or create the necessary material for it. Interest in such (creative games) games develops in children from 3-4 years old. The heyday of role-playing play begins at the age of 4 and reaches its highest development in the middle of preschool age (5-6 years), and then is gradually replaced by games with rules that arise after the age of seven.

During the walk, the teacher makes sure that all the children are busy, not bored, and that no one gets cold or overheated. It attracts those children who run a lot to participate in quieter games.

Labor activity of children at the site.

Work activity while walking is of great educational importance. It is important that for each child the tasks are feasible, interesting and varied, and their duration does not exceed 5-19 minutes at a younger age and 15-20 minutes at an older age.

The forms of organizing children's labor are:

• Individual work assignments;
• Work in groups;
• Teamwork.

Individual work assignments are used in all age groups of kindergarten.

Collective work makes it possible to develop work skills and abilities simultaneously in all children in the group. During collective work, the ability to accept a common goal of work, coordinate one’s actions, and plan work together is formed.

In the younger group, children receive individual assignments consisting of one or two labor operations, for example, taking bird food and putting it in a feeder. The teacher takes turns involving all the children in feeding the birds. Or, for example, collecting pebbles for crafts. Work is organized as “work nearby”, while children do not experience any dependence on each other

In the middle group, two subgroups can work simultaneously and perform different work assignments; The teacher's constant attention to the quality of work is required;

showing and explaining the entire task - successive stages.

In older children, it is necessary to develop the ability to accept a work task, present the result of its implementation, determine the sequence of operations, select the necessary tools, and independently engage in work activities (with a little help from the teacher).

Individual assignments become lengthy, for example, collecting and decorating a herbarium.

About half an hour before the end of the walk, the teacher organizes quiet games. Then the children collect toys and equipment. Before entering the room, they wipe their feet. Children undress quietly, without noise, carefully fold and put things in lockers. They put on slippers, put their suit and hair in order and go to the group.

Targeted walks. The teacher organizes children’s observations of social life and natural phenomena outside the site. For this purpose, targeted walks are organized.

In the younger group, targeted walks are carried out once a week over a short distance, along the street where the kindergarten is located. With older children, such walks are carried out twice a week and over longer distances.

For children of the younger group, the teacher shows houses, transport, pedestrians, for the middle group - public buildings (school, House of Culture, theater, etc.). With older children, targeted walks are carried out to other streets, to the nearest park or forest. Children become familiar with the rules of behavior in public places and traffic rules.

On targeted walks, children receive many direct impressions of their surroundings, their horizons expand, their knowledge and understanding deepen, and their powers of observation and curiosity develop. Movement in the air has a positive effect on physical development. Walking for a long time during a walk requires children to have a certain amount of endurance, organization and endurance.

Meaningful connections between different sections of the program allow the educator to integrate educational content when solving educational problems. For example, by expanding children’s ideas about nature, the teacher cultivates in children a humane attitude towards living things, encourages aesthetic experiences associated with nature, solves problems of speech development, mastering relevant practical and cognitive skills, and teaches them to reflect impressions of nature in a variety of play activities.

An integrative approach to conducting walks makes it possible to develop in unity the cognitive, emotional and practical spheres of the child’s personality.

Safety requirements when organizing walks in the kindergarten area.

Before children go out for a walk, the teacher inspects the territory of the site for compliance with safety requirements in accordance with his job description.

Before going out for a walk, Institution workers involved in dressing children must ensure that children do not remain dressed indoors for a long time in order to avoid overheating. Monitor the serviceability and compliance of children’s clothing and footwear with the microclimate and weather conditions.

If the wind increases to unacceptable levels or weather conditions worsen (rain, snowstorm, etc.) during a walk, the teacher must immediately bring the children indoors.

During the walk, the teacher makes sure that the children do not leave the kindergarten grounds. In the event of a child’s unauthorized departure, immediately report the incident to the head of the preschool educational institution, who organizes the search for the child, notifies the Department of Education, the police, and parents in accordance with the notification scheme.

During the walk, the teacher should teach safe behavior skills and rules for safe handling of various objects.

When choosing games, the teacher must take into account the psychophysical characteristics of children of a given age, the children’s previous activities, and weather conditions.

Prohibited:

• Leave children alone, unattended by employees of the Institution;
• Use sharp, piercing, cutting objects, or broken toys in children's games.

The teacher must immediately notify the supervisor and parents of any accident involving a child, and, if necessary, involve medical personnel to provide first aid. If necessary, arrange for the child to be taken to the emergency department.

Instructions for walks in preschool educational institutions.

1. Start developing your walk with calendar planning. Its goals and objectives must correspond to current plans for a given period of time. Include educational, training and developmental tasks in the program content of the walk.
2. Prepare all the necessary equipment to organize children's activities. Pay attention to the take-out material. It must correspond to the content of the walk and meet safety requirements. In addition, outdoor material should be selected in accordance with the age of the children. Be sure to check the number of toys. There should be enough for all children. It is unacceptable for any of the preschoolers to experience a lack of equipment for playing.
3. Make a short plan for your walk and record it on a card. This will allow the planned tasks to be carried out systematically. In addition, this will make the walk easier.
4. Be sure to encourage your students to go for a walk. Let them feel the joy of the upcoming activity. In this case, it will be productive. In addition, a good mood combined with physical exercise will help improve the general well-being of preschoolers.
5. Prepare the area for the walk. It should not contain poisonous or thorny plants, mushrooms, or shrubs with berries. In addition, all rubbish must be removed from the site. In the summer, every morning it is necessary to water and dig up the sand in the sandbox. This will help prepare the sandbox for the arrival of children, and will also allow you to detect possible debris in the sand.
6. When taking a walk, be sure to alternate the activities of preschoolers. Start your walk with observation. This can be observation of objects of living and inanimate nature, people of different professions.
7. Include work activity in your walk. This could be the help of the guys in clearing the area of ​​snow, leaves in the fall, etc.