The work of a kindergarten teacher requires clear and competent planning of the entire educational and educational process. In this case, it is necessary to take into account many different factors, including the specifics of each age of pupils, the level of learning and attentiveness of a particular child, the need to use a large number of different methods of education and training within one day. In this case, a cyclogram of the activities of a preschool teacher according to the Federal State Educational Standard comes to the rescue. With its help, each teacher will be able to plan his work in such a way that it corresponds to the age of the children in the group, contains the necessary amount of knowledge, does not overload the children, contributes to quality education and upbringing, while meeting the requirements of advanced pedagogical science.
Introduction and addition
I was suggested to understand this topic by one of my readers - a junior teacher in groups of children with disabilities, who has to work for one pay in two positions, performing additional duties as a corridor nanny.
As is known, publicly available cyclograms of junior educators can only roughly indicate the working day schedule, but the employee receives clear instructions and familiarization with job responsibilities when applying for a job from his immediate supervisor - the head of the preschool educational institution.
Future employees of private kindergartens should study the documentation especially carefully, since management has the right to supplement the junior teacher’s cyclogram according to the Federal State Educational Standard with their own requirements, if they do not run counter to the legislation of the Russian Federation.
Features of the job description
There is no unified standard for drawing up job descriptions. In this regard, each organization has the right to make its own changes to this document. Despite the greater degree of freedom, many employers adhere to a single instruction structure consisting of four chapters:
- "General provisions";
- "Job Responsibilities";
- "Rights";
- "Responsibility".
In this case, the “Interaction” item was also added to the specified plan - its presence is explained by the specifics of the teacher’s work and the need for frequent contacts with employees.
Important! The job description is printed in a single copy - for each employee. The tasks of the junior educator include familiarization with its contents and confirmation of consent with his signature. In addition to the employee, the document is also signed by the head of the institution.
Contents of the instructions
In the upper right corner of the document, space is reserved for the head of the organization (in this particular case, for the manager). Among the data that should be reflected in this part are:
- position held;
- name of the preschool educational institution;
- FULL NAME.;
- signature and transcript.
Main part
The first section of the instructions is devoted to general issues, such as notifying the employee about the work hierarchy system and providing general information about the legislative basis of the document. The person to whom the junior teacher undertakes to obey and who carries out the hiring and subsequent dismissal is indicated - the head of the preschool educational institution.
Next comes an introduction to the minimum qualification requirements for the employee. In this case, the kindergarten agrees to accept an applicant without work experience, but his theoretical knowledge in the field of pedagogy is a must.
Finally, all documented acts that regulate the rights of both the employee and the employer are given. These documents include both Federal laws and local rules developed in a particular organization.
Second section
The second section is entirely devoted to listing the duties that the employer will require the employee to perform. Since each institution has its own operating characteristics, the content of this chapter varies. For example, in one kindergarten there may be one junior teacher per group, and in another there may be several. This will lead to a division of responsibilities between employees.
Third section
The third section concerns the rights of the junior teacher and lists those areas of activity in which he can take the initiative. In the process of using their rights, the employee gets the opportunity to interact with both superior and subordinate employees. The purpose of such communication is to increase the efficiency of the work performed, as well as troubleshoot problems that arise.
Fourth section
The fourth section indicates the boundaries of the employee’s responsibility and contains a list of actions for which he may be punished. As a punishment, the employer has the right to use dismissal, temporary suspension from office, a fine, and so on. The nature of the sanction applied depends on which law was violated.
Fifth section
The fifth section is devoted to the problems of communication between the junior teacher and his colleagues. For example, he has the right to contact the teacher with a proposal to conduct a preventive conversation with the student - if there is an objective reason. An employee can also interact with a caretaker or a health worker, since many issues require the involvement of several colleagues.
At the end of the instructions, the details of the junior teacher are indicated, namely:
- FULL NAME.;
- name of the preschool educational institution;
- passport details;
- signature;
- date of reading the instructions.
Be fully prepared
One way or another, having decided on the position of junior teacher, you need to be prepared for the fact that there is a lot of work and little pay. I have already talked about this in the article “Responsibilities of a junior teacher - who are they suitable for?” distinctive features of a nanny and a junior teacher.
The latter helps the main specialist with the educational part and organizational work. He must have at least a secondary specialized education.
Thus, to be fully equipped, it is better to turn to additional training resources. Offline webinars and courses, in my opinion, are an excellent solution for advanced training for a specialist in further education.
And here is another option in order to undergo professional retraining under the teacher education program in specializations: teacher-tutor, junior teacher, assistant teacher, teacher-animator.
However, let’s return to our reader’s questions - what does the job description of a junior teacher-nanny tell us in accordance with the rules of the Federal State Educational Standard?
They forgot to state it in the law
By law, a junior teacher can replace a temporarily absent colleague, receiving material compensation for this, that is, a similar salary, which is calculated in accordance with the tariff according to the number of hours worked. But this is the case if there is a second personnel unit in the state. If not, then you initially agreed to such conditions.
It is quite difficult to involve a legal party in the investigation of your issue, since the number of children that should fall on one teacher (junior teacher) is not regulated by the state. Groups of preschool institutions are formed in accordance with the following document - SanPiN 2.4.1.2660-10 “Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations.” It says that the formation of groups in kindergartens is based on the calculation of square meters per pupil. Clauses 1.11 and 1.12 regulate the number of kindergarten children specifically for groups with disabilities.
Let's break it down point by point
So the law regulates the optimal number of pupils for preschool groups based on the age and health characteristics of the children. Clause 1.11 assumes that the maximum number of children with disabilities under the age of 3 years and older should be as follows:
6 – 10 children with severely impaired speech;
12 preschoolers of older groups, if there are phonetic-phonemic speech disorders, that is, incorrect perception and reproduction of sounds by children. For example, if a child cannot distinguish the sound “k” from “g” or “b” from “p”;
6 children under 3 years of age and older with hearing loss;
for children with hearing impairments, groups of no more than 8 children are expected;
6 children with no vision;
but groups of children who are visually impaired or diagnosed with “strabismus” and “amblyopia” can reach 10 children;
6 – 8 preschoolers with musculoskeletal disorders;
if a child has mental retardation, he should attend a group of no more than 10 children;
6 – 10 children with mild mental retardation;
for pupils over 3 years old whose mental retardation is moderate or severe - 8 children;
children diagnosed with autism should attend groups of 5 people;
if the children have several developmental defects, be they mental or physical disabilities, then the number of pupils should also not exceed 5 children;
and, finally, children with other health limitations study in large groups of 10–15 people.
If in a preschool institution groups of children of a combined orientation are expected, then the number of children in them is assumed to be somewhat different.
What is shown in paragraph 1.12
Firstly, as in the first case, we need to take into account the age of the guys. Children of primary preschool age study in groups of 10 children and no more. However, only three of them may have health limitations. At older preschool ages, groups of preschool children are divided into 3 categories:
- If among the kindergarten students there are children with hearing and vision impairments, with musculoskeletal disorders, as well as moderate and severe mental retardation, then they should study in groups of 10 people, where there should be no more than 3 preschoolers with disabilities x person;
- children with hearing, vision, speech impairments, amblyopia and strabismus, as well as mild mental retardation are divided into groups of 15 people, where children with disabilities should have no more than 4 people;
- if preschoolers have mental retardation, then they can attend groups of 17 people, 5 of whom have a disability status.
It turns out that for the educational part, your management has provided 2 teachers, and you, as I understand it, perform the duties of a nanny, who, in groups with children without disabilities, just does your amount of work.
But I emphasize that this is my logical assumption. Only your management can answer you specifically. And, by the way, you have the right to request documentation with written job responsibilities, norms and rules governing your work process.
Auxiliary literature, such as this one, will always help in solving emerging issues of education and the work of a teacher.
What is a cyclogram
The term “cyclogram” itself is borrowed. Previously, it was used in the space industry, and denoted a schedule of commands that were transmitted to the controlled vehicle (rocket, satellite) by automatic systems or people from the Mission Control Center. The term is also used in other industries associated with regular, cyclical repetition of processes.
The term was originally proposed in the century before last for the study of movements.
When applied to pedagogy, a cyclogram is one of the forms of planning the educational and educational process in a children's institution. It is used in preschool institutions (kindergartens, orphanages, boarding schools, specialized institutions) and in schools.
A cyclogram of their activities is drawn up by specialists of different types and levels, that is, from a junior teacher to a senior teacher, and so on up to the administration of the preschool educational institution and specialized specialists - defectologists, speech therapists, psychologists, subject specialists, and so on.
The cyclogram can be designed to work during different time periods. If the document plans events for different times, then it can look like a list. At the same time, the types of daily activities of the teacher are first entered into it, and then there is a list of events held every week, and so on. If the weekly work of the teacher is planned in the cyclogram, then it should look like a table.
The cyclogram of the teacher’s activities with children is a supporting part of the compilation of all other planning documentation. The work program is compiled on its basis, it helps in competent, clear drawing up of a calendar plan, and helps save time on working with documents.
Cyclogram of a junior preschool teacher
Finally, the question of whether it is legal for you to clean the music and physical education halls can also vary based on the structure of the preschool institution and the required documentation.
The corridor nanny, or more simply put, the preschool cleaner, must be assigned certain territories and premises that she regularly cleans. Most often, these include landings, corridors, public bathrooms and office spaces, and not classrooms.
Therefore, you again need to ask the question about the legality of such a distribution of responsibilities to the immediate head of the child care institution or raise it at general meetings where you have the right to be present. The job responsibilities of each staff unit must be reflected in the documentation and have a legal basis.
But I would like to add on my own behalf that the work of former nannies, and now junior teachers, was always “not grateful.” At all times, they had to carry out not only their direct duties, but also perform additional work, so to speak unscheduled. That is, cleaning up leaves on the territory of the kindergarten, helping with repair work, and cleaning pots in the kitchen.
Therefore, when deciding to master such a profession, you need to be prepared for its difficulties. It’s good if the team is friendly and the teachers will treat you with understanding and not burden you with additional work.
Do not forget that, as a junior teacher, you must have a qualification as a teacher, which means you are directly involved in the upbringing and training of preschoolers. It is especially difficult to find a common language with children who have health limitations.
Therefore, in order to be more knowledgeable in the upbringing and development of children, as well as to communicate correctly with the parents of such preschoolers, you need additional literature with theoretical and practical material on supporting the family of a child with disabilities, as well as methodological recommendations.
Approximate cyclogram
Work of two junior teachers in shifts: 1st shift from 07.30 to 13.00 2nd shift from 13.00 to 18.00
If there is one junior teacher in the group, the working day is shorter. For more accurate information, contact your employer.
| Cyclogram of a junior teacher | |
| 7.30-8.00 | Start of the work shift. Wiping dust in all group rooms. Ventilation of the bedroom. |
| 8.00 – 8.10 | Getting breakfast. Table setting. |
| 8.10 – 8.30 Breakfast. | Placing food on plates. Meeting of children. Help the children sit down at the table. He is constantly at the table, clearing dishes. Sees and greets children from the restroom. |
| 8.30-9.00 | Cleans, washes, soaks dishes. Wipes tables and floors. Ventilates the group. |
| 9.00-9.40 | Cleaning according to schedule. Wet cleaning of the bedroom. |
| 9.40-9.55 | Table setting. Lunch. Washing dishes. |
| 9.55-10.00 | Sends children who have eaten to the restroom, fulfilling the requirements of the group of children. |
| 10.00-11.50 11.40 Getting lunch | Ventilation of group rooms. Wet cleaning. Accompanies children during walks. Preparing beds for children to sleep (straightening). Table setting. |
| 11.50-12.15 | Meets children, helps children take off their shoes. Accompanies the children to the group. Helps children take off clothes. Arranges food (1 dish). |
| 12.15-12.45 Dinner. | Always stays near the table. He removes the dishes and serves the second dish. Supervises children's physical activity and accompanies them to the bedroom. Helps to undress. Soaks dishes. |
| 12.45-14.00 | Ventilation of the group room. Washing dishes. Wet cleaning. |
| 14.00-14.30 | Break. |
| 14.45. | Receives afternoon snack. Table setting. Laying out food. |
| 15.00-15.10 | Helping children during hardening activities. Help with dressing and putting on shoes. Grooming children. |
| 15.10-15.30 Afternoon snack. | Greets children from the bedroom, invites them to the table, helps them sit down at the table. Makes the beds. Ventilates the bedroom. Accompanies children to the restroom after meals. Cleans, washes dishes. |
| 15.30-16.00 | Cleaning on schedule. Organizes activities according to the instructions of the teacher. Ventilates group rooms. 16.00. Gets dinner. |
| 16.10. -18.00. Dinner | Table setting. Arranges food. Meets children at the table and helps them sit down. He is at the table, clearing away the dishes. Soaking dishes. Washing dishes. Wet cleaning. Taking out the trash. Going home. |
I hope I was able to cover the topic of questions about the work of junior teachers. Write, ask - I'm always happy to help. That's all. Don't forget to subscribe to blog updates and invite friends to our friendly company. Goodbye and see you new topics!
Sincerely, Tatyana Sukhikh
By the way, I recommend reading:
Cyclogram of interaction between a teacher and a junior teacher during the day
| Time | Responsibilities of the teacher | Responsibilities of a junior teacher |
| 7.00 – 8.15 | Receives children in a group, conducts conversations with parents, organizes children's play activities. Prepares manuals for GCD | Conducts wet cleaning in a group. |
| 8.15 – 8.30 | Conducts morning exercises. Leads children to wash their hands before breakfast | Receives breakfast, organizes the work of those on duty to serve the table, sets the tables, introduces the children to the breakfast menu. Greets children after washing their hands, helps them sit down at the table |
| 8.30 – 9.00 | Breakfast Guides the process of eating: monitors children, teaches how to use cutlery and napkins correctly. Encourages those on duty to introduce children to the names of breakfast dishes | Helps children with breakfast. Is washing dishes. Supervises the work of the duty officers. Conducts wet cleaning in the music/gym hall |
| 9.00-9.25 | Conducts educational activities with 1 subgroup of children | Organizes joint activities with children not involved in educational activities |
| 9.30-9.55 | Conducts ECD with 2 subgroups of children | Organizes joint activities with children not involved in educational activities |
| 10.00-10.10 | Organizes joint and independent activities of children, the work of those on duty serving tables | Gets a second breakfast |
| 10.10-10.30 | Second breakfast Leads children to wash their hands before breakfast. Manages the process of eating: monitors children, teaches how to use cutlery and napkins correctly | Helps children with breakfast. Supervises the work of the duty officers. Is washing dishes |
| 10.30-10.40 | Preparing for a walk. Leads children to the toilet. Helps children get dressed for a walk. Takes the children for a walk | Helps children get dressed for a walk. Helps the teacher take the children out for a walk (helps the children go down the stairs, brings the children to the playground) |
| 10.40-12.00 | Conducts a walk (observations, games, physical exercises, individual work) according to plan | Cleans the premises. Ventilates group rooms and bedrooms. Prepares dishes for those on duty to set tables for dinner. Gets lunch |
| 12.00-12.20 | Picks up children from a walk. Helps children undress and hang wet clothes to dry. Takes children to the toilet and ensures hand washing. Organizes the work of the canteen attendants | Meets children from their walk near the front door and escorts them to the group. Helps children walk up the stairs. Helps children undress and hang wet clothes to dry. Supervises the work of the canteen attendants |
| 12.20-12.30 | Organizes joint and independent activities for children | Receives and arranges food. Introduces children to the lunch menu |
| 12.30-13.00 | Lunch Manages the process of eating: monitors the children, teaches them how to use cutlery and napkins correctly. Encourages those on duty to introduce children to the names of dishes for lunch. After lunch, he takes the children to the toilet and helps them undress. Puts children to bed for naps | Helps children during lunch, organizes the work of those on duty in distributing the second course, cleaning dishes, wiping tables, sweeping the floors after lunch, hygiene procedures and undressing for naps |
| 13.00-15.00 | Children's sleep. Prepares for methodological events, produces manuals, engages in self-education, designing parent corners, works with documentation | Washes the dishes and the group after lunch. Conducts wet cleaning and ventilation of premises, general cleaning according to schedule. Helps the teacher in the preparation of manuals |
| 15.00-15.30 | Raises children. Conducts hardening procedures. Helps children get dressed. Leads children to the toilet, helps wash themselves | Receives the afternoon snack, involves those on duty in setting the tables for the afternoon snack, and sets the tables together with the children. Clarifies with the attendants the names of dishes for the afternoon snack. Makes beds, mops bedroom floors |
| 15.30-15.50 | Afternoon snack Manages the process of eating: involves those on duty in introducing the children to the names of dishes for the afternoon snack, monitors the children, teaches them how to use cutlery and napkins correctly. | Washes dishes and group after meals |
| 15.55-16.20 | Conducts GCD | Organizes joint activities with children not involved in educational activities |
| 16.20-16.30 | Helps children get dressed for a walk. Takes the children for a walk | Helps children get dressed for a walk. Helps the teacher take the children out for a walk (helps the children go down the stairs, brings the children to the playground) |
| 16.30-17.15 | Takes a walk | End of the working day |
| 17.15-17.30 | Picks up children from a walk. Helps children undress, hangs wet clothes to dry. Takes children to the toilet and ensures hand washing. Organizes the work of the canteen attendants and supervises their work. Introduces names of dishes | |
| 17.30-18.00 | Dinner. Manages the process of eating: monitors children, teaches how to use cutlery and napkins correctly. Supervises the work of the dining room attendants after the children have eaten (collecting dishes, sweeping crumbs from the table, sweeping the floor around the tables) | |
| 18.00-19.00 | Organizes joint and independent activities of children. Summing up the day spent with the children. Conducts assessments and self-assessments of the work of those on duty, filling out a calendar of good deeds, etc. |
6. Monitoring of individual development of children (monitoring criteria and indicators, frequency)
Criteria (using the example of variable educational programs of preschool education “Childhood” and “Our Home - Southern Urals”, MDOU No. 137):
1. NGO “Social and communicative development”. Criteria: the world of social relations, value-based attitude to work, play, safe behavior in everyday life, society, nature.
2. NGO “Cognitive Development”. Criteria: development of sensory culture; first steps in mathematics; primary idea of oneself and other people; the child discovers the natural world; primary idea of the small Motherland and Fatherland.
3. NGO “Speech Development”. Criteria: coherent speech (monologue and dialogic); grammatical structure of speech; development of speech creativity; speech as a means of communication and culture; book culture, children's literature; the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
4. NGO “Artistic and Aesthetic Development”. Criteria: fine arts; presentation and experience of works of art; productive activity and children's creativity; collective creative work; recognition, understanding, analysis of the nature of music; mastery of vocal techniques; motor abilities; use of sound sensory standards.
5. NGO “Physical Development”. Criteria: motor activity; development of healthy lifestyle values in children, mastery of its elementary norms and rules.
Indicators using the example of the NGO “Social and Communicative Development” (junior group).
| The world of social relations | Value-based attitude to work | A game | Safe behavior in everyday life, society, nature | ||||||
| Emotions | Relationships | Culture of behavior, communication with adults and peers | Family | Adult labor | Self-service | Role-playing | Director's | Didactic | |
| - understands and distinguishes separately pronounced emotional states of people (joy, anger, tears, fun); - takes into account the emotional state in communication with the support, encouragement or demonstration of an adult: to have pity, treat, treat affectionately | -has an idea of the actions and deeds of adults and children, which show kindness and care for people, family members, animals, plants; — masters simple ways of communication and interaction: enters into pair communication, addresses children by name, agrees on joint actions; -participates in joint play and everyday activities with the teacher, is ready to answer his questions, acts in a coordinated manner, takes into account the advice and suggestions of the teacher | -has an idea of the basic rules of cultural behavior, practices their implementation (says hello, says goodbye, thanks); - understands that all children have equal rights to toys, that in kindergarten boys and girls treat each other kindly, share toys, and do not offend each other | - has an idea about the family, family members, their relationships (parents and children love each other, take care of each other); — answers questions about his family, about joyful family events. | -has the initial idea that objects are made by people; — together with an adult, establishes the “goal-result” relationship in work; - in the process of observation, has an idea of the household work of adults at home and in kindergarten; interested in the actions of washing dishes, washing floors, wiping dust, sweeping paths. | - masters individual self-service actions related to dressing, washing, caring for one’s appearance, and behavior at the table during meals; — learns to maintain order (does not litter, puts toys and building materials back in place, tries to be neat). | -shows interest in the varied content of role-playing games based on the display of family relationships, direct impressions from visiting a store, a clinic, events from books read, cartoons, pictures; - knows how to assume a game role, participate in simple role-playing dialogue, name his game role and game actions, answer questions about the game; - takes the initiative to complement the game environment, uses substitute items and costume details; - with the support and help of the teacher, enters into playful communication with peers; in the second half of the year - independently negotiates with peers to perform familiar game actions in the general game plot | -participates in director's games based on the plots of fairy tales, poems, animated films, simple illustrations and pictures; - shows scenes using toys, performing simple game tasks; -shows a desire to answer the teacher’s questions about what is happening in the game, what will happen next, actively responds to the appearance of a new game character, to problematic situations | -together with the teacher participates in games with objects, educational toys, and pictures; - is able to identify various sensory features in objects and their images (color, size, shape); -identify several features in an object; - with the help of the teacher, accepts the game task; -performs actions in a certain sequence; -begins to act on a signal, act according to a model and in accordance with the game task, understands simple schemes | -masters an understanding of the basic rules for safe handling of toys and objects in play, at the table, while dressing, and in communicating with children; — in nature: do not approach homeless animals, do not frighten them, do not crush flowers; Do not eat berries, plant leaves, or leave the kindergarten area without the permission of your elders. |
Applications
a. Calendar plan of the educational process (MDOU No. 105)
Group____ Age____ Topic_________________________________________________________________________________________
Target _________________________________________________________________________________________________________________
Final event_______________________________________________ Date of the final event_________________
Responsible for the final event______________________________________________________________________________
| Day of the week | Mode | Joint activities of adults and children, taking into account the integration of educational areas | Organization of a developmental environment for children’s independent activities (activity centers, all group rooms) | Interaction with parents/social partners (theaters, sports, art schools, educational institutions) | |
| Group, subgroup | Individual | Educational activities in special moments | |||
| Morning: games, duty, individual work, errands, morning exercises, group exercise, breakfast, games | Morning gymnastics; didactic games, reading art. literature; conversation; educational games; articulation and finger gymnastics | Conversation; imitative movements; educational games. Reinforcement of material in educational areas | Explanation, demonstration, personal example, reminder, situational conversation | Enrichment of the subject-development environment in the group. Encouraging children to engage in independent activities in centers: books, nature, art; duty roster; role-playing games; self-service; modeling; keeping a nature calendar | Conversations, consultations (individual, group, subgroup). Joint holidays, leisure, activities. Excursions, observations, reading. Collaborative creativity. Organization of joint work activities (work in nature, in a group) - subbotniks. Family creative projects, presentations, competitions, intellectual marathon. Parent meetings, living rooms, parent clubs, seminars, open viewings, master classes. Seminars and workshops. Game educational programs. Questioning. Interactive interaction through the preschool educational institution website. Decoration of parent corners. Booklets, information sheets. Photo albums. Excursions with children. Reading to children, learning by heart. Excursions to schools, creative houses. Showing puppet theater performances |
| Direct educational activities | (scheduled classes) Indicates the activities and a summary of the classes | ||||
| Games. Walk: games, observations, work, individual work, physical education and recreational work | Outdoor games, sports games, outdoor physical education. Observations of living and inanimate objects. Targeted walks, excursions. Work on the site, in the flower garden, vegetable garden | Conversation; imitative movements; educational games. Consolidation of what has been completed in educational areas | Role-playing game, observation, experimentation, research, construction, educational games, story, conversation, creating collections, project activities, problem situations, making mock-ups, modeling, comparison, explanation, showing, personal example, situational conversation | Enrichment of the subject-developmental environment in the group, on the site. Role-playing, didactic, board and printed games. Games with sand (with snow). Experimentation (sand, water, snow, wind). Modeling. Experiments. Productive activity | |
| Return from a walk, KGN, lunch, work before bed | Reading fiction | Independent activity of children in activity centers | Independent activity of children in various activity centers | ||
| Evening: health and conditioning procedures, physical training, afternoon snack, games, independent activities for children, leisure, clubs, individual work | Gymnastics after sleep, hardening. Mugs. Role-playing, didactic, leisure games. Reading fiction, video viewings. Quizzes, competitions, KVN. Collaborative work of children. Exhibitions. Dramatizations. Show performances | Conversation; imitative movements; educational games. Reinforcement of material in educational areas | Enrichment of the subject-development environment in the group. Experimentation games, amateur story-based, didactic, board and printed games. Independent artistic activity, creative tasks; duty; maintaining a nature calendar. Work in the centers: nature, books, artistic creativity. Experiments. Buildings for story games. Productive activity | ||
| Walk | All events are planned in the same way as in the first half of the day |
And so on until the end of the week.
PRESENTATION OPTION – Calendar plan of the educational process (topic “Folk culture and traditions”, 1st junior group, MDOU No. 31)
Tasks:
1. Familiarize children with household items, their names, and purposes.
2. Develop the ability to distinguish household items in pictures and name them (washstand, stove, cast iron, grab, poker, samovar, rocker, bucket, trough, washboard, clay pot).
3. Familiarization with folk art using the example of folk toys.
| Interaction with parents/social partners (theaters, sports, art schools, educational institutions) | Organization of a developmental environment for children’s independent activities (activity centers, all group rooms and street areas) |
| — Didactic games with matryoshka dolls; — visiting museums; exhibitions of folk life; - home reading, familiarity with oral folk art (songs, nursery rhymes, etc.); — task: invite parents and their children to bake a sweet treat for grandparents; — recommend that parents introduce children to folk art using the example of folk toys (matryoshka dolls, tumbler); — task: invite parents to take a walk with their children to the park, pay attention to the wooden sculptures (houses) | — mini-museum of nesting dolls; - objects to enrich sound sensory experience, experience of manipulating objects; - objects for decorating, tracing along the contour (washstand, stove, cast iron pot, grip, poker, samovar, rocker, bucket, trough, washboard, clay pot); - flat figures for flannelgraph, for playing out familiar nursery rhymes and fairy tales and activating speech; - cut out stencils of clothes and figurines for decorating them; — folk art items, illustrations, albums, photographs; — books of fairy tales with illustrations, a toy book, a picture book, a panorama book; - illustrations for the fairy tales “Turnip”, “Kolobok”, “Three Bears”, “Masha and the Bear”, “Teremok”, “Rock Hill”, “Cat, Fox and Rooster”, “Zayushkina’s Hut” for viewing; — introducing new equipment: cast iron, grip, poker, stove; - sundresses, scarves; — illustrations for the fairy tales “Ryaba Hen”, “Turnip”; - samples of painted clothing (shirt and pants for a boy, sundress and kokoshnik for a girl) |
Monday
| Structural components of the regime | Educational areas | Joint activities of adults and children in regime processes | ||
| Group, subgroup | Individual | Hygiene procedures, feeding, packing for walks | ||
| Morning | Physical development, speech development, cognitive development | Morning exercises. Games with matryoshka dolls. Collect nesting dolls according to size. S/r game “House” - teach children how to use toy dishes correctly | Review the rules of conduct in kindergarten (You can’t put foreign objects in your mouth, you can’t run around tables, etc.) with Danil, Artem, Anya | Continue to teach children to eat carefully and not throw crumbs on the floor. “The legs don’t stand still, and all the crumbs fly to the floor.” |
| OOD | Artistic and aesthetic development | 08.45 -09.00. Music: Learn to show emotional responsiveness when listening to a song. Be active when singing along, perform simple dance movements. Listening and comparing the sounds of different pieces of music (lullaby and march). Improvisational dance to the music of S. Maykapor “Dance with leaves” (children choose only a certain color from the proposed leaves and dance with them) | ||
| Walk | Social and communicative development, cognitive development, physical development | Card No. 1 “Getting to know the territory.” Goal: To pay special attention to the emotional state of children. Relieve feelings of anxiety and negativism. Continue introducing the area for daily walks | Low mobility games for the development of basic movements with Danil, Regina, Makar | Teaching children how to dress and undress |
| After the walk | Social and communicative development, speech development | Reading the Russian folk tale "Teremok" | ||
| OOD | Physical development, speech development, cognitive development | Health-improving gymnastics after sleep. Walking barefoot on massage mats. Looking at picture books “Pets”. To consolidate knowledge of the sounds made by animals: goat, horse, cow - “MU, MU”, etc. Didactic game “What does it sound like?” | Continue learning the nursery rhyme “Like our cat” with Nastya, Omina, Anya | Situational conversation “Why you need to wash your hands” |
| Artistic and aesthetic development | 1 subgroup: 15.45-15.55; 2 subgroup: 16.05-16.15. Drawing: “Let’s make a pattern on the cup.” Improve your pencil drawing skills. Try to paint the pattern on the cup evenly, without going beyond the outline of the pattern. Develop visual perception and finger motor skills | |||
| Walk | Physical development, cognitive development, speech development | A targeted walk around the territory of the kindergarten “Trees are our friends.” Imitation games “Where are our hands?” Outdoor game: “At the bear in the forest” |
PRESENTATION OPTION – Calendar plan of the educational process (September, topic “Day of Knowledge”, 1st week, preparatory group for school, MDOU No. 25)
Objectives: 1. Development of cognitive interest, interest in school, books.
2. Consolidating children’s knowledge about school, school supplies, the profession of a teacher (who teaches what at school, subjects studied at school).
3. Formation of friendly relationships between children (habits of playing together, working together, doing independently chosen activities, negotiating, distributing responsibilities, helping each other).
Final event: Travel game “On the road to the land of Knowledge”
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