Circle work. Additional education in the senior group

Club work in the senior group of kindergarten: goals and principles of organization

Club work in preschool educational institutions (DOU) is a form of additional education, the main goal of which is the development of the individual creative abilities of each child. A developmental circle is a bringing together of children based on their desires and interests to obtain deeper, expanded knowledge in one of the educational fields. There are also correctional circles that are designed to facilitate the perception of program material by children with developmental disabilities and disabilities (speech therapy, for children with impaired posture, vision, hearing, etc.). The organization of clubs in kindergarten complies with all the principles of preschool education enshrined in the Federal State Standard (FSES):

• supporting childhood diversity;
• preserving the uniqueness and intrinsic value of preschool childhood as an important stage in the overall development of a person; full-fledged living by a child of all stages of preschool childhood, amplification (enrichment) of child development;
• creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations;
• assistance and cooperation between children and adults in the process of children's development and their interaction with people, culture and the world around them;
• introducing children to sociocultural norms, traditions of the family, society and state;
• formation of cognitive interests and cognitive actions of the child through his inclusion in various types of activities;
• taking into account the ethnocultural and social situation of children's development.

In addition, when organizing a circle, you must consider:

• Children's interests. The selection of children for the club is carried out on the basis of the teacher’s monitoring of the pupils’ interests and hobbies. In the older group, this is especially important, since children at this age are quite independent, generally formed individuals. They already have strong preferences, demand respect for themselves, and react negatively to violations of personal space. At the same time, a teacher who shows interest in their lives and is able to express his understanding of children's problems and hobbies becomes an authority for older preschoolers.
• Parents' wishes. To implement this requirement, surveys and questionnaires are conducted among parents of pupils, the analysis of which makes it possible to adjust the direction of additional educational work in preschool educational institutions. The work of the teacher with parents is very important in this regard. Some mothers and fathers believe that their child should attend several clubs and sections, and immediately enroll the child in choreography, English, drawing, and swimming. Such accelerated development is unlikely to bring positive results, even if the child willingly attends all the clubs at first. However, fatigue still accumulates and can result in an emotional outburst (crying, screaming, sudden refusal of normal activities, performing routine tasks) or even aggression towards younger brothers and sisters who do not need to go to clubs, therefore, they are in a more advantageous position, in the child’s opinion. The teacher needs to conduct explanatory work with such parents, emphasizing that the physical and mental health of the baby should always be in the foreground. The maximum number of clubs and sections recommended by psychologists and doctors for older children: two per week, with different directions (drawing and gymnastics, English and dancing).
• The second extreme that parents sometimes go to is choosing a circle of their own free will, regardless of the child’s abilities and wishes. Here, the painstaking and patient work of the teacher is also necessary: ​​you can “open your eyes” to the child’s talents by showing drawings and crafts, and if a preschooler, for example, has a craving for mathematics and a desire to study it in more depth, then the child’s extensive knowledge in this area can be demonstrate in dialogue with him using some math quiz questions.

  Excessive workload of a preschooler with clubs leads to the development of fatigue and stress, decreased mood and performance

The work program of the circle “Growing Cultural!”

Tatiana Poleshchuk

The work program of the circle “Growing Cultural!”

Club program “ Growing Cultural !”

Explanatory note

The culture of behavior involves various aspects of human behavior in society: this is behavior in the family, in a team, in public places and on the street. Through play, in the process of communicating with others , and participating in any type of activity, the child receives the first lessons of cultural behavior in society. The core basis of a true culture of communication is the humane attitude of man to man. Therefore, developing a position of openness, trust, and friendliness in children is an indispensable condition for fostering a culture of communication . A kind attitude towards people should be manifested in a form that is understandable to everyone. This form, the quality of human-to-human communication is politeness. In society, there are accepted forms of greeting, addressing each other, providing certain services, formulas of gratitude and apology. The culture of communication is not limited to politeness alone. Her indispensable attribute is tact, one of the most sympathetic and attractive human qualities, which consists in the ability to understand the feelings and mood of others , put oneself in their place, imagine what emotional reaction certain actions evoke in others. Speaking about the relationship between etiquette, ethical and aesthetic behavior, we can distinguish three main behavioral criteria: how to behave correctly, i.e. in accordance with the socially accepted order of behavior; how to behave well, i.e. in accordance with moral standards; how to behave beautifully, that is, receiving aesthetic pleasure from your behavior.

One of the professional responsibilities of a teacher is to teach the child table manners. After all, the ability to behave at the table is one of the characteristic features of a cultured person . Without mastering food culture , you will never be able to look beautiful at the table.

The relevance program is in creating conditions for the development of the child’s personality, developing motivation for knowledge and creativity, introducing universal human values, for social and cultural self-determination , creative self-realization of the child’s personality, strengthening the mental and physical health of children, and the interaction of the additional education teacher with the family.

The program is compiled on the basis of knowledge of the age , psychological, pedagogical, and physical characteristics of children of senior preschool age .

Children become familiar with the rules of etiquette; learn the rules of behavior at the table, at a party, in a public place. Children learn to distinguish dishes by purpose: kitchen, dining room, tea room. Children become familiar with the rules of table setting and the use of cutlery for their intended purpose.

Goal: developing good manners in children, as part of the general culture of the individual , mastering the rules of food culture ; Mastering the rules and norms of behavior at a party. Development of aesthetic feelings and the desire to do everything beautifully (setting the table, keeping an eye on the table)

Tasks:

- introduce children to the basics of ethical standards,

-learn to use “special words”

in verbal communication,

-help to master etiquette standards,

— introduce a variety of table setting options.

- promote interest in the people around you ;

- help cultivate feelings of mutual respect, mutual trust and understanding;

- promote communication skills and a sense of teamwork.

— develop children’s communication skills in various life situations with peers, teachers, parents and other around them , focusing on the method of empathy;

— develop adequate evaluative activities aimed at analyzing one’s own behavior and the actions of people around him ;

— develop self-control skills in relation to the manifestation of one’s emotional state during communication.

We take three main sections as the basis for our work food culture , everyday culture and communication culture .

Predicted result:

* Apply existing knowledge, skills and abilities in real life situations.

* Be able to communicate and exchange ideas.

*Respect elders.

Forms of training: specially organized classes; joint work of the teacher with children outside of class; joint activities of parents and children in a family environment.

Forms of work : games, showing a method of action, explanation, advice, instructions, control.

Club schedule : Once a week on Wednesdays at 2 pm

Tasks of circle work

The tasks of general development circles, first of all, depend on the educational field and type of activity chosen by the teacher. The goals and objectives of the circle work are indicated in the circle program: general - in the target part, specific - in the work plan for each lesson separately.

Table: planning the work of the “School for Young Book Lover” circle, developed by A. N. Pimenova

Long-term plan for the work of the club in the summer for preschoolers

Olga Osmanova

Long-term plan for the work of the club in the summer for preschoolers

Explanatory note

Preschool childhood is a very important period in the lives of children . It is at this age that every child is a little explorer, discovering the unfamiliar and amazing world . The more diverse children's activities are, the more successful the child's diversified development is, the more his potential capabilities and first manifestations of creativity are realized. That is why one of the closest and most accessible types of work in kindergarten is artistic manual labor, which creates conditions for involving the child in his own creativity, in the process of which something beautiful and unusual is created.

This is what I want to teach the children of my group “Fantasers”

.
Artistic manual labor promotes the development of sensory-motor coordination in the work of the eye and hand , improving coordination of movements, flexibility, and accuracy in performing actions.
In the process of making applications, a system of special skills and abilities is gradually formed. Manual labor has a great influence on the mental development of a child, on the development of his thinking. Direct contact of a child with paper, natural materials, or paints, elementary experiments with them allow them to know their properties, qualities, capabilities, awaken curiosity, and enrich them with vivid images of the world around them . In the course of creative work, a preschooler learns to observe , reflect, compare, analyze and draw conclusions. As practical experience shows , productive activity not only optimizes the corrective effect on the development of the motor sphere, but also helps eliminate deficiencies in speech and non-speech mental functions in preschoolers .

The relevance and novelty of the circle lies in the fact that different forms of work and approaches .

A favorable emotional mood of children during manual labor classes and the pleasure experienced in the process of work are very important for overall development. Gradually, children develop such qualities as determination, perseverance, and the ability to complete the work they start.

While observing children in applied arts classes, I noticed that the children in my group were not good with scissors and did not know the safety rules when working . How to safely use glue when working with applique . Creating the “Skillful Hands” circle

I set goals and objectives for myself.

Target:

1. Develop thinking and imagination

2. Fine motor skills of the hands;

3. Foster independence, confidence, initiative.

Tasks:

1. To develop children’s interest in types of work.

2. Introduce the properties of materials.

3. Develop the ability to safely use tools when working .

4. Contribute to the development of skills in working with various materials.

5. Learn to paste ready-made forms, create images of finished objects from them, improving orientation on a plane.

6. Promote the development of constructive activities.

7. Develop hand steadiness, technical skills, eye.

8. Promote the development of attention. memory, imagination. Creative imagination.

Children's age: 4-5 years.

Implementation period: 3 months.

Summing up: holding exhibitions.

In the program “Skillful Hands” circle

includes a number of sections:

— Working with paper and cardboard

— Working with fabric and thread

— Working with waste material

Basic forms and methods of work .

To achieve the set goals, it is planned to select the main forms and methods of activity. A special place in the program is occupied by the following forms and methods of training:

- reproductive (reproducing)

;

- explanatory - illustrative (the explanation is accompanied by a demonstration of visual material)

;

- method of problem presentation (the teacher poses a problem and, together with the children, looks for ways to solve it)

;

— partially search;

- practical.

An individual approach is used in conducting the circle

Long-term plan

June. (Designing from paper using the origami

)

1. "Fox"

Designing from paper using the
origami
Goals: To teach children to design a fox from paper using the origami technique. Strengthen the ability to bend a sheet of paper diagonally. Develop fine motor skills and encourage creativity.

2. "Dog"

(Design from paper using the
origami
)

Goals: To consolidate the skills and abilities to create crafts using the Origami

; continue to improve children's skills in making correct, clear folds, internal folds, folding a square diagonally, and learning to do crafts using a step-by-step diagram. Develop spatial imagination, memory, creativity, self-confidence, constructive thinking.

3. “Elephant”
(Paper construction)
Objectives: Teach children to make an elephant figurine from a rectangle. Learn to create paper crafts with your own hands; consolidate the ability to bend a sheet of paper in different directions, ironing the fold well; learn to complement the image with details that make the craft more expressive.

4. “Bear”
(Paper construction)
Objectives: Teach children to make a bear figurine from a rectangle. Learn how to create fake paper with your own hands; consolidate the ability to bend a sheet of paper, ironing the fold well; learn to complement the image with details that make the craft more expressive.

5. “Bunny”
(Paper construction)
Objectives: Teach children to make a bunny figurine from a rectangle. Learn to create paper crafts with your own hands; consolidate the ability to bend a sheet of paper, ironing the fold well; learn to complement the image with details that make the craft more expressive. Develop fine motor skills of the hands.

6. "Magic Mushroom"

(Design from paper using the
origami
)

Goals: To teach children how to work with paper using origami techniques. Develop the ability to transform a square of paper. Develop imagination, fantasy, fine motor skills, creative abilities.

July “Break applique”

.

1 “Swan”
(Applique)
Objectives: Create a social situation for development in the process of doing a volumetric applique from strips of paper, improve skills in working with scissors (cut in a straight line)

;
create the image of a swan using loops of paper, and lay them in rows, using your existing skills and abilities in working with paper .
Develop fine motor skills of fingers, speech, memory, attention, imagination. 2 “Fun Umbrella”
(Break Applique)
Objectives: Teach children to create images using the cut appliqué method, consolidate skills in working with paper (without the help of scissors, decorate the umbrella template with small bright scraps of colored paper, develop fine motor skills of the hands and eye coordination, carefully stick, call interest in creating bright work ,

3.Beautiful flower (Clear applique)

Goals: To develop the ability to create a flower using cut-out appliqué. Develop skills in gluing, using glue and brushes, napkins.

4. “Ball”
(Tear-off applique)
Objectives: To teach children to create images using the cut-off applique method, to consolidate skills in working with paper (without the help of scissors, to decorate the ball template with small bright scraps of colored paper, to develop fine motor skills of the hands and eye coordination, carefully stick, call interest in creating bright work ,

5. “Dinosaur”
(Applique)
Objectives: to introduce children to basic geometric concepts: circle, rectangle, triangle, oval, Formation of independent work ; development of spatial orientation.

6. “Bullseye”
(Scrappy mosaic applique)
Objectives: to teach children to create a certain composition from pieces of paper, to consolidate the ability to work with glue , to cultivate accuracy, and to develop fine motor skills.

7. “White Birch”
(Break applique)
Objectives: To teach children to create a beautiful image of a tree. Learn the technique of “break applique”

. Develop creative imagination, sense of color, fine motor skills, and the ability to coordinate eye and hand movements.

August “Applique made of fabric and thread”

1. “Conversation “Where the threads came to us from”

.

“Flower”
(Appliqué made of threads)
Goals: to continue to develop in children the ability to work with woolen threads, to develop interest in arts and crafts.

2. “Sun”
(Applique from threads)
.

Goals: developing the ability to perform applique from threads, developing skills in working with threads , developing the ability to work with scissors on threads using templates, developing creative imagination, attention, memory.

3."Carrot"

.
(Thread applique)
.

Goals: To teach children to independently glue the finished shape onto a sheet of cardboard with the addition of yarn.

4."Chicks"

.
(Thread applique)
.

Objectives: Continue to introduce the technique of making thread appliqués. Learn to evenly smear areas of the image and sprinkle them with finely chopped threads from the teacher.

5."Nice dress"

.
(Fabric applique)
.

Objectives: Learn to make appliqué from fabric, correctly position decoration elements. Develop creative imagination.

6. “Mushroom”
(Thread applique)
.

Goal: developing the ability to perform applique from threads, developing skills in working with threads , developing the ability to work with scissors on threads using templates, developing creative imagination, attention, and memory.

7. “Cloud with droplets”
(Applique from threads)
.

Goal: developing the ability to perform applique from threads, developing skills in working with threads , developing the ability to work with scissors on threads using templates, developing creative imagination, attention, and memory.

As a result of studying in a circle , children should gain knowledge:

— About materials, tools;

— On the rules of occupational safety and personal hygiene when processing various materials;

— About the place and role of decorative and applied arts in human life;

— About the types of decorative and applied arts

— About methods of appliqué in folk art (fabric, paper, etc.)

— About project activities.

Conclusion

Let us remember that abilities are manifested and formed only in activity. This means that only by correctly organizing a child’s activities can one identify and then develop his abilities. K. D. Ushinsky wrote “The basic law of children’s nature can be expressed as follows: a child needs activity incessantly and gets tired not of activity, but of its monotony or one-sidedness.”

Thus, in activities aimed at achieving a specific goal, not only this activity itself is improved, but also the child’s visual perception of objects in the surrounding world . Productive activities contribute to the improvement of children’s speech, the formation of moral qualities of the individual, such as independence, initiative, organization and responsibility when completing a task. The effectiveness of the correction process during productive activities directly depends on the methods and techniques used in the work .

Organization of circle work in the senior group of preschool educational institutions

Like all activities in a preschool educational institution, the work of the circle has a regulatory framework and requires the teacher-leader to clearly maintain documentation.

Senior group documentation

Organizing circle work involves studying the following regulatory documents:

• charter and educational program of the preschool educational institution;
• regulations on additional educational activities of a preschool institution.

Based on the needs of the children and the results of the children’s assimilation of the general educational program, the teacher draws up a program and work plan for the circle for the year. Mandatory sections of the circle's work program:

• An explanatory note that reveals the relevance of additional education in the chosen field.
• Goals and objectives of the circle.
• Methods and techniques of work.
• Expected results of working with children.
• Methods and methods of diagnosis.
• List of used methodological literature.

Planning the work of the circle includes:

• subject of classes for the year;
• objectives of each lesson;
• a brief description of work methods (didactic game, conversation, experience, etc.), techniques for performing work (for arts and crafts and manual labor);
• dates of classes.

In addition, the circle leader keeps a log of class attendance. At the beginning and end of the school year, he also fills out diagnostic cards for each child attending the circle in order to see the dynamics of the students’ development in the chosen educational area.

Forms of organization of circle work

The most interesting forms of organizing work with children that make it possible to implement the program objectives of the circle are:

• Frontal (with the whole group) indoor lesson. Usually, children gain new knowledge and master new skills there.
• Classes carried out at the preschool educational institution site. This could be search and research activities in a flower garden, vegetable garden, or ecological trail (for a natural history group). Sports section classes can also be held in the fresh air, which will bring additional benefits to the health of the students.
• Entertainment, leisure, competitions and quizzes, which can take place in a music or sports hall, with the invitation of parents or children of other groups as spectators.
• Activities outside the preschool educational institution (excursions, themed walks). They are used to consolidate acquired knowledge, enrich children's experience with new impressions of objects and phenomena that cannot be displayed in a kindergarten setting (library, local history museum, park, cultural monuments).

If children enjoy participating in a club, they will fully reveal their talents.

Work with colleagues in a preschool institution is carried out in the form of master classes, consultations, and round tables, at which each teacher can both express his opinion and ask for advice from colleagues.

We should not forget about working with the students’ parents. The head of the circle can show the results of current activities by organizing an exhibition of children's works, a speech at a parent meeting, a photo exhibition based on the results of an excursion, visiting memorable places in the city, or photographing the kids at work during a circle class.

The photo report on the activities of the circle will be of great interest to parents.

Structure and time plan of the circle lesson

Club classes are held in the senior group once a week in the afternoon; their duration should not be longer than the duration of organized educational activities for a given age according to SanPiN (20–25 minutes). Children are divided into subgroups of no more than 12–15 people.

The structure of a circle lesson does not differ from the traditional structure of educational activities:

1. Introductory part. Organizing the children, communicating the topic of the lesson, drawing attention to the topic by looking at equipment for the experiment, costumes for theatrical performance, and a beautiful craft to be made. 2–3 min. min.
2. Main part. Motivation for artistic and cognitive activities. Games, conversations, practical, independent, creative activities of children. There are no strict requirements for conducting the main part of the circle’s lesson; each teacher conceives and carries out the work, ensuring that the tasks of the lesson are completed, according to his creative plans and capabilities. The only requirement: children must receive positive emotions and joy at the same time as benefiting their development. Up to 15 min.
3. Final part. Summing up, analyzing activities (briefly). If children have learned new information or mastered a new skill, it is worth emphasizing this so that preschoolers see the club activities as not just an enjoyable, but also a useful pastime. 1–2 min.

When organizing a circle class, one should not forget other sanitary and hygienic requirements (change of activities, physical education breaks, minutes of psychological relaxation, inadmissibility of using dangerous equipment and materials). Since during club classes children often receive information that goes beyond the scope of the program, more expanded and in-depth, gaming techniques that help relieve fatigue and clearly explain complex things to children are becoming especially relevant.

Children's work with unsafe objects (needle, scissors) should be carried out under the strict supervision of the teacher

Table: examples of the motivational stage in group work classes with children of senior preschool age

Table; lesson notes for the “Theater and Children” club in the senior group on the topic “Playing theatre,” author S. V. Sologubova