How to correctly develop a summary of direct educational activities on the Federal State Educational Standards consultation on the topic. How to correctly develop a synopsis of direct educational activities according to the Federal State Educational Standards consultation on the topic of Synopses directly for education

How to properly develop a synopsis

directly educational activities according to the Federal State Educational Standard

Dear colleagues, I suggest approximate sample a summary of the educational activity itself. This does not mean that the entire country should write this way. Each region may have their traditions writing notes. The most important thing is that the outline should reflect current trends development of preschool children and be methodologically literate.

So, summary:
1. Heading. It is not necessary to write the name of the educational activity in the title (for example, a summary of the educational activity “Visiting Parsley”). You can simply indicate the direction of activity (“Summary of direct educational activities on cognitive development”). Write the age (group) of the children (for children of senior preschool age).

2. You can specify after the title priority educational area in the process of GCD and preferably integration with other educational areas, and integration of children's activities.

3. Forms of organization are indicated collective activities (work in subgroups, in pairs, joint activities of the teacher with children) and independent activities of children (if planned).

5. Tasks. I would like to immediately warn teachers against making mistakes. Some colleagues write: “ goals GCD." This is methodologically incorrect. Target- this is the final and general result over time. What goal can be achieved, for example, in 15 minutes of educational activity in a younger group? It is more correct to write the word “goal”, for example, when developing planning complex(i.e., several) GCD, during development project(since it is multifaceted) and others extended in time, complexes of educational activities. Moreover, There can be one goal, but there can be many tasks.
And for specific educational activities are suitable specific tasks that should be resolved by the end this educational activity (after 15 minutes in the junior group or after 35 minutes in the preparatory group). That is, if a teacher wrote a problem in the GCD notes, then he must solve in the process of gcd. Therefore, do not write 10-15 problems in your notes. Five, maximum six is enough.
You can replace the word “tasks” with the phrase “program content”.
Do not write a verb in problems "learn"! It is more correct to write “to promote”, “to form skills”, “to create conditions”, “to develop”, “to involve”, etc.
Tasks can be divided into 3 groups: developing, training, educational(educating). Draw your attention to an interesting nuance: many teachers write the word “educational” instead of the word “educational”, meaning only educational tasks. But the concept "education"(read the law “On Education in the Russian Federation”) includes both training and education. This means that educational tasks will include both teaching and educational together. In this case, you will have 2 groups of tasks: developmental and educational.

6. The progress of direct educational activities.

Introductory part(motivational stage). The teacher must motivate children to engage in cognitive (or play) activities using a problem or play situation. This situation is described in the outline.

Main part(content-based, activity stage). The outline describes educational situations, problem situations, game situations, communication situations, speech exercises, didactic games, etc. In the process of these situations and games, children are given new knowledge, those already acquired are consolidated, and problematic issues are resolved.

Final part(reflective stage). In the notes, write down the teacher’s questions, with the help of which he captures new concepts and new knowledge from the students, and also helps the children analyze their own and collective activities in the process of educational activities.

Reminder for writing notes

continuous educational activities in preschool educational institutions

When writing notes, the teacher must:
- formulate the goals and objectives of the GCD and its individual stages,
- reveal the structure and substantive content of GCD,
- demonstrate mastery of methods and techniques for motivating educational activities, organizing educational activities for students,
- illustrate with examples the consideration of the individual characteristics of pupils and the specific characteristics of the group in which the ECD will be carried out.

The abstract assumes a reflection of the main stages of the GCD:
1. GCD topic;
2. organizational moment;
3. setting goals and objectives;
4. survey of students on the material covered;
5. explanation of new material;
6. consolidation of new material;
7. summing up.

Stages of work:
Introductory part: An organizational moment, including: setting a goal that must be achieved by students at this stage of the educational process (what must be done for their further work to be effective); determining the goals and objectives that the teacher wants to achieve at this stage of the educational process; description of methods for organizing the work of students at the initial stage and topics of educational activities (taking into account the real characteristics of the group with which the teacher works).
Main part: Getting to know new material. A didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that during its course there are no difficulties in the child’s activities.
Difficulty in a game situation. At the end of the game, a situation should arise that causes difficulty in the children’s activities, which they record in speech (we don’t know this yet, we don’t know how...). The teacher encourages them to ask questions and, together with the children, determines the topic of the upcoming activity. As a result, the children conclude that it is necessary to think about how everyone can get out of a difficult situation together.
Discovery of new knowledge or skill. The teacher, with the help of introductory dialogue based on the subject (game) activity of children, leads them to the discovery of new knowledge or skill. Having formalized something new in speech, children return to the situation that caused the difficulty and overcome it using a new way of activity (action).

Final part: Fixing the material. Reproducing something new in a typical situation. At this stage, games are played where children use new knowledge or skills. At the end, a game situation is created that records each child’s individual mastery of new material. The child self-assesses his activity in mastering new things.

Repetition and developmental tasks. Provided in notes at the request of the teacher.

Summing up the lesson; description of positive actions of students, determination of the prospects of the acquired knowledge (what new things have been learned, where new things will be useful).

social and communicative development;
cognitive development;
speech development;
artistic and aesthetic development;
physical development.

Integration of educational areas: cognitive development and speech development;
Type: integrated
Children's age:
Forms of continuous educational activities: Team work.
Forms of organization: group, subgroup.
Target: the end result is what we strive for.
Tasks: educational, developmental, educational
Dictionary of new words: (if there is)
Preliminary work: (if carried out)
Equipment and materials: (attributes, material)
Progress of direct educational activities (DEA)

The structure of writing a GCD summary in accordance with the requirements of the Federal State Educational Standard for Education (Option 3)

Title page:

name of preschool educational institution

age group

FULL NAME. teacher completely

Job title

Age group of children

Group number

Name and number of kindergarten

(locality and year of writing)

2 sheet

GCD type: ( classes on communicating new knowledge; classes to consolidate knowledge, skills and abilities; lessons on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated).

GCD type:(thematic, complex, combined, integrated, dominant, etc.).

GCD topic:

Age group of children:

Program content:

Training tasks: WHAT WILL WE TEACH AT THIS STAGE????
Developmental tasks: WHAT WE WILL CONFIRM, SPECIFY, WITHOUT FORGING ABOUT THE DEVELOPMENT OF MENTAL FUNCTIONS AND VARIOUS PROPERTIES
Educational tasks: WHAT MENTAL, AESTHETIC, MORAL-VOLITIONAL QUALITIES WILL BE FORMED IN THIS LESSON

Vocabulary work:

The words planned to be included in the active and passive dictionaries are specifically listed.

It must be remembered that words from the passive vocabulary are included in the active one after 2-3 lessons.

During classes on speech development, tasks from the sections “Grammar structure of speech”, “Sound culture of speech”, “Coherent speech” must be included.

Equipment:

Demo material:

Handout:

Previous work as a teacher:

Individual work: what preliminary work, with whom (indicate the children’s first and last name) in what part of the lesson is planned to be carried out.

It is advisable not to forget to include this work in the part of the lesson in the notes in which you planned).

Structure and methodological techniques of GCD:

Introductory part – 3 min. For example:

A) reading a poem

B) observation

C) verbal didactic game, etc.

2. Main part – 15 min.

For example:

A) conversation about weather phenomena

B) looking at the weather calendar

B) writing a story about the weather

D) children naming sayings about the weather

D) didactic game, etc.

3. Final part – 2 min.

For example:

A) reading a story

B) teacher’s generalization

C) lesson analysis

Organization of children at NCD:

Progress of the lesson: The course of the lesson is written in direct speech. Be sure to write down all the words that the teacher will say, the expected answers of the children, and the teacher’s generalizations.

If during the lesson the teacher needs to perform some actions, this is indicated in the notes.

Victoria Yachushko

Tasks:

Educational:

1. Strengthen ideas about the composition of the number 7, counting skills within 7

2. Continue to form temporary representations (days of the week)

3. Introduce education and the composition of the number 8 and the number 8;

4. Strengthen the ability to correlate the number of objects with a number;

5. Fix the name of the geometric shapes; relationship between the whole and the parts

Developmental:

1. Develop logical thinking

2. Give ideas about true and false judgments

Educational:

1. Develop the ability to focus on the task at hand.

2. Develop the ability to work in a team, perseverance, the ability to understand and independently carry out the teacher’s tasks

3. Cultivate a kind, respectful attitude towards others, work independently with handouts.

Priority educational field: "Cognitive and research"

Integration educational areas: "Social-communicative", "Artistic and Aesthetic", "Physical".

Problems of integrable educational areas:

Social-communicative

develop children's free communication, speech, memory, attention, thinking

activate children's vocabulary.

to cultivate curiosity, mutual assistance, and self-esteem skills in children.

Physical Culture

continue to develop children’s motor activity during a dynamic pause

Artistic and aesthetic

strengthen children's ability to hear and move to music of various dynamics.

Preliminary work:

Learning to count to 10 and back, acquaintance with geometric shapes, acquaintance with educational games, production of manuals, cards, handouts.

Materials.

Progress of the lesson.

V. - Let's stand in a circle, hold hands and smile at each other. Children and their teacher stand in a circle.

V. - In a wide circle, I see,

All my friends stood up.

We'll go right now

Now let's go left

Let's gather in the center of the circle,

And we will all return to our place.

Let's smile, wink,

And let's start the lesson

Children perform exercises in accordance with the text. 1 time

V. – And now I invite you to travel.

V. - Guys, what is possible? travel?

D. - By bus, plane, boat, train, bicycle.

V. - You and I are going to our boat trip. Because ours the journey will be by sea. To do this we must buy tickets.

1. Game exercise with a ball "Ticket to the Boat"

V. – I will take turns throwing the ball to you, calling out the number, and you name its neighbors, before and after the number. Name the neighbors of number 2; neighbors of number 4; neighbors of number 5; neighbors of number 6.

V. - Well done, you counted well and we can all take our seats on the ship (I’m handing out "tickets" with the number 8, shown in dotted line, placed on the table).

The music "Locomotive from "Romashkovo", the children go to their places at the table.

V. - So as not to get bored on the way, we will play with you. Guys, do you know in which fairy tales the number appears? "7"?

1. In which fairy tale were there seven kids?

2. Which flower fulfilled all the wishes of the girl Zhenya?

3. What is the name of the fairy tale where there were gnomes and one girl?

4. What is the name of the fairy tale by A. S. Pushkin where there were seven heroes?

Children's answers: "The wolf and the seven Young goats", "Snow White and the Seven Dwarfs", "Flower - seven-flowered", "The Tale of the Dead Princess and the Seven Knights"

V. - How many days are there in a week? What is the seventh day of the week?

V. - The number 7, indicated by the number "7".

V. – We are already on the open sea. Listen to the sound of the water. But look, someone is meeting us here. Who is this?

D. - Octopuses.

Q. – Count how many legs an octopus has? (8) . Guys, he asks us to help count how many children he has. (six red octopuses appear on the board). Count how many children? (6) Here comes another one (blue, how many are there? How did you get the number 7? (6+1) .

And now you and I will play a game "Day Night"

V. - Look carefully at the octopuses and remember.

The children close their eyes, night has fallen.

The teacher changes the blue octopus to a red one.

The day has come, open our eyes "What changed?"

D. - The blue one was changed to red. How many red octopuses are there? (7)

Night, close our eyes. The teacher adds one blue octopus.

V. - The number eight is indicated by this number.

(The number 8 is displayed on the board)

Number 8 is so delicious, it comes from two bagels.

Q. – What is the number before the number 8? (7) . After the number 8? (9)

V. - Let's look carefully at the figure. What does she look like (children's answers) Pictures (tumbler, matryoshka, pear)

Children draw the number 8 with their hand in the air, then on "tickets" by points.

Physical education minute.

How many legs does an octopus have? (stomp)

Many, many, many, many...

How many arms does an octopus have? (clap)

Many, many, many, many….

One, two, three, four, five, six, seven, eight.

And the octopus's children (jumping)

Many, many, many, many...

One, two, three, four, five, six, seven, eight.

Poor daddy octopus. (walk in place)

How many children washes their feet?

V. - Now look, the octopus shows us his house and asks us to move his octopuses so that they all fit.

What is the house number? (8)

How to divide the number 8 into two smaller ones?

How many octopuses do you need to add to make the number 8?

The teacher shows a table with squares and discusses with the children options: 6 and 2; 5 and 3; 4 and 4; 3 and 5; 2 and 6; 1 and 7;7 and 1;

Conclusion: the teacher says it can be composed in different ways and lists all the options according to tables 1 and 7; 2 and 6; 3 and 5; 4 and 4; 5 and 3; 6 and 2; 7 and 1; how many options do we have for the composition of the number 8?

V. - Well done! We did well. But the octopuses want to play hide and seek with you.

Game exercise "Playing hide and seek with octopuses".

Children have 2 large triangles - "pebble" and 8 circles – "octopus" one color. Children "hiding" octopuses for pebbles, talk about possible options for decomposing the number 8 into two smaller numbers.

V. – Guys, you helped the octopus well and completed all the tasks, for this he gives you a cake. What shape is it? Let's share with the octopuses?

The teacher shows the children a circle, asks them to name the geometric figure and divide it into 2 equal parts, then asks: how many parts have you divided the circle into? more: whole or 1/2

What's less: half or whole? The teacher asks the children to divide the circle again into two equal ones. parts (4)

What can you call each part? What more: whole or 1/4? What less: 1/4 or whole?

The teacher asks the children to divide the circle again into two equal ones. parts: How many parts did you get? (8)

What can you call each part? What more: whole or 1/8? What less: 1/8 or whole?

Is there enough cake for all the octopuses? How many pieces? How many octopuses?

V. - Congratulations! You did a good job and it’s time for us to return to kindergarten. (music)

V. - Today we did something exciting. journey. Did you like it journey? What did you like? What was interesting? What number and figure did you meet? You guys are great, I really enjoyed working with you.

Memo on how to write a summary of continuous educational activities in a preschool educational institution (option 2)

When writing notes, the teacher must:
*formulate the goals and objectives of the GCD and its individual stages,
*reveal the structure and subject content of the GCD,
*demonstrate mastery of methods and techniques for motivating educational activities, organizing educational activities for students,
*illustrate with examples the consideration of the individual characteristics of the pupils and the specific characteristics of the group in which the ECD will be carried out.

Repetition and developmental tasks. Provided in notes at the request of the teacher.

Summing up the lesson; description of positive actions of students, determination of the prospects of the acquired knowledge (what new things have been learned, where new things will be useful).

Title page: The name of the preschool educational institution (in full, according to the charter), the topic of the educational activity, a summary of direct educational activities, compiled by: full name, city.
Educational area: social and communicative development;
cognitive development;
speech development;
artistic and aesthetic development;
physical development.
Integration of educational areas: cognitive development and speech development;
Type: integrated
Children's age:
Forms of continuous educational activities: Team work.
Forms of organization: group, subgroup.
Target: the end result is what we strive for.
Tasks: educational, developmental, educational
Dictionary of new words: (if there is)
Preliminary work: (if carried out)
Equipment and materials: (attributes, material)
Progress of direct educational activities (DEA)

The structure of writing a GCD summary in accordance with the requirements of the Federal State Educational Standard for Education (Option 3)

Title page:

name of preschool educational institution

age group

FULL NAME. teacher completely

Job title

Age group of children

Group number

Name and number of kindergarten

(locality and year of writing)

Sheet

GCD type:(thematic, complex, combined, integrated, dominant, etc.).

GCD topic:

Age group of children:

Program content:

1. Training tasks: WHAT WILL WE TEACH AT THIS STAGE????

2. Developmental tasks: WHAT WE WILL CONFIRM, SPECIFY, WITHOUT FORGING ABOUT THE DEVELOPMENT OF MENTAL FUNCTIONS AND VARIOUS PROPERTIES

3. Educational tasks: WHAT MENTAL, AESTHETIC, MORAL-VOLITIONAL QUALITIES WILL BE FORMED IN THIS LESSON

Vocabulary work:

The words planned to be included in the active and passive dictionaries are specifically listed.

It is important to remember that words from the passive vocabulary are included in the active vocabulary after 2-3 lessons.

During classes on speech development, tasks from the sections “Grammar structure of speech”, “Sound culture of speech”, “Coherent speech” must be included.

Equipment:

Demo material:

Handout:

Previous work as a teacher:

Individual work: what preliminary work, with whom (indicate the children’s first and last name) in what part of the lesson is planned to be carried out.

It is advisable not to forget to include this work in the part of the lesson in the notes in which you planned).

Structure and methodological techniques of GCD:

1. Introductory part – 3 min. For example:

A) reading a poem

B) observation

C) verbal didactic game, etc.

2. Main part – 15 min. For example:

A) conversation about weather phenomena

B) looking at the weather calendar

B) writing a story about the weather

D) children naming sayings about the weather

D) didactic game, etc.

3. Final part – 2 minutes. For example:

A) reading a story

B) teacher’s generalization

C) lesson analysis

Organization of children at NCD:

If during the lesson the teacher needs to perform some actions, this is indicated in the notes.

Consultation for educators “Organization of direct educational activities (DEA)
in accordance with Federal State Educational Standards DO"

Direct educational activities are implemented through the organization of various types of children's activities (play, motor, communicative, labor, cognitive-research, etc.) or their integration using a variety of forms and methods of work, the choice of which is carried out by teachers independently depending on the number of children, the level of development general education program of preschool education and solving specific educational problems.
According to the theory of L.S. Vygotsky and his followers, the processes of upbringing and teaching do not directly develop the child in themselves, but only when they have activity forms and have appropriate content.
The Federal State Educational Standard contains an indication of what types of activities can be considered acceptable forms of practice for a preschool child:
- at an early age (1 year - 3 years) - object-based activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;
- for preschool children (3 years - 8 years) - a number of types of activities, such as gaming, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive and research ( researching objects in the surrounding world and experimenting with them), as well as the perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual ( drawing, modeling, appliqué), musical (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.
The development pattern of any type of activity is as follows: first it is carried out in joint activities with an adult, then in joint activities with peers and becomes an amateur activity.
The essential features of joint activities of adults and children are highlighted - the presence of a partner position of an adult and a partner form of organization (cooperation between adults and children, the possibility of free placement, movement and communication of children).
An essential feature of partnership activities between an adult and children is its openness towards the free independent activity of preschoolers themselves. At the same time, the adult’s partner activities are open to design in accordance with their (children’s) interests.
The teacher, based on the interests and play of the children, offers them activities that stimulate their cognitive activity.
By providing children with direct contact with people, materials, and real-life experiences, the teacher stimulates the child's intellectual development.
Thematic play centers give children the opportunity to independently choose materials and, accordingly, areas of knowledge. Various topics, large-scale tasks (projects) should also take into account the interests of children and can be associated with certain centers. The interior of the group should be organized in such a way that children are provided with a sufficiently wide choice of centers and materials.

In a child-centred environment, children:
make a choice;
play actively;
use materials that can be used for more than one purpose;
everyone works together and takes care of each other;
are responsible for their actions.
There must be mutual respect between teachers and children. Respect is a necessary element in the community that the kindergarten group is. Educators set the example of mutual understanding, respect and care for each other that they expect from children. The amount of respect children feel from others is a key factor in their development of self-esteem. And self-esteem, in turn, lays a strong foundation for positive relationships with other children.
When teachers show respect for each child in the group, children learn to accept all other children - those who run slowly, those who draw well, and even children with unusual or conflicting behavior.
When children see and feel that each of them is accepted and respected, they begin to feel comfortable and can behave freely and pursue their own interests.

How to show your children your respect
Always call children by name.
Talk individually with each child as often as possible.
When talking, be at the same level as the child: squat down or sit on a low chair.
Listen to what your child is telling you and respond to him.
If you promised your children that you would do something for them later, remember to do it.
Express sincere admiration for the results of the children's work.
Give children the opportunity to tell others about their work and their interests.
Use children's ideas and suggestions and thank them for their help
Educators should realize that children, like adults, feel and notice the sincerity with which they are treated. Children should be praised for their work individually and sincerely, and interaction should be natural and relaxed.
Children embrace and respond to age-appropriate humor and fun. Adults should not be afraid that by laughing and joking with children they may lose control of order in the group. On the contrary, general fun only brings teachers closer to children, and the atmosphere of cooperation in the group is strengthened.
Features of organizing direct educational activities in the form of joint partnership activities between adults and children
The organization of direct educational activities in the form of joint partnership activities between an adult and children is associated with a significant restructuring of the teacher’s behavior style.
The partner position of the teacher presupposes the adoption of a democratic style of relations, and not the authoritarian one associated with the teacher’s position.
The easiest way to understand what it means to be a partner with children is to compare these two positions

Comparative characteristics of features
partner and teaching positions
Characterized objects Partner uniform School uniform
Concept
A partner is always an equal participant in the matter and, as such, is connected with others by mutual respect. The teacher is a leader, a regulator; he is not directly involved in the activity, but gives the task (explains) and controls
Position of the adult in the space of the group Adult - partner, next to the children (together), in a single space (for example, sitting in a circle with children at a common table)
The position of an adult is dynamic (he can change positions with his work if he sees that someone especially needs him); at the same time, all children are in the field of view of the teacher (and each other). An adult is a teacher, distant from children, outside the circle, opposed to children, above them
(for example, at a desk like in a school lesson)
The adult’s position is either stable (standing at the board, sitting at a desk), or he moves to control and evaluate (“looks around” the children, controls, evaluates, hanging “over” the child).
Organization of space Maximum approximation to a “round table” situation, inviting equal participation in work, discussion, and research. Seating at rows of tables, as if at desks, looking at the back of another child's head
Degree of freedom Free placement of children and movement during activities.
Free communication allowed (work hum)
Children can discuss work, ask each other questions, etc. Strict assignment of jobs, ban on movement.
Free communication of children is prohibited. A disciplinary requirement of silence is introduced
The “fraughtness” of the teacher’s position Promotes the child’s development of activity, independence, the ability to make a decision, try to do something without fear that it will turn out wrong, causes a desire for achievement, promotes emotional comfort Causes the child’s passivity, the inability to make an independent decision, emotional discomfort, fear of doing something wrong and aggression as the flip side of fear, as a release of accumulated tension.

Organizing direct educational activities in a partnership form requires an adult style of behavior, which can be expressed by the motto: “We are included in the activity, not bound by obligatory relationships, but only by desire and mutual agreement: we all want to do this.”
At different stages of direct educational activity, the partner position of the teacher is manifested in a special way
Demonstration of the teacher's partner position
at different stages of direct educational activities

Stages of direct educational activities Characteristics of actions
1. Initial stage of activity The teacher invites you to an activity - optional, relaxed: “Let’s today..., Who wants, make yourself more comfortable...” (or: “I will... Whoever wants, join...”).
Having outlined a task for joint implementation, the teacher, as an equal participant, suggests possible ways to implement it.
2. During the process of activity, the Teacher gradually sets developmental content (new knowledge, methods of activity, etc.); offers his idea or his result for children's criticism; shows interest in the results of children; is included in the mutual assessment and interpretation of the participants’ actions; increases the child’s interest in the work of a peer, encourages meaningful communication, provokes mutual assessments, and discussion of emerging problems.
3. The final stage of the activity Each child works at his own pace and decides for himself whether he has completed the research or work or not. "Open end" activity
Thus, the essential characteristics of organizing direct educational activities in the form of partnership activities between an adult and children are:
1) involvement of an adult in activities on an equal basis with children;
2) voluntary participation of children in activities (without psychological and disciplinary coercion);
3) free communication and movement of children during direct educational activities (with appropriate organization of space);
4) an open time end to the educational activity itself (everyone works at their own pace)
At the very beginning of such an organization of direct educational activities with children, one must immediately agree on the general rules of behavior in the group: “If you don’t want to do this with us today (now), go about your business slowly, but don’t bother others.”
If the teacher correctly selects content for entertaining activities with preschoolers that corresponds to their interests, and is emotionally attuned to the proposed activity, the problem of children joining it simply does not arise.
When a teacher becomes a child’s partner, and therefore an equal participant in the overall work, the following changes result:
– style of behavior of an adult (from administrative-regulatory to relaxed-trusting);
– a workspace in which joint work takes place (from a separate place at the “teacher’s” table to a place at a common table next to the children);
– the teacher’s attitude to the performance of general work: from general management to participation in the implementation of a certain part of the work, etc.
When organizing direct educational activities in the form of joint partnership activities, the situation of children also changes.
1. Children can decide for themselves whether or not to participate in common work. But this is not the introduction of permissiveness and anarchy. The child has the opportunity to choose - to participate in this work or organize something else, do something else. This is freedom of choice between activities and their content, and not between activity and doing nothing.
2. The order and organization of joint activities are developed: free placement of children at a common table, their communication with other children during work and movement as needed. As the work progresses, children can turn to the teacher, approach him, discuss with him issues of interest to them related to the performance of work, receive the necessary help, advice, etc.
3. Children can work at different paces. Each child can determine the amount of work for himself: what he will do, but he will do it well and will complete the work he has begun. Children who finish work early can do what interests them. If the child did not cope with the work, he can continue it in the following days.
What an adult suggests doing must be necessary and interesting for the child. The meaningfulness of the activities proposed by adults for the child is the main guarantee of the developmental effect.
Direct motivation in preschool age is much stronger than broad social motives of behavior. Hence, the main principle of educational work with preschoolers (not to mention young children) should be the principle of the child’s interest.
In preschool age, immediate motivation is determined primarily by the need for new experiences.
The need for new experiences is a child’s basic need that arises in infancy and is the driving force of his development. At the next stages of development, this need is transformed into a cognitive need of various levels.
The organization of direct educational activities in the form of relaxed partnership between an adult and children does not mean chaos and arbitrariness either on the part of the teacher or on the part of the children. This form of activity (as well as traditional educational classes) is introduced into the daily and weekly routine of the kindergarten. For the teacher, these are mandatory and planned actions.
Children are involved in direct educational activities out of interest in the teacher’s proposals, out of a desire to be with their peers. Gradually, they develop the habit of a daily and weekly rhythm of “working” activities. Interest in the upcoming activity is reinforced by the logic of this type of activity in a certain time period, which is ensured by implementing the principle of eventfulness.
Children who did not take part in joint activities (within the framework of direct educational activities) are oriented towards effective independent activity. The results of joint and independent activities must be discussed and evaluated.
The results of productive independent activities, just like joint ones, must be brought to the stage of exhibition work.
At the same time, when solving the problems of developing children's independence, the products of independent activity must be evaluated more often and higher than the products of joint activity, drawing the attention of adults - “Look, the child did this himself!”
Such an organization of the educational process will contribute to the gradual formation in children of ideas about life in a kindergarten group, where time is allotted for business and an hour for fun.

Approximate forms of organization
directly educational activities

Children's activities Examples of forms of work
Motor*Outdoor games with rules *Outdoor didactic games *Game exercises * Competitions *Game situations *Leisure time *Rhythmics *Aerobics, children's fitness *Sports games and exercises *Attractions *Sports holidays *Gymnastics (morning and waking up) *Organization of swimming
Gaming*Story games *Games with rules *Creating a game situation according to regime moments, using a literary work *Games with speech accompaniment *Finger games *Theatrical games
Fine
and Design*Workshop for the production of children's creativity products *Implementation of projects *Creation of a creative group *Children's design *Experimental activities *Exhibitions *Mini-museums
IN perception of fiction and folklore*Reading *Discussion *Memorization, storytelling *Conversation *Theatrical activities *Independent artistic speech activities *Quiz *KVN *Questions and answers *Presentation of books *Exhibitions in the book corner *Literary holidays, leisure
Cognitive and research*Observation *Excursion *Solving problem situations *Experimentation *Collecting *Modeling *Research *Project implementation *Games (story-based, with rules) *Intellectual games (puzzles, quizzes, joke problems, puzzles, crosswords, charades) *Mini-museums * Construction *Hobbies
Communicative*Conversation. Situational conversation * speech situation * Compiling and guessing riddles * Games (plot, with rules, theatrical) * Game situations * Sketches and performances * Logorhythmics
Self-care and basic household work*Duty *Assignments *Tasks *Self-service *Joint activities *Excursion *Project implementation
Musical*Listening *Improvisation *Performance *Experimentation *Outdoor games (with musical accompaniment) *Musical didactic games

Based on the characteristic need for older preschoolers for self-affirmation and recognition from adults, the teacher provides conditions for the development of children's independence, initiative, and creativity. He constantly creates situations that encourage children to actively apply their knowledge and skills, sets more and more complex tasks for them, develops their will, supports the desire to overcome difficulties, bring the work they have started to the end, and aims to find new, creative solutions.
The teacher adheres to the following rules. There is no need to rush to the child’s aid at the first difficulty; it is more useful to encourage him to make an independent decision; if you cannot do without help, at first this help should be minimal: it is better to give advice, ask leading questions, and activate the child’s past experience. It is always necessary to provide children with the opportunity to independently solve assigned problems, to direct them to find several options for solving one problem, to support children’s initiative and creativity, to show children the growth of their achievements, to instill in them a feeling of joy and pride from successful independent, proactive actions.
The development of independence is facilitated by children mastering universal skills: setting a goal (or accepting it from a teacher), thinking about the path to achieving it, implementing one’s plan, evaluating the result from the position of the goal. The task of developing these skills is set by the teacher in different types of activities. At the same time, the teacher uses tools that help preschoolers to systematically and independently implement their plans: support diagrams, visual models, operational maps.
The teacher carefully monitors the development of independence of each child, makes adjustments to the tactics of his individual approach and gives appropriate advice to parents.
The highest form of independence for children is creativity. The teacher’s task is to develop interest in creativity. This is facilitated by verbal creativity and the creation of creative situations in gaming, theatrical, artistic and visual activities, and in manual labor.
All these are mandatory elements of the lifestyle of older preschoolers in kindergarten. It is in exciting creative activities that a preschooler faces the problem of independently determining the plan, methods and forms of its implementation.
Older preschoolers are happy to respond to the offer to stage a play based on familiar fairy tales, prepare a concert for children, or invent and write down the stories they have invented in a “magic book”, and then design the cover and draw illustrations. Such homemade books become a source of love and pride for children. Together with the teacher, they reread their essays, discuss them, and come up with new continuations of the stories.
In the seventh year of life, opportunities for the development of independent cognitive activity expand. Children have access to a variety of ways of cognition: observation and introspection, sensory examination of objects, logical operations (comparison, analysis, synthesis, classification), simple measurements, experimentation with natural and man-made objects. Memory capabilities are developing. Its volume and the ability to memorize information increase.
To memorize, children consciously resort to repetition, the use of grouping, drawing up a simple support plan that helps to recreate the sequence of events or actions, and visual and figurative means.
The developing cognitive activity of older preschoolers is supported by the entire atmosphere of life in the kindergarten group.
A mandatory element of the lifestyle in the senior and preparatory groups is the participation of children
- in resolving problem situations,
- in conducting elementary experiments,
- in organizing experimentation (with water, snow, air, sounds, light, magnets, magnifying glasses, etc.),
- in educational games, puzzles, in the manufacture of homemade toys, simple mechanisms and models.
The teacher, by his example, encourages children to independently research answers to emerging questions: he pays attention to new, unusual features of the object, makes guesses, turns to children for help, and aims at experimentation, reasoning, guessing and testing them.
Objects constantly appear in the group that encourage preschoolers to demonstrate intellectual activity. This could be some kind of device, broken toys in need of repair, encrypted records, “parcels from space,” etc.
By solving the riddles contained in such objects, children experience the joy of discovery and knowledge. “Why is this happening?”, “What will happen if...”, “How to change this so that...”, “What can we make this out of?”, “Can we find another solution?”, “How should we find out about this? - such questions are constantly present in the teacher’s communication with older preschoolers.
The teacher especially emphasizes the role of the book as a source of new knowledge. He shows children how books can provide answers to the most interesting and complex questions. In “difficult” cases, the teacher specifically turns to books and, together with the children, finds solutions to problems in books. A well-illustrated book becomes a source of new interests for preschoolers and awakens in them the desire to master reading.
The main educational unit of the pedagogical process in a younger age group is a developmental situation, that is, a form of joint activity between the teacher and children, which is planned and organized by the teacher in order to solve certain problems of development and education, taking into account the age characteristics and interests of children. When planning a developmental situation, the teacher needs to coordinate the content of different sections of the program, achieve integration and interconnection of educational areas.
For example, the developing problem-game situation “What happened to the doll Masha?” is used not only for children to master the experience of showing sympathy, help and ideas about health - saving behavior, but also to solve other problems:
enriching ideas about household items and their purpose: which cup is more convenient to give a drink to a doll, which blanket or pillow to choose, what items need to be selected for caring for the sick, etc. (educational area “Cognition”);
mastering the techniques of comparing objects according to different criteria or grouping them: select only small cups, saucers, spoons, plates for the doll from the general set of dishes; choose, if the doll wishes, only apples of a certain size and shape, etc. (educational area “Cognition”, “First steps in mathematics”);
reflection of the emotional attitude towards the recovering doll in the musical game “Favorite Doll” and in the modeling “Making a treat for the doll Masha” (educational areas “Music”, “Fine Arts”);
mastering ideas about domestic animals - the situation “Vasily the cat and Pooh the kitten came to visit our Mashenka” (educational area “Cognition”);
development of children's speech, acquaintance with new literary works and illustrations: a convalescing doll wants to hear a fairy tale or, having recovered from an illness, participates with children in speech or theatrical play (educational areas “Communication”, “Reading Fiction”).
With this approach, a single educational content, repeated in different forms, is better comprehended and mastered by children.
Effective use of plot-thematic planning of the educational process. Topics are determined based on children's interests and needs to enrich children's experience, for example, “Our kindergarten”, “Our favorite toys”, “Me and my friends”, “Pets”, “Mom, dad and I are a friendly family”, and integrate content, methods and techniques from different sections of the program. A single theme is reflected in the planned developmental situations of children's practical, playful, visual activities, in music, in the observations and communication of the teacher with children.
When working with young children in an educational institution, the teacher must remember the child’s mandatory motivation for any type of activity.
So, for example, in conditions where children are attending New Year’s events, it is appropriate to invite children to make (make) treats for guests who come to celebrate the New Year: sausages for the cat, carrots for the bunnies, pies or gingerbread for mom, dad, and grandma. Children are given the right to choose what to sculpt. Together with the children, methods for sculpting the listed products are clarified, and if the need arises, methods for sculpting the listed products are tested (researched).
After the children have successfully mastered the methods of sculpting and showed each other how they do it, the teacher also decides what and for whom he will sculpt, and does it together with the children.
The products of the activity are laid out on plates, previously decorated by children using the appliqué method and specially prepared, like festive dishes that were waiting in the wings and stood on the shelves of toy furniture. Next, the teacher and the children determine the storage location for the prepared treat (for example, a toy refrigerator), where everything is moved.
All this is necessary in order to motivate children every day for the upcoming activities.
What will be sculpted, what will be constructed, what will be decorated, and in what way, what at first, what later, the teacher determines himself, depending on the age of the children and developmental goals.
But you still need to think about decorating the room, outfits for mom, dolls and yourself, learn poems, songs, prepare invitations, send letters, “buy” groceries…. How many interesting things await children during the holidays! And how the problems of various educational areas are solved very naturally!
Conclusion
Modern approaches to organizing the educational process require a revision of traditional technologies, which are not effective in achieving the goal of social success of preschoolers at the next stage of education.
At the moment, it is necessary to focus on the following principles of working with children:
- moving away from strictly regulated school-type education;
- ensuring physical activity of children in various forms;
- the use of diverse forms of educational organization, including various specifically children's activities;
- ensuring the relationship of direct educational activities with the everyday life of children, their independent activities (play, art, constructive, etc.);
- use of cyclicality and project-based organization of educational content;
- creation of a developing subject environment that functionally models the content of children's activities and initiates it;
- widespread use of methods that activate children’s thinking, imagination and search activities. Introduction to teaching of problematic elements, open-ended tasks with different solutions;
- widespread use of gaming techniques and toys; creating situations that are emotionally significant for children;
- providing the child with the opportunity to focus on a peer partner, interact with him and learn from him (and not just from an adult);
- highlighting the dialogical form of communication between an adult and children and children among themselves as the leading one in the educational process, which ensures the development of activity and initiative of the child, and builds respect and trust in adults;
- formation of a children's community that provides each child with a sense of comfort and success.

"Cognitive development":

And its varieties. . Encourage children to be cognitively active and observant. Improve children's perception through the active use of their senses (touch, vision, smell). Enrich sensory experience and the ability to record received impressions in speech.

Objectives of OO in integration:

“Speech development”:

Visual activities;

"Physical development":

Equipment for the teacher:

Equipment for children:

Forms and methods of work

Availability of funds for children

Obrazova

body

tasks

Children are sitting on the carpet.

Educator:

Children's answers.

Educator:

Kate:

Educator:

The teacher has a doll Katya

Cultivate a desire to help people and be responsive

	Educational field (type of activity)	Forms and methods of work	Availability of funds for children	Obrazova body tasks	Targets (characteristics)
Educator: Educator: Children's answers. From soap Educator: Educator: Educator: Educator: Educator	Cognitive development	Group, verbal (questions for children)	bowl of water
	Educational field (type of activity)	Forms and methods of work	Availability of funds for children	Obrazova body tasks	Targets (characteristics)
Educator: Educator Educator: Physical education minute	Physical development	Group, practical (exercises)		To consolidate and clarify children's knowledge about why people use soap in everyday life Development of orientation in space and on one’s body	Development of gross motor skills
	Educational field (type of activity)	Forms and methods of work	Availability of funds for children	Obrazova body tasks	Targets (characteristics)
on two legs) We'll have fun jumping. Educator: Educator: Educator: Children's answers: a gift. Educator:Of course it's a gift.	Cognitive development	Group, practical experience) Breathing exercises		Introduce children to the properties of soap Developing interest in various species
	Educational field (type of activity)	Forms and methods of work	Availability of funds for children	Obrazova body tasks	Targets (characteristics)
	Cognitive development	Subgroups productive activity Use of ICT	bubbles, whatman paper	depict telial activities

Educational field (type of activity)

Forms and methods of work

Availability of funds for children

Obrazova

body

tasks

Targets (characteristics)

Group,

verbal

(questions for children)

surprise moment

Show interest in peers; watch their actions

Organization of continuous direct educational activities of children in the middle group

on topic: “Holiday for a friend”

Objectives of the priority educational area:"Cognitive development":

Objectives of OO in integration:“Social and communicative development”:

Develop cultural and hygienic skills: wash yourself, wash your hands with soap

Cultivate a desire to help people and be responsive

“Speech development”:

Development of free communication with adults and children. Improve dialogical speech: learn to participate in a conversation, answer and ask questions in a clear way for listeners. Vocabulary enrichment

“Artistic and aesthetic development”:

Foster the desire and ability to interact with peers when creating teamwork.

"Physical development":

Development of orientation in space and on one’s body

Prerequisites for educational activities:

Development of children's interests and curiosity; formation of cognitive motivation and cognitive actions; development of creative activity and imagination, teaching children to listen to explanations and complete tasks without interfering with each other.

Equipment for the teacher: Katya doll, multimedia installation with the presentation “Show of Soap Bubbles”, liquid and solid soap, machine for soap bubbles, tape recorder, song of the Barbarika group “Soap Bubbles”, two basins with water, wooden stick, paints

Equipment for children: Whatman paper, molds for soap bubbles, cups

Introductory part (motivational, preparatory stage)

Educational field (type of activity)

Forms and methods of work

Availability of funds for children

Obrazova

body

tasks

Targets (characteristics)

Children are sitting on the carpet.

Educator: Hello children. I'm in a wonderful mood today. And you?

Children's answers.

Educator: Oh guys, can you hear someone crying? Yes, this is our doll Katya. Katya, why are you crying?

Kate: It’s my friend Masha’s birthday today, and I wanted to surprise her and bring soap bubbles to the party. But the store ran out of all the bubbles and now I don’t know what to do.

Educator: Guys, can you and I help Katya? How?

Social and communicative development

Group, play (sudden appearance of a toy)

The teacher has a doll Katya

Cultivate a desire to help people and be responsive

Development of emotional involvement in activities with toys

Main part (content, activity stage)

	Educational field (type of activity)	Forms and methods of work	Availability of funds for children	Obrazova body tasks	Targets (characteristics)
Educator: Guys, does anyone know where I can get soap bubbles? Children's answers. Buy, ask, do. Educator: Doing it yourself is a good idea. What can you make soap bubbles from? Children's answers. From soap Educator: Yes, from soap. Guys, where can you and I get soap now? Where do we use it? Children's answers. Educator: Ksyusha, please bring some soap from the toilet room. Children touch and smell the soap. Educator: Guys, what kind of soap is it when it's dry? Children's answers: smooth, fragrant, pink, white, yellow, etc. Educator: What will soap become like if you wet it? Children put soap in a bowl of water. Children's answers: slippery, slips out of your hands. Educator summarizes children's answers: soap has color, smell, shape. We are with	Cognitive development	Group, verbal (questions for children)	bowl of water	Introduce children to the properties of soap and its varieties. Improve children's perception through active use of their senses	Ability to use active speech included in communication; ability to handle questions and requests, understanding the speech of an adult. Ability to use culturally fixed object actions. Strengthen children's knowledge about soap
	Educational field (type of activity)	Forms and methods of work	Availability of funds for children	Obrazova body tasks	Targets (characteristics)
You looked at solid soap, and there is also liquid soap. Educator: What is soap used for? Is it not possible to wash your hands and face with ordinary water? (Children's answers) Educator: That's right, soap washes away dirt, destroys germs and unpleasant odors. The soap used to wash hands is called toilet soap. Educator: Guys, tell me when to wash your hands? Children's answers: after going outside, going to the toilet, before eating Physical education minute We will take soap in our hands (children take improvised soap in their hands) Let's open the water tap. (simulation of opening a tap) We will rub our cheeks, neck, (palms rub cheeks, neck) Let's wash your face. (imitate washing) We will soap our hands (clap hands) We will soap our feet (stomping feet) Let's wrap ourselves in a towel (turn around themselves) And let's smile at each other. (smile) And now, like balls (jumping in place	Physical development	Group, practical (exercises)		To consolidate and clarify children's knowledge about why people use soap in everyday life Development of orientation in space and on one’s body	Strengthen self-service skills Development of gross motor skills
	Educational field (type of activity)	Forms and methods of work	Availability of funds for children	Obrazova body tasks	Targets (characteristics)
on two legs) We'll have fun jumping. Educator:Guys, do you want to make soap bubbles yourself? The teacher invites the children to the table, asks them to pour liquid soap into one bowl of water, put solid soap shavings into another bowl, and draws attention to the fact that liquid soap dissolves faster. Invite children to use a bubble mold to blow soap bubbles. Educator:Guys, what great guys. We helped Katya make soap bubbles. Educator:Guys, what does the birthday boy expect for his birthday? Children's answers: a gift. Educator:Of course it's a gift.Do you want to help Katya make a gift with her own hands? You and I will need whatman paper, soap bubbles that we made with you,	Cognitive development Artistic and aesthetic development	Group, practical experience) Breathing exercises	Basins with water, liquid soap and solid soap shavings, wooden stick Soap bubble molds	Introduce children to the properties of soap Developing interest in various species	The ability to play games in which the child imitates the actions of an adult
	Educational field (type of activity)	Forms and methods of work	Availability of funds for children	Obrazova body tasks	Targets (characteristics)
molds for soap bubbles, paints. Sasha, take the bubble mold and blow on the mold. Let's see: the bubble is transparent and cannot be seen on the paper. Let's try adding red paint. Dasha, help me, inflate the bubble. (do this with three types of paints) Children are divided into subgroups and make pictures by blowing soap bubbles onto whatman paper. Educator: What great fellows you are, what wonderful pictures we got. Katya: Thank you guys, you helped me so much today. View a fragment of the video “Show of Soap Bubbles”	Cognitive development	Subgroups productive activity Use of ICT	bubbles, whatman paper The teacher has a multimedia presentation “Show of Soap Bubbles”	depict telial activities Foster the desire and ability to interact with peers when creating teamwork Encourage children to be cognitively active and observant	Show interest in peers; watch their actions

Final part (reflective stage)

Educational field (type of activity)

Forms and methods of work

Availability of funds for children

Obrazova

body

tasks

Targets (characteristics)

Educator: Guys, what did we do today? What were they talking about?

What did you like most?

The teacher turns on the soap bubble machine, the song of the Barbariki group “Soap Bubbles”, the children are having fun

Social and communicative development.

Group,

verbal

(questions for children)

surprise moment

Magnetic background, music, soap bubble machine

Show interest in peers; watch their actions