Club work program in the 1st junior group “Ladushki”

Club work in the second junior group of kindergarten

The motor skills and emotional-volitional qualities of the pupils of the second younger group are better developed compared to the first group, so they can already be trusted with a little independent work. Children aged 3–4 years have a better developed perception of information by ear; the main method of work is still demonstration, but in addition, verbal instructions and diagrams can also be used, with which children can work independently.

As for working with the first group, educators organizing clubs for the second younger group are recommended to compile their own card index of topics used in the work, and include in it the necessary supporting materials and auxiliary information.

Table: technological map of the cosmonaut circle class

Lesson time plan

The duration of classes in the second youngest group of preschool educational institutions (children aged 3–4 years) cannot be more than 15 minutes. The central part of the lesson must include elements of physical activity, outdoor play or warm-up. There is no need to do a special warm-up if the course of the lesson itself consists of outdoor games and exercises.

1. Introductory stage: preparation and motivation (3-4 minutes).
2. Main stage: demonstration or organizational and search activity of children (5–6 minutes).
3. Corrective and reflective (4–5 minutes).

During or after the lesson, children can play with the completed crafts.

Materials for the introductory stage of classes in the second junior group

The best material for organizing the introductory stage of classes in the second youngest age group, as in the first, is a game with characters from well-known fairy tales or cartoons. In the second group, verbal conversation can be used more actively, necessarily associated with the display of images. To attract the attention of children aged 3–4 years, it is best to use emotional involvement, to which you can actively add a cognitive-search element (riddle, problem search). At this stage, it is possible to introduce verbal instructions and explanations, fairy tale conversations, and situational role-playing games with children. A good start to a lesson can be a small riddle, a problem, or a fascinating question addressed to children.

Pupils of the second junior group can already be trusted to work independently with supporting and visual material (with a little help and supervision).

Table: options for organizing introductory stages for different topics of the circle classes

Examples of lesson notes

• Summary of the lesson “Travel with a Drop” in the “Knowledge” circle (Sparrow M.D.).
• Summary of the lesson “Visiting a squirrel” in the “Semitsvetik” circle (N. G. Lezina).
• Summary of the lesson “Hedgehog” in the “Salty Miracle” circle (Kunichkina O.).

Examples of work programs for clubs in the second junior group

• “Entertaining mathematics” (Ivanova M.I.).
• Speech development circle “Govorushki” (Galushkina Yu. A.).
• Cognitive development circle “Why” (Samsonova E.V.).

Photo gallery: examples of work completed as part of club activities by pupils of the second junior group

During the design classes you can make crafts from waste materials

Pupils of the second junior group can complete simple tasks independently

Ready-made children's works can be arranged into a general composition

Installation on a space theme was completed in several classes

Crafts made in the circle classes can be used in other classes at the preschool educational institution

Related videos

It will be useful for a teacher leading a circle in the junior group of a preschool educational institution to become familiar with the experience of colleagues in this area. And for parents of pupils, the videos presented will help them form an opinion about the merits and forms of organizing circle work in kindergarten.

Video: sensory group lesson in the first junior group

Video: music club lesson in the first junior group

Video: lesson in a physical education club in the first junior group

Video: physical education-entertainment “Walk to the clearing” in the first junior group

Video: lesson in a physical education club in the second junior group

Video: drawing lesson in the second junior group

Video: design lesson in the second junior group

When organizing group work in the first and second junior groups of preschool educational institutions, educators should take into account the developmental characteristics of children aged 1.5–4 years. It is also important to remember that improvisation plays a special role in classes with preschoolers, and each teacher, following approved standard plans and programs, must have the skills and capabilities that allow them to be flexible in communicating with the child, because often the success of everything depends on this classes.

Theoretical aspects of organizing circle work in junior groups of preschool educational institutions

The key problem of any educational process is achieving a balance between effective group work and an individual approach to each child. From early childhood, as soon as a child leaves the family for society, a nursery, a kindergarten or other forms of preschool educational institutions, he becomes part of an organized pedagogical process. Such a system is designed to save the strength and effort of society, and the teacher works with a certain age group according to an approved general plan. The downside of this approach to the organization of education was its mechanistic nature, its similarity to a continuous production cycle, a conveyor.

For a thoughtful teacher, a unique dilemma is always the degree of possible departure from the plan to improvisation, which is often appropriate and even necessary when working with children. For parents, the problem becomes solving the question of how to adapt the child to the demands of society, without breaking his individuality, without causing trauma due to the difficulties of inevitable socialization. For the child himself, these difficulties of adults, which he is not aware of, are expressed much more simply: how to make learning become interesting, so that it is good and not boring. The answer to these requests is often an activity that sometimes even teachers themselves tend to consider additional, secondary, that is, secondary. This is the free creative activity of children within the framework of various clubs and additional activities, in which the desires and inclinations of the child and his own positive motivation are of decisive importance. You need to engage in this creative work already at an early preschool age, carefully noting the child’s inclinations and aspirations for one or another type of activity.

Exciting group activities facilitate the process of adaptation of a child to the conditions of a preschool educational institution

The goals of the circle work are varied, and they all work to develop the child and improve his speech, social and cognitive skills. Another important goal of working with a child is his physical development and recovery. We must not forget about the psychological side of the matter, because exciting club activities facilitate the process of a child’s adaptation to kindergarten, providing him with the opportunity to freely express his natural talents and open up in a friendly environment. General goals include health and adaptation.

Goals, objectives and methods of circle work in the first junior group

Children aged 1.5–3 years are characterized by a continuation of the process of speech acquisition; difficulties in the development of the speech apparatus, phonetic and speech therapy difficulties may arise. In addition, coordination of movements, fine and gross motor skills (running, jumping, bending, squatting) are not sufficiently developed. At the same time, the child is already actively interacting with an adult, is able to fulfill his simple requests (get up, walk, stop), meaningfully answer questions that he understands and formulate simple questions and requests (give, where, what) independently.

A child’s vocabulary at 1.5 years old starts at 20 words and actively increases every day.

Goals that are most relevant for working with children 1.5–3 years old:

• speech development (vocabulary, speaking, formulating statements),
• development of coordination of movements and motor skills,
• development of cognitive interest and perception (with the help of toys, riddles).

Current tasks of working with children of this age:

• expansion of vocabulary aimed at gaming and social activities, names of actions and objects, greetings and farewells,
• mastering physical activity (running, jumping, squats, throwing a ball),
• mastering spatial concepts (up, down, side, ahead, etc.),
• development of color and shape perception,
• mastering simple perception of time,
• understanding one’s own name and the names of others, the ability to say one’s own name, the names of parents and other people, remembering names.

The main techniques used to achieve the goals and objectives:

• game involvement,
• direct demonstration of one’s actions for children to repeat on objects and objects,
• short conversation,
• showing the object's actions,
• direct instruction-command.

An important technique for pupils of the younger group is the demonstration of actions by the teacher

Goals, objectives and methods of work of the circle in the second junior group

At the age of 3 years, there is a crisis in defending the child’s independence; he constantly tests the boundaries of what is possible (including the patience of the parents). It is during this period that it is extremely important to support the positive achievements of the child and tactfully direct his activities in a direction that is useful for everyone, that is, precisely in those games and activities where the child will maximally develop his abilities, strengthen his health and self-confidence.

The mechanisms of social learning are especially important here, since the child strives to repeat the actions of adults and other children, learns easily and with pleasure through imitation and copying, and assimilation of the observed pattern. At this age, artistic talents also awaken, when the baby happily copies the gait and speech of other people, as well as characteristic behavioral traits.

If at an earlier age a child received almost all information through visual perception, from the age of 3 there is an increase in the channel of auditory information perception through words and sounds, verbal explanations.

Goals of circle work in the second junior group (3–4 years):

• expansion of vocabulary and development of erudition (educational),
• development of memory and attention, understanding of speech and emotions,
• development of a sense of beauty (aesthetic),
• development of the foundations of ethics and interaction with other people (social, moral, educational),
• development of the volitional sphere (self-control and attention, the ability to concentrate on audio or visual information),
• development of motor skills (including fine) and sensory qualities, the ability to express and describe in words the sensations or actions experienced.

Possible tasks for club activities in the second junior group of preschool educational institutions:

• formulating simple sentences,
• description in your own words of the object depicted in the picture, comparison of the image with the real object,
• performing spatial tasks and commands during the game,
• mastering the relationship between part and whole,
• memorizing simple poems and speech phrases by ear, meaningful repetition of heard phrases and expressions,
• mastering games with rules and assigned roles,
• assembling simple construction sets and educational toys from component parts,
• description of actions and sensory sensations within the framework of games and developmental activities.

The development of fine motor skills, and therefore speech, is a priority task for younger preschoolers.

To achieve the goals and objectives in the second junior group, the following methods and techniques are used:

• demonstration of actions using the example of models and layouts of objects,
• conversation-explanation,
• verbal description or simple verbal instructions,
• problem situation (riddle, charade, experiment),
• demonstration of actions using the example of depicted objects and participants,
• a simple game with rules and role-playing restrictions,
• dance.

When conducting circle classes for children, one should take into account the characteristics of children, the rapid growth of changes and the individual uneven development of children in the same group, even if they are of the same age. So, in a group there can simultaneously be children who use only individual words and have difficulty perceiving information by ear, and children who are able to correctly construct a phrase and correctly follow oral instructions for complex spatial actions. The teacher’s task is to take this difference into account and gradually reduce the degree of developmental lag in pupils, including through their additional involvement (within the framework of circle work) in developmental activities.

Topics of club classes in preschool educational institutions

When choosing a topic (subject focus) for a circle in a preschool educational institution, one should proceed not so much from the inclinations of the children, but from the socially desirable areas of activity, the requests of the parents of the pupils for training and development in a particular area. Young children do not yet demonstrate individual characteristics well enough that could help accurately determine their inclinations and talents. In addition, the teacher is responsible for the overall harmonious development of children, so the best choice of thematic focus of circle activities will be one that satisfies either one, but the most pressing need (for example, speech development), or solves several problems at once.

An example of an integrated direction of circle work can be considered a dance and song circle, the activities of which are aimed at the development of speech and health-improving motor activity, the development of motor skills and coordination of movements, the development of aesthetics and patriotism through folk musical culture, etc.

Recommended types of club activities for primary preschool age in kindergarten include:

• Speech development: “talkers”, song club, native speech club (folk culture of the region), speech therapy club.
• Physical development: dance club, swimming club, gymnastics club, children's yoga and breathing exercises (if the teacher has the appropriate qualifications).
• Sensory development: testoplasty, a group of young artists and sculptors, a group of modeling from clay or plasticine.
• Development of cognitive abilities: “intellectual”, “developer”, “knowledge”, a circle of riddles and charades.

Children happily attend dance classes and participate in performances

"Whychki" circle Early age group

Circle

“Pochemuchki”
Early age group

Explanatory note

Of particular importance for the development of a preschooler’s personality is his assimilation of ideas about the relationship between nature and man. Mastering the methods of practical interaction with the environment ensures the formation of a child’s worldview and his personal growth. A significant role in this direction is played by the search and cognitive activity of preschoolers, which takes place in the form of experimental actions.

Children's experimentation is not an activity isolated from others. It is closely connected with other types of activities, and primarily with such as observation and work, speech development, visual activity, physical education; to a lesser extent, experimentation is associated with musical and physical education.

Experimentation acts as a teaching method if it is used to transfer new knowledge to children. It can be considered as a form of organization of the pedagogical process, if the latter is based on the method of experimentation. And finally, experimentation is one of the types of cognitive activity of children and adults.

Entertaining experiences and experiments encourage children to independently search for reasons, methods of action, and show creativity, as they are presented taking into account the current development of preschoolers.

It is rare that a child, regardless of age, during a game - classes, activities - quizzes, does not want to show independence, to be the first smart, knowledgeable, first, to be like an adult! In this sense, selected games and activities can significantly make the “children’s work” (game) joyful and desirable!

GENERAL TASKS OF ORGANIZING SEARCH AND COGNITIVE (EXPERIMENTAL) ACTIVITIES OF PRESCHOOL CHILDREN:

— formation of dialectical thinking in children, i.e. the ability to see the diversity of the world in a system of relationships and interdependencies;

— development of one’s own cognitive experience in a generalized form using visual aids (standards, symbols, conditional substitutes, models);

— expanding the prospects for the development of children’s search and cognitive activity by including them in thinking, modeling and transformative actions;

- maintaining children's inquisitiveness, initiative, intelligence, criticality, and independence.

The work is organized in 3 interrelated areas:

- Live nature

- inanimate nature

- Human

TASKS OF THE "WHY" CIRCLE (EXPERIMENTAL - EXPERIMENTAL ACTIVITIES) IN
THE I JUNIOR GROUP No. 5 "CAMOMILE":
1. To develop the ability to perform actions in accordance with the proposed pictogram. Determine the content of the activity.

2. To develop the ability to consider a phenomenon as a system, a set of stable connections between the components of the phenomenon along the line present - vulgar - future to identify the interconnections of objects of the man-made world (stump stool, chair) or living nature (egg - chicken - hen).

By the end of the year, children should be able to:

1. Perform actions in accordance with the suggested icon. Determine the content of the activity.

2. Consider a phenomenon as a system, a set of stable connections between the components of the phenomenon along the line present - vulgar - future to identify the interrelations of objects of the man-made world (stump-stool, chair) or living nature (egg - chicken - hen).

LITERATURE.

Veraksa N.E. Cognitive and research activities of preschoolers. M.2012

Dybina O.V. What are the objects made of? Games – activities for preschoolers. M.2013

Dybina O.V. The unknown is near. Experiences and experiments for preschoolers. M. 2013.

Dybina O.V. Man-made world: Scenarios of games and activities for preschoolers. M.2000.

Card index of experiences and experiments for children of primary preschool age.

Long-term work plan for the circle:

CLASS WORK PLAN 2018-2019

TASKS OF THE CLUB “WHY” (EXPERIMENTAL – EXPERIMENTAL ACTIVITIES) IN
THE II JUNIOR GROUP No. 5 “CAMOMILE”:
TASKS OF THE CLUB:

1. Learn to build buildings from sand using natural materials: stones, branches, cones, leaves.
2. Learn to catch balls from the water using a net.
3. Learn to perform washing techniques and sequence correctly.
4. Teach your child to wash the table.
5. Learn to collect water from the table with a sponge.
6. Learn to determine by ear experimentally that the sound when hitting the glass depends on the amount of water in the glass.
7. Reinforce knowledge about the properties of water.
8. Develop control and coordination of movements.
9. Learn to measure volume (capacity).
10. Introduce the concepts of quantity and counting.
11. Develop social behavior skills.
12. Develop: independence, accuracy, fine motor skills of the hands and wrists.
13. Learn to distinguish, group, prepare for creativity.

LITERATURE.

T.N. Fedoseeva. Methodical instructions “Games and activities with water and sand.”

“School for kids. For the very little ones”, 144 - 97. Montessori home school.

“Exercises with Montessori materials.”

K. Belaya. “Step by Step” p. 151.

Recommendations of the “Step by Step” program - Games with water and sand.

Long-term work plan for the circle:

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TASKS OF THE “WHY” CIRCLE (EXPERIMENTAL – EXPERIMENTAL ACTIVITIES) IN MIDDLE GROUP No. 5 “CAMOMILE”: