Final classes in kindergarten: general recommendations
In order for the final lesson in a solemn atmosphere to fulfill its direct function, you should not pay much attention to extracurricular activities, for example, reading poems about school (if this is not a reading lesson). Try to imbue every element of the lesson with educational meaning.
Particular attention should be paid to the rules of conduct at school, safety rules, and the peculiarities of the school education system. Of course, all this knowledge must be correctly integrated into the structure of the lesson and adapted to the age of the children. Don’t forget about the mandatory warm-up and other mandatory attributes of any lesson.
Final classes in kindergarten should not fall out too much, stand out from the flow of the educational process, but at the same time, children should feel that now, in this lesson, there is a confirmation of what has already been learned, that this is the last, confirming lesson. At the same time, you should not let children completely plunge into the atmosphere of the holiday without educational elements - they will still have a separate, solemn farewell holiday, but the lesson should still remain a lesson.
Unfortunately, many parents continue to overload their children with additional activities to prepare for school, although any educational program at a preschool educational institution provides the child with the necessary knowledge and skills. Therefore, teachers often notice that at the end of the school year, many children have increased fatigue and problems with the perception of educational material. Don’t forget to conduct educational programs with parents so that preparation for school proceeds correctly.
Since at the end of the year children’s attention is “shaken”, and, even more so, this intensifies in anticipation of going to school, the entire study load towards the end of the year (and the final lesson too) needs to be filled with as many unobtrusive exercises as possible in a playful way.
The best age to start preparatory classes
Many parents wonder when is the best time to start preparing their child for school. Some people start working with their children when they are two or three years old, while others don’t see the need for preschool classes at all. Today there are a lot of exercises and practical recommendations for teaching preschool children at home.
Children during this period are inquisitive and easily perceive information in a playful way. If a child begins to actively show interest in learning, asks questions about the objects and phenomena around him, tries to read letters and learn numbers, builds the first cause-and-effect relationships, then he is ready for classes.
The main task of adults is to maintain the child’s interest, help him look for answers to important questions and not refuse help. The age of 5-6 years is optimal for starting to prepare a child for school. Classes should help the child psychologically and intellectually prepare for a new stage in life. Without them, it will be very difficult for him to adapt to high academic loads.
Sample of writing a lesson in a dow according to the Federal State Educational Standard. Consultation “requirements for nodes according to Federal State Standards”
Tatiana Pylnova
How to correctly prepare a GCD outline in accordance with the Federal State Educational Standard
How to properly prepare a GCD outline
in accordance with the Federal State Educational Standard
Some teachers have difficulty preparing GCD notes. I suggest you remember how this is done. We'll start with the title page.
The full name of the preschool organization is indicated at the top of the title page. In the middle of the sheet is written the topic of the summary, educational area, age group. Below the title of the abstract, on the right, the surname and initials of the author, his position, and group number are indicated. At the bottom of the title page, in the middle, the city is written, and even lower is the year when the summary was written.
The next sheet begins with the gcd goal. What is a goal? Target
– this is the end result, what we strive for.
It is recommended to define the goal as a noun from a verb: creating conditions, forming, educating, strengthening, etc. Tasks
should be formulated with a verb in an indefinite form: creating, strengthening, educating, implementing, etc.
A task is something that requires execution or solution. Tasks in relation to the goal are:
Educational
(it is written what we will teach children in this lesson). Remember not to write the verb “teach”. Write more competently - promote, develop skills, create conditions, develop, etc.
Developmental
(it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).
Educating
(what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
Remember that each new task is written on a new line.
After the tasks, we write down what preliminary work
with children (conversations, observation, reading fiction, where we went on excursions, what we learned, etc.).
The next thing we prescribe is methods and techniques
(game, visual, practical activities for children, verbal questions for children, didactic games, use of fiction, etc.).
Next we prescribe materials and equipment
– lists what equipment will be used at this GCD (for example: tape recorder, flannelograph, easel, wall board, cubes, stands, etc.).
Then we indicate the demo material
, where not only all benefits are listed, but also their authors, quantity, and size are indicated.
Describing the handout
, it is necessary to list what material is taken, indicating the size and quantity.
I. Introductory part – 3 minutes.
II. The main part is 15 minutes.
III. The final part is 2 minutes.
Class time depends on the age of the group.
And finally, a description of the progress of the GCD begins. GCD move
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.
Publications on the topic:
How to write a summary for GCD in accordance with the requirements of the Federal State Educational Standard for preschool education. How to correctly write a summary of educational activities taking into account the Federal State Educational Standard for Preschool Education? A frequent question from colleagues contributed to the preparation of the consultation.
Summary of a lesson on speech development in accordance with the Federal State Educational Standard in the junior group “How we taught Mishutka to wash his hands” Goal: to form cultural and hygienic skills in children of primary preschool age Objectives of educational areas: Cognition: 1. Give.
Summary of GCD for FEMP in the senior mixed-age group “Train Travel” in accordance with the Federal State Educational Standard. Summary of GCD for FEMP in the senior mixed-age group “Train Travel” in accordance with the Federal State Educational Standard. Compiled by teacher: Bobritskaya.
Notes on educational activities in mathematics in the senior mixed-age group in accordance with the Federal State Educational Standard "Journey to the Land of Mathematics" Notes on educational activities on FEMP, in the senior group, according to the Federal State Educational Standard "Journey to the Country of Mathematics" Program content: Learning objectives: Reinforced.
The goal is to summarize and systematize children’s knowledge about winter, teach them to answer questions, develop word formation skills, and instill a love for.
How to correctly prepare a GCD outline in accordance with the Federal State Educational Standard
Knis A.N. senior teacher of MBDOU “Kindergarten No. 3 “Smile” in the city of Kalach-on-Don, Volgograd region.
Some teachers have difficulty preparing GCD notes. Let's remember how this is done. Let's start with the title page.
The full name of the preschool institution is indicated at the top of the title page. Approximately in the middle of the sheet there is an inscription: Synopsis of direct educational activities in (Area) on the topic: “………………..” for children of senior preschool age. Below the title of the abstract, on the right, the surname, initials of the author and his position, group number are indicated. At the bottom of the title page, in the middle, the city is written, and even lower, the year when the summary was written.
The next sheet begins with the gcd goal. What is a goal? Target
– this is the end result, what we strive for.
It is recommended that the goal be determined by a noun from a verb: creating conditions, forming, educating, strengthening, etc. And tasks are formed by verbs in an indefinite form: create, strengthen, educate, implement, etc.
The goals and objectives of the lesson replace the program content. A task is something that requires execution or solution.
Tasks in relation to the goal are and are: 1. Educational
tasks (it is written what we will teach children in this lesson).
Do not write the verb “teach” in the tasks! It is more correct to write “to promote”, “to form skills”, “to create conditions”, “to develop”, etc. 2. Developmental
tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).
3. Educational
tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
It should be remembered that each new task is written on a new line. When the tasks are formulated, it is necessary to indicate what kind of preliminary work
with children, the entire scope of frontal and individual work with children (Conversations with children, observation, reading fiction, where they went on an excursion, what they learned, etc.)
Methods and techniques :
Game, visual, practical activities for children, questions for children, verbal, didactic games, use of fiction, etc.
Materials and equipment:
It lists what equipment will be used on this GCD (for example: tape recorder, flannelograph, easel, wall board, cubes, stands, etc.).
Next, the demonstration material is indicated, which lists not only all the manuals and paintings, but also their authors, quantity, and sizes. When describing handouts, it is necessary to list what material is taken, indicating the size and quantity. The following describes the structure and methodological techniques used in the lesson. The parts of the lesson and specific methodological techniques are indicated. For example: I. Introductory part
- 3 minutes.
a) reading the poem “Autumn” by A.S. Pushkin; b) watching the autumn sky from the window; c) verbal didactic game “Come up with a word” (selection of adjectives for the words sky, autumn, foliage). II.
The main part is 15 minutes.
a) conversation about weather phenomena in autumn; b) looking at weather calendars; c) physical minute; d) writing stories about autumn weather; e) children naming autumn signs and sayings about autumn; f) didactic game “Which tree is the leaf from”... etc. III.
The final part is 2 minutes.
a) generalization by the teacher; b) GCD analysis (about what knowledge the children showed). And finally, a description of the progress of the GCD begins. The GCD move 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. For example: Progress of GCD: 1.Reading the poem “Autumn” by A.S.
Pushkin; Educator: “Children, would you like me to read you a poem by A.S. Pushkin's "Autumn"? Children: “Yes, we want!” Educator: “October has already arrived - the grove is already shaking off the last leaves from its naked branches; The autumn chill has blown in - the road is freezing...” So further on all points of the GCD structure.
So, if we briefly describe all of the above, then the structure of the GCD outline is as follows: If there is a title page, then the second page begins with the Objective,
if without a title page, it looks like this:
Topic: “Snowflakes outside the window”
(Times New Roman 16) (Secondary group No. 1, Ivanov I.I.) (Times New Roman 14)
Educational area
: Artistic and aesthetic development
Purpose: Objectives:
Educational: Developing: Educational:
Preliminary work: Methods and techniques
:
Materials and equipment: GCD structure: I. Introductory part: II. Main part: III. Final part: GCD progress:
Thank you for your attention.
Selezneva Anastasia Vyacheslavovna
Consultation “Requirements for GCD according to the Federal State Educational Standard”
CONSULTATION
«Requirements for GCD according to the Federal State Educational Standard
»
With the introduction of the Federal State Educational Standard
preschool education, the approach to organizing and conducting direct educational activities with children is changing.
There is a rejection of traditional classes built in the logic of the educational model. The lesson is understood as an exciting activity with children, during which the teacher solves program problems. The role of the teacher is being rethought, becoming more of a “coordinator”
or
“mentor”
than a direct source of information. The position of a preschool teacher in relation to children changes and takes on the nature of cooperation when the child acts as an equal partner in a situation of joint activity and communication with the teacher.
Requirements
to the formulation of goals and objectives of direct educational activities
(ED)
:
focus of the goal on the expected and diagnosable result of educational activity;
compliance of the GCD goal with psychophysical capabilities, abilities, and needs
pupils of this age;
the reality of achieving the set goal throughout the entire educational activity;
presentation of the tasks of the educational activity as a system of actions of the teacher to achieve the goal of educational activity;
the presence of educational (oh, developing )
and educational
tasks
. It is recommended to formulate tasks with a verb in an indefinite form: consolidate, generalize, form, develop, educate, etc.;
clarity and specificity in the formulation of tasks (not just expand (fix)
children’s ideas about winter, and what exactly children learn
(reinforce)
about winter within the framework of this lesson).
This also applies to the formulation of developmental tasks: not just the development of children’s mental abilities, but which ones specifically (list)
.
The task should reflect the stage of work with the content (introduce, clarify, enrich, systematize, generalize, etc.)
.
Direct educational activities include three parts:
1. Introductory part:
the mood of preschoolers for the upcoming activity,
ensuring the psychological readiness of students for upcoming activities;
organizing children's attention,
motivation for upcoming activities for children to understand and accept goals, objectives, and enter into the problem;
establishing connections with children's past experiences (if possible)
.
2. Main part:
updating existing knowledge and ideas of children;
creating a situation in which there is a need to acquire new ideas, skills, abilities;
solving the main problems of GCD through the use of various techniques and forms of work, the use of ICT in work;
creating conditions for a variety of active activities for children.
3. Final part:
consolidation and generalization of what children have learned and learned;
summing up educational activities, assessing their results, involving children in self-assessment (the content should be aimed at children understanding the dependence of the results obtained on the quality of the work, taking into account the specifics of the type of activity, the level of interaction of children, and the manifestation of the necessary personal qualities).
Requirements
to the content of direct educational activities:
selected in accordance with the assigned tasks, including educational ones;
should be interesting for children, accessible, moderately challenging,
should be aimed not only at consolidating and clarifying what children know and can do, but also at expanding, enriching children’s experience, and developing new ideas;
If possible, a single line of content is thought out (if the GCD is plot-based)
;
there must be a practical focus (connection of content with life, discussion of where it is found, where it can be used);
includes the presence of integrative connections with other educational areas in order to update existing knowledge and skills from other types of activities;
provides for the implementation of a gender approach (if the content allows)
;
has an educational orientation (formation of a positive attitude towards what children learn, development of cooperation skills, formation of personal qualities).
For high-quality implementation of direct educational activities, it is necessary:
maintain children's interest throughout the entire educational activity;
comply with requirements
health-saving pedagogy;
ensure the implementation of an individually differentiated approach;
to activate independent cognitive activity of children;
create conditions for the development of children’s ability to interact, organize communication aimed at solving cognitive and practical problems, solving problem situations;
pay attention to teaching children the ability to listen to each other, not interrupt, and come to help if necessary (educational task)
;
create conditions for mastering methods of mental activity (analysis, synthesis, comparison, generalization, classification, concretization, seriation, abstraction, etc., development of mental processes, creative abilities, skills to think, reason, identify relationships and interdependencies, establish cause-and-effect communications;
organize children’s search for solutions; detection of patterns, cause-and-effect relationships; establishing dependencies;
searching for similarities and differences between the content of the lesson and similar phenomena studied earlier;
direct efforts to develop concepts; search for evidence; putting forward and testing a hypothesis.
In the process of carrying out direct educational activities, it is necessary to use:
problem situations, research situations (training in research activities, integrative tasks (combining knowledge, skills around and for the sake of solving an issue, understanding an object or phenomenon);
methods, techniques, technologies, and forms of working with children that contribute to the development of children’s initiative, independence, volition, responsibility, etc. (depending on the age of the children)
;
a combination of individual, group and frontal forms of work, in accordance with the age of the children;
a system of interrelated questions and tasks that help guide children to answer a question or solve a problem situation;
ensure children’s meaningful assimilation of information (it is necessary to think through the content of the conversation and practical activities for children to consciously perceive information);
competently summarize children’s answers, direct their attention to understanding the essence of the content of educational activities;
carry out reflective-corrective activities that ensure the formation of basic self-control skills.
Tips for educators on organizing educational activities:
Don’t rush to answer, do it for the children, correct it.
Give children the opportunity to assume, speculate, bring their thoughts to their logical conclusion, do not rush to give a ready answer yourself.
Lead children to conclusions and generalizations.
Notice the contradictions between the children's answers and your conclusion.
Do not forget about ensuring the subjective activity of children.
Carry out games, exercises, and use tasks that primarily affect the development of children.
Provide a change in activities in order to captivate, interest, and retain the attention of children as much as possible.
Ask your children more often to clarify what was said (pretending that it is important, but it is still unclear, to explain it differently.
After the children complete the tasks, talk with the children about how you managed to achieve the result, who succeeded and why.
When summing up the results of educational activities, it is important to note successful children, emphasizing how it was possible to achieve a positive result, to support shy, shy ones, and to pay attention to those children who are already doing something better in comparison with their previous results. At the same time, special emphasis should be placed on the manifestation of personal qualities and interaction skills. Take an interest in what you remember, liked during the lesson, what was difficult or very easy and be sure to ask “Why?”
. Ask the children questions:
What helped you complete the task?
What did you learn today?
What new did you learn?
Where will this be useful?
A positive point is the presence in the final part of an emotional mood for subsequent activities, for the use of the information received, acquired skills in independent activities.
Competencies of a preschool teacher
Educators must have the basic competencies necessary to work with preschool children.
These competencies require:
1) ensuring the emotional well-being of children through:
Direct communication with each child;
Respectful attitude towards each child, his feelings and needs
;
2) support for children’s individuality and initiative through:
Creating conditions for children to freely choose activities and participants for joint activities;
Creating conditions for children to make decisions, express their feelings and thoughts;
Non-directive assistance to children, support for children’s initiative and independence in various types of activities (play, research, project, cognitive, etc.)
;
3) establishing rules of behavior and interaction in different situations:
Creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those who have different (including disabilities)
health opportunities;
Development of children's communication abilities, allowing them to resolve conflict situations with peers;
Developing children's ability to work in a peer group;
Establishing rules of conduct indoors, on a walk, during educational activities carried out in sensitive moments (meetings and farewells, hygiene procedures, meals, naps, direct educational activities and others, presenting them in a constructive ( without
accusations or threats)
and understandable children's uniforms;
4) construction of variable developmental education, focused on the level of development of each child, through:
Creating conditions for mastering cultural means of activity;
Organization of activities that promote the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic-aesthetic development of children;
Supporting spontaneous play of children, enriching it, providing play time and space;
Assessment of children's individual development;
5) Interaction with parents (legal representatives)
on issues of child education, directly involving them in educational activities, including through the creation of educational projects together with the family based on identifying
needs
and supporting the family’s educational initiatives.
One of the indicators of a teacher’s professional competence is his ability to self-educate, which manifests itself in dissatisfaction, awareness of the imperfections of the current state of the educational process and the desire for self-improvement.
Olga Pykhova
The structure of classes in preschool educational institutions according to the Federal State Educational Standard
Class
as a form of organizing education in a preschool educational institution.
The form of organization of training is a joint activity of the teacher and students, which is carried out in a certain order and established mode. Preparing the teacher for classes
.
Classes have a certain structure
, which is largely dictated by the content of training and the specifics of children's activities: beginning, course of
the lesson (process)
and ending.
The triune task of the lesson
.
Activities of the teacher Activities of the child
Motivation for activity The emergence of interest in the upcoming activity, readiness to perceive
Presentation of educational material Perception
Consolidation of educational material Comprehension
Summing up the lesson
, individual assessment of children The emergence of a feeling of satisfaction with cognitive activity
Definition of new goals Emerging interest in the upcoming new activity, anticipation of it
Non-traditional forms of conducting classes
(
Activity - creativity
,
Activity - gatherings
,
Activity - experiment, etc.
)
GCD structure taking into account the Federal State Educational Standard
. Methods and techniques of teaching.
Publications on the topic:
Approximate structure of the annual plan 1. Brief information about the preschool educational institution. 1.1 Type, type of institution, by whom and when the license was issued. 1.2 Software and methodological support for d/s.
Approximate structure of a fairytale therapy lesson PART 1: INTRODUCTORY. PURPOSE: a) developing interest and need for knowledge and health promotion, introduction to the magical fairy-tale world.
Structure of a speech therapy lesson on sound automation Topic: Sound ... Goal: to displace defective sound from speech and replace it with a normative one. Objectives: development of mobility of the articulatory apparatus;
The structure of a speech therapy lesson on the differentiation of sounds. The structure of a speech therapy lesson on the differentiation of sounds. Subject: Sound, sound…. Goal: teaching the correct use of sounds ... and ... c.
Structure of a speech therapy lesson on sound production Topic: Sound... Purpose: sound production... Objectives: development of the muscles of the articulatory apparatus; development of speech exhalation and voice; phonemic development.
The structure of writing GCD taking into account the Federal State Educational Standard The structure of writing GCD taking into account the Federal State Educational Standard In order to correctly organize the GCD, you need to have a good understanding of some issues and identify the difference.
Sinarik Mkrtchyan
The structure of writing GCD taking into account the Federal State Educational Standard
The structure of writing GCD taking into account the Federal State Educational Standard
To properly organize GCD, you need to have a good understanding of some issues and identify the difference between “occupation” and “GCD”.
The distinctive features of GCD are primarily
Forms of its organization
In changing the position of the teacher in relation to children
In updating the GCD structure.
Initially, you need to think about the motivation with which GCD begins.
Motivation can be different - practical, playful, educational. It should contain something that will cause interest, surprise, amazement, delight in children, in a word, then after which the children will want to do “this.”
And so the structure of GCD
Introductory part.
1) Creation of a game situation (problem situation, target setting, any motivation that stimulates children’s activity in finding a solution to it.
MAIN PART
2) designing solutions to a problem situation, performing actions. Children are given new knowledge necessary to solve a problematic issue based on the content of different sections of the program based on visualization, or children themselves obtain knowledge through research, search, and discovery.
FINAL PART,
3)Analysis of performance results, reflection. Summarizing.
Introductory part of GCD
, features of work on creating play motivation at different age stages.
Younger age
- you tell the children that something happened to some game characters, you turn to the children with a question, you agree
If they provide the required assistance, you gradually offer your children your
options for getting out of this situation...
Middle group
– you can bring a character because at this age children have already mastered roles or children take on a role and act in it. To do this, the teacher invites the children to play. Then, together with the children acting in the role, first a game task is set (we need to do something, and then a learning task (we will learn how to do it).
The older group - the main thing is not the characters, but the plots, plot structures (there is no character himself, but there is a letter, an SMS, a call). Plots can be long (travel in a time machine). During the GCD may
Use small paraphernalia, established roles, changing
In the preparatory group
— the need to create gaming motivation remains, but problematic situations can already be added here.
A problematic situation is a planned, specially conceived means by the teacher aimed at awakening children’s interest in the topic under discussion. In other words, a problematic situation is a situation in which a child wants to solve difficult problems, but he lacks data and must look for it himself.
You can also use games with rules as motivation; children make sure the rules are followed. The game used is a competition with the goal of winning. Give every child the opportunity to visit the world
situations of winning and losing.
MAIN PART
Having outlined a task for joint implementation (children choose a goal or several goals for themselves, the adult, as an equal participant, offers all possible ways to implement it. In the process of activity itself, he gradually “sets” the developmental content, offers his idea or his result for children’s criticism; shows interest as a result of others; is included in the mutual assessment and interpretation of the actions of the participants; increases the child’s interest in the work of a peer, encourages meaningful communication, provokes mutual assessments, and discussion of emerging problems.
Do not evaluate children's answers - accept any. During the activity, V-l always asks the children “Why, why are you doing this, so that the child comprehends every step. If a child does something wrong, give him the opportunity to understand for himself: “What exactly is wrong, you can send a smarter child to help.
FINAL PART
Results and reflection, up to 5 minutes.
First of all, this part is characterized by an “open end”; Each child works at his own pace and decides for himself whether he has completed the research or work or not. An adult's assessment of children's actions can only be given indirectly, as a comparison of the result with the child's goal: that is, what he wanted to do - what happened.
Don’t ask your children: did you like it or not? We need to ask “why did you do this? To understand whether the child has realized the goal. Or “Why did you need this? “Could you ever need this?”
Find someone to praise for something, not only for the result, but also for the activity in the process of work. The assessment must be differentiated.
When organizing educational activities, the professional position of the teacher is to respect any statement of the child regarding the content of the topic under discussion. We need to think in advance about how to discuss children’s versions, not in a harsh, evaluative form
Publications on the topic:
The structure of the educational process is in accordance with the Federal State Educational Standards for Municipal Autonomous Preschool Educational Institution, combined type kindergarten No. 9 in the village of Konokovo municipality.
Algorithm for writing the main educational program of a preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education Algorithm for writing the main educational program for a preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education. "Basic educational program of preschool education."
Cyclogram for writing calendar planning (preparatory group) according to the Federal State Educational Standard Day of the week Monday Tuesday Wednesday Thursday Friday Morning Morning exercises Conversation\memorization Psychogymnastics Ind. slave. By.
Report at the Russian Educational Institution “Structure of direct educational activities in accordance with the Federal State Educational Standard” The leading form of organizing the education of preschool students is direct educational activities. DIRECTLY EDUCATIONAL.
Consultation for teachers of preschool educational institutions “Forms for writing a calendar plan in kindergarten according to the requirements of the Federal State Educational Standard for Preschool Education.”
Final lessons in kindergarten: structure and analysis
In its structure, the final lesson in kindergarten should, in principle, not differ from a regular lesson. It must necessarily contain things familiar to the teacher: goals, program content, description of the course of the lesson, methods and materials.
If you are a teacher or trainee, then one of your tasks may be an analysis of the final lesson. All teachers must conduct pedagogical analysis as part of mutual visits and exchange of experience.
The analysis of the final lesson should include the following points:
- characteristics of children,
- degree of difficulty of the lesson,
- characteristics of software tasks,
- feedback on the type of activity and its correspondence to the age of the children, as well as the tasks set.
The analysis should also contain information about the degree of disclosure of the methods and techniques used, highlighting the pros and cons of the lesson.
Final classes in kindergarten: see off kindergarten!
Final classes in kindergarten are of particular importance in the preparatory group, due to the fact that in this situation they sum up not only the year, but also the entire education within the preschool educational institution. In many institutions, final final classes in kindergarten are conducted in the form of open lessons, and sometimes even in the format of extended matinees, with invited parents. The difference between such matinees and ordinary ones is that they contain elements of generalization and systematization of the knowledge acquired by children in preschool educational institutions.
To think over and conduct a final lesson that would combine a celebration on the occasion of the end of kindergarten and a real systematization of the acquired knowledge, skills, abilities - this is pedagogical aerobatics. However, it is precisely these open morning lessons that are most effective, as they combine business with pleasure, leaving behind a lot of pleasant emotions for both children and parents. And colorful photographs from such lessons are a reason not only to replenish albums with memories, but also to compile impressive teaching reports.
The combination of a final lesson and a gala event may not be very big. For each of the subjects studied in preschool educational institutions, separate final classes are held in kindergarten, at their usual time. Parents can be invited based on the capabilities of the classrooms - it is not worth dragging many people into a cramped classroom, but at the same time, you should not hastily organize an open lesson in the assembly hall without properly equipping it for the needs of the children and the pedagogical process.
The main difference between a ceremonial final lesson and a regular one can be a special element, for example, a theatrical performance, music and singing, or an interactive game. Of course, all final classes in kindergarten, conducted in the preparatory group, should be devoted to one main topic - farewell to kindergarten and the transition to school life. The maximum use of visual teaching materials and modern technical means is encouraged. You can show children an educational film or cartoon related to the subject and preparation for school.
Interesting ideas for the general leitmotif of the assignment: a journey from kindergarten to home, an impromptu excursion to school, stories about school in the form of problems and exercises, and more. For each of the subjects studied, you can find its own connection with the transition of children to a new stage of learning.
What should a child be able to do for school?
A lack of understanding of what knowledge and skills a future first-grader needs is one of the main problems of parents. Schools do not present a list of requirements for first-graders, so parents do not always understand what they should prepare for. However, there are obvious basic skills that primary school children cannot do without.
When attending kindergarten, children of the older group master the preschool program. A child needs to know the alphabet and numbers up to ten, navigate in time and space, have writing and connected speech skills, and have developed logical thinking. Before school, a child must clearly understand the difference between vegetables and fruits, domestic and wild animals, birds and insects, know the sequence of days of the week and seasons, be able to name colors and solve riddles.
At an interview, future first-graders at school may be asked about basic traffic rules, countries, holidays and famous professions, as well as tested for their reading skills in words and syllables, knowledge of some geometric figures and the ability to solve simple arithmetic problems. The interview helps to understand how physically, emotionally and intellectually the child is ready for school, whether he communicates freely with people, and whether he can express his point of view.
