Application for the middle group of kindergarten: organizing work with children

The essence of the application: goals and objectives in the middle group

Applique is a type of isotechnics that is based on the creation of a plot composition using paper, fabric parts, elements made from natural materials, cereals or grains, located and glued/sewn onto a dense backing - cardboard, paper or draped with fabric.

In the middle group, children become more independent when performing appliqué

The mission of appliqué classes is as follows:

• enriching children's ideas about the world around them, in particular about the concepts of shape, shades of colors, an initial understanding of proportionality and the arrangement of elements in a limited space (on a sheet of paper or cardboard);
• forming the basis of critical thinking, that is, the ability to compare, generalize, and draw simple conclusions;
• development of logic, imaginative thinking, speech through composing stories based on applications;
• hand motor skills training;
• awakening a taste for creative work, the desire to harmonize color and shape in holistic subjects;
• nurturing initiative, self-organization and the ability to work with a partner or in a group.

The objectives of classes in this type of visual creativity in the middle group are:

• mastering the skill of straight cutting in different (!) directions, as well as with elements of creating rounded shapes by cutting off the corners of a square;
• developing the ability to combine elements to obtain a complete composition (if you put squares on top of each other, you get a tower, and if you place a triangle over a square, you get a house);
• training in composing plots from geometric shapes of different sizes (10–12 parts), in particular in the shape of a triangle, circle, square, rectangle;
• developing the skill of finding aesthetically attractive combinations of appliqué with other types of art;
• develop the skill of working in pairs;
• develop the ability to evaluate your work.

Children learn to work just side by side, and in pairs, mini-groups

New appliqué skills for the middle group

The main “acquisition” of middle preschool age is training in the ability to use scissors. In addition, children 4–5 years old:

• arrange and glue plot elements onto a base that has an irregular shape;
• learn to form parts of the required shape and size by cutting off corners, cutting an element around the entire perimeter or only from the bottom/top/right/left, for example, making a circle by cutting off the corners of a square;
• improve the cut-off appearance of the applique, including during the preparation of materials (cut off or tear off the corners of the rectangle so as to give the workpiece a square shape, etc.).

MAGAZINE Preschooler.RF

Kuznetsova Olga Vasilievna, teacher of MAOU Education Center No. 12, Cherepovets, Vologda region

Tasks:

1. Introduce children to the history of television, its changes, professions of people and television workers
2. Strengthen the ability to compose a descriptive story using diagrams-models
3. Develop the ability to analyze and draw conclusions by drawing up and filling out a morphological table.
4. To develop children’s ability to formulate answers to asked questions in complete sentences.
5. Cultivate interest in the professions of television workers.

Equipment: morphological table, cards “Names of characteristics” , pictures of different types of TVs, illustration for the fairy tale “The Scarlet Flower” , model diagram for compiling a descriptive story “Fruits and Vegetables” , dummies of vegetables and fruits, mock-up of a TV screen.

Progress of the lesson:

The teacher invites the children to look at the picture (Illustration for the fairy tale “The Scarlet Flower” ).

— An illustration from which fairy tale have we just seen? -Who is the main character of this fairy tale?

- Why did the monster give Nastya a silver saucer and a juicy apple? (to see other countries and home)

What object in our time can replace a silver saucer and a pouring apple? (TV)

He shows us miracles in the evenings, On his screen, friends, the seas rustle in the fog,

The garden produces fruits, there are programs for children.

— What is a TV? (children's answers)

A television is a special device for transmitting sound images over a distance.

“tele” - far away, “viso” - I’m looking.

— Who remembers when the first television appeared?

• The first televisions appeared about 100 years ago

and they looked like this. (show picture). But over time, other televisions began to appear.

Let's move on to the tables. There is a magic screen in front of you. I suggest you play on its magical paths. Pictures of TVs are inserted in the top track; on the left you see helper cards. Let's reveal the secret of each card.

(cards “Names of features” - color, screen size, weight, thickness)

— Now we’ll tell you about each TV in turn

1. The image on this TV is black and white, the screen is small, the weight of the TV is heavy, wide
2. The image on this TV is black and white, the screen is large, the weight of the TV is heavy, wide
3. The image on this TV is color, the screen is large, the TV is a little lighter in weight, and wide.
4. The image on this TV is color, the screen is large, the weight of the TV is light, narrow

How has television changed over time?

Children: The TV has become lighter, the image is color, the screen size has become larger, and its thickness has become narrow.

PHYSMINUTE

— Guys, let’s remember what professions people work on television

D/Game “Guess the riddle”

I'll tell you riddles about people performing their professional duties on television,

1. Those who film various reports talk with people in order to introduce people to a variety of events and news that are happening in the world. (The reporter).
2. A television worker reading news text in front of the camera. He is always in sight, so he is beautifully and fashionably dressed, has good hairstyle, pronounces words correctly and expressively. (Speaker)
3. One of the creators of the TV show, filming it. (Operator)
4. The person who shows the text - a hint, located next to the camera (prompter)
5. The one who sews the costumes selects them for the announcers and presenters (Costumer)
6. Television and radio broadcasting worker. The “face” of a channel or program. He is responsible for conducting television and radio broadcasts. They become one after working as correspondents. (Leading)

— Guys, this morning in our group I found a letter from local television.

The teacher reads: Dear guys, the host of our children's cooking show is sick. Only those guys who can speak clearly and clearly, in complete sentences, can help us. Where can I find these?

- Guys, can you and I help?

Are you sure? To become a presenter you need to have clear diction

Let's try. There are special exercises for announcers. Let's repeat

BU-BO-BA-BI BO-BA-BI-BU BA-BI-BU-BO

Now can we help? Then we start testing. You will be offered a fruit or vegetable, you need to make a descriptive story, a prompter will help you, who will hold the “model diagram”

Children make up a story.

This Apple. It grows in the garden. The apple is sweet to taste. It is round in shape. This apple is red. May be green, yellow. You can make compote, jam from it, or bake a pie with it.

— Did you like working on television? Is it difficult to broadcast?

Guys, since everyone didn’t have time to play the role of host, I suggest you continue the game on your own

Place of appliqué lessons in the educational program for the middle group

Application is not only a separate lesson in the artistic and aesthetic cycle of lessons, which includes a detailed consideration of the topic and the implementation of application in one technique or another, but also:

• a way to consolidate the learned material in classes within other educational vectors (for example, in a lesson on speech development on the topic “My City,” children make a geometric appliqué “My Street”);
• assignment of project work (for example, kids, together with their mothers and fathers, make an application on the topic “Unusual professions,” which is accompanied by a story about the specialist presented in this way);
• the essence of the activities of the art activity circle.

For children 4–5 years old, an appliqué club is possible only if the group is mixed - middle-high, since in the middle group the applique club gives way to a drawing circle.

How is the time spent working on the application distributed in the middle group?

A lesson within the framework of a creative course of the educational process lasts 20 minutes, and all this time is allocated for preparation - up to 3 minutes, execution - up to 12 minutes, and evaluation of the application - up to 3 minutes (the remaining minutes are left for organizing the work of the group). Finger gymnastics is introduced into the preparation stage, and at the stage of performing crafts there is a mandatory (!) physical education break - up to 2 minutes.

Finger gymnastics is a mandatory element of appliqué classes.

If the application is a separate type of work in non-creative lessons, then a quarter of the class time is usually allocated for its implementation. As a rule, the application is part of the stage of consolidating the material, that is, it is performed at the end of the lesson.

Typically, a project, the ultimate goal of which is to complete an application, in the average group is limited to a fairly large time period - from two days to a week. In addition, the project requires the active assistance of parents. However, if a project application is a task that is performed during the educational process in a group, then the timing of its creation will be the same as in a regular lesson.

Work on applications in a circle activity can be carried out according to a lesson or project scenario, depending on the topic of the lesson.

What is the teacher's participation?

When working with children 4–5 years old, the teacher voices the task, shows a sample, and then gradually completes the task, which the children repeat step by step. In addition, the teacher:

• provides practical individual assistance with the implementation of individual details of the composition, for example, cutting out small details (for example, grape leaves in the “Fruit on a Plate” appliqué);
• helps to arrange the elements of the composition on the substrate;
• controls the accuracy of applying glue and pressing down elements;
• gives recommendations on the most harmonious use of decorative elements (for example, for a paper “Matryoshka”, sundress decorations can be made of plasticine and buttons, but rhinestones and sequins will violate the style of the folk costume).

Video: teacher’s activities during an application lesson on the theme “Tulips” in the middle group

What artistic techniques can the applique be combined with?

By the middle group, children are familiar with all visual techniques designated as software in the Federal State Educational Standard (FSES). However, the level of proficiency in many of them is still low. For example, design is mastered at the initial stage. Therefore, the application can only be combined with a drawing or plasticineography.

Photo gallery: examples of combinations of applications with other types of isotechnics

To make the work look neat, there should not be a lot of plasticine elements

Some crafts combine not only isotechnics, but also different types of applique

Children in the middle group can make hand-drawn additions to the applique in the form of non-solid elements themselves.

Table: types of applications for children of middle preschool age

Photo gallery: examples of different types of applications in the middle group

For cotton wool applications, children 4–5 years old learn to pinch off small pieces of cotton wool.

Cotton pads can be applied in two layers to add volume to the application.

When performing flat appliqué, children independently choose the location of the composition elements

The fabric elements are prepared by the teacher, the children just place them in the picture and glue them

Working with leaves requires kids to carefully select the material according to shape and size.

The broken look is the most commonly used type of applique in the middle group

Children try to twist parts themselves using the quilling technique

For napkin applique, children roll balls from pieces of thin paper and lay out a picture with them.

Geometric applications are familiar to children from the second junior group

In the middle group, kids lay out cereal elements that require delimitation by contour lines

The teacher cuts out the palms for this type of applique.

Mosaic applique is most often combined with a broken one

Video: lesson on flat appliqué on the theme “Flag” in the middle group

Video: lesson on flat multi-layer appliqué on the theme “Flowers” ​​in the middle group

Important issues of individualization of work with children

The key factor determining the degree of adult participation in the application is the child’s degree of confidence in using scissors. If a child copes well with cutting out large silhouettes, rhythmically squeezing and unclenching scissors to perform forward movements, then he will be able to work in ribbon appliqué. But if the baby cannot hold the scissors and has difficulty cutting, then he should practice: perform finger exercises more often, cut out silhouettes with right angles, gradually moving to round shapes.

From my experience, I can say that the cutting skill is perfectly trained by the “Labyrinth” exercise: the teacher draws lines on a sheet of thick paper (in the case of children 4–5 years old, the lines should be straight, with turns at an angle of 90º), and the child “looks for a way out” from the labyrinth, cutting through the passage. Moreover, in the second half of the year, when the skill has already been mastered, this simulator can prepare children to become familiar with the basics of cutting out rounded silhouettes. To do this, the guys also practice the size of the paper cut: opening the scissors wide, they take “giant’s steps,” and as soon as they open the blades, they “walk like dwarfs.”

Small details of the applique are cut out by the teacher

Author's teaching aid “TV”

Working as a teacher in a multi-age compensatory group for children with mental retardation (the group is attended by children aged 3-7 years), I constantly feel the need for educational games and aids, with the help of which I could qualitatively correct the development of each child, based on their level actual development, solving specific problems of the Program.

The leading and attractive activity of preschool children, as is known, is play. It's no secret that today's children spend a lot of time watching TV or computers. I decided not to contradict the interests and desires of the children, and to make a benefit that would attract children. It was based on the interests of my students that I came up with such a benefit in the form of a TV.

Using this didactic manual, I solve the problems of the educational areas of the Federal State Educational Standard for Education (“Social and communicative development”, “Speech development”, “Artistic and aesthetic development”, “Cognitive development”). And then children can transfer the knowledge and skills acquired in collaboration with the teacher into independent play activities.

Introducing the theme “Autumn in the Forest” (use self-made attribute)

Examination of illustrations and conversation on content. with ml. children

The purpose of the “TV” manual is to create conditions for correctional and developmental education for preschool children with mental retardation.

Problems that I solve using the teaching aid “TV”:

— development of higher mental functions;

- development of cooperation between the child and adults and peers, development of interaction skills in the process of joint activities;

— formation of communication abilities;

- activation of the emotional sphere and correction of existing deviations through the use of theatrical activities, viewing illustrations for works of fiction, playing musical instruments,

- nurturing a positive emotional attitude and interest in music, expanding musical impressions.

I use this manual with children from 3 to 7 years old in joint activities: looking at illustrations and talking about the content of the works. In independent activities, children also enjoy “playing TV.”

Necessary toys and attributes: various types of theater (tabletop, mitten, toy theater, etc.), components of homemade thematic play layouts, books or illustrations for works, musical instruments, etc.

The manual is made of a cardboard box, self-adhesive film, and a piece of plastic panel for the base-stand. There are two “turntables” screwed onto the back panel for attaching the opening screen.

Sample lesson notes on applications in the middle group

An application lesson in the middle group is held once a week and, as noted above, lasts 20 minutes. This time includes:

• the introductory stage, at which the teacher updates the children’s knowledge on the topic - 2-3 minutes (usually in the form of solving riddles, reading poems or watching a cartoon);
• the main stage, divided into a preparatory stage - preparing the background, materials, tools for appliqué, performing finger exercises - and doing crafts - children, with the help of an adult, create, cut out parts, stick them on a backing - 15 minutes (in the middle of the main stage there is a physical education break);
• final stage - the teacher thanks the children for their work, gives an assessment of their activity - 2 minutes.

An example of the implementation of all three stages could be a lesson on geometric appliqué on the topic “Decorating a Handkerchief” by O. Rasseikina. A sample lesson summary, which combines application with drawing, is presented in the work of I.E. Ulyanina "Skiers". An interesting version of the technique for practicing direct movement with scissors is presented in V. Zolotareva’s summary “Colored Cubes.”

Tear-off applique occupies a special place in the system of practicing this type of creativity, since children really like to tear paper, and this, in turn, is an excellent training for fine motor skills. In addition, crafts made from scraps of paper or napkins look original. An example of a lesson on broken appliqué can be found in the notes “Letter from an Unknown Friend” by O.G. Lebedeva.

Subjects for application in the middle group

The composition for applications in the middle group is selected according to the theme of the lessons of the cycle “Artistic and Aesthetic Creativity”, designated by the Federal State Educational Standard, as well as to the theme of lessons in other areas, if this type of work is appropriate for its disclosure.

The list of application lesson topics includes, among others:

• "Kindergarten";
• "Garden. Fruits";
• "Vegetables. Garden";
• "Forest. Mushrooms. Berries";
• "Trees";
• "Wild animals";
• "Furniture";
• "Transport. Traffic rules";
• "Winter";
• "Birds";
• "Toys";
• "Dishes";
• "Space";
• "Victory Day";
• "Summer is coming soon".

In classes on speech development, applications are used on the following topics:

• “Friendship” (kids make a palm applique “Tree of Friendship”);
• “Professions” (children stick blanks of tools onto the “suitcases” of representatives of a particular profession);
• “My City” (children do the craft “Winter covered the houses on my street” using geometric shapes and cotton pads).

Lessons on FEMP can be diversified by performing applications on the study of the following topics:

• "Form. Color" (the guys make an applique of geometric shapes "Traffic Light");
• “The simplest geometric shapes: rectangle, square, circle” (if this topic is close to the celebration of National Unity Day, then the kids can be invited to make a craft from colored napkins “Flag of Russia”);
• “Quantitative and ordinal counting. Day" (children perform a flat applique "Night").

Another educational cycle where applications are very appropriate for reinforcing material is classes on familiarization with the outside world. In particular, topics such as:

• “Fire” (the guys perform the applique “Fire Truck”);
• “Harvest” (children make an applique of paper and seeds “Golden Sunflowers”);
• “Zimushka-winter” (pupils of the middle group make snowmen from blanks cut out of cotton pads).

Photo gallery: samples of finished work during appliqué classes

In the “Toys” theme, special attention is paid to nesting dolls as a type of folk art.

When making the “Summer is Coming” applique, kids roll up small scraps of napkins for the flower head.

For the application on the theme “Vegetable Garden”, the children cut out the dish themselves

Carrying out an application on the topic “Vegetables”, the guys make a carrot for the bunny

When working on the “Birds” theme, children themselves choose color combinations of parts

By working to fill in the outlines of the dishes with scraps of paper, children learn to combine two colors

An application for Victory Day can be used as a postcard design

The theme “Trees” in non-traditional appliqué technique can be a project task

The geometric applique “Rocket” is a kind of puzzle, which the children first fold and then glue to the base

In the middle group on the topic “Wild Animals”, children learn to combine two types of cereals or grains

When making an applique on the “Mushrooms” plane, the children’s task is to correctly position the parts on the backing for the collective applique

Photo gallery: examples of applications for speech development lessons

When creating a collective application on the theme “Friendship”, the teacher helps to cut out palms

One of the options for an application on the theme “Professions” is to create a composition from the tools of representatives of various types of activities

In the “Houses on Our Street” applique, kids combine several types of isotechnics: applique on a plane, geometric and from cotton pads

Photo gallery: examples of applications in FEMP classes

For the flat applique “Traffic Light”, children use three round and one rectangular element

Night in applications is shown as a background, that is, a black or dark sheet of colored paper

In the “Flag of Russia” applique, children repeat geometric shapes in the process of cutting elements to fill the borders of the image

Photo gallery: examples of applications in lessons on familiarization with the environment

In the “Golden Sunflowers” ​​applique, children combine the cutting technique with multi-layered

To complete the “Fire Truck” applique, children cut out the body of the machine and the window themselves; the teacher helps with the rest of the elements.

The “Snowman” applique can be made from cut white sheets that are laid out within the borders of the image

Methodology for preparing an open lesson on application in the middle group

The work of drawing up a script for an open lesson on application in the middle group is not much different from writing notes for a regular lesson: the same three stages, the same distribution of time between them. However, there are a number of features at the content level:

• An open lesson must have a plot basis; in the middle group it is convenient to work with fairy tales, the heroes of which come to the kids for help or advice on the topic;
• For the lesson to be successful, the type of application being practiced must already be familiar to the children;
• At the final stage of the lesson, children should be given the opportunity to evaluate their application - like it/don’t like it and why.

From the standpoint of implementing these conditions, the summary of an open lesson on application on the topic “The Best House” by E.A. is interesting. Iyutinskaya.

Criteria for assessing an open lesson by inspectors

The demonstration lesson is assessed both by the teacher himself and those present according to a single scheme:

• compliance of the goals and objectives of the lesson with the topic and requirements of the Federal State Educational Standard;
• effectiveness of techniques;
• the presence of suitable and understandable visuals for children;
• consistency of types of work and teacher’s explanations;
• conducting physical education breaks during class (finger exercises and physical education sessions);
• forms of implementation of an individual approach;
• the general atmosphere of the lesson, its pace;
• evaluation of finished work;
• recommendations to the teacher (what levels of methodological work need to be adjusted).

If the analysis by those present involves a written form, then you must first indicate the full name, regalia of the teacher, as well as the age of the children and the number of people present at the lesson.

In the middle group, children learn to give their own assessment of their work in class

Methodological literature on application

When preparing lessons on application, the teacher will find the following manuals useful:

1. Applications and paper crafts. - M.: Dragonfly, 2012.
2. Grigorieva G. The use of gaming techniques in the management of visual activities. / Preschool education, 1991.
3. Gusakova, M.A. Application. - M.: Education, 1987.
4. Dubrovskaya N.V. Applications made from natural materials. - M.: Astrel, Sova, 2012.
5. Dubrovskaya N.V. Applications from seeds and seeds. - M.: AST, Sova, 2013. Dubrovskaya N.V. Application from corrugated paper. - M.: Detstvo-Press, 2013.
6. Komarova T.S. Methods of teaching visual arts and design. - M., Education, 1991.
7. Kosminskaya V.B., Khalezova N.B. Fundamentals of fine arts and methods of guiding children’s visual activities: Lab. workshop: Textbook for pedagogical students. Institutes - M.: Education, 1987.
8. Malysheva A.I., Ermolaeva N.V. Application in kindergarten. – M.: 2000.

Samples of drawing up lesson plans for applications can be found in the manuals:

1. Koldina, D. N. Application with children 4–5 years old. Lesson notes / D.N. Koldina. - M.: Mosaika-Sintez, 2016.
2. Komarova T.S. Lessons in visual arts in the middle group of kindergarten: lesson notes. – M.: 2008.
3. Lesson notes on application in the middle group.

A lot of time is devoted to the creative development of children aged 4–5 years in the kindergarten educational program. At the same time, applique classes are of particular importance, allowing children not only to learn how to use scissors, practice skills in working with glue and brushes, but also to learn about the visual possibilities of paper and other materials for crafts. All this develops important learning skills in children and introduces them to an interesting activity that awakens their imagination.

TV in kindergarten: what do educators, parents and experts say about it?

Do preschoolers need a TV? What about the teachers? What do doctors and parents think about this? NEN collected the opinions of the three main parties to the conflict around television and tried to figure out whether cartoons in the garden are really a universal evil.

What do teachers say?

Briefly: the opinions of educators differ

Some people don’t see anything wrong in watching cartoons in doses.

I believe that there is nothing wrong with occasionally turning on cartoons. Just imagine: there are 32 people in the group, and we need to serve lunch. What if there is no nanny? Should the teacher break up, but not turn on the TV? Nothing bad will happen if children watch a cartoon for seven to ten minutes, especially some good, Soviet, instructive one.

Valentina M.

Interesting on the topic

Soviet cartoons that appealed to our children: editorial experience

Others honestly admit that they only use TV to watch educational videos.

I work as a teacher in the senior group of a kindergarten, and sometimes we need to make presentations. Will it be interesting for a child to listen to me if I print out a bunch of cards and begin to describe each of them? Within five minutes, half the group will begin to fidget and distract the rest. On TV I can show the kids a story on the same topic, at least they will be interested.

Elena S.

Teachers themselves treat colleagues who regularly turn on cartoons instead of walks and creative activities with misunderstanding.

I've heard about this, but haven't encountered it in practice. I don’t know how it is in other gardens, but in ours it’s simply impossible to turn on the TV for an hour and go do your own thing. The head goes to the groups every day, as does the senior teacher. And we have an educational program that we must adhere to. I really want to see those teachers whose children watch TV in the morning and still manage to do everything else.

Elena S.

Interesting on the topic

How and when can children watch cartoons? Pediatricians, ophthalmologists and psychologists answer

What do the doctor's say?

Briefly: pediatricians and ophthalmologists do not approve of TV in kindergarten, but they cannot ban it either

All medical regulations that apply to the kindergarten are regulated by SanPiN. If the same TV is prescribed in it, then the doctor can disagree as much as he likes, but it will not be possible to arbitrarily throw the TV out of the group.

Here's what the current SanPiN says about TVs:

A TV in kindergarten can be used to watch educational and educational films and television programs. In this case, the distance from the screen to a child sitting in the first row should not be less than two meters, but no more than five and a half meters for the last rows. TV viewing time - no more than twice a day, for a total of up to 20 minutes in the junior and middle groups, up to 30 minutes in the senior and preparatory groups.

Doctors and psychologists remind: the time specified in SanPiN is a daily maximum; if a child has already watched TV since kindergarten, he should not turn it on at home. WHO takes a similar point of view. Such restrictions are due to the fact that prolonged viewing of television programs inhibits physical and mental development and interferes with normal interaction with living people.

What do parents say?

Briefly: parents do not have a common opinion

Some mothers and fathers do not see anything wrong with the TV if it is used from time to time or for broadcasting educational content.

When my son moved from the junior to the middle group, there was a meeting at which the teacher raised the issue of the TV and clearly explained for what purpose it would be turned on. I am one of the few who spoke in favor. What's wrong with a group watching educational programs?

Anonymously

Interesting on the topic

A manifesto in defense of cartoons (and mothers who need them even more than their children)

I am against turning on cartoons for children all day long, but I am also against complete bans. And then: cartoons are also different, you don’t have to show children The Simpsons. I am sure that for most parents who consider TV in kindergarten to be an absolute evil, the child is glued to cartoons in the evenings when he sits at home.

Irina P.

The other half is negative. Parents are confident that teachers should do without the help of a TV, regardless of the number of children in the group. An alternative to watching cartoons is a walk, active and calm games, and creative activities.

I am categorically against cartoons in the garden. At home, with grandmothers, on a visit - let him watch, but not in the kindergarten. This is an educational organization, we take children there to gain knowledge, not to watch TV! For some reason, in schools, it doesn’t occur to anyone to include cartoons instead of lessons, although the age is not much older, and there are 25-30 children in a class.

Anonymously

So can children watch TV in the garden or not?

Briefly: it is possible, but not longer than the time prescribed in SanPiN. And if the parents themselves do not agree to watch TV, then the teacher does not have the right to turn it on (even for educational purposes).

With parental consent, everything is also quite difficult. Someone may refuse at the stage of collecting money. In this case, the teacher does not have the right to force them to chip in - the parent may well complain about the extortions to the prosecutor's office, and he will be right.

Interesting on the topic

Kindergarten: how to choose, what to expect and how to get benefits

What about uncontrolled watching of cartoons? It is quite difficult to track this moment, since it is a rare parent who will spend hours on duty under the windows of the garden, looking out for what is happening in the group. If you have any doubts, write a statement addressed to the manager with a request to check whether SanPiN is being complied with. You can make an appeal to the supervisory authorities - but this is usually done in cases where the head of the kindergarten ignores your demands.

The editors of NEN believe that television, like other gadgets, often makes life a lot easier for all of us (who hasn’t turned on cartoons for a child so he can finally brush his teeth or cook dinner in peace?). Strictly dosed viewing of educational programs in the garden will definitely not harm your child, but it will help broaden his horizons and get answers to many questions about the world around him.

Read more on the topic

Instead of “how was your day”: 10 questions to ask your child after a day in kindergarten How to watch cartoons with your child: expert advice “There is no direct evidence that watching TV before bed negatively affects children’s sleep”: excerpt from the book “Cheerful »