Infectious mononucleosis rash. ● Kindergarten groups

Phys. training in the event that they do not have any deviations in their state of health, and who, at the same time, have a sufficient degree of physical fitness. In physical education lessons, children from the main group engage in the main types of activities provided for by the curriculum. The performance of individual exercises is monitored through assessments and competitions. Students attending the main physical education group, without medical recommendations, are accepted into various sports sections organized at the school, and attend additional classes for training before various competitions.

Preparatory group for physical education

This group involves limiting physical activity. It is intended for classes for children with congenital or acquired health problems. The doctor decides in which group - basic or preparatory - each individual student should study. If it is necessary to limit the load, he writes a certificate indicating the child’s illness and recommendations for physical education classes at school.

Students attending the main physical education group are recommended to participate in sports sections and attend sports schools.

The preparatory group also includes children who have an insufficient level of physical fitness. preparation. After acquiring basic skills, they are transferred to the main physical education group. In the preparatory group, as well as in the main group, control and passing of the prescribed standards take place. However, some concessions are allowed for the guys. Schools organize sections for additional classes for students from the preparatory group. This is done to increase their physical strength. preparation and gradual training of the body. Children with serious health problems attend special groups on the recommendation of a doctor.

Health groups

Healthcare workers identify five main health groups. The first health group includes people who do not have any chronic diseases and rarely get colds.

The second health group includes generally healthy people who also do not have chronic diseases. But at the same time they are not physically developed enough.

Children attending the preparatory physical education group do not participate in sports competitions.

People suffering from chronic diseases, which do not cause concern, are classified in the third health group.
The fourth and fifth groups include people with chronic diseases. They have low performance and physical activity and undergo special treatment.

Children assigned to the first health group are assigned to the main group for physical education, and children with the second health group are assigned to the preparatory group.

EDUCATION IN HOUSEHOLD DAILY ACTIVITIES
From the very beginning of the school year, teachers of the preparatory school group must take care of the best organization of the daily life of their pupils, so that every day of the child’s last year in kindergarten turns out to be morally useful for him. The obligatory guideline for the teacher is the requirements of the program. At the same time, he always takes into account the level of moral education of the children in his group. In the very first days, educators should discuss how to work with those children who particularly bother them; how to deepen feelings and continue to strengthen the behavior habits of children who delight with their friendly attitude towards people, the ability to act in accordance with the norms and rules of behavior; how to educate those whose behavior is very contradictory. We must again analyze how children behave with different teachers, at home and in kindergarten, what are the moral ideas of different children about good and evil, about the surrounding social life.
All this will help the teacher to carry out a differentiated, individual approach to the formation in children of skills and habits of cultural behavior, respectful attitude towards adults, friendly relationships and the principles of collectivism, moral ideas about goodness, friendship, justice, honesty, modesty, about our Motherland and working people, will help in developing a caring attitude towards things.
The named tasks of moral education are carried out in different types of children's activities, as well as in the child’s communication with adults and children in everyday life, in different life situations with the purposeful and coordinated work of teachers.
An important psychological background for moral education is the child’s good emotional mood, favorable mental and physical well-being. Much depends on the situation, the style of relationships, and the pedagogical conditions created in kindergarten and in the family.
Before the start of the school year, it is advisable for the group teachers and the nanny to discuss together the main educational tasks, agree on the strict implementation of the regime, that everyone together and each individually will strive to become a model for children in behavior and attitude towards people, towards social life countries that will show a kind and at the same time demanding attitude towards children. If in previous age groups the moral education of children was carried out thoughtfully and systematically, then the preparatory group for school will be an important, final stage in the formation of the personality of a preschool child.
Using various means and methods, the teacher must ensure that children know the rules of behavior and relationships and strive to follow them in everyday life.
When children come to kindergarten in the morning (or at other free time), the teacher asks how they behaved at home today, whether they upset their mother or grandmother, how they helped and continue to help adults, finds out what the child (children) knows about the work of their parents , strives to show the value of each work. If a boy or girl is poorly informed, the teacher can give the task to ask mom, dad, or grandma. “When we have a lesson, you can interestingly tell the children about how you help your mother at home, where your parents work, what they do.”
Respect for children's workers is systematically fostered

Sky garden, to my parents. The teacher can not only talk with the children, but also give them specific instructions: help the teacher, nanny; Find out from the teacher-methodologist, the head of the kindergarten, whether the pupils of the preparatory group for school need help.
It is important to instill in children sensitivity towards elders, to teach them to notice their mood and react to it in a certain way. For example, one of the group members feels bad or is upset - let two or three children come up to him and say a kind word. Or, knowing that the child’s grandmother is sick, the teacher can offer him a specific task: “When you come home, sit next to your grandmother, tell her how you played today, how you worked. Grandma will be very pleased with this...” Knowing that the pupil has not yet learned the rules of behavior well, the teacher reminds: “Dima, you will probably go to visit your family on Sunday? Of course, you won’t forget to give up your seat on the bus to your mother or one of the adults?”
And the main thing that must not be forgotten is that a child of the seventh year of life must show more and more activity and independence in expressing respect for elders, both in words and in deeds, and readiness to help them. There can be many reasons for showing a caring, attentive attitude towards adults. The teacher just needs to not miss a single opportunity to train children in good deeds. How often is attention not paid to such “little things,” for example, that children do not have the habit of setting up a chair before class not only for themselves, but also for the teacher; without prompting adults, offer a chair to the guest, ask if he would like to see their buildings, play corners; invite her to the table, whether he or she came during the meal; be ready to fulfill the request of an adult, even if he is unfamiliar, etc. These are all seemingly external forms of showing attention, but they must reflect the child’s humane feelings and attitudes towards others.
It is necessary to teach children the ability to listen carefully to an adult when he addresses them, not to interrupt those who are talking, to wait, apologize, and only then make a request or question. If a child impatiently interrupts adults, the teacher must show that the child is being disrespectful.
Once again, it is important to emphasize: children in the preschool group can and should be attentive to adults at home and in kindergarten on their own initiative, and not just on the instructions or advice of an adult.
It is valuable when educators are able to make the subject of children’s common experiences what worries adults: the nanny was awarded a certificate for good work, the head was elected as a deputy of the district council, etc. Such facts make us proud of our

Adults have their companions, and children should also know about this and strive to show attention: congratulate, give a small gift, even better help the nanny, etc.
The development of a caring attitude towards adults is indirectly facilitated by the teacher’s own attention to children. If he knows how to notice the child’s joy and rejoice with him, cheer him up, sympathize when the child is sad, then the child will always have a good example to follow.
A valuable condition for moral education and the development of positive relationships between children is communication between older preschoolers and younger ones. Its effectiveness increases significantly if proper pedagogical organization is provided. Six- and seven-year-old children usually like kids: they attract them with their appearance, gullibility, and attitude towards them as elders. But in order for communication with little ones to be educationally valuable, some preparation is necessary. Let the elders learn from the teachers about some of the characteristics of the kids (for example, that they get tired quickly, do not yet know how to run well, that they have a lot to learn) and how they can help them.
It is necessary, in agreement with the teacher of the younger group, to schedule the days and times when the elders will communicate with the kids, to think over the conditions and organization of communication. For example, if this is getting ready for a walk, then the teacher of the younger group should tell them about the accepted procedure for dressing, about what they need and what they don’t need to help the kids with; report some behavioral characteristics of individual children. If children of six years old play with little ones indoors or on a walk, then it is useful to prompt the elders, for example, that when running they need to take into account the uncertainty of the children’s movements, that they still do not know how to hold each other’s hands correctly. It is very good when, in round dance games, older children stand between the younger ones, they themselves say or suggest to the little ones the words of the corresponding poems, songs, when they teach their comrades to design, sculpt, etc. Great joy comes from the crafts of older children for children to play with (pinwheels, sleighs) and etc.).
The teacher encourages the caring, friendly attitude of elders towards their little comrades, gradually giving them greater freedom of action. Children, imitating their elders and under their influence, are more likely to learn the skills of polite treatment and more complex forms of activity - construction, observation. In older people, the feeling of caring and attention to children becomes stable. It is valuable that in practical matters the traits of humanity are formed in children.
The moral orientation of the life of children in the preschool group is facilitated by the traditions that are established in the children's group. In many kindergartens, for example, there is a tradition of celebrating a child’s birthday. This

A good tradition: it helps to cultivate attention and caring in children towards each other, and strengthens the team. Shy, silent children, becoming the “heroes” of the occasion, under the influence of the warmth and goodwill of the adults and children around them, acquire greater self-confidence and feel better in a team.
While maintaining this tradition in the group, it is very important that the children themselves take an active part in preparing for birthdays and holding them. In the absence of the “culprit”, they must discuss what kind of gift they can give, while taking into account the interests of the one to whom it is being prepared, trying to please their friend. Gifts can be different: drawing, modeling, crafts made from natural materials, or a song or dance that the children will prepare. Or you can all together make a small book of stories and poems that the birthday boy loves, an album of pictures with a certain theme, etc. Such preparation will encourage children to be more attentive to their friends.
In a year, children in the pre-school group will leave kindergarten. What memory will they leave of themselves? In kindergarten, it can become a tradition to plant trees (a green corner for kids) and transfer the care of them to older children. It can also become traditional to give older children their toys and library on the eve of going to school. You need to prepare for this: take care of books, toys, and repair them throughout the year.
Labor Day can also become a tradition. About once a month, children and adults work together in a group or on a site. It is very good if parents take part in such work. Upbeat music, comfortable and beautiful equipment, interesting content of work and a clear goal, and most importantly, association with adults will create a good mood in children and a desire to do the work quickly and efficiently.
It’s good to end the holiday with a shared tea, for which the cook, two or three children and one of the parents will bake a pie. Then the children can read poems, sing songs about work, and adults can ask riddles and solve “labor” problems (for example: “Which group is cleaner: the one where the children all clean the room together once a week, or the one where each child cleans up after himself every day?”, “What needs to be done to grow a good harvest of vegetables in our garden?”). In the following days, children can draw on the theme “Our Labor Day” and compose stories.
The value of such traditions for the moral development of children is undeniable.
Instilling in children a caring attitude toward things, toys, and dolls that belong not to just one child, but to all children in the group, begins with the younger group. Pupils of the preparatory group for school should have these qualities
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More conscious: “Our toys, our books, we must take care of them. We all need them."
On one of the first days of September, children should be introduced to the group’s playground and utility farms. For this purpose, you can organize something like a tour of the group room and adjacent rooms. See what is available in the group for children’s games and activities, clarify the rules for handling materials, toys, their storage, as well as fair use of them.
Such a review can be carried out in the form of an advice-conversation with children in the morning, before breakfast or after a nap. “Children,” says the teacher, “let’s look together, consult where it is more convenient for us to place building materials and a shelf with small toys for construction games, a book corner, how and where it is better to arrange a house for dolls, etc.”
Attention and respect for the interests and opinions of children will contribute to the formation of conscious participation in caring for the household and the formation of a caring attitude towards things. It is advisable to give the task to two or three children to talk to those who, for one reason or another, did not participate in the conversation conducted by the teacher.
Everyday life creates favorable conditions for instilling a caring attitude towards things if the teacher thinks through the selection of toys, gaming and other materials, their location, and determines how to store them.
For example, in a group there are always special lovers of books, checkers, and chess. These children, and other children, should have the opportunity to calmly read, look at illustrations, and play. This means that it is necessary to set aside a somewhat secluded, quiet place for this type of activity, away from where the toys and building materials are located.
Anyone who wants to build should have the necessary additional material on hand (plywood, planks, cord, flags for decoration, etc.), and not look for it throughout the room.
Strict order in the arrangement of toys and materials teaches children to be neat and develops the habit of putting everything back in its place after play or activities.
Fostering a caring attitude towards nature is closely related to enriching children with knowledge about the work of people in growing plants and caring for animals.
Every year the area of ​​green spaces expands, and it is necessary to instill in children from a very early age a caring attitude toward groves, squares, parks, and forests. Meanwhile, you can often observe how children in the grove and park run across the lawn, trample flowers, and leave sand on benches.
In order to arouse in children a desire to protect nature and cause a negative attitude towards those who do not protect it,

Teachers use various methods: conversation, pictures, and child labor. In the preparatory group for school, the teacher complicates the content of walks into nature, aimed at the moral education of children.
The process of instilling in children a love for nature and a careful attitude towards it acquires greater specificity and practical significance. We can distinguish approximately two directions in introducing children of the preparatory group to nature with nature, contributing to the education of children’s patriotic feelings and love for living things: 1) familiarization with the flora and fauna, with inanimate nature, the formation of a caring attitude towards nature, deepening knowledge: nature is the wealth of our Motherland, its beauty; 2) familiarization with human labor in nature - the need for activities to grow plants and animals and care for them.
During walks, the teacher reminds children that they must take care of plants, do not trample flower beds, do not tear flowers from them, do not trample young plantings, and do not break branches. Observing the work of adults with children, the teacher especially emphasizes the value of labor in nature and its necessity. He shows the children that when pruning a tree, the cuts are covered with paint so that the tree does not get sick, and in winter the trees are covered with snow so that the roots do not freeze (if the roots freeze, the tree will die).
In the school preparatory group, if conditions permit, children are taken on an excursion to a greenhouse or a nursery, where they become acquainted with the very important work of people, are imbued with respect for them, and the desire to provide all possible help.
Children begin feeding birds in the middle group; in the preparatory group, they themselves prepare food for some birds: weed seeds, tree fruits, berries. Older children are already guided by the “tastes” of birds and feed them accordingly: titmouse - pieces of lard, bullfinches - maple seeds and rowan berries, pigeons - hemp, etc.
Works of art will help to maintain an emotionally positive attitude towards birds: “Our Friends” by G. Ladonshchikov, “Friends of Our Forest” by V. Barkov, etc.
In the preparatory group for school, the teacher will introduce children to how some wild animals are protected in natural conditions. Using the children’s experience, the teacher will tell you in an accessible way about the reserves of our Motherland, how the reserve workers protect and raise different animals.
The topic of conversation with children can be Sunday walks with parents, trips out of town, to the zoo, or watching films about nature. The teacher advises parents to watch S. Obraztsov’s film “The Amazing is Nearby” with their children, the main value of which is to cultivate a love for living things, the ability to see, understand and appreciate the beauty of nature.
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Answering the question “Why is the film called that?”, children try to reveal its very essence: “This film is called “The Amazing Nearby” because there was a lot of amazing things there. You will find something interesting everywhere”; “The amazing is nearby” - this is because nature is nearby and you need to be able to see it.”
Summarizing the children’s statements, the teacher emphasizes the importance of nature and the need to protect it: “Nature has a lot of interesting and useful things for humans; Nature must be protected - this is our wealth and beauty.”
Observations of natural phenomena at different times of the year and in different weather create conditions for the unity of the aesthetic and moral development of children. Children learn to see and understand beauty. Communication with nature creates a joyful mood in a child, which in turn significantly affects his behavior in a group of peers: the child becomes kinder and more responsive to others.
For the formation of a team, collectivistic relationships among children, the friendly nature of communication and mutual assistance, the development of determination and organization in each child, interest in joint activities, and children’s awareness of elementary norms and rules of relationships with peers are important. The teacher must ensure that the life of children in the group is meaningful. There is a lot to be gained from thinking through common, as well as individual, prospects in play, work, and artistic activity that are joyful for children.
The child acts with greater eagerness, desire and persistence, having a perspective, knowing why he is doing this, what he still has to do (“We are building a winter hut out of snow so that an unknown friend can warm up and find food in it”; “ We collect clippings from newspapers and magazines to make an album about our capital Moscow." If a child does something alone, you should, of course, support him, but at the same time help him establish connections with peers. You can tell that his work interests other children as well; You can, by attracting this child’s peers, draw their attention to the achievements of a friend, to his skill, etc.
Collectivism of an older preschooler is expressed in the ability to be imbued with common interests, to take into account the rights of others, in the ability to rejoice in common successes, provide assistance, work for the common benefit, and take care of public property (toys, books, manuals, dolls). Raising collectivism in children presupposes the flourishing of individuality: in a team, the child’s initiative is encouraged, curiosity, intelligence, individual interests, tastes, and inclinations are supported. The encouragement of group play is combined with the promotion of individual play.
Raising fair leaders and organizers is

An essential factor in the formation of a team of children. The teacher’s task is to timely assess and correctly guide the child’s initiative, preventing him from developing a sense of superiority and a tendency to suppress other children. And if the teacher manages to set a goal for the children that is meaningful to them and attracts both the “leaders” and the children who are still less proactive to the common cause, to the game, then the relationship will begin to form as a collective one. At the same time, you need to think about how best to group the children. It is important that in every small children’s association there is an organizer, and the composition of the group is such that the leader understands (feels) that he alone will not be able to implement the task, game plan, etc. It is also very important to teach all children to be in charge, for example, when performing the work of duty officers, in a story game; cultivate a responsible attitude towards responsibilities.
In this case, children must be given goals that call them to coordinated action: grow a plant, remove a sick animal (bird), make a toy for little ones, build a snow mountain on the site, grow flowers for the holiday, build a house for dolls and furnish it with homemade furniture, prepare a presentation of a fairy tale for children, etc.
The decisive importance of joint activity in creating an atmosphere of unity can be illustrated by the example of how the common goal of the activity was formed - growing a tree.
“Once, while walking with the children,” says the teacher, “I drew their attention to the bare branches of a poplar and asked: why are there no leaves on them? Many children confidently answered: “Because it’s cold outside.” I offered to cut a poplar branch and put it in water and said that a tree would grow from the Branch. The children were surprised and interested: how can a tree grow from a branch? This is not a seed or a fruit. I advised: “Watch the development of the root especially closely.”
Joint observations and the desire for knowledge united the children by a commonality of experiences. When thin white roots appeared, no one doubted that the tree would grow. But a new concern arose: the roots became cramped in the jar, water was added frequently, but it quickly decreased. “What are we going to do with the branch?” - I asked. “We’ll plant a poplar branch in a flower pot, and when it gets warmer, in the ground.” The children did everything necessary: ​​they chose and washed a pot, brought soil, checked whether it was clean, crushed lumps, removed debris, planted a tree and carefully looked after it.
A common goal - the prospect of growing a tree and planting it on the kindergarten site - united the children. In the spring, when it became warmer, the branch was placed in the ground on our site, fenced with pegs and continued to be cared for. The branch began to develop and turned into a small tree.”
Thus, in the process of joint activity, moral and mental education was carried out.
Passion for the immediate future is an essential factor in uniting children and preventing conflicts between them. The teacher encourages friendly relations between the playing groups, coordinated, conscientious work of those on duty, neatly

Weariness while washing (the children not only washed themselves cleanly, but also quickly, and when they noticed that they had splashed on the floor, they wiped it off); approves of those children who, on their own initiative, helped the nanny when they saw that she was carrying a pile of laundry; warmly supports the child who protects the newcomer from the unfair attacks of one of the children.
It would be good if all students knew about these actions and relationships between different groups. Thus, the achievements of some become common property, which is important for the unity of the emerging children's team.
For example, children get dressed after a nap or finish their afternoon snack and the teacher, attracting their attention, talks about the events of the past day, asks the children to express their impressions, their attitude.
How should we approach a collective discussion of children’s misdeeds and violation of rules? Here it is necessary to show great delicacy and observe pedagogical tact. Firstly, in no case should you rush to “drag” the culprit to the court of your comrades; It is enough that his action was condemned by a group of peers with whom he, for example, played or worked, that an adult also condemned him, that the teacher subsequently returned more than once to the sad fact in a personal conversation with the child, and outlined with him ways of correction (helping an adult, a homemade gift, a letter to a sick friend in order to overcome selfishness, a game of coming up with polite, good words in order to quickly forget the bad ones, etc.).
And yet, sometimes there is a need to clarify some difficult issue with the participation of the entire group of children, to discuss the child’s bad, repeated misdeeds. After all, it is known that the opinion of the children's community has great educational power, even if we are talking about an emerging group of children in their seventh year of life. However, in such cases, the teacher must provide the following: it must become clear to the child what (why) he is guilty of, how he can improve, and what to do for this. Lengthy discussions and annoying lectures should not be allowed.
Let us give a pedagogical fact that can serve as an example to illustrate what has been said.
In the morning the children played indoors. Everyone was busy with their favorite thing. Teacher Svetlana Anatolyevna approached first one group, then another; She offered several children who were moving too much to play the board game “Alyonushka.”
After some time, the teacher’s attention was drawn to a wooden car standing, as expected, in an open garage. After examining the car, the teacher placed it on his desk.
Before breakfast, Svetlana Anatolyevna called the children over to her, picked up the car and said: “Children, we had a problem today: someone broke the car and didn’t say anything about it. Who did this? It definitely needs to be said. After all, this could have happened by accident: I pressed lightly on the car.

Bill - the axle is broken! Or maybe someone just played carelessly. Still, he must tell the truth! You can’t do this: break it and slowly put it in a corner.”
Children listen without taking their eyes off the teacher. Quiet in the group. Suddenly someone says: “This is Sasha!” “Oh, why did you say that,” Svetlana Anatolyevna says with disappointment. “After all, Sasha probably just wanted to confess! Isn’t that right, Sasha?” Sasha blushes and stands silently, head down. “You, Sasha, have a very difficult situation,” says the teacher, “your dad is on a business trip and won’t be back soon. Who will help us? After all, we ourselves will not be able to cope with this work.”
And suddenly Lyuba suggests: “I’ll ask my dad and he’ll fix the car, is that okay?” “Well, of course, Lyubushka, - that’s how well everything turned out,” Svetlana Anatolyevna rejoices. “And Sasha confessed, and Lyuba helped him out, - she will ask dad to fix the car. And you, Sasha, try to be more careful with toys and, if something happens, be sure to talk about it, don’t hide it.” Sasha silently nods her head in response.
Children must be fair in assessing the behavior of peers and their own, be critical of violations of generally established rules in kindergarten, be friendly, and truthful.
An important role in the formation of correct relationships among children is played by the development of ethical ideas about kindness, honesty, justice, friendship, and teaching them to evaluate and self-assess their actions.
The teacher carries out the tasks of fostering a humane attitude of children towards each other both throughout the day and in classes, where conversation becomes the main method of influence.
Not a single fact of violation of generally accepted ethical standards should pass the attention of the teacher and children. The causes of conflicts between children can be very different.
For example, children play hide and seek. Sasha closes his eyes and counts to ten - he drives. During this time, the rest of the children must hide. As soon as Sasha begins to look for his comrades, Valera, who is not taking part in the game, reports where everyone has hidden. Sasha, taking advantage of this, quickly finds the players. However, they protest because they heard Valera giving Sasha hints and accuse him of breaking the rules of the game. The children make noise, quarrel and, without agreeing on anything, run away. The teacher asks them to come up and asks: “What do you think, children, why did such an interesting game stop?” Children will naturally name the reason. The teacher says: “I’ll tell you how to play so that there are no quarrels between you. You also think about how you need to behave so that the game is friendly, long, and fun.”
Thus, children's attention is focused on their behavior - the cause of the conflict that has arisen. The teacher explains: “To play together, you need to be honest about the rules of the game and not break them. He who does not break the rules is called fair.”
Conversations about children's behavior in games should contain living, concrete facts. For example, a teacher addresses the children: “Guys, have you noticed that Olya has been wanting to be a doctor for several days now, but Misha keeps pushing her away. Why? Let's talk about it." Children may say: “Olya doesn’t know how to be

The lack of moral rules governing relationships between children: what to do in this or that case, how to give in or convince your comrades of the correctness of your proposal, etc.
In the process of collective work, it is very important to establish work within each link, at the same time relying on elements of self-organization and independent resolution of emerging issues. The teacher does not immediately indicate what should be done in this or that case, but helps children understand the reasons for the stoppage, misunderstanding and other situations that arise in work, for example: “It seems to me that you are very late, lagging behind others. Is something bothering you at work? Have you arranged everything conveniently? Did we agree correctly? Or: “You can probably decide for yourself what to do to make it fair if you remember the rule: everyone must do all the tasks in turn.” Etc.
The teacher comes to the aid of those units in which the work turned out to be less familiar or its volume is much greater than that of others (he joins new children, redistributes responsibilities, gets involved in the work of some unit, etc.). Eliminating all kinds of stops, the teacher first of all provides an educational influence on children, actively introduces moral rules that contribute to the formation of positive relationships and ideas about the norms of behavior in a group of peers. At the end of the work, the teacher discusses its results with the children, especially emphasizing the positive significance of collective labor efforts, talking about those who showed caring, friendliness, and attention to their peers. When discussing shortcomings in children’s work, the teacher advises what should be done, for example: “Shura worked so quickly today that he finished it before others. This is very good. But it would be even better if he himself thought of helping Rita. It was difficult for her, but she was embarrassed to ask for help. I think he will do that next time.”
Such discussions help children understand what to do in specific situations.
When organizing the work activities of children, taking into account their increased capabilities, it is necessary to take into account the workload. This is especially true for such types of labor as digging up soil and raking snow. It is in the preparatory group for school that the opportunity is created to give children a feel for real physical activity, and at the same time the peculiarities of work as an activity associated with the expenditure of effort. Insufficient workload does not make it possible for a child to form a habit of work effort. Overload causes a negative attitude towards work, therefore, when organizing work
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It is necessary to provide for the optimal load on the child, taking into account the skills and pace of work.
By involving children in raking snow or digging up soil, the teacher teaches how to use a shovel, plan their work, determine in which direction to move, where to row, how much earth or snow to take on a shovel, etc.
The fast pace of work very quickly leads to fatigue; frequent distractions prevent you from getting tangible results. Therefore, the teacher teaches children to work measuredly, at an average pace, without rushing and without distractions. The guidance of the teacher is directed not only to obtaining the result of the activity, but also to forming a habit of work effort: the child is pleased with his skill, the ability to achieve tangible results, which encourages him to start working again the next day.
Children of the school preparatory group provide assistance to the kids: they help them get dressed and undress, take toys out to the site, wash doll clothes, etc. This allows them to form a positive attitude towards the younger ones, the ability to see their difficulties, helps them feel their need for the little ones and the ability to respond to theirs. request. However, not knowing how to help the younger ones, children often replace the nanny, turning the baby into a doll, and do not give him the opportunity to do anything on his own. Therefore, there is a need to prepare older preschoolers to help children. It is important for the teacher to evoke in children a feeling of kindness and caring, revealing the humanity of such relationships: “Look how helpless and inept they are. And how sweet and affectionate they are. How they reach out to you. Come on, my good helpers, help your little friends.”
In the group, the teacher from time to time emphasizes that with the help of older children, the kids have already learned to dress themselves, put away toys faster, etc.
The Kindergarten Education Program also recommends organizing children’s work with wood. This type of work is very attractive to children because it is new to them, and also because it allows them to get real results: crafts, toys, and even things of practical importance. Woodworking creates great opportunities for teaching children to pre-plan their work and the ability to imagine the future result. We should strive to ensure that the results of children’s labor have practical significance, and that the toys produced are neat and sustainable.
Children show a lot of imagination and invention when working with natural materials. This type of work allows children to express attention to adults and peers by preparing souvenirs for them. The labor process is inextricably linked with the formation of accuracy, thoroughness, patience, and the ability to overcome

Difficulties. Therefore, it is very important to have a sufficient number of acorns, cones, bark, straw, nut shells and other materials in the group. To attract children's attention to this work, it is necessary to show them the simplest methods of connecting parts, possible measurement options, and the use of certain tools. It can also be recommended to leave the best works of children leaving for school for consideration by children moving to the preparatory group for school. The teacher, paying attention to these crafts, says: “Last year, the children, who are now in first grade, learned to make interesting figures, toys from pine cones and plasticine. You can also learn how to make them in a year. You and I will look at them and come up with others similar to these ourselves.”
Thus, labor education in a school preparatory group solves a number of problems of moral education, the main one of which is the formation of the moral and volitional qualities necessary for a child to study successfully at school.

Continuation: “What groups are there in kindergarten?”

This article will talk about the last group of kindergarten - preparatory. Examples of classes and work are given.

Part Five: Preparatory Group

● Kindergarten groups. Preparatory group.

Continuation.

Kindergarten preparatory group

The preparatory group is attended by children aged 6 to 7 years. The group is open every day, except Saturday and Sunday, from 7 a.m. to 7 p.m.

This is the last year of kindergarten. Last year before school.

Children are actively preparing to enter first grade. They do reading, literature, mathematics, drawing, and physical education. Teachers introduce children to the basics of traffic and behavior on the street.

An effective means for further development of children's abilities is complex classes.

Their distinctive feature is the combination of various types of activities into one lesson, which eliminates the conflict between the mobile nature of the preschooler and the process of acquiring new information.

Full-fledged theatrical performances are organized, with music and dancing.
The graduation party in the preparatory group marks the end of the period in kindergarten.

What do children do in the preparatory group of kindergarten?

The daily routine, as in other groups, is scheduled hourly. Children take this routine for granted and try to stick to their routine at home.

Schedule:

• - Children are brought to kindergarten and changed.
• - independent activity until the group is fully assembled
• - conducting morning exercises;
• - breakfast;
• - independent games
• - classes on previously prepared topics, according to the methodological plan
• - walk in the fresh air
• - dinner;
• - afternoon nap;
• - lifting, water procedures;
• - afternoon snack;
• - independent games
• - walk in the fresh air;
• - dinner;
• - homecoming.
  

* As you can see, being in the last, oldest group does not violate the previously established order. Children study and go out as usual, but unlike previous groups, here the main emphasis is on intensive training in subjects such as mathematics, literature, and the world around us.

Children are taught how to be on the street, what a traffic light is, learn the basics of traffic rules, etc.

Information for parents

• Many parents think about the question at what age is it optimal to send their child to school - from 6 or 7 years old?

As for child psychologists, most agree that the child should be prepared for school, both physically and mentally.

If you think that he is not ready enough, do not rush to give up your child at 6 years old. It is better to extend the period of study in kindergarten in the preparatory group and send them to school at the age of 7. This will allow you to avoid psycho-emotional stress when starting your studies prematurely.

* In the photo: mathematics classes in the preparatory group of a kindergarten.

Age characteristics of children from 6 to 7 years old

At this age, a child has a desire to learn something useful and interesting.

The classes that take place during this period are perceived as an exciting game in which the child strives to show his parents and educators how capable he is. He strives to distinguish himself and achieve recognition of his qualities.

During this period, parents and educators do not need to skimp on invitations in order to show the child that they value his successes.

Based on these praises, the child’s self-esteem grows.

The possibilities of intellectual activity increase noticeably. The child’s ideas about the world become broader, more diverse and more generalized.

Continued on next page.

Does anyone know the benefits of a preparatory group? Many parents of kindergarten-aged children are tormented by the question of whether to send their beloved child to kindergarten or leave it under the supervision of grandparents. Of course, in each case everything is individual and it’s up to you to decide, but having become more familiar with what awaits your baby in his first educational institution, it will be easier for you to accept the right treatment.

• First of all, kindergarten is a kind of step in the development of your baby. Growing up, our children gradually enter adult life, the regime of which quite often differs greatly from the cozy pastime at home, where all attention is given only to him and all desires are immediately satisfied. In kindergarten, a child learns to adapt to a routine and a certain rhythm of life - these are the first steps of independence and self-discipline.
• Secondly, such groups are precisely distinguished by the fact that here children are purposefully developed and prepared for the next stage.

Basically, in this age group, the use of role-playing games in teaching preschool children continues. In the preparatory group, integrated (complex) classes are used, which will be discussed a little later, and the necessary skills are directly developed in children of this age period.

Let's look at specific examples of each of these methods.

Classes in the preparatory group of kindergarten:

Thematic role-playing games in the development of a preschooler

As for role-playing games: with the help of such games, children strengthen their ability to interact with each other, that is, the ability to cooperate, and develop the ability to interact with objects (consolidating knowledge about the shapes, colors, sizes of various objects).

Imagination develops through the animation of toy characters and dolls.

At this age, children can already independently invent roles for themselves and play without the direct participation of a teacher, but the role of an adult is to create an object-based play environment and organize an appropriate atmosphere. The child chooses his own role (mother, builder, doctor) and then behaves according to the chosen plot. This strengthens the ability to transfer one’s action from one object to another, to compare one’s actions with the actions of the people around him.

The teacher must prepare the necessary sets of toys that I can captivate children with play, and then encourage the kids to play. This can be done by starting the game yourself, for example, like this: “I am a doctor. I will treat the children. This is where I will have a hospital. Come in if you need treatment. Kitty, are you sick? Where does it hurt? Show me the neck and the ear. Now we’ll take the temperature, here’s a thermometer.” (He puts the thermometer on the cat.) Now we’ll see you. Does your hand hurt?” Then the teacher, together with the toys, can treat the children, and then invite the children to play themselves.

Of course, in the group more attention is paid to the development of counting, reading, first mathematics and writing skills.

Complex classes in the preparatory group

As we said earlier, complex classes are very effective for developing children’s abilities. Their distinctive feature is the combination of various types of activities into one lesson. Changing types of action goes well with the active and mobile nature of children and helps to consider the subject (or phenomenon) being studied from different points of view. The lesson also provides for the consolidation of new knowledge in practice. The advantage is that the child does not have time to get tired of the amount of new knowledge acquired, but at the right time, to a new type of “absorbed” information.

Complex classes help smooth out the emerging contradictions between pedagogical training and the natural development of the personality of the future schoolchild, thus eliminating the conflict between the mobile nature of the preschooler and the process of acquiring new information.

By combining in the required proportions fragments of improving speech abilities, artistic creativity, and developing physical health into one comprehensive lesson, the teacher can maintain children’s attention at a high level for quite a long time, and this applies to children of different temperaments and abilities. In an integrated lesson, almost any child will find interesting topics for themselves.

The main areas in which children are taught in preparation are:

• speech development;
• acquaintance with nature;
• knowledge of the surrounding world;
• classes in fine arts, modeling, appliqué;
• mathematics and logical thinking skills;
• memory development with memorization of short poems;
• strengthening physical health, using exercise and some other abilities.

Let's take an example of a complex lesson in the area of ​​getting to know nature, developing speech and drawing skills. Let's present it in a condensed form to understand the essence.

Lesson in the preparatory group of a kindergarten on the topic: “Sparrow”

• Give children knowledge about the sparrow.
• Learn to retell the text, maintaining the figures of speech used by the author, without breaking the sequence. Continue teaching the children how to draw a bird, creating a composition.
• Vocabulary: sparrow, little sparrow.
• Develop coherent speech and fine motor skills.
• Practice onomatopoeia, counting abilities and number composition.
• Instill curiosity and an ecological perception of the world.

Equipment:

• A picture with a picture of a sparrow and an inscription.
• Audio recording of sparrow sounds.
• Sparrow mitten doll or cut out paper bird figurine.
• Landscape sheets with a drawn outline (outline in pencil), colored pencils.

Progress of the lesson:

Now we will get acquainted with a small bird. This is a sparrow. (Show the picture and read the inscription).

Look at the sparrow. It is approximately the size of a parrot (15 cm), brown with gray accents.

The sparrow moves in small jumps and makes sounds: “chick-chirp.” Listen to him tweet. (Turn on the audio recording).

Try to say “chik-chirk” yourself. (Onomatopoeia).

What are sparrow chicks called? Let's repeat the chicks of other birds.

Game "Guess the Chick"

A cuckoo chick is a cuckoo chick.

A stork chick is ... a stork.

A crow chick is... a crow.

A starling chick is ... a starling.

An owl chick is... an owlet.

Crane chick - ... this is a baby crane.

Now let's play.

Dynamic recreation “Sparrows are looking for food”

Children imitate the flight of birds and run out from the tables onto the carpet, on which there are many medium-sized buttons. These are grains and other birdseed. The teacher suggests taking two grains each - the sparrow will not carry more. Children fly for food several times. Then count the number of buttons. It is said that four is made up of two twos.

Now the continuation of the story about the characteristics of the behavior and life of a sparrow.

Sparrows are funny, active birds. One day this story happened. The teacher tells a short story with elements of showing what is happening, you can attract the children.

Reading a story about a sparrow by famous writers. Then depict an episode from the story on a prepared sheet of paper (outlines of sketches are allowed).

Outdoor game “Birds are flying home”

Children fly like birds. If they hear names other than birds, they stand still. And when they hear the words “sparrows go home”, they run to the carpet and stand in the nests (hoops).

The crows are flying home.

The sparrows are flying home.

You will take your drawings home and, looking at them, tell about the sparrow.

Then read a poem or tongue twister about a sparrow.

Elena Yurievna Alexandrova
Preparatory group in kindergarten

Preparatory group in kindergarten

I would like to tell you my story of teaching activity...

It all started when, while still a schoolgirl, I began to be interested in natural sciences. And at the end of school, my fate was already predetermined... And the choice fell on the Pedagogical University, the Institute of Ecology and Geography.

...As fate would have it, after working at school for a relatively short time, I decided to change my specialty. And this time fate connected me with preschool education.

Having started working in an area unknown to me, I had to deal with caution, mistrust and misunderstandings from my parents.

And this was expressed in the fact that the parents did not know what it actually meant kindergarten. Many thought that children's the garden will play a minor role in the formation of a future personality, and therefore did not pay special attention. And they didn’t even mean that in kindergarten is conducted intensive and huge work with children.

But it is here, among children's group, the child learns to perceive the world around him as his own with children's eyes, and not through the prism of parents. IN kindergarten children take the first steps of independence and self-discipline, learn to adapt to the routine, and get used to a certain rhythm of life. And this is a definite plus. After all, such systematicity accustoms even the most eccentric child to neatness, precision and order.

And in the event of a violation of the daily routine, that is, delays in eating, sleeping, walking... All this can negatively affect the nervous system of children. And they, in turn, become lethargic or, conversely, excited, begin to be capricious, lose their appetite, have difficulty falling asleep and sleep restlessly.

Therefore, let's take a closer look at what awaits your baby in preparatory group.

As already mentioned, children get used to a certain daily routine, which is carried out every day strictly according to graphics:

reception of children, independent activities;

morning exercises;

walk in the fresh air;

returning from a walk, independent activity;

daytime nap;

gradual rise, hardening procedures;

games, independent activities;

walk;

returning from a walk;

going home.

Let's take a closer look at the daily routine in preparatory group.

1. Reception of children, independent activities.

During the morning reception, we try to create a good mood for both the child and his parents. We pay attention to the appearance and greeting of children. The teacher is obliged to make sure that everyone finds interesting activities and does not interfere with other children. If the child could not choose an activity on his own, the teacher should help to him: connect to children playing, help in choosing toys, or give the child some specific assignment.

organization of washing small groups of children. You need to ensure that children wash their hands carefully without splashing water. And most importantly, you need to ensure that children use only their own towel and carefully hang it in its place after washing.

3. Breakfast

What can we say about nutrition... Any nutritionist will confirm that

Proper eating at the same time promotes the growth of a healthy body.

During the meal, the teacher must control the children’s posture and try to ensure that the children eat all the food offered. Thus, developing cultural and hygienic eating habits.

4. Games, preparation for class

Individual work is carried out with children, conversations about their family.

Before the lesson, it makes sense to conduct an average game with the children.

mobility - for dexterity or coordination.

5. Lesson

Classes with children of senior preschool age are primarily aimed at developing the abilities that they will need when entering school. As a rule, children are raised and educated through games.

One of the main tasks is teaching children their native language, literacy, as well as the development of speech and verbal communication. In classes, preschoolers are taught to delve into and understand the teacher’s speech, reflect their acquired knowledge in speech, highlight the characteristics of objects, and group items based on general characteristics. In addition, children learn reading, writing, counting, and also train memory, logic and attention.

Physical education plays an important role in the preschool development of a child. In the process of physical preparation Children's motor experience is accumulated and enriched, physical qualities such as strength, speed, flexibility, endurance, dexterity, and coordination of movements develop.

In older preschool age, special attention is paid to group work. Children are engaged in artistic, productive, musical activities, work with paper, salt dough or other natural materials. All this and much more contributes to the development of creative abilities.

Of course, children will not only enjoy activities, but also fun walks and entertainment.

6. Walk in the fresh air

During preparation For the walk, children are given detailed instructions on

upcoming activities - group must be put in order before leaving; Remind children of the rules for the dressing room. The teacher must control the dressing sequence before going for a walk. It is also worth drawing children's attention to their appearance. During preparation Before the walk, the teacher eliminates the children’s obvious mistakes in the process of dressing.

During the walk, the teacher observes the content of the games and the relationships between the children in these games. During the walk, outdoor games are played, and children are also involved in cleaning the area.

It is worth organizing observations of living and inanimate nature. Before leaving the walk, children are given instructions for the upcoming activity - from putting the area in order to entering group.

7. Return from a walk and lunch

See paragraph "Breakfast"

8. Daytime nap

In progress preparation the teacher watches the bedtime discipline:

Children should not be distracted by unnecessary games, conversations, or make noise.

The bedroom environment should be calm and relaxing. They are brought up with a caring attitude towards things, neatness, a positive attitude towards daytime sleep.

9. Gradual rise, hardening procedures

Everyone knows that hardening is beneficial for all ages. But hardening has a special effect on preschool children. Tempered children's the body adapts more easily to unfavorable conditions, immunity increases, resistance to oxygen deficiency increases, and it also normalizes the state of the nervous system and strengthens it.

Hardening children consists of a system of activities that include elements of hardening in everyday life. life: air baths, sunbathing, water procedures, properly organized walks are part of physical education.

We carry out hardening through the complex influence of natural factors (sun, air, water).

In our work after a nap we use a combination

hardening the feet with cool water and walking on tactile paths to prevent flat feet.

After hardening, the teacher monitors the discipline and order of dressing of children in the bedroom. Independence and accuracy are fostered.

10. Afternoon snack

See paragraph "Breakfast"

11. Games, independent activities

See paragraph "Games and preparation for classes»

12. Walk and return from a walk

See paragraph "Walk and return from a walk"

See paragraph "Breakfast"

14. Going home

Parents should be informed about the child's progress in

group, it is necessary to demonstrate the children's work. The teacher also informs parents about problems and ways to solve them. It is necessary to remind the child about the rules of good manners; the child must say goodbye to the children and the teacher.

Having considered the daily routine, it is worth adding that one of the many factors in the development of children, of course, is preschool education. However, we should not forget that the process of a child acquiring new knowledge cannot do without the active participation of parents, because the teacher will not be able to correct the child’s behavior without knowing his specific behavior in the family.

Therefore, working with parents in older preschool age is an important factor in the effective upbringing of a child.