Weekly plan of the educator. Calendar-thematic work plan of the educator for the week (preparatory group)

The work of a kindergarten teacher is not only creative communication with kids, but also the systematic implementation of a number of formalities related to the organization of the learning and upbringing process. And, above all, we are talking about writing plans for working with children. Since each of the aspects of effective pedagogical interaction with children requires the development of an implementation algorithm, the issues of methodically competent writing of the plan are of particular relevance.

The content of the concept of "planning in kindergarten"

The teacher of a preschool educational institution (preschool educational institution), in accordance with his job descriptions, maintains two types of documentation:

mandatory (planning the work of an educational nature, the schedule of attendance for kids);
recommended (normative documentation - job descriptions, regulations, etc., general information about the team of kids - a list of names, group work schedule, etc., as well as methodological support for work - a list of areas of interaction with children, diagnostic cards, didactic materials and etc.).

Planning in a preschool educational institution is an algorithm for building a sequence of psychological and pedagogical cooperation with kindergarten students.

Planning is made for all activities in kindergarten

Types of plans

In the preschool educational institution, several types of plans are practiced that systematize work in one or another aspect of the implementation of the mission of the educational process:

annual, which is the most important methodological document of the preschool educational institution, corresponding federal law on education, reflecting the principles of organizing the process of educational cooperation in kindergarten according to the Federal State Educational Standard, federal and municipal legislation, as well as based on innovative technologies in psychology, pedagogy and management of the pedagogical process;
planning by topics - a list of topics planned for study in the period from August / September to May in a particular age group (compiled by a teacher under the guidance of a methodologist);
complex-thematic (or integrated) planning is a list of activities within the framework of consideration of each of the topics curriculum, designed to help see the integrity of the process of education and upbringing in a particular group (developed by the methodologist of the preschool educational institution);
long-term plan - a sequence diagram for the implementation of the process of training, development and education for the current academic year with a monthly list of goals and objectives (developed by the teacher of the group);
calendar-thematic - a plan for the consistent development of the topics of the curriculum for the year, indicating the knowledge, skills, intended for the assimilation of kindergarten students in the process of performing different tasks on each of the topics, as well as with a list didactic materials used in the classroom (developed by the teacher based on the annual and long-term plans);
weekly - a list of activities (for example, games, daily routine, etc.) in all educational areas ("Cognition", "Social and communicative development", "Physical development", "Speech development", "Artistic and aesthetic development") as part of the study of the topic in a certain week, listing the methods of work (developed by the teacher);
a plan for each day, based on the weekly, but specifying the types of work and techniques used daily;
lesson - the same as daily, but for each lesson in each educational area separately (developed by the teacher).

This is interesting. In the pedagogical literature, another type of planning stands out - methodical. This is a list of activities for the implementation of educational and educational cooperation between educators with children, teachers with parents and teachers among themselves.

Planning allows you to see the dynamics of the development of kids in a particular educational activity

Planning Forms

In other words, ways to record planning. There are three types of them:

text (implies a description of the plan in text, usually used for a temporary, long-term plan);
block-schematic, that is, distributing the stages of studying the topic into blocks;
tabular, having the form of a table entry;
modular - a type of plan record form that creates a general algorithm for distributing ways to work with children for a specified time period (usually a week), in which the teacher only specifies the methods of working with kids (for example, determines the topics of conversations, types and short description games, objects of experimentation).

The mission of drawing up a calendar-thematic planning

This type of plan represents the contents of the daily methodical work, reflects the interests and needs of babies, which allows for individual approach. The mission of writing a calendar-thematic plan is to:

consistent implementation of the training and education program in all vectors of educational interaction with children;
systematization of work with kindergarten children;
achieving the goals and objectives set by the educational program with the ability to track the dynamics of this process (for example, in September in the second junior group children know 2-3 outdoor games, by the end of the calendar year - 5-6).

The tasks of writing calendar-thematic planning are:

providing a connection between the theory and practice of cooperation with children (for example, the use of innovative technologies in work - ICT, or the introduction of technology projects in the development of a particular topic);
solving the problems set by the program through a combination of types of cooperation with children, independent activities of children, as well as through building a strategy for working with children's families;
arranging the implementation of the tasks of the educational process both within the framework of GCD (direct educational activities, that is, classes), and when performing regime moments, preparing and conducting entertainment, etc .;
choosing the best methods for combining types of educational activities for kids of a particular age (for example, in the younger and middle groups this is a game activity, in the older ones - an emphasis on cognition, but always in game form);
integration of the vectors of the education process in accordance with the age category and characteristics of the personal development of children (for example, an emphasis on working in mini-groups for older preschoolers who have difficulties with socialization, in particular in building relationships with peers).

Planning allows you to find the best ways to integrate educational areas

Plan objects

As mentioned above, plans are prescribed for all (!) Activities in kindergarten:

GCD, that is, classes (for example, familiarization with the world around, which includes elements of the study of natural science, and the direction of educational activities in general, for example, legal education), as well as the variable part, that is, part of the program implemented at the discretion of a particular preschool educational institution in the presence of hours and pedcadres ( English language, German);
regime moments (walks, work before going to bed, etc.);
circle work (for example, the activities of a local history circle, which describes all types of organization of interaction with children, including the work of a mini-museum);
unregulated activities, that is, joint activities with preschoolers and their families (for example, in the aspect of educating personal hygiene skills, this can be sanitary and educational work, in the context of labor education - home economics, in matters of organizing educational work - interaction with gifted kids, and when organizing cooperation with the families of pupils - a consultation center, for example, on the adaptation of children in a kindergarten or a mother's school);
the work of narrow specialists (for example, the activities of a defectologist).

Video: issues of organizing and planning the work of a kindergarten teacher in the coverage of the head of the department for the development of educational systems of the Institute for the Development of Education of the Oryol Region

Thematic planning methodology

The work plan of the group in accordance with the requirements of documents of a regulatory nature governing PEI activities, is formatted as follows:

The first sheet indicating the type of planning, the age of the children in the group, the name of the preschool educational institution, as well as the name of the teacher and his regalia. Recording format for title page is determined by the kindergarten and is the same for all teachers.
General tasks of education in preschool educational institutions for the academic year.
Tasks comprehensive plan for a specific group.
List of programs, methods and technologies used by the teacher in work with children.
Name list of babies.
The layout of the guys at the tables.
Schedule.
NOD schedule.
The list of types of educational activities in the process of implementing the regime.
Content independent activity kids.
List of exercises for morning exercises.
List of exercises that are performed after sleep.
The essence of interaction with the families of pupils.
Directions for designing the subject-developing environment of the group based on the age of the children.
Recommendations of narrow specialists on building a strategy for interacting with children.
Tables with a plan by topic and all types of educational activities for all days of the week.

This is interesting. The procedure for drawing up plans in preschool educational institutions is regulated by the Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On approval of the Procedure for organizing and implementing educational activities for educational programs preschool education", which, in turn, is based on the Order of the Ministry of Public Education of the RSFSR dated September 20, 1988 No. 41 "On Documentation of Preschool Institutions".
GEF
http://edu.mari.ru/mouo-medvedevo/dou10/DocLib7/FSES%20DO/FSES%20DO.pdf

The procedure for maintaining the documentation of the teacher of the preschool educational institution is regulated by regulatory legal acts

Table: approximate plan for topics for younger groups for September and October

Topic	Time spending	Approximate content	Topics of the day			Options for final events
			Early age group	Junior group
me and kindergarten	From September 05 to September 09	evoke the joy of returning to kindergarten in children; continue to acquaint with the kindergarten as the closest social environment of the child: subject environment, rules of conduct in kindergarten, relationships with peers; organize the examination of toys, naming their shape, color, structure; to introduce children to each other during the games (if the children are already familiar, you should help them remember each other); to form friendly, benevolent relations between children (collective art work, a song about friendship, joint games).	“We leave the rattles, we play new games”; "What is in the group room?"; "Room Journey"	"Our group is good"; "What is there in the kindergarten area?"; "Journey through the territory."		musical entertainment “So we have become a year older”; musical and dance entertainment "Matryoshkino housewarming".
Autumn colors	From September 12 to September 30	expand children's ideas about autumn (seasonal changes in nature, people's clothes, in the kindergarten area), about harvest time, about some vegetables, fruits, berries, mushrooms; introduce the rules of safe behavior in nature; bring up careful attitude to nature; to develop the ability to notice the beauty of autumn nature, to observe the weather.	What did autumn give us? Goals: collection with children on walks of colorful leaves, examining them; acquaintance with the peculiarities of the behavior of forest animals and birds in autumn.			exhibition of handicrafts natural material; entertainment "Hello autumn, golden."
Vegetables. Garden
Fruit. Garden
Trees

I am a man in the world	03 to 14 October	to form ideas about oneself as a person, about the main parts of the human body, their purpose; consolidate knowledge of one's own name, the names of family members; to form the skill to call the teacher by name and patronymic; to form a primary understanding of what is good and what is bad, initial ideas about healthy way life.	"Who's good with us?"			open day health; sports entertainment.
I and my family	17 to 21 October.	to form initial ideas about health and a healthy lifestyle; form the image of I; to form elementary skills in caring for your face and body; develop ideas about their appearance; develop gender perceptions; encourage them to give their name, surname, names of family members, to speak about themselves in the first person; enrich ideas about your family.	"A small country is my family"		“About a family about a friendly, so necessary for everyone”	Photo exhibition "Me and my family" or design of photo collages "My family".
international pet day	From 24 to 28 October	to form children's knowledge about domestic animals and birds; to acquaint with some features of the behavior of animals and birds.	"Kids about animals"		"These amazing animals"	puppet theater "Wolf and seven kids"; fun games "Birds and chicks".

Algorithm for compiling calendar-thematic and daily plans

The topics listed in the thematic plan are specified by different types of educational activity, in particular GCD, that is, the topics of classes in various areas of education, upbringing and development (speech development, drawing, music, physical education, etc.). For example, a calendar plan for the topics of a mathematics course in the middle group.

Using the basis of the thematic plan, as well as the calendar-thematic plan for individual educational areas, that is, the classes provided for by the schedule as the main activity, the teacher draws up a daily plan. You can see an example of a daily plan.

Well-designed plans allow you to involve all the kids in the activity.

Thematic weeks

In kindergarten, a mandatory element of methodological work is thematic weeks and days.

Theme week - an in-depth examination of the topic with the help of different types activities in various classes. Such immersion in the subject allows you to systematize, deepen and generalize the knowledge, skills and abilities of kids of different (!) Ages on a specific topic. Thematic week is implemented by the following forms of work with children:

GCD, that is, classes;
holidays;
games;
experimentation;
excursions.

This planning format allows;

to achieve from children a deep consideration of the material in various forms of work;
involve children in the topic different ages, their parents (kids learn new things, while they have time for different activities);
entertain participants in the educational process.

Thematic weeks, as a rule, are developed by the kindergarten methodologist simultaneously for all groups. You can get acquainted with an example of a plan for thematic weeks for all groups.

Conducting themed weeks allows kids to dive deeper into the topic

Abstract of the lesson on the theme of the week

In terms of structure and timing, notes on the topic of the week will not differ in any way from drawing up a lesson script for a specific educational area. As for the content of the material, the following should be taken into account here: each subsequent lesson continues the previous one and lays the foundation for the next one. For example, common topic"Golden Autumn" in the first and second junior groups is implemented by the lesson "Autumn walks along the path", related to the previous topic "This is our group" as part of the theme of the week "Hello, kindergarten", which connected the beginning of the school year and autumn. At the same time, “Autumn walks along the path”, by considering the gifts of autumn, prepares for the next topic “What's in autumn's basket”, which will focus on vegetables and fruits of the new harvest.

Thematic day - a collective creative immersion in a topic of interest to participants theme day and his viewers. In other words, the theme day is designed to bring kids together in activities so that they can:

freely choose the type of activity;
take the initiative;
learn to express thoughts and feelings.

As a rule, this form of organizing interaction with kids is used to summarize after studying the topic and includes the following types activities:

games;
conducting experiments;
creative understanding of the topic;
creation of projects;
theatricalization;
labor activity;
everyday communication with friends and adults.

Thematic day is composed in stages:

comprehension of the idea;
formulation of goals and objectives;
description target audience(children, parents);
essence development;
description of the results;
drawing up a plan for preparation and conduct;
script writing;
an indication of the method of summing up (verbal approval, encouragement in some other way, for example, rewarding with sweets, etc.).

Like theme weeks, theme days have a certain standardized set of topics that, as practice shows, are of interest to kids:

"Knowledge Day";
“What has autumn brought us?”;
"Health Day";
"Day of national unity";
"Mothers Day";
"Day of farewell to the Christmas tree";
"Game day. Lego";
"Day of the theater";
"Day of winter fun";
"Defenders of the Fatherland Day";
"Mother's day";
"Spring-red";
"Victory Day";
"Children Protection Day".

An example of developing a scenario for a themed day dedicated to Mother's Day is presented.

Thematic days sum up the study of the topic

Techniques used in plans

In the calendar-thematic planning, methods and techniques for working on a particular topic of the lesson are indicated, and in the plan for every day these ways of cooperation with the kids are prescribed in detail. Let's consider the possibilities of using methods and techniques on the example of one thematic day in a lesson dedicated to the theater, in a preparatory group.

Table: methods and techniques in the classroom in kindergarten

Method	Reception	essence	Example
Verbal	Conversation	A dialogical form of work with children in which children exchange thoughts and ideas on a topic with an adult and with each other. In the younger and middle groups, the conversation is based on the questions of the teacher, which require unambiguous answers. In senior groups, the work takes on the character of a discussion on problematic issues.	After staging V. Suteev's fairy tale "Under the Mushroom", the teacher invites the kids to make crafts on the topic. The teacher can formulate an explanation of the order in which the task is completed as follows: “Guys, let's take a piece of plasticine, warm it up in our hands and, having made a “pancake”, attach it to a piece of cardboard. Now we will attach a wide tube of pasta to the plasticine base. We make another plasticine "pancake", which we attach to the tube. We attach a flattened chestnut on top. The mushroom is ready. To create an autumn atmosphere, we will glue cut out small stencils of autumn leaves onto the substrate.
	Puzzles	Techniques designed to motivate kids for a particular activity. Sometimes they are introduced at the end of the lesson in order to systematize and summarize the studied material.	If you want to be different, Call for help ... (make-up); Now a king, and then a jester, Beggar or king Become will help, for example, Theatrical ... (costume designer); He inspires actors, He manages the whole performance, Like a conductor, But his name is - (director).
	Poems (for children of younger groups, poems can be in the form of nursery rhymes used to set the kids up for work)		You can use the classic selection

Planning in kindergarten is aimed at ensuring the implementation of the program for each age group, as well as regularly and systematically engaging in educational activities, striving to achieve positive results in the educational process. In this section, you can find ready-made plans and useful recommendations from specialists in planning in a preschool educational institution, taking into account program requirements.

Contained in sections:
Includes sections:

Spring. Calendar-thematic planning on the spring theme
Planning. Plans for the summer wellness period (summer)
Planning. Plans for the academic year, annual planning

By groups:

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All sections | Planning. Work plans

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Municipal budgetary preschool educational institution

Kindergarten No. 9 "Ryabinka"

Consultation for kindergarten teachers

Educational planning educational process in kindergarten in the context of the introduction of GEF DO

Teacher Documentation

Prepared by:

senior caregiver

Rybakova Natalya Yurievna

Sergach

2015

“When we spend time planning, it becomes more”
M. Rustam (Indian scientist)

The professional activity of an educator, a teacher is always regulatedlegislative and regulatory documents, as well as internal local acts institutionsaccording to their type and type:

Federal Law of December 29, 2012 N 273-FZ "On education in Russian Federation»;
Convention for the Protection of Human Rights and Fundamental Freedoms;
the Convention on the Rights of the Child;
the Constitution of the Russian Federation;
Labor Code of the Russian Federation;
Family Code;
Order of the Ministry of Defense and Science of the Russian Federation of October 17, 2013 No. No. 1155 "On approval of the federal state educational standard for preschool education";
SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the arrangement, maintenance and organization of the working hours of preschool educational organizations”, approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 N 26 (registered by the Ministry of Justice of the Russian Federation on May 29, 2013, registration N 28564);
Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Education Programs - Educational Programs of Preschool Education”;
regional legal documents;
legal documents of higher organizations;
local acts of the preschool educational institution (charter, collective agreement, internal labor regulations, employment contract, job description).

In accordance with the internal labor regulations, fill out and accurately maintain the established documentation in a timely manner; clearly plan their educational activities, keep the administration up to date with their plans, keep a diary of observations of children, follow the rules and regime of documentation; respect the personality of the child, study him individual characteristics, to know his inclinations and characteristics, to help him in the formation and development of his personality.

According to the order of the Ministry of Public Education of the RSFSR dated September 20, 1988 No. 41 “On documentation of preschool institutions” in order to establish a strict procedure for maintaining documentation in preschool institutionsestablish the following pedagogical documentation of preschool institutions:

For educators - a plan of educational and educational work with children for a day or a week at their discretion and daily maintenance of a report card for children.
For the senior educator - a plan of work with educators for a month or a week.

The documentation of the educator can be divided into mandatory and recommended.

Mandatory Documentationon the organization of the educational process includes:

1. calendar plan of educational work,

2. children's attendance report.

Practice proves the need to streamline the documentation maintained by preschool teacher. The order in the documentation, the ability to quickly find and analyze the available materials will help the teacher in preparing for the new academic year, attesting the kindergarten and the teacher.

Documentation can be organized in the following folders:

informational and normative (01),
planning and analysis (02),
organization of the educational process (03).

1. Information and regulatory documentation of the educator:

Service and job descriptions:

1.1. Job description preschool teacher.
1.2. Instructions for the protection of the life and health of children of preschool educational institutions.
1.3. Seasonal site safety instructions.
1.4. Safety instructions for organizing classes at the sports ground.

2. General information about the group:

2.1. List of children of the group (indicating the date of birth and the date of admission to the preschool educational institution).
2.2. Group regimes (for cold, warm, vacation, sparing, adaptation periods of the year).
2.3. Schedule of organized educational activities (main and additional classes in studios and circles).
2.4. Adaptation sheets (for newly enrolled children).
2.5. Information about children and their parents (compensation and preferential payments).

2.6. Planning interaction with parents of pupils. Minutes of parent meetings.

3. Methodological support of the educational process

3.1. The main areas of work and annual tasks of MDOU for the current year.
3.2. The list of programs and pedagogical technologies used by the educator (compiled together with the senior educator).
3.3. Work programs for teachers.

3.4. Long-term planning for sections of the program.

3.5. Calendar planning of the educational process.
3.6. Individual itineraries for pupils. Student portfolio. Materials for diagnostics on the main sections of the program.

Common planning mistakes

The issue of planning is constantly of interest to preschool teachers. After all, planning the pedagogical process in a group is a rather complicated matter, requiring the educator to have appropriate training, knowledge of the patterns of psychophysiological development of children, the program of education and training in kindergarten, methods and techniques of communication and education.

The effectiveness of the educational process in a preschool educational institution largely depends on the quality of its planning. Let's try to figure out what plans exist today, how to deal with shortcomings in the implementation of planning, and what kind of plan does a preschool educational organization need today?

First of all, let's define that planning is "studying the future and sketching a plan of action", the central link in any activity, it includes setting goals, developing rules and sequences of actions, foreseeing and predicting results.

Planning is the basis of the content of educational work in a preschool educational institution.

Planning allows you to eliminate the negative effects of uncertainty, focus on the main tasks, achieve cost-effective operation and facilitate control. Planning is connected with the prevention of errors - on the one hand, and with the need to use all possibilities - on the other.

The plan is a condition for the purposefulness and organization of the work of the educator, protection from drift, from the captivity of small current affairs, one-sidedness and skipping some significant development tasks.

A plan is first and foremost a goal setting. Planning helps the educator evenly distribute the program material throughout the year, fix it in a timely manner, avoid overload, haste. The plan helps to foresee and consider in advance the methods, techniques, purpose of education and training. Thanks to the plan, the educator knows what he will do today and how, what aids and attributes will be used.

A properly drawn up work plan brings clarity, predicts difficulties, saves time, increases responsibility, and facilitates work. The plan is not just a reporting document, the main thing in it is the working value, the advance deliberate selection of the content and forms of the forthcoming work with children, clear guidelines for the use of official time.

Improving the planning of the educational process is necessary in a modern kindergarten.

The plan is not a formality, but a necessary condition successful work with children, in terms of the main thing is not the scheme, the form, but the content. A necessary condition for successful planning issolid knowledge of the program. But knowledge of the program is not the only condition for successful planning.The teacher should know the children of his group well.to study each child in the dynamics of his development.

To successfully plan the work of the educator will also help teaching aids, recommendations received at the teachers' council, methodological association, courses, etc.

The next condition isjoint planning by two educators working in the same age group. The fulfillment of this condition will ensure a unified approach to children, uniform requirements to them, will increase the responsibility of each educator for the implementation of the plan and program. Shift teachers should have daily contact at work, a constant exchange of opinions based on the results of observing children: how they learn the program material, how they perform their duties, what are their cultural behavior skills, character traits, who, how and with whom plays, etc.

The calendar plan is compiled on the basis of the annual and prospective and is finalized taking into account the observations of the children in the group and their assessment, as well as discussions with other educators and conversations with parents. It is written for every day or for a week and includes various activities at the stages of familiarization, development and consolidation, practical application of knowledge. Planning is carried out on the basis of the program and, although it does not deny the leading role of an adult, it is largely determined by the interests and needs of children, follows from the daily observations of all staff, current control, and is born in a dialogue with parents. Thanks to this nature of planning, a differentiated and individual approach to each child is realized.

Over the years of teaching practice, many different types of scheduling have changed.Previously, all educators wrote the plan in a notebook. A plan was written on the right side of the notebook, and an account of the work done was written on the left. But time changed, teachers, education with which teachers came, and plans naturally changed, modernized, simplified in writing, introducing new technologies (computer). But bringing in the new, the positive that was in the old plans was forgotten, andtoday, many calendar plans have become sketchy, non-specific, somehow blurry. In a couple, the educator himself cannot figure out what he is doing today or is missing some section, form of work with children, without even knowing it himself. It is easy for him to get lost in the sea of daily problems and miss something very important for the child.

Coming to the certification of a teacher, the first thing you ask for is a calendar plan. Opening the plan of the teacher, you can see the face of the teacher, his literacy; ability to analyze and plan. His professionalism: knowledge of methods, age and individual characteristics of the children of the group. Is there contact with specialists and is the planning system traceable?

Exist General requirements to the calendar plan in the different age group of the kindergarten.

Plans should be for each group. The main difference in the plans of different age groups is in the program material, in the methodology of conducting work (the number and duration of classes, teaching methods, etc.).

All planning is based on the following principles:

taking into account specific pedagogical conditions, the age composition of the group, the level of development of children;
the relationship between the process of education and training;
regularity, sequence, cyclicity of educational influences.

During the certification of preschool educational institutionsidentified the most common shortcomings and errors in the calendar plans:

cases where educators do not have work plans, and this is the main document of the educator;
instead of plans, a cyclogram of work for a month or a week was provided;
congestion (underload) plans;
absence of dates;
organized activities are scheduled (classes in kindergarten), but there is not even a mention of joint and independent activities;
lack of interconnection between different types of activities (play-labor-learning);
omission or irregularity of any section of the program;
calendar plans are presented in the form of perspective;
there are no indications at what security moments what is carried out and by whom;
no reference to literature, page;
not prescribed individual work with kids.

According to such plans, it is not clear who conducts what and on what day, it is impossible to exercise control, and there is no planning system either. In general, whatever one may say, but planning should be specific, so that it is clear which educator is doing what shift, what. So that educators feel responsible for every event that they have planned.

Technology for the development of calendar plans

The general algorithm is canvas.
Start writing a plan from regime moments: morning; day; evening; for at least two weeks.
The design of the plan must comply with aesthetic requirements, as it business card DOO.
Take into account the ratio of the load of children: emotional; intellectual; physical.
Take into account the degree of complication of the material (mathematics cannot be combined with classes physical culture- very high protein consumption in the body with high intellectual and physical activity).
Compliance with software and methodological support.
Include all activities.
Track the complication of techniques, not only visual and verbal, but also such as collective search, conversation, educational games.

There are the following principles for planning educational and educational work with children:

The optimal variant of the educational load of children should be determined. Information overload is invalid. There is a clear framework for content (standard).
Medical and hygienic requirements for the sequence, duration, and features of carrying out various regime processes should be taken into account.
Local regional features (climate, natural conditions) are taken into account.
Time of year and weather conditions are taken into account.
Provide in terms of the alternation of organized and independent activities of children. Free activities should be at least 40% of the volume of regulated activities, including outdoor activities for 3-4 hours during the day, depending on the season. Mandatory allocation of time for free play in kindergarten.
Accounting for changes in the working capacity of children during the week when planning classes and requirements for their compatibility.
Accounting for the level of development of children. Using the results of pedagogical diagnostics to optimize the educational process, planning individual work with each child.
An indispensable relationship between the process of education, training and development.
Regularity, consistency, repetition of educational influences.
The inclusion of elements of activities that contribute to emotional release, create a joyful mood for the children, and give them pleasure. Taking into account the effects of "beginning and end" when distributing them during the week.
Planning is based on the integration of the efforts of all specialists working in a group with children. It is necessary to take into account the recommendations of experts
The planned activity is not imposed artificially on children, but is necessarily motivated accordingly. Children should feel the need to do something, want to understand why they need it.
A variety of proposed activities should be provided in order to contribute to the maximum possible disclosure of the potential of each baby.
In the activities planned by the teacher with children, the annual tasks solved by the preschool educational institution should be viewed.
Work with parents should be traced.

There is an algorithm for compiling a calendar plan for a teacher of a preschool educational institution

1. Title page

2. Tasks of preschool education for the year

3. Tasks of complex-thematic planning

4. List of legal documents

5. List of programs, methods and technologies used by the educator

6. List of children of the group

7. Placing children on tables

8. Daily routine

9. Schedule of organized educational activities

10. Educational activities during regime moments

11. Independent activity of children

12. Complexes of morning exercises

13. Complexes of gymnastics after sleep

14. Interaction with parents

15. Work on the transformation of the developing object-spatial environment of the group

17. Direct planning for each day

The success of a preschool institution largely depends on the planning system.

Based on the general basic principles of planning and relying on guidelines“Preschool education: guidelines and requirements”, the basis for planning work in groups is the implemented comprehensive program, in which the tasks and content of the work of the educator can be presented in two sections:

"Organization of life and education of children",
"Learning in the classroom".

That is, planning should reflect three aspects pedagogical work:

Organized training (a system of frontal or subgroup classes in accordance with the program and the schedule of classes).
Joint activities of adults and children.

Let's consider them in more detail some sections of planning.

Interaction with parents

The content of work with parents is planned for a month or a week. It should be indicated on what days and what will be done by each teacher of the group, and what kind of garden activities will be held. Moreover, it is necessary to write not only those activities that are carried out by the educator, but also by specialists working on this group. Regardless of who conducts the classes, the teacher will be the organizer in any case.

Work can be scheduled in various forms of conduct:

parent meeting,
consultations (individual, group),
workshops,
thematic exhibitions,
episodic conversations with parents,
hobby clubs,
joint holidays,
entertainment and leisure,
questioning,
parent gatherings,
excursions,
hiking trips,
participation of parents in the social life of the group and so on.

How many events to plan, everyone will decide for himself. Work in kindergarten with parents should be planned in accordance with the annual objectives of the institution.

Class schedule for the week (according to the number of classes according to the program and the requirements of SanPins (2.4.1.1249-03)

In the group of toddlers -no more than 10 lessons, lasting 8-10 minutes. 1 lesson in the morning, 1 lesson in the afternoon is allowed. Classes are held in subgroups of 5-6 people.

In the younger groupThere are 11 classes per week.

In the middle groupThere are 12 classes per week.

IN senior group There are 15 classes per week.

In the preparatory groupthere are 17 classes per week, including additional education classes.

Classes of physical culture and health-improving cycle make up 50% of the total time of classes.

Planning for specially organized classes (with day and date)

The lesson is planned according to the grid.

Lesson writing structure:Class type. Topic. Goals. Ways and means. Source (indicating the author and page).

It is difficult for the educator of a group of different ages, as observation of practice shows, to reflect in terms of the list and number of classes necessary for each age during the day and week, their correct alternation. Difficulties are caused by the fact that for children of different ages they are different. Therefore, the desire of educators of mixed groups to strictly comply with the requirements of the program is not always successful.

In some cases, it becomes necessary to violate the established order, change existing requirements, to adapt them to the specific conditions of joint education in one group of children of different ages, who differ significantly in their experience and abilities in acquiring knowledge and skills.

How to combine the general requirements for planning and conducting classes with the peculiarities of working in a group of different ages?

What is possible and expedient to change, and in what it is necessary to strictly adhere to the program requirements?

When planning and organizing classes in a group of different ages, the teacher must first of all follow the list, the composition of classes per week, established in the program for children of each year of life. This means that every week with all age subgroups it is necessary to conduct classes in all sections of education (acquaintance of children with the environment and development of speech, development of elementary mathematical concepts, drawing, modeling, design and application, physical education and music classes).

It is necessary to strive to implement other important requirements of preschool pedagogy: on observing the time of classes (in the morning or in the evening), their sequence in the morning (which will be the first, which will be the second), on the combination of classes according to the nature of the mental task and the activities of children, etc.

At the lesson, physical education minutes (FKM) are used systematically in the process of classes. Exercises are selected depending on the nature of the classes and are carried out in a game form ("counting").

In FCM, you can use exercises for the shoulder girdle, tilts, turns of the body, jumps, exercises for the hand with balls, massage balls.

Planning joint activities of the educator with the children

Morning time frame.
Walk.
An evening walk.

The joint activity of adults and children provides for a mandatory relationship with organized learning: it is in the process of this activity that the adult prepares the children for their subsequent assimilation of knowledge in the classroom. In addition, the educator fills this activity with the content that could not be “worked out” in the classroom. It is in the process of joint activity that an adult works to consolidate, clarify, deepen ideas, concepts, and skills.

This block is the most saturated with various activities.

To optimize planning, it is advisable to have your own traditions in the group (for every day or for a week, a month).

We list the main "necessities" of each day:

individual dialogue with each child;
joint motor activity (on the street, in a group);
reading or storytelling;
didactic exercises, developing games;
creative games;
observations (in a group, in the air);
psycho-gymnastics, relaxation exercises, theater;
labor (various types);
artistic and productive activity;
music;
educational five minutes.

Additionally, other traditions may arise in the group.

Knowing their list, the teacher,

firstly, he will not miss the main dominants in working with the guys,
secondly, he will be able to plan joint activities quite briefly, indicating the main content.

At the same time, the teacher is in a partner position with the child.

It is advisable (mandatory) to schedule the joint activities of adults and children according to the regime segments: morning, walk, afternoon.

Planning your morning time slot

It must be remembered that the morning is a calm regime moment. The main task of pedagogical work in the morning period of time is to include children in the general rhythm of kindergarten life, to create a cheerful, cheerful mood in them. Here it is very important to conduct emotionally stimulating gymnastics. The work is carried out in groups and individually. If we talk about frontal work, it can be round dances and calm activities.

Morning reception is the most favorable time for individual communication of the educator with each child. During these hours, individual work with children in various activities is successfully carried out. Its distinctive feature is ease, reliance on the interest and curiosity of the child, on the entertaining form and content of the events. This is work to correct and educate children in the correct pronunciation of sounds, to develop oral speech and develop the correct intonation, in physical education (stimulation of motor activity). When planning individual work with children, the teacher indicates specifically the names of those pupils with whom the work will be done and prescribes what kind of work.

play activity,
conversations with children
viewing objects and illustrations,
short observations in nature and the phenomena of social life.

It's good to plan for the morning short conversations with a group of children or individual children on pre-planned topics and topics that arose on the initiative of children. So, in the calendar plans of the younger and middle groups, the teacher plans short conversations with children about close people and accessible objects and phenomena of the world around them: about mom, dad and grandmother, about younger brothers and sisters, about toys, books, objects of nature and much more. Often such conversations are accompanied by looking at illustrations. In the calendar plans of the senior group, in addition to the above, conversations with and without looking at illustrations on more complex topics are planned: about the seasons, about domestic and wild animals, about the life of their native city.

When planning specific activities, it is important to take into account the nature of the upcoming classes.

If the classes are of a calm nature, requiring mental activity and perseverance of children, such as, for example, classes in the formation of elementary mathematical representations, learning a poem, retelling, children's activities are planned for the morning, causing their physical activity, and, conversely, if the classes involve greater mobility, children (physical education, music), then morning activities should be more relaxed.

Number of activities in the morning hours:

in the younger and middle - 3-4 species,
in the senior preparatory group - 4-6 types, depending on the children of the group.

The educator himself determines how many types of activities should be based on exemplary canons.

Walk planning

In the daily routine of each age group, two walks are provided: morning and evening (not counting the morning reception of children in the air).

The task of walking in the first half of the day is to restore strength after class, to get the maximum positive charge.

A walk should give a child relaxation, relieve tension after classes and create a cheerful mood in him, which in turn provides an appropriate tone for the successful physical and mental development of the child in other conditions and activities.

Speaking about planning a walk, you need to remember that there iscommon walking structure.

If before the walk there was physical education or musical lesson, then the walk will begin with observation.
If there were calm activities, then the walk will begin with mobile activities.

Observations. Attention should be paid to the planning of observations, given the great importance of familiarizing preschoolers with natural objects in the process of their direct perception. This type of children's activity on walks in the morning is planned daily. In older groups, where there is a particularly broad program of familiarization with social and everyday phenomena, two observations can be planned, one of which will be part of a comprehensive lesson and will take 10-15 minutes (for example, examining postal, school supplies, etc.).

Observations should be planned according to weather conditions and time periods: winter, spring, summer, autumn. Observations can be planned both short-term and long-term. In the process of observations, carried out both at the initiative of adults and at the request of children, the following develop: aesthetic perception, mental activity, an interest in the environment, in cognitive activity is formed. Thus, in the process of observation, the child develops comprehensively.

Types of observations:

Observation of the environment (inanimate objects). I would like to draw attention to the instructions for protecting the life and health of children. With children under three years old, for example, they do not watch the sky, since the children have not yet fully formed a sense of balance.
Observations of wildlife (flowers, trees, shrubs).
Transport surveillance. In the younger and up to the middle of the middle group, they observe the transport on the territory of the kindergarten, which arrives. Children approach the fence without leaving the institution. In the senior and preparatory groups, children are taken for a walk to observe the transport. Here, in this type of observation, it is imperative to remember that deep work is underway to familiarize children with the rules traffic and behavior on the street.
observation of a living object. You need to pay attention to the basics of security.
Observations on the work of adults. At a younger and middle age, they observe the work of adults who are in preschool. First, they observe the labor activity of an adult and the result of this activity. The next stage is to show how much the adult tries to work at his job. From the end of the middle group, children go on excursions (factories, factories).

When organizing any type of observation, an artistic word should be used: poems, proverbs, sayings, riddles, nursery rhymes, signs. They begin to acquaint with signs from the middle group.

The program content of the observations alternates rhythmically. Within a month, four observations can be made approximately in the following sequence ( preparatory group):

1st week - natural history excursion (target walk);
2nd week - observation of household objects;
3rd week - observation of natural objects (in the group room);
4th week - observation of social phenomena, the work of people.

When planning the content of educational work on a walk, the teacher provides for a uniform alternation of calm and motor activities of children, the correct distribution of physical activity throughout the walk, adhering to the following approximate structure:

calm, independent activities of children (games, observations);
then outdoor games with elements of sports, sports entertainment;
labor activity of children.

The educator should pay special attention to ensuring active, meaningful, varied and interesting activities for children: games, labor, observations, during which a children's team is formed, positive behavioral skills are acquired and brought up, children's ideas about the surrounding nature and social life are accumulated. Planning work on the development of movements during a walk should contribute to the consolidation, improvement of games and physical exercises, and increase the motor activity of children. It is important to choose the right time for games and exercises.

It is impossible to allow organized motor activity to be carried out at the expense of the time of independent activity of children.

The duration of mobile activity is 60-70% of the total duration of the walk, while the independent activity of children should not be infringed.

Outdoor games. important place the walk is occupied by an outdoor game in which all the children of the group take part. To this end, the teacher arouses children's interest in the game, makes it exciting. Only the unconstrained active participation of children in the game creates a joyful mood in them and ensures its pedagogical effect.

The number of outdoor games - from one to four. When choosing outdoor games, it is necessary to pay attention to the type of basic movements. In the warm season, more outdoor games with throwing, crawling, climbing should be given. In cold weather - with running, throwing, jumping.

The educator organizes and conducts the game, who not only leads, but also participates in the game, taking on the most responsible role. The duration of one game is 7-15 minutes (depending on the age of the children and the state of health).

It is important that all pupils of the group take part in outdoor games. For this purpose, only games familiar to children are planned during the walk. Children get acquainted with new games at physical education classes.

Games help to solve the important tasks of educating and educating children, the ability to listen, to be attentive, to properly control their movements, to get used to discipline and a conscious attitude to classes.

The use of outdoor games requires compliance with the following methodological principles:

Taking into account the age characteristics of children: the older the children, the more difficult the games become, the more important the plot, role-playing pattern is, the rules gradually become more complicated, the role of personal initiative becomes more significant.
Selection of games in accordance with medical-pedagogical, medical and educational tasks.
Compliance with the physiological laws of adaptation to stress.
A clear explanation of the rules of the game and the distribution of roles.

In the selection of outdoor games and competition elements, it is necessary to take into account the individual characteristics of the physical development and health of children. Games, being a specific type of child's activity, are widely used in physiotherapy exercises to solve the set medical problems.

Let me remind you that the choice of time for conducting and exercises on a walk depends on the previous work in the group.

If a physical education or music lesson was held in the morning, then it is advisable to organize games and exercises in the middle or end of the walk, and at the very beginning, give the children the opportunity to play on their own, exercise with a variety of benefits.

On other days, it is advisable to organize the motor activity of children at the beginning of the walk, which will enrich the content of their independent activity.

On the days of physical education classes with children, one outdoor game and some kind of physical exercise (sports exercise or exercise in the main type of movement) are organized. On other days when the lesson is not held, an outdoor game, a sports exercise and an exercise in the main type of movement (jumping, climbing, throwing, throwing and catching a ball, and others) are planned.

When conducting exercises, the main types of movements, you should use different methods of organization (frontal, subgroup, individual). The most appropriate ismixed use of different ways of organizing.

It is advisable to organize the exercises of children in the main types of movements into subgroups, depending on the degree of mobility of children. During the walk, outdoor games and game exercises of varying degrees of intensity should be planned. During the month, 15-20 outdoor games (including relay race games) can be held, while 3-4 new games are learned. Let me remind you that the total duration of the game is 7-10 minutes.

Individual work on physical education.The healing effect of a walk largely depends on the properly organized motor activity of preschoolers. When planning a walk, the teacher provides for individual work with children in physical education. Individual work on physical education should be planned daily with those children who have problems in mastering the basic movements. Please note that there are children with varying degrees of mobility. Individual work can take place in an entertaining game form, sports games and entertainment.

Sport games.Sports games and exercises are held daily during walks or in the gym.

Basketball. Passing and throwing the ball to each other with two hands, throwing into the basket with two hands from behind the head. Mastering the game according to simplified rules.

Football. Passing the ball to each other with hitting it with the right or left foot in a standing position, tossing the ball with the foot, hitting the ball into objects, scoring into the goal. Mastering the game according to simplified rules.

Hockey. The ability to skate, drive the puck with a stick, pass the puck to each other, drive the puck into the goal. Mastering the game according to simplified rules.

Badminton. The ability to properly hold the racket, hit the shuttlecock, throw it to a partner without a net. Mastering the game according to simplified rules.

Tennis. The ability to hold a racket, hit the ball, throw it over the net. Mastering the game of table tennis and tennis according to simplified rules.

Role-playing games.Role-playing games should correspond to the age, interests, developmental level of children and take into account gender-role differentiation. They go on the basis of the knowledge that children have. Topics should be varied. Games are held on everyday, industrial topics; games to reinforce the rules of the road and the rules of behavior on the streets of the city; construction, theatrical; games, themes of which are connected with modern life.

To organize a role-playing game, there should be a minimum of ready-made manuals. When a child has a full arsenal of aids, the child repeats production actions. If the child has substitute objects, the child begins to develop the game and his actions turn into a role-playing plan. This is very important when preparing children for school.

Development Exercises fine motor skills fingers.The movement of the fingers and hands of the child have a special developmental impact. In China, palm exercises with stone and metal balls are common. The popularity of classes is explained by their healing and tonic effect on the body. Regular exercises with balls improve the memory, mental abilities of the child, eliminate his emotional stress, improve the activity of the cardiovascular and digestive systems, develop coordination of movements, strength and dexterity of hands, maintain vitality.

Work on the development of hand movements should be carried out regularly, only then the greatest effect from the exercises will be achieved. Tasks should bring joy to the child. Avoid boredom and overwork.

These exercises should be carried out in accordance with the time of year, weather conditions. These exercises are carried out in all age groups, starting from a younger age individually, with a subgroup of children and frontally. The complex is held at any convenient time of the day, daily. The set of exercises aimed at developing fine motor skills includes:

Finger gymnastics - recommended for children who have problems in speech development.
Laying out on asphalt, sand, snow from natural materials (sticks, pebbles, plastic corks, autumn leaves, fruits and other materials).
Buildings made of natural material (anthill, broom made of blades of grass).
Sand games (sifting, cakes, molds).
"Guess by touch."
Various types of fasteners, laces - their selection should correspond to the age interests of preschoolers.
Fastening parts in a variety of ways.
Mosaics from various materials, puzzles.
Water and sand games.
Work with "signets" of various forms.
Drawing under the pronunciation of the text.
Drawing with a stick, crayons on asphalt, sand, snow.
Rope games.
Games with studded balls with plasticine, salt dough.

Elementary labor activity.It can be of two types:

Household work: children, together with a teacher, friends, put things in order on the site, in play areas and lockers.
Labor in nature: children work in a flower garden, in a flower bed, in a garden.

Forms of organization of labor activity can be both frontal and subgroup.

When planning the scope and content of labor activity, the educator, along with teaching children some practical skills in working in nature, should provide for their acquaintance with plants, animals, the rules for caring for them, consider ways to organize children in this activity, the sequence of work, techniques that contribute to educating their feelings satisfaction from the work performed, responsibility for the common cause.

Experimental activity.Experiments are carried out with a wide variety of materials, while the time of year is necessarily taken into account. Attention should be paid to security.

Individual work should be planned according to sections of the program.

There are four types of walking:

Typical: the maximum free activity of children (maximum attributes).
Combined, consisting of two parts: the first part is a target walk; the second part is the free activity of children.
Walk-excursion, walk-hike.
Sports (competitions, relay races).

Planning the afternoon

Planned observations, games, work, physical exercise and mobile games. However, it must be borne in mind that in the eveninggames of great mobility should not be played, exciting nervous system children.

The main place in this period of time is occupied by a variety of play activities for children.

After a nap, it's good to plan and labor activity children:

group room cleaning
repair of books, manuals, board games;
washing doll linen, handkerchiefs, ribbons;
making homemade toys for their own games and for kids' games.

puppet, table, shadow theaters;
concerts;
sports, musical and literary leisure;
listening to audio cassettes and much more.

During this period of time, the work of the musical and aesthetic cycle, work on visual activity, entertainment evenings can be planned. To expand the horizons of children, you can plan artistic reading with continuation, telling fairy tales, viewing reproductions of paintings by classics and contemporary artists.

In the second half of the day, a walk is held daily, the content of which includes an outdoor game, role-playing games for children, and labor activity.

The educator creates conditions for the organization of individual electoral activities of children in accordance with their interests and needs.

Active recreation and family leisure

Active recreation for children is carried out with the participation of parents, while using a variety of non-traditional forms of recreation:

Sports and health holidays under the program "Improvement" are held 2 times a year.
"Health Day" is held once a quarter.
Health Week is held once a quarter.
Minitourism.

There are such forms of work that can be scheduled both in the first half of the day and in the second.

Let's consider them.

Forms and methods of work on the basics of life safety. (We will save, help, show, teach):

Familiarization with fiction (stories, poems, poems-additives, riddles, puns, songs).

For children, literature is selected in which, in an accessible form, there is an acquaintance with the rules of life safety. Fairy tales are read to children in which there is at least one element of gross violation of safety rules.

Rhyming rules of safety behavior.

Examination of paintings, subject and plot pictures, albums, posters, illustrations, dummies, models.

When looking at pictures, children should be given the opportunity to evaluate the act of a peer depicted in the picture; tell them what they would do in this situation.

Excursions, targeted walks.

Productive types of children's activities - making posters, layouts with children.

Conversations with children: on the prevention of false calls, discussion dangerous situations(in senior groups).

Trainings (games).

As a result of the activities carried out, children learn to seek help if necessary, call the necessary help service by phone, remember their home address.

Familiarization of children with fiction

Reading fiction is one of the forms of joint partner activity of an adult with children, and this form cannot be continued by children on their own, go into their free activity, since most children do not know how to read freely and depend on an adult partner. This imposes a special responsibility on the educator in terms of selecting literary texts for reading.

Reading literary texts should be daily in order to become a habit, to create a ritual of group life. Time for reading should be determined in the daily routine. The duration of reading is approximately 15-20 minutes in the senior group and 20-25 minutes in the preparatory group.

The educator himself selects literary texts for children, he himself determines the sequence of their reading, guided by the principle of alternation: large and small literary forms. Large works of fiction should be read several days in a row (from 2 to 10-12 days), as children should be able to "keep" the sequence of plot events. Every month, the teacher reads 1-2 large works to children.

In the period between readings of two large works, short works are used (folklore and author's tales, poems, realistic stories).

Artistic texts for long reading and their sequence, the educator can plan 2-3 months in advance, taking into account the interests of the children of the group.
Short works of art for short reading are selected for a week - a month.

When selecting and planning the sequence of texts, the educator is guided by ongoing events (season, holidays, anniversaries), thematic cycles and the orientation of the actual interests of the children of the group. The list is corrected by the teacher, taking into account the conflicts and conflicts that arise in the group, the solution of which can be suggested by the book.

In the younger groupthe teacher introduces children to folk songs, poems, folk tales, fairy tales of foreign and domestic authors.

In the middle groupthe teacher introduces children to fables, fairy tales about animals, whichare carriers of certain qualities, songs and nursery rhymes, works about the rules of behavior and the culture of communication.

In the senior groupthe educator introduces children to works that reflect the situational behavior of the child and show how to get out of this or that situation

Organization of work on theatrical activities:

Theatrical activities are planned in the morning and evening hours at an unscheduled time.
Theatrical activity, can be represented as part of a lesson in various activities
Theatrical activity may be scheduled as a special activity.

Types of theatrical activities:

Watch puppet shows and talk about them.
Dramatization games: with fingers, with bibabo dolls, improvisations.
Preparing and acting out a variety of fairy tales and dramatizations.
Exercises for the formation of expressiveness of performance (verbal and non-verbal).
Separate ethics exercises.
Exercises for the social and emotional development of children.

These types of theatrical games are successfully used in a group of different ages. Uniting children on artistic material, on joint positive emotions and common experiences, helps to solve, in addition to common tasks, also such as the ability of older children to occupy the baby, entertain him, give him joy and pleasure.

In the conditions of a group of different ages that unites children with different developmental experiences, it is important to skillfully select works that can serve as material for joint dramatization games and that will be used only in subgroups.

Cognitive speech development

Work on cognitive and speech development is aimed at activating speech, speech communication, speech creativity, as well as consolidating, repeating speech program material, and should be based on interesting forms and methods of work.

Types of joint activities of children and educator:

Targeted walks, traveling exhibitions, excursions.
Outdoor games accompanied by a literary text or song.
Mobile games with onomatopoeia.
Outdoor games that contribute to the development of phonemic and syllabic perception ("Ball in the air", "Trap from the circle", Find a mate, "Ball in a circle").
Outdoor games aimed at the formation of the lexical and grammatical side of speech ("Earth, water, fire, air", "Hide and seek" and others).
Conversations.
Quizzes, competitions with speech material.
Games with natural material.
Productive activities: drawings, applications and more.
Experimental games (For example: sinking - not sinking, beating - not beating, rolling - not rolling).

The means and forms of language teaching aimed at developing the child's communicative competence include:

Special speech classes.
Didactic games and exercises with pair interaction.
Games with the transfer in a circle of the ball, pictures.
Games "Live words", "Telephone".
Dramatization games.
Conversations with children.
Folk games.
Role-playing games.
Etudes, improvisations.
Observations, walks, excursions.
Looking at drawings and photographs.
Free and thematic drawing, modeling.
Reading works of art.
Teacher's stories and children's stories.
Writing stories.
Mini-competitions, games-competitions.

Planning for independent activities of children.

Planning independent activities of children seems impossible, but adults can directly encourage it, creating the necessary conditions for its occurrence and development.

Gymnastics planning

morning exercisesis carried out daily.

When planning morning exercises, you need to pay attention to the correct spelling of planning. It can be written on a card, or it can be included in the plan. Regardless of this, gymnastics planning must follow the structure:

Part 1 - introductory, in which various types of walking and running are performed,
Part 2 - middle, includes a set of general developmental exercises indicating I. p.,
Part 3 is the final one.

The dosage of all movements and exercises must be indicated.

Breathing exercisescarried out 3 times a day. Best done before meals, before bed, after sleep.

Finger gymnasticscarried out 2 times a day. It is better to spend during classes or in between.

Visual gymnasticstakes 3-5 minutes and is carried out in free time from classes, at least 2 times a day.

Articulation gymnasticsbest done individually or with a subgroup of children in the afternoon. Articulation gymnastics is carried out daily, starting with the younger group.

Exercise after sleepis carried out daily in the afternoon for 5-7 minutes with the use of breathing exercises that contribute to the normalization of the cardiovascular system, training proper breathing skills.

There is alsoconjugate gymnastics- theater of the finger and tongue. Such gymnastics can be carried out starting from the middle group from the second half of the year, when the child has developed the skills of articulation and finger gymnastics. These exercises are performed at a fairly fast pace, in a cheerful mood and with a change of postures.

brain gymnasticsIt is aimed at coordinating movements in fine and general motor skills, the left and right hemispheres. Cross movements are carried out, performed with both hands at once. Brain gymnastics is carried out starting from the oldest preschool age. The duration of the complex is 5-7 minutes.

Mode of motor and intellectual load, including safety measures

The mode is a visual model of how children's lives are organized during the week. The day is “divided” into time periods (regime segments) and it is indicated what the children will do during this period, in what form this activity will be organized. The schedule allows you to see if the day is overloaded and adjust the calendar plan for educational work with children.

Practice material:

Plan of correctional-pedagogical and socio-psychological work with children.
Plan of health-improving and educational work with children for the summer period.
Models and modes of motor and intellectual activity for children from 2 to 7 years old

The main criterion by which quality is determined good plan is to provide each child with meaningful and interesting activities. Cheerful mood, children being busy with business or interesting game when there are no bored and sad among the children - this is the pedagogical credo of a real educator.

For successful planning, the traditional order of work of educators in a group is expedient: one day in the morning, the other in the afternoon. Then the load is evenly distributed among the teachers. In addition, everyone has the opportunity to systematically observe children in all activities.

Any plan is not effective without methodological support, which can be presented in the form of long-term plans, guidelines, books, file cabinets, media library.

Card file advantages:

There is an accumulation of the content of the pedagogical process, variants of forms, methods of working with children, including adults. At the right time, the teacher uses from his “bank” what will best allow him to solve educational problems.
The file cabinet allows you to reuse the accumulated material, correcting it if necessary. This allows the teacher to save time and energy for communicating with the children.
Storing information in the form of a card file allows you to understand the system, logic, the relationship between different materials.
The teacher learns to model the pedagogical process with children, because there are countless options for combining ready-made cards.
The teacher has the opportunity to accumulate materials "for the future" without much stress.

In the presence of block scheduling for the week in combination with card planning for the day, the teacher has a holistic view of the pedagogical process, the ability to respond dynamically and at the lowest cost to the changing situation in the group.

OUTPUT:

Calendar planning is written for the day, for the week, for the month. The planning must indicate the date, joint activities according to regime segments, gender, age and individual characteristics of children are taken into account. The plan should reflect the diversity and content of the types of children's activities.

Dear colleagues! I really hope that my recommendations will help and facilitate your teaching activities.

Elena Fedyanina
Calendar plan of educational and educational work in the preschool educational institution: filling forms

The issue of planning is constantly of interest to educators. After all, planning the pedagogical process in a group is a rather complicated matter, requiring the educator to have appropriate training, knowledge of the patterns of psychophysiological development of children, the program of education and training in kindergarten, methods and techniques of communication and education.

The plan should be for each group. The main difference in the plans of different age groups is in the program material, in the methodology of conducting work (the number and duration of classes, teaching methods, etc.).

What is the basis for writing a calendar plan?

1. Cyclogram

A schedule of all ongoing events, regime moments per day without a description of the purpose, methods of conducting, tasks, etc.

2. Long-term plan, which offers us a preschool program developed on the basis of an exemplary basic general educational program of preschool education "From Birth to School", ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva.

A long-term plan for the educational process in age groups is an early determination of the order, sequence of the educational process.

3. Complex-thematic principle construction of the educational process;

Planning work according to the exemplary basic general educational program of preschool education "From birth to school" is based on the complex-thematic principle of building the educational process.

In the complex-thematic construction of the educational process, it is supposed to highlight the leading topic of the day, week or month. The topic as communicated knowledge about any field of activity is presented in an emotional-figurative form.

The child "lives" the theme in different types of children's activities (in the game, drawing, designing, etc.) The implementation of the theme in a complex of different activities forces the adult to a freer position - the position of a partner, not a teacher. But the complex-thematic model makes very high demands on the general culture, flexibility, creativity and adult intuition, without which the model simply does not work.

Based on the Program "From Birth to School", we developed a comprehensive - thematic planning for each age group.

When writing a calendar plan for educational work, we reflect the morning period of time, the first and second half of the day, a walk and work with parents.

Social and communicative development;

Cognitive development;

Speech development;

Artistic and aesthetic;

Physical development.

The work plan of the educator can be promising(per month, quarter, calendar(for a week, every day, perspective-calendar.

Various forms of writing plans are used: text, tablet (pocket, text using a file cabinet, schematic-block, in the form of a cyclogram, plan-scheme, etc.

Teachers are free to choose the form of the plan. Nevertheless, it is advisable that a single form of writing a plan be adopted in the preschool educational institution.

At the request of the teacher, a long-term plan is drawn up for a month or a quarter. As a rule, work with parents, morning exercises, entertainment, classes, etc. are planned for a month.

The perspective plan may include:

1. Goals and objectives.

2. List of children by subgroups.

3. Cyclogram.

4. Types of children's activities: communication, physical culture and health work, game activities, organized classes, cognitive Practical activities, artistic activity, elementary labor, individual work with children, work with parents, perspectives.

The calendar plan provides for the planning of all types of children's activities and the corresponding forms of work for each day.

The preparation by the educator of both perspective and calendar plans avoids many of the disadvantages of planning, but overloads educators, since in this case they have to maintain two plans.

More modern is perspective-calendar planning: part of the work is planned for a month (regime moments, entertainment, classes, games, work, etc., and specific content - for every day (individual work, description of some fragments of work: morning - evening).

Long-term scheduling provides for:

1. The relationship of the main activities of children (play, work, learning, etc.)

2. Implementation of the principles of consistency and systematicity in solving educational and educational tasks for a month.

3. Continuity of tasks for all sections of the program of a certain age group.

4. The system of individual work with specific children - immediately after the lesson, play, work.

5. Record observations in the plan the day before or on the same day.

When using this type of writing a plan, it is necessary to determine the days of the final classes, conversations, excursions, and complex classes.

The structure of the educational work plan is as follows:

the themes of the month are planned taking into account the age of children, seasonal events, traditional events, holidays, and events.

Work on interaction with the family is planned in accordance with the annual curriculum, for one month.

Name of the educational area

Forms of organizing joint activities of teachers with children

Organization of a developing environment for independent activities of children

planning of organized educational activities

With this approach to writing a plan for educational work, the daily plan should reflect the morning period of time, the first and second half of the day, and a walk.

Planning your morning time slot:

for a month -

Labor in the corner of nature;

observations;

Morning exercises;

Inoculation of KGN;

Interest classes.

Playing activities of children;

daily -

Correction and education in children of the correct sound pronunciation;

The development of oral speech and the development of the correct intonation;

Stimulation of motor activity, etc.

Individual work with children in various activities.

Walk planning:

for a month -

Outdoor games;

Observation;

Excursions;

hardening procedures;

daily -

Working with parents

Story - role-playing games;

Physical exercise;

Individual work.

The first half of the day:

for a month -

Duty (but if introduced the new kind duty, then this work is reflected in the calendar plan).

Self-service labor

Inoculation of KGN.

Interest classes.

Playing activities of children;

hardening procedures.

Holidays, leisure, entertainment

daily -

Specially organized activities

Types of individual work (and the individual work itself, indicating the names of the children, fits into the plan after the lesson, game or work).

Afternoon:

for a month -

Daily work (duty);

Inoculation of KGN;

Interest classes.

Playing activities of children;

Fiction (texts for long reading, and short reading)

Joint activities of the educator with children;

hardening procedures.

daily -

Story - role-playing games;

Physical exercise;

Individual work;

Working with parents.

This planning saves the teacher's strength and time, allowing you to build and see a holistic picture of educational work with children in preschool educational institutions, the integration of educational areas, and build work with parents.

Planning for the summer. Since the summer period in the preschool educational institution is of a recreational nature, then all events taking place during the period summer holidays, aimed at strengthening and supporting the child's body, and the development of cognitive interests. Accordingly, long-term plans are drawn up for the summer period with all regime moments that do not contain mathematics, speech development, etc. (games, entertainment, sports holidays, olympiads, performances, etc.)

As a rule, the sequence of drawing up plans is from top to bottom. First, a work plan is drawn up for the year, then thematic planning, then on the basis of the first two - planning by specialists and educators.

Plans can be both prospective (drawn up for a long period - a year, quarter, month) and calendar (for a short period - a week, a day). Accordingly, the order of compilation in this case is from perspective to calendar.

Thanks for attention.