Project on ecology in the senior group. "We and the Trees"

Project work. Theme: "We and the trees"

Antipova Vera Petrovna, educator branch "Kindergarten No. 9 with. Lenino, MBOU Leninskaya secondary school. Ryazan region, Aleksandro-Nevsky district, with. Lenino, st. Central, 36.

Material Description: I offer you my project for children of the older group, about the importance of trees in our lives.

Age: senior group(5-6 years).
Project type: informational, practical-oriented.
Members: educators, children of the senior group (age 5-6 years), parents of pupils.
Duration: average duration.
Target: the formation of ecological culture, which should be understood as the totality of ecological consciousness, ecological activity and feelings.
Tasks:
To teach children to recognize and distinguish the trees of the immediate environment by external signs;
To form a concept about the basic needs of a tree in light, water and air in the process of growth and development;
Clarify the idea of ​​the relationship between animate and inanimate nature, the place of man in them;
Deepen knowledge about the importance of trees in the life of all living beings, including humans;
Engage children and parents in a variety of different types activities in nature;
Contribute to the education of a sense of empathy for the troubles of nature, the desire to fight for its safety;
Continue acquaintance with poems, songs, riddles and stories about nature;
To cultivate love for nature through direct communication with it, the ability to perceive its beauty and diversity;
To promote the formation of skills of environmentally competent moral behavior.
Relevance.
At present, the problem of strengthening the environmental literacy of every inhabitant of our planet has come to one of the first places in importance. Lost direct contact with nature, people take everything from it, giving nothing in return. The barbaric attitude of both adults and children to all living things leads to an ecological catastrophe. Modern content of educational and educational work with children preschool age involves the humanization of the entire pedagogical process. To date, environmental awareness, careful and loving attitude to nature have become the key to human survival on our planet. V. A. Sukhomlinsky wrote: “The world surrounding the child is, first of all, the world of nature with an unlimited wealth of phenomena, with inexhaustible beauty. Here, in nature, is the eternal source of the child's mind. It is very important from an early age to develop in children the ability to contemplate nature, enjoy it, peer and listen. Solving various cognitive and practical tasks together with adults and peers, children acquire the ability to doubt, to think practically. The positive emotions experienced at the same time - surprise, joy from success, pride from the approval of adults - give rise to the child's self-confidence, encourage a new search for knowledge. Collective experiences bring children closer to each other and to adults. We must not forget that it is necessary to cultivate a caring attitude towards nature, the desire and ability to see, hear nature, receive emotional pleasure from its beauty and originality from the very beginning. early childhood. Preschool they are called upon to play the most important role in this, ensuring full-fledged physical, mental and spiritual development, and at the same time becoming educational centers for parents.
The essence of my project is to prevent children from being indifferent to green spaces. Deepen their knowledge of the importance of trees in people's lives. Any communication with nature should contribute to the expansion of horizons, the formation of spiritual and moral personality traits, the formation of a sense of responsibility for the fate of nature - a prerequisite for ensuring environmental safety not only of our hometown, but of the whole country as a whole.
Hypothesis.
Children's ideas about the relationship between wildlife and man will be formed if a system of work on environmental education is implemented using observations, didactic plots - role playing, classes in fine arts, practical interaction with the environment. Only the active participation of each of us in environmental protection, the need to plant at least one tree will contribute to the fact that there will be no room for indifference and cruelty in the soul. The world will be saved.
Expected Result:
Increasing the level of environmental literacy of children;
Formation of a conscious need for communication with nature;
Creation of an environmentally-developing environment at the kindergarten site;
Creation of artistic and aesthetic environment;
Expanding children's knowledge about trees and shrubs, their significance in nature and human life;
Formation of the ability to see a variety of shades of colors in nature, to display their impressions in creative activity;
Encourage more active participation of parents in the life of the kindergarten.
Interaction of project participants.
Stages of work on the project.
Stages:
- Activities of teachers;
- Activities of children;
- Activities of parents.
Preparatory stage.
Select material, equipment, fiction, illustrations. They think over the course of conversations, organization and conduct of games, observations, excursions, classes. Diagnostic examination. They get acquainted with literature, participate in games, observations. Consider poems, riddles. They help teachers in the selection of the necessary material, replenish the developing environment.
Statement of the problem (immersion in the problem). They form a problem: “Do you know that if you do not protect, do not protect all living things, then there will be fewer trees, the air will be polluted, it will be more difficult to breathe, our health will not be strong. To prevent this from happening, let's plant trees, watch them grow, try to become defenders of our nature.” Enter the problem, accept tasks. Enter the problem, accept tasks.
Practical activities.
Conduct joint work with children, including observations of the life of trees, research (roots, branches, buds, leaves, flowering, seeds, soil, light). Combine activities with drawing, appliqué, origami, games. Participate in labor activity: planting seedlings, creating conditions for their growth. They form elementary tourism skills, reinforce the rules of behavior in nature during excursions. They play various games, learn poems, riddles, sculpt, draw, design. They participate in excursions, conversations, in planting tree seedlings, caring for them, collecting seeds, leaves for making a herbarium. They continue to replenish the developing environment, participate in the collection of seeds and leaves of trees, the manufacture of a herbarium, and help children determine the sequence of work.
The final stage. Analyze and summarize the results of the work. Reinforce children's knowledge. Conduct a diagnostic examination. Develop recommendations for educators. Planning new destinations project activities in DOW. They make crafts for the exhibition from natural materials. Make up a herbarium of leaves. Participate in the preparation of new projects.
Game activity: 1. Didactic game "Compare" Target: each child talks about his tree, and compares it with another
The teacher encourages the children to complete the sentences they have begun, using comparative turns for this.
For example:
The leaves of viburnum in autumn are like ... (Gold, sunshine)
Viburnum berries are shiny, like ... (Beads, precious stones)
Kalina is good as ... ( Beautiful girl beauty, princess)
Educator. Well done. Let's admire the beautiful viburnum. How do we call viburnum affectionately, gently? (Kalinka)
Kalina has long been considered a symbol of our native land. Loaves are decorated with red clusters, which are served to dear guests, viburnum is embroidered by craftswomen on festive tablecloths.

2. Didactic game "I recognize the tree" Target: learn to find a tree by description.
The adult invites the children to name the trees they are asking about.
Which tree has white bark and is one of the first to turn yellow? (Birch)
The leaves of which tree resemble a crow's foot? (Maple)
What tree is compared with a Cossack, a hero? (Oak)
From which tree do bees collect honey in summer? (From linden)
Which tree has needles instead of leaves? (Fur tree, pine tree)

3. Didactic game "Green World"
Pupils give answers to questions of an adult.
What plant has a stem? (At the tree)
What plants grow low? (Herbaceous plants, grass)
What do the leaves of trees and bushes grow on? (On branches)
What about grass and flowers? (On the stem or just next to it)
What plants do birds nest on? (On trees, sometimes in bushes)
What part of the plant is most loved by bees and butterflies? (Flower)
What part of the plant takes moisture from the ground? (root)
What do we call plants that have healing properties? (Medicinal plants)

4. Didactic game "Where does it ripen?" Target: learn to use knowledge about plants, compare the fruits of a tree with its leaves.
Game progress: two branches are laid out on the flannelograph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct the mistakes made in drawing up the drawing.

5. Didactic game "Wonderful bag"
The bag contains: honey, nuts, cheese, millet, apple, carrot, etc. Children get food for animals, guess who it is for, who eats what. Approach the toys and treat them.

6. Didactic game "Name the plant"
The teacher offers to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?” etc.)
The teacher draws the attention of the children to the fact that the plants have different stems.
- Name plants with straight stems, with climbing, without a stem. How should you take care of them? How else do plants differ from each other?
What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?

7. Didactic game "What is superfluous." Target: children must identify an extra object (oak, aspen, maple, spruce, chamomile).

Outdoor games on the site: "Find your tree." Target: Several children are required to play the game. Before starting the game, talk to the children about trees, what different trees look like, how they differ from each other (trunk, leaf shape, color and thickness of the trunk, branches, etc.) Divide the children into several groups, each becomes a certain tree. Draw the attention of the children to which tree they are standing by, ask them to name it. Then, at your signal, everyone scatters in different directions. When the adult says, “Find your tree!”, the children should gather in groups to the trees where they stood before the start of the game.

"Find the same sheet." Target: You can play this game together with your child, you can play it with a group of children. During this game, children not only develop their activity, but also get acquainted with nature. Show your child a maple or birch leaf, examine it carefully. Invite the children to run different sides, find the same leaves and bring. When repeating, the task is given each time to find the leaves of a different tree.

"Forest spots". Target: Children play tag with the following conditions: you can’t tell a player who has his back against a tree; you can’t salute two players if they hold hands and surround a tree; you can not salt those who can wrap their arms around a tree or hang on it.

"From tree to tree". Target: Children take turns jumping on two or one leg from tree to tree. How many jumps will someone have to make to reach the goal?

Observations and research activities.

1. Acquaintance with the sounds in nature, listening to audio recordings with the sounds of nature, excursions along the ecological path.
Purpose: to teach children to identify sounds in nature, to consolidate the ability to observe, compare, analyze, draw conclusions about objects of nature.
2. Tree research.
Purpose: to learn to identify a tree by color, by shape, by structure, by bark, by seeds, fruits.

Artistic and productive activity.

Exhibition:
“Forest Sculptors”, “Tree by Tree”, “Portrait of a Tree Family”, “Tree Neighbors”, “Autumn Birch” - drawing, application: “Decorative panel from autumn leaves”, panel “Tree of Life”, modeling: “Brush of mountain ash”.

Reading fiction:
1. "Green Country" by E. Serov.
Purpose: to instill love for green brothers and sisters.
2. "The wisdom of the tree" by A. Lopatin.
Purpose: to cultivate respect and love for trees, that much can be learned from them.
3. "Life of a tree" by A. Lopatin.
Purpose: to educate careful attitude to the trees.
4. "Lipka's Gifts" by A. Lopatin.
Purpose: to explain to children that trees have healing properties.

Organized activities:

Conversation "What do we know about trees and birch in particular?". Target: Find out what children know about trees in general and about birch in particular. Deepen interest in birch, lead to the idea that birch wants to be friends with people.
1. How are trees different from other plants?
2. What trees do you know?
3. Are trees alive? Why do you think so?
4. Are there many trees around kindergarten? What are their names?
5. Are there many trees around your house? What are their names?
6. Who plants trees? For what?
7. What is the name of the forest in which only birches grow?
8. Where is it better for trees - in the forest or in the city?
9. How can you determine the age of a birch?
10. Have trees ever helped you? And you to them? Give examples.
11. Let's imagine that the trees have disappeared. What will happen on Earth? Why do trees disappear?

The teacher's story "How was birch used in antiquity?". Target: to bring children to the understanding that trees are of great importance in human life. To acquaint with how birch was used in antiquity.
Our ancestors illuminated houses with a birch torch. Birch sap was used to treat patients. The cart wheels were smeared with tar, which was made from birch. From birch they made wooden toys, wooden sculptures, spoons, from birch bark - tueski (they carried water, kvass), baskets for berries and mushrooms. They wrote on birch. Today, birch is used in construction, furniture, plywood, skis are made from birch leaves, yellow and green paint is made from birch leaves, medicines are made from kidneys.

Conversation "The relationship of a tree with animate and inanimate nature." Target: To deepen the understanding of the relationship between animate and inanimate nature and the factors that affect the life of a birch.
Can a tree live without light? (Light, like an artist, turns the leaves green.)
- Does the birch grow in an open or shaded place?
- Can a tree live without heat? (The beginning of the appearance of leaves on the trees depends on the amount of heat.)
What happens to trees in winter? (In winter, trees do not grow - they fall asleep. And the cork fabric protects the trees from the cold, which does not let water or air out.)
What else can trees not live without? (Without water, they drink water like people. A tree receives water with rain, with melt water, drinks it from the earth - soil.)
Trees, like us, need to breathe. They breathe through small holes in the leaves, so small that they are invisible.)
- Trees need clean air: they die from dirty air. At the same time, the trees themselves purify the air, make it suitable for humans and other living beings.
Does a tree need birds? (Birds eat various insects that can harm the tree.)
- The wind carries birch seeds.
- Earthworms are involved in the formation of the soil, "pass" through themselves lumps of earth, dry leaves, loosen the soil, make it suitable for the development of plants.
Why do trees get sick? (This means that harmful insects have settled on the bark. This can be seen if you look at reverse side bark - moves made by pests.)
- And how can you determine the age of a birch? (According to the bark: the older the tree, the harder and thicker the bark, so old trees tolerate frost more easily.

Conversation "The beauty of nature is priceless." Target: let the kids know that no amount of money can buy beautiful tree. It needs to be planted and a lot of effort must be made so that it does not die, but takes root and grows. Cultivate love and respect for nature.
A complex lesson in the senior group "I love Russian birch." (see attachment)
Experiences: "Observation of changes in poplar and lilac branches in a vase of water", "How trees save us from the heat."
Drawing up a herbarium of the trees of the site.

Consultation on the topic "Nature as an educator". (see attachment)
Participation of parents in the action "Plant a tree".
Making joint crafts with children:
Decoration of a corner of nature with beautiful plants.
Making origami - "Herringbone".
Mosaic - "Tree".
Proverbs, sayings about trees.
Solving riddles.
Riddles for children.
Reading poems, stories, fairy tales about trees:
T. A. Shorygina “Trees. What are they? ”, A. Prokofiev “Birch”, N. Nekrasov “Green Noise”, I. Tokmakova “Oak”, A. Tvardovsky “Forest in Autumn”.
Memorization: I. Bunin "Leaf fall".
Drawing: "Lilac blossoms", "Tree branch in a vase", "Autumn landscape".
Modeling "Leaf".
Application "Autumn carpet".
Listening: P. I. Tchaikovsky - a cycle of works "The Seasons", memorizing songs about trees.
Guided tour of the kindergarten.
Examining the seeds of various trees.
Ecological observations. Target - to form an idea of ​​\u200b\u200banimals and plants as living organisms, to show the relationships that exist in nature. It is important to consider the observed object from all points of view. So, observing plants, one can extract interesting information about their names, classification (tree, shrub), appearance, purpose, condition of their growth; trees as habitats and food for birds; methods of seed dispersal, reproduction; importance in human life, how a person helps plants; rules of conduct in nature. Ecological knowledge is the basis of ecological consciousness through introducing children to practical activities.
Ecological excursions. Target – find answers to the questions posed, accumulate information, learn to observe, “read” the book of nature.
The content of the excursions can be a survey of the nearest area to form ideas about the surrounding natural conditions, the ecological situation, the presence of plants. During excursions, you can collect natural material for collections. The results are presented in the form of albums, drawings, collections.
Thinking lessons.
Facilitate answers to various questions, for example: “Why do leaves change their color? "," Why does the Christmas tree have green needles? "," What do trees eat? ". A prerequisite should be a combination of cognitive activity with practical, forming the interest of children. Walking is combined with a fascinating story, with a slight inclusion of works of art. This creates a sense of nature in children.
Collecting.
Drawing up collections of natural material and herbariums helps to attract the attention of children to the world around them. It should not harm nature. Collecting can start conversations about the natural resources of the region, about their use, can form the basis of exhibitions, museums organized by children.
Kindness lessons.
Target - To develop interest in nature, to form a positive attitude towards it, a desire to protect it and take care of it, to cultivate sensitivity and a sense of empathy. The topics of kindness lessons can be varied. Conducted both individually and in a group of children.
Discussing and playing situations.
This form of work contributes to the consolidation in the mind of the norms and rules of behavior in nature. The topics of such conversations can also be varied.
Forms of work with parents.
Result:
During the work on the environmental project "Trees around us":
children have increased interest in nature;
knowledge of trees and shrubs was consolidated and refined;
there was a desire to learn more about trees;
formed a benevolent attitude towards all living things;
increased mental and speech activity;
children have learned to make their own conclusions;
an aesthetic taste has been formed;
knowledge and impressions they used in practice and from activities;
parents took an active part in the improvement of the kindergarten site, planting young seedlings;
in organizing an exhibition of crafts made from natural materials;
Questionnaire: Based on this project it is possible to develop other environmental projects, such as: "From seed to tree", "Inhabitants of gardens and forests".

Appendix. Consultation "Nature as an educator".
The upbringing of the correct attitude of children to nature, the ability to carefully handle animal creatures, can be fully implemented in preschool period only if the system of work in kindergarten is combined with the impact on the child in the family.
In kindergarten, teachers pay great attention to instilling the skills of caring for plants, animals, birds.
A wonderful teacher V.A. Sukhomlinsky wrote: “Man has always been and remains the son of nature, and what makes him related to nature should be used to familiarize him with the richness of spiritual culture. The world surrounding the child is, first of all, the world of nature with an infinite wealth of phenomena, with inexhaustible beauty. Here, in nature, is the source of the child's mind. All children are naturally curious. The circle of their interests is very wide. Among the questions that they ask us adults, there are those that are caused by various phenomena, objects of nature. In order to better understand all the living things that surround us, parents need to be in the field, in the meadow, in the forest, by the river, in the park more often, to be able to see the beauty in everything and notice everything interesting. How the first leaves bloom, why in winter the spruce is very green, while the leaves of others fell. It depends on us adults whether the child will be inquisitive, how his speech develops. How more baby saw and understood, the brighter and more figurative his speech, the more willingly he communicates with his peers, the easier it is to come into contact with adults. The ability to express your thoughts helps to do better in school. He will in fact be convinced that not a single phenomenon arises without a cause, by itself, and nothing disappears without a trace. In the process of systematic targeted observations, the child learns to think and answer the questions "Why?"
And even if such work is difficult, laborious, but as a result of it, the foundations of curiosity, inquisitiveness, the ability to think logically, draw conclusions, and conclusions are laid in the mind of a child from early childhood.
Children love to go to the forest with adults, do not forget to say hello to him: “Hello forest, dense forest, full of fairy tales and miracles!”, And when you leave, say goodbye to him:
The sun hides in the fog
Forest dense goodbye!
You protected us from the heat
Gave health, fresh strength
And treated me to a hotel.
We must always remind the children, only the one who walks slowly, steps inaudibly, sees and hears a lot, then he will see a lot, how the leaves rustle, dew on the grass, the squirrel feasts on sweet strawberries, and the birds feed their chicks, and here is the hedgehog with hedgehogs. Play with the children in the game: "Forest smells." First, invite the children to smell how strawberries, moss, mint leaves, chamomile, etc. smell. First, take 2-3 plants, and then more, the children will smell, and then they will recognize with closed
smells like a plant. Remember riddles, small poems about plants, signs.
They swept the anthill - watch the life of the ants, how friendly they are, piled on the caterpillar in a bunch, dragging it to their house - they clean the forest from pests. Treat them with sugar or candy and watch how sweet they are.
You can go to the forest at different times of the year and admire it, notice problems and fix them. Remove dry branches on the path, tie up a broken branch, plant a tree.
Those parents who during a walk treat nature and a child are doing the right thing. “Look how beautiful it is!”, “What a white, fluffy snow is today!”, “What do you think the cloud looks like!” etc.
Children after playing with snow joyful return home. It's warm and cozy here.
Often in Sundays pies are baked at home, and the bread shop smells of bread. Give the children an impetus to think by saying the saying: “A lot of snow, a lot of bread”, “Snow blew - blew bread”. Show the children a grain field at different times of the year, explain why they say: “Bread is the head of everything”; so it must be protected. Tell how many people are working so that this fragrant loaf of bread comes to our table. Everyone, even the most Small child must save the bread.
And who has animals at home, do not forget to feed them. First, dear fathers and mothers, together with you, and then it will become a habit and your child will do everything himself.
The ability to see and understand another living being, the subtle movement of the soul of a child, depends on the interest in a plant, animal - on the degree of development of observation, moral feelings. From this begins responsibility for all life on the planet. When we, adults, say (do not tear, do not trample, do not break, do not touch, etc.), it is necessary to explain why "Do not tear." To expand and consolidate knowledge about ecology, it is necessary to look at pictures, observe the flora and fauna, and read fiction.
We must always remember to all adults and children that the Earth is our common home, a person living in this house must be kind, take care that all living things are well.

"Our planet Earth,
Very generous and rich
Mountains, forests and fields
Home is our dear friends!
Let's take care of the planet together.
There is no other like it in the world.
Let's spread clouds and smoke over it.
We won't let anyone hurt her.

We will take care of birds, insects, animals.
This will only make us better.
Let's decorate the whole Earth with gardens, flowers,
We need such a planet."

Complex lesson in the senior group "I love Russian birch" Target: continue to form children's interest in their native nature; generalize knowledge about birch; expand children's ideas about the image of a birch in poetry, music, works visual arts; cultivate love for the Russian birch.
Material for the lesson:
Illustration depicting a birch.
A tape recorder with an audio recording of the song “There was a birch in the field” (Russian folk song), “The Seasons” by P.I. Tchaikovsky.
Reproductions of paintings by I. Levitan “Spring. big water”, “Golden Autumn”, K. Juno “March Sun”. I. Grabar "February Azure", I. Shishkin "Wilderness".

Lesson progress
Mystery:
Alenka is standing, a green scarf,
Thin camp, white sundress. (Birch)
The teacher offers to consider an illustration depicting a birch.
- How can we recognize a birch at any time of the year? (The white trunk is only at the birch.)
- What is the name of the birch tree? (Russian, white-barreled, curly, elegant, golden, beloved.)
- What kind of birch leaves are there? (Green, emerald, sticky, gold.)
- Of all the trees of the Russian forest, our birch is the cutest. Birch light groves are good and clean. White trunks are covered with thin birch bark. There is a special day in Russian nature when young foliage begins to bloom on birch trees. You will enter the forest and gasp with joy: the forest edges are covered with a green gentle haze. What a beauty! What a blessing!
- With whom in Russia was the beautiful birch compared? (With a girl who has a thin, flexible waist, with a bride.)
- In the month of June in Russia they celebrated the holiday of the "Russian Birch". In the morning, a bright colorful crowd was heading towards the birch grove. The girls chose one of the birches and decorated it, tied colored shreds, ribbons to the branches, hung gingerbread, sweets. They danced around, danced, played games.
- A lot of poems and songs have been written about the white-barreled beauty.
listening to russian folk song"There was a birch in the field."
- And now let's read poems about birch.
Reading poems: A. Prokofiev “I love the Russian birch”, S. Yesenin “White birch”.
- Many talented landscape painters captured the birch in their paintings. It's good in its own way at different times of the year!
I invite the children to look at reproductions of paintings and talk about them.
- In the paintings of artists, birch trees are straight, slender, white-trunked.
- Our beautiful birch can predict the weather. Listen to the clues:
If a lot of juice flows from a birch in spring, it means a rainy summer.
If in autumn the birch leaves begin to turn yellow from the top, spring will be early.
The birch will dissolve the leaf in front of the alder - the summer will be dry, the alder in front of the birch will be wet.
Under Russian folk melodies, a collective application "Birch" is performed.

Used Books:
1. A. S. Gerasimova, O. S. Zhukova "Big encyclopedia of a preschooler", Moscow "OLMA Media Group" 2007
2. S. N. Nikolaeva "Young Ecologist". The program of ecological education in kindergarten, Moscow "Mosaic - Sintez" 2010
3. A. Dietrich, G. Yurmin, R. Koshurnikova "Pochemuchka", Moscow "Pedagogy - Press" 2006
4. A. I. Ivanova " Environmental observations and experiments in kindergarten", Moscow, shopping center "Sphere" 2009
5. T. S. Komarova Visual activity in kindergarten”, Enlightenment 1973
6. M. N. Sigimova "Knowledge of the world of plants", Childhood press 2010
7. T. A. Shorygina “Trees. What are they? ”, Moscow 2006
8. O. A. Solomennikova " environmental education in kindergarten "Program and guidelines for classes with children 2-7 years old, Moscow "Mosaic - Sintez" 2010

SHORT STAY GROUP

The short stay group is attended by children aged 1 to 3 years. GKP operates 3 times a week for 3 hours. Classes are held from 8.30 to 11.30 or from 16.00 to 19.00 depending on the schedule.

Once a week, classes are held in fiction, drawing, modeling, designing, 2 times a week, physical education and music classes are held.

1 to 2 years

In the second year, the need to communicate with adults on a variety of occasions is consolidated and deepened. At the same time, by the age of two, children gradually move from the language of gestures, facial expressions, expressive sound combinations to the expression of requests, desires, suggestions using words and short phrases. So speech becomes the main means of communication with an adult, although at this age the child willingly speaks only with close, well-known people.

The independence of children in subject-game activities and self-service is being improved. The kid masters the ability to independently eat any kind of food, wash and wash his hands, acquires the skills of neatness.

In the second year of life, the child learns the names of adults and children with whom he communicates on a daily basis, as well as some family relationships (mother, father, grandmother). He understands elementary human feelings, denoted by the words “rejoices”, “angry”, “scared”, “regrets”. Value judgments appear in speech: “bad, good, beautiful”.

Significant changes are also taking place in the actions with plot toys. Children begin to transfer what they have learned with one toy (doll) to others (bears, bunnies); they are actively looking for the item needed to complete the action (a blanket to put the doll to bed, a bowl to feed the bear).

Age features children
2 to 3 years

Children of this age are characterized by unconsciousness of motives, impulsiveness and dependence of feelings and desires on the situation. Children are easily infected by the emotional state of their peers. However, during this period, arbitrariness of behavior also begins to take shape. It is due to the development of instrumental actions and speech. Children develop feelings of pride and shame, elements of self-awareness associated with identification with the name and gender begin to form. ending early age crisis for 3 years. The child is aware of himself as a separate person, different from the adult. He has an image of "I".

In the third year of life, children become more independent. Substantive activity continues to develop, situational business communication between a child and an adult; perception, speech, initial forms of voluntary behavior, games, visual-effective thinking are improved.

Children continue to master the names of the surrounding objects, learn to fulfill simple verbal requests from adults within the visible visual situation. The number of words understood increases significantly.

By the third year of life, visual and auditory orientations are improved, which allows children to accurately perform a number of tasks: to make a choice from two or three objects in shape, size and color; distinguish melodies; sing.

JUNIOR GROUP

junior group attended by children aged 3 to 4 years. The group operates from Monday to Friday from 7.00 to 19.00.

Once a week, classes are held on familiarization with the outside world, the development of speech and fiction, the development of elementary mathematical representations, modeling and designing, drawing and application.

Age features of children
3 to 4 years

From the age of three there are significant changes in the nature and content of the child's activities. Along with the existing objective consciousness, its second type appears - self-consciousness (self-knowledge - reflection - and self-assessment of the result of activity, but there is no self-assessment of oneself as a subject yet).

Most important achievement This age is that the activity of the child increases, his actions acquire an intentional character, movements become more diverse and coordinated. In various activities (construction, self-service, playing, drawing), as well as in everyday behavior, the child begins to act in accordance with a predetermined goal, although due to the instability of attention this goal can be “lost”, the baby is quickly distracted, leaves one thing for another .

The child is more receptive to works of art, to some elements art form- rhythm, rhyme. He distinguishes between poetic and prose texts, he has a growing interest in listening to fairy tales and poems, and a growing desire to imitate the speech intonations of adults.

A pupil of the fourth year of life shows emotional responsiveness to music. He distinguishes contrasting mood musical works(cheerful calm), recognizes familiar songs and plays, names them.

For a younger preschooler, the world of objects is full of wonders. Visual-figurative thinking becomes the predominant form of his thinking. The child is able not only to combine objects according to their external similarity (shape, color, size), but also to assimilate generally accepted ideas about groups of objects (toys, clothes, dishes, furniture). Such representations are based not on the allocation of common and essential features of objects, but on the union of those that are part of a common situation or have a common purpose.

MIDDLE GROUP

middle group attended by children aged 4 to 5 years. The group operates from Monday to Friday from 7.00 to 19.00.

Once a week, classes are held to familiarize with the outside world, the development of elementary mathematical concepts, the development of speech and fiction, drawing and modeling, applications and design, twice a week - musical lesson, three times - physical education (2 times in the gym, 1 time outside, if the weather is good).

Age features of children
4 to 5 years

Manifested spontaneity significantly changes the behavior of a child of the fifth year of life. He is now able to specifically memorize the rules and at the right time to recall them, to change his behavior in accordance with them. He is able to carefully examine something, not only because he is interested, but also in order to compare objects, to discover something new in them.

The child becomes more attentive to his physical "I". He is interested not only in the structural features of the human body (body parts, internal organs), but also general principles their functioning.

A child of the fifth year of life is already capable of consciously correlating his behavior with the behavior of his peers, assessing them and his own possibilities, mainly in the field of practical actions. He can, on his own initiative, help a peer, coordinate with him actions aimed at achieving common purpose. In the process of activity and communication with others, he is able to show not only sympathy (antipathy), but also a sense of camaraderie, friendship. He lives mainly in the world of feelings and emotions. However, not only positive emotions own it. The caregiver's concern can be caused by such emotional manifestations of a child of this age as conflict, depression, anxiety, feelings of inferiority, aggressiveness, and the manifestation of snitching. But their occurrence can be prevented if children are purposefully organized, taking into account the specifics of not only temperament, but also gender. In general, a preschooler of this age is characterized by positive emotions, high contagion by the emotional state of other children and adults.

SENIOR GROUP

The senior group is attended by children aged 5 to 6 years. The group operates from Monday to Friday from 7.00 to 19.00.

Once a week, classes are held on familiarization with the outside world and the development of speech, familiarization with fiction and the formation of elementary mathematical abilities, modeling and application, twice a week - drawing, music, design and manual labor, three times - physical education (2 times in the gym, 1 time outside if the weather is good).

Age features of children
5 to 6 years old

The sixth year of a child's life is very important for the development of his will, endurance, awareness of responsibility for the results of both individual and joint actions, for the formation of friendly, collective relationships due to independence.

Important changes occur in the structure of self-consciousness of the older preschooler. Awareness of one's social "I" develops. The child becomes more sensitive to the system of interpersonal relationships that arise both in the family and in kindergarten. He increasingly compares himself with his peers: he can already differentiate the personal qualities of others and himself and evaluate them.

The ability to control one's behavior affects the child's attention, memory, and thinking. Attention becomes more stable, the ability of arbitrary memorization arises. Memorizing poems, texts, counting rhymes, children intentionally repeat them. The development of voluntary memorization is facilitated by the importance of the material for practical activities (to remember something for the game, to convey the instructions of the educator, to fulfill the requirements of an adult, etc.).

Under the influence of observation of the environment and directed sensory education, perception is improved. The child can evaluate not only the properties of objects, but also varieties of these properties: he feels the character, mood of works of literature, music and fine art, distinguishes them genre features, form, expressive and visual means (expressiveness of intonation, figurative words and expressions, tempo, rhythm, dynamics, timbre, composition, color).

The child's relationships with other children are based on stronger mutual attachments, are characterized by greater stability; typically the emergence of small groups of children (2-5 people) who feel sympathy for each other and constantly participate together in various activities (playing, designing, doing work, etc.); there is attachment to each other, to one's group, the simplest forms of group solidarity are formed.

PREPARATORY GROUP

preparatory group attended by children aged 6 to 7 years. The group operates from Monday to Friday from 7.00 to 19.00.

Once a week, classes are held to familiarize with the outside world and familiarize with fiction, modeling and appliqué, designing and manual labor, twice a week - the development of speech and the formation of elementary mathematical abilities, drawing, a musical lesson, three times - a physical education lesson (2 times in the gym, 1 time outside, if the weather is good).

Age features of children
6 to 7 years old

At this age, the pupil begins to master learning activities. He is ready to study according to the program of an adult, knows how to listen and hear the teacher, isolate the learning task and turn it into an independent goal of activity, and exercise self-control. The degree of manifestation of skills can be different: much depends on the readiness of a particular child for a new social position - the position of a schoolchild. The need to learn causes in him the need for volitional effort, the conscious subordination of his behavior to the requirements of educational work.

The possibilities of intellectual activity are noticeably increasing. The child's ideas about the world become wider, more diverse and more generalized.

The pupil begins to listen to the assessments given to his behavior by adults and peers. These assessments serve for him as a means of self-knowledge; on their basis, his self-assessment as a person is formed. A child of the seventh year of life is actively developing awareness of himself in time. He remembers himself in the past and imagines in the future: “My birthday is this year, I will be seven years old, and next year I will be a schoolboy, I will be eight years old.” The child behaves differently with others, feels a possible reaction to his behavior or a specific act - he is capable of reflection.

With the constancy of joint activities between peers, stable groupings with common interests arise, and public opinion is formed. It is created by them on the basis of their own ideas about moral values, formed on the basis of experience of assessments of adults. Public opinion begins to have a significant impact on moral ideas and experiences. Children begin to reckon with him and choose models in their environment for imitation and comparison.

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Target:

• familiarization of parents with the developmental features of children 5-6 years old.

Tasks:

1. To form parents' practical skills in the field of interaction with children.
2. To develop interest in the knowledge of your child, to promote active interaction with him.
3. To promote the emotional rapprochement of all participants in the educational process, the organization of their communication.

Agenda.

1. Ceremonial start of the meeting. Congratulations to parents on the start school year.
2. Features of the educational process in the senior group.
3. Teacher's speech: "Senior preschool age - what is it?"
4. Miscellaneous

Design of a mini-exhibition desktop printed games appropriate for the age of children 5-6 years old "Let's play!"

Drawings of children on the topic: "How I spent summer" , manufacturing "Wonderful flower" for parents, musical accompaniment, decoration of the central wall

Game for parents "Pass Your Smile" . The song sounds "Smile"

(positive attitude)

Educator: Hello, dear parents! We gathered today at the beginning of a new academic year. Today I would like to talk specifically about our children, about achievements and problems. We, the team of our group, want us to be one friendly, strong family.

I want to remind you that now we are the senior group. We have changed the mode of the day, the time of holding and the number of classes per day.

To educational process If the profit is properly organized, in our work we rely on the main legal documents regulating the activities of the preschool educational institution:

• the federal law "On education" ;
• Project - Federal State educational standard preschool education;
• SanPin 2.4. 1. 2660-10.
• International convention on the rights of the child.

Today we are working on the program of preschool education "Birth to School" edited by Veraksa N.E., Vasilyeva T.S., Komarova M.A.

Your children have grown older, in connection with this, their responsibilities increase. And I would really like you - parents to take the educational process seriously.

According to Art. 18 of the RF Law on Education,

item 1: “Parents are the first teachers. They are obliged to lay the foundations of the physical, moral and intellectual development personality of the child in early childhood

The age from 5 to 6 years is a new important stage in the development and upbringing of a preschool child.

The upbringing of 5-year-old children is a qualitatively new step in comparison with the upbringing of children of middle preschool age; these opportunities should not be missed. The success of the child in school will largely depend on how attentively the parents will treat the solution of educational and educational problems this year.

The transition of children to the older group is associated with some changes in the conditions of their life and upbringing: they are now included in a systematic and more complex collective activity. (game, work, learning). Both the program and teaching methods acquire the character of educational activity.

motor skills

Between the ages of five and six, your child makes even greater advances in motor skills and strength. The speed of movements continues to increase, their coordination noticeably improves. Now he can already perform 2-3 types of motor skills at the same time: run, catch the ball, dance. The child loves to run and compete. Can play outside for more than an hour without stopping sport games, run at a distance of up to 200 m. He learns to skate, ski, roller skate, if he has not yet learned how, then he can easily master swimming.

emotional development

The child already has their own ideas about beauty. Some enjoy listening classical music. The kid learns to throw out part of the emotions in his favorite activities. (drawing, dancing, games, etc.), and seek to control them, tries to restrain and hide his feelings (But it may not always work out for him.) The hardest thing for children to manage is their fear.

social development

From the age of five, the child already clearly knows his gender and does not want to change it even in games. At this age, in the upbringing of a boy, a very important place is given to the father, and for girls - to the mother. Dads teach their sons to be masculine, mothers teach their daughters to be feminine. Only those qualities laid down in childhood harmoniously come to life. adult life. The baby is laid ideas about the role of the opposite sex in life. The daughter comprehends the role of a man through the behavior of her father, and the boys - the role of a woman, through communication with their mother. At this age, it should already be told in an accessible form for the baby about how he was born. The child has grown to understand such a secret. It would be more correct if you cut it for him at home, otherwise the children in the yard will do it. After five years, relationships with peers become friendly. The first friends appear, usually of the same sex. He spends most of his time with them. There is some separation from the parents. The child can already painlessly endure a short separation from loved ones.

intellectual development

By the age of six, a child can already not only distinguish between animals, but divide them into wild and domestic. Can combine objects according to various characteristics, find similarities and differences between them. After five years, the baby is interested not only in the names of objects, but also in what they are made of. He has his own idea of ​​the physical phenomena surrounding him, can explain what electricity is, a magnet. The child is very well oriented in space: on the street, in familiar

premises, houses. Knows where to buy toys, food, medicines. He is trying to learn the alphabet and learn to read by syllables, and also continues to improve the letter in block letters. Can count (sometimes hundreds), add and subtract within ten.

Behavioral Features

The child already has his own opinion about everything. Can explain who and why he likes or dislikes. He is observant. He is very interested in everything that happens around him. He seeks to find the causes and connections between various phenomena. The baby becomes very independent. If he wants to learn something, he can engage in a new activity that is interesting for him for more than half an hour. But switching it to different activities purposefully is still very difficult. The child applies his new knowledge in games, invents the plots of games himself, easily masters complex toys - a designer, a computer). By the age of six, he masters most of the necessary skills and improves them right before his eyes - he becomes more accurate, monitors his appearance- Hairstyle, clothes, helps you with the housework.

creative development

Peak creative development child. He creates without getting tired, barely waking up, turning a simple tulip into an unusual scarlet flower, building houses for aliens. He is very attracted to painting, he can look at paintings and paints for a long time. With pleasure he draws himself, tries to copy something from the picture and invent his own plot. At the age of five, a child expresses his feelings in relation to what he draws with different colors. It is believed that children's drawings are the key to inner world baby. Now he already draws a person as he really is, detailing a face with eyes so that he can see, with ears to hear, a mouth to speak and a nose to smell. The drawn man has a neck. It already has clothes, shoes and other details of clothing. The more the picture resembles a real person, the more developed your child is and the better prepared he is at school.

So, taking into account the above age characteristics of children of the 6th year of life, it is necessary to carry out the following tasks:

• to develop the movements of children, to achieve their greater coordination, accuracy, speed;
• to cultivate independence and speed of movements in self-service;
• expand children's understanding of public life, nature, work of adults, to educate the right attitude towards them;
• to cultivate the ability to keep the goal, follow the instructions of an adult, concentration and purposefulness;
• form separate concepts in children, develop logical thinking;
• develop coherent speech of children;
• improve artistic skills in drawing, singing, dancing, reading poetry, retelling fairy tales, stories, enrich aesthetic perceptions and experiences;
• teach children the skills of teamwork
• to develop arbitrary control of children by their behavior.

Well, now we will find out how you know your children. (question sheets are on the table) parents take turns answering.

1. How long can your child count?
2. Can your child distinguish between the right, left hand, leg?
3. In your opinion, is your child oriented in parts of the day?
4. Does your child know the address of residence?
5. Can your child name a favorite fairy tale, read a poem?
6. Can your child write his own story?
7. Does your child know how to take care of living objects of the world? How does he feel about animals and plants?
8. Do you think your child can talk about the desire to acquire a certain profession in the future?
9. Do you think your child is polite?
10. Do you think your child can compare 2-3 objects by size? (more - less, shorter - longer)
11. How does your child behave when visiting?
12. Can your child hold scissors correctly? Will he be able to cut out a circle from a square, an oval from a rectangle?
13. What does your child like to draw the most and does he show interest in this activity?
14. Does your child have an interest in modeling? What does he like to make at home?
15. How does the child inform you when he comes from kindergarten?
16. Is your child interested in speech sounds? Do you hear the first sound? Can you think of a word for a given sound?
17. Will your child be able to sympathize with the offended and disagree with the actions of the offender?
18. Can your child determine the position of objects in space in relation to themselves? (front - back, top - bottom).

Selection of the parent committee of the group.

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Details Published: 05/22/2012 13:46 Views: 13576

Age features of children

Senior group (sixth year of life)

By the age of five, it is already possible to assess the character of the child, his individuality, and his ability to be creative. The child has already laid the foundation of intellect and the initial results of education are visible.He is oriented in many everyday things, situations and even complex interpersonal relationships. This age- the peak of the development of fantasy and fiction.

Thinking

At an older age, figurative thinking continues to develop. By sixAt a certain age, a child is able not only to generalize animals, but also to subdivide them into domestic and wild ones, and is able to combine objects according to individual characteristics, evaluating their differences and similarities.

The child is able to compose not only fairy tales. He retells books and films, and reflects everything he sees and knows. A child at this age already has his own opinion. He is observant. His own "I" is already less interested in him than the world around him, in which he strivesfind cause and effectconnections to distinguish the essential from the unimportant.

Speech

In addition to the communicative function, the planning function of speech develops, i.e. the child learns to consistently and logically build his actions, to talk about it. By the age of five, a child is already able to correctly pronounce almost all speech sounds.

The child expresses his thoughts fluently. Easily finds a missing word in the text, completes an unfinished sentence. The child is able to evaluate how the verse was performed, to find speech errors in others, and a little later - in himself.

Physical development

From the age of five to six, the child hassignificant improvements in motor skills and strength. The speed of his movements continues to increase, and their coordination improves markedly. The child can already perform two or three types of motor skills at the same time: run, tossing the ball; catch the ball by squatting and dancing.

Relationships with peers

Relationships with adults

Quite often, at this age, children develop such a trait as deceit, i.e. deliberate distortion of the truth. The development of this trait is facilitated by a violation of the parent-child relationship. And in order not to lose the trust of an adult, and often to protect himself from attacks, the child begins to come up with excuses for his missteps, to shift the blame onto others. From the age of five, children firmly know their gender and do not want to change it even in games. During this period, the upbringing of the boy must be dominated by the father, and the girls by the mother. The child is mainly aware of the role of the other sex in the family, among relatives.

Game activity

preschoolersmaster complex constructive toys, up to computers. On the street, preference is given to sports games.