Work plan for self-education for the preparatory group. Self-education report "Preparing children for school"

MBOU Lyceum "Mok No. 2"

Completed by the teacher

group "Bells"

Podstavkina E.A.

Voronezh 2016

Target:

Formation of patriotic feelings of children based on affection and love for their country, hometown, kindergarten.

TASKS:

Create conditions for the formation moral basis feelings of patriotism universal value- love for your family, kindergarten, native land, country, people inhabiting it.

2. Get children interested in the history of their families, kindergarten, city.

3. Introduce Russians folk traditions, instill love and respect for them.

4. Develop communication and social skills, promote mastery elementary rules safe behavior, including in extreme situations.

5. Lay the foundation of system knowledge, develop skills in working with information.

Explanatory note.

In our time, the issue of education of patriotism and citizenship is very relevant. Much literature has been published on this topic in last years. Patriotic education and civic formation of preschool children is an integral component general culture states.

Raising a citizen is a multifaceted process that includes solving a whole range of problems: nurturing in a child love and affection for the family, home, kindergarten, native street and city; the formation of a sense of ownership - a person who treats with care native nature and to all living things, a person who is proud of the achievements of his country, loves to work himself and appreciates the work of other people, respects the traditions of his people, shows interest in public life. There is no doubt that already kindergarten As a result of systematic and purposeful educational work, elements of citizenship can be formed in a child. He must learn to understand what responsibilities (necessary) and rights (possible) are.

Where should work to develop patriotism in children begin? How can we make children love their country and worry about it, so that the words “Motherland”, “country”, “patriot” become clearer to preschoolers?

Forms of working with children :

Raising patriotic feelings in children can be expressed in different forms Oh:

Conversations about the Motherland and the history of their people;

Conversations about nature;

Reading fiction on patriotic themes;

Compiling family albums and organizing exhibitions of drawings on the theme “My Family”;

Introduction to heraldry;

Learning songs and poems about the Motherland, about the Fatherland;

Purposeful games and, of course, the personal example of educators and parents.

Patriotic education and civic development of preschool children is an integral component of the general culture of the state.

Raising a citizen is a multifaceted process that includes solving a whole range of problems: nurturing in a child love and affection for his family, home, kindergarten, home street and city; the formation of a feeling of an owner - a person who takes care of his native nature and all living things, a person who is proud of the achievements of his country, loves to work himself and appreciates the work of other people, respects the traditions of his people, and shows interest in public life. There is no doubt that already in kindergarten, as a result of systematic and purposeful educational work, elements of citizenship can be formed in a child. He must learn to understand what responsibilities (necessary) and rights (possible) are.

What should a child know about his country?

Experience shows: already in preschool childhood a child can and should know what country he lives in and how it differs from other countries.

Familiarization with the most important state symbols - the coat of arms and flag of our country - is traditionally included in the content of patriotic education of children preschool age.

Even though new State symbols– the coat of arms and flag appeared almost 15 years ago, they were approved by law not so long ago. Apparently, this circumstance explains the lack of a clear idea in society about what images and symbols they carry and what they mean. The modern coat of arms and flag have deep historical roots. Their origin is closely related to folk art, ancient poetic ideas about nature and the universe. Therefore, it is advisable to begin work to familiarize children with the symbols of our country, relying on both the aesthetic side and their connection with folklore. The brightness and beauty of the coat of arms and flag help to form a positive attitude towards them.

The role of the family in instilling patriotic feelings in preschoolers.

The proposed program includes an idea of ​​the family and its role in the process of patriotic education. Of course, the foundation of a person’s upbringing is laid in the family. Patriotic education and interest in the spiritual beginning of our lives should also begin in the family. But today, unfortunately, there are few conditions for this. And the point here is not that parents lack time for pedagogical conversations with their children, but our desire to protect them from difficult tasks, work, spiritual efforts. Each family is a closed world with its own life, its own joys and sorrows, worries and traditions, its own way of life.

Today the country is going through a difficult stage of its development. An extraordinary ease and irresponsibility appeared in marital relationships, and the tragedy of family breakdown often began to be perceived as an ordinary practice. In this case, unfortunately, children who love both mom and dad equally suffer.

In a modern family most time the child communicates with his mother. It is with her that they develop trusting relationship, concerns, questions, needs are discussed. However, communication with dad is no less important for children. The more often the father communicates with the child, the closer the emotional ties with the child become, and the earlier the father becomes involved in caring for the baby, the stronger and deeper his parental feelings.

It has been established that in families in which parents spend a lot of time talking and playing with children, children develop better. However, it has been proven that children deprived of the opportunity to communicate with their parents or one of them have hypersensitivity have difficulty establishing contacts with peers. A serious danger for the development of a child is the lack of emotions, affection, warmth, even if his physiological needs are fully satisfied. Only constant communication between parents and child contributes to the establishment of deep emotional connections and gives rise to mutual joy.

Love between children and parents is given by nature itself, love and mutual respect between relatives is the result of joint efforts. In a family there are not two worlds - adult and child, there is one world - family. Any disruption of communication between generations undermines family foundations and negatively affects the moral atmosphere. When representatives of the older and middle generations are inattentive and unkind to each other, the child experiences discomfort from such behavior of adults. If, when communicating with each other, all generations of the family show tact and wisdom, do not raise their voices, take into account the wishes of other family members, experience both grief and joy together, real family cohesion is born.

Nowadays children spend a large number of time watching TV or computer. Because of high prices for publications, not every parent is able to buy them often. In this regard, it was decided to hold exhibitions of new children's literature in our kindergarten. Children happily bring their books to kindergarten, exchange them with each other to read, and then return them. In this case, the parents also have to read the book brought by the child (while the child has not yet learned). There is additional live contact between children and parents.

Continuing the theme of importance favorable atmosphere in the family, we are trying to convey to adults that children need not only food, diapers and bright toys, but also an affectionate mother and a caring father. Children need a loving, friendly family. To do this, it is necessary to help adults understand how to save a family and how to ensure that all family members trust each other and protect each other. When working with children, more attention should be paid to children’s “family” games, which instill in them a sense of parental responsibility.

The game of "family" is the most favorite children's game. It is appropriate for both a regular home evening and a fun time with guests. “Family” can be played in different ways. It all depends on the mood and imagination. In addition, children can choose not only " real family”, but also “puppet”, “animal”.

Raising children with love and respect for their parents and honoring their ancestors is one of the leading ideas of pedagogy. Another idea is to raise a future family man from a young age by developing positive moral qualities (hard work, tolerance, compliance, diligence, modesty, honesty).

Special sociological and psychological pedagogical research showed that the family and kindergarten, having their own special functions, cannot replace each other and must interact for the sake of the full development of the child.

Preschool educational institution Today it is the only public institution that regularly and informally interacts with parents of pupils and has the opportunity to exert a certain influence on the family. As practice shows, and pedagogical research confirms, parents recognize the priority of a preschool institution in solving educational problems, but do not consider it necessary to participate in the pedagogical process.

The family is the main institution where patriotic feelings and consciousness of the future citizen are formed. The primacy of parent-child contact and its duration turns the family into the leading body raising a patriot. It is in the family that interest in the culture, language, history of one’s people, state, its traditions and customs arises, and a personality begins to form.

Working with parents is one of the most difficult areas of a teacher’s activity. It requires versatile training, primarily knowledge of psychology and pedagogy. Acquaintance with family life begins with a questionnaire, which, at the request of the teacher, is filled out by mom or dad before starting school year. So that parents can observe the capabilities of their children, monitor their level intellectual development, it is necessary to conduct open reviews of classes and routine moments. You should also remember to carry out parent meetings, which are one of the most effective forms promotion pedagogical culture parents.

Methods family education.

By methods of family education we mean ways of interaction between parents and children, aimed at developing consciousness, feelings and will, and creating a culture of behavior in children.

There are two groups of basic methods of family education: methods of organizing behavior and activity and methods of forming consciousness.

INfirst group of methods great importance have daily activities and exercises:

Daily routine like Daily exercise in discipline, precision, as a natural will trainer;

Family traditions playing important role in the development of a culture of communication;

Game like natural shape expressions of activity, as well as the main way of experiencing life.

Second group of methods education is aimed at the development of children's consciousness, the formation of necessary life concepts, ideas, views, ideals, assessments, beliefs, stable motives behavior. The primary role in this is played by the word of the parents, which plays the role of suggestion, instruction, and explanation.

Fathers and mothers are not born, they are made. To successfully raise children, it is necessary for parents to understand the importance of expanding their general and pedagogical horizons, enriching their knowledge, and improving personality traits and qualities, family lifestyle. Therefore, parents themselves must be educated and cultured people.

I would like to draw your attention to this important point like studying your family history. To do this, it is most convenient to create a family tree together with your child in order to study the history of your ancestors. Construction family tree requires a lot of time, effort, and patience, but as a result you will receive invaluable information about your family, roots, and the ancestors who stood at the origins of your family.

Motherland, Fatherland, Fatherland. We pronounce these words with pride and write them with a capital letter. Ask your friends and family what the Motherland is, and you will get different answers. Some will say that the Motherland is the place where a person was born, others will say that this is the father’s house, where the first steps were taken and the first word was spoken. Still others will say that the Motherland begins with people close to us - mom and dad, brothers and sisters, relatives and friends. Whatever our Motherland is, wherever we are, it will always be dear and close to us.

Russians cultural traditions and moral and patriotic education of a preschooler are important when studying the history of the country, city, and members of their family. Traditions, as it were, organize the connection between generations; the spiritual and moral life of peoples rests on them. The continuity of elders and younger ones is based precisely on traditions.

So,the main task of kindergarten teachers We consider laying the foundations of spiritual morality, the formation of an active life position and creative potential.

We believe that revealing a child’s personality is fully possible only through his inclusion in culture own people. And this is not just knowledge about a culture, it is living in it, in its traditions.

One cannot fail to mention the importance of speech development, although we assume that in all types of activities great importance is given to the Russian language. For classes with children we select literary works according to the degree of their accessibility for a given age, according to moral, literary and artistic qualities.

The teacher’s tasks are to reveal the spiritual and moral potential of works and bring it to the child in accessible form. We place great importance on expanding children's vocabulary by explaining unfamiliar words, their origin (etymology) and historical meaning.

Perspective-thematic planning in a preparatory school group.

P

The content of the work

September

1

Acquaintance with the fairy tale by V. Suteev “The Ship”. Conversation on the content of the work. Reading poems about friendship by children's choice.

2

Sketches for depicting emotions. Reading the story by V. Oseeva “ Good hostess" Game - improvisation “What am I?”

3

Conversation on the topic “Rights (the right to play, activities, walks) and responsibilities (to keep one’s body and clothes clean, to observe hygiene rules, not to offend others, to help adults and children) of a preschooler.” A story about the social significance of the kindergarten and its employees.

4

Conversation about animals (timed to coincide with World Animal Day (1st Sunday in October), stories about animals of the Bryansk region, reading of works, photo exhibitions, drawings by children.

October

1

“The house you live in” - compiling a consistent story about your home. Game "Let's set the table for tea"

2

Consolidating ideas about family and family relationships. “Family” - conversation based on content plot paintings OK. Family game “Distribution of responsibilities”

3

Compiling a story on basic questions on the topic “My Family”

4

Preparation of a theatrical performance on the theme “About family, about friendship, so necessary for everyone” for further showing in younger groups.

November

1

Discussion of the topic of love for home country, pride in her. My Fatherland is Russia. Reading the poem by S. Yesenin “Go away, my dear Rus'...”

2

« Motherland- nurse." Conversation on a series of narrative paintings on the topic “Where the bread came from.” Small folklore forms. Support and develop children's interest in understanding meaning figurative expression; expand your understanding of proverbs and sayings.

3

Week of games and toys “Learning by playing”. Introducing children to new didactic games - for ingenuity and logic.

4

Celebrating Mother's Day. Exhibition of children's collective works“We dedicate it to our beloved mother”

December

1

Poem by I. Surikov “Childhood”. Discussion of the poet's idea of ​​childhood. Compose a story based on personal experience on the topic “My friend.” Formation of a personal assessment of the hero’s actions.

2

Compiling a story based on personal experience on the topic “My favorite toy”, selection of the most important factors.

3

Conversation about Russian oral folk art. Listening and discussing S. Aksakov’s fairy tale “ The Scarlet Flower" Systematize and deepen children’s knowledge about Russian oral literature.

4

Compiling a story based on supporting questions on the topic “My Family.”

January

1

Acquaintance with the history of the creation of the city of Voronezh, with human settlements. Foster pride and love for your hometown; develop interest in the history of the city. Looking at illustrations “Our ancient city Voronezh”

2

Acquaintance with the history of the Kremlin, its sights. Consolidating children's knowledge about the capital of our Motherland.

3

Story about local history museum our city.

4

February

1

Consolidating children's knowledge of genre and language representations of nursery rhymes, songs, riddles and proverbs. Small folklore forms. Leisure activities “Gatherings” - acquaintance with Russian customs and rituals.

2

National holidays in Rus' "Maslenitsa"

3

Defenders of the Fatherland. Reading of A.T. Tvardovsky’s poem “The Tankman’s Tale”

4

Thematic classes. History in events and persons. Reading a poem by A.S. Pushkin's "Song of prophetic Oleg»

March.

1

Learning to compose a story from personal experience on the topic “My Mother.” Thinking through the plot of a story without relying on visual material. Reading poems about mom.

2

Conversations about toys: “Where did the nesting doll come from?”, “Let’s make our own nesting doll”

3

Reading the fairy tale by V. Kataev “Flower - Seven Flowers”. Bring children to an understanding of the moral meaning, a motivated assessment of the actions and character of the main character.

4

Lesson "Grandma's Chest" in the mini-museum. Forming interest in the destinies of relatives and family history.

April.

1

Intellectual marathon "Knowledge". Let children feel the joy of the decision cognitive tasks, games; continue to learn how to negotiate with each other; establish dialogic communication in joint play.

2

Conversation about Cosmonautics Day on the topic “I want to be an astronaut”

3

Reading the work of J. Rodari “What do crafts smell like?” Expand children's knowledge about professions; develop the skill of self-control and self-esteem.

4

Reading of V. Mayakovsky’s poem “Who to be?” Strengthen ideas about professions.

May

1

Retelling of the story by K.D. Ushinsky "Four Desires". Cultivating a love for nature native land.

2

Learning the poem by M. Isakovsky “Remember Forever”

3

Conversation on the topic “In order not to get lost, you need to know your area well”

4

“The earth is our common home.” To form the idea that the Earth is a common home for all people of different races and nationalities, that people should live in peace and friendship among themselves.

The role of the microenvironment in the formation of social and moral qualities of preschool children. Development of communication skills through role-playing games

Description of material: Dear colleagues, I bring to your attention a report on self-education on the topic: “The role of the microenvironment in the formation of social and moral qualities of preschool children. Development of communication skills with the help of role-playing games.”
This material will be useful for teachers of preschool institutions.

Target:raising your theoretical level, professional excellence and competence on this topic.

The topic of self-education is “The role of the microenvironment in the formation of social and moral qualities of preschool children. Development of communication skills with the help of role-playing games” was not chosen by me by chance. Since, in Lately As teachers and parents increasingly note with alarm that many preschoolers experience serious difficulties in communicating with peers, self-education on this topic is very important to me.
In order to achieve mastery in pedagogical activity, you need to study a lot, get to know the child’s psyche, the age-related characteristics of children’s development.
Different sides games have constantly been the subject of careful and detailed study. Games in the moral education of children are considered in the works of L.S. Vygotsky, A.N. Leontiev, J. Levy, R. Kaitz, J. Piaget, K.D. Ushinsky, J. Huizinga. A psychological analysis of the role of play in moral education and personality development was given by L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, D.B. Elkonin. Game as a means of forming a personality and developing its potentials is explored in the works of N.P. Anikeeva, O.S. Gazman, T.E. Konnikova, D.V. Mendzheritskaya, I.I. Frishman, S.A. Shmakov and many others .
Working with preschool children, I came to the conclusion that many children need correction of relationships with peers. And since play is the leading activity of preschool children, the easiest way to do this is in the process of role-playing play. Plot-role-playing play plays a leading role in the formation of positive relationships among children and the formation of positive moral qualities in the personality of preschool children.

To get started, I studied methodological literature:
I took the Basic general education program preschool education “From birth to school” (N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva.
“Moral education of preschool children in kindergarten” edited by V. G. Nechaeva and T. A. Markova (I identified and set goals and objectives for myself in play activity aimed at developing the moral qualities of preschoolers).
“If you sow a habit, you will reap a character” L.I. Kaplan (I learned and applied in my work the experience of a teacher in the formation good habits in children).
“Raising Children in Play” by A.K. Bondarenko, A.I. Matusik (this manual helped me master the technique of involving children in play, helping them understand moral norms and ideas).
“A Child in Kindergarten” by T.I. Babaev (the book helped me in choosing games and game situations for the formation of moral qualities).
“The Role of Play in Raising Children” by A.P. Usov (the book helped me understand the importance of play in the moral development of preschool children).
"Organization story game in kindergarten" N.Ya. Mikhailenko, N.A. Korotkova (organization of independent play activities)
“Plot-role-playing games for preschool children” by N.V. Krasnoshchekova. (organization of independent gaming activities)

Based on the literature studied above, I chose the path that seemed to me the most correct - to cultivate the following moral qualities in preschoolers: culture of behavior, humane relations (kindness, responsiveness, caring attitude), the desire to provide assistance through play.
In accordance with modern requirements for preschool education and education, I formulated The goal of my work is to develop positive interpersonal relationships in the process of role-playing games.

To achieve this goal, I set the following tasks:
study of psychology - pedagogical literature on this issue;
creation in detail - gaming environment that meets modern requirements and promotes the development of independent gaming activities;
development modern technologies and methods of organizing the game;
development forward planning and conducting role-playing games in speech therapy group;
classification of games for the education of moral qualities and preparation of their support;
conducting diagnostics for the education of moral qualities;
increasing the competence of parents in the matter moral education children;
increasing personal competence in this matter.

A game can contribute to the development of moral qualities only if a number of conditions are met:
proper organization and game management;
correctly formulated motivation;
a variety of children's games aimed at developing positive qualities preschoolers, their aesthetics and attractiveness;
taking into account the individual characteristics of the child and his interests.

When solving the tasks we used following methods and working methods:
organizing life and play developmental situations that provide children with the opportunity to gain experience moral behavior and a friendly attitude towards peers and close adults;
performances with toys showing samples to children correct behavior and relationships in kindergarten and in the family;
communication and Team work with the teacher - as a means of establishing trust, enrichment social ideas and interaction experience;
observation of the actions and relationships of adults in kindergarten (cook, nanny, doctor, janitor, teacher);
figurative games - imitations, round dances, theatrical, active, didactic, construction - for the development of emotional responsiveness and the joy of communicating with peers;
reading poetry, fairy tales on the themes of kindness, love for parents, caring for animals (educational methodology " Good fairy tales»);
examination of plot pictures, illustrations in order to enrich social ideas about people (adults and children), orientation in the immediate environment (in a group, preschool educational institution and in the family);
plot-role-playing games that unite children with a common plot, game actions, and the joy of reflecting the roles of adults.

Working on the topic, I developed planning for role-playing games, taking into account the capabilities of the kindergarten and taking into account the characteristics of preschool children in the speech therapy group.
I also made a card index of role-playing games. In the process of work, centers for the games “Doctor Aibolit”, “Shop”, “Hairdressing Salon”, “Library” were designed, which are replenished and expanded taking into account age characteristics, development and formation of the stages of game formation.
In preschool age, role-playing play is the leading activity, and communication becomes its part and condition. Children, of course, do not always find necessary methods establishing relationships. Conflicts often arise between them, when each defends his own desire, regardless of the desires and rights of his peers. But it is at this age that the child discovers the truth that without empathy for another, without concession to another, he himself remains a loser. In play, the child finds himself in a relationship of dependence on other children.

In my work I used the following principles organizing a game of children's team:
development of independence and self-organization in children;
developing the ability to agree on the topic of the game;
self-distribution roles;
discussion of the main plot development;
preparing the gaming environment.

In February of this year, I developed a synopsis of a plot-based role-playing game in preparatory group“Defenders of the maritime borders of our Motherland are military sailors!” the purpose of which was to develop in children the ability to combine various thematic plots into a single game plot.

Thus, role-playing games can become the basis for developing positive communication skills between a child and his peers. In conclusion, I would like to note that systematic work on developing communication skills through role-playing games helps improve the child’s social status. The nature of future relationships of preschool children in society largely depends on how communication skills are developed and the ability to manage one’s emotions.

Assessment of children's awareness of moral standards in a speech therapy group, 2014 – 2015 academic year.
1.High level:
*beginning of the school year - 20%
*end of the academic year - 60%
2. Intermediate level:
*beginning of the school year - 30%
*end of the academic year - 30%
3. Low level:
*beginning of the school year - 50%
*end of the academic year - 10%

I consider the most important indicator of the effectiveness of my work: when words of gratitude are heard from children, without my prompting, positive and negative actions are evaluated, when a child is sincerely happy upon achieving positive result in the game, all this lets me know that small “sprouts” of morality are sown in the souls of children, forming conscious moral actions. I believe that the direction of work I have chosen will help children in the future adapt painlessly to the new conditions of school life.

Tatiana Polyakova
Self-education plan for a teacher in a preparatory group of a preschool educational institution. Topic: "Development fine motor skills preschoolers"

Relevance:

IN preschool age work on the development of fine motor skills and coordination of hand movements should become an important part development of children's speech, skills formation self-care and writing preparation.

One of the important conditions for a child to fully master writing skills during the period preparing him for school, is development of fine motor skills and coordination of finger movements. The problem of increasing efficiency comprehensive work By development of fine motor skills and coordination of movements of the fingers of children 5-7 years old does not lose its relevance.

The wonderful teacher V. A. Sukhomlinsky wrote that the origins of children’s abilities and talents are at their fingertips; from them, figuratively speaking, come the finest streams that feed the source of creative thought. The more confidence and ingenuity in the movements of a child’s hand, the finer the interaction of the hand with a tool (pen, pencil., the more more complex movements necessary for this interaction, the brighter the creative element of the child’s mind, the more more skill in a child's hand, the smarter the child.

Necessity development received active movements of the fingers scientific basis. Activity scientists baby brain, the psyches of children note the great stimulating value of the hand function. Employees of the Institute of Physiology of Children and Adolescents of the Academy of Sciences found that the level development speech is directly dependent on the degree of formation of fine movements of the fingers.

Famous researcher of children's speech M. M. Koltsova writes: "Movements of the fingers historically, during development humanity turned out to be closely connected with speech function". Development the functions of hand and speech went in parallel. She recommends stimulating speech development children by training the movements of their fingers, and this in turn Preparation child's hands to a letter. How deftly a child learns to control his fingers will determine his future development, because along with development of fine motor skills, memory development, attention, thinking, ZUN (knowledge, ability, skills, as well as vocabulary. And this, in turn, affects the emotional well-being of the child, his self-esteem, on his speech and successful schooling.

Target: Development of fine motor skills and coordination of hand movements in children preschool age through different kinds activities.

Improving conditions for development of fine motor skills of fingers, children's hands preschool age.

Tasks:

1. Improve coordination and accuracy of hand and eye movements, hand flexibility, rhythm;

2. Improve fine motor skills of fingers, hands;

3. Improve general motor activity;

4. Promote the normalization of speech function;

5. Develop imagination, visual-figurative thinking, voluntary attention, visual and auditory perception, creative activity;

6. Create an emotionally comfortable environment when communicating with peers and adults.

7. Improve subject matter developmental group environment for the development of fine motor skills.

Reporting form:

Make a consultation for teachers for the development of fine motor skills of preschoolers« Developing your fingers, improve speech".

Prepare consultation for parents topic: "What's happened fine motor skills and why is it so important develop?»;

Make a card index finger games, articulatory gymnastics, breathing exercises.

Forms of work:

Collaborative activities between teachers and children;

Individual work with children;

Free independent the activities of the children themselves.

Methods and techniques of work:

(Explanation, demonstration, conversation, game)

Hand massage;

Finger gymnastics, physical education sessions;

Finger games with poems and tongue twisters;

Finger Theater;

design: work with small designer;

Drawing with stencils;

Hatching in a given direction;

Finishing drawing (based on the principle of symmetry);

Labyrinths;

Didactic games;

Lacing, buttons, clothespins;

Games with small objects;

Puzzles, mosaics, nesting dolls, pyramids.

STAGE 1 information and analytical (introductory)

Study of scientific and educational methodological literature:

STAGE 2 - implementation into practice.

STAGE 3 - presentation of work experience on the topic.

Speech at the teachers' meeting, speech at the parents' meeting group meeting.

Self-education work plan

1. Study the literature on this topic.

2. Introduce it into work with children.

3. Make a card index of games for development of fine motor skills of hands, as well as a card index of games on breathing development, articulation gymnastics.

4. Turn on teacher finger games for notes different types classes, in morning exercises, physical education sessions, and free activities for children.

5. Consultation for educators: « Developing your fingers, improve speech".

6. Consultation for parents: « Development of fine motor skills in preschool children».

7. Exhibition for parents of educational games and teaching aids development of gross and fine motor skills in preschool children.

8. Exercises to improve statistical and dynamic coordination of finger movements.

In the 2015-2016 academic year, I studied the topic “Cognitive and research activities of children of senior preschool age.”

Purpose work on self-education was: to create optimal conditions for the development of cognitive and research activities of older preschoolers as the basis of intellectual and personal, creative development; to combine the efforts of teachers and parents to develop the cognitive and research activities of older preschoolers.

I set myself the following tasks:

Study methods, technologies for cognitive and research activities;

Create conditions to support children's research activity;

Support children's initiative, intelligence, inquisitiveness, independence, evaluative and critical attitude to the world;

Develop cognitive activity children in the process of experimentation;

Develop observation, the ability to compare, analyze, generalize, develop children’s cognitive interest in the process of experimentation, establish a cause-and-effect relationship, and the ability to draw conclusions;

Develop attention, visual and auditory sensitivity.

During the year I studied the following literature:

Vinogradova N.F. Mystery stories about nature, Ventana-Graf, 2007

Dybina O.V. etc. Child in the world of search: Organization program search activity preschool children. M.: Sfera 2005

Dybina O.V. The unknown is nearby: entertaining experiments and experiments for preschoolers. M., 2005.

Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. M.: Sfera, 2004

Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2

Smirnov Yu.I. Air: A book for talented children and caring parents. St. Petersburg, 1998.

Experimental activities of children 4-6 years old: from work experience/ed.-comp. L.N. Menshchikov. – Volgograd: Teacher, 2009.

Thanks to the literature I studied, I was able to compile a file of experiments with sand and clay, with water, with air, with a magnet, which helped me in my work with children senior group. Also, the literature I studied helped me in preparing material for parents and teachers.

With the help of parents, at the beginning of the school year, a “Young Researchers” corner was created and equipped in the group. The corner consists of three shelves on which material for conducting experiments is located. Materials and equipment of our corner: boxes and jars with natural materials - earth, sand - river and quarry, clay different color, bumps from different trees(spruce, pine, larch, cypress), chestnut fruits, pebbles of different shapes, sizes and colors, shells - sea and river. Also in the corner there are postcards with pictures of exotic plants and reptiles and amphibians. Bottles, glasses different sizes, plastic films, rubber bands, ice molds, wooden and metal sticks, magnets, water mills - all this helped to carry out experiments and experiments throughout the school year. Special interest caused natural material, which they independently took, examined and studied. Throughout the year, the “Newspaper for Curious Parents” was periodically published, from which parents learned about organizing children’s experiments at home, saw photographs of their children during experiments and experiments in kindergarten, and received advice on the development of curiosity and cognitive interest in children. Also in January our group had a day open doors, where parents were able to watch and participate in educational activities on this topic " Kingdom of Three winds."

Over the course of the year, I not only gained knowledge on this topic, but I shared it with my colleagues during speeches at the pedagogical council and at a workshop.

As a result of working on the topic of self-education, I was able not only to increase my level of knowledge on this topic, but also to arouse the interest of some parents in research and knowledge of the world around us. Creating conditions for children's research activities had a beneficial effect on the development of cognitive and research activities of children in the older group. Children began to ask questions more often about natural phenomena, objects, objects, conduct simple experiments on their own, and during a walk their attention was attracted unusual finds and already familiar natural materials with which they strive to replenish our “Young Explorer” corner.

I consider it necessary to maintain the interest of children and parents in cognitive and research activities, because it promotes the development of children's curiosity, an inquisitive mind and forms on their basis stable cognitive interests, which is very important when preparing a child for school.

Self-education report

teacher of MADOU d/s No. 40 “Tsvetik-semitsvetik” Doroshenko Yu.V.

on the topic “The role of riddles in the education of a preschooler”

During the 2015-2016 academic year, I worked on the topic of self-education “The role of riddles in the education of a preschooler.”

The relevance of this topic is as follows:

Riddles are an integral part of childhood. Any of us remembers the light bulb - “a pear that cannot be eaten”, and the scissors, which have “two ends, two rings, and carnations in the middle.”

At first glance, it may seem that solving riddles is just fun, not Furthermore. But this is far from the truth. Any riddle, and especially a folk one, is a small work of art. The riddle is clever, poetic, and often carries a moral message. Consequently, it develops not only the child’s mind, but also influences the child’s moral and aesthetic education. A riddle teaches a child to think and analyze. There are riddles about almost any object and phenomenon. This means that the search for answers expands the child’s knowledge about the world around him. But the most valuable thing is that this knowledge is not acquired passively, but in the process of active mental activity. Thanks to all sorts of epithets that abound in riddles, the baby learns to understand beauty native language, hears how many different amazing comparisons you can come up with for the most ordinary objects. This helps enrich the child’s speech and increases vocabulary. They develop a sense of humor. Children also love not only to guess riddles, but also to tell their mom, dad, grandma or their friends. But you need to remember not only the riddle itself, but also the answer. This means that riddles develop children's memory. And they do it unobtrusively and cheerfully.

The purpose of my work, to figure out pedagogical opportunities riddles in the upbringing and development of older children, unite the efforts of the teacher and parents in raising children with the help of riddles.

To study the topic, I compiled long-term plan work on this topic for a year by month, developed notes for classes and events.

Selected and studied methodological literature:

Yu. G. Ilarionova “Teach children to solve riddles”,

V. P. Anikin “Russians” folk proverbs, riddles, children's folklore"

E. Kudryavtseva “The use of riddles in a didactic game”

We also studied many articles and experiences of colleagues on the Internet and on pedagogical websites.

The group has created a subject-development environment in accordance with the theme of self-education: albums have been designed “Guess it”, there are coloring books “Guess and Color”, they have used clippings from children’s magazines “Fidget”, “Murzilka”, many books, encyclopedias on the topic “Which ? Which? Which?”, where you can find answers to riddles.

During the year, the project “The forest has many mysteries” was carried out with children. The goal of this project was to develop logical thinking, guessing riddles, the ability to find an answer based on the experience of children. Parents were involved in the project and took part in the final event - intellectual game"What? Where? When?". The project was carried out as part of a regional project competition among seniors groups of preschool educational institutions. The result of the project was 3rd place, increasing knowledge about the forest, the ability to solve riddles, increasing intelligence, and developing logical thinking. At the seminar, I presented the experience of my work on the project “The forest has many mysteries.”

Work was carried out with parents: a folding folder “What is a riddle?” was prepared, consultation “Teach children to guess riddles.”

Parents took part in composing and inventing riddles, performing “ homework" with kids.

Over the course of a year, children came up with riddles and drew answers to them, sculpted answers, made applications on the topics: “What is this? Who is this? When does this happen? What am I playing? What's growing here? Who lives here? Do you know the objects? And many other topics. An exhibition of works was organized children's creativity"Guess our riddles"

Played didactic games“What grows where?”, “Guess the flower”, “Seasons”, Guess what it is?”

With the help of the direct educational activity “On a visit to the village”, children learned to solve riddles about animals and invent them.

We held evenings of entertainment “Forest” to develop speech-descriptive skills, “The body of old Lesovichka”, Sports Olympiad “Sports riddles”.

As a result of all our activities, together with children, a book of riddles “Guess it!”

To the website Pedagogical newspaper"I published the article “Pedagogical possibilities of riddles in preschool educational institutions”

The planned activities with children were carried out and had good results.

Thus, over the course of the year I studied and introduced into my practice with children all the pedagogical possibilities of the riddle, which are as follows:

Children love to solve riddles. They feel joy from the process and the result of this unique competition. Guessing riddles sharpens and disciplines the mind, teaching children clear logic, reasoning and proof. Solving riddles develops the ability to analyze, generalize, and forms the ability to independently draw conclusions and conclusions.

The riddles are full cognitive meaning. Each thematic group contains riddles wide circle information about the surrounding world. This makes it possible to use riddles to develop children’s observation skills, consolidate knowledge about the characteristics of objects, and about the connections between phenomena that exist in the world around them. “Why do children love riddles so much?” The riddles fully reflect childhood experience knowledge of reality. For a child, the world is full of mysterious objects, incomprehensible events, incomprehensible forms. The very presence of a child in the world is a mystery that he has yet to penetrate, a riddle that still needs to be solved with the help of questions, direct and leading.”

Riddles arouse children's interest in the world of things and phenomena. The objectivity, specificity of the riddle, and its focus on the details of life make the riddle an excellent way to influence the child’s mind. The riddle poses questions to the child: what? Where? What is made from what? What serves what? She confronts the child with one facet or another: then she draws attention to appearance, then indicates the essence of the object, its purpose.

Thus, in riddles about household items and tools, the characteristic features in the appearance of the object are indicated:Two rings, two ends, a nail in the middle. And that one through and through. (Scissors); what the item is made of:Glass fields, boundarieswooden (window frame);for the purpose of the subject:No legs, but I walk, no mouth, but I’ll tell you when to sleep, when to get up, when to start work (hours)Some riddles show the item in action:bows, bows, comes home and stretches out. (axe).

Riddles about natural phenomena reveal familiar connections and dependencies, make you think about them: One pours, another drinks, the third turns green and grows (rain).

Some riddles pay attention to the habits of animals:Sleeps in winter. In summer the hives are stirred up (by a bear)

In riddles about vegetables, fruits, berries, plants, features of appearance are indicated - shape, color: Round, ruddy, I will get it from the tree. (apple) Hey, bells, White color, with a tongue, but no ringing.

Any picture of nature in riddles is expressive and tangible. Yegor-Egorka fell into the lake, he himself did not drown, and did not stir up the water, (month). The fields are empty, the ground is wet, it rains, when does this happen? In autumn. Drawing colorfully the world, riddles help the child look at the most ordinary blade of grass, flower, butterfly in a different way, because the riddle gives a “pictorial description of the object.” Sisters are standing in the field: a yellow eye, white eyelashes - this is how field daisies are depicted in the riddle. The miracle rainbow in the riddle also evokes admiration. The gates rose - there was beauty for the whole world. In the middle of the field there are grains of silver (droplets of dew). Such riddles develop children's poetic perception of their native land. They attract with rich colors, delight with bright images, and surprise with unexpected comparisons.

The role of riddles in the development of children's poetic ear is significant. Along with songs and nursery rhymes, riddles for children are the first examples of folk poetry. They develop sensitivity to rhyme, enrich the child’s hearing with a variety of rhythms and melodies, and prepare children for more full perception and understanding the poetic basis of works of literature.

The riddle, despite the miniature nature of the genre, has many valuable qualities, so necessary in educational and educational work with kids. When addressing it, you need to be able to see its wise pedagogical depth and aesthetic appeal.

In my practice, I have seen how, with the help of riddles, you can activate a child’s thinking and speech, and more successfully solve the problems of his comprehensive, harmonious development, which is very important for preparing for school.