Types and forms of planning activities in dow. Planning system in a preschool educational institution

PLANNING THE PEDAGOGICAL PROCESS is a predetermined order, the sequence of the implementation of educational educational work indicating the necessary conditions, means, forms and methods.

The basis for planning the pedagogical process is the Program according to which the preschool institution works. Planning is aimed at organizing the pedagogical process both in the kindergarten as a whole and separately for each age group. The main purpose of planning is to determine the specific tasks of upbringing and educational work for a specific period of time, as well as the types of activities, methods of their organization and means of solving the tasks that ensure the implementation of the program.

Planning principles: scientific, perspective, concrete, regularity, consistency, repetition. Based on the principles, the planning of the entire work of the kindergarten must meet certain requirements:

1. Planning should proceed from the overall goal of raising and educating children, as well as related tasks. Proceeding from this, the content of the life of children, the forms of organization of their activities, and methods of work are planned.
2. Planning should be aimed at organizing the pedagogical process as a whole: concretizing the tasks facing the preschool institution, selecting the content and methods of pedagogical influence in accordance with the tasks of upbringing and the age of children.
3. Planning educational work should provide for the preservation of the basic principles of education and training.
4. The plan must be realistic and feasible, be a guide to action.

Types of planning: annual, prospective, calendar or current, calendar-perspective.

The annual plan is a joint creative work the whole team. It defines the tasks of the work of the preschool institution for the year and measures for their implementation, which cover all aspects of the activity of the kindergarten.

The long-term plan is drawn up for a month and includes the following sections:

1. Activities of children outside of class
2. Learning in the classroom.
3. Individual work with children.
4. Working with parents.
5. Accounting for work.
6. Additions.

The plan is accompanied by a list of the children of the group, a list of literature, a schedule of classes and a memo diagram for organizing the activities of children and the teacher throughout the day.

The calendar plan is drawn up for 1-2 weeks. The form of its writing can be an outline plan, which details all activities throughout the day: in the morning (individual work with children, work on the formation of cultural and hygienic skills and self-service skills, conducting didactic game etc.), in the classroom (type, theme, program content, teaching methods, visual material, etc.), on a walk (observations, work, outdoor games, play activity, individual work), in the second half of the day and in the evening (various gaming activities, work, entertainment). In addition to the plan-outline, the calendar plan can be made in the form of a table-scheme.

Calendar-perspective plan Usually compiled in the form of a table-scheme. Classes, activities for a walk and individual work with children are planned for the week. For a month it is planned to work with parents, complexes of morning exercises, entertainment.

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institute for retraining and advanced training

education workers;

, defectologist teacher;

, head of MDOU d / s No. 000 "Berry",

Arkhangelsk

(UDOU, No. 3-12)

In connection with the introduction of federal state requirements for the structure of the main general educational program of preschool education (FGT), it became necessary to revise approaches to planning educational activities. Preschool institutions should review the planning of teachers, taking into account the principles laid down in the FGT: integration and a comprehensive thematic approach; taking into account ten educational areas and eight types of activity. However, it is not necessary to immediately break and destroy what has been accumulated over the years. Changes to existing planning need to be made. At the same time, it is worth remembering that the teacher is now much more difficult. The teams of authors have released new editions of the programs, monitoring, but the teaching aids have remained the same. How can a teacher navigate such a large flow of information?

The concept of "planning" is widely represented in the methodological literature. Consider the definitions proposed by different authors.

“Planning is the early determination of the procedure, sequence for the implementation of the program of educational work, indicating the necessary conditions, the means used, forms and methods of work” .

"Planning - making decisions based on the correlation of the results of pedagogical analysis with the goal".

"Planning in the preschool educational institution the activities of the participants in the educational process for the optimal choice of real goals, programs, their achievement through cumulative means, methods and influences aimed at transferring the preschool educational institution to a new qualitative state" .

"Educator's work planning is a type of work planning in a preschool educational institution, which is carried out directly by the educator in relation to his work in a specific age group".

Despite the variety of interpretations of this concept, the definition most accurately characterizes the essence of planning in accordance with modern requirements. Planning reflects the implementation of the educational program, taking into account the specifics of the group. Thus, the teacher determines in advance the order, sequence of educational work, notes the necessary conditions used means, forms and methods of working with children of a particular group. The effectiveness of educational work as a whole depends on how well thought out and competently implemented planning is.

Any activity, including planning, is based on certain principles:

-collegiality(planning is carried out jointly by the teachers of the group, in conjunction with the teachers of the preschool educational institution and parents);

-regularity, consistency, regularity pedagogical influences; interactions between different types of children's activities;

- continuity;

- integrativity(the child sees the world holistically, therefore, the integration of the content of educational areas is necessary);

- practicality, reality;

- taking into account specific conditions.

Thus, the plan should be: purposeful, realistic and predictive, economical, as clear as possible, satisfy the requirement of unity and continuity, precise and flexible.

An analysis of the plans of preschool teachers made it possible to identify planning shortcomings.

§ Not all tasks of the educational program go through planning. Often, whole areas fall out, for example, the formation of “art history” knowledge. Acquaintance with the work of artists, writers, composers, etc. Thus, we can conclude that the program is not fully implemented.

§ Planning is often carried out according to the subject principle, separate sections, directions, the teacher does not provide for the integration of content, integrated forms of work with preschoolers (complex and integrated activities).

§ Goals and objectives are often set vaguely, without taking into account the specifics of the group. Sometimes this is just a rewriting of tasks from the available methodological literature.

§ Teachers, as a rule, plan monotonous forms and methods of work - examining, bringing in toys, etc. There is no differentiated approach, multi-level tasks are not reflected in the plans of teachers.

From the position of management in education, planning should be presented from the strategic, tactical and operational directions.

strategic planning includes the development program of the preschool educational institution, the main general educational program of preschool education, the graduate model.

tactical planning includes the annual curriculum of the institution, work programs for specialists, individual programs for the development of pupils.

Operational planning includes calendar-thematic plans of teachers and diagnostic maps of children's development.

When choosing a planning model, one should take into account the professional training of each teacher, his experience, the ability to see the results of his activities, analyze them, as well as the conditions work of preschool educational institution. We present to your attention the planning algorithm developed by us.

PLANNING ALGORITHM

1. Analytical stage:

- studying options for existing planning, identifying positive and negative points;

2. Organizational stage:

Development of a draft Regulation on the planning of the educational process;

Drawing up and approval of the curriculum, schedule of periods of continuous direct organized activity;

Development of cyclograms of joint and independent activities of children and teachers, taking into account the daily routine, age and individual characteristics of pupils;

Creation of cyclograms of the activities of support specialists, a system of interaction with group teachers;

Development of calendar-thematic planning (annual, weekly, etc.).

3. Practical stage:

Maintaining scheduling;

Seminars, consultations on the content of calendar plans.

4. The final stage:

Analysis of planning, identifying shortcomings, making changes;

Consideration of the Regulations on Planning at the Pedagogical Council, approval by order of the head.

On the first stage it is advisable to create a creative group in the preschool educational institution to develop a planning system, whose tasks include studying options for existing planning, identifying positive and negative points and developing a draft planning regulation.

At the stage of analysis of the existing planning, it is important to pay attention to the following points:

List of programs implemented in an educational institution;

Justification of the compliance of the selected programs with the type of preschool educational institution. The priority direction for the development of pupils in a preschool educational institution can be ensured by the implementation of one or more partial programs;

Justification for ensuring the integrity of the pedagogical process, the unity of principles and approaches in the process of upbringing and education when using a set of programs. The principles of interaction between adults and children in the pedagogical process provided for by various programs should be identical; in cases where the educational program is supplemented by a partial program in one or several sections, it is necessary to establish that the content, methods and techniques for organizing the development of the child in this type of activity complement each other, do not contain contradictions in the basic conceptual principles, and exclude duplication of content;

The set of programs used in the pedagogical process should provide the optimal load on the child in accordance with the requirements of SanPiN. It is necessary to provide for the integration of children's activities and educational areas in order to avoid overload and program implementation.

In each preschool educational institution, appropriate conditions.

Compliance with the level of qualification and competence of teaching staff. Teachers must know the program being implemented for all age groups, be proficient in the methodology and technology for organizing educational activities, diagnostic methods, and provide the model of interaction proposed by the program. It should be borne in mind that a number of programs (“Development”, “Kindergarten - House of Joy”) require mandatory refresher courses for teachers directly from the authors of the programs.

Compliance of the developing environment, material and technical base with the requirements of the program. The subject-developing environment should provide for the optimal arrangement of equipment, children's furniture for the development of pupils in organized forms of education and free activities. In addition, an assessment is given of the provision of the educational process with didactic and methodological material for the program being implemented.

On the second stage a draft Regulation on the planning of the educational process is being developed, which establishes uniform requirements for the form and content of planning educational work in preschool educational institutions in order to ensure the completeness of the implementation of the implemented general educational program.

For example, the Regulations may define the documentation of teachers in the following sections.

First section"Regulatory and legal framework for the activities of a teacher." The list of regulatory documents regulating the activities of a teacher: Law of the Russian Federation "On Education", SanPiN 2.4.1.2660-10, orders of the Ministry of Education and Science of Russia "On approval and implementation of federal state requirements for the structure of the main general educational program of preschool education", "On approval of federal state requirements to the conditions for the implementation of the main general educational program of preschool education”; The charter of the preschool educational institution, the job description of the teacher, local acts of the institution according to the profile of pedagogical activity.

Second section"Organizational and methodological foundations of activity." Curriculum with an explanatory note, a schedule of periods of continuous directly educational activities in accordance with the FGT, cyclograms of joint and independent activities of children and teachers, interaction of preschool teachers working with children of a particular group.

Third section"Planning educational activities» includes a calendar and thematic plan in the approved form.

Planning carried out for a week, where all types of activities are prescribed:

Organized (all periods of continuous directly educational activity);

Joint in the main areas (cognitive and speech, artistic and aesthetic, physical, social and personal);

Independent (creation of conditions, replenishment of the subject-developing environment in various types of activities).

Planning per day is also carried out in the form approved in the DOW. The first and second half of the day are planned, where the following forms of organization of activities are indicated:

Work with parents, joint activities with children (for example, work and work in a corner of nature, work with a book, a communication situation);

Organized activities (periods of continuous directly educational activities according to the schedule);

Walk (all five mandatory parts: observation, work, outdoor game, individual work on the development of movements, independent activity; a targeted walk or excursion is planned once a week).

Planning is implemented by the teachers of the group jointly on the basis of the cyclogram and calendar-thematic planning for the week. For convenience and to ensure the completeness of the implementation of the program, it is advisable to develop and adopt a tabular form of planning in the prescribed manner.

According to the Law of the Russian Federation "On Education", the curriculum is an integral part of the educational program. It is its development that is most difficult for the DOW.

The curriculum is a regulatory document that reflects the structure of the educational process of a given preschool educational institution, taking into account its specifics, methodological, personnel and material and technical equipment. It is compiled for each academic year in accordance with normative documents regulating the educational activities of preschool educational institutions.

The curriculum consists of:

From the table in which the educational areas are defined, the number of periods of continuous directly educational activity, the volume of the educational load are calculated;

Explanatory note.

It includes invariant and variable parts, interconnected and complementary. In the invariant part, educational areas are indicated in accordance with the program being implemented. The variable part reflects additional educational services in accordance with the specifics and capabilities of the preschool educational institution, regional characteristics. In accordance with the FGT, the invariant part is at least 80%, the variable part is no more than 20% of the total standard time allotted for the development of the main general educational program.

The main components of the structure of the explanatory note:

Normative, on the basis of which the curriculum was drawn up (SanPiN, FGT, ongoing programs);

Justification of the combination of complex and partial programs (including correctional ones);

The distribution of the weekly load, taking into account the content of the invariant and variable
parts of the plan;

Justification of the form of organization of the educational process in the groups of preschool educational institutions;

Substantiation of the content of the invariant part of the plan. With a reduction in the number of periods of continuous directly educational activity recommended by an exemplary general educational program, the completeness of the implementation of a particular educational area is ensured through its integration with other educational areas and types of children's activities;

Justification of the content of the variable part of the plan. The variable part must correspond to the type of institution. Its content organically complements the invariant part.

The final stage of the second stage is the coordination of pedagogical activity by compiling cyclograms (interaction between participants in the educational process; joint and independent activities of children and teachers).

On the third stage the accepted form of planning is introduced, interim surveys are conducted, the opinions of teachers are heard, changes are made in order to achieve unity and completeness of the planning of the educational process.

In accordance with the FGT, the planning of educational work is based on the cooperation of the teacher, children and parents, reflected in various forms:

Educational activities carried out in the process of organization various kinds children's activities (playing, communicative, labor, cognitive research, productive, musical and artistic, reading);

Educational activities carried out during regime moments;

Independent activity of children;

Interaction with families of children on the implementation of the main general educational program of preschool education.

In the planning process, the needs of all participants in the educational process are taken into account, conditions are created for the implementation of an active parental position.

On the fourth stage the pedagogical council analyzes the planning of teachers, hears the reports of members creative team on the positive aspects of the new form of planning and summed up. The Planning Regulations are considered, discussed and adopted.

We bring to your attention an approximate version of the situation.

Position

about planning the educational process

in MDOU d / s No. 000 "Berry", Arkhangelsk

1. General Provisions

1.1. This Regulation establishes uniform requirements for the form and content of planning educational work in preschool educational institution in order to ensure the completeness of the implementation of the implemented general education program.

1.2. The planning system reflects the requirements of the Law of the Russian Federation "On Education", federal state requirements for the structure of the main general educational program of preschool education.

1.3. The basis for planning the pedagogical process is an exemplary basic general educational program of preschool education (name of the program) .

2. Goals and objectives

2.1. Ensuring the completeness of the implementation of the main general educational program of a preschool institution, taking into account the orientation of the groups.

2.2. Implementation of consistency and consistency in the organization of the educational process.

2.3. Ensuring interaction between teachers of preschool educational institutions.

3. Planning principles

3.1. Ensuring the unity of educational, developing and teaching goals and objectives of the process of education of preschool children.

3.2. Accounting for specific pedagogical conditions: the age composition of the group, the conditions for the development of children.

3.3. Integration of educational areas.

3.4. Regularity, consistency, repetition of educational influences.

4.1. In order to ensure uniform requirements for the structure and form of planning in a preschool institution, approve the following types of documentation:

Normative-legal bases of activity of the teacher;

Organizational and methodological bases of activity;

Planning (prospective and calendar) in the approved form.

4.2. Planning of work for the day is carried out on the basis of the cyclogram and calendar-thematic planning for the week.

4.3. Planning is implemented by the teachers of the group jointly.

4.4. The plan should take into account the developmental features of children in this group and the specific conditions of the preschool educational institution.

5. Documentation and responsibilities

5.1. The plan is a mandatory document for teachers.

5.2. Control over planning is carried out by the deputy head of the MDOU on a monthly basis with a corresponding note on the list of control over the state of planning.

Literature

1. Preschool education: Glossary of terms / Comp. et al. M., 2005.

2. Preschool pedagogy / ed. . M., 1988

3. Management of a preschool institution: Dictionary-reference book / Comp. . M., 2008.

Gataulina Claudia Gennadievna
Position: educator
Educational institution: MBDOU Kindergarten No. 9 "Druzhok"
Locality: Ulan-Ude
Material name: advice for young professionals
Subject: Type of planning in the preschool educational institution
Publication date: 26.09.2018
Chapter: preschool education

MKU Education Committee of Ulan-Ude

MBDOU kindergarten No. 9 "Druzhok"

combined view of Ulan-Ude

Consultation for young professionals

PLANNING

EDUCATIONAL PROCESS

Prepared by: Gataulina K.G.,

teacher of the 1st category

Ulan-Ude

Types and forms of planning in the preschool educational institution

Changes in Russian education motivate educators to look for new approaches to

implementation of the tasks of preschool education. The changes affected not only software

documents, but also, mainly, the activities of teachers with children. It is known that

planning must be the first step to action.

The document remained unchanged, which we focus primarily on when

compiling preschool planning. This is an order of the Ministry of Public Education of the RSFSR

dated 20.09.1988 No. 41 "On the documentation of preschool institutions."

According to this document, DOW uses two main forms of planning:

annual and calendar plan.

Planning

advance

definition

sequences

implementation

educational

indicating

necessary

conditions, means, forms and methods.

To create a system in planning in a preschool educational institution

Several different types of planning are used:

1. A long-term development plan or a development program for a preschool educational institution drawn up for 3

2. Annual plan of preschool educational institution;

3. Thematic plans (by main types of activity);

4. Individual plans for specialists and administration;

5. Calendar and advanced planning in a specific age group.

Annual

plan

work

is an

the most important

local

preschool

institutions.

correspond

Federal

law "On education in Russian Federation", the requirements of GEF DO, federal

municipal

legislation

be based

contemporary

achievements

pedagogical management, didactics, psychology, etc.

The form of writing the annual plan of the preschool educational institution may be different.

calendar (broken down by months),

cyclical (contain a certain cyclical form of work),

textual (have a textual description of the content),

tabular (have a tabular form of writing),

block-schematic (divided into certain blocks of work).

But in whatever form the annual plan is written, its first part is

Analysis of work for the past academic year.

Now I would like to talk in more detail about the planning of preschool teachers.

Teachers traditionally use such types of planning as calendar-

thematic, perspective-calendar, block, complex. The new species is

modular planning. Let's consider each type separately.

Comprehensive

planning

process

age groups is planning in accordance with the basic general educational

preschool program in all educational areas and is an integral part of it.

planning

drawn up

Methodist

teachers

age

jointly

being developed

educational

September

inclusive).

planning

called complex-thematic.

planning is done in hard copy and must have a title page.

promising

planning

educational

process

age groups is an early determination of the order, sequence

implementation of the educational process for the academic year with the definition

is an

o main

general education

program

preschool

institutions.

Perspective

compiled by teachers of each age group for a month, quarter, six months or a year

(admissible

correction

Perspective

developed by educators and specialists independently for one academic year and

is carried out on the basis of the curriculum approved by the head.

Forward planning of the GCD is compiled for each age group with

taking into account complex thematic planning.

Now

about Calendar-thematic

planning

in sleeping

educational process in age groups. This is an early definition.

sequences

implementation

educational

indicating

necessary

used

a unified structure of calendar and thematic planning is established.

This plan is drawn up for two weeks and provides for the planning of all

activities of children and the corresponding forms of their organization for each day.

This type of educational work plan should include

reasonable alternation of organized and independent activities of children based on

on children's initiative and activity, and should also ensure the organization of children's

life in three forms:

Direct educational activities;

Unregulated activities;

Free time provided for the child in preschool during the day for free

spontaneous play activities and communication with peers.

Block diagram planning may be presented on one sheet, or

separate

planning

separately

write out

teachers

Events

planning

used by senior educators, methodologists of the preschool educational institution.

technology modular planning. When planning for

On the basis of the module, a unified scheme for the distribution of forms of work with preschoolers is created on

week, the teacher can only write down the name of the games, the topics of conversations, indicate the objects

observations, to specify the tasks of work for a given period.

Creation

starts

distribution

activities,

organized by the teacher with the children, finding their place in the daily routine.

In order to streamline these arbitrary types of planning, it is advisable

introduce unified approaches to planning in a preschool institution. This can be done in

the form of a local act adopted and approved in the DOW.

registration

documents

assigned

secondary

decorated

in a timely manner

correctly

assistant.

looking for

planning,

realized with some disappointment that most of them make fun of planning,

they say, we make plans, and someone decides for us what the final result will be. But there is one

who said the following about the plans: “Remember that every minute spent on

planning, saves ten minutes of your labor." And I completely agree with him.

Thank you for your attention! And I wish that your work plans coincide with

the requirements of the Federal State Educational Standard and the current legislation.

Consider

planning

necessary

educator

promising and calendar-thematic, since it has been proven in practice that educators,

using only a calendar plan, they make mistakes in planning much more often.

PRINCIPLES

PROMISING AND

CALENDAR-THEMATIC

PLANNING

Let's name the first three principles, and then we will consider them in detail.

Compliance

optimal

loads

(amount

the duration of the classes meets the requirements of SanPiN).

Conformity

planned

pedagogical

process

physiological

development

(taken into account

biorhythms,

planned

Tuesday, Wednesday).

medical and hygienic

requirements

consequently,

the duration of the pedagogical process and especially to the implementation of various regime

processes.

regional

features

complex programs are made taking into account the climatic conditions of our region and in

correction is not needed.

Accounting for the time of year and weather conditions. This principle is implemented in

carrying out

walks,

tempering

wellness

events,

ecology.

Accounting for individual characteristics. (you need to know the type of temperament

child, his hobbies, advantages and disadvantages, complexes, to find an approach to his

involvement in the educational process).

Reasonable

alternation

organized

independent

activities. (classes; games, club activities, joint work children and teacher

as well as free spontaneous play activities and communication with peers).

changes

performance

planning

requirements

compatibility

(planning

maximum mental load on Tuesday and Wednesday, alternating static classes with

activities with high physical activity).

Accounting for the level of development of children (conducting classes, individual work,

group games).

Relationship

processes

learning

development

(training

are planned not only in the classroom, but also in other activities).

Regularity,

subsequence

repetition

educational

impacts (one game is planned several times, but the tasks change and become more complicated -

introduce

fulfill

bring up

benevolent attitude towards children, complicate the rules, consolidate knowledge of the rules of the game and

Consider

EXAMPLE of the role-playing game "Family" what tasks can

be scheduled within 1 - 2 weeks:

Day 1 - To promote the formation in children of the ability to follow the rules of role-playing

behavior;

Day 2 - teach children to come up with a game plan in advance;

Day 3 - promote unification with the game "Shop", pay attention to

culture of communication;

Day 4 - promote the use of substitute items in the game;

Day 5 - cultivate a friendly attitude towards children.

Inclusion

elements

activities,

conducive

emotional

relaxation (psycho-gymnastics, daily relaxation, as well as color therapy, music).

Planning is based on the integration of the efforts of all specialists.

It is necessary to interact with specialists, plan work on one

conducting

individual

preparing

classes,

conducting

integrated lessons.

The planned activity must be motivated.

Motive is interest, desire.

Motivation is practical - to learn how to do it.

Game motivation (use of game techniques in the lesson N: came to visit

Dunno, something happened to him, we need to help. How?…)

Cognitive motivation (interest in new information - Want to know how people live

birds in the forest?...).

Plan a variety of activities that maximize

unlocking the potential of every child.

In order to implement this principle, it is necessary not only to plan

varied

activity,

full

subject-

developing

ecological,

sports,

theatrical and musical,

patriotic (in st. gr.), artistic and speech, manual labor, disguise (in gr. early age.

sensory;

"Entertaining

mathematics",

role-playing games.

The planned activities of the teacher with children should be based on common

DOW tasks.

Supposed

obligatory

attraction

parents

educational

process. (consultations, conversations, educational work - “What to teach at home?”, “What

should the child know and be able to do by the end of the year?” Performance homework in notebooks

Available only on weekends.

CONDITIONS FOR SUCCESSFUL PLANNING

1. Knowledge of program tasks.

2. Knowledge of the individual capabilities and abilities of children.

Usage

principle

repetition

complication

small interval.

It is very convenient to use task tables for all sections of the program.

used

classes

endure

unregulated activity.

4. Joint preparation of the plan by both educators. as well as constant exchange

opinions

results

observations

assimilate

passed

material,

perform

responsibilities,

culture

behavior,

manifestations of what character traits were observed and so on. Thus, the main part

the plan is outlined by both educators, and the details - each separately.

FORWARD PLANNING

A long-term plan is drawn up for a quarter or for a year (correction is acceptable in

progress of work in terms of this type).

In the long term it is planned:

1. Goals and objectives (for the quarter);

2. Types of children's activities:

a) gaming activity;

b) social development;

c) physical culture and health work (hardening, sports. exercises,

outdoor games);

d) cognitive and practical activities (observations, familiarization, experiments,

experiments);

e) artistic activity (speech, theatrical, musical, gaming,

pictorial);

f) elements of labor activity.

3. Working with the family.

CALENDAR AND THEME PLANNING

Calendar-thematic

planning

– structures

educational

process.

develop

detailed

calendar-

thematic plan is necessary:

Set the scope of the plan in conditional training hours.

Define

theme,

amount

passing

each topic.

H: Vegetables - 2 lessons, OBZH - 6 lessons, Seasons - 4 lessons.

Choose the best forms of conducting classes and teaching methods for

achievement of the set goals and objectives.

It is impossible to oversaturate unregulated activities, as the plan will work out

very tough. Other activities can be added as needed.

scheduling throughout the year.

CALENDAR PLANNING.

Organization

holistic,

continuous,

pedagogical

process.

Pedagogical

totality

various

events,

aimed at teaching, developing and educating children from goal to result.

Pedagogical process - Team work educator and child.

Calendar plan - provides for the planning of all types of children's activities

and the corresponding forms of their organization for every day.

The calendar plan is a mandatory document (1987).

The components of scheduling are:

1. Purpose. It is aimed at development, education, training.

Organizational and effective

component

meet the objectives).

Result

planned

got

coincide).

Planned

calendar-thematic

diagnosable. N: cultivating love for nature is not a diagnosable goal, but

form

careful

attitude

flower garden

(to water,

diagnosed target.

The calendar-thematic plan should be drawn up for one day, but practice

shows that educators, working in pairs, alternately draw up a plan for 1 - 2 weeks.

Consider what activities and in what period of time you need to plan:

TEAM WORK.

MORNING. Purpose: to create a cheerful, cheerful, workable mood.

In the morning period, you can plan all types of activities at will

children (games, communication, work, individual work, etc.), but they must answer

the following requirements:

The activity should not be long in time (15-20 minutes),

the child should see the result of his work. H: role-playing and construction

games are long and are not planned in middle and senior groups.

desirable

to plan

activity

suggesting

great preparation.

to plan

activity,

supposed

the use of piercing and cutting objects of labor.

In the morning, we plan only activities that are familiar to children.

Morning exercises are planned. Trained in physical education

the complex changes in two weeks.

STROLL. Purpose: to provide a highly active, meaningful, diverse,

interesting activities and relieve fatigue.

The walk begins with an observation if it was preceded by a dynamic activity.

(musical, physical culture, choreographic, etc.) and begins with a moving or

sports game if there was a static activity before the walk. Let's take a closer look,

What to plan for your trip:

one . Observation

nature,

transport,

adults,

seasonal

clothing changes, etc.). Observations of natural phenomena are carried out more often.

Movable

(plot

"Geese-geese ...",

plotless

competitive - "Who is faster"), in which all the children of the group take part. She is

planned taking into account the weather, the characteristics of the season.

3. A sports game, exercise or elements of a sports game is planned in senior

groups (badminton, basketball, football, hockey, towns).

4. Didactic, round dance, fun, creative games.

5. Individual work on the development of movements, in preparation for classes (mathematics,

development of speech), with children who have not mastered the material (3 - 7 minutes), with gifted

children in preparation for the holidays.

6 ..Work by subgroups (at the request of the children - what they want to do). Babies need

create a need for labor.

It is not necessary to follow the sequence of actions on a walk, it all depends on

moods and desires of children.

7. Planned conversations on the culture of communication, on the education of moral qualities.

EVENING. Target. Create a joyful mood so that the next day the child with

I enjoyed going to kindergarten. During this period, it is planned:

Desktop-printed, plot-role-playing, construction, mobile,

didactic, developing, theatrical. The wishes and needs of the children are taken into account.

2. Entertainment, holidays, surprises held by the teacher are planned 1 time

week (Thursday or Friday).

Approximate

titles

holidays:

holiday

"Soap

bubbles", "Air

balls", "Paper

snowflakes", "Thread (paper)

dolls", "Fluffies",

"Flying

pigeons”, “Jumping Frogs”, “Merry Words”, etc. Also planned

various types of theater, mini-concerts where children perform their favorite poems,

songs and dances; new toys are introduced and played with.

3. Labor ( manual labor, household (cleaning, washing) collective, by subgroups. To plan

the familiar type of duty is not necessary, only innovation is reflected in the plan.

Individual

work on

activities.

pictorial

activity, design before class, class is the result of the work of the educator.

Before class, it is advisable to plan individual work with timid, "weak" in

this type of activity by children, so that in the lesson these children feel

more confident.

5. Reading fiction.

6. Working with parents.

In order to systematize in terms of activities outside of classes, it is necessary

cyclogram.

direct educational activities.

The GCD entry in the calendar plan must be done as follows:

Tasks (program content).

(educational,

developing

educational).

form,

develop mental processes (thinking, memory, eye, curiosity, etc.) and

what moral qualities to instill. Trinity of tasks is required.

how the ability to listen, remember and do what the teacher says needs to be taught

on all NODs.

BRING UP

benevolence,

take care

to express

sympathy, not interrupting the speaker, the habit of behaving calmly in the room (not

make noise, do not run), c. negative attitude towards rudeness, greed, etc.

At the end of each quarter, final classes are planned in the form of quizzes, KVNs,

entertainment.

Equipment.

Dictionary activation.

Methods and techniques.

Source.

The methodological literature specifies in detail the educational and developmental tasks and

often there are no educational tasks (see Vasilyeva's program).

PLANNING FORMS

planning

programs

professional

educator. There are the following forms of planning:

Text -

detailed

She is necessary

beginners

educators. It describes in detail all activities, tasks, methods, and

2. Scheme-grid.

1 page - list of children.

2 page - a grid of classes.

3 page - the main tasks of training, development and education (no more than 10). These

tasks are set during the whole week, in all types of activities.

N: we write down the game “Wonderful bag”, and next to it in brackets is the number of the problem.

The list of children in subgroups from 2 to 6 children is located at the end of the notebook and

filled in with a pencil, as the composition of subgroups may change during the year. How

the younger the children, the larger the subgroups. Subgroups are completed according to the sympathies of children.

Planned events should be interconnected by one topic in

weeks. The complication of each event should be a continuation

yesterday's events. The grid scheme is used by experienced educators.

3. Block planning is an option for creative, responsible educators.

During the week, one object, phenomenon or topic is played out.

This form of plan is feasible in early age groups and younger groups.

N: Theme "Fish" Development of speech Reading the poem "Where the fish sleeps",

Drawing - "Let's draw a tail for a fish", Object world - "Colorful fish"

The main criterion by which the quality of a good plan is determined is

providing each child with meaningful and interesting activities.

SCHEME - GRID

1 week scheduling

observation

cognizant.

entertainment

individual work

1 half

didactic,

desktop.

mathematical

Observations

from the window behind

state

(morals,

Self-service

mathematics,

development

ecology

movable,

sports

2. for animals

and plant.

Conversations on

moral

Anchoring

Economic-

domestic work

labor in nature

Development

Training

for the holidays

2 half

building,

theatrical,

Drafting

stories.

Retelling.

memorization

poetic

Manual labor

Economic-

household work,

self-service

entertainment

constructing

Mathematics

ACTIVITIES OUTSIDE NOD FROM ______ TO ______ _________________

observation

cognizant.

entertainment

1 half

D / and "Wonderful

bag "- fasten.

geom. figures

D / and “From what what

cook vegetables -

1. Consider

dissolved

xia flower

care)

which we

architect.

independently

o cook

material to

classes.

Correctly

use

I with a fork

STROLL

P / and "Homeless

P / and “At the bear in

P / and "Day and night"

1. Behind the clouds

– reading

poems

shopping in

score" -

close knowledge

about vegetables

rowan for

manual labor

2. Attract

1.Fix

temporary

morning day,

evening night

2 half

C / r and "Library"

S / r "Family"

C/r Shop»

changed"

Drafting

story

"If I

construction

work on

literary

i quiz

fairy tale" (according to

right

rinse

Introduction to

national

culture:

Acquaintance with

fairy tales.

Introduction to

national

culture:

learning riddles,

proverbs

sayings.

Introduction to

national

culture:

Acquaintance with

folk

crafts.

Introduction to

national

culture:

memorization

jokes, songs.

Economic-

household labor.

Economic-

household labor.

Economic-

household labor.

Economic-

household labor.

Watching

seasonal

changes in

Watching

seasonal

changes in

Watching

seasonal

changes in

Watching

seasonal

changes in

word games and

exercises.

word games and

exercises.

word games and

exercises.

word games and

exercises.

I take care of mine

health.

I take care of mine

health.

I take care of mine

health.

I take care of mine

health.

labor in nature.

Watching

animals.

Watching

insects.

Watching

inanimate nature.

Acquaintance with

creativity

artists.

Acquaintance with

creativity

artists.

Acquaintance with

creativity

composers.

Acquaintance with

creativity

composers.

SDA (reading).

SDA (games).

SDA (conversation).

SDA (observation).

Excursion.

Target walk.

mathematical

Quantity, account.

mathematical

Form, size.

mathematical

Orientation in

space.

Cultural-

hygienic

Cultural-

hygienic

Cultural-

hygienic

Cultural-

hygienic

Literary Hour.

(world folk

creation)

Literary Hour.

(poetic

works)

Literary Hour.

(memorization)

Watching

vegetable

Watching

vegetable

Watching

vegetable

Watching

vegetable

Theatrical

Work on

fixing the topic

on cognitive

development.

Work on

fixing the topic

on cognitive

development.

Work on

fixing the topic

on cognitive

development.

Work on

fixing the topic

on cognitive

development.

PPB (conversation)

PPB (reading)

PPB (game).

PPB (reading).

An evening of entertainment.

Development games

memory, attention.

Development games

memory, attention.

Development games

speech, thought.

Development games

speech, thought.

Watching

inanimate nature.

Watching

inanimate nature.

Watching

inanimate nature.

Watching

inanimate nature.

CYCLOGRAM. Distribution of activities by day of the week.

Educational

"Merry Account"

"Quantity"

brain teaser

exercises.

Orientation,

"Day and Night"

"Seven Brothers"

"Seasons"

"Calendar",

Observation

Changes in

Self-service

"Russian

literature"

speech development,

Drafting

stories,

creative

storytelling

Retelling.

Word games.

Literary

quiz.

nature"

Vegetable

Animal world.

Relationship

a person with

nature.

Ecology: conversations,

situations.

Observation

Animal and

vegetable

Animal and

vegetable

Animal and

vegetable

Animal and

vegetable

Household - household.

"Learning to be

healthy"

Security

culture

behavior,

rules of etiquette.

Security

Hygienic

Artistic

i literature

dramatization,

theatrical

memorization

by heart.

Acquaintance with

writers.

Riddles and riddles.

Observation

For the weather.

labor in nature.

"The world around

"Space"

"Air".

"Our country is

"Our town"

adult labor.

"I'll open it myself"

"Why".

Observation

adult labor.

In the corner of nature.

works.

consideration

posters,

illustrations,

Creation

problematic

situations, games.

Introduction to

national

culture

holidays.

Proverbs,

sayings,

folk

Excursion

target walk

Observation

For transport.

Manual labor

With paper.

With natural

material,

junk

material.

Builder,

drafting

With fabric.

Forms of work in second junior group.

Monday

Conversations by

illustrations

(development of speech,

acquaintance. with

surroundings).

Didactic game

Theatrical and game

creation.

Individual

work on art

activities.

Mobile game.

Desktop

educational games with

rules.

Articulatory

gymnastics.

Observations in

corner of nature

(environmental

upbringing,

articulation

storytelling

fairy tales

pictograms.

Movable

Logarithmics.

finger

gymnastics.

Individual

i work on

acquaintance with

surrounding

(game, communication)

Conversation by

moral

education.

Individual

work on art

activities.

Mobile game.

learning

Logarithmics.

Individual

work on

revitalization

Theatrical

activity.

Conversations on life safety,

stories from

personal experience.

Didactic

formation

grammatical

building speech.

Individual

work on

labor

education.

TRIZ elements.

Mobile game.

Individual

work on

formation

self-service

Movable

Didactic

i game by

Drafting

descriptive

story.

Work on

development

hand motility.

experiment.

Mobile game.

Individual

REMP work

(preliminary

preparation for

future activity).

experimentation

Problem-playing

situation (upbringing

humanism,

familiarization with

surroundings).

Movable

Individual

i work on

development

attention

thinking.

role-playing game.

artistic

literature.

"beating"

crafts and

speech work.

TRIZ elements.

Mobile game.

construction,

"Beating"

exercise on

development

articulation

(onomatopoeia

Cleanliness).

Dynamic

Role-playing

Mobile game.

Role-playing

Individual

to consolidate

possession skills

scissors,

brush with glue.

Development game

memory, attention,

thinking.

artistic

literature.

Movable

role-playing game.

Economic-

activity

subgroups).

dramatization.

Didactic

i play on

expansion and

activation

Musical

sports

entertainment.

Cyclogram of scheduling for the program "Childhood".

Forms of work in the middle group.

Monday

Observation in

corner of nature.

Learning verses.

Didactic game

for the development of speech.

Individual

sign work. with

surrounding.

TRIZ elements.

Drafting

stories by

(description).

Movable

Individual

i work on

development

Conversation by

moral

education

problematic

situations

stories from

personal experience,

reasoning).

Drafting

stories according to the scheme

(narration).

Mobile game.

Individual

work on

grammatical

line of speech.

TRIZ elements.

Movable

Elements

Didactic

speech development.

Individual

i work on

Development

phonemic

(automation

hand motility.

Didactic

speech development.

Individual

i work on

physical

education.

Individual

i work on

Movable

Individual

i work on

grammatical

at the line of speech.

Elements

Didactic

speech development.

Didactic game

for the development of speech.

Folk game.

labor

upbringing.

surrounding.

activating

her communication

(stories from

personal experience,

problematic

situations).

Mobile game.

Role-playing

experimentation

preliminary

work on

preparation for

future occupation

pictorial

Didactic game

for the development of speech.

Individual

REMP work.

Individual

i work on

surrounding.

role-playing game.

Pre

th work on

preparation for

applications (with

paper and

scissors).

Elements

artistically

and literature.

Educational

development

attention

thinking.

Movable

Individual

i work on

moral

education.

role-playing game.

Drafting

stories by

Educational

development

attention

thinking.

Designed

"beating

» crafts.

Dynamic

Mobile game.

Individual

development work

fine motor skills

Educational game

for the development of memory

attention

thinking.

Work on

differentiation

Role-playing

experimentation

TRIZ elements.

Movable

Individual

(preliminarily

preparation for

future

lesson on

cognitive

in development).

role-playing game.

artistic

literature.

Theatrical

creation.

Cyclogram of scheduling for the program "Childhood".

Forms of work in senior group.

Monday

(social

moral

upbringing).

Didactic

development game

Individual

work on

art activity.

Mobile game.

Individual

discussion

fulfillment

"home

tasks" in

notebooks.

Drafting

stories by

(description).

Didactic

REMP game.

Didactic

speech development.

Individual

work on

development

hand motility.

Mobile game.

Observation in

Didactic

sign game. with

surrounding.

Articulatory

and finger

gymnastics.

Mobile game.

Individual

REMP work.

Drafting

stories from

personal experience

(narrative and

reasoning).

Didactic

preparation for

learning

Articulatory

and finger

gymnastics.

Mobile game.

Individual

work in notebooks

development

fine motor skills

hands, activation

thinking and speech.

activating

communication (solution

problematic

situations).

Educational game

(spatial

and logical

thinking,

imagination).

learning

Mobile game.

Didactic

sign game. with

surrounding.

Mobile game.

role-playing game.

Individual

work on

Mobile game.

Individual

work on

development

Mobile game.

Role-playing

TRIZ elements.

Dynamic

Mobile game.

experiment.

TRIZ elements.

Mobile game.

Individual

work on

revitalization

formation

grammatical

building speech.

TRIZ elements.

Didactic

REMP game.

learning

attention

thinking.

artistic

literature.

Theatrical

creation.

Individual

work on

physical

education.

Construction

"beating"

artistic

literature.

Dramatization

Role-playing

Individual

work on

development

phonemic

Economic-

household labor.

Musical

sports

entertainment;

reading contest,

riddles, etc.

Cyclogram of scheduling for the program "Childhood".

Forms of work in preparatory school group.

Monday

activating

e communication

(stories from

personal experience,

problematic

situations).

Surveillance and

work in the corner

individually

e discussion

fulfillment

"home

tasks" in

notebooks.

Movable

Drafting

stories by

(narration,

description).

Didactic

sign game. with

surrounding.

articulatory

me and finger

gymnastics.

Mobile game.

TRIZ elements.

Individual

work on

development

hand motility.

experiment.

Economic-

household labor.

Educational

game (logical

spatially

is thinking.

Mobile game.

Logarithmics.

learning

(social

moral

upbringing).

Educational

(spatial

e and boolean

thinking,

imagination).

Mobile game.

Articulatory

and finger

gymnastics

application

pictograms for life safety.

Articulatory and

finger

gymnastics

Mobile game.

Fun game

(folk,

round dance, small

mobility).

Dramatization

Movable

Individual

sign work.

with the surrounding.

role-playing game.

Didactic

preparation for

learning

Didactic

REMP game.

Individual

development

phonemic

elements

sound

word analysis.

Pre

i work on

preparation for

future

lesson on

cognitive

development.

role-playing game.

Mobile game.

Individual

work on

Didactic and

developing

exercises with

using

cards

(Attention,

hand motility).

preliminary

work on

preparation for

future

pictorial

Mobile game.

artistic

literature.

Didactic

activation

Individual

work on

development of small

hand motility.

Economic-

household labor.

TRIZ elements.

experimentation

Didactic game

(grammatical

speech structure).

Individual

REMP work.

construction,

playing out

crafts (2nd week-

musical-

sports

entertainment).

Models for writing a summary of directly educational activities (nodes).

Option 1.

Node theme.

Triune task (education, training, development).

Equipment.

Dictionary activation.

Methodological techniques (forms of organizing cognitive activity):

Organizational moment (motivation)

The first part (consolidation of the material covered)

The second part (acquaintance with new material, the formation of concepts

vocabulary)

The third part (consolidation of new material)

The result of the lesson in accordance with the goals.

Option 2.

Node theme.

Triune task (education, training, development)

Dedicated workspace.

Dictionary activation.

Methodical methods:

a) The first part (introductory). The purpose of the activity is to set children up for

active work, positive contact with each other, create interest

upcoming activity.

b) The second part (the motivational basis of activity). Purpose of the type of activity -

stimulate the acceptance of elements of the learning task, create interest in the content

c) The third part (joint productive activity). Creating a problem situation

looking for a way out.

D) The fourth part (final).

Variety of methods and techniques.

Verbal:

The educator should not get involved in verbal teaching methods - this leads to

formal acquisition of knowledge.

Visual (connection to the memorization and assimilation of educational material of all organs

senses (hearing, sight, smell, taste, touch):

Observation

Demonstration

consideration

The most necessary methods in the process of initial training.

Organizational:

intriguing start

emotional connection

surprise moment, etc.

Motivating:

creating an entertaining situation

riddles

creating a situation of novelty

surprise effect, etc.

Methods that arouse interest in obtaining knowledge and skills:

creating a clash of opinions

game (cognitive, educational, didactic, mobile, etc.)

game exercise

heuristic method - discovery method

experience

10. experimentation

This type of planning is developed for the entire academic year.

The number of NODs must match curriculum DOW.

Program objectives should be age appropriate and

program requirements.

In column 5, it is obligatory to indicate methodological literature and pages.

Topics must be relevant to the program.

Joint activities are determined by the choice of the teacher.

Pedagogical activity is always purposeful. The purpose of the work of teaching staff of preschool educational institutions is socially significant, and reflects common goals and the tasks of society in the formation, development and upbringing of preschool children.

The law of the Russian Federation "On Education" states that a network of preschool educational institutions is operating to help the family "to educate preschool children, protect and strengthen their physical and mental health, develop individual abilities and necessary correction of developmental disorders of these children."

Each educational institution has its own characteristics, certain traditions of national and local significance. The teaching staff of such institutions is often unstable. Therefore, it is natural that the management of an educational institution, including preschool, requires a certain planning in work, foresight of the entire system of educational work with pupils, teaching staff and a clear prediction of its result.

Educational work in a preschool educational institution is carried out on the basis of a plan. The plan for the whole institution is drawn up for a year. In addition, educators and specialist teachers make plans for a certain period of time.

On the basis of methodological recommendations and practice of work of preschool educational institutions, various types and forms of preparation of annual plans have developed. The annual work plan of a preschool institution itself can be schematically block, calendar-monthly, calendar-network, etc. When drawing up an annual plan, you should always remember that it will be carried out by the entire teaching staff and be sure to take into account what programs the kindergarten works on

The main task of planning is to provide a scientifically based approach to the pedagogical process and its organization that would allow systematic work with all pupils and provided an individual-personal approach to the child.

Planning helps the educator and the entire teaching staff of the kindergarten to correctly determine the content of work with children for a specific period of time, to select the most rational ways and methods for solving the set tasks of education and upbringing. A pedagogically substantiated plan of upbringing and educational work with children ensures a clear organization of their activities and makes it possible to outline interesting perspectives in working with children.

To draw up a plan means to see the course of the pedagogical process in all its diversity. A creatively working teaching staff, especially educators, can not only present the content of activities with children, but also provide for its results.

Certain pedagogical requirements are imposed on the planning of educational work. These requirements should be taken into account when creating an annual kindergarten work plan and when planning work by individual educators and specialist teachers.

1. Ensuring the unity of purpose, objectives, content, methods and organizational forms educational process. This pedagogical requirement for the preparation of a work plan reflects the idea of a holistic approach to the education and upbringing of children. In accordance with the level of development of children, their upbringing, the teacher specifies educational tasks for a certain period of time.

At the same time, educational tasks are reflected in the plans-summaries of training sessions. In the selection of the tasks of the pedagogical process, the educator is helped by new versions of programs for kindergartens for each age group. The proposed educational tasks are being implemented not in isolation from each other, but in a complex, in a single pedagogical process.

2. A reasonable combination of verbal methods of pedagogical influence with the organization of the activities of pupils. Educational work will be effective if the plan provides for the use of teaching methods, exercises, storytelling, conversation, etc., in combination with the active inclusion of children in play, labor, artistic and aesthetic activities.

3. Compliance of the content, forms and methods of educational work with the age and individual characteristics of children. This pedagogical requirement assumes that the educator is well aware of the content of the program he has chosen for the development, upbringing and education of preschool children and builds his work in accordance with this content. In addition, when planning the activities of children, he takes into account the level of development of each child, provides for specific work with one or another pupil. However, taking into account the age and individual characteristics of children does not mean complete adaptation to them. The content of educational work must, to a certain extent, outstrip the development of the child. The educator should take this feature into account when planning the collective, group and individual activities of children.

4. The reality of the plan, its systematic and consistent nature. When drawing up an annual plan for a preschool institution or a teacher’s work plan, it is important to consider the correct saturation of it with a variety of activities. Preschoolers, due to their age, cannot themselves carry out a role-playing game, staging a fairy tale, organize work with natural material, etc. Adult help is needed everywhere.

Therefore, in the plans of any level, a certain number of interesting, creative activities are planned in such a way as to be able to help children. If many such cases are planned, then it is clear that they cannot be prepared at a high level and, therefore, the educational effect will not be achieved. Already in junior preschool age children should look forward to any holiday, matinee, meeting with older children with joy.

Each planned business should be expedient, carry an educational charge. The consistency and systematic nature of any plan of a kindergarten or a teacher helps to realize educational tasks and maintain the continuity of the educational process itself.

5. Consistency of all work plans, especially the plan of the educator with annual plan preschool institution. The kindergarten work plan is usually drawn up for a year. It indicates the leading directions of activity of a preschool institution in accordance with the general tasks of upbringing and education; work with the teaching staff, parents, society, etc. is specified. For example, in the annual plan of the kindergarten it is indicated that the priority area of activity this year is artistic and aesthetic. The educator, knowing this, plans the tasks of aesthetic education and development of children - to teach children to see the beautiful in nature, to acquaint children with the creation of beautiful applications, to develop in children the ability to perceive beauty in the canvases of artists, etc. In accordance with these tasks, the educator selects certain material to work with children. Great assistance to the educator in planning his activities is provided by comprehensive programs for the development, upbringing and education of children.

The annual plan of a preschool institution may have a different structure. It is compiled collectively. A teacher-psychologist, a social pedagogue, a senior educator are involved in planning. The annual plan is discussed and approved by the pedagogical council.

The annual plan of the preschool institution and the work plan of the educator are working documents and should be convenient for work.

All educators of preschool educational institutions draw up their plans in the areas of the upbringing process - gaming activities, social and moral education and development of children, physical development, etc. This takes into account the time of training sessions with children.

In the last decade, preschool educational institutions have been drawing up long-term plans that are designed for 5 years. Sometimes, instead of long-term plans, you can see developed concepts. In any case, the following directions can be traced in the structure of these plans and concepts: analysis of the work of the institution over the past 2-3 years; prospects for the development of the occupancy of groups of children for each year; provision with methodological material, its updating, introduction of pedagogical innovations; advanced training of teaching staff; social protection of teachers and children; material and technical base of the institution; connection of the kindergarten with other institutions and research teams; work with parents.

In many preschool educational institutions, weekly plans are drawn up on the basis of annual and long-term plans. Such planning is especially convenient for the teacher of the children's group, who adjusts the work tasks for each week, selects the content of the children's activities.

The weekly plan to a greater extent allows you to implement a personality-oriented model of education. It is convenient when the weekly plans of an institution or educator are drawn up for a month. At the same time, they are very clearly training sessions, and outline plans are drawn up for them and methodological material is selected. Weekly planning is sometimes called calendar plan work of the educator for a certain period of time.

The annual work plan of a preschool educational institution corresponds to the chosen comprehensive program, the type of preschool institution (general developmental, combined, compensatory) and priority areas of activity.

In recent years, priority areas in the work different kind kindergartens are - artistic and aesthetic education and development of children, physical education. The priority direction determines the content of the activity of a preschool educational institution.

Detailed recommendations for planning the work of the educator for the year are contained in the Rainbow program. In accordance with these recommendations, the plan should have the following sections: periods (wakefulness, sleep, wakefulness), regime processes (reception of children, breakfast, free independent activity, organized activity, dinner, walk, duration of regime moments), pedagogical content.

Planning the work of a kindergarten, a teacher is a creative process; it can change depending on weather conditions, the developing pedagogical situation, holidays, traditions, wishes of parents.

Thus, when planning the educational process in a preschool institution, it is necessary to take into account regime moments and their duration, medical and hygienic requirements for organizing the life of children in kindergarten, climatic conditions, regional characteristics, the contingent of children and their individual characteristics. The work plan should include emotional moments that create a joyful mood, relieve the fatigue of children, encourage them to new vigorous activity.

Tasks for independent work

1. Name the types of plans for a preschool educational institution.

2. Expand the pedagogical requirements for the preparation of work plans.

3. What should a teacher know and be able to do in order to draw up an effective plan for educational work?

4. On specific example reveal the content of the work of the educator senior group with parents.

5. Analyze the content of the annual plan of a preschool educational institution that has any priority in the development and upbringing of children.

Types and forms of planning activities in dow. Planning system in a preschool educational institution

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