Protocol for analysis of direct educational activities

Protocol on holding an open event

Olga Gerasimenko

Protocol on holding an open event

1. The teacher did a self-analysis of the open event : she introduced the program tasks, talked about the methods and techniques used in the lesson. She revealed the contents of the GCD and the equipment of the GCD.

2. Senior teacher - O. P. Gerasimenko

GCD goals correspond to the age of children and their level of development. The activity is developmental in nature.

The activity of preschoolers is adequate to the demands of the educational process.

The teacher was prepared for GCD, was carried out at a high emotional level. The principles were followed: clarity, consistency, individual approach, psychological comfort.

3. Educator – Shchukina I. I.

I think that the teacher has a good command of the group of children. The teacher used psychological and pedagogical techniques that increased the effect of the lesson: changing intonation, pitch and volume of the voice. The requirements for met .

4. Educator – Takhmazyan N. G.

The teacher is emotional, friendly, and the lesson is intense. was conducted methodically correctly, the children’s speech activity was high. The visibility used on the GCD meets the requirements.

Consider the placement of children during the lesson.

Senior teacher ___/- O. P. Gerasimenko/

Teacher ___/ Takhmazyan N. G. /

Educator _ ___/ Shchukina I. I. /

Reviewed by: ___/ Garkun M.V. /

Photo report “Maslenitsa” about the festive event Goals: Introducing children to folk traditions and forming communicative relationships, developing a healthy lifestyle, increasing social life. Photo report on the event for the “Flag Day” holiday Every year on August 22, Russia celebrates the Day of the State Flag of the Russian Federation. The Russian Federation has its own flag. Photo report on the event dedicated to Defender of the Fatherland Day On February 22, an event dedicated to Defender of the Fatherland Day was held in our kindergarten. Joy, fun, triumph were shared with. Photo report on the event dedicated to Mother's Day. Staging of the fairy tale by S. Ya. Marshak “The Tale of the Stupid Mouse” (all roles are played by the parents of middle school students) The event is timed. Photo report on the preparation and holding of the festive event for March 8 March 8 is approaching. The arrival of spring in itself is long-awaited and evokes joyful feelings. And the presence of tender things this season.

Report on the event “Miner's Day” On the last Sunday of August, Miner’s Day is celebrated. This is a special holiday here in Gukovo; all residents of the city are preparing for it. In our.

Report on the event “Theater Meetings in the Province” “Theater is a magical world. He gives lessons in beauty, morality and ethics. (B. M. Teplov) Theater is of great importance in raising a child.

Report on the event in the kindergarten “Zoological Races” Report on the event in the kindergarten On January 22, 2019, kindergarten No. 8 was held by the teacher of the State Educational Institution MBOU “Secondary School No. 10” Petrova.

Report on the event “Zoological Races” Report on the event in kindergarten On January 22, 2021, kindergarten No. 8 was conducted by the teacher of the State Educational Institution MBOU “Secondary School No. 10” Petrova.

Source

Minutes No. 1 of the RMO meeting

Protocol No. 1

meeting of the regional methodological association of teachers of preparatory groups of preschool educational institutions of the Kirov district of Donetsk on the topic: “The use of gaming techniques in preparing children for learning to read and write. Getting acquainted with the work plan for the 2018-2019 academic year."

from November 22, 2021

Present:

25 people (registration sheet attached)

The date of the:

21.11.2018.

Location:

MDOU "Nursery-garden No. 165, Donetsk"

Time spending

: 9.00 a.m. -11.30 a.m.

Participants:

teachers of preparatory groups of MDOU Kirovsky district of Donetsk

Agenda:

1. Video presentation about the work of the preschool educational institution “Nursery-garden No. 165 in Donetsk”.
2. Introducing the theme and plan of the RME for the 2021–2021 academic year.
3. Exercise: “Palm of Friendship” Activation of creative activity of MO participants.
4. View the organized activity "Preparing Children for Literacy." Self-analysis of activities by the teacher and analysis by the participants of the educational organization.
5. Report: “Development of communicative and speech competence of preschool children using interactive forms, methods and techniques in accordance with the targets of the State Educational Standard for Education.” Presentation: “Preparing children for literacy - an individual and differentiated approach.”
6. Round table: “Using gaming techniques in preparation for literacy training.” Presentation of didactic games developed by teachers of the Municipal Preschool Educational Institution “Nursery-Garden No. 165 of Donetsk”. Master class on conducting didactic and developmental games for teaching literacy.
7. Reflection exercises “One palm...two palms...”; "Expectations and reality."
8. Summarizing.

According to the first

On the issue, they heard the head of the MDOU “Nursery-garden No. 165 of Donetsk”, Yu.A. Tuzhenkova, with a video presentation about the work of the MDOU “Nursery-garden No. 165 of Donetsk”, which introduced the participants of the Moscow Region to the work of the preschool institution.

On the second

The issue was heard by the head of the Moscow Region Tsybulnik N.V. I drew the attention of certified teachers to the standards and requirements presented during certification. Motivated teachers to participate in the work of the methodological association on the proposed topics. She identified the goals and objectives of the work of the Ministry of Education and proposed for consideration the work plan of the Ministry of Education for teachers of preparatory groups of the Kirovsky district of Donetsk for the new 2018-2019 academic year:

Subject:

development of communicative and speech competence of preschool children using interactive forms, methods and techniques in accordance with the targets of the State Educational Standard.

Target:

improving the quality of preschool education through increasing the professional skills of teachers in the field of development of communicative and speech competence of preschool children

Main goals:

1. Contribute to improving methodological literacy and developing practical skills of teachers.
2. Improve forms and methods for organizing work with children on speech development.
3. Create conditions to ensure the professional, cultural and creative growth of teachers.
4. To promote the development and implementation of new educational technologies, including information and communication technologies.
5. To form integrative, communicative, personal competence of preschoolers through various types of children's activities using modern innovative technologies.
6. Create a data bank of ideas from preschool teachers to disseminate best pedagogical experience.
7. Continue to disseminate current pedagogical experience and introduce it into the practice of the district preschool educational institution.

Main activities:

1. Development of creative initiative and activity of teachers.
2. The ability to analyze your work, see shortcomings, identify their causes, take measures to eliminate them, and cultivate the desire to constantly improve your professional skills.
3. Monitoring the information needs of teachers, monitoring the development of professional skills.
4. Consulting support for young teachers

Session 1

— November on the basis of the preschool educational institution “Nursery-garden No. 165 in Donetsk”

Educational area:

“Speech development. Preparing children to learn to read and write"

Subject:

Using play techniques to prepare children for literacy. Introduction to the work plan for the 2018-2019 academic year.

Target:

creating conditions for active, varied, creative, playful activities in the process of learning to read and write.

Tasks:

1. Contribute to the implementation of the educational field “Speech Development” in accordance with the requirements of the State Educational Standard.

2. To ensure the growth of pedagogical skills in the use of innovative forms, methods and means in the educational field of “Speech Development”.

3. Identify, generalize and disseminate advanced innovative pedagogical experience on the speech development of preschool children.

Plan:

1. Video presentation about the work of the preschool educational institution “Nursery-garden No. 165 in Donetsk”.
2. Introducing the theme and plan of the RME for the 2021–2021 academic year.
3. Exercise: “Palm of Friendship” Activation of creative activity of MO participants.
4. Viewing of the organized activity “Preparing children for learning to read and write.” Self-analysis of the activity by the teacher and analysis by the participants of the educational organization.
5. Report: “Development of communicative and speech competence of preschool children using interactive forms, methods and techniques in accordance with the targets of the State Educational Standard for Education.” Presentation: “Preparing children for literacy - an individual and differentiated approach.”
6. Round table: “Using gaming techniques in preparation for literacy training.” Presentation of didactic games developed by teachers of the Municipal Preschool Educational Institution “Nursery-Garden No. 165 of Donetsk”. Master class on conducting didactic and developmental games for teaching literacy.
7. Reflection exercises “One palm...two palms...”; "Expectations and reality."

Session No. 2

– February, on the basis of the MDOU “Nursery-garden No. 352 in Donetsk”

Educational area:

“Speech development. Perception of fiction and folklore"

Subject:

Fiction as a means of comprehensive development of children of senior preschool age

Target:

equip teachers with knowledge on the use of different forms of children's activities and their integration in order to increase the effectiveness of the educational process.

Plan:

1. Report: “Requirements for the organization of educational activities in the preparatory group, taking into account the State Educational Standard of Education and the standard educational program in the educational field “Speech Development. Perception of fiction and folklore.”
2. Presentation: “How to plan and conduct a lesson on reading fiction.”
3. View the organized educational activity “Journey through the pages of a book.” Self-analysis of activities by the teacher and participants of the educational organization.
4. Master class: “Writing a fairy tale,” using the methods of V.Ya. Propp and D. Rodari.”
5. Business game "Scrabble".
6. Presentation: “The influence of fiction on the development of children’s speech.”

Session No. 3 –

April, on the basis of the preschool educational institution “Nursery-garden No. 316 in Donetsk”
Educational area
: “Social and communicative development. Speech development"

Subject:

Introduction of technology for effective socialization of preschool children in the educational process of preschool educational institutions. Summing up the results of the work of the Russian Educational Institution in the 2018-2019 academic year

Target:

Creation of an educational environment that promotes the emotional-value, social-personal, cognitive, aesthetic development of the child and the preservation of his individuality.

Plan:

1. Report: “Development of teacher creativity as a necessary condition for improving the cognitive and intellectual sphere of preschool children.”
2. Presentation: “Creativity as the basis of innovative pedagogical activity.”
3. View organized educational activities: “Journey to the Country of the Child Prodigy.” Self-analysis of activities by the teacher and participants of the educational organization.
4. Round table: “School of effective thinking.”
5. Master class “Using Euler circles to develop logical thinking in preschoolers.”
6. Presentation: “Technology for developing critical thinking in preschoolers.”
7. Questioning of teachers on the results of the work of the RMO for the 2018-2019 academic year.
8. Summing up the work of the RMO in the 2018-2019 academic year.

A map of the pedagogical activity of members of the Moscow Region was proposed for consideration: the distribution of activities among members of the Moscow Region for the 2018-2019 academic year.

There were no questions for the speaker.

Speakers:

Gusakova E.N. (teacher of the Children's Preschool Educational Institution "Nursery-Garden No. 381 of Donetsk"), who proposed to accept the Moscow Region plan without changes. The topic is relevant and necessary.

Voting results

: unanimous

Decided:

2.1. Adopt a plan for conducting a regional methodological association of teachers of preschool groups of municipal preschool educational institutions on the topic “Development of communicative and speech competence of preschool children using interactive forms, methods and techniques in accordance with the targets of the State Educational Standard for Education” without changes or additions.

On the third

The question was heard from Kovalenko E.A., the music director of the Municipal Preschool Educational Institution “Nursery-Garden No. 165 of Donetsk”, who invited the RMO participants to conduct the “Palm of Friendship” exercise in order to intensify the creative activity of the teachers present.

On the fourth

question Oleynik A.S., teacher of the preparatory group, MDOU “Nursery-garden No. 165 of Donetsk,” conducted organized educational activities with children on the topic: “Exploring sounds. There are different sounds” (synopsis attached). Conducting a self-analysis of the lesson, the teacher noted that the only basis for learning was the development of cognitive activity in connection with active observation. The process of children mastering the phonetic system of language was given a conscious character. Conscious control over one’s own kinesthetic and auditory sensations at all stages of the lesson was combined with the development of phonemic perception. Conscious sound analysis, understanding of the specific lexical meaning of a word - on the one hand, the ability to listen attentively to the sound of words, attention to changes in its individual elements - on the other hand, allows you to qualitatively prepare children for mastering literacy.

Speakers:

1. Tsybulnik N.V., head of the RMO, who assessed the lesson and noted that during the lesson, great importance was attached to compliance with the fundamental didactic principles (availability of the proposed material, clarity, individual approach, etc.) and special provisions developed in speech therapy ( the principle of development, the principle of a systematic approach, the principle of the connection of speech with other aspects of mental development).

All stages of the lesson were interconnected and interdependent, subordinated to the given topic and goals of the lesson.

1. Tuzhenkova Yu.A., head of the preschool educational institution “Nursery-garden No. 165 in Donetsk,” drew the teachers’ attention to the fact that changing types of activities at each stage of the lesson made it possible to prevent fatigue and satiety with any one type of activity. Children dynamically switched from word games to finger games and workbook tasks.
2. Gorodnicheva A.V., teacher of the Municipal Preschool Educational Institution “Nursery-Garden No. 249 of Donetsk,” emphasized that the teacher intensified the children’s speech activity at all stages of the lesson. Encouraging children to be active, and also paid attention to the peculiarities of speech and mental development. So, for example, children who were indecisive and shy, as well as those with whom intensive individual work was being carried out, were more often encouraged to speak out. She created a situation of success for each child and the entire group as a whole, both in personal assessment and from a third party.

Korovyanskaya N.V., teacher of the preschool educational institution “Nursery-Garden No. 48 of Donetsk”, who noted the children’s activities in the lesson, they showed cognitive activity, reacted emotionally to methods of activating activities, and used existing knowledge and skills. The children were interested, attentive, and organized. During the lesson, the teacher monitored the intelligibility and expressiveness of the children’s speech and implemented a differentiated approach to teaching. She took into account the interests and abilities of each child as much as possible, varied tasks and their dosage.

Decided:

1. Systematically develop children's interest in conscious reading and develop readiness to master literacy in elementary school.
2. Adhere to the tasks set by the Program
3. Build the work according to the basic principles

   building the educational process: scientific content, consistency and systematicity of teaching, emotional richness and comfort for children in organized and independent activities, consciousness and activity of children in the educational process; the principle of consistency (all components are interconnected and interdependent).

On the fifth

on the issue, they heard the head of the RMO Tsybulnik N.V., with a report on the topic: “Development of communicative and speech competence of preschool children using interactive forms, methods and techniques in accordance with the targets of the State Educational Standard of Education”, during the report important areas of work of preschool teachers were revealed - preparing older preschoolers for learning to read and write, as well as current methods and techniques used in teaching children to read and write. (report attached)

The participants of the RMO were presented with the presentation: “Preparing children for learning to read and write, an individual and differentiated approach”, the essence and objectives of the differentiated approach, as well as areas of work with children and parents were considered.

Speakers:

Korovyanskaya N.V., teacher of the Municipal Preschool Educational Institution “Nursery-Garden No. 48 of Donetsk”, who noted the relevance of using interactive forms of work in teaching children to read and write. She suggested that teachers use in their practice methods and techniques that promote the development of communicative and speech competence of preschool children. Focus on the individual characteristics of children and use a differentiated approach when preparing children to learn to read and write.

Decided:

5.1 Introduce into the practice of working with children interactive forms that contribute to the development of communicative and speech competence of preschool children.

5.2. Focus on the individual characteristics of children and use a differentiated approach when preparing children to learn to read and write.

On the sixth

The question was heard from the head of the Russian educational organization N.V. Tsybulnik, who held a round table with the participants of the educational organization: “The use of game techniques in preparation for teaching literacy.” During which the following tasks were solved:

Speakers:

1. Chepizhko T.F., teacher-speech therapist with a presentation of didactic games developed by teachers of the MDOU “Nursery-garden No. 165 of Donetsk”. She introduced the RMO participants to the variety of games that promote the development of speech communication in preschoolers and emphasized the relevance of their use in everyday life.

2. Parkhomenko G.A., teacher of the Municipal Preschool Educational Institution “Nursery-Garden No. 370 of Donetsk”, who conducted a master class for teachers aimed at using didactic and developmental games for teaching literacy, based on practical experience. The following games were presented to the teachers: “Magic Mat”, “Rebuses”, “Make a Sentence”, which contribute to the development of attention and thinking of preschoolers.

3. Stateikina S.I., teacher at the Children's Preschool Educational Institution No. 370 of Donetsk, introduced the teachers to the game “Syllable Matryoshka Dolls,” which is aimed at teaching children to read.

4. Tsybulnik N.V., head of the Russian Educational Institution, the variability of the game “Houses” (according to Elkonin’s method) was presented to the teachers’ attention.

Decided:

1. Apply in practice games that promote the development of speech communication in preschoolers, and use them in everyday life.

On the seventh

The question was heard from Kovalenko E.A., the musical director of the Municipal Preschool Educational Institution “Nursery-Garden No. 165 of Donetsk”, who offered the participants of the RMO exercises aimed at reflection “One palm... two palms...”; “Expectations and Reality”, which contributed to expanding the consciousness of teachers to the products of their own activity, as well as expanding critical thinking and intensifying self-analysis of each teacher.

Based on the results of the event, a decision was made.

Decided:

1. Adopt a plan for conducting a regional methodological association of teachers of preschool groups of municipal preschool educational institutions on the topic “Development of communicative and speech competence of preschool children using interactive forms, methods and techniques in accordance with the targets of the State Educational Standard of Education” without changes or additions.

2. Systematically develop children’s interest in conscious reading and develop readiness to master literacy in elementary school.

3. Adhere to the tasks set by the Program

4. Build work in accordance with the basic principles of constructing the educational process: scientific content, consistency and systematicity of teaching, emotional richness and comfort for children in organized and independent activities, consciousness and activity of children in the educational process; the principle of consistency (all components are interconnected and interdependent).

5. Introduce into the practice of working with children interactive forms that contribute to the development of communicative and speech competence of preschool children.

6. Focus on the individual characteristics of children and use a differentiated approach when preparing children to learn to read and write.

7. Use in practice games that promote the development of speech communication in preschoolers, and use them in everyday life.

Head of the Regional Educational Institution of teachers of preparatory groups of preschool educational institutions of the Kirov district of Donetsk _______ Tsybulnik N.V.

How to conduct an open lesson in kindergarten

An open lesson is one of the most effective forms of organizing the educational process in preschool institutions. At such a lesson, the teacher can share with colleagues, parents and others present independently developed ways of teaching and interacting with children. Although the plan is prepared in advance, the actual educational process is demonstrated during the open lesson.

Preparing an open lesson in kindergarten

An open lesson in a preschool educational institution is a specially prepared form of organizing the educational process, in which the teacher demonstrates to colleagues and parents of students his professional skills and the successes of his students. Unlike a regular lesson, an open event has a methodological goal, which reflects what the teacher wants to show those present.

Determining the purpose of an open lesson

The exact formulation of the goal is where you need to start preparing an open lesson. The goal of an open lesson is the expected result, which is determined in advance by the teacher.

When setting goals, the “here and now” principle is used. It means that all participants concentrate on the processes that happen to them in a specific place and at a specific time in order to achieve the best result.

For children, an open lesson is no different from a regular lesson, except for the presence of outside observers

The first step is the formulation of a methodological goal. It is able to reflect the basic methodology for conducting an open lesson. This step will allow you to:

Examples of methodological goals:

Depending on the methodological goal, the teacher selects the necessary educational material that will help in achieving it.

The second step is to determine the triune goal of the lesson. Its components:

The threefold goal is aimed at developing knowledge and practical experience in children. The teacher must specify it according to the topic and subject focus of the lesson.

Formulation of goals and objectives at three levels

The first level of formulating goals and objectives is general. It roughly looks like this:

The second level is directly theoretical. Possible wording for it:

Finally, the third level is practical. It is based on the formation of fundamental skills. Example:

X, Y, Z - symbols of possible topics, material, skills, abilities, etc.

Formulating the goals and objectives of an open lesson is the first step towards preparing an event

Techniques

During an open lesson, methodological techniques must be used. Their task is to update the material being studied or reinforced, to arouse children’s interest in the educational process, and to make it more exciting. The main methodological techniques include:

By skillfully using all these techniques, the teacher will be able to make the lesson not only as useful as possible, but also interesting.

Types of open classes

Open classes can be conducted within various subject areas (speech development, mathematics, the environment, choreography, etc.), or they can combine several areas in an integrated event form.

Such a subject area of ​​open classes as speech development is an integral part of the educational process in preschool educational institutions

An open lesson can be aimed at:

Types of activities for preschoolers

The activities of pupils can be:

According to Federal state requirements, the following types of children’s activities during open classes are distinguished:

In preschool age, a child strives to gain knowledge about the world around him and himself through play.

In municipal preschool educational institutions, groups can have from 15 to 25 children. Each child has his own characteristics, personal qualities, inclinations, speed of learning, etc. Many educators and parents ask the question: is it possible to individualize activities during an open lesson? There is no exact answer to this question. The teacher has the right to independently determine the course of the lesson. Methodological techniques include taking into account the individual characteristics of each child, but often the teacher gives the same tasks of medium complexity that all children in the group can cope with.

Requirements

The following requirements apply to open classes in kindergarten:

Stages of preparing an open lesson

Almost every educator knows that preparing an open lesson is a labor-intensive and rather lengthy process. It is better to divide it into several successive steps:

It is important to prepare all the necessary materials for the lesson in advance.

Important: after preparing and conducting an open lesson, its analysis must necessarily follow. The teacher determines the results of his own and the children’s work, determines the prospects for further similar activities, and reflects.

Recommendations and common mistakes

Educators can be given the following recommendations for preparing and conducting such forms of the educational process:

Even teachers with many years of experience make annoying mistakes when preparing and conducting such classes. The most common shortcomings include the following:

Class assignments should be varied according to the types of activities of preschoolers

To avoid these mistakes, it is necessary to rely not only on theory (didactic materials, manuals, etc.), but also on the practice of previous years, i.e., the experience of other educators.

Protocol for analysis of direct educational activities

Regional state budgetary professional educational institution

"NORILSK PEDAGOGICAL COLLEGE"

Specialty 02/44/01

"Preschool education"

PROTOCOL OF ANALYSIS OF NON-DIRECT EDUCATIONAL ACTIVITIES

Performed:

Baranova E. A

2020

Analysis of GCD for environmental education

Conclusions:

During the observation of this educational activity, I came to the conclusion that it is not difficult to interest a child. It is important to find the right approach. Proper construction of the lesson will ensure the planned result. Children's practical activities encourage them to be independent, to work, and to want to do it all the time. Observing natural objects develops logical thinking, concentration, aesthetic taste, love and respect for all living things. Love of nature, skills of caring for it, give rise not only to interest in nature, but also contribute to the formation of the best character traits in children, such as: patriotism, hard work, humanity, respect for the work of adults who protect and increase natural resources.

Analysis of GCD
(formation of sound culture of speech)

Conclusions:

Analyzing the lesson, we can say that the assigned tasks were successfully completed. I believe that the lesson is structured logically, and the stages of the lesson are interconnected. The logical structure of the lesson made it possible to conduct it without going beyond the time allotted for completing the task. Thanks to the friendly attitude, competent speech and correct intonation of the teacher’s voice, the material was interesting to the children and would be easier to assimilate.

Analysis of GCD for introducing children to fiction

Conclusions:

Children can hear and listen, but they lose interest and get tired quickly. But thanks to this lesson, I realized that strict logic is needed when constructing lessons, each lesson structure must be complete and interesting for children. If the child is interested, the lesson will go according to plan, and all problems will be completely solved.

Analysis of GCD
for mathematical development

Conclusions:

Analyzing this lesson, I can say that it was interesting and well structured. The educational process smoothly moved from one structural part to another. To ensure that the children did not lose interest in the lesson, the teacher directed the practical part into a competitive direction; in conclusion, comparison and evaluation of their work and the work of their comrades also gave a positive result.

Analysis of GCD
for the development of coherent speech

Conclusion:

The tasks set by the teacher corresponded to the level of development of the children and program requirements. The children mastered the program content of the lesson well, were attentive, interested and active. The methods and techniques used helped to fully solve each of the tasks.

Analysis of GCD for environmental education

Cognitive and research experimental activities

Conclusion:

In the course of observing educational and research experimental activities, I came to the conclusion that it is not difficult to attract the attention of children. It is important to be able to maintain this attention, which is what I observed during this analysis. Competent construction of the lesson ensured the planned result. Children's practical activities encourage them to be independent, to work, and to want to do it all the time. Conducting experiments independently, observing the subjects of experimentation, evokes an emotional response in them and concentration of attention. Children strive to learn more about the world around them, about objects, interaction with which causes them delight and a storm of emotions.

Card index of topics for open classes in preschool educational institutions

The following is a list of topics that can be used by educators to conduct an open lesson on the most important areas of development for preschoolers.

Speech development

Speech development classes are aimed at learning the native language, improving the ability to talk about one’s emotions, feelings, and the world around us in verbal (verbal) form. In the first junior group, children are just getting acquainted with fiction, learning to express their thoughts in short sentences; in the second junior group, the goal of speech development classes is to systematize and consolidate knowledge. In the first and second junior groups the following topics of open classes can be used:

In the middle group, the following topics are relevant, since they are aimed at expanding vocabulary and horizons, developing communicative skills, and studying new literary works:

During class, older preschoolers can be given tasks to complete in their workbooks

In the senior and preparatory groups, children already learn to read syllables independently, speak in rather long complex sentences, and express their thoughts clearly and clearly. For pupils aged 5–7 years, the following topics are suitable:

Mathematics

The main goal of mathematics classes for different age groups in kindergarten is the development of mathematical skills and logical thinking. In younger groups, children are just getting acquainted with this science. The following open classes are suitable for them:

In the middle group, elementary mathematical concepts and oral and written arithmetic skills are already being formed. The following topics will be relevant:

Any activity in kindergarten includes physical education or outdoor games

Pupils of the senior and preparatory groups learn to solve simple algebraic and geometric problems, improve their mental counting skills with one- and two-digit numbers. At this age, open classes are held on the following topics:

The world

Classes on the surrounding world are the most important part of the educational process. Children learn about everyday objects and phenomena, receive information about the environment in which they live, and learn to apply it in practice. For younger preschoolers, acquaintance with reality is just beginning, so the following topics will be relevant:

The success of an open lesson depends on the mood of the teacher and the emotional state of the children.

In the middle group, children's interest in learning about the world around them while playing is quite high. For preschoolers 4–5 years old, topics such as:

The following topics are often used in senior and preparatory groups:

Analysis of physical education classes in the senior group

Analysis of physical education classes in the senior group

1.The structure of the lesson is followed. The introductory part contains drill exercises (forming in a line, changing into a column of three), turns, various types of walking (on toes, on heels, wide strides, snake), running (with high knees, regular running). General and special preparation of the body.

In the main part, a complex with pigtails was carried out. In order to relieve physical stress, various starting positions were used

(basic stance, legs apart, kneeling stand, sitting on the floor, lying on the floor). The main types of movements were performed divided into 2 columns. The right rank reinforced the skill of jumping on two legs moving forward.

The left one was learning a movement coordination exercise. At the end of the main part, an outdoor game called “Traps” was played with ribbons.

In the final part, the instructor reduced the children’s physical activity with the low-mobility game “Entertainers.”

2. The instructor prepared sports equipment in advance (braids, balls, cubes, ribbons), and carried out cross-ventilation of the gym.

3. 19 children from the older group attended the lesson. The appearance of the instructor corresponded to the physical education lesson, but not all children were wearing physical education uniform - white top, black bottom, Czech shoes on their feet. Vasilina D., Yulia M., Lera V., Vlad B. attended the lesson in ordinary clothes.

4.Children after adoption and. counting, they perform the exercises correctly, they have developed the skill of performing basic movements. Formation exercises, such as changing into columns of three and two, are performed ineptly, many children are lost where to go.

During the educational and training session, a frontal, group method of organizing children was used, which in turn effectively affects the motor density of the lesson. In the water part, general preparation of the body (walking, running) and special muscles of the shoulder girdle and arms were used.

Taking into account the content of the exercises, the age capabilities of children 5-6 years old and the individual characteristics of children, visual and verbal methods were used for the lesson. When teaching children to maintain balance on a gymnastic bench, the instructor used visual techniques such as (showing a model), verbal techniques consisted of a brief explanation.

Multiple repetitions, different starting positions, uniform distribution of physical load on the children’s body. Physical activity was regulated in accordance with the structure of the physical education lesson. The peak load in the main part increased during the outdoor game “Traps” and decreased in the final part.

Conducting an open lesson in kindergarten

An open lesson is a lesson prepared in advance. The teacher describes the plan for the event minute by minute and draws up special documentation.

Motivating start to class

The start of the lesson takes no more than 5 minutes, which is the smallest part of it. But it is the exposure of the open lesson that determines its further course and the involvement of children in the process. The main techniques that can be used as a motivating start to a lesson include:

Group reading is one of the effective methods of motivating the beginning of an open lesson in kindergarten

The leading activity of preschoolers is play; children strive to gain knowledge and skills through play.

Lesson time plan

The time plan of the lesson, according to the requirements of the Federal State Educational Standard, consists of 3 parts:

Table: time plan for open classes in different age groups

Examples of open lesson notes

Here are useful examples of open lesson notes that a teacher can use as samples when preparing an event:

An open lesson is always exciting for both the teacher and the students

Protocol for discussing an open lesson in kindergarten

The minutes of discussion of an open lesson at a preschool educational institution must include the following information:

Reviews of open classes in kindergarten

I work in a kindergarten as a teacher. I love my profession very much and am proud of it. During the time that I have been working in kindergarten, I have conducted a lot of open classes, and I am very pleased with them. She conducted open classes for both parents and teachers on the continuity of kindergarten and school, and also held open classes for young professionals. And I’ll tell you for sure that they play a big role in raising children. All of them are very useful and necessary for us, educators. If your tasks in class are all solved, if your children are happy, that’s just wonderful! If your children feel good, then you should feel good too. It's my opinion! Open classes are very necessary!

M. V. Vitskova

https://ped-kopilka.ru/blogs/ostanina/otkrytoe-zanjatie-v-detskom-sadu.html

Open classes are very exciting, but they are also an opportunity to show off and hear outside opinions about your work. Preparing for an open lesson is a search for new ideas and knowledge. And then, if a teacher works consistently and gives children knowledge from lesson to lesson, then he always has something to show.

R. V. Shatokhina

https://ped-kopilka.ru/blogs/ostanina/otkrytoe-zanjatie-v-detskom-sadu.html

A great activity that left me with the most positive emotions. Nadezhda Viktorovna told the children about the human senses in a very interesting and, most importantly, very accessible way. A lot of visual materials were used. Each child had the opportunity to touch, feel, smell, try everything, which, naturally, contributed to the best assimilation of new material.

I especially liked that during the lesson the children had the opportunity to move around and warm up, that the material was presented in different forms, and that there was repetition and consolidation of what had already been covered earlier.

E. V. Tsapkina

https://vestochka425.ru/content/i_snova_slovo_roditelyam