The work of a kindergarten teacher requires clear and competent planning of the entire educational and educational process. In this case, it is necessary to take into account many different factors, including the specifics of each age of pupils, the level of learning and attentiveness of a particular child, the need to use a large number of different methods of education and training within one day. In this case, a cyclogram of the activities of a preschool teacher according to the Federal State Educational Standard comes to the rescue. With its help, each teacher will be able to plan his work in such a way that it corresponds to the age of the children in the group, contains the necessary amount of knowledge, does not overload the children, contributes to quality education and upbringing, while meeting the requirements of advanced pedagogical science.
What is a cyclogram
The term “cyclogram” itself is borrowed. Previously, it was used in the space industry, and denoted a schedule of commands that were transmitted to the controlled vehicle (rocket, satellite) by automatic systems or people from the Mission Control Center. The term is also used in other industries associated with regular, cyclical repetition of processes.
The term was originally proposed in the century before last for the study of movements.
When applied to pedagogy, a cyclogram is one of the forms of planning the educational and educational process in a children's institution. It is used in preschool institutions (kindergartens, orphanages, boarding schools, specialized institutions) and in schools.
A cyclogram of their activities is drawn up by specialists of different types and levels, that is, from a junior teacher to a senior teacher, and so on up to the administration of the preschool educational institution and specialized specialists - defectologists, speech therapists, psychologists, subject specialists, and so on.
The cyclogram can be designed to work during different time periods. If the document plans events for different times, then it can look like a list. At the same time, the types of daily activities of the teacher are first entered into it, and then there is a list of events held every week, and so on. If the weekly work of the teacher is planned in the cyclogram, then it should look like a table.
The cyclogram of the teacher’s activities with children is a supporting part of the compilation of all other planning documentation. The work program is compiled on its basis, it helps in competent, clear drawing up of a calendar plan, and helps save time on working with documents.
Cyclogram of the activities of the senior teacher - Senior teacher - File catalog
| 1st week | 2nd week | 3rd week | 4th week | |
| Monday | Bypassing groups. Organizational matters. Observation and analysis of the educational process | |||
| Administrative meeting | ||||
| Work with documents | ||||
| According to teacher certification | According to the analysis of the pedagogical process | Preparation of protocols | Planning | |
| Control according to the preschool educational institution plan | ||||
| Tuesday | Analysis of the educational process. Control according to the preschool educational institution plan | |||
| 1st and 2nd junior groups | Middle groups | Senior groups | Preparatory groups | |
| Work with personnel | ||||
| Self-education of teachers (interview) | Consultations | Monitoring the work of specialists | Documentation of work experience | |
| Methodical hour. Preparing for a teacher's hour or teacher's council | ||||
| Meeting of the Methodological Council (once a quarter) | ||||
| Time reserve | Job with documentation | Management planning meeting | ||
| Wednesday | Monitoring the educational process (creating problematic situations, completing annual tasks) | |||
| Interaction with the nurse | Resolving current issues with parents | Consultations for junior teachers | Interaction with society | |
| Teachers' Council (once per quarter) | ||||
| Working with parents | ||||
| Consultations | Attending parent-teacher conferences | Organizing an open day for parents | Organization of club meetings | |
| Control according to plan | ||||
| Thursday | Pedagogical process analysis | |||
| Schedule analysis | ||||
| Small teachers' councils | ||||
| Control according to plan | ||||
| Consulting | Paperwork | Interaction with society | ||
| By planning | On preparation of documentation in groups | |||
| Friday | Control over the implementation | |||
| Analysis of the pedagogical process | ||||
| Visit to the method room of the Education Department | Preparation for seminars | Interaction with preschool educational institutions | Drawing up a work plan for the month | |
| Individual work with parents | ||||
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Features of the job description
There is no unified standard for drawing up job descriptions. In this regard, each organization has the right to make its own changes to this document. Despite the greater degree of freedom, many employers adhere to a single instruction structure consisting of four chapters:
- "General provisions";
- "Job Responsibilities";
- "Rights";
- "Responsibility".
In this case, the “Interaction” item was also added to the specified plan - its presence is explained by the specifics of the teacher’s work and the need for frequent contacts with employees.
Important! The job description is printed in a single copy - for each employee. The tasks of the junior educator include familiarization with its contents and confirmation of consent with his signature. In addition to the employee, the document is also signed by the head of the institution.
Contents of the instructions
In the upper right corner of the document, space is reserved for the head of the organization (in this particular case, for the manager). Among the data that should be reflected in this part are:
- position held;
- name of the preschool educational institution;
- FULL NAME.;
- signature and transcript.
Main part
The first section of the instructions is devoted to general issues, such as notifying the employee about the work hierarchy system and providing general information about the legislative basis of the document. The person to whom the junior teacher undertakes to obey and who carries out the hiring and subsequent dismissal is indicated - the head of the preschool educational institution.
Next comes an introduction to the minimum qualification requirements for the employee. In this case, the kindergarten agrees to accept an applicant without work experience, but his theoretical knowledge in the field of pedagogy is a must.
Finally, all documented acts that regulate the rights of both the employee and the employer are given. These documents include both Federal laws and local rules developed in a particular organization.
Second section
The second section is entirely devoted to listing the duties that the employer will require the employee to perform. Since each institution has its own operating characteristics, the content of this chapter varies. For example, in one kindergarten there may be one junior teacher per group, and in another there may be several. This will lead to a division of responsibilities between employees.
Third section
The third section concerns the rights of the junior teacher and lists those areas of activity in which he can take the initiative. In the process of using their rights, the employee gets the opportunity to interact with both superior and subordinate employees. The purpose of such communication is to increase the efficiency of the work performed, as well as troubleshoot problems that arise.
Fourth section
The fourth section indicates the boundaries of the employee’s responsibility and contains a list of actions for which he may be punished. As a punishment, the employer has the right to use dismissal, temporary suspension from office, a fine, and so on. The nature of the sanction applied depends on which law was violated.
Fifth section
The fifth section is devoted to the problems of communication between the junior teacher and his colleagues. For example, he has the right to contact the teacher with a proposal to conduct a preventive conversation with the student - if there is an objective reason. An employee can also interact with a caretaker or a health worker, since many issues require the involvement of several colleagues.
At the end of the instructions, the details of the junior teacher are indicated, namely:
- FULL NAME.;
- name of the preschool educational institution;
- passport details;
- signature;
- date of reading the instructions.
Cyclogram of the activities of children and teachers in the daily routine in all age groups
Cyclogram of activities of children and teachers
in the daily routine in the early age group
| Time | Regime moments | Content |
| 7.15– 8.00 | "Hello!" Minutes of play. Individual correctional work Meeting with nature. | Reception of children. Gaming/corrective activities. Joint activities between teachers and children in the Nature Corner. |
| 8.00 – 8.10 | Moments of vigor. | Morning exercises with elements of phonetic rhythm (movement activity – 5 min.) |
| 8.10 – 8.20 | “We wash it clean and clean with soap...” | Preparing for breakfast education of cultural and hygienic skills using artistic words |
| 8.20 – 9.00 | "Bon appetit!" | Breakfast: learning to hold cutlery correctly, food culture training |
| 9.00 – 9.30 | Minutes of knowledge | Grid classes: subgroup, frontal (MUZO, FIZO) |
| 9.35-10.00 | Minutes of play | Round dance, verbal and active games with children |
| 10.00 – 11.25 | Preparing for the walk Walk | Self-care skills training Physical activity (30 min.), observations (10-15 min), Individual/corrective work Solo/co-op games |
| 11.25– 11.40 | Returning from a walk. “We wash it clean and clean with soap...” | Self-care skills training. Independent didactic games. Preparing for lunch education of cultural and hygienic skills using artistic words |
| 11.40 – 12.10 | "Bon appetit!" | Dinner: learning to hold cutlery correctly, food culture training |
| 12.10 –15.00 | Preparation for sleep. Quiet hour "Quiet, quiet, sleep is coming..." | Self-care skills training Creating a quiet, favorable environment for sleep; sleep using music therapy |
| 15.00 – 15.40 | Moments of vigor. | Corrective gymnastics after a nap in a group (motor activity 10 min.) |
| 15.40 – 1600 | Preparing for afternoon tea, afternoon tea "Bon appetit!" | Afternoon snack: learning to hold cutlery correctly, food culture training |
| 16.00 – 16.20 | Children's group activities | Conducting educational games with children in different ways types of activities Grid classes: subgroup, frontal (MUZO, FIZO) |
| 16.20 – 17.15 | Preparing for a walk. "Hour of fresh air!" — Games on the street. "Goodbye!" | Self-care skills training Physical activity (30 min.), independent/joint games, Games based on interests Children going home working with parents |
Cyclogram of activities of children and teachers
in the daily routine in the younger group
| Time | Regime moments | Content |
| 7.15– 8.00 | "Hello!" Minutes of play. Individual correctional work | Reception of children. Gaming/corrective activities. |
| 8.00 – 8.10 | Moments of vigor. | Morning exercises with elements of phonetic rhythm (movement activity – 5 min.) |
| 8.10 – 8.20 | Meeting with nature. | Joint activities between teachers and children in the Nature Corner. |
| 8.20 – 8.30 | “We wash it clean and clean with soap...” | Preparing for breakfast education of cultural and hygienic skills using artistic words |
| 8.30 – 8.50 | "Bon appetit!" | Breakfast: learning to hold cutlery correctly, food culture training |
| 8.50 – 9.00 | Minutes of play | Round dance, verbal and active games with children |
| 9.00 – 9.40 | Minutes of knowledge | Grid classes: subgroup, frontal (MUZO, FIZO) |
| 9.40 – 10.00 | Preparing for the walk | Self-care skills training |
| 10.00 – 11.35 | Walk | Physical activity (30 min.), observations (10-15 min), Individual/corrective work Solo/co-op games |
| 11.35- 11.55 | Returning from a walk. “We wash it clean and clean with soap...” | Self-care skills training. Independent didactic games. Preparing for lunch education of cultural and hygienic skills using artistic words |
| 11.55 – 12.15 | "Bon appetit!" | Dinner: learning to hold cutlery correctly, food culture training |
| 12.15 – 12.30 | Preparation for sleep. | Self-care skills training |
| 12.30 – 15.00 | "Quiet, quiet, sleep is coming..." | Creating a quiet, favorable environment for sleep; sleep using music therapy |
| 15.00 – 15.30 | Moments of vigor. Minutes of play | Corrective gymnastics after a nap in a group (motor activity 10 min.) Games with didactic material joint/independent activity |
| 15.30 -16.00 | "Bon appetit!" | Afternoon snack: learning to hold cutlery correctly, food culture training |
| 16.00 – 16.20 | Individual correctional work | Conducting educational games with children in different ways types of activities |
| 16.20 – 17.15 | Preparing for a walk. Walk "Hour of fresh air!" — "Goodbye!" | Self-care skills training Physical activity (30 min.), independent/joint games, Games based on interests Children going home working with parents |
Cyclogram of activities of children and teachers
in the daily routine of the average group
| Time | Regime moments | Content |
| 7.15 – 8.00 | "We are happy to see you!" We play/work together. Individual correctional work Meeting with nature. | Reception of children. Gaming/corrective activities. Joint activities between teachers and children in the Nature Corner. |
| 8.00– 8.20 | “Exercise like rabbits, guys are running in the morning!” | Morning exercises with elements of phonetic rhythms (motor activity – 10 min.) |
| 8.25 – 8.35 | “Wash your face, don’t be lazy - sit down and have a clean breakfast!” | Preparing for breakfast education of cultural and hygienic skills using artistic words |
| 8.35 – 8.55 | "Bon appetit!" | Breakfast: nurturing a food culture |
| 8.55– 9.00 | Developing your fingers | Finger gymnastics (carried out when the class schedule includes productive activities) |
| 9.00 – 9.50 | "I'm exploring the world" "Great didactics" | Grid lessons: the whole group, 2 lessons of 15-20 minutes, with a break of 10 minutes. |
| 9.50 -10.00 | Minutes of play | Round dance, verbal and active games with children |
| 10.00 – 10.15 | Preparing for the walk | Self-care skills training |
| 10.15 – 11.40 | Walk “Take a walk and take a closer look!” | Physical activity (40 min.), observations (10-15 min), Individual/corrective work Independent/joint games, labor |
| 11.40 – 12.00 | Returning from a walk. “Wash your face, don’t be lazy - sit down for lunch clean!” | Self-care skills training. Independent didactic games. Preparing for lunch education of cultural and hygienic skills using artistic words |
| 12.00 – 12.30 | "It's time for lunch, so we It's time for the table! | Dinner: nurturing a food culture |
| 12.30 – 12.45 | Preparation for sleep. | Self-care skills training |
| 12.45 – 15.00 | "This is a time of silence, We all need to sleep soundly." | Creating a quiet, favorable environment for sleep; sleep using music therapy/reading fiction |
| 15.00 – 15.30 | “This is the time for health, toughen up, kids! | Corrective gymnastics after a nap in a group (motor activity 10 min.) |
| 15.30 -15.45 | “This is the time for curdled milk, at this time our afternoon tea" | Afternoon snack: nurturing a food culture |
| 15.45 – 16.15 | Individual / correctional Job | Conducting educational games with children in different ways types of activities |
| 16.15- 17.15 | Preparing for a walk. "Hour of fresh air!" — Games on the street. "Goodbye!" | Self-care skills training Physical activity (40 min.), independent/joint games, Games based on interests Children going home working with parents |
Cyclogram of activities of children and teachers
in the daily routine of the senior group
| time | Activities of children and teacher |
| 7.30 – 8.00 | Reception of children “The teacher is waiting for me.” Individual correctional work with children, according to the schedule. Games based on interests. |
| 8.00 – 8.15 | Subgroup activities/duties, labor |
| 8.20 – 8.30 | Morning exercises (motor activity – 10 min) |
| 8.35 – 8.50 | Breathing exercises, preventive health procedures. |
| 8.45 – 8.55 | Breakfast: nurturing a food culture. |
| 9.00 – 10.35 | Classes (according to a training schedule; 3 lessons of 20-25 minutes, with breaks - 10 minutes) |
| 10.35 – 10.50 | Preparing for a walk. Self-care skills. |
| 10.50 – 12.25 | Walk: games; physical activity 45 min.; observations; labor actions |
| 12.25 – 12.45 | Returning from a walk, self-care skills, “Wash your face, don’t be lazy – sit down for lunch clean!” |
| 12.45 – 13.10 | Lunch: nurturing a food culture. |
| 13.05 – 13.15 | Preparing for bed: mouth rinsing, hardening procedures |
| 13.15 – 15.00 | Sleep using music therapy/reading thin. literature |
| 15.00 – 15.25 | Awakening gymnastics, corrective gymnastics. |
| 15.25 – 15.45 | Individual correctional work with children. |
| 15.45 – 16.00 | Afternoon snack: nurturing a food culture. |
| 16.00 – 16.30 | Additional education: artistic, cognitive activity. |
| 16.30 – 17.30 | Walk “Hour of Fresh Air!” Outdoor games (sports, active, role-playing) |
| 17.15 – 17.30 | Going home, working with parents. |
Cyclogram of activities of children and teachers
in the daily routine of the preparatory group
| time | Activities of children and teacher |
| 7.30 – 8.00 | Reception of children “The teacher is waiting for me.” Individual correctional work with children, according to the schedule. Games based on interests. |
| 8.00 – 8.25 | Subgroup activities/duties, labor Individual work to develop fine motor skills (preparing your hand for writing). |
| 8.30 – 8.40 | Morning exercises (motor activity – 10 min) |
| 8.40 – 8.45 | Breathing exercises, preventive health procedures. |
| 8.45– 8.55 | Breakfast: nurturing a food culture. |
| 9.00 – 10.50 | Lessons (according to a lesson schedule; 3 lessons of 30 minutes, with breaks - 10 minutes) |
| 10.50 – 11.00 | Preparing for a walk. Self-care skills. |
| 11.00 – 12.35 | Walk: games; physical activity 45 min.; observations; labor actions |
| 12.35 – 12.45 | Returning from a walk, self-care skills, communication in corners based on interests, independent play activities; “Wash your face, don’t be lazy – sit down for lunch clean!” |
| 12.45 – 13.10 | Lunch: nurturing a food culture. |
| 13.05 – 13.15 | Preparing for bed: mouth rinsing, hardening procedures |
| 13.15 – 15.00 | Sleep using music therapy/reading thin. literature |
| 15.00 – 15.30 | Awakening gymnastics, corrective gymnastics. |
| 15.30– 15.45 | Individual correctional work with children. |
| 15.45 – 16.00 | Afternoon snack: nurturing a food culture. |
| 16.00 – 16.30 | Additional education: artistic, cognitive activity. |
| 16.30 – 17.30 | Walk “Hour of Fresh Air!” Outdoor games (sports, active, role-playing) |
| 17.15 – 17.30 | Going home, working with parents. |
