Regular moments at 1 half of the day
GBPOU SO "Kamensk-Ural Pedagogical College"
Design for organizing routine moments in the first half of the day
according to PM.01 “Organization of activities aimed at strengthening the child’s health and physical development”
Matveeva Yulia Petrovna
specialty 44.02.01 Preschool education, group 23 b
Date of:
Preschool educational institution: MBDOU "Kindergarten No. 73"
Group:
Preparatory group
Educator:
Methodist:
Ezhova Irina Andreevna
Educational area
: “Physical development”, “Social and communicative development”.
Types of activities: communicative, gaming.
Forms of organization of activities:
individual, frontal
Planned result:
Children know how to take care of their appearance and know how to greet peers and adults.
Children analyze during a game situation
Children are active.
Children show a need for cleanliness and health
Children know verbs denoting actions when washing hands (roll up, soap, rinse, wipe)
Children know how to follow table manners (sit at the table, do not talk, eat over the plate).
Children demonstrate neatness
Goal: developing cultural and hygienic skills in children (washing hands after visiting the street, the ability to wash hands, use a towel), instilling neatness, the need for cleanliness and health during routine moments in the first half of the day.
| Tasks of the regime moment | Tasks taking into account the characteristics of the group’s students |
| Educational tasks: take care of your appearance, the ability to greet peers and adults, and encourage activity. Foster the need for cleanliness and health. Strengthen the ability to follow the rules of behavior at the table (sit at the table, do not talk, eat over the plate). Cultivate neatness Developmental tasks: Develop mental operations (analysis) during a game situation Training tasks: To develop the ability to distinguish and name personal hygiene items and their purpose. Foster the need for cleanliness and health. |
Principles of preschool education (FSES DO):
building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education;
assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;
creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations;
formation of cognitive interests and cognitive actions of the child in various types of activities;
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Progress of the game:
Q: This bear willingly lies on its side, back, or stomach. We need to ask him about this.
Children ask for a bear using the verb LYAG
By complicating the task, the teacher creates a new game situation with any other toy
Name it in one word
Goal: to teach to enrich objects with one word, to enrich vocabulary.
Material: pictures of a piano, violin, drum, saw, axe, plane, sewing machine, scissors, needles, etc.
