Notes of parent meetings in the second junior group lesson plan (junior group)
Summary of the parent meeting in the 2nd junior group “We are glad to meet you”
Goal: expanding contact between teachers and parents; modeling prospects for the new academic year; improving the pedagogical culture of parents.
Objectives: to acquaint parents with the tasks of the kindergarten for the new school year, with the group’s plans for the near future;
update the personal data of the families of the pupils;
teach parents to observe their child, study him, see successes and failures, and try to help him develop.
Determine available methods and forms of working with parents.
Progress of the meeting.
At the entrance to the group, everyone is given a booklet. They sit on chairs arranged in a circle.
1. Dear parents and grandparents of our children! We are very glad to see you at the first parent meeting, because we understand: without an alliance with children, without your support and help, raising them and creating a cozy and joyful environment for them in kindergarten is an impossible task. What should our union be like, what can we, adults, do for children to make their life in the group joyful and interesting? This will be discussed specifically at this meeting. But first, it’s not in vain that our meeting is called “We’re glad to meet you!” ", Let's get acquainted.
2. Training exercise “Glomerulus”
The teacher holds the ball in his hands and invites the parents to tell them a little about themselves, what they expect from the kindergarten, and what wishes they would like to voice to the teachers. First, the teachers talk about themselves, wrap a thread around their finger and pass it around. As a result, when the ball returns to the teacher, it becomes a vicious circle. Dear parents. Look, you and I are closely connected and solve the same problems. We are like a big family, we must act together. After all, we must not forget that the parent is the main educator, and the kindergarten was created to help parents.
3. Conversation about the rules for parents: bring children neat, pay bills on time, etc. (at the discretion of the teacher) Working with a newspaper.
4. The program provides solutions to the following tasks:
- Strengthen the ability to highlight color, shape, size; group objects according to several criteria: size, shape, color, distinguish between the concepts many, one, one at a time, none
-Develop the ability to see the common attribute of objects in a group (all balls are round, these are all red, these are all big, etc.), as well as correctly understand and answer the questions “Is it equal?”, “Which is more (less)?” ?; complete sentences.
-Compare objects of contrasting and identical sizes; compare objects by size (length, width, higher, lower, narrower, wider),
-Introduce geometric shapes: circle, square, triangle.
-Develop the ability to navigate the location of parts of your body and, in accordance with them, distinguish spatial directions from yourself: above - below, in front - behind (behind), right - left; distinguish between right and left hands.
-Learn to navigate contrasting parts of the day: day - night, morning.
-Continue to introduce children to objects in their immediate environment and their purpose. Develop the ability to determine the color, size, shape, weight (light, heavy) of objects; their location in relation to oneself (far, close, high).
-Introduce materials (wood, paper, fabric, clay) and their properties (strength, hardness, softness). (tea, table, kitchen utensils) and classify (dishes - clothing) familiar objects.
-Introduce theater through mini-plays and performances, as well as through games - dramatizations of works of children's literature.
-Introduce people to their immediate surroundings, street, store, clinic, hairdresser, as well as professions (doctor, policeman, salesperson, teacher).
-Introduce children to the environment and nature. We expand children's understanding of plants and animals, wild and domestic animals. Learn to watch birds and insects. We develop the ability to distinguish and name vegetables, fruits, and berries by appearance. We introduce some plants of the area: trees, flowering herbaceous plants (dandelion, coltsfoot). We introduce indoor plants (ficus, geranium).
-Introduce the characteristic features of successive seasons and the changes that occur in connection with this in the life and activities of adults and children.
-Continue to help children communicate with familiar adults and peers through instructions (ask, find out, offer help, thank, etc.), give children examples of how to address adults who have entered the group (“Say: “Please come in”,” “ Suggest: “Do you want to see...”, “Ask: “Did you like our drawings?”).
-Help children communicate kindly with each other. Teach children to listen to the teacher’s stories and share their impressions with teachers and parents. We encourage the desire to ask questions to the teacher and peers.
-Develop oral and dialogic speech, enrich and expand children's vocabulary. Clarify the names and purposes of items of clothing, shoes, hats, dishes, furniture, and types of transport.
-Develop fine motor skills of the hands, auditory perception, speech hearing. Develop the ability to clearly pronounce words and short phrases, speak calmly, with natural intonations.
-Improve children’s ability to coordinate adjectives with nouns in gender, number, case; use nouns with prepositions (in, on, under, for, about). Help to use singular and plural nouns in speech
-Remind children of the need to say “thank you”, “hello”, “goodbye”, “good night” (in the family, group)..
-To form an interest in reading familiar and beloved works of fiction by children. Develop the ability to listen to new fairy tales, stories, poems. Explain to children the actions of the characters and the consequences of these actions. We develop the ability, with the help of the teacher, to stage and dramatize small excerpts from folk tales.
-Teach children to recite nursery rhymes and short poems by heart. We regularly look at illustrations with our children.
-Improve the ability to correctly hold a pencil, felt-tip pen, brush, without straining your muscles or squeezing your fingers too tightly. Develop the ability to put paint on a brush. Reinforce the names of colors (red, blue, green, yellow, white, black), introduce shades (pink, blue, gray).
-Develop the ability to draw lines, strokes, spots, strokes (leaves are falling from the trees, it is raining, “snow, snow is spinning, the whole street is white,” “rain, rain, drip, drip, drip...”). Encourage children to depict simple objects , draw straight lines (short, long stripes, ribbons, paths, a fence, a checkered scarf, etc.). We develop the ability to arrange images throughout the sheet.
-Improve cultural and hygienic skills, develop the simplest skills of behavior while eating and washing. Teach children to take care of their appearance. Continue to develop the ability to use soap correctly, carefully wash your hands, face, ears; Wipe yourself dry after washing, hang the towel back, use a comb and a handkerchief.
-Develop basic table behavior skills: correctly use tablespoons, teaspoons, forks, and napkins; do not crumble bread, chew food with your mouth closed, do not talk with your mouth full,
-Develop children’s ability to distinguish and name sense organs (eyes, mouth, nose, ears). We give ideas about healthy and unhealthy foods; about vegetables and fruits, dairy products that are beneficial to human health.
-Introduce children to exercises that strengthen various organs and systems of the body and the need for hardening.
5 Selection of the parent committee. Your desire to help us raise and organize an interesting life for children makes it possible to hope that no one will be left behind. The parent committee helps us a lot with this. Selection of the parent committee
6. There are many ways of communication between educators and parents. We need parent meetings in order to solve important issues together. We will try to make them interesting, with creative tasks, so that everyone can learn something for themselves and apply their knowledge in practice.
For your convenience, we update articles monthly in the parents' corner, where you will find receipts, birthday greetings, poems that need to be repeated with children at home, as well as booklets with advice from kindergarten teachers. In conclusion I would like to say:
“Children are happiness created by our work!” and wish each other success in our difficult task.
Thank you for your attention.
Summary of the parent meeting in the 2nd junior group
“We can do a lot, we can do a lot!”
The topic of our meeting is “We can do a lot, we can do a lot” or “Cultivating independence in children of younger pre-school age.”
I would like to start our meeting with a question:
— Are there any changes in the development of independence of your child?
— Has he become different in a year?
- What's new?
(parents' statements)
Independence is a valuable quality that a person needs in life.
It is necessary to educate him from early childhood. By nature, children are active; very often they strive to perform various actions independently. And it is important for us, adults, to support them in this.
Often, each of us, in response to an offer to do something for a child or help him with something, had to hear “I myself!”
At this age, the child realizes himself as a separate person, with his own desires and characteristics. The child practically becomes independent: he can perform many actions without the help of an adult, and learns self-service skills.
Now let's look at the situation.
Situation for analysis
Three-year-old Ilyusha diligently puts on tights. Difficult task! Finally, after much effort, the tights are almost on, but inside out. The baby, of course, doesn’t notice this and continues to pull them on. The mother stops, as she says, “this aimless fuss,” and with a quick movement, without hiding her irritation, tries to pull on the child’s tights. The baby screams:
- By yourself, by yourself, by yourself!
The mother says sternly:
- Sit quietly and don’t be capricious! You don’t know how, but you shout “yourself.”
Questions:
- Did mom do the right thing? And why?
- Do similar situations happen to you?
- How do you get out of them?
Often, for various reasons - due to lack of time, lack of confidence in the child’s strengths - we strive to do everything for him ourselves.
- But are we really helping the child?
- How do you think?
- Can a small child be independent?
It is important to note that the child’s expression “I myself” manifests a desire for independence.
Trying to do everything for a child, adults cause him great harm, deprive him of independence, undermine his faith in his own strength, teach him to rely on others, children can grow up passive and lazy.
Example: A child tries to dress himself, but his mother does everything for him. He sighs heavily and says: “That’s what I wanted myself!”
Psychologists say: by the age of three, a child’s desire for independence and independence from an adult, both in actions and desires, sharply increases. He develops a strong desire to assert himself.
Under no circumstances should these aspirations be suppressed - this leads to complications in the relationship between the child and the adult.
The first of them is negativism, i.e. disobedience or unwillingness to follow the instructions of an adult, and the desire to do the opposite.
Then - stubbornness, the child will insist on his own simply because he demanded it.
Also, obstinacy or self-will may appear in the child’s behavior (the child wants to do everything himself, refusing the help of adults), phenomena such as rebellion against others are observed (conflict with others, constantly quarrels, behaves aggressively).
Thus, suppression of children's independence can have a serious negative impact on the development of the child's personality.
- Have you encountered similar manifestations?
- How did you get out of such situations?
Situation for analysis.
Having learned to clean up after himself after eating, Gena began to push the chair, but his leg caught on the table leg. Gena did not make any effort, he abandoned the small but necessary effort and immediately abandoned his intention. When his mother reminded him that he needed to push his chair in, the boy said tearfully: “It just doesn’t work!”
What actions should adults take?
So, children strive for independence.
What can they do independently in early preschool age?
Let's try together to determine a list of actions that our kids can perform.
(discussion with parents)
- Wash your hands by rolling up your sleeves; wash your face without splashing water; use soap correctly; do not wet clothes; Dry yourself with a towel, hang it in the designated place without being reminded.
- Dress and undress in a certain sequence: take off clothes, fold them, hang them, turn them right side out; put on clothes, unfasten buttons, fasten them, tie shoelaces.
- Notice the mess in your clothes and fix it yourself or seek help from an adult.
- Use a handkerchief, handkerchief, toilet in a timely manner.
- Drink from a cup; eat, chewing food well, with your mouth closed.
- Use a spoon, fork, and napkin correctly.
- Place toys, books, and building materials in a specific place.
Of course, the baby does not immediately acquire the necessary skills; he needs our help, creating the necessary conditions for the manifestation of independence, correctly guiding the children’s actions and be sure to praise, praise for the slightest manifestation of independence.
Summary of the parent meeting in the 2nd junior group “The game is not fun”
1. Introduction.
In order for our children to have a happy childhood, play should occupy the main place in their lives. In childhood, a child has a need to play. And it must be satisfied not because work takes time, fun takes an hour, but because while playing, the child learns and experiences life.
“Play permeates a child’s entire life. This is the norm even when the baby is doing something serious. He has a passion and it must be satisfied. Moreover, his entire life should be imbued with this game. His whole life is a game” A. S. Makarenko
Let's talk about the game today.
If you don’t play and don’t guide your child’s play at an early age, then he won’t develop the ability to play both independently and with other children.
At a young age, play becomes a means of development and education if it is built on meaningful communication with an adult. When playing with your daughter or son, remember that you cannot suppress the baby’s initiative. Play with him as equals. When playing, watch your speech: the even, calm tone of an equal playing partner instills in the child confidence that he is understood, his thoughts are shared, and they want to play with him. Therefore, you need to make it a rule: to get involved in your baby’s play several times a day, this encourages the child to take new actions.
What is a toy?
A toy is a specially designed item for children's games; it helps the child realize his plan and brings the game closer to reality. To imagine yourself as a mother, you need to have a daughter-doll in your hands that you can lay down, feed, dress, etc. The toy should be such that the child can actively act with it and expressively play out his role. It also happens that the most beautiful toy does not help to realize the intent of the game. Choosing the right toys is a serious matter. There are different types of toys for preschool children. (The story can be accompanied by a demonstration of both the toys themselves and their images). You can give a tour of the group room and show the toys in the play corner. These are plot or figurative toys-dolls, animal figures, furniture, dishes, and household items.
The central place is given to the doll. While playing, the child seems to animate the doll, talking to it, trusting it with his secrets and joys, and showing care for it. This group of toys also includes fairy-tale characters. Figurative toys also include those that depict animals and pets, among them the teddy bear beloved by children. Children feed them, bathe them, put them to bed, treat them, and go for walks with them.
Technical toys that are increasingly becoming part of life. These include: transport, construction kits, all kinds of technical units. Particularly popular among children are a variety of Lego construction sets that develop fine motor skills, spatial orientation, thinking, and creativity.
Fun toys, funny figures of animals, animals, people, for example a bunny playing a drum, or a cook preparing scrambled eggs. They are based on movement, surprise, unexpectedness. Their purpose is to amuse children, cause laughter, empathy, joy, and cultivate a sense of humor.
Masquerade - Christmas tree decorations are associated with the New Year celebration. They resemble in some way this or that character (tail, beak, ears), but this is enough for children to play and live in the character.
Sports and motor toys that help increase children's motor activity, develop coordination of movements, and spatial orientation.
Theatrical toys are figurative in content, but have a special purpose - they serve the purposes of aesthetic education, speech development, and imagination. These include, for example, Parsley, bibabo dolls (or the so-called glove doll, which is made in the form of a mitten and decorated with fabric, beads, and ribbons. It is put on the hand so that one finger holds the doll’s head, and the other holds the hands).
Musical toys - rattles, bells, rattles, pipes, bells, toy flutes, balalaikas and other musical instruments.
Didactic toys - with the help of which children are introduced to various concepts: shape, color, size, etc. These include multi-colored inserts, tags, nesting dolls, mosaics, puzzle toys, jigsaw puzzles, lotto, etc. They teach children the necessary qualities - concentration, perseverance, determination, ability to get things done, and also contribute to the development of fine motor skills. Construction toys - consisting of geometric bodies. Among them there are large-sized ones, such as scooters, children's pedal cars, tractors, etc.
Discussion about the dangers and benefits of modern toys
Games and toys are specific media. Since they record the main trends in influencing the consciousness and behavior of a person, methods and means of his education. The media (mass information system) is built on the principles of play (are modern newspapers with crosswords and puzzles not toys?). How many games are there on television?! A toy is the same carrier of information for a child as a newspaper is for an adult.
Because a toy is not only an accompaniment to the game, but also a means of education, entertainment and even treatment. I would like to know your opinion: are modern toys like this? Parents are offered various toys (matryoshka, Barbie, set of animals, Teletubby, pyramid, construction set, etc.). You need to divide a sheet of paper in half and consider the pros and cons of any toy of your choice. Then the usefulness, uselessness or harm of this toy is clarified collectively.
Toy selection criteria
Parents are invited to develop criteria for choosing a toy. For example: Compliance of the toy with the interests of the child himself. (The interests of an adult and a child very often do not coincide: many adults are attracted by external beauty, price, complexity of details or the described developmental value, while children have other priorities: does she look like her favorite fairy-tale character, does a friend have the same).
The ability to do anything with it is the main advantage of the toy (disassemble and assemble, fold, make sounds).
A variety of forms of child activity: the more complete the toy, the less scope for creativity (balls, building materials can keep children occupied for a long time).
Game actions should be independent (riddle toys and puzzle toys that themselves suggest the method of action: nesting dolls, pyramids). Aesthetic aspect (the toy should evoke humane feelings; the toy must not contain qualities that stimulate antisocial actions and feelings: violence, cruelty, aggression).
Stories from parents from the experience of family education
“Family games in the family”, “Leisure in the family”
4. Game-task
I propose an unusual task: remember your family evenings and give them self-assessment. If you do as told, then you place a red chip, not always yellow, never blue.
- Every evening I spend time playing with the children.
- I talk about my games as a child
- If a toy is broken, I repair it together with the child.
- Having bought a toy for a child, I explain how to play with it and show different options for the game.
- Listening to a child's stories about games and toys in kindergarten
- I don’t punish a child with games, toys, etc. I don’t deprive him of games or toys for a while
- I often give my child a game or toy.
- Generalization: If there are more red chips on your table, then the game is always present in your house. You play as equals with your child. Your baby is active, inquisitive, loves to play with you, because play is the most interesting thing in a child’s life
Summary of entertainment for children of the second junior group with the participation of parents “Sports family”
MADO "Municipal Autonomous Preschool Educational Institution" No. 35
Apatity, Murmansk region
Summary of entertainment for children of the second junior group with the participation of parents
"Sport family"
Prepared by: Martynova S.A.
Shkodina N.G.
Educators of MADOU No. 35
Goal: Promoting a healthy lifestyle. Involving the family in physical education.
Tasks:
-Increase the interest of children and parents in physical education and health promotion.
-Develop a sense of mutual assistance and joint motor and play activities.
-Call joy in joint activities.
Ved. Hello - it means good afternoon, it means be healthy and happy, it means be in a good mood. Let your fatigue, and maybe sadness, be replaced by a good mood. Today we have gathered to get a boost of energy, share the warmth of family, and warm the souls and hearts of children.
- Let's start the fun - There will be games, there will be laughter and fun, and fun has been prepared for everyone. (appearance of the hero who will drive the locomotive.)
Presenter: We have to travel on a train, which will stop at different stations, and I will be the driver. Each station has its own name and everyone passing through one or another station must complete the proposed tasks - only then can they move on. So, attention, our train is leaving, passengers are requested to take their seats. Go. (The music “Locomotive from Romashkovo” plays.)
Host: Is everyone here? Is everyone healthy? Are you all ready to run and jump? Then let's start a fun workout. Warm up with music in the background. Tilts of the head and torso. Squats, swing your legs forward, to the side. Arm rotation, walking jumps.
Character: You did an excellent job with the warm-up - we can move on. Go! Attention, attention, our train is arriving at the Sportivnaya station.
Presenter . Now we have fun competitions waiting for us. I suggest dividing into 2 teams. The first team "Strong". The second team is “Daredevils”. Before you start, guess the riddle: -If you hit the wall, I’ll jump, if you throw it on the ground, I’ll jump, I fly from palm to palm, I don’t want to lie still. That's right - it's a ball.
1. Our first relay race “My funny ringing ball”. Children run to the blocks and back with the ball in their hands and hand them over to their parents, and the parents roll the ball back and forth across the floor with their hands.
2. Competition “Unload the car and build a town” Parents and children must together move the blocks on a large truck from one place to another and build a town, passing the baton to the next pair.
3. Competition “Funny Centipedes” or “The Friendliest Team” The first pair of participants, parents and children, run to the pin and come back, take the next pair by the hand and run to the pin, and so on until the whole team is in the chain.
4. Accurate hit. The parent holds the basin, and the child must throw the basin and hit it.
5. “Flag in a hoop.” (each participant has a flag) You need to run to the hoop, put the flag in it and return to the team.
6. "Obstacle course" . (children participate, parents insure them). There is a narrow path on the way, carefully walk along it (walking on a gymnastics bench). Then we crawl under the prickly spruce branches (climb under an arc). There is a stream with ice water ahead, let's jump over it so as not to get our feet wet (jumping over 2 ribbons).
7. “Game with a traffic light (music plays). Red flag - standing. Yellow - squat and clap. Green - running.
8. Strongman competition. Parents carry the child standing on his feet to the landmark, back and forth.
Presenter: Well done to our teams, strong, skillful, friendly, cheerful, fast and brave. And now we will play the game “Carousel”. The players stand in a circle. There is a rope on the ground forming a ring. The players pick it up from the ground and, holding it with their right hand, walk in a circle with the words: Barely, barely, barely, the carousel started spinning, and then around and around they kept running, running, running. (children move at a pace as after the words run - run.) At the leader’s command “Turn”, they quickly take the rope with the other hand and run in the opposite direction. Hush, hush, don’t rush, stop the carousel, once and twice, once and twice, the game is over! (the movement of the carousel slows down and stops with the last words).
Host: Our little train is moving on. Go. Attention attention. The next station “Syurpriznaya” is the final one. To the music, all participants are given inflatable balloons. Balloon fireworks.
Host: On this joyful note, our gaming journey ends. We wish continued success to moms and dads. Let your family starts be memorable. May all your wishes come true, and may physical education become your home. Health, joy, fun. Tireless optimism, good luck.
