"Implementation of a model of personality-oriented interaction between a teacher and children"
For more than 20 years, I, Kuzeikina Nina Lionidovna, have worked as a teacher primary school ssh. No. 14. Since 1992 I worked as a grade 1 teacher at MDO No. 50. Therefore, the problem of continuity between additional institution and school me is very close.
Some traditions in establishing successive ties have been exposed between the school and MDO.
A year before the child enters school, the school management determines the teacher to whom the children will go in September to the 1st grade. During school year teachers get to know their future first-graders by visiting different regime moments, open events, classes. They watch children, communicate with them in free independent activity. At the same time, I help children to establish contact with their future school teacher.
Excursions to the school leave a particularly joyful impression on children. When visiting the school, the head teacher and the teacher introduced the children to the school premises: a classroom, a music room, a gym, a library.
The teacher told the children about the conditions of study at school, about the traditions school life.
The children had many impressions from visiting the school library.
The librarian told them what a library is, what it is for, showed colorful children's literature.
Also the kids loved it gym where they can engage in various sports sections. After the tour, the children were asked to draw a picture of the school and what they liked most about it.
Above it was indicated about school attendance by our preschool children. There they were invited to the class, given the opportunity to sit at the lesson at the school desk. They felt grown up, because the teacher treated them the same way as with the students. With such communication of children with the school, they get used to holding a working position until the end of the lesson in the garden, better orient themselves in joint activities. And most importantly, the preschooler begins to understand the position of the student.
In our kindergarten meetings of kindergarten graduates with future first-graders are held. These meetings were held in the form of "Merry Starts", where both children of the preparatory group and graduates took part, i.e. schoolchildren of our school №14. As a rule, such events are held during the school holidays. Here, former preschool children can once again remember their preschool childhood, see the teacher, play in their group, work out in the art studio, in the gym. And most importantly, to feel that they are remembered in kindergarten, or welcome, they are loved here, they are interested in their successes and difficulties, and not only school, but also personal. Therefore, our graduates come to kindergarten with a desire, and our preschoolers are happy to meet their grown-up friends, freely communicate with them, provide support, join in joint games and activities. And even 10 years after studying at school, our graduates visit their native kindergarten with pleasure. There are many such parents in our kindergarten who attended our kindergarten themselves, and now they bring their children here.
We believe that a means of preventing difficulties school adaptation is the joint participation of first-graders and children of the preparatory group for school in various holidays, entertainment, games - competitions, relay races. We involve parents in these activities. Here, parents have the opportunity to try new options for their behavior in relations with a child, to whom, as a rule, they do not turn to in everyday life.
In my group, I practice holding open classes to which parents and teachers of future first-graders are invited. In turn, I go to school very often and keep in touch with the teachers of those children who are already studying there. Such trusting relationships make it possible to diagnose the readiness of 6-7-year-old children for school without rigorous testing of graduates during the admission of children to school.
Very effective tool succession is joint meetings, pedagogical councils, round tables with the participation of teachers, educators and parents.
For enhanced succession cooperation between our MDOU and high school No. 14 is being compiled special plan holding events.
In order to prepare children for school, I conduct games to adapt the child.
Game "Mirror"
This game must be played individually with the child. The child looks into the "mirror", the role of which is played by the educator and repeats all his movements and gestures.
Movements and gestures should be positive: "I am strong", "I am smart", "I am good", etc.
This game is very useful for insecure children. It helps the child to open up, feel more free, relaxed, and also see himself as if from the outside.
Game "School"
For this game, you need to use illustrations with images of the school "Why are you going to school?" the teacher asks a question.
In this game, it is important to find out the child's educational orientation in a positive sense, the child's interest in school life, the reasons for not wanting to go to school.
Game "Collect a portfolio"
Motivation is analyzed here. learning activities. What accessories got into the child's briefcase. If school supplies, then the motivation for learning activities is stable. If gaming - unstable.
Game "School"
Before the children, drawings with images of the school: dilapidated house, broken windows, doors; teremok with the image of toys; beautiful building.
If a child chooses a dilapidated house, there is no desire to go to school.
Teremok with toys - lack of motives for educational activities.
The building with the image of the school is a learning motif.
Days are also held in our child development center open doors For school teachers and parents.
The purpose of such an event: to promote emotional disposition between the participants, the emergence of trust; give parents and teachers the experience of playing interaction with each other.
Conducted classes on wild and domestic animals. The classes were attended by parents, school teachers, kindergarten methodologist.
I think it is very important to carry out such joint activities, as a "Round Table", where a personal contact is established between the school and our preschool institutions. They contribute to the formation of children's readiness for school, are solved easy questions child adaptation.
Topics " round table" were these:
speeches by the methodologist and the head teacher of the school on the interaction between the kindergarten and the school in shaping the child's readiness for school;
game exercises with the participation of teachers, educators and parents on the topic: What does the child want and expect from parents and teachers, preparing to become a first grader;
mutual fantasies of teachers, educators and parents as communication partners;
competition of children's drawings and drawings of parents "How I imagine myself (my child) at school.
The purpose of such a competition is how the child and parents perceive school prospects. When analyzing the drawings, the following questions were discussed: social role gets a child in the drawings of adults? What does the child see his life prospects? Does he want to be a student?
Thus, by conducting such activities, a close relationship is established not only between the school and the preschool institution, but also not last role our parents play in the succession.
But along with the positive that was carried out on the issue of continuity between preschool institutions by the school, I believe that it is necessary to radically revise the program for educating and educating children in kindergarten. As an educator, I am satisfied this program, according to which our child development center works, but as a teacher, I can say that children, going to school, duplicate the kindergarten program and the child is not interested in studying at school. I believe that the program of education and training should be chosen together with the primary school teacher. So, for example, in mathematics in kindergarten in preparatory group children learn numbers from 1 to 20 and their composition. And this is a first class program.
Yes, the Origins program is very interesting. But taking this program as a basis, I think that on the basis of our child development center it would be nice to create a pro-gymnasium where we, educators, could establish a closer relationship with initial education child and to establish a closer relationship in the continuity of the upbringing and education of children.
Based on the above, we can say that the problem of continuity between the preschool institution and the school, although being solved, remains relevant.
The study confirmed that the effectiveness of succession is due to the content of a variety of children's activities, the alternation of its types. The basis of the child's personal culture depends on how pedagogically correctly the types of activities are used.
The main link in the transition of the child to school is play activity. The priority of games creates the most favorable conditions for education personal qualities And individual manifestations child. Age features, the specifics of teaching and educating first-graders justifies the inclusion in their activities various games. However, the realization of the child's capabilities, the satisfaction of his needs for vigorous activity in the surrounding world involves the enrichment of the content of not only games, but also a variety of other types of children's activities.
Very an important factor successful implementation of the succession of parenting is the use of diagnostics in preschool and in primary school. Diagnostics of upbringing of children enables teachers to apply methodological techniques, taking into account the levels of upbringing of children, to create conditions for a complete personal growth child, to stimulate the development of his moral qualities.
Victoria Sakharova
Abstract of a drawing lesson in the preparatory group " Late fall»
Tasks:
arouse children's interest in late autumn, to develop the ability to be emotionally distracted by the mood of sadness, sadness, conveyed in poetry. Arouse the desire to express this state with the help of color in a landscape drawing; learn how to work with a palette color scheme, get gray deaf, soft tones. To consolidate the skills of depicting trees and bushes without leaves.
Development environment:
a series of paintings " Autumn", album sheets, gouache, palette, brushes of different sizes, water, napkins.
preliminary work:
talk about late autumn, its signs, looking at pictures, memorizing poems, observing on walks.
Course progress.
Guys, listen to a poem by A. Pleshcheev and think about what autumn season the author says:
Boring picture!
Clouds without end.
The rain is pouring down
Puddles on the porch.
stunted rowan
Wet under the window
Looks village
Gray spot.
Are you happy with this picture? drawn by the poet?
Here's how different it is autumn! Either bright, elegant, or quiet, sad, gray. Today we will draw this autumn. what colors do you need for this - warm, bright or cold, gray?
Look at the painting late autumn. What color is the sky? - And what are the trees?
Now I will tell you how to get these soft colors. You have palettes on your tables, on such palettes artists make paints. And you will do it. To obtain gray paint you need to add a little black paint to the white. If you will be draw clouds then take blue paint and add some black and white paint to it, stir them on the palette. grass color late autumn also lost its brightness - it is brown. Take green paint and add a little yellow and brown to it - you get a brown color.
So, first you need to make desired paint on the palette, and then draw it on a sheet. Think about your painting and get to work.
After graduation drawing works are displayed for viewing.
Elena Razgildeeva
Abstract of the GCD for drawing in the preparatory group "Autumn Landscape"
Abstract GCD for artistic and aesthetic development (drawing) V preparatory group« Autumn landscape»
Subject: « Autumn landscape»
Target: Formation in children of aesthetic ideas about the features of composition autumn landscape
Tasks: To teach children to convey in the drawing the structure of a tree - a trunk (with a brush, branches of different lengths. To consolidate skills drawing foliage with a vertical stroke (method of sticking). Introduce children to how to mix colors in an image autumn landscape;
Develop fine motor skills, Creative skills, mental activity, memory, coherent speech, imagination;
Bring up positive attitude to nature.
Materials for the lesson. - White list A2 paper (for sample, - A4 sheets for children, - easels, - thin brush, paint brush, - wet wipes, water, - palettes, - gouache (yellow, red, green blue, white, brown, wipes for wetting the brush
Methodological techniques:
Show and explanation of the educator, - musical accompaniment, questions for children, - a reminder of technology drawing, - observation of the work of children, advice, - listening to the music of P. Tchaikovsky, - examining the work of children, - analysis of the work of children and the educator.
Activity progress
Morning circle.
(children play in areas of interest, a short bell chime sounds, children collect toys. A long bell chime sounds - children go to the teacher and settle down on the palace in a circle)
In the morning we go to the yard
Leaves fall like rain
Rustle underfoot
And fly, fly, fly...
At what time of the year does this natural phenomenon occur? What is it called? (leaf fall)
Why do these phenomena occur in nature? Guys, you should have picked up information about this at home. Who will tell us what information prepared.
1 child: why leaves change color with the onset autumn?
2 child: Why do yellowed leaves fall off?
About the changes that have taken place in nature with the onset autumn
tell us in a poem Angelina:
reads a poem.
Artist- Autumn paints the landscape,
He takes a simple pencil in his hands,
Brings them gently rain and wind,
And the heat from the burning miracle of the fire.
September with her in a pair paints a picture,
Puts her mushrooms and nuts in a basket
Foliage covers the fields and meadows,
And drives all the birds to those shores.
Artist- Autumn finished outline,
She imagined that she was Aivazovsky,
And she exchanged her pencil for a brush,
So that rich colors flow like a sea.
Guys, what does the Artist draw in this poem - Autumn(scenery)
What's happened scenery(children's guesses) (Landscape is pictures depicting nature.)
Who draws landscapes? (artists- landscape painters)
Guys, look at how many pictures, how to determine which ones are depicted scenery, you will help? (children choose pictures with an image landscape)
Tell me, guys, what season is shown in the pictures? (autumn) . How did you guess? (the artist uses yellow, red, brown, orange, green colors). What colors are more? (yellow, orange, brown). Let's look at the pictures. What can you say about how the artist placed certain elements in his drawing? landscape? Why are the trees big here and small here? (because these trees are close to us, and these are far away) How else are they different? drawing branches, leaves, and in the distance one spot, trees drawn near are drawn at the bottom of the sheet, but the trees in the distance are drawn higher and smaller).
What is she autumn? (children's guesses)
Guys, do you like autumn? How? (children's answers)
For example, I like to walk on fallen leaves, as if on a golden carpet. Is not it, very beautiful in autumn? As if good wizard painted everything around with bright colors.
Guys, it's over soon. autumn will come, what season? How can we keep the beauty autumn nature ? What can we do to make our work look like autumn? You don't want to be a little wizard and draw an autumn landscape. Do you agree? Where can we find the right drawing materials. (in art studio). Then we go to the creative workshop.
Guys, take your seats at the easels.
Guys, see if everything is necessary for drawing an autumn landscape. Come and choose desired colors gouache for drawing an autumn landscape.
Explanation of how to get the job done.
In order to avoid duplicate drawings, the display is made on a wallpaper sheet, the elements are shown by the teacher not in overall composition, but as separate elements)
First we need to define the horizon line. What is it for, what do we separate with this line? (we distinguish between where the sky will be, and where the earth)(this is the imaginary line where it seems that the earth connects with the sky (draws) . To do this, we take a brush and draw a line. Now we are drawing the sky. To do this, we take a paint brush, dip it in white paint and wipe it on a sheet of paper, add two more colors of your choice, depending on what you want to depict the sky. For example, yellow and blue, or you can add pink or purple, and quickly smear it with a damp cloth without letting the paint dry, the sky is ready. Next, we tint the lower part of the sheet, depict the grass, take yellow paint, then green, you can add brown and also rub with a damp cloth.
In order to draw a background, we need a wide brush and two, three colors. We will pick them up on the brush at the same time, a little yellow, a little green and a little blue, and using the method of priming, along the horizon, we move with you with a brush, then up, then down. To make the forest look like a real one, we wipe it a little with a damp cloth along the bottom strip of the forest. The distant plan is ready. In order to draw we will take the trunk of a tree with a medium brush, pick up two colors, which we will depict the bark of a tree and with light movements, laid-back, we place the hairs towards us, the brush creeps and thus the branches are not parallel to the ground. What colors can be used for birch trunk drawing? The tree remains to be supplemented with a crown, in the same way we pick up two colors at once, for example, yellow and green, or we can add a little orange. In order to draw we also pick up a shrub in several shades, for example, white, yellow, orange or yellow, orange and green, and put prints around the birch. We are left with draw twigs, we collect two colors, for example brown and black, and with light vertical strokes we designate twigs. We supplement with a few strokes, denoting the grass. You can add trees in the middle ground. Here they will be slightly smaller than the trees in the foreground.
Before proceeding to drawing needs to prepare our fingers who will conduct finger gymnastics.
Independent work of children.
Children come to the tables where various pictorial materials and get to work.
(musical accompaniment of the process drawing P. I. Tchaikovsky « autumn song» from the cycle "Seasons".)
Final part. Work analysis.
Now guys, let's review your work.
See who has the brightest autumn turned out? The darkest, gloomiest sky? Most cloudy scenery? Who drew a lot of trees? Who painted most beautiful tree
It was possible to transfer the image autumn landscape?
What will we do with our work? (make an exhibition)
What is the name of the exhibition? (children's suggestions)
Thank you guys for the work, it was very interesting with you
Drawing an autumn landscape for preschoolers. Theme: "Autumn landscapes"
Sredina Olga Stanislavovna, educator, MDOU No. 1 "Bear cub", Yuryuzan, Chelyabinsk region.
Master class for educators.
Target: Acquaintance with difficult topic, showing several options for drawings.
Materials:
Option 1: watercolor, gouache, ("dry brush")
Option 2: paper, felt-tip pens
Option 3: pastel, gouache
Option 4: wax crayons, watercolor, PVA glue, colored paper(pieces).
Description:
The laws of perspective for senior preschoolers - preparatory groups can be shown in an accessible form using the example of drawing autumn landscapes with a plowed field. (This material can also be used for younger students).
To begin with, we look at photographs and manuals on the topic “Closer - further”, in which we study the same object, taken from afar and close. Cow, car, train, man, house, flower, butterfly painted by the artist or taken by the photographer in different angles on the sheets they seem to us of different sizes, but in fact their size does not change.
To consolidate this concept, we connect motor skills and, pronouncing the phrase "Closer - more, further - less", we show with our hands the approach, removal and resizing.
The next stage is acquaintance with the concept of "Horizon Line". Looking at landscapes, we learn to find the line where heaven and earth meet, determine the low, high and middle horizon lines.
1 Low horizon line
Practical work begins with drawing the horizon line. It is held below the middle of the sheet. Then we lower the vertical line to the edge of the sheet and draw straight lines from the same point to the bottom corners of the sheet. The most difficult stage has been passed. Now you need to draw a lot of straight, non-intersecting lines from the same point to get a plowed field. When the children complete the “plowing” phase, there are many enthusiastic exclamations: “Wow! How did it really work!”
Now we remember the concept "Closer - more, further - less" and draw the silhouettes of fir trees near and far. The location and number of trees may be different than in the drawing of the teacher.
An addition can be distant mountains, the sun, clouds, flying birds ...
2 High skyline
Draw a high horizon line (above the middle of the sheet). We carry out the necessary constructions. First, we draw a vertical line from the middle of the horizon line to the bottom edge of the sheet. From the same point we draw straight lines to the lower corners of the sheet. We supplement the drawing of the field with a "fan" of lines. We plow the field. Then we imagine that we are standing on one side of the field, under a tall tree, and on the other side of the field, the same trees grow, but they seem to us ... (what?) small. We depict first the trunks, and then the branches of the trees. If desired, we supplement the landscape in the foreground with a bush, an anthill, a stump. We draw the sun, clouds, abandoned nests, flying birds.
3 Middle horizon line
We spend two vertical lines, depicting the trunk of an old birch. We draw them by moving the tree to the left away from the middle of the sheet. To the left and to the right of the trunk, draw the middle line of the horizon. We draw the bark of a tree.
The plowed field will be visible to us to the left and to the right of the birch. We draw fan lines on each side.
Birch branches lean towards the ground. Draw thin branches. You can supplement the drawing with the setting sun, a hollow, bushes, stumps, anthills.
SECOND OPTION OF WORK (IN COLOR)
In this case, a drawing made not with felt-tip pens, but with pencils or wax crayons, painted with watercolor or gouache. Leaves can be drawn on or glued to PVA
CHILDREN'S WORKS
"Already the sky was breathing in the autumn..."
Goals: Expand children's understanding of characteristics autumn; learn to find them in nature; clarifying ideas about the changes that occur in autumn in the life of plants; continue to learn to distinguish some trees; bring up cognitive interest, caring and attitude to nature, sensitivity to the perception of the beauty of the autumn landscape. To cultivate imagination, attention and memory, a friendly attitude towards their peers, a desire to play together;To teach children to convey impressions of autumn in a drawing; independently and creatively reflect their ideas about beautiful natural phenomena different figuratively expressive means. Develop a sense of color, the ability to successfully place an image on a sheet. Practice drawing with gouache (rinse the brush well, dry it, pick up paint on the brush as needed). Cultivate an aesthetic attitude towards nature. Generate interest in artistic creativity. Continue to teach to convey objects, phenomena of the world through drawing.
Region Integration:Communication, Sensory development, Health, Socialization, Artistic creativity.
Preliminary work:
- Conversations about autumn;
- Reading works of art: “Leaf Fall” by I. Sokolov-Mikitov, “Forest in Autumn” by A. Tvardovsky, poems about autumn by A. S. Pushkin, A. Pleshcheev, A. I. Bunin;
- Learning poems and sayings about autumn;
- Singing songs about autumn and listening to music;
- Examination of illustrations and photographs depicting autumn nature;
- Drawing in the classroom for fine arts activities and independent artistic activity various trees;
- Working with plasticine and applying to the base (plasticineography);
- Tree watching on a walk
- Crafts from natural material;
- Preparation of a birch trunk from white plasticine.
Materials and equipment:
- Illustrations depicting a mixed forest.
- Gouache, tinted sheets of paper, brushes, water cups, napkins.
- Hedgehog puppet from the puppet theater.
- Recording piece of music P.I. Tchaikovsky cycle "The Seasons" (October).
Lesson progress
Educator: Today we have unusual occupation. Come in and sit on the chairs. Hear how beautiful the music sounds. What words can you find for this music? (thoughtful, bright, wonderful) And what season does it remind you of? (autumn)
Listening (music playing)
caregiver : Guys, let's remember what time of year it is? (autumn)
And what autumn months You know? (September October November)
What is autumn like? (early, late, golden)
What autumn is now? (late)
And let's remember the signs of late autumn. Answer complete sentences. Birds fly to warmer climes. It often rains, it's cloudy, it's cold. People wear warm clothes (boots, jackets, hats). Leaves are falling from the trees - leaf fall has begun. What are the leaves like? (yellow, red, orange, brown). Harvests are harvested in gardens and orchards in autumn.
Educator: Well done guys, remember everything. Let's now close our eyes and imagine that we are in a fabulous autumn forest (music sounds)
surprise moment
There is a knock: Knock-knock-knock!
(the teacher puts a puppet hedgehog on his hand)
Educator: Hello! Guys who came to visit us like this?
Hedgehog: Hello guys! I am a hedgehog. I live in the forest and guard it. I've been waiting for you for a long time, I'm bored in the forest, I want to play with you, come to this clearing.
caregiver : With pleasure. You know, hedgehog, so that it would not be boring to go to the clearing, the guys know a lot different movements. And yes, you need to loosen up.
Fizkultminutka.
Suddenly clouds covered the sky(Children stand on their toes, raise their crossed arms.
It started to rain prickly.They jump on their toes, holding their hands on their belts.
For a long time the rain will cry
Dissolves slush everywhere. They squat, keeping their hands on their belts.
Mud and puddles on the roadThey walk in a circle, raising their knees high.).
Raise your legs up.
Hedgehog: Sit down (children sit on the rug). There are many trees in my forest. Do you know what they are called?
Name the trees game
Hedgehog: How are trees similar? (all trees have a trunk, root, branches)
And how do they differ from each other? (Some trees have leaves, they are called deciduous, while others have coniferous needles, and they also differ in the color of the bark (birch).
Hedgehog: Guys, do you like to solve riddles? I've got a few in here.
Puzzles
1. There was a pillow with needles lying between the trees.
She lay quietly, then suddenly ran away. (hedgehog)
2.
Someone on a branch ate a bump and threw scraps down.
Who deftly jumps along the Christmas trees and flies up to the oaks?
Who hides nuts in a hollow, dries mushrooms for the winter? (squirrel)
3.
He sleeps in a lair in winter under a huge pine tree.
And when spring comes, wakes up from sleep. (bear)
4.
Guess what kind of hat, a whole armful of fur.
Does the hat run in the forest, does it gnaw at the bark near the trunks? (hare)
Hedgehog: Well done boys! You know all the animals in the forest. I enjoyed playing with you.
Educator: hedgehog, it's autumn in the forest now, let's show the guys how artists depict autumn. Guys, let's look at reproductions of paintings about autumn
Examining reproductions.
This work is called " Golden autumn". See how the artist has depicted the beauty of nature. What colors did he use? (Yellow, blue, etc.) Notice how the details of the image are arranged: in the foreground, the trees and the river are depicted larger and more distinct than what we see in the background. We also understand that this is a sunny day, because. a shadow falls from the trees, the sky is clear. But in another picture we see a completely different autumn. The trees are almost bare, the rain is drizzling, the wind is blowing. Grey sky. Here is such a different artist saw and showed us autumn. And today we will also be artists and we will also “paint pictures”. Yes, yes, it is to write, not to draw. After all, it is correct to say “paint pictures”.
Org. Moment. Music sounds.
Guys, can you hear the music of P.I. Tchaikovsky "The Seasons" What mood does this music convey: cheerful, sad, thoughtful, etc.?
With the help of music, the composer gave us his autumn mood. But Alexander Sergeevich Pushkin was very fond of this time of year and wrote many poems about it. Here listen:
Already the sky was breathing in autumn,
The sun shone less often.
The day was getting shorter.
Forests mysterious canopy
She stripped naked with a sad noise.
Noisy geese caravan
Pulled south. was approaching
Pretty boring time.
November was already at the yard ...
What is the nature of this poem? (children's answers)
Conversation after reading.
What season is this poem talking about? (About autumn)
What period of autumn is being referred to here (Late autumn)
Find words that support your opinion.
(A rather boring time was approaching; November was already at the yard).
Which month is late autumn? (November)
What is another period of autumn? (Early)
Which months are early autumn? (September October)
What signs of autumn does the poet mention?
How do you understand the words
“Forests, the mysterious canopy was exposed with a sad noise ...”
(Leaves fly around from trees, and it becomes sad and sad).
What does the word caravan mean?
(Moving string - one after the other)
Who moved the caravan? (geese)
Where were they moving? (flying south)
What other birds fly south for the winter? Why south?
The guys, but not only composers and writers, dedicated their works to autumn, but also famous artists painted pictures depicting the beauty of this season. Let's draw a late autumn.
Practical work.
We take our places. Before starting work, think a little about what exactly you want to depict on your sheet of paper, how you will arrange your idea. What paints do you need. If you need to mix colors to get other shades, you have a palette.
Children draw.
Review of works.
At the end of the work, the drawings are hung on the stand, the children examine them, evaluate them, and share their impressions.
