Parent meeting in the middle group "what they learned during the school year. Organization of summer holidays." Parent meeting in the middle group on the topic "Do you know your child?"
Synopsis of the parent meeting in the middle group No. 5 "Pinocchio"
on the topic "Age characteristics of children 4-5 years old"
The date of the: October 10, 2014
Target:
Expanding contact between educators and parents;
Improving the pedagogical culture of parents;
Educate parents about the average age of children and their distinctive
features.
Implementation plan
The course of the parent meeting
1. Introductory part.
Good evening dear parents! Today we will talk about how our children have changed and what is typical for their age.
The children were 4 years old, they moved to the middle group of the kindergarten. And we, as educators, began to notice in their behavior and activities a number of new features that manifest themselves in physical development. Children's movements became more confident and varied. In case of restriction of active motor activity, they quickly become overexcited, become naughty, capricious. Therefore, at this age it is necessary to establish a reasonable motor regime, filling the life of children with a variety of outdoor games. If you notice that your child is overexcited, switch his attention to a quieter activity. At this age, children actively communicate with peers. Children willingly cooperate with adults in practical matters, more actively strive for knowledge, intellectual communication. At the level of cognitive communication, children experience an acute need for a respectful attitude from an adult. Children 4-5 years old show a clear interest in the game. The game becomes more complicated in terms of content, the number of roles and role-playing dialogues. The game continues to be the main form of organization of children's lives. The teacher gives preference to the game construction of the entire lifestyle of preschoolers. The task of the educator is to create opportunities for variable play activities through an appropriate subject-developing environment: a variety of toys, substitute items, materials for play creativity, rational placement of play equipment. A remarkable feature of children is fantasizing, they often confuse fiction and reality. Children's vocabulary increases to 2000 words or more. In a conversation, the child begins to use complex phrases and sentences. Children love to play with words, they are attracted to rhymes, the simplest of which children easily remember and compose similar ones.
Each child develops differently, each has its own path and pace of development. But still there is something in common that allows us to characterize children, their age characteristics. The age of 4-5 years is rightly called the average preschool. Closer to the age of 5, children begin to show features characteristic of middle-aged preschoolers: some arbitrariness of mental processes, the growth of cognitive interests and independence, attempts to explain the interesting phenomena of the surrounding life. Curiosity, the need for independence and activity, first of all, have a beneficial effect on the psyche and behavior. At the same time, instability of mood, attention, emotional vulnerability, concreteness and imagery of thinking, passion for play and game situations bring children of the fifth year of life closer to younger preschoolers.
It is very important in education to take into account the individual characteristics of the child. They are due to the type of nervous system.
MAIN OBJECTIVES OF WORK FOR THE 2014-2015 ACADEMIC YEAR: Usually in our kindergarten three main areas of more extended work for the academic year are developed:
Education in preschool children of a respectful attitude towards the professional activities of adults with the help of a role-playing game; (expanding children's knowledge about professions with the help of a role-playing game).
Development of motivation for a healthy lifestyle among preschoolers through the interaction of kindergarten and family; (you see that these tasks imply joint activities on healthy lifestyles)
Formation of patriotic ideas in children through project activities. (Project activities involve working not only with children, but also interacting with parents).
I would also like to introduce you to the training program and regime moments.
The main program according to which our kindergarten works is the program "From Birth to School" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva.
This is a modern variable program, which comprehensively presents all the main content lines of upbringing, education and development of a child from birth to 7 years.
This program is an innovative general educational program document for preschool institutions, prepared taking into account the latest achievements in science and practice of domestic and foreign preschool education and developed in accordance with federal state requirements. Program " "Being a modern innovative product, it maintains the best traditions of national education and in many areas maintains continuity with respect to the most popular Program of the last decade -"The program of education and training in kindergarten "Edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.
Main goals:
All-round development of the child.
· Adaptation in the children's team.
· Preparing for school.
Basic principles:
· Individual approach to each child.
· Training and development in conditions of psychological comfort.
The most complete disclosure of the child's abilities.
In kindergarten, a properly organized subject-developing environment allows each kid to find something to their liking, to believe in their strengths and abilities, to learn to interact with teachers and peers, to understand and evaluate their feelings and actions, and this is the basis of developmental learning.
The goals of the program are to create favorable conditions for a child to fully live in preschool childhood, to form the foundations of a basic personality culture, to develop mental and physical qualities in accordance with age and individual characteristics, and to prepare a child for life in modern society.
To achieve the goals set, the following tasks are defined:
· Caring for the health, emotional well-being and timely comprehensive development of each child.
· Creation in groups of the atmosphere of the benevolent relation to all pupils.
· The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child.
Respectful attitude to the results of children's creativity.
Ensuring the development of the child in the process of education and training.
· Ensuring the participation of the family in the life of kindergarten groups and preschool institutions as a whole.
· Compliance with continuity in the work of kindergarten and elementary school, excluding mental and physical overload in the content of education.
Classes are held from Monday to Friday. The time of the lesson increased to 5 minutes compared to the 2nd junior group. In the middle group, 20 minutes are allotted for classes. Breaks between classes are 10 to 15 minutes. There are 2 classes per day.
1. Cognitive development - we introduce children to the concepts: “People - a comparison of people of different ages and genders, different emotional states, and features of appearance. A variety of adult occupations (children learn to recognize and name people of certain professions).
2. We introduce children to the rules of a culture of behavior, communication with adults and peers (call by name, patronymic, address elders to you)
3. Let's get acquainted with the concept of family and family members.
4. We get acquainted with the concept of "Hometown" - we learn to name some city objects, transport, we learn poems about the city, we make applications and crafts on the theme "City"
Mathematical development
1. In the middle group, children should know: the colors of the spectrum should name 2 shades - light green, dark green, geometric shapes, recreate them from parts;
2. compare objects by shape, size, color, thickness, identify signs of difference and similarity, describe objects, naming 3-4 main properties of objects.
3. children must know the score within the first ten.
To promote the harmonious physical development of children;
It is advisable to develop speed, speed-strength qualities, endurance, flexibility, development of coordination and strength.
Compliance and control of the rules in outdoor games.
Ability to navigate in space.
Development of skills to evaluate the movements of children from a scientific point of view. Children learn that it is possible to perform general developmental exercises at different paces, learn the basic requirements for the technique of catching and beating the sword, learn new sports exercises, in swimming they learn to hold their breath, exercising exhalation in the water, moving their legs alternately.
2. The choice of the parent committee.
Your suggestions: leave the parent committee in the same composition, partially replace it, elect a new one. All proposals were heard and a parent committee was selected by voting.
3. Fill in information about children and parents.
4. Solution of group issues.
Protocol #2
From 10.10.2014
Chairman: Chekrygina Yu.V.
Secretary: Short T.N.
Present: 15 people
Absent: 13 people
Agenda:
1. Introductory part. To acquaint parents with the age characteristics of children 4-5 years old, the features of the educational process.
2. The choice of the parent committee.
3. Fill in information about children and parents.
4. Solution of group issues.
On the first question, the teachers of the middle group No. 5 Zhidenko Elena Andreevna and Tarakanova Elena Nikolaevna spoke, they prepared a report on the topic:"Age features of children 4-5 years old." Introduced parents tothe program under which the middle group continues to work in 2014 - 2015 - "From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. They talked about the goals and objectives for this year, explained the schedule of classes and the mode of operation.(Abstract of the lesson is attached).
On the second question, parents, members of the parent committee spoke: Chekrygina Yu.V. and Short T.N. They provided a report on their work. At the end, it was unanimously adopted: for 2014-2015, leave the parent committee in the same composition.
Behind – 15 people (unanimously)
Against 0
On the third question, the educators of the middle group No. 5 Zhidenko Elena Andreevna and Tarakanova Elena Nikolaevna spoke, together with their parents, they corrected and entered the missing data in the notebook of information about children and parents.
On the fourth question, the teachers of the middle group No. 5 Zhidenko Elena Andreevna and Tarakanova Elena Nikolaevna spoke. The following questions were discussed with parents:
Upcoming autumn matinee: poems, songs, costumes and necessary equipment.
New Year gifts.
Installation of a sandbox on the site.
Timely payment of receipts for kindergarten.
Autumn Exhibition "Wonders of Nature"
Chairman: ________________
Secretary:___________________
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Chukhriy Alena
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Ositinenko Artem
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Ukraintseva Xenia
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Shchurov Sergey
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Tarabarko Maria
Exhibition "Wonders of Nature"
Middle group No. 1 "Dreamers"
Tarakanov Ivan
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Short Valeria
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Chekrygina Olga
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Rassolenko Vladislav
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Rassolenko Vladislav
Exhibition "Wonders of Nature"
Middle group No. 5 "Pinocchio"
Parent meeting in the middle group. The theme of the meeting is "We have grown."
Good evening dear parents! I am very glad to see you today!
Our meeting today is not an easy one... And so, let's begin.
1. Presentation “We have grown! "(photo of children)
2. Features of the development of children of the fifth year of life
The child is already 4 years old. Make sure that:
height became 102 cm and increased by 4-5 cm
weight became 16 kg and increased by 1-2 kg
Now, in order not to harm the baby in his development, you need to find out what are the “vulnerable places” in his body at this age stage and take this into account.
The body of the child has changed proportions, the formation of posture is actively underway, gait is laid, habitual postures when sitting, standing, etc. But the strength of the muscles that support the skeleton is insufficient, their fatigue is great and threatens with various deviations in posture. And the latter, in turn, can lead to violations in the activities of various organs and systems.
Therefore, it is imperative to monitor the posture of the child. Especially while working at the table (it is necessary not only to show, but also to tell how to sit correctly).
3. Health skills
By the age of five, a child can more or less independently care for all exposed parts of the body. He already knows how to wash his hands, rinse his mouth, wash himself, change clothes.
But it is still difficult for him, and he is still learning:
Brush your teeth
Comb your hair
Gargle
And it is not so much the number of self-performed procedures that is important, but the quality of the implementation.
4. There are changes in the minds of children
There is a flourishing fantasy. Imagination. It is in the fifth year of life that children begin to tell incredible stories that they themselves participated in some incredible events, that dad dragged mom by the hair, although there was nothing like that. And you can't call it a lie. This is very embarrassing for the child. Such fantasies are not lies in the literal sense of the word, if only because they do not bring any tangible benefit to the child. They do not help him avoid punishment, do not allow him to get a treat or a toy. This is an event of a different order. It is more correct to call such a phenomenon fictions. The sources of such fantasies can be very different. For example, it may be a vivid dream that the child mistook for reality. It may be a desire to raise your authority among peers. It may also be a desire to cope with some fears.
Therefore, the only correct form of reaction to such inventions is a calm and rather interested attitude towards the child's stories. But in no case should a child be accused of lying.
For 5 years. children have a high cognitive interest. It is very important to understand that he does not just increase the amount of knowledge, but he develops an attitude towards those new areas of life that he is introduced to: sympathy for dolphins and a cautious attitude towards sharks, etc.
However, you must certainly keep in mind the following circumstances. Children are very sensitive to the sincerity of your attitude to a particular object or phenomenon. If deep down you do not like animals, you will never be able to convince children otherwise with words. At the very beginning of the journey into the unknown, it is not necessary to acquaint children with what does not arouse sympathy in yourself.
If this year we are not able to lay in children the ability to mentally go beyond their experience and be interested in the wide world around them, then later it will be difficult to do this, since it is 5-year-old children who very actively perceive everything that surrounds them. And this activity can focus on quarrels with peers, comparing the property status of one's family and other families.
And one more circumstance. When introducing children to new phenomena this year, one should limit oneself to objects that exist physically.
Children try to build the first conclusions. Listen carefully to all the reasoning of the child and do not rush to make your own adjustments to them. At this age, it is not the correctness of the conclusion that is important, but the support of the very desire of the child to reason and think. Show serious respect for his intellectual work. Jokes and a mocking critical tone when discussing a child's thoughts are unacceptable.
The child actively masters counting operations within the first ten.
Most children begin to show interest in abstract symbols - letters and numbers.
A peer becomes interesting as a play partner. The child suffers if no one wants to play with him. Children play in small groups of 2-5 people. Sometimes these groups become permanent in composition.
5. Speech etiquette
The child learns his native speech in the so-called “motherly way”, imitating his relatives, therefore it is so important that he hears not only correct, but also polite speech that complies with the rules of speech etiquette. Here is what the outstanding teacher A. S. Makarenko wrote about the role of the example of adults surrounding the child: “Your own behavior is the most decisive thing. Don't think that you only bring up a child when you talk to him, or teach him, or order him. You bring him up at every moment of your life, even when you are not at home. How you talk to other people and talk about other people, how you are happy or sad, how you communicate with friends and enemies, how you laugh, read newspapers - all this is of great importance for a child.
It is necessary to save the child from rudeness, to exclude swear words from family life, especially obscene words.
You address your child not in the form of an order, but as a request and use the word “please”, thank him, express your parental approval for his courtesy.
6. The basic rules of cultural behavior that should be formed in a 4-5 year old preschooler.
Regularly participate in work, in the ability to prepare tables for breakfast, lunch.
Children need to be taught to observe the rules of cultural behavior on the bus, in public places.
Children should be educated in the habit of always telling the truth.
An important task, which acquires special significance at this age level, is the formation of relationships with adults and peers: a polite, attentive attitude towards adults, the ability to play together with children, to protect the weak, offended.
It is necessary to teach children to keep order in the room. In the play corner. Rule: "Everything has its place."
Today we will talk about simple things that we encounter daily and sometimes do not attach due importance. Although, in fact. These little things prevent us from being happy and properly raising our children.
And now I suggest that you look at your children from the outside and analyze their behavior with the help of the chips lying on the trays.
If the child complies with this rule, then you put a red chip on the table; if it does not always perform or is not quite correct - yellow; if it does not perform at all - blue.
The child knows how to wash his hands, and washes them, always before meals, after going to the toilet. He knows how to dry himself with an unfolded towel.
Folds clothes neatly.
Always uses a handkerchief as needed.
Politely asks to tie a hat, fasten a jacket, thanks for the help.
Knows how to apologize in time and says this word with the right intonation, a sense of guilt.
Does not point a finger at others, at objects.
He does not interfere in the conversation unnecessarily, in case of an urgent request, according to the rules, he apologizes.
At a meeting, he greets affably, saying goodbye, always says "goodbye."
Does not throw papers, wrappers, etc. on the street, indoors.
Doesn't say swear words.
Look at the chips, their colors will help you decide what to work on with the children using tried and tested examples, praise and exercises.
In order for the child to obey you, you need to ensure that your order meets the following requirements:
1. It should not be given with anger, with a cry, with irritation, but should not look like begging.
2. It should be feasible for the child, not require too much effort from him.
3. It must be reasonable, that is, it must not be contrary to common sense.
4. If an order is given, then it must be carried out without fail.
5. Where you have to demand, no theories should be bred and enforce your demands.
Love your children, because no one will love them more than you. Coming to kindergarten, the child has a lot of, at first glance, children's problems. Here they pushed him, shoved him, shouted, sneezed, treated him inattentively, offended him, suppressed the desire for any kind of activity - anything can happen. And now the long-awaited time for the child - his mother takes him from the garden. (conversation between me and my parents)
Let's remember our childhood feelings, and think about what the child is thinking at this moment: (answers of parents from the position of the child)
"Beloved mommy will come and let's go for a walk,"
“Finally, my mother promised to play dominoes with me,”
Let's go to the lake to feed the ducks...
And again we will return to our realities (from the position of a parent).
Mom comes home from work - tired, tired, wanting to get to the chair and sit in silence. Yes, she promised to take a walk, play, go to the lake, but just today, as luck would have it, the boss filled up with work, I had to rake up a bunch of papers, sit at the computer for a long time, and on the way home the bus broke down, the car was splashed with dirty water after the rain ...
Mother and child meet. The kid begins to demand the promised. Mom patiently explains about the impossibility of a walk, persuades, promises to fulfill any desires later. (I take out a piece of paper on it, a portrait of a child.)
Here, finally, my mother's patience is running out, and she says in an imperative tone, in a loud voice: "We all go home, period." Well, everyone has that moment. It's not because we are bad, it's just that the circumstances developed, we didn't have enough patience, tact, and just fatigue. There are many situations when we don’t hold back: we broke an expensive vase, got dirty on the street, and now we need to go to visit and there is no time to change clothes (listeners scold the portrait, say what you can scold for ... enumeration of curses: fool, dunce, hooligan).
To be honest, we can put it in a corner. For example, a tantrum in a store. (in the process of crushing the sheet)
In the end, the child cries, the mother regrets what she has done, and goes to ask for forgiveness from the baby, to feel sorry for him. After all, it’s not his fault that mom’s day turned out like that. Mom strokes her child, says affectionate words to him (we say affectionate words).
Anything happens in life, we break down, scream, swear at a child - more often it is not justified, it just happened. Then we understand our mistakes, try to correct them and seem to be correcting them ... (I deliberately smooth the sheet, but the child’s soul remained crumpled, no matter how you smooth it.
But we ourselves are to blame for this, because we did not understand him in time, spared our strength and time, or maybe they began to demand from the child what he simply cannot give us - due to age or character!
A tape recording is included with the children's answers to the questions:
o Children, what polite words do you know?
o What do you think, who is called a polite person? Why do you consider yourself polite?
o Are adults polite to you? Why?
o Think and say why polite words are called magic?
Do you like what your children say? If yes, then we are very happy. Now let's discuss current issues.
Goals: expanding contact between teachers and parents; modeling the prospects for interaction for the new academic year; improving the pedagogical culture of parents.
Tasks: consider the age and individual characteristics of children 4-5 years old; to acquaint parents with the tasks and features of educational work, the tasks of a preschool institution for the new academic year; update the personal data of the families of pupils; to teach parents to observe the child, study him, see successes and failures, try to help him develop at his own pace; intensify work on the development of children's speech.
Conduct form: meeting-journey.
Members: educators, parents, speech therapist, music director.
Implementation plan
1. Introductory part.
2. Congratulations to parents on the beginning of the school year. Presentation of letters of thanks.
3. Video letter from the pupils of the group.
4. Acquaintance with new families, educator, narrow specialists.
5. Election of a new composition of the parent committee.
6. Pedagogical general education "Child 4 - 5 years old."
7. Speech therapist.
8. Features of the educational process in the middle group.
9. Familiarization of parents with the goals and objectives of the preschool educational institution for the new academic year. Approval of the joint action plan.
10. Filling out the questionnaire by parents.
11. Game mini-program.
12. Final part.
Event progress
I. Preparatory stage
1. Making a poster depicting a ship sailing to the land of Knowledge; designing exhibitions (children's drawings, photo collage "Red Summer!") Or creating a photo newspaper "Goodbye Summer" (parents bring summer family photos, children's drawings).
2. Preparation of letters of thanks to families who took an active part in preparing the group for the beginning of the school year; draft plan of joint activities for the new academic year; extracts from the annual work plan of the preschool educational institution for the new academic year (section "Interaction with the family"); badges (according to the number of parents).
3. Invitation of a speech therapist.
4. Preliminary survey of parents (Appendix 1).
5. Registration of information sheets with the names of joint pedagogical and creative projects that will be implemented in the new academic year.
6. Development of a draft decision of the parent meeting.
7. Registration of the invitation:
II. Organizational stage
Parents come in, sit down randomly. Each is given a badge, a felt-tip pen and is invited to write their first and middle names, as well as a hint for other parents (for example, Olya Ch.'s mother).
Music is played, helping to relieve fatigue, setting up to work together. The tables are arranged in a semicircle. On the central wall there is an image of a ship sailing towards the island, exhibitions, a poster with the theme of the meeting.
Parents study the content of the parent meeting program and the materials of the presented exhibitions.
III. Introductory part
Solemn music sounds.
caregiver. Good evening dear parents! We are very glad to see you in our cozy wardroom! Today we have a holiday. Try to guess which one. Our famous travelers turned four years old, they moved to the middle group of kindergarten! Let's pass on our wishes to them.
Exercise "Wish"
Parents stand in a circle, the teacher starts a tambourine in a circle.
You roll, cheerful tambourine,
Quick, quick hand.
Who has a cheerful tambourine
That wish will tell us.
The wishes of the parents can be recorded on a tape recorder or video camera to give them to listen / watch to children.
Educator. So the summer has come to an end. And how you spent it, we will now find out with the help of exercises ...
Option 1. Exercise "How we spent the summer"
- Stand up those who went with their child to the forest ... (fishing).
- Stand up those who swam in the sea (swimmed with a child, sunbathed on the beach).
— ...whose children had sunburned backs.
- ... who read books to children.
- ... who bought a ball (or any other object for physical activity) for their child.
- ... whose children helped their parents in the country (in the garden).
- ... whose child has learned something new, etc.
Option 2. Exercise "How did I see my child in the summer?"
- He is attentive: he helped me carry the bag from the dacha.
- He is affectionate: willingly kisses, hugs me; takes pity on animals: she feeds chickens and a goat at her grandmother's.
- He is observant: he will always notice when a flower blooms, the sun sets or a cloud appears.
- He is cheerful: he loves to sing, he never whimpers over trifles.
- He is hardworking: he can water the garden for a long time, he does the job to the end.
- He is my favorite: I love everyone and I really want everyone to love him.
Option 3. Comic game "Cap"
Previously, the music director records small fragments from popular pop and children's songs on the topic "How we spent the summer."
caregiver. Now we will find out what our parents think about after the summer vacation. When the cap stops over one of the parents, we will all hear (turns on a musical fragment) what this person is thinking or dreaming about.
Yes, I see that you spent the summer pleasantly and with benefit for the children. So you are great parents!
And which of you made a sea voyage on a motor ship, boat, yacht this summer? Do you want to go on a cruise right now?
So, today we - children, teachers and parents - are going on a cruise on the ocean of Knowledge (points to the poster), which will last for more than one year, and the final destination of our journey is, of course, the School.
To go on such a long voyage, we need a reliable, equipped and beautiful swimming facility. This is our kindergarten and our group (subject-developing environment, without it the full-fledged comprehensive development of our children is impossible). Who helped to qualitatively prepare our group for the new academic year?
IV. Congratulations to parents on the start of the school year.
Thank you letters
Parents are given letters of thanks for their help in carrying out repairs and preparing the group for the start of the school year. Parents congratulate the teachers and pupils of the group and give them gifts - books, toys, stationery.
Educator. Our ship is almost ready to sail (music from the cartoon "The Adventures of Captain Vrungel" sounds). And what is it called?
V. Video letter from the pupils of the group
Children talk about the name of the group, why such a name was invented, show the symbol of the group, created with their own hands together with the teacher.
Educator. This is the name our children came up with. Remember the words of the great captain Vrungel: "Whatever you call a yacht, so it will float." I think that we have everything in order with the name and the trip will go smoothly and without incident.
Attention: news of the day! Our friendly wardroom has replenished with newcomers. Let's get to know them.
VI. Acquaintance with new families, educator, narrow specialists
Option 1. Parents themselves briefly talk about their family.
Option 2. The educator gives a brief description of the family based on the information received from the parents during the preliminary conversation.
Option 3. Dating game.
Educator. And how can you go sailing without a reliable team?! I propose to choose a parent committee of the group, which will deal with the organization of all our joint projects together with the educators.
VII. Election of a new composition of the parent committee
The work of the parent committee of the group is regulated by the document "Regulations on the parent committee of the municipal preschool educational institution."
Parents should be briefly reminded of its functions.
An alternative to the group's parent committee can be an initiative group, which is a rotating composition of the group's parent committee. The initiative group may have the same tasks and rights as the parent committee. Only the organization and content of the work of the initiative group will change.
Parent committee elections can be held in an unconventional way. Parents are given leaflets with a table.
The first columns list the positions and functions of the representatives of the group's parent committee, and the numbers from 1 to 3 are listed vertically in the right column.
Parents are invited to enter candidates (three people for each position). A parent who wishes to engage in a particular activity can enter their name. Possible positions of committee representatives:
Chairman of the parent committee (he is a representative from the group to the parent committee of the preschool educational institution or the Council of the preschool educational institution);
Deputy Chairman of the Parents' Committee (his right hand);
Secretary of the parent meeting;
A group of parents responsible for the implementation of measures to strengthen the material and technical and visual-didactic base of the group, improvement and creation of normal sanitary and hygienic conditions in it;
Sector of attention (responsible for purchasing gifts for birthdays, for the New Year, organizing "sweet evenings", etc.);
Sports sector (carrying out and equipping events aimed at strengthening and maintaining the health of pupils);
Cultural-mass sector (involving parents to participate in educational, cultural-mass work with pupils outside of developmental classes, as well as during holidays);
Public relations (development and strengthening of relations between parents of pupils with the teaching staff of preschool educational institutions and other organizations of culture, education, sports);
Editorial board;
Note. The chairman of the parent meeting is elected for one year; secretary - at each parent meeting from among those present.
Conclusion. Understanding, good relations, mutual assistance and mutual respect are very important in any team. The conditions for harmonious relations between children and parents, children and teachers, teachers and parents is the ability to yield to each other, mutual tolerance.
VIII. Pedagogical general education "Child 4-5 years old"
Educator. The ship is ready to sail. Full speed ahead! No... we're still missing something! Of course, life-saving means - pedagogical knowledge. Do you, dear parents, know the features of our main travelers? What are children aged 4-5 years?
Each child develops differently, each has its own path and pace of development. But still there is something in common that allows us to characterize children, their age characteristics. Let's make a general age portrait of a child of 4-5 years old, highlighting the indicators of different aspects of his development. (Description of age characteristics can be found in the educational program, according to which the preschool institution works).
The age of 4 - 5 years is rightly called the average preschool. Closer to the age of five, children begin to show features characteristic of older preschoolers: some arbitrariness of mental processes, the growth of cognitive interests and independence, attempts to explain the phenomena of life around them that are of interest to them. Curiosity, the need for independence and activity, in turn, have a beneficial effect on the psyche and behavior. These features, for example, make it easier for a child of the fifth year of life to master the norms of the native language and the functions of speech.
At the same time, instability of mood, attention, emotional vulnerability, concreteness and imagery of thinking, passion for play and game situations bring children of the fifth year of life closer to younger preschoolers. And the opportunities for raising and educating children that are expanding at this age stage cannot be realized without knowledge and consideration of this duality of development. (V.V. Gerbova.)
Parents are given one of the memos (at the choice of the educator) (Appendix 2).
Educator. It is very important in education to take into account the individual characteristics of the child. They are due to the type of nervous system. I.P. Pavlov identified four main types of the nervous system (depending on the body's reaction to external stimuli): phlegmatic, sanguine, choleric, melancholic.
For self-study, parents are offered a temperament test and a memo “Temperament of your baby” (Appendix 7).
IX. Speech therapist
The question of inviting a speech therapist to a parent meeting is relevant at this age. By the age of five, the sound pronunciation in children should be completely normal. Parents should be aware of this and conduct special games and exercises at home. If at the age of five a child has serious deviations in speech development, it is necessary to continue education in specialized speech groups.
The educator represents the speech therapist; the speech therapist reports on the peculiarities of the speech development of children of middle preschool age (Appendix 3), gives advice and recommendations, names the days for individual consultations with parents.
X. Features of the educational process in the middle group
1. Teacher's message
The teacher tells parents about the daily routine, educational programs, according to which the pedagogical process is carried out, the tasks of education and training (can be issued in the form of a memo), about the main activities and types of children's activities (network of classes), about additional education (free and paid circles).
2. Feedback from parents
Parents ask questions that interest them, make suggestions for improving the quality of the educational process. They are given a memo "Rules for parents" (Appendix 4).
XI. Familiarization of parents with the goals and objectives of the preschool educational institution for the new academic year. Approval of the plan of joint activities
Parents are invited to randomly divide into several mini-groups. Each group is given the text of an extract from the annual work plan of the preschool educational institution for the new academic year (section "Interaction with the family"). Attention is drawn to information sheets with the name of joint projects that will be implemented during the year.
The task of parents: to get acquainted with the content of the events, to propose from the group the topic of the parent meeting, interesting projects, competitions, excursions, educational, cultural, mass, sports events that they would like to spend with their children during the year.
XII. Filling in the form by parents
Parents fill out a family questionnaire, where they make all the changes that have occurred during the current period (changes in names, addresses, telephone numbers, places of work, etc.). Parents receive a printed list of the administration of the preschool educational institution and educators (full name, position, contact numbers, time for consultations).
XIII. Game mini-program
caregiver. On the way, various dangers await us: pirates may attack us, we may encounter underwater reefs. After all, we don't have a pilot chart! Usually on holidays, King Neptune comes ashore from the depths of the sea. He loves songs, dances, all kinds of entertainment. Now, if he came to our holiday, I think he would agree to help us freely overcome the path to a wonderful country. (A march sounds.) Do you hear this music? It was Neptune himself who came to us! Let's greet him with a round of applause!
Neptune (parent) and pupils of the group come out (sit next to their parents).
Neptune.
The herald brought me a message:
Today you have a holiday here.
I was in a hurry, in a hurry to sail as soon as possible.
Greetings, people, the lord of the seas!
I was with you a year ago
And, of course, very happy
That they are waiting for me here again.
What holiday are you having here?
caregiver. King Neptune, we say goodbye to summer. Just yesterday, all our guys were just kids, but today they look much more mature, because they have become pupils of the middle group. And on this occasion, I announce the beginning of a journey to the land of Knowledge (fanfare, applause sound). But without your help, King Neptune, we can not do.
Neptune. What help do you need?
caregiver. We don't want to hit the reefs and we're afraid of pirate attacks.
Neptune. Well, this is nonsense! I will detain all the pirates and lead you through the reefs. But only the brave, strong, dexterous, quick-witted, attentive and active can go sailing.
Educator. King Neptune, we want to take all the guys on a trip, let's test.
Option 1. Games, relay races.
Option 2. Common songs and dances.
Option 3. Tasks for children and parents.
XIV. Final part
1. Summing up
Educator. The journey to the Land of Knowledge continues. We wish you success, interesting discoveries, fun games and true friends! Only forward!
We invite everyone to tea.
2. Chatting over a cup of tea
Parents bring cookies, marmalade, sweets, etc. to tea. During tea drinking, parents tell how the summer went, what they did with their children, and remember funny stories.
At the stage of summing up the results of the first parent meeting, the time of the next one is announced.
3. Reflection
Parents are given paper silhouettes of the ship, they are invited to write on them what they think about the meeting. Parent meeting solution
1. Set a schedule for group parent meetings - once a quarter. The start time of the parent meeting is 17.30.
2. To elect the chairman of the parent team of the group ... (full name).
3. Approve the parent committee in the following composition: (full name of the members of the parent committee, their phones).
4. Set a date for a meeting of the parent committee to draw up a group work plan for the first quarter.
5. Take note of the content of the leaflets "Child 4 - 5 years old", "Level of speech development."
6. Accept the rules for parents.
7. Teachers and parents to interact with each other, striving to fulfill the main task - to create favorable conditions for the education of children in the existing team.
Annex 1. Materials for the survey
Family Questionnaire
1. Surname, name, patronymic of the child.
2. Date of birth of the child.
3. Number of children in the family.
4. Information about mother:
a) last name, first name, patronymic;
5. Information about dad:
a) last name, first name, patronymic;
b) education (higher, secondary, etc.);
c) place of work, position, work phone;
d) hobbies and opportunities to help with group activities.
6. Address where the family lives.
7. Number of family members living at this address.
8. Living conditions.
9. Average family financial income.
10. Special information about the child (physical disabilities: hearing, vision, violation of the genitourinary system, etc.).
11. Home phone (other contact numbers).
Questionnaire for parents
Dear ... (names, patronymics of parents)!
Your sincere answers to the questionnaire will help us in organizing interesting meetings, exciting work with children.
Thank you in advance for your timely completion of the questionnaire.
1. What parent meetings, meetings, excursions do you propose to hold this year?
2. Do you find it possible to attend meetings and other events with the whole family?
b) no (why?).
3. What should we consider when inviting you to a meeting, class, or conversation?
4. What days and hours of the week are the busiest for you?
5. Your advice and suggestions for organizing and holding meetings.
6. What help can you provide in their preparation?
7. Do you agree to take part in the exhibition and present your hobbies? What?
8. Who will represent?
9. What can your family get involved in?
a) in the presentation of the experience of family education;
b) in the review of family amateur performances;
c) in an exhibition of handicrafts, applications from natural materials;
d) in the implementation of educational projects;
e) your own version (write).
10. What help do you need?
11. Your questions and suggestions.
Annex 2. Reminders for parents
Option 1. Child 4 - 5 years old
The source of expanding the horizons of the child, the development of his ideas about the world is observation.
Therefore, it is important to ensure that his experience is as diverse as possible. Walk around the city with your child, go on excursions. Consider the real cognitive interests of children! Boys, for example, are more likely to be interested in the details of a car than a household.
From the age of four, the child's horizons expand not only in the course of practical observations and experimentation, which dominated in the early preschool years, but also through storytelling. Spend enough time to have educational conversations with your children. Start reading to them not only fiction, but also educational literature. Thanks to your stories, watching educational TV shows, videos, the child breaks away from the world "here and now". He is actively interested in animals that he has only seen on TV or in a picture, listens to stories about the ocean and the desert, about other countries and the people who live in them, etc. Children also enjoy listening to stories from the life of their parents or other people .
A four-year-old child often asks the question "why?". He becomes interested in the internal connections of phenomena, and above all, cause-and-effect relationships. Of course, only the most illustrative and simple examples of such dependencies are still available to his understanding.
When answering a child's question, do not indulge in lengthy and overly scientific explanations. Try to formulate the idea as concisely as possible. Sometimes it is enough just to talk about the connection of one phenomenon with another. For example, when asked where lightning came from, it is enough to answer: “The clouds collided with each other”, without introducing the concept of static electricity. But the explanation must always be scientifically correct and contain reliable information.
Children try to build their own first conclusions. For example, a four-year-old kid stands on the couch and alternately throws a cube, a ball, a teddy bear on the floor. Then he jumps off the couch himself and asks the question: “So what, everything will fall down if you let him go?”
Listen carefully to all children's reasoning and do not rush to make your own adjustments to them. At this age, it is not the correctness of the conclusion that is important, but the very desire of the baby to reason and think.
Show respect for his intellectual work. Jokes and a mocking critical tone when discussing a child's thoughts are unacceptable.
In some children, soft speech "for oneself", the so-called twitching in the course of activity, pronounced at a younger age, still persists. This helps the baby to organize and plan their activities. Children should not be forbidden to say their actions in a low voice in the course of work.
Along with an interest in the real causal relationships of phenomena, a four-year-old child acquires the ability to perceive and imagine various worlds based on a verbal description, for example, the princess’s castle, the princess herself and the prince, events, wizards, etc. visiting the doctor, preparing dinner for the family - reproduces the experience of the child and engages his memory and reproductive, reproducing imagination, while playing a magical story requires the active work of a productive, creative imagination. These two types of games do not replace each other.
Read and tell stories to children. Do not rush to show illustrations (especially low artistic quality). Let everyone imagine Little Red Riding Hood in their own way. Let the children's imagination work.
In fairy tales, standard ideas about good and evil are given. Such ideas become the basis for the formation of the child's ability to assess their own actions. In fairy tales, good and bad characters should be clearly distinguished.
Children of this age love to dress up and dress up. Provide them with as many different clothes as possible: gloves, fans, beads, bracelets and other items that can be used to play the "magic world". Some children are happy to pretend to be entertainers, pretend to sing with a microphone and dance.
Emotional reactions at this age become more stable, balanced. The child does not get tired so quickly and sharply, becomes more mentally hardy (which is also associated with increasing physical endurance). In general, a four-year-old is a cheerful person who is mostly in a good mood.
A peer becomes interesting as a play partner. The child suffers if no one wants to play with him. The formation of the social status of each child is largely determined by what grades the educators will give him. For example, children do not want to play with a girl who is constantly scolded for eating slowly, although this circumstance has nothing to do with her abilities as a play partner.
Negative assessments can only be given to the actions of the child, and not to himself, and only face to face, and not in front of everyone.
Children play in small groups of two to five people. Sometimes these groups become permanent in composition. Thus, the first friends appear - those with whom the child best develops mutual understanding.
The participation of an adult in children's games is useful if the following conditions are met:
Children themselves invite an adult to the game or voluntarily agree to his participation;
The plot and course of the game, as well as the role that an adult will play, are determined by the children themselves;
The nature of the performance of the role is also determined by the children: “You will be a daughter. You don't want to eat soup. And I will scold you!
It is unacceptable to dictate to children how and what they should play, to impose their plots on them.
The developing potential of the game lies precisely in the fact that it is the only independent activity organized by children. In their role-playing games, children love to build a house. Give them the opportunity, using furniture and fabrics, to create houses, shelters, caves.
Four year olds love travel and adventure. Take them for walks outside the yard and the familiar playground. In the warm season, you can arrange small hikes and picnics. Expand the child's experience with feasible excursions. Take him to see buildings of unusual architecture, monuments, beautiful corners of nature. Go out, if possible, to a river or pond, observe the life of its inhabitants. Expand children's ideas about the work of adults. Conduct excursions to a construction site, a store, a hairdresser, Sberbank, a post office, etc.
By the age of five, many begin to take an active interest in letters and numbers. Do not artificially slow down the development of the child, but you should not set the task of teaching him to read as soon as possible. Reading classes should be consistent with the pace of memorization and the degree of interest of the baby in such activities.
Option 2. Features of the development of children of the fifth year of life
The child is already four years old.
Make sure that:
Height became 102 cm and increased by 4 - 5 cm;
Weight became 16 kg and increased by 1 - 2 kg.
Now, in order not to harm the baby in his development, you need to identify "vulnerable places" in his body at this age stage and take this into account.
The body of the child has changed proportions, the formation of posture is actively underway, gait, habitual postures when sitting, standing, etc. are laid down. But the strength of the muscles supporting the skeleton is insufficient, their fatigue is great and threatens with various deviations in posture. And the latter, in turn, can lead to violations in the activities of various organs and systems.
Therefore, it is imperative to monitor the posture of the child, especially while working at the table (it is necessary not only to show, but also to tell how to sit correctly).
Health Skills
By the age of five, a child can more or less independently care for all exposed parts of the body. He is learning the technique of processing his body. He already knows how to wash his hands, rinse his mouth, wash himself, change clothes.
But it is still difficult for him, and he is still learning:
Brush your teeth;
Comb your hair;
Gargle.
And it is not so much the number of self-performed procedures that is important, but the quality of the implementation.
Changes in the minds of children
There is a rapid flowering of fantasy, imagination. It is in the fifth year of life that children begin to tell stories that they participated in some incredible events, that dad dragged mom by the hair, although there was nothing like that. And you can't call it a lie. This is very embarrassing for the child. Such fantasies are not lies in the literal sense of the word, if only because they do not bring any tangible benefit to the child. They do not help him avoid punishment, do not allow him to get a treat or a toy. This is an event of a different order. It is more correct to call such a phenomenon fictions. The sources of such fantasies can be very different. For example, it may be a vivid dream that the child mistook for reality. It may be a desire to raise your authority among peers. It may also be a desire to cope with some fears.
Therefore, the only correct form of reaction to such inventions is a calm and sufficiently interested attitude towards the stories of the child. But in no case should a child be accused of lying.
In the fifth year of life, children show a high cognitive interest. Children of this age are able to get acquainted with objects that go beyond their experience and perception.
It is very important to understand that when a child accumulates such ideas, he does not just increase the amount of knowledge, but he develops an attitude towards those new areas of life that he is introduced to: sympathy for dolphins and a distrustful attitude towards sharks, etc.
However, you must certainly keep in mind the following circumstances. Children are very sensitive to the sincerity of your attitude to this or that object or phenomenon. If deep down you do not like animals, you will never be able to convince children otherwise with words. At the very beginning of the journey into the unknown, it is not necessary to acquaint children with what does not arouse sympathy in yourself.
If this year we cannot instill in children the ability to mentally go beyond their experience and be interested in the wide world around them, then later it will be difficult to do this, since it is five-year-old children who actively perceive everything that surrounds them. And this activity can focus on quarrels with peers, comparing the property status of one's family and other families.
And one more circumstance. When introducing children to new phenomena this year, one should limit oneself to objects that exist physically. For example, one should not touch such invisible areas as social relations. Of course, if a child asks a question, it is necessary to answer it, but as simply and understandably as possible for the child.
Children try to build the first conclusions. Listen carefully to all the reasoning of the child and do not rush to make your own adjustments to them. At this age, it is not the correctness of the conclusion that is important, but the support of the very desire of the child to reason and think. Show respect for his intellectual work. Jokes and a mocking critical tone when discussing a child's thoughts are unacceptable.
The thinking of a child after four years becomes speech. If the child's thought process constantly gravitated towards culminating in objective practical activity, now it proceeds mainly in the mind.
The ability to classify is improved.
The child actively masters counting operations within the first ten.
Most children begin to show interest in abstract symbols such as letters and numbers. The sign-symbolic function begins to develop.
At this age, the child manifests a fundamentally new ability to sympathize with fictional characters, heroes of fairy tales. Children become aware of the inner life of another person.
By the age of four, the child's speech is already basically formed as a means of communication and becomes a means of expressing his thoughts and reasoning.
A peer becomes interesting as a play partner. The child suffers if no one wants to play with him. Children play in small groups of two to five people. Sometimes these groups become permanent in composition.
Appendix 3. The level of speech development of children 4-5 years old
Four years
1. Vocabulary reaches 2000 words.
2. In active speech, words of the second degree of generalization appear (dishes - tea and dining room, cars - trucks and cars, people - men and women, etc.).
3. Vocabulary is enriched by adverbs denoting spatial and temporal features.
4. Word creation appears, which indicates the beginning of the assimilation of word-building models.
5. In speech, there are fewer and fewer errors in inflection of the main parts of speech.
6. In many children, the sound pronunciation has returned to normal, in some children there are mixtures of whistling and hissing, as well as the absence of vibrants P, P,
7. Coherent speech has not yet developed, inconsistency is allowed in stories about events from one's own life; a retelling of a well-known fairy tale is possible.
8. Well-developed involuntary memory at this age allows you to remember a large number of poetic works.
Five years
1. A qualitative leap in mastering coherent speech: children are able to compose a story from a picture, retell the text in the desired temporal and logical sequence.
2. Inner speech begins to form - a condensed, abbreviated form of speech, with the help of which the planning of upcoming activities takes place.
3. Vocabulary has been significantly enriched, children use words of the second degree of generalization.
4. Errors are possible when constructing complex sentences.
5. The sound pronunciation has completely returned to normal.
6. The ability to extract sound from a word appears, that is, the skills of sound analysis of words are formed, the sound shell of a word has ceased to be transparent, imperceptible to perception.
7. Children are able to arbitrarily change the volume of their voices, they can reproduce various intonations.
Annex 4. Rules for parents
1. Bring your child to kindergarten:
In clean, tidy and comfortable clothes and shoes, with the necessary set of change of underwear, with neatly combed hair and short-cut nails;
Healthy (notify the educator about all cases of the child's malaise).
2. Patients and children with suspected illness detected during the morning filter are not admitted to the kindergarten.
3. Inform the administration of the kindergarten about the absence of the child due to illness during the first two hours on the day of illness.
4. After the illness, as well as absence from the kindergarten for more than three days, submit to the head nurse a certificate of the child's health from the local pediatrician.
5. Personally transfer and pick up the child from the caregiver. Write an application addressed to the head of the preschool educational institution if you entrust the right to pick up the child to relatives or children over 16 years old.
6. On the eve of the alleged absence of a child in kindergarten for family reasons (vacation, summer period, spa treatment, etc.), leave a statement to the head of the preschool educational institution.
7. Make a payment for the maintenance of a child in a preschool educational institution no later than the 15th day of each month. Timely submit documents confirming benefits for paying for the maintenance of a child in kindergarten.
8. Be ethical in dealing with children and kindergarten staff.
Bring valuables and toys to the kindergarten.
It is forbidden:
Coming to kindergarten in a state of intoxication;
Smoking on the territory of the kindergarten;
Bring animals.
Annex 5. Features of the organization of classes for children 4-5 years old
Taking into account the psychological characteristics of children 4-5 years old, the teacher spends physical education minutes in the classroom, uses game material, includes game situations aimed at relieving stress, switching the attention of children from one type of activity to another.
In classes for the development of speech and acquaintance with the outside world, it is very important:
Enrich children's vocabulary;
Develop observation and curiosity;
Improve communication skills (polite and cultured) with peers and adults;
Develop aesthetic perception, understanding the content of works of art;
Learn to build a description logically and consistently, ask questions;
To improve the sound culture of speech, to achieve a clear pronunciation of sounds and words, the correct placement of stress;
Learn to answer with short and detailed sentences;
Teach the correct agreement of words in a sentence.
In the classes on familiarization with the outside world, special
attention is paid to:
Careful attitude to nature, things created by the labor of people;
Formation of love for the native land.
In the process of speech development, it is necessary to use coloring books. Painting objects should be done with shading (frequent or rare) in a given direction: lying lines (horizontal), standing lines (vertical), inclined ("like rain") - this contributes to the development of fine hand coordination.
For mental development, the formation of elementary mathematical concepts and logical thinking is of great importance.
In modeling classes, it is necessary to develop the ability to roll plasticine in circular motions, flatten, connect in the form of a ring, pinch the edges of the form; learn to sculpt objects from several parts, correctly position the parts. This contributes, on the one hand, to the formation of fine coordination of hand movements, on the other hand, to the development of spatial imagination.
It is very important in the visual arts classes not only to develop taste in the best works of art, but also to teach the combination of colors and shades to create an expressive image, paint over drawings (with paints, gouache, pencils), rhythmically apply strokes, strokes, without going beyond the outline; learn to correctly convey the location of parts in the drawing when depicting complex objects (top, bottom, left, right), depict round, oval, rectangular and triangular shapes; learn to draw pattern elements (strokes, dots, straight lines, rings, arcs, etc.). All this is aimed at developing spatial imagination and muscles of the hand.
Physical education classes are aimed at strengthening the health of children, the formation of correct posture, the development and improvement of motor skills and abilities. They are taught to walk and run, coordinating the movements of their arms and legs, crawl, climb, energetically push off and land correctly in jumps, navigate in space.
At music-rhythm classes, children learn to move in accordance with the nature of the music at a moderate and fast pace, independently change movements in accordance with the two- and three-part forms of music, perform such dance movements as a straight gallop, "spring", jumps, stepping over from the toe feet on the heel, circling one by one and in pairs, moving in pairs in a circle in dances and round dances; learn to perform movements with objects, expressively convey game images. They develop an interest in music.
By the end of the year, children in the fifth year of life are able to:
Answer questions about the content of the reading;
Learn by heart small poems, nursery rhymes;
Answer the question "how much?";
Compare two groups of objects using counting (greater than, less than);
Compare five objects of different lengths, widths, heights, laying them out in ascending order of length, width, height;
Indicate and name a circle, square, rectangle, triangle;
Distinguish and name parts of the day;
Determine the direction of movement from yourself: right, left, forward, backward, up, down;
Distinguish right and left hand;
Correctly convey the shape, structure of objects in the drawing;
Depict several objects in one drawing, placing them on the same line, on the entire sheet, linking them with a single content;
Climbing the gymnastic wall without missing the rails, climbing from one span to another, crawling in different ways;
Take the correct starting position in jumping from a place, land softly, long jump from a place by 70 cm;
Catch the ball with the hands from a distance of 1.5 m;
Take the correct starting position when throwing, throw objects in different ways with the right and left hand;
Hit the ball on the ground (floor) at least five times in a row;
Maintain balance on a limited support area;
Orient yourself in space, find the left and right side.
Annex 6. Memo for parents "What you need to know about your child"
1. The state of health and physical development of the child.
2. Formation of motor skills.
3. Does the child know how to properly navigate and observe?
4. Is the child's imagination developed?
5. Does the child know how to concentrate his attention?
6. Does the child have a good memory?
7. Can the child express his thoughts?
8. How does a child's thinking develop?
9. What is the child interested in?
10. How is the emotional development of the child?
11. How is the child's relationship with the people around him?
12. The attitude of the child to material values.
13. Does the child like animals?
14. The attitude of the child to himself.
15. Is the child active?
16. What are the spiritual needs of the child?
17. Personality formation.
Appendix 7. How to determine the temperament of a child?
Temperament test
A child is born with an inherited temperament. Having found out what temperament your child has, you will be able to communicate with him without conflicts and stress.
Draw a horizontal axis on the sheet and write the word “isolation” at its left end, and the word “sociability” at the right end; put a zero point in the center and mark on the axis the place that the child, in your opinion, occupies (taking into account the fact that at the left end of the axis there are children who are really closed, and at the right end they are very open and sociable, and the center is a statistical norm) .
Then draw a vertical line through the center of the horizontal axis. Write the words “emotional stability” at its lower end, and the word “neuroticism” at its upper end and put a dot on this axis corresponding to your ideas about the child’s peace of mind (taking into account the fact that at the bottom there are calm, emotionally stable, and at the top - children with increased nervousness and unstable emotions). Now it remains to draw perpendiculars from points on the axes to their intersection and determine what type your child belongs to. The point of intersection of the perpendiculars, which turned out to be in the upper left sector, indicates a choleric temperament; its entry into the upper right sector is about melancholy; if she ended up in the lower left sector, this indicates a phlegmatic type; and in the lower right - about the sanguine.
Try to evaluate the child not as of the moment, but as a whole from the moment of his birth. This definition rather schematically and approximately defines the type of temperament. Note that there are mixed types.
Memo "Temperament of your baby"
Sanguine. Buoyant and optimistic, willing to take risks and make compromises, businesslike and collected, perfectly converges with peers, quickly adapts to an unfamiliar place, instantly learns new information. He loves outdoor games, very inquisitive. He falls asleep quickly and always wakes up in a good mood. He endures punishments easily, quickly forgets about them. His lively speech abounds in superlatives and is accompanied by impulsive gestures. This is generally the most "convenient" temperament for education. However, carried away by some business, the baby cannot correctly calculate the strength, quickly gets tired and often changes boring activities. When educating a sanguine person, teach him patience and perseverance and make sure that his optimism and cheerfulness do not grow into frivolity and inconstancy.
Choleric. This is a tireless, fearless, cocky child. Often gets excited and enters into conflicts. Often feels fear and anger, perceives unforeseen situations with hostility. He treats remarks calmly, but resists physical punishment. Prefers noisy games, pampering, constantly needs spectators and new impressions. Grabs new information on the fly and immediately forgets. He speaks loudly and quickly. It is easy to get used to the new environment. But he falls asleep with difficulty, and you never predict in what mood he will wake up.
Try to reduce the speed of his fluttering through life by organizing stops and pauses; help choose a hobby, then the fountain of its stormy energy will be used for educational purposes. Engage your child in calm games that improve attention and observation; teach him to think over decisions, to calculate his strength, to always be restrained and persistent.
Phlegmatic person. He is very calm, slow, thorough, restrained, even unemotional, does not like to take risks. This child loves quiet games. He is not a leader among his peers. He learns new information slowly, but forever. It takes a long time to adapt to innovations, does not like changes. But he falls asleep quickly, sleeps calmly, but wakes up slowly and walks sluggishly for a long time. Try to develop curiosity and initiative in the baby; speed up his snail's pace (any games for speed and dexterity will help you with this). Show him an example of a pronounced, emotional behavior: actively rejoice and grieve yourself, he will definitely take it from you.
Melancholic. He is timid, withdrawn and indecisive, anxious over trifles, very suspicious and sentimental. He learns new information with difficulty, gets distracted all the time and gets tired quickly. Moves uncertainly, speaks quietly, but expressively. As a rule, it produces a reaction that is inadequate to the strength of the stimulus. She goes to sleep for a long time, falls asleep quickly, gets up easily in the morning. It is very difficult to get used to new places and therefore does not like to go to kindergarten and school. The melancholic needs to learn independence and courage. He cannot be ordered, categorical appeals and negative assessments are unacceptable. With such a baby, it is necessary to discuss what he saw and heard, focusing on the positive aspects.
Parent meeting in the middle group
Topic: "Happy new school year"
Educators: Elena Gennadievna Panina
Elena Ivanovna Evdokimova
Target : expanding contact between teachers and parents; modeling the prospects for interaction for the new academic year; improving the pedagogical culture of parents
Tasks: to consider the age and individual characteristics of children 4-5 years old, to acquaint parents with the tasks and features of educational work, the tasks of a preschool institution for the new academic year; update the personal data of the families of pupils; teach parents to observe the child, study him, see successes and failures, try to help him at his own pace.
Type of event: Organizational
Agenda and plan of the meeting:
Introductory part and congratulations to parents on the beginning of the school year (educators E.I. Evdokimova and E.G. Panina);
Acquaintance with new families, with specialists who work at preschool educational institutions;
Tell parents about the age characteristics of 4-5 years old (educator E.I. Evdokimova);
Acquaintance of parents with the goals and objectives of MDO No. 18 for the new academic year (educator - E.G. Panina);
Elections of the parent committee for the 2018-2019 academic year;
Exercise "Wish"
Miscellaneous
Meeting progress:
Parents enter the group and sit down arbitrarily, music plays, helping to relieve fatigue, setting them up for joint work.
Introductory part and congratulations to parents on the beginning of the school year (educators E.I. Evdokimova and E.G. Panina)
educators : Good evening, dear parents! We are very glad to see you in our cozy group! Today we have a holiday. Try to guess which one. Our children are four years old, and some will soon be 5 years old, they have moved to the middle group of kindergarten!
Meeting new families
with specialists who work for preschool educational institutions
Educators: We want to introduce you to new families - these are the Parents of Kabanov Fedi Gavrilova Vova, also specialists from MDOU work in our garden ....acquaintance
Parents about age characteristics of 4-5 years
Teacher E. I. Evdokimova:
This period of a child's life can be described as the transition from early childhood to preschool. The kid is actively developing, learns the world around him and discovers it for himself through communication with adults and peers.
Development of the personality of a child 4-5 years old.
The child begins to realize himself in this world and begins to more sensitively perceive the attitude of others around him. In the period of 4-5 years, the child develops such an important feature as self-esteem. This is one of the important indicators of personality development. The process of forming self-esteem depends on active communication with the world around him and, first of all, with adults. The child copies the behavior of parents, older brothers and sisters, especially behavior that receives positive feedback from others.
Every child naturally wants to be good in order to earn praise and appreciation. Therefore, it is important both on the part of parents and teachers to encourage such aspirations. If a child does well, he must be supported with praise, be sure to indicate what exactly he is being praised for.
However, it is very difficult for a child of 4-5 years old to evaluate himself critically. He may doubt his abilities, but it is still difficult for him to admit his guilt.
At the age of 4, the development and maturation of the emotional sphere begins: your child's feelings become deeper and more stable; the joy of direct communication turns into a more complex feeling of sympathy and affection. Thus, at this age, moral emotions are formed - sensitivity, kindness, a sense of friendship and, gradually, a sense of duty.
By the age of 4, a new attitude to the objective world is being laid - a creative one, that is, previously the child studied the world in the form in which the world existed around the baby. Now the child has the ability and ability to transform the objects of the world around him. That is, in this period of life there is an intensive development of the cognitive sphere of the child.
Therefore, for the harmonious development of the child, it is necessary not only to give him new knowledge in an exciting way, but also to respect the child’s own mental searches and their results as much as possible. In the fifth year of life, a child is able to think about topics that are not related to immediate activity and sometimes come to the wrong conclusions. But adults should show interest in the first intellectual searches of the child and, respecting them, correct them in the right direction.
From this age, the child's intellect is able to accumulate factual knowledge about the world around them, which they have never seen (about animals, cars, countries, etc.) With this knowledge, the child acquires a certain attitude to the described world (fear of predators, love for pets, etc.). .d.)
During this period of life, children actively strive for independence, but failures sometimes greatly discourage them. And if there are many failures, a feeling of insecurity may appear.
Communication of a child 4-5 years old.
The child develops a great interest in peers, and he moves more and more from intra-family relations to broader relations with the world.
Relationships with peers at this age are clearly divided into "bad" and "good". This assessment, as a rule, is given on the basis of the opinion of adults (caregivers, parents). Children make friends, quarrel, make up, get offended, jealous, help each other. Communication with peers occupies an increasing place in the life of a child, the need for recognition and respect from peers becomes more and more pronounced.
The child strives for partnership in games, he is no longer interested in just playing “nearby”. Gender preferences begin to take shape. Game associations become more or less stable.
There comes a period of "why": the child begins to ask a lot of questions. This is because the leading motive of such communication is cognitive. Adult for a child of 4-5 years old, the main and indisputable source of knowledge.
The development of mental processes in 4-5 years.
Perception.
At this age, the child actively develops the ability to perceive and cognize the properties of objects: measurement, comparison by imposing and applying objects to each other. The study of the shape, color and size of objects also continues. And also such categories as time (time of day, seasons), space (up, down, far, close), taste, smell, sound and surface quality are introduced. An idea is formed about the basic geometric shapes (circle, square, rectangle, oval, polygon).
Attention.
The attention span is increased. The child is able to concentrate his activity for 15-20 minutes. When performing some actions, he can keep a simple condition (instruction) in memory. To develop this skill, the child needs to learn to think out loud more when performing a task. Then the duration of retention of attention will increase.
Memory.
At first, a child of this age develops voluntary recall skills. That is, the child can purposefully recall the picture of what happened without the exact details and time limits. Further, the ability of intentional memorization develops, and this ability in the child is enhanced with clarity and emotional motivation of the action, for example, memorizing the necessary set of toys for the game or "crafts - a gift to mom." It is important when memorizing any material that the child understands the meaning of this material. Thus, it can be said. That by the age of 5 the child's memory capacity is gradually increasing and this makes it possible to more clearly reproduce the learned material. Children are able to remember the instructions of adults, accept the task of memorization.
Thinking.
At this time, the child begins to develop figurative thinking , with which children are able to use simple schematic images to solve simple problems (building according to a diagram, mazes). It also develops such a property as anticipation - the ability to say what will happen to objects as a result of their interaction.
Children of this age are dominated by visual-figurative thinking , that is, the representation of an object or action with it, is inseparable from the object itself. And also to find differences and similarities between objects.
There is an ability to assemble a picture from 4 parts without relying on a sample. And also, the categories of generalization (fruits, vegetables, clothes, transport, furniture, dishes, shoes) become more complicated.
Imagination.
Continues to develop actively. There are such abilities as: originality and arbitrariness (that is, the possibility of "inventing" at will). The child can come up with a fairy tale on a given topic.
Speech.
By the age of 5, the pronunciation of sounds and diction improves. The child actively uses speech, successfully imitates the voices of animals, and is able to distinguish intonation the speech of certain characters. Grammar develops. In communicating with peers, children use "situational" speech (related to the situation that is happening at the moment). And when communicating with adults, “extra-situational” (not related to this particular situation, what happened in the past or future).
The vocabulary increases. When describing objects, most of the definitions become expanded: 2-3 signs, with elements of comparison (“Shines like gold”).
Simple common and complex sentences appear in speech. The volumes of stories approach the volumes of 6-7 years of age: an average of 25 words.
The vocabulary of a middle-aged child is 1500-2000 words
Games for the development of fine motor skills (puzzles, Lego, constructors of various shapes).
Games for the development of gross motor skills - outdoor games with large toys (cars, dolls), sports games (ball, jump rope).
Games for the development of imagination: one object - several objects (spoon: sword, shovel, car, etc.).
Role play: shop, hospital, kindergarten, etc.
Creative games: drawing (with pencils and paints), plasticine (preferably not very soft), appliqué.
Be sure to read literature by age, preferably fairy tales. The same works can be read repeatedly. Children at this age love repetition and at the end a conversation about the heroes and their adventures: what happened? what happened and why?. If the fairy tale is not big, you can ask the child to name the main characters and briefly tell the plot. At the same time, it is necessary to pay attention to the emotional coloring of the characters (evil, kind, cheerful, sad, joyful, etc.). This kind of communication with your baby develops well all thinking and speech and the inner emotional world.
Computer games at this age are not yet recommended.
There is an active development of the sense organs.
The nervous system in this period of a child's life is not yet perfect, the process of excitation predominates. And as a result, with a change in the usual way of life, psychological and physical overload, violent emotional reactions often appear, followed by non-compliance with the norms of behavior. At this age, it is still difficult to simply explain to the child what is possible and what is not. It is necessary to constantly exercise them in normative actions.
Acquaintance of parents with the goals and objectives of MDO No. 18
for the new school year
Educator E.G. Panina : Briefly about what your children will learn and learn this year.
We work according to the PLO program of the preschool educational institution based on the program "Childhood"(T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg: CHILDHOOD-PRESS, 2014)
The main educational program of the MDOU (hereinafter referred to as the PEP) was developed in accordance with the main regulatory documents of preschool education:
Federal Law No. 273-FZ of January 29, 2012 “On Education in the Russian Federation”;
Federal State Educational Standard for Preschool Education (approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155);
"The procedure for the organization and implementation of educational activities for the main general educational programs - educational programs of preschool education" (Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014);
“Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational organizations” (approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of October 15, 2013 No. 26 “On approval of SanPin” 2.4.3049-13);
Approximate educational program of preschool education "Childhood" (T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg: CHILDHOOD-PRESS, 2014)
The purpose of the implementation of the BEP is to diversify and holistically develop the child, ensuring the formation of a common culture, the development of physical, intellectual and personal qualities.
OOP implementation tasks
Ensure the protection and strengthening of the physical and mental health of children, their emotional well-being.
To create favorable conditions for the development of the intellectual and creative abilities of children, for the formation of prerequisites for educational activities.
Ensure equal access to education for all pupils of MDOU, taking into account the diversity of special educational needs and individual opportunities.
To form the intellectual potential of children, to develop cognitive activity, curiosity, the desire for independent knowledge and reflection through the implementation of partial programs and technologies.
Synchronize the processes of education and upbringing, make them complementary, enriching the physical, social, personal, intellectual, artistic and aesthetic development of children.
Choice of parent committee
Educator: Dear parents, now you have to make your choice of who you will choose for the parent committee for the 2018-2019 academic year.
Exercise "wish"
Let's pass on our wishes to them.
Parents stand in a circle, the teacher starts a tambourine in a circle.
You roll, cheerful tambourine,
Quick, quick hand.
Who has a cheerful tambourine
That wish will tell us.
(The wishes of the parents can be recorded on a tape recorder or video camera to let the children listen to them.)
Miscellaneous
Final part
Educator.
Let there be sun on the planet!
May all children be happy!
Let the kindergarten be friends with the family,
And may the family never grieve!
Let's help each other:
How to teach and how to say
What to do and what to strive for ...
So much to learn!
After all, we have only one goal.
Yesterday and tomorrow and now:
So that everywhere, on the whole planet,
Happy laughing children!
"Good luck to you, good luck to us!" All the best to you!
Used Books:
S.V. Chirkov "Parent meetings in kindergarten" middle group - Moscow, "Wako", 2014.
Kindergarten: Working with parents - S. Yu. Prokhorova, E.B. Khizhov, Moscow, Scriptorium 2003 Publishing House, 2014;
Goals. Formation of a benevolent relationship between parents and children, teachers and educators, teachers and parents, based on trust; to develop the self-awareness of parents and teachers, constructive ideas about children (among parents and teachers).
Tasks. To generalize the ideas of parents about the individual characteristics of children of preschool and primary school age in order to use them in the process of family education; to promote the formation of the right attitude of parents to the individual abilities of their child.
Members. Educators, parents.
Preliminary work.
1. Shortly before the meeting, parents are offered to write a mini-essay on the topic “My child is my sun!” and illustrate it with a photograph of a child. On a large sheet, write the full name of the child, and next to each letter of the child's name - a word characterizing his character, personality traits, abilities. For example, O - witty, etc.
2. Poster with quotes "The most valuable thing that parents can give is education?"
3. Issue an invitation to the meeting, prepare tests for parents, folders with consultations, memos, decorate the room, prepare background music.
PROGRESS OF THE PARENT MEETING
1. Introductory remarks by the educator
caregiver . Do you know your child? Certainly. Almost every parent will. Polish teacher Galina Filipchuk answers this question in this way: “We take care of our children from the first days of life. It is we, the parents, who feed them, dress them, bathe them, put them to bed, teach them to take their first steps and pronounce their first words. It is we who introduce them to the world around them, console them, and are on duty at their bedside when they are sick. Can anyone - even know their child better, his mother and father - the closest people to him, the most loving and selfless? Many parents sincerely believe that they know their child very well. The smaller our child, the better we really know him. But already at preschool age, we notice that our judgments about him are becoming more and more approximate. And perhaps in 10-12 years we will find an absolute stranger in the face of our own child. The question naturally arises: “Do we know our child?” Come on, dear parents, let's talk about it.
2. Studying the parent drawing and deciphering the child's name.
Educator. Tell me, please, dear parents, what word is the sweetest, caressing the ear? What is the most important thing in a child's life from birth? (parents' statement).
This is his name. The sages used to say: "Whatever you call a ship, so it will float." For every person, his name is the most important and sweetest sound in the world, which sounds like the best music on earth. Our name sometimes drips like rain, sometimes sounds like an echo in the mountains, and sometimes beats like a drum. Look at the names of your children. Babies are just starting their life journey, and you are already attributing to them those personality traits that you would like to see in them, or qualities that you yourself have not realized and want to realize through them. Take a look at the portraits of children: how different they are, each of them is individual and unique.
Before you is the game "Flower-Semitsvetik". Imagine that this is your baby, tender, blooming. Write affectionate derivatives of the name or family nicknames on the petals. On the stalk is the name that you use to address the child, when you are unhappy with him, get angry with him. (2-3 minutes are given to fill the flower) We give a flower in the name of your baby. Let him lie in the family album, because this is part of his life, and then it will become part of the history of your family.
3. Conversation "What you need to know about your child?"
Educator. What do you need to know about your child? And why do you need to know? (parental statements) . You are all absolutely right. There is no single answer to this question. Everything you need to know about your child! And since this is practically impossible, you need to try to be closer to him, to know how he lives, whom and why he loves, why his mood instantly deteriorates, what he can handle, and what is difficult to deal with, what he believes in and what doubts why he lies, etc.
4. Children's lies.
Psychologist . Babies are truly unique by nature. They have a very flexible thinking, which helps to fantasize, imagine. Children's imagination is rich, individual and very interesting. At times, children begin to use their fantasies, inventions for personal, selfish purposes. They feel subtly and know where to insert their imagination. Lies are a distortion of current events, and fantasies are fictions, an imaginary world. Children can compose convincingly, but you know what the secret is? The fact that the child himself believes in everything he says. Everyone knows the story of the optimist and the pessimist. “A glass vessel that is half filled with water. A pessimist will say that the vessel is half empty, and an optimist will say that the vessel is half full. Every event is perceived differently by each person. Let's see how this actually happens.
5. Why conflicts arise between parents and educators.
Conflicts are part of our lives, and it is important to be able to resolve them constructively.
Educator. We offer to analyze pedagogical situations and discuss them together with parents and educator.
“A young mother interrogates educators every day, how did her child behave? Who did you play with? What did you play? What did you eat? How much did you eat? How did you sleep? And she gets in response not what she would like to hear (did not play with anyone, is passive, on her own). As a result, my mother is perplexed. He proves to the caregivers that the child at home is completely different, asks why this is happening.
(parents discuss the situation)
Teacher's comment. The child clearly has communication difficulties. The social environment in kindergarten is the opposite of home. At home, the child is put forward on a pedestal. Family life revolves around him. And in kindergarten, he is the same as everyone else. He is part of the group. The child develops an intrapersonal conflict, and he does not know how to behave in a group.
Educator. Let's mentally analyze whether my child is like that, remember his strengths and weaknesses, dream about how I would like to see him. To make it easier to compare negative and positive qualities. And now we offer you how to look at your children from the outside and analyze their behavior with the help of chips lying on trays. If the child complies with this rule, then you put a red chip on the table; if it does not always perform or is not quite correct - yellow; if it does not perform at all - blue.- The child knows how to wash his hands, and he always washes them before eating, after visiting the toilet. He knows how to dry himself with an unfolded towel. Folds clothes neatly. Always uses a handkerchief as needed. Yawns and blows his nose silently. Politely asks to tie a hat, button up a coat, thanks for the help. Knows how to apologize in time and says this word with the right intonation, a sense of guilt. Does not point a finger at others, at objects. He does not interfere in the conversation unnecessarily, in case of an urgent request, according to the rules, he apologizes. At a meeting, he greets affably, saying goodbye, always says "goodbye." Does not throw papers, wrappers, etc. on the street, indoors. Doesn't say swear words.
Look at the chips, their colors will help you decide what to work on with the children.
Psychologist. You have a form in front of you. Please fill it out.
Advantages of my child
My child's faults
How would I like to see my child.
(Task for 2-3 minutes.)
After they have written, the psychologist asks the question: Which column of the table turned out to be more filled? Why?
The psychologist summarizes. There is not a single person in life who would have only one advantage or only one disadvantage. The wisdom of parents lies in the fact that, seeing certain features of their child, they correlate them with the effectiveness of family education. The child is not an empty vessel. And, if positive qualities are not formed in it, then bad habits and inclinations arise. If the child is lazy, then this means that he was not taught to work in the family; if he is aggressive, then he has not known a good attitude. Parents should know well the dignity and shortcomings of their child in order to balance them, relying on the positive, in order to help get rid of the negative. Try looking at your child with those eyes.
Advantages of my child
7. Test "What kind of parent are you?"
Educator. Now let's evaluate ourselves: what kind of parents are we? Sometimes we are right, and sometimes we feel guilty before the child, but do not show it. Who doesn’t want to get an answer to this question “What kind of parent am I?”
Please mark the phrases that you often use when communicating with children.
How many times do you have to repeat? (2 points)
Advise me please. (1 point)
I don't know what I would do without you! (1 point)
And who are you born into (2 points)
What wonderful friends you have! (1 point)
Well, who do you look like? (2 points)
I am at your age ... (2 points)
You are my support and helper (1 point)
Well, what kind of friends do you have? (2 points)
What are you thinking about? (2 points)
What a smart guy you are! (1 point)
And what do you think? (1 point)
Everyone has children like children, but you ... (2 points)
How clever you are! (1 point)
Now calculate the total points
5 to 7 points . You live soul to soul with a child. You respect the child, and he sincerely loves and respects you. Your relationship contributes to the formation of his personality.
8 to 10 points some difficulties are outlined in the relationship with the child, a misunderstanding of his problems, attempts to transfer the blame for the shortcomings in his development to the child himself.
11 points or more . You are inconsistent in communicating with your child. He respects you, although he is not always frank with you. Its development is subject to the influence of random circumstances.
This is just a hint at the actual state of affairs, because no one knows better than you yourself what kind of parent you are.
8. Summary of the meeting.
caregiver . I would like to end the meeting with the words of S. Soloveichik: “Every morning I appeal to the best that is in me: “A child has been sent to me; this is my dear guest; I am grateful to him for what he is. He is also called to life, like me, this unites us - we are, we are living people. He is the same as me, he is a man, and not a future man, but today, and therefore he is different, like all people, I accept him, like any other person. I accept a child. I accept him, guard his childhood, understand, endure, forgive. I do not force him, I do not oppress him with my force, because I love him. I love him and I am grateful to him for what he is, and for the fact that I can love him, and thus I rise in my spirit.
Educator (tells a parable ): The man wanted to puzzle the sage, who knew the answers to all questions. I caught a butterfly and decided: I will close my hands where the butterfly is and ask: “O wise one! Is the butterfly in my palms alive or dead? If he says “dead”, I will open my hands and she will fly away, and if “alive”, I will imperceptibly close my hands and show a dead butterfly. Came and asked. And the sage answered: “Everything is in your hands, man!” dear parents, your child is in your hands!