Dhow planning structure. Planning the pedagogical process in a preschool educational institution. Planning the work of the circle

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Planning is the definition of a system of measures, which provides for the order, sequence and timing of their implementation. This system of measures is aimed at the implementation of the set goal, clearly and specifically formulated, with an indication of the final result that can be measured, compared, and evaluated.

A feature of planning as a management function is that it cannot exist independently, outside of connection with other functions. The basis for planning is the results of pedagogical analysis, the results of planning have a direct impact on the functions of organization and control.

The importance of the planning function in management activities was noted by researchers and founders of the school of scientific management (F. Taylor, G. Gant, F. Gilbert), who devoted great attention planning, pointed to its key importance in management. It was the representative of this school, G. Gantt, who introduced the concept of "scheduling".

The need and importance of planning as a stage of a unified system of methodological work in preschool educational institution emphasizes K.Yu. White, highlighting among functional responsibilities the head and senior educator of a preschool educational institution, their activities in planning educational work and methodological work in a preschool educational institution.

Head of a preschool educational institution:

- together with the team, determines the goal of his institution - a specific image of the desired result that the preschool educational institution can actually achieve by a specific time;
- carries out strategic planning - careful, systematic preparation for the future;
- together with the team, develops and implements development programs and work plans for a preschool organization.

Together with the team, determines the goal of his institution - a specific image of the desired result, which preschool educational organization can actually reach by a specific time.

Senior teacher of a preschool educational institution:

- participates in strategic planning, development and implementation of development programs and plans work of the preschool educational institution;
- plans educational, methodological work, taking into account the professional skills, experience of educators and in order to create optimal model educational process in a preschool educational institution, providing:
- proposals for the work plan of the preschool educational institution;
-increasing the qualifications of educators;
- helping educators in self-education;
- certification of educators;
- drawing up a network of classes by age group;
- methodological assistance to educators (primarily beginners) in the preparation and conduct of classes;
- exchange of experience of the employees of the preschool educational institution;
- familiarization of educators with the achievements of pedagogical theory and practice;
- development of the continuity of preschool educational institutions and schools;
-improving work with parents;
-completion of groups teaching aids, games, toys /

When planning the work of a preschool educational institution, the following are taken into account:

- type of preschool educational organization;
- the possibilities of its material and technical base;
- staff, his professional capabilities;
- prospects for the development of the teaching staff.

Planning principles:

- an integrated approach to planning;
- the specificity of the plan;
- realism, feasibility of the plan (do not overload);
- a combination of optimal forms, means, methods of work;
- focus on the final result;
- reliance on the participation of each employee.

Planning involves, first of all, the definition of the goals and objectives of the preschool educational institution.

The development goals of a preschool educational institution are considered as a system-forming factor that determines the content of its activities and the result of work.

The importance of determining the goals of a preschool educational institution stems from the variety of their functions:

- reflection of the general idea of the functioning and development of preschool educational institutions;
- the basis for planning the work of a preschool educational institution and the basis for making management decisions;
- motivation of employees' activities kindergarten;
- the main criterion, the standard for monitoring the progress of work and evaluating the final results.

A number of modern authors whose works are devoted to the management of preschool education (S.A.Ezopova, L.V. Pozdnyak, N.N. Lyashchenko, L.M.Denyakina, etc.) define the following planning tasks in a preschool educational institution:

- designation of the directions of the preschool educational institution based on the study of the potential of the institution and the surrounding society;
-determination of the desired results of the work of the preschool institution, the achievement of which the planned activity is aimed at;

Identification of means (resources) of a preschool institution that ensure the achievement of the set goals;

Development of standards for ongoing activities, requirements for its implementation, criteria and indicators for assessing results.

1. Determination of the initial, "starting" level of the state of educational work in a preschool educational institution at the time of the beginning of planning.

For this, it may be necessary to study and analyze both the state of the internal resources of the preschool educational institution, the results of previous activities, and those external conditions of the established society in which subsequent activities will take place. At the same time, the thoroughness of the pedagogical analysis of the initial state of the activity of a preschool educational institution will have a direct impact on the reality of plans, the possibility of their implementation;

2. Description of the expected results of activities at the end of the implementation of the plans, the specificity of which depends on the degree of implementation of the plans

It should be borne in mind that plans are being implemented by people in a rapidly changing environment. environment... In this regard, most likely, the results of the activity will not fully correspond to the planned ones. Therefore, determining the results and exercising control over their achievement, the manager must remember about the flexibility (plasticity) of the plan, the possibility of its prompt adjustment;

The choice of the best ways and means to achieve the planned results. When determining the content of the plan, that is, events, participants, responsible persons, deadlines, one should not overload it with a large number of events in a limited time frame;

Inclusion in the planning process of teachers of a preschool educational institution. The fulfillment of this condition contributes to:

Increasing teachers' personal interest in the implementation of the developed plans;

- getting teachers of a broader understanding of the activities of a preschool educational institution;
- a deeper analytical basis for planning;
- determination of working relationships in the team in the implementation of the developed plans;
- development of activity and organizational skills preschool teachers and the creation of a positive microclimate.

The result of the implementation of the planning function is the creation of a system of plans, consisting of strategic, tactical and operational plans.

In management theory, the following types of planning are distinguished, depending on the time period for implementation:

- strategic (long-term);
- tactical (mid-term);
- operational (short-term).

All of these types of planning are present in a preschool educational institution.

Strategic planning covers a long period of time (most often 3-5 years) and aims to determine the main directions of development of a preschool educational institution based on the external and internal conditions of its activity.

The first stage in the preparation of strategic plans is to analyze the environment and internal potential of the preschool educational institution.

The second stage involves the definition of the mission and key goals of the preschool educational institution.

The third stage is to develop a strategy for the development of preschool educational institutions.

Thus, as a result strategic planning a program for the development of a preschool educational institution is created, in which its initial state and potential, mission and strategic goals and a strategy for its further development is being worked out. More details about some approaches to the development of the Program for the development of a preschool educational institution will be discussed in the next chapter.

Tactical planning is carried out for the medium term (1-3 years). Tactical planning in a preschool educational institution is implemented as part of the preparation of annual work plans and plans for the main divisions. Consider the stages of the annual planning of the work of a preschool educational institution.

The first stage is an analysis of the results of the work of the preschool educational institution at the previous stage.

- the achieved level of problem solving, its quantitative and qualitative characteristics;
- analysis of the results of the team's activities in solving problems, - the positive and negative aspects of its activities;
- identifying the reasons that caused shortcomings in work, failures in the implementation of plans;
- selection of ways to solve problems that will form the basis of a new planning cycle.

The second stage is the determination of the main goals of the preschool educational institution for the subsequent planning period, their ranking.

Based on the results of the analysis and strategic plans, goals and main directions are determined further work on the short term.

The third stage is the definition of activities to achieve the set goals. Measures to achieve goals is a set of means, methods, actions to implement the activities of an educational institution.

At this stage, the content of activities for the planned period is concretized; the executors and those responsible for its implementation, the mechanism for coordinating their actions are determined; resources to implement the plan.

The fourth stage is discussion and approval of the plan at a meeting of the pedagogical council of the preschool educational institution.

Thus, the tactical (medium-term) plan allows you to determine the specific goals of the organization and the means to achieve them. It shows not only what needs to be achieved, but also how it can be done. In a preschool educational institution, tactical planning can include the process of developing an ECE Annual Plan. Different approaches to annual planning and examples of Preschool Yearly Plans are given below.

On the basis of the tactical plan, an operational work plan of the organization's employees is developed. Operational planning is carried out for a short-term period (as a rule, it covers a period of up to several months).

Operational plans are drawn up on the basis of tactical ones and include the specific content of work by day. This view planning is practically carried out by every qualified employee of the organization. The operational plans in a preschool educational institution include plans for educational work in a group.

Thus, planning is a process, the result of which is a clear formulation of goals and the determination of the means and methods by which the goals will be achieved; this is the development of a system of future activities, a procedure for formulating goals and objectives of activities.

These recommendations will help in strategic, or long-term, planning, which is designed to determine the main strategic goals of the organization of raising the level of education in a preschool educational institution, as well as a policy and strategy for obtaining and using resources to achieve these goals.

Planning system in a preschool educational institution

Analysis of the planning function in the practice of preschool educational management revealed a number of problems in its implementation, in particular, insufficient awareness by the heads of preschool educational institutions:

The meaning and essence of planning in the management system;

Roles of parents in improving the planning mechanism of the educational process;

The need to create new varieties of plans and planning technologies.

The most important trends in the development of educational planning are:

Transition from centralized and administrative planning to decentralized and democratic;

The transition from planning carried out by a small group of people to

participatory planning, i.e. with broad participation of members

communities;

The transition from planning the current operation to system planning functioning, development and innovation;

The transition from tactical and operational to planning based on the main goal, the development strategy of the institution;

Moving from advanced planning to internal environment, to planning open and flexible, focused mainly on the needs of the external environment.

The ability to analyze the situation, the ability to identify the main tendencies of life and outline the ways of development of the institution are becoming important criteria professional excellence the head.

The basis for the formation of a strategy, operational planning and solving urgent problems of a preschool institution should be marketing research... Preschool institutions provide Additional services practically without studying supply and demand, therefore, the haphazard holding of paid circles, sections, classes in preschool institutions.

At the level of marketing research of a preschool institution, an analysis and forecast of the possibilities of a preschool educational institution, potential, region, city, republic is carried out; the situation is assessed; the patterns and tendencies of development are revealed.

The main principle of the marketing activities of the preschool institution is as follows: a preschool institution must find consumers to whom it wants to provide services, find out their needs, and then organize services that best meet existing needs.

The range of services can be as follows:

Education and training of children attending kindergarten (according to the main kindergarten program, according to additional programs and plans);

Upbringing and teaching children of the microdistrict who do not attend kindergarten (according to the general program, according to individual plans);

Educational outreach work with the population of the district, city (at the place of residence);

Other types of kindergarten services, depending on its capabilities.

In order to develop a forecast for future activities, it is necessary to answer the main question: "What does the preschool educational institution strive for: to work in a mode of stability or in a mode of constant development and innovation?"

Marketing research should also include external analysis, the purpose of which is to provide the institution with a clear event-driven picture of its functioning, development in the past and accurate explanations of the reasons for its current state. The so-called external analysis includes:

Analysis of the environment - the study and interpretation of information about the development of the social environment of a preschool educational institution;

Analysis of the educational market - demand for education - identification of changes: the number of pupils in different groups DOE; the number of preschool inmates in the past, present and future, etc. and "educational proposals" - finding out: the number of registered pupils; the number and types of preschool institutions in the district; availability and forms of innovation, etc.

Consumer analysis - quantitative and qualitative description of consumers: gender, ethnicity, socio-economic status, attitude to education;

Studying the motives that are guided by children and parents when visiting a preschool educational institution, as well as the dynamics and reasons for refusing the services of the institution;

Highlighted positions and directions. For which there are the most significant discrepancies, and thus a set of problems to be solved will be determined;

Analysis of the "image of a preschool institution" - identification of the prevailing public opinion about the institution, the degree of its popularity and prestige among the population, the level of its authority and recognition in the professional and pedagogical community;

Complete and comprehensive marketing research can only be recognized after conducting an internal analysis aimed at addressing the following issues;

Was the marketing policy used effectively at the preschool educational institution?

Does the educational services of the preschool educational institution meet the needs of the target groups?

How to rate activities of preschool educational institutions in comparison with other preschool institutions of the village, city, district in accordance with educational requirements?

What are the prospects for a preschool institution in the educational market?

It is necessary to carefully compare the results obtained and the real facts of the activities of the preschool educational institution, to record the degree of discrepancy.

Basic documents for planning the activities of the preschool educational institution.

The planning process must create a certain planning system in which one can clearly see: 1) the main content of the plan; 2) its time section; 3) the person or group of persons responsible for its implementation. The purpose of creating such a system is to guarantee the realism of the plan, and the main task is to transform it into a constantly operating process that takes into account the characteristic, individual features of a given institution. This system, as a rule, consists of several layers or levels of plans. Some experts distinguish two, other three levels of planning: - strategic, tactical and operational. The second point of view is more correct.

First level- strategic, or long-term, planning - designed to determine the main strategic goals of the organization, as well as the policy and strategy for obtaining and using resources to achieve these goals. The strategy is a comprehensive plan designed to ensure the implementation of the institution's mission and the main objectives of its activities. The overall strategic plan should become a program guiding the activities of the preschool educational institution for a long time, taking into account the fact that the conflict, constantly changing business and social environment makes adjustments to innovations inevitable .. The main features of strategic planning are:

Inclusion in its content of the main problems of the institution's activities;

Creation of guidelines and framework for detailed planning and current decision-making;

Long-term nature (compared to other types of planning);

Aiming at imparting harmony of internal unity to the activities of the institution;

The objective necessity laid down in this type of planning, a kind of "duty" of the management to activate and modernize the work of the institution.

The second level of planning - or short-term, tactical planning - is the process of developing detailed short-term decisions on what activities should be carried out within the institution, who should be their executors and how these activities should be implemented.

Third level - operational planning is the development of specific actions of people and structures, taking into account all necessary conditions.

The combination of strategic, tactical and operational levels appears to be complex and systemic.

Strategic planning - the only way to formally forecast problems and opportunities that ensures the creation of a long-term plan; provides a basis for decision-making, i.e. knowledge of what and how the organization wants to achieve; helps to reduce risk when making decisions; helps to establish the relationship and unity of planning goals;

Tactical planning guaranteed to ensure the development of specific plans for the implementation of strategic plans;

Operational planning completes unified system planning, since it is the development of specific actions, taking into account all the necessary resources.

The practical implementation of this method assumes:

Determination of a hierarchy of planned goals, tasks and activities that is understandable and realistically achievable for preschool educational institutions;

Creation of a coherent system of goal-setting (main goals, secondary tasks, control measures), concretizing the main target programs and instructions of the educational authorities;

Establishing a clear analysis of both the work for the year and the design of work for the next period;

Building a system of relationships between long-term, long-term and operational plans while maintaining the possibility of making adjustments;

Clear forecasting of performance results for the planned period, etc.

Strategic

planning

The main

strategic

direction

for 5-10 years

Preschool educational program

The concept of the development of preschool educational institutions

Educational program

Model

graduate

Tactful

planning

Annual plan

Syllabus

Activity grid

Perspectives.

educators' plans

Individual development map

baby

Operative

new planning

Calendar

plans image. work

Plans

specialists

Long-term plans to educate

Thematic

what plans

Diagnostic development maps

Mandatory conditions:

!) Coverage of all areas of the preschool educational institution;

2) Consistency with external circumstances;

3) Consistency with resource capabilities;

4) Communication with long-term directions in the development of preschool educational institutions;

5) Consideration of priorities in the goals and objectives adopted in the preschool educational institution;

Compiled by:, the methodologist of the preschool and primary education GOU DPO BelRIPKPPS

Types and forms of planning in preschool

Changes in Russian education encourage teachers to look for new approaches to the implementation of the tasks of preschool education. The changes affected not only policy documents, but also, mainly, the activities of teachers with children. It is known that the first step to action should be planning.

The document remained unchanged, which we focus on in the first place when drawing up the planning of a preschool educational institution. This is the order of the Ministry of Public Education of the RSFSR dated 09/20/1988 No. 41 "On the documentation of preschool institutions."

According to this document, the preschool educational institution usestwo the mainplanning forms: annual and calendar plan .

Annual plan work for the academic year is the most important local act of a preschool institution. It must fully comply with Federal law"About education in Russian Federation», The requirements of the Federal State Educational Standard of DO, federal and municipal legislation and be based on modern achievements of pedagogical management, didactics, psychology, etc.

The form of writing the Annual Plan of the DOW may be different.

calendar (broken down by month)

cyclical (contain a certain cyclical nature of the forms of work),

text (have a textual description of the content),

tabular (have tabular writing),

block-schematic ( broken down into certain blocks of work).

But in whatever form the annual plan was written, its first part is "an analysis of the work for the past academic year."

Now I would like to tell you in more detail about the planning of preschool teachers.

Teachers traditionally use suchtypes of planning howcalendar-thematic, perspective-calendar, block, complex. A new kind is modular planning. Let's consider each type separately.

Integrated planning educational process in age groups - This is planning in accordance with the main general educational program of the preschool educational institution in all educational areas and is an integral part of it.

Such planning is drawn up jointly by the methodologist and teachers of each age group and developed before the start of the school year (from September to May inclusive).

This type of planning is often called complex-thematic. Such planning is formalized in printed form and must have a title page.

Perspective planning of the educational process in age groups - this is an advance determination of the order, sequence of the implementation of the educational process for the academic year with the definition of tasks and content for each month. It is based on the main general educational program of a preschool institution.Long-term plan drawn upeducators of every age groupfor a month, quarter, six months or a year (correction during work in the plan of this type is permissible). The long-term plan is developed by educators and specialists independently for one academic year and is carried out on the basis of the curriculum approved by the head.

Long-term planning of the GCD is drawn up for each age group, taking into account the complex- thematic planning.

Now about Calendar-thematic planning educational process in age groups. NS then the advance determination of the order, sequence of the implementation of educational and educational work, indicating the necessary conditions, the means, forms and methods used.The preschool educational institution establishes a unified structure for calendar-thematic planning.

This planis compiled for two weeks and provides for the planning of all types of activities of children and the corresponding forms of their organization for each day.

This type of educational work plan should provide for a reasonable alternation of organized and independent activity children based on children's initiative and activity, and should also ensure the organization of children's life in three forms:

Directly educational activities;

Unregulated activities;

Free time, provided for a child in a preschool educational institution during the day for free spontaneous play activities and communication with peers.

Block-schematic planning can be presented on one sheet, or each quarter on a separate sheet. With such planning, there is no need to separately write out events for the teachers for a month. This type of planning is more often used by senior educators, methodologists of preschool educational institutions.

And now aboutmodular planning technologies. When drawing up a plan, on the basis of the module, a unified scheme for the distribution of forms of work with preschoolers for a week is created, the teacher only has to write down the name of the games, topics of conversation, indicate the objects of observation, and specify the tasks of work for this period.

The creation of the plan module begins with the distribution of the types of activities organized by the educator with the children, the search for their place in the daily routine.

In order to streamline these arbitrary types of planning, it is advisable to introduce uniform approaches to planning in a preschool institution. This can be done in the form of a local act adopted and approved by the preschool educational institution.

It's no secret that paperwork is often given a secondary role. However, a timely and correct plan can become our first assistant.

You know, looking for quotes from great minds about plans and planning, I realized with some disappointment that most of them make fun of planning, they say, we are making plans, and someone decides for us what the final result will be. But there is one man, Americanbook authorand audio programs on topicsBrian Tracy, who said the following about the plans: "Remember that every minute spent on planning saves ten minutes of your work." And I completely agree with him.

Thank you for your attention! And I wish that your work plans coincide with the requirements of the Federal State Educational Standard of Education and the current legislation.

Planning- this is the advance determination of the sequence of the implementation of educational and educational work with an indication of the necessary conditions, means, forms and methods.

Pedagogical process- specially organized interaction between the older (teaching) and younger (trained) generations in order to transfer to the elders and master the younger social experience necessary for life and work in society.

To create a system in planning in a preschool educational institution, several different types of planning are used:

1. A long-term development plan or program for the development of a preschool educational institution, drawn up for 3 years.

2. Annual plan of the preschool educational institution.

3. Thematic plans (for the main types of activities).

4. Individual plans of specialists and administration.

5. Calendar and forward planning in a specific age group.

Let us consider in more detail the two types of planning necessary for the educator - perspective and calendar-thematic.

PRINCIPLES

PERSPECTIVE AND CALENDAR-THEMATIC PLANNING

1. Compliance with the optimal teaching load for children (the number and duration of classes corresponds to the requirements of SanPiN).

2. Compliance with the planned pedagogical process physiological growth and development of children (biorhythms are taken into account, complex classes are planned on Tuesday, Wednesday).

3. Taking into account the medical and hygienic requirements for the sequence, the duration of the pedagogical process, and especially for the conduct of various regime processes.

4. Accounting for local and regional specificities climate.

5. Taking into account the season and weather conditions. This principle is implemented during walks, hardening and health-improving activities, ecology classes.

6. Taking into account individual characteristics.

7. Reasonable alternation in terms of organized and independent activities. (OOD, games, circle activities, joint work of children and a teacher, as well as free spontaneous play activities and communication with peers).

8. Taking into account the changes in the working capacity of children during the week when planning classes and the requirements for their compatibility (planning OOD with maximum mental load on Tuesday and Wednesday, alternating static classes with classes with high physical activity).

9. Taking into account the level of development of children (conducting OOD, individual work, games by subgroups).

10. The relationship between learning and development processes (learning tasks are planned not only for OOD, but also for other activities).

11. Regularity, sequence and repetition of educational influences (one game is planned several times, but the tasks change and become more complicated - to introduce the game, learn the rules of the game, follow the rules, cultivate a benevolent attitude towards children, complicate the rules, consolidate knowledge of the rules of the game, etc.)

12. Inclusion of activity elements that contribute to emotional release (psycho-gymnastics, daily relaxation, as well as color therapy, music, etc.).

13. Planning is based on the integration of the efforts of all specialists. It is necessary to interact with specialists, plan work on one topic, conduct individual work to prepare for classes, and conduct integrated classes.

14. The planned activity must be motivated. Motive is interest, desire. Practical motivation - to learn to do. Game motivation (use of game techniques in the lesson). Cognitive motivation (interest in new information).

15. Plan a variety of activities to maximize the potential of each child. In order to implement this principle, it is necessary not only to plan a variety of activities, but also to create a full-fledged subject-developing environment in the group: corners - ecological, sports, theatrical and musical, patriotic (in the senior group), artistic and speech, manual labor, dressing (in the group of early age and junior) - in art. gr., touch; centers of "Science", "Entertaining Mathematics", a zone of role-playing games.

16. The planned activities of a teacher with children should be based on the general tasks of the preschool educational institution.

Obligatory involvement of parents in the general educational process is expected. (consultations, conversations, educational work - “What to teach at home ?,“ What should a child know and be able to do by the end of the year? ”Homework in notebooks, if necessary, is given only on weekends.

CONDITIONS FOR SUCCESSFUL PLANNING

1. Knowledge of software tasks.

2. Knowledge of the individual capabilities and abilities of children.

3. Using the principle of repetition with the complication of tasks (3 - 4 times) with a small interval. It is very convenient to use task tables for all sections of the program. If the task is used in the classroom more than 4 times, take it out to an unregulated activity.

4. Joint planning by both educators. As well as a constant exchange of views on the results of observations of children: how they learn the material they have passed, how they perform their duties, what are their skills of culture of behavior, the manifestations of which character traits were observed, and so on. Thus, the main part of the plan is outlined by both educators, and the details - each separately.

ADVANCED PLANNING

Long-term plan - compiled for a quarter or for a year (correction in the course of work in the plan of this type is permissible).

IN perspective plan planned:

1. Goals and objectives (for the quarter);

2. Types of children's activities:

· play activity;

· social development;

· health-improving work (hardening, sports.exercises,

· outdoor games);

· cognitive and practical activities (observations, familiarization, experiments, experiments);

· artistic activity (speech, theatrical, musical, acting, visual);

· elements of labor activity.

3. Working with family.

CALENDAR-THEME PLANNING

Calendar-thematic planning - structures the content of the educational process. In order to develop a detailed calendar and thematic plan, you must:

1. Set the scope of the plan in conditional academic hours.

2. Determine the topic, content, number of lessons for each topic.

3. Choose the optimal forms of conducting classes and teaching methods to achieve the goals and objectives.

It is impossible to oversaturate unregulated activities, since the plan will turn out to be very tough. The rest of the activities can be added as needed during the scheduling throughout the year.

CALENDAR PLANNING

Target: organization of a holistic, continuous, meaningful pedagogical process.

Pedagogical process is a set of various events, phenomena aimed at teaching, developing and educating children from goal to result. Pedagogical process - Team work teacher and child.

Calendar plan – provides for the planning of all types of activities of children and the corresponding forms of their organization for every day . The timetable is an obligatory document.

The scheduling components are:

1. Target. It is aimed at development, education, training.

2. The content (types of activities and tasks) is determined by the program.

3. Organizational and effective component (forms and methods should correspond to the tasks set).

The calendar-thematic plan should be drawn up for one day, but practice shows that educators, working in pairs, alternately draw up a plan for 1 - 2 weeks.

Consider what events and in what period of time it is possible to plan:

Team work.

Morning.

Target:create a cheerful, cheerful, efficient mood.

In the morning period of time, you can plan all types of activities at the request of children (games, communication, work, individual work, etc.), but they must meet the following requirements:

1. The activity should not be long in time (15-20 minutes), the child should see the result of his work. For example, role-playing and construction games are lengthy and not planned in middle and senior groups.

2. It is not advisable to plan activities in the morning that involve large

Preparation.

3. You cannot plan in the morning an activity in which the use of piercing and cutting objects of labor is supposed.

4. In the morning we plan only activities that are familiar to children.

5. Morning exercises are planned. Unlearned in a physical education lesson

The complex changes in two weeks.

Walk.

Target:provide highly active, meaningful, varied, interesting activities and relieve fatigue.

The walk begins with observation, if it was preceded by a dynamic activity (musical, physical culture, choreographic, etc.) and begins with an active or sports game if there was a static activity before the walk. Let's take a closer look at what you need to plan for a walk:

1. Observation (weather, nature, transport, adult labor, seasonal changes in clothing, etc.). Observations of natural phenomena are carried out more often.

2. An active game (storyline "Geese-geese ...", plotless "Day - night", competitive - "Who is faster"), in which all children of the group take part. It is planned taking into account the weather, the characteristics of the season.

3. A sports game, exercise or elements of a sports game is planned in the older groups (badminton, basketball, football, hockey, towns).

4. Games are didactic, round dance, fun, creative.

5. Individual work on the development of movements, in preparation for classes (mathematics, speech development), with children who have not mastered the material (3 - 7 minutes), with gifted children, in preparation for the holidays.

6. Work in subgroups (at the request of children - what they want to do). It is necessary to form the need for work in babies.

7. Conversations on the culture of communication, on the education of moral qualities are planned.

It is not necessary to follow the sequence of actions during the walk, it all depends on the mood and desires of the children.

Evening.

Target.Create a joyful mood so that the next day the child will go to kindergarten with pleasure.

In this period of time, the following are planned:

1. All types of games - desktop-print, role-playing, construction, mobile, didactic, educational, theatrical. The wishes and needs of children are taken into account.

2. Entertainment, holidays, surprises conducted by the teacher are planned once a week (on Thursday or Friday). Approximate names of holidays: holiday « Soap bubbles"," Balloons "," Paper snowflakes "," String (paper) dolls "," Fuzzies "," Flying pigeons "," Jumping frogs "," Merry words ", etc. Also planned different kinds theaters, mini-concerts where children perform their favorite poems, songs and dances; new toys are introduced and played.

3. Labor ( manual labor, household and everyday life. (cleaning, washing), collective, by subgroups. There is no need to plan for a familiar type of duty, only innovation is reflected in the plan.

4. Individual work for all types of activities. In terms of visual activity, design before class, the lesson is the result of the teacher's work. Before class, it is advisable to plan individual work with timid, “weak” children in this type of activity, so that these children feel more confident in class.

5. Reading fiction.

6. Working with parents.

7. Work on ZKR.

In order to systematize in terms of activities outside the classroom, a cyclogram is needed.

Directly educational activities.

Recording GCD in the schedule must be done as follows:

1. Topic.

2. Tasks (program content) - teaching, developing and educational. What to shape, what mental processes develop (thinking, memory, eye, curiosity, etc.) and what moral qualities to inoculate. Trinity of tasks is indispensable.

3. Equipment.

4. Dictionary activation.

5. Methods and techniques.

6. Source.

In the methodological literature, educational and developmental tasks are indicated in detail and educational tasks are often absent. What can we educate? Goodwill, the ability to take care of children, to express sympathy, not to interrupt the speaker, the habit of behaving calmly in the room (not making noise, not running), c. negative attitude towards rudeness, greed, etc.

At the end of each quarter, final classes are planned in the form of quizzes, KVNs, entertainment.

PLANNING FORMS

Planning forms depend on the program and on professional level educator. The following forms of planning exist:

1. Text- the most detailed form of the plan. It is necessary for novice educators. It describes in detail all types of activities, tasks, methods, and forms.

2. Grid layout:1 page - a list of children, 2 page - a schedule of classes, 3 page - the main tasks of training, development and education (no more than 10). These tasks are set during the whole week, in all types of activities. For example: we write down the game "Wonderful bag", and next to it in brackets is the problem number.

The list of children in subgroups from 2 to 6 children is located at the end of the notebook and filled in with a pencil, since the composition of the subgroups may change during the year. The younger the children, the more subgroups. Subgroups according to the sympathy of children are completed.

The planned activities should be interconnected by one theme throughout the week. The complication of each event should be a continuation of yesterday's events. The grid pattern is used by experienced educators.

3. Block planning - an option for creative, responsible educators. One subject, phenomenon or theme is played up during the week. This form of plan is feasible in early age groups and younger groups... For example: Topic "Fish" Development of speech Reading the poem "Where the fish sleeps", Drawing - "Let's draw a tail for the fish", the Subject world - "Colorful fish", etc.

The main criterion by which quality is determined good plan- this is providing each child with meaningful and interesting activities.

INTEGRATED APPROACH IN PLANNING THE PEDAGOGICAL PROCESS

According to the federal state requirements for the structure of the main general educational program of preschool education, by order of the Ministry of Education and Science of Russia (hereinafter - FGT), the planning of the educational process in preschool educational institutions should be based on a complex thematic principle.

Such planning involves adherence to certain principles. The first - the principle of thematic planning - provides that the topic is borrowed from the program. It is realized through various types of children's activities with integration in the content of several educational areas and using age-appropriate forms of working with children (play, observation, excursion, conversation, etc.).

The principle of rationality is understood as the ability to determine such methods and forms of organizing the educational process that allow, within a certain time (day, week, month), without overloading children, to obtain a high-quality result - the assimilation of the material by the pupils.

The thematic principle of construction should take into account the ethnocultural components, as well as the specifics of the preschool institution.

I will give an example of complex-thematic planning in the main general educational program of preschool education "Umeyka" (MADOU No. 13 "Umka". It devotes 1 week to one topic. educational activities, but also in the selection of materials that are in the group and development corners.

Within the framework of the chosen topic, goals and objectives from different educational areas are integrated, which, enriching and complementing one another, contribute to the formation of a holistic picture of the world in the child's mind.

The planning of the educational process for the academic year can be drawn up on the basis of:

· lexical topics repeating from year to year ("Autumn", "Professions", "Dangerous items", " New Year"," My home, my family "," Domestic and decorative birds ", etc.)

· based on the festive and event cycle , the base of which is made up of important events in the life of the children's and adult collective (Day of Knowledge, Birthday of a kindergarten, New Year, Kolyada, Maslenitsa, etc.).

After determining the basis, the topics are distributed for the academic year, indicating the time intervals.

Planning a thematic week is based on a specific system of general requirements. Primarily, the tasks of working with children are defined in accordance with the program of a specific age group of pupils and the topic of the week. For example: "to expand and generalize children's knowledge about Moscow - the capital of Russia, its history", or "the formation of primary ideas about oneself, family, society, state, world and nature."

Further highlights the content of educational material according to the educational program. Forms, methods and techniques of working with children are being thought out for the implementation of program tasks. Equipment is being prepared and analyzes what changes need to be made in the subject-developing environment of the group (exhibitions, filling the play corners, introducing new items, games, etc.).