The final integrated lesson in the preparatory group of the kindergarten

2024 Author: Priscilla Miln | [email protected]. Last modified: 2023-12-16 00:21

The main final events in the kindergarten are final lessons. It is then that the acquired knowledge is summarized, skills and abilities are tested, and a logical end is put to training that lasted a whole year. The final integrated lesson in the preparatory group is also a mandatory analysis of the system of acquired knowledge.

Events of this kind should be held regularly, completing each training stage. Following the Federal State Educational Standard, the educator follows a set of requirements that are mandatory for the implementation of educational programs, while contributing to the final integrated lesson in the preparatory group all creative ideas, a flight of fancy, and a large share of ingenuity. Otherwise, it is difficult to show the results of not only the academic year, but also the entire education in kindergarten.

Two documents

Regarding federal state requirements for the structureeducational programs, many copies have already been broken. How to distinguish the features of state requirements in preschool education from the state standard?

Until recently, each teacher of preschool institutions was preparing a final integrated lesson in the FGT preparatory group, comparing the educational program of their institution with these requirements, but now they had to restructure. Adjust to the standard. Although there are many similarities in these documents, the final integrated lesson in the GEF preparatory group is already very different from the previous one.

Program requirements

What exactly are the differences between the FGT OOP DO formulas and the GEF DO connections? The first object has two parts: requirements for the structure of the program and requirements for the conditions for its implementation. The second one adds to the above requirements for the results of mastering the program, while the FGT (the first one) insists only on the planned results of the implementation of educational programs.

The requirements for the structure of educational programs also differ significantly. If according to FGT the main directions of the structure of education are four, then according to the Federal State Educational Standard - already five. Moreover, the directions do not radically differ from each other, it’s just that the final integrated lesson in the preparatory group for the Federal State Educational Standard is aimed at establishing public relations, at communication, and the same lesson on FGT -on socialization, that is, on the public itself.

Required part and residual

The ratio of parts of the educational program has also changed. If the obligatory part of it according to the FGT should be at least 80% of the volume, and the remaining 20% can be compiled by the mentors themselves in the educational process, then the GEF programs require only 60% of the total volume of the program to be mandatory, and the remaining 40% are left at the discretion of the educator and manuals.

Consequently, the springboard for the creative growth of educational workers is expanding, it becomes possible to focus on the conditions of national, sociocultural, economic, even climatic specifics, where this educational process is carried out, the interests of pedagogical workers and established traditions are supported.

The final open integrated lesson in the preparatory group, which presents the results of many years of educational and educational work within the walls of the preschool educational institution, can become the measure here.

The basis of the educational program

The main educational program for the Federal State Educational Standard has structurally changed. Now it includes three sections: target, content and organizational. In each of the sections there is a mandatory eighty percent part and room for creativity. An additional section has been introduced - the presentation of the program.

Mandatory part of the FGT: explanatory note, content by region, mode of stay, results of mastering the educational programand monitoring system. Then comes the part, which is formed by the participants in the educational process.

The presentation of the program is the final complex-integrated lesson in the preparatory group, where students will certainly show both the strengths and weaknesses of the analyzed documents.

Characteristics and personal qualities

FGT defines very specific characteristics and integrative qualities of a personality, so to speak, an ideal social portrait of a preschool child. The results of the main program and the quality of all activities are necessarily evaluated - both intermediate (current) and final.

Expected results according to the Federal State Educational Standards are presented as targets, as possible achievements of the child due to his age and social and normative characteristics, completing the stage of preschool education. The final cognitive integrated lesson in the preparatory group will reveal such qualities of graduates as initiative, self-confidence, independence, physical development, imagination, curiosity, strong-willed efforts, interest.

Pedagogical diagnostics

Targets, like any goal, cannot be subject to specific assessment, even in the form of monitoring and any kind of pedagogical diagnostics, since they cannot be the basis for a purely formal comparison with the achievements of children in reality.

There is no intermediate or final diagnosis of graduates in the GEF program. Final integrateda lesson in the preparatory group for the Federal State Educational Standard evaluates the individual development of children. This assessment is made by the educator in the form of pedagogical diagnostics.

Children's activity in both spontaneous and specially organized activities is the subject of observation and analysis. Observation cards for child development can become tools for pedagogical diagnostics, where individual dynamics and development are recorded in the future, while the child is busy communicating with peers, with adults, games, cognition, projects, artistic activities, physical development.

The FGT program forms a common culture, develops physical, intellectual, personal qualities, forms the prerequisites for educational activities. The GEF program creates conditions for the social development of children, provides opportunities for their socialization, comprehensive development - personal, cognitive, moral, as well as the development of initiative, creativity, the desire to cooperate with adults and peers.

Directly educational activities

How can educational activity differ from a regular lesson? An updated structure and forms of organization of the educational process, individualization, a change in the position of an adult teacher in relation to children.

The final lesson of the GCD is integrated, in the preparatory group, children will probably be willing to prepare for the show, but responsibility is notinterfere with interest in this activity.

Models of organizing the educational process

The former and most common model of organizing the educational process in our country included three points:

1. Conducting classes according to the schedule, where the children solved the tasks formed by the methods.

2. Formation of skills and abilities in the course of routine moments: reception in the morning, breakfast, walk, preparation for a quiet hour, and so on.

3. The knowledge and skills acquired by children are consolidated in independent and individual work.

This program model worked until the introduction of the order of the Ministry of Education and Science of Russia No. 655 of November 23, 2009 on the FGT, which concerned the approval of the structure of the foundations of educational programs for preschool education. The order stipulated the solution of educational tasks through the joint activities of adults and children, and not only limited to the framework of GCD (directly educational activities), but even when conducting all kinds of regime moments, according to the specifics of a preschool institution.

The final integrated lesson in the preparatory group should incorporate all the best moments that happened as a result of the joint activities of children and the educator, since they help the child to explore the world and overcome difficulties.

Partnership activities

The latest model for building the educational process should take into account the parameters of the FGT and must contain twoingredients:

1. Joint activities of children and adults in compliance with the GCD and all regime moments.

2. Children's independent activities.

The main theses in organizing such, one might say, partnership activities between children and the educator, not going beyond the GCD and the regime, are the following:

1. The teacher participates in joint activities absolutely on an equal footing with the pupils.

2. Preschoolers purely voluntarily join joint activities, without mental pressure and disciplinary coercion.

3. Children can freely communicate and move around during joint activities, respectively, you need to organize a workspace for this.

4. Open end collaborative activity, meaning everyone can work at their own pace.

5. The game should be present in joint activities as the main type of work with children and as the leading activity of a preschool institution.

The indicator of successful mastery of skills, knowledge and abilities through the game can be the final integrated lesson in the preparatory group - in the development of speech or mathematics, it is not so important, the main thing will be clear: through the game, the child quickly adapts to the world around him, society, he does not lose interest in learning and is internally happy.

Choosing play activities

The educational process is directly organized and implemented through the development of various types of children's activities: gaming, motor, communicative, labor, cognitive research,productive, musical and artistic, and also - and to the greatest extent - through reading.

Here, the most important thing is to successfully integrate all these forms and methods of work, to make the right choice, which is the prerogative of the teacher, who independently solves all the problems associated with the contingent, the level of mastering the general education program. And it remains only to wish a constant creative approach to the implementation of specific tasks of preschool education.