What presentations are suitable for children of primary preschool age?
Maisat A.Z.
What presentations are suitable for children of primary preschool age?
MUNICIPAL BUDGET
PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN No. 8 “THE LITTLE MERMAID”
Kstovo 3 microdistrict building 27 telephone 2-11-93, 2-27-16, 2-17-31
What presentations are suitable for young children??
Developed by the teacher:
Second Jr. groups,
Abdullaeva M.Z.
Kstovo
2020
Presentations for younger groups:
Let's look specifically at presentations for nursery groups ; the little ones are now taught this way too!
• 1 What is the essence of working with presentations ?
• 2 What presentations are suitable for young children??
2.1 By the way, I recommend reading:
• 3 My achievements from past years!
• 4 If you want to increase your child’s self-esteem, play with him!
• 5 Let me start educating myself!
What is the essence of working with presentations ?
of presentations during the school year , both for children and parents, which can be shown to them at a meeting. For example, I made a presentation on routine moments for young children . They really liked that the information was presented not only verbally, but also visually. This is also very convenient because such a presentation can then be sent to parents by email, and they will not have to sit and take notes with a pen instead of watching and listening.
As for the work of educators themselves, they must choose during the year a certain direction of the project in which they will work. Themes can be very different, but for the nursery group of a kindergarten it is better to choose light and interesting themes that will be appropriate for this age , for example, colors, animals, favorite toys, etc.
At the end of the school year, as a rule, in May, a final meeting is held in the kindergarten, during which the teacher tells parents about the successes of their children, and also talks about his activities over the past year. A nursery group report is prepared in advance, which also indicates the number of presentations on topics for students and their parents. The teacher can also introduce some data from the analytical report to parents.
If you are a good teacher, an attentive educator, but are completely far from these technical issues, including the use of ICT technologies, then you can find good ready-made options.
What presentations are suitable for young children??
In a nursery group, it is difficult to keep children’s for a long time on the same activity, and looking at a screen for a long time at this age is quite harmful , so the main rule of creating a presentation for kids is brevity, colorfulness and accessibility.
In other words, it should be short, bright and beautiful, and with its help the child should get acquainted with the information that this presentation carries and assimilate this information.
I offer an example of a colorful presentation on the topic “Wild Animals”
. It is relatively small, but at the same time voluminous in content: children get acquainted with wild animals that live not only in our area, but also in other regions and continents, and also learn short poems along the way.
Or here’s some interesting material about the most common colors for babies. The image of objects of a specific color will allow you to visually reinforce the material, and with the help of poems you can also perceive the information aurally. Usually this combination in training gives very good results.
As for the selection for parent meetings, I recommend paying attention to the methodological development “Adaptation of toddlers ”
, because more than half of the kids are faced with adapting to kindergarten, especially at such a young
age , and parents are most often at a loss and don’t know how to help the baby.
I hope that the information offered will be useful to you, my dear novice educators. I was glad to help you, and you can help your colleagues - share this article
Presentations
Ovodova O.V. Summary of an organized node on the topic “Pets” in the second junior group. LOOK …
Udalova T.V. Presentation “Literary quiz for children and parents.” LOOK…
Tunguskova S.V. Presentation of the group "Sunflowers". LOOK…
Mokrykh I.V. Family as a social and educational institution. LOOK …
Boyko T.Yu. About the importance of a lullaby (for parents). LOOK …
Koilova E.A. The role of theatrical activities in the development of speech in preschool children. LOOK…
(Koilova E.A. The role of theatrical activities in the development of speech of preschool children // Sovushka. 2015. N2. URL: https://kssovushka.ru/e-sovushka.2015.n2.html (access date: ))
Vedel O.P. Work experience “Health-saving technologies in speech therapy classes at preschool educational institutions.” WATCH... (Vedel O.P. Work experience “Health-saving technologies in speech therapy classes at preschool educational institutions” // Sovushka. 2015. N2. URL: https://kssovushka.ru/e-sovushka.2015.n2.html (access date: ))
Novokreschenskaya O.I., Kotomova L.V. Presentation of the educational and research project “Bubble Soap!” WATCH... (Novokreshchenskaya O.I., Kotomova L.V. Presentation of the educational research project “Soapy, bubble soap!” // Sovushka. 2015. N2. URL: https://kssovushka.ru/e-sovushka.2015. n2.html (access date: ))
Lavranyuk M.I. Presentation “Teach by playing!” WATCH... (Lavranyuk M.I. Presentation “Teach by playing!” // Sovushka. 2015. N2. URL: https://kssovushka.ru/e-sovushka.2015.n2.html (access date: ))
Vasilyeva A.V. Seminar for parents “Gender education of preschool children.” WATCH... (Vasilieva A.V. Seminar for parents “Gender education of preschool children” // Sovushka. 2015. N2. URL: https://kssovushka.ru/e-sovushka.2015.n2.html (access date: ) )
Marland S.V. Project “The Amazing Transformation of Dough” junior group. WATCH... (Marland S.V. Project “Amazing transformation of dough” junior group // Sovushka. 2015. N2. URL: https://kssovushka.ru/e-sovushka.2015.n2.html (access date: ))
Korotkikh L.S. Presentation “Formation of elementary mathematical concepts through entertaining games.” WATCH... (Korotkikh L.S. Presentation “Formation of elementary mathematical concepts through entertaining games” // Sovushka. 2015. N2. URL: https://kssovushka.ru/e-sovushka.2015.n2.html (access date: ) )
Aksenova O.V. Presentation on the topic “Environmental factors affecting children’s health.” WATCH... (Aksenova O.V. Presentation on the topic “Ecological factors affecting children’s health” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html ( date of the application: ))
Fedotova I.N. Seasons. WATCH... (Fedotova I.N. Seasons // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (access date: ))
Gaizler E.A. The meaning of water on earth. WATCH... (Gaizler E.A. The importance of water on earth // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (access date: ))
Kvashonkina Yu.I. Presentation for preschoolers “Seasons”. WATCH... (Kvashonkina Yu.I. Presentation for preschoolers “Seasons” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (access date: ))
Udalova T.V. Presentation “Developing subject-spatial environment.” WATCH... (Udalova T.V. Presentation “Developing subject-spatial environment” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (access date: ) )
Aleynik N.V. Presentation “200 years of P.P. Ershov.” WATCH... (Aleynik N.V. Presentation “200 years of P.P. Ershov” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (date of access : ))
Aleynik N.V. Complex simulator “Riddles of the wise Zucchini”. WATCH... (Aleynik N.V. Complex simulator “The Mysteries of the Wise Zucchini” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (access date: ))
Shmidt T.V. Generalization of pedagogical experience in organizing speech development in the MBDOU “Kindergarten “Yagodka” in the context of the implementation of the Federal State Educational Standard.” WATCH... (Schmidt T.V. Generalization of pedagogical experience in organizing speech development in the MBDOU "Kindergarten "Yagodka" in the context of the implementation of the Federal State Educational Standard" // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e- sovushka.2015.n2.html (access date: ))
Shmidt T.V. Color perception (3-4 years). WATCH... (Schmidt T.V. Color perception (3-4 years) // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (access date: ) )
Kazulina E.V. Problems of cognitive and speech development of children and ways to solve them. WATCH... (Kozulina E.V. Problems of cognitive and speech development of children and ways to solve them // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (date of access : ))
Kazulina E.V. Presentation “Subject-developmental environment in the conditions of the Federal State Educational Standard.” WATCH... (Kozulina E.V. Presentation “Subject-developmental environment in the conditions of the Federal State Educational Standard” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (date of access : ))
Smirnova O.Yu. Presentation “Development of speech and communication skills of children using small folklore forms.” WATCH... (Smirnova O.Yu. Presentation “Development of speech and communication skills of children using small folklore forms” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2. html (access date: ))
Smirnova O.Yu. Presentation “Developing subject-spatial environment as one of the conditions for the development of cognitive and speech activity in children of senior preschool age.” WATCH... (Smirnova O.Yu. Presentation “Developing subject-spatial environment as one of the conditions for the development of cognitive and speech activity in children of senior preschool age” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru /e-sovushka.2015.n2.html (access date: ))
Litvinenko I.V. Animation studio in kindergarten: Development of creative thinking in 6-7 year old children using animation (Animation Studio “Bee”). WATCH... (Litvinenko I.V. Cartoon studio in kindergarten: Development of creative thinking of children 6-7 years of age through animation (Animation studio “Bee”) // Sovushka. 2015. N2. URL: https://www.kssovushka.ru /e-sovushka.2015.n2.html (access date: ))
Mukhamadeeva V.Yu., Valiullina M.Sh., Chatova F.Kh., Emelina N.N. Transformation of cabbage. WATCH... (Mukhamadeeva V.Yu., Valiullina M.Sh., Chatova F.Kh., Emelina N.N. Transformation of cabbage // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e- sovushka.2015.n2.html (access date: ))
Nazentseva M.V. Presentation "WWII 1941-1945". WATCH... (Nazentseva M.V. Presentation “WWII 1941-1945” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (access date: ))
Kadochnikova N.V. Presentation for the lesson “Lessons of Old Lesovich. Not all mushrooms are edible." WATCH... (Kadochnikova N.V. Presentation for the lesson “Lessons of Old Lesovichka. Not all mushrooms are edible” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (date of the application: ))
Kitayeva E.G., Serebrikova E.N. Crossword game "Wild Animals". WATCH... (Kitaeva E.G., Serebrikova E.N. Crossword game “Wild Animals” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (date of the application: ))
Romanova O.L. Educational game “Three from Prostokvashino”. WATCH... (Romanova O.L. Educational game “Three from Prostokvushino” // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (access date: ))
Solomeina E.Yu. Interactive game “Sports games with a ball” for children of senior preschool age. WATCH... (Solomeina E.Yu. Interactive game “Sports games with a ball” for children of senior preschool age // Sovushka. 2015. N2. URL: https://www.kssovushka.ru/e-sovushka.2015.n2.html (date of the application: ))
VEGETABLES Educational presentation for 2nd junior group. - presentation
VEGETABLES Educational presentation for junior group 2
POTATOES I didn’t pretend to help Dad dig potatoes: Half a bucket is my valuable contribution, Not potatoes - just a treasure! E. Golubenko Dig up the bed a little, and look, there are potatoes living there. One potato, two and three... Take it all into the bucket. P. Mezhins
CABBAGE It is chopped for the winter, salted, fermented, pickled. After all, cabbage, as you know, is useful to us in all forms. It cleanses wounds, And protects from stress, And is healing, and tasty - We always need it. Without cabbage, everyone knows, Ukrainian borscht cannot be cooked. They throw it in fresh, and don’t stew it or fry it, but what about sour? do they cook cabbage soup? Delicious, just like borscht!
PUMPKIN There, sparkling in the sun, the golden pumpkin is dozing. And it grows, grows, grows, filling the garden! If the sun is hot, If it rains, Then one huge pumpkin will be enough for us for the whole year! We will fry, bake, simmer, We will cook porridge with it!
PEPPER Pepper is an interesting vegetable, very tasty and not bland. Either sweet or bitter, cut it and eat a slice. Yellow or red, it is very beautiful. Or maybe green, baked or salty. And you can fry it, just be careful... Don’t burn the skin and take care of your hands.
ONION Here in the garden there are green onions, illuminated by the bright sun, The arrows are stretched out in a row, Like a squad of soldiers. Everyone knows that onions are healthy, rich in vitamins, but a little bitter. The onion is not to blame for this. By nature he is like that, very modest and simple. Eat all green onions, they are a true friend to health! Yu. Dulepina
ZUCCHER Golden zucchini has fallen on its side, as plump as a piglet, and the leaves rustle in its wake. And in a pleasant slumber he waits, Maybe someone will come and take him for breakfast. Because ripe, young and sweet zucchini contains a lot of the fiber we need.
BEETS Here, as if in disarray, the beets crawled out of the garden bed: In the middle, on the sides, in the farthest corners! She put her back up and sticks out halfway, Hiding herself above the ground with dark red foliage... Without it, in winter there is no borscht, no vinaigrette, no salads, no caviar - For adults and children!
CARROTS Just like in grandma’s garden, a very sweet vegetable has grown. Let’s do a training session to see who can gnaw the carrot the fastest.
CUCUMBER I am long and green, Sometimes fresh, sometimes salty, I grow in the garden, I am loved by all the people, That’s how good I am, I’m called a cucumber. M. Borina
TOMATO I am a tomato, or a tomato, I am rich in vitamins, I am not terrible in appearance: I am round and red, Everyone will be very happy to put me in a salad. V. Sibirtsev
EGGPLANT On a ridge, near a distant plum A blue eggplant grew: A fat, sleek boy, And all around were his brothers. Everything shines in the sun, like light bulbs are burning! The long-awaited Delicious Eggplant Breakfast will be coming soon - Eggplant Caviar... It's a wonderful time!
Eat vegetables and fruits! Eat vegetables and fruits - These are the best foods. You will be saved from all diseases. There is nothing tastier and healthier than them. Make friends with vegetables, And with salads and cabbage soup. There are countless vitamins in them. So you need to eat it!
“Project activities in kindergarten” 02/13/2014 - presentation
“Project activity in kindergarten”
project is In the etymological dictionary, the word project is borrowed from Latin and means thrown forward, protruding, conspicuous - it is an independent and collective creative completed work that has a socially significant result. The project is based on a problem; solving it requires research in various directions, the results of which are generalized and combined into one whole.
The project method is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, in the process of which the child learns about the world around him and embodies new knowledge into real products. The essence of the project method in education is such an organization of the educational process in which students acquire knowledge and skills, experience in creative activity, an emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks of projects that have not only cognitive, but also pragmatic value Everything I learn, I know, why I need it and where and how I can apply this knowledge - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills.
The project method is a method of pedagogically organized development of the environment by a child in the process of step-by-step and pre-planned practical activities to achieve the intended goals.
Project activities allow - to increase the professional level of teachers and the degree of their involvement in activities, to make the teaching staff more united; — to form professional interaction between teachers and preschool children, which is based on: the subjective attitude of the teacher to the child; an individual approach, taking into account the child’s zone of proximal development; motivational approach; a friendly attitude towards the child; — develop a system of productive interaction between participants in the educational process (children involve their parents in the project, communicate with each other and with the teacher, and during pedagogical design all participants in the educational space of the kindergarten communicate with each other); — create products that can be presented to society (the level of their originality and social significance increases, which contributes to a more successful positioning of the kindergarten).
Pedagogical project???? Method of organizing project activities
This is interesting. A pedagogical project is a problem identified by a teacher or a problem that arises in children (provoked by a teacher); a plan for resolving this problem is created by the teacher himself. Pedagogical design as a type of pedagogical activity is a project activity of a teacher together with children. Method of organizing project activities; a problem arises in children, and they are looking for ways to solve the problem and draw up a plan under the guidance of a teacher. children's design is a type of children's design activity, it is a design activity that is directed by a teacher
A PROJECT is the five “Ps” 1 – Problem; 2 - Design (planning); 3 - Search for information; 4 - Product; 5 - Presentation. The sixth “P” of the project is its portfolio, a folder in which working materials are collected, including plans, reports, drawings, diagrams, maps, tables.
DEVELOPMENT TASKS: ensuring the psychological well-being and health of children; ensuring the psychological well-being and health of children; development of cognitive abilities; development of cognitive abilities; development of creative imagination; development of creative imagination; development of creative thinking; development of creative thinking; development of communication skills development of communication skills
The first stage is imitative-performing, 3.5–5 years. At this stage, children participate in the project in a secondary role, perform actions at the direct suggestion of an adult or by imitating him, which does not contradict the nature of a small child; at this age there is still a need to establish and maintain a positive attitude towards an adult and imitate him.
In early preschool age this is: the entry of children into a problematic play situation (the leading role of the teacher); activating the desire to look for ways to resolve a problem situation (together with the teacher); formation of initial prerequisites for search activity (practical experiments).
The second stage is developmental, 5–6 years old. Children already have experience in a variety of joint activities, can coordinate actions, and help each other. The child is less likely to turn to adults with requests and is more actively organizing joint activities with peers. Children develop self-control and self-esteem, they are able to fairly objectively evaluate both their own actions and the actions of their peers. At this age, children accept the problem, clarify the goal, and are able to choose the necessary means to achieve the result of the activity. They not only show a willingness to participate in projects proposed by adults, but also find problems on their own.
In older preschool age this is: the formation of prerequisites for search activity and intellectual initiative; developing the ability to identify possible methods of solving a problem with the help of an adult, and then independently; developing the ability to apply these methods to help solve the problem, using various options; developing a desire to use special terminology, conducting a constructive conversation in the process of joint research activities.
The third stage is creative, 6–7 years old. At this stage, it is very important for adults to develop and support the creative activity of children, to create conditions for children to independently determine the purpose and content of the upcoming activity, to choose ways to work on a project and the opportunity to organize it.
Stages of project activity The first stage is choosing a topic. The teacher’s task is to choose a topic for deeper study together with the children and draw up a plan for cognitive activity. One way to introduce the topic is to use models of three questions: What do I know? What do I want to know?, How to find out?. A dialogue with children, organized by a teacher, contributes not only to the development of the child’s self-reflection in the field of knowledge of his own interests, assessment of existing and acquisition of new thematic knowledge in a free, relaxed atmosphere, but also to the development of speech and the speech apparatus itself. Collection of information and planning of educational work within the framework of the project. The teacher’s task is to create conditions for the implementation of children’s cognitive activities.
The sequence of the teacher’s work at the first stage: the teacher sets a goal based on the needs and interests of the child; involves preschoolers in problem solving; outlines a plan for moving towards the goal (maintains the interest of children and parents); discusses the plan with families at parent-teacher conferences; turns to preschool specialists for recommendations; together with children and parents, draws up a plan - a scheme for carrying out the project; collects information and material;
The second stage is project implementation. Projects are implemented through various types of activities (creative, experimental, productive). The teacher’s task at this stage is to create conditions in the group for the implementation of children’s plans. The uniqueness of the application of the project method in this case lies in the fact that the second stage contributes to the diversified development of both mental functions and personal qualities of the child. Research activity at this stage is activated through problematic discussion, which helps to discover new problems, the use of comparison and contrast operations, the problematic presentation of information by the teacher, and the organization of experiments. The sequence of the teacher’s work at this stage: conducts classes, games, observations, trips (events of the main part of the project), gives homework to parents and children; encourages independent creative work of children and parents (searching for materials, information, making crafts, drawings, albums, etc.);
The third stage is the presentation of the project. It is important that the presentation is based on a tangible product that has value for children. During the creation of a product, the creative potential of preschoolers is revealed, and the information obtained during the implementation of the project is put to use. The teacher’s task is to create conditions for children to have the opportunity to talk about their work, experience a sense of pride in their achievements, and comprehend the results of their activities. In the process of speaking to peers, the child acquires skills in mastering his emotional sphere and non-verbal means of communication (gestures, facial expressions, etc.) .d.). The sequence of the teacher’s work on the project at this stage: organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with the children; sums up the results (speaks at the teachers' council, parents' meeting, summarizes work experience).
The sequence of the teacher’s work on the project: the teacher sets a goal based on the needs and interests of the child; involves preschoolers in problem solving; outlines a plan for moving towards the goal (maintains the interest of children and parents); discusses the plan with families at parent-teacher conferences; turns to preschool specialists for recommendations; together with children and parents, draws up a plan for the implementation of the project; collects information and material; conducts classes, games, observations, trips (events of the main part of the project), gives homework to parents and children; encourages independent creative work of children and parents (searching for materials, information, making crafts, drawings, albums, etc.); organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with children; sums up the results (speaks at the teachers' meeting, summarizes work experience).
Activities of the teacher and children in the project
1. Title page 2. Brief abstract of the project (no more than 0.5 pages) 3. Justification of the need for the project (analysis of the problem situation through identifying the contradictions of existing practice; relevance of the project for the teacher, educational institution; degree of adequacy of the pedagogical project to modern goals, objectives, logic of educational development). 4. Goals and objectives of the project (definition of specific goals that are set to solve the problem, as well as tasks that will be solved to achieve the goal). 5. The main content of the project (description of ways and methods of achieving the set goals, development of a mechanism for implementing the project, how information about the project will be disseminated, etc.). 6. Resources (temporary, informational, intellectual (expert), human (personnel), organizational (“administrative” resource), material and technical, financial). 7. Partners.
8. Target audience (principles of selection, selection of participants; target group for which the project is designed, expected number of project participants, their age and social status). 9. Project implementation plan (preparation schedule, stages and deadlines for project implementation with planned activities, dates and those responsible for each activity). 10. Expected results and social effect (results-products, i.e. new, usually material objects that will appear during the implementation of the project (book, film, methodological development, exhibition, new educational program, etc.) And /or results-effects, i.e. Social, cultural, psychological changes that will occur as a result of the implementation of the project. Both results-products and results-effects must be measurable. The degree of achievement of the set goals and objectives is a quantitative and qualitative assessment of the results. Criteria effectiveness assessments. Possible after-effects of the project implementation). 11. Prospects for further development of the project (possibility of further continuation of the project, expansion of the territory, number of participants, organizers, possibility of developing content, etc. Indication of resources for further continuation of the project. 12. Literature
COLLABORATIVE: - asks questions; — seeks solutions to problems together with children, parents, etc.; — asks parents about the child and evaluates development together; - finds out the goals and wishes of the parents; - understands that it is always good to receive new information and guides parents towards this; - discusses with children and parents what they want and can do; — helps children and parents see their strengths, is ready to learn from their parents. COLLABORATIVE: - asks questions; — seeks solutions to problems together with children, parents, etc.; — asks parents about the child and evaluates development together; - finds out the goals and wishes of the parents; - understands that it is always good to receive new information and guides parents towards this; - discusses with children and parents what they want and can do; — helps children and parents see their strengths, is ready to learn from their parents. TRADITIONAL: - must lead; - he knows everything himself; — sets goals; — evaluates the result; - knows the answers to all questions; - gives homework assignments; — expects his parents to consider him an expert. TRADITIONAL: - must lead; - he knows everything himself; — sets goals; — evaluates the result; - knows the answers to all questions; - gives homework assignments; — expects his parents to consider him an expert.
