Card file of summer walks in the second early age group

Game for home:

We will conduct this developmental activity on a walk... But at home, while you are busy with important things, the baby can work out on his own!

Prepare the dough for modeling (one glass of flour, half a glass of salt, a tablespoon of vegetable oil, water - as much as you need).

Draw a picture on it. Show your child that if you stick beans or mosaics into the drawn circles, the drawing will become more beautiful:

The sun is drawn in this picture, since “sun” is the theme of our educational walk.

But in fact, it will be much better if a drawing is drawn on a piece of dough that will cause the greatest emotional response in the baby (think about what might interest him - a car, a cat, a bunny?)

By playing with dough and cereal, the baby develops his fingers and creative thinking.

This is the kind of summer activity you can do while walking!

May the sunny summer bring you and your baby a lot of joy!

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Winter walk in an early age group

Summary of a thematic walk with young children on the theme “Winter has come!
Snowflakes are flying!” Goal: introducing children to seasonal changes in nature Objectives: • introducing children to the characteristic signs of winter (it has become cold, there is snow on the ground)
;
• form ideas about the difficult life of birds in winter; • cultivate a friendly attitude towards birds; • cultivate interest in the poetic word; • involve children in dialogue, encourage initiative statements; • encourage children to engage in playful interactions with peers. Methods: - observation of the surrounding nature; — feeding birds; - outdoor games “Snowball”, “Birds and Cat”, “Bunny” - the appearance of a game character (bunny)
;
- reading a poem by V. Stepanov Preliminary work: - observing nature during walks and from the window; - reading fiction; - looking at pictures on the topic “Winter” - didactic game “When it happens” - outdoor games. Means: feeder, bird food - seeds, toy hare, shovels for children and teacher
Progress of the walk Having
gone out for a walk, the teacher suggests looking around:
- Winter has come.
How beautiful it is all around! How much white snow! It lies everywhere: on the paths, on the roof, on the trees. How did the snow get here? He came from the sky. Snow consists of snowflakes. Snowflakes are as light as a feather. The teacher collects snow on the mitten and blows on it (the snow flies away, spins and falls)
.
“That’s how the wind blows on light snowflakes, and they fly around, and spin, and fall to the ground.” The teacher offers to play. Having received the consent of the children, the round dance game “Snowball” is played. Round dance game “Snowball” Children stand in a circle and perform movements.
A little white snow fell.
Let's gather in a circle. We'll stomp, we'll stomp. (They stomp their feet)
Let's dance merrily, Let's warm our hands.
We'll clap, we'll clap. (Clap their hands)
Let's jump more cheerfully, To make it warmer.
We'll jump, we'll jump. (Jump on the spot) Educator: - Guys. Here the winter-winter took care of the earth - covered it with a white blanket of snow. And she took care of the river - she laid out strong ice. Winter-winter thought about the trees and bushes and dressed them up in beautiful fur coats and hats. But guys, she forgot about the birds. The winter hid the food under the snow. Not enough for the birds. What to do? How can we be here? We need to feed the birds. The teacher and the children approach the feeder and pour seeds into it. Fly, little birds, to the dining room. Eat! Artistic word. At the feeding trough, under the window, It was cramped on a winter day. A cat ran past - The feeding trough became empty... Where are you, titmice, lively sisters. (V. Stepanov) Educator: - Children, so that the birds are not afraid of us, let's step aside and watch from afar. Birds are afraid of people, cars, and they are also very afraid of cats. Let's play. Game “Birds and Cat” Teacher: - cat, and children - birds. When given a signal, the birds fly, flap their wings, and jump. The cat runs out, “meows”, the birds run away to the bench. Having completed the game, the teacher notices a bunny near the house, in a snowdrift. Educator: - Children, look who came to visit us? A ball of fluff, a long ear. He jumps smartly and loves carrots. Children's answer (bunny)
- Yes, it's a bunny.
But he can’t get out of the snowdrift, let’s help him - clear the path. The teacher and children take shovels and clear the path. - Children, let's play with the bunny. Having received the consent of the children, the game “Zainka” is played. Game “Zainka” Zainka, stamp your foot, little gray one, stamp your foot! Like this, stomp your foot, like this, stomp your foot! Little bunny, clap your hands, little gray one, clap your hands! That's it, clap your hands, that's it, clap your hands! Bunny, turn around, little gray one, turn around! That's it, turn around, that's it, turn around! Little bunny, dance, little gray one, dance! Like this, dance, like this, dance! Bunny, bow, little gray one, bow! Like this, bow down, like this, bow down! The bunny thanks the children and says goodbye. The walk continues.

We recommend watching:

Walk “Winter Fun”. Second junior group

Similar articles:

Walking in a young group in winter

Summary of a winter walk in the junior group of kindergarten

Outdoor games for a walk in the younger group of kindergarten in winter

Progress of observation.

Tell the children: next to the house there is a small house - a booth in which an animal lives. This beast growls menacingly, barks loudly, has sharp teeth, and gnaws bones. Who is this beast?

Labor activity:

Feeding birds. Purpose: to encourage children to independently carry out basic tasks.

Outdoor games:

"We are funny guys"

.Goals: - clearly
pronounce the text in the game , follow the rules of the game;
- coordinate your actions with the actions of your comrades. Individual work

Goal: Development of balance.

Walk No. 23

Observation of the flora.

Objectives: - to introduce the structure of a tree; - cultivate a caring attitude towards nature.

Let's get to know the world around us:

When you go for a walk, talk to your child about the sun:

1. Look for the sun in the sky together.

2. Discuss with your child what our sun is like: warm, yellow, bright, affectionate. Say as many adjectives .

3. Watch with your child how the sun hides behind the clouds, what happens (the sun has hidden behind a cloud, it is no longer visible in the sky, its light is no longer so bright).

4. Tell your child in a simple and accessible form what role the sun plays on our planet. Explain that:

– trees, grass and flowers grow big and green, because the sun helps them grow, it warms them with its rays;

– the sun warms people, animals, and plants in summer and even in winter;

– children grow big and strong from the sun (after all, in the sun our skin produces vitamin D...);

- the sun, like a big flashlight, illuminates our planet during the day, so during the day it is light for us and we see everything.

5. Talk about what would happen to us if there was no sun: it would be cold, all the plants would freeze, we would be surrounded by darkness.

“Collectors are finders.”

Color the cells of the egg carton in different colors:

Clue:

1. The colors will turn out brighter and richer if you use gouache rather than watercolors.

2. If you don’t have paints on hand, felt-tip pens will do just fine.

3. When we went outside with this box, it turned out that we forgot to leave one of the cells white. And in the yard there are so many white flowers and pebbles. Therefore, my advice is - don’t forget about white!

3. Instead of an egg carton, any other box in which you can make colored cells will do.

While walking, collect various interesting objects that you come across and arrange them by color:

This task develops the child’s sorting skills (and with it logic), as well as attention.

Walking as a means of development of preschool children in the context of the implementation of the Federal State Educational Standard for Education

Methodological manual for teachers. Walking as a means of developing motor activity in preschool children

CONTENT

Introduction 1. Using a walk to develop the movements of preschool children 2. Planning a walk 3. Basic principles of organizing the motor activity of children during a walk 4. Methods for guiding the motor activity of children with different levels of motor activity during a walk 5. Notes on walks (summer, winter) in older preschool age, taking into account different levels of motor activity (motor activity) Conclusion References

INTRODUCTION

Motor activity (LA) is a natural need for movement. Its satisfaction is the most important condition for the comprehensive development and upbringing of a child. Movement is an innate, vital necessity and need of a person. Its complete satisfaction is especially important in early and preschool age, when all the basic systems and functions of the body are formed. A small child is a doer! And his activity is expressed, first of all, in movements. The child’s first ideas about the world, its things and phenomena come through the movements of his eyes, tongue, hands, and movement in space. The more varied the movements, the more information enters the brain, the more intense the intellectual development. The development of movements is one of the indicators of proper neuropsychic development at an early age. Understanding the environment through movements best suits the psychological and age characteristics of children. In preschool age, during the period of intensive growth and development of children, it is especially important to ensure an optimal mode of physical activity that promotes the timely development of motor skills and the correct formation of the most important organs and systems. The purpose of this teaching aid is to reveal the importance of using a walk as a means of developing children’s physical activity. At the same time, different levels of motor activity in preschool children are considered and taken into account.

1. USING WALKS TO DEVELOP MOVEMENTS IN PRESCHOOL CHILDREN

Senior preschool age is the most important period for the formation of motor activity (MA).
Children 5-7 years old have a rich creative imagination and strive to satisfy their biological need for movement. This allows them to master complex program material on movement development. By the time children enter school, they should have developed basic motor skills in walking, running, jumping, throwing, climbing, and some types of sports exercises and games. Insufficient development of any motor quality in a child reduces his ability to learn new motor actions, as well as his motor activity. In this regard, it is necessary to provide in the planning of program material during walks the relationship between the process of learning basic types of movements and the development of motor qualities and abilities of children . Distinctive features of older preschoolers are cognitive activity, interest in everything new and bright, and high emotionality. Therefore, during walks there must be a clear organization of children, discipline based on strict compliance with tasks, commands, and instructions from the teacher. At the same time, children should be given a certain freedom and independence of action that stimulates their creativity and initiative. Every walk for a child is an exploration of the surrounding reality through movements that should bring joy. It is important to enrich children with ideas and knowledge about the purpose and methods of using different types of movements, the similarities and differences in strength, speed, and their practical feasibility. The peculiarities of the walks are to provide a differentiated and individual approach to children, taking into account their health status, level of motor readiness and physical activity. On each walk, as a rule, a set of interrelated tasks is solved: health-improving, educational and educational. Health-improving tasks are aimed at creating a healthy lifestyle and cultivating a conscious attitude towards the manifestation of one’s physical activity. When developing the content of educational tasks, it is important to pay attention to the development of independence, activity and communication, as well as the formation of the emotional, moral and volitional sphere of children in the process of motor activity. At the same time, a distinctive feature of walks in older age groups is the emphasis on solving educational problems: mastering the necessary program material for the development of movements, developing accessible knowledge about the basics of physical culture and a healthy lifestyle. These tasks are solved in close connection with the development of children’s motor qualities and abilities, as well as the formation of optimal motor activity. The effectiveness of walks in a preschool institution is largely determined by an understanding of their significance, which is to: - satisfy the child’s natural biological need for movement; - ensure the development and training of all systems and functions of the child’s body through motor activity and physical activity specially organized for this age; - develop skills in different types of movements; - promote the development of the child’s motor qualities and abilities; - stimulate the functional capabilities of each child and activate children's independence; — create optimal conditions for the versatile development of children: activation of mental activity, search for adequate forms of behavior, formation of positive emotional and moral-volitional manifestations of children. During walks, it is important to carefully consider methods and techniques for regulating children’s motor activity; the main attention should be paid to creating a high variability of pedagogical conditions that contribute to the more effective implementation of children’s DA, mainly through the selection of differentiated tasks. In general outdoor play for children with different mobility, it is important to ensure high DA and improve movements and physical qualities. At the same time, make wide use of the playground space, develop in children the ability to distribute roles and be a leader. In order to enhance the motor activity of children during walks, it is important to use different methods, techniques and forms of organizing children’s activities. These include: - rational use of physical education equipment (use the minimum equipment as much as possible);
-inclusion of different ways of organizing children (frontal, continuous, group, shift, circuit training, station, individual); -concise explanation of tasks and clear demonstration of exercises; - activation of the child’s mental activity (use of spatial terminology, independent choice of the method of performing actions, leading questions, creation of search situations); -creation of special situations for the manifestation of such qualities of the child as determination, courage, resourcefulness; -variability of outdoor games, methods of complicating them. An important indicator of the effectiveness of a walk is physical activity, which can satisfy children’s need for movement. 2. PLANNING A WALK

When planning a walk, the main task of the teacher is to provide active, meaningful, varied and interesting activities for children: games, work, observations. When planning the content of a walk, the teacher provides for an even alternation of calm and motor activities of children, the correct distribution of physical activity throughout the walk. The sequence and duration of different types of activities changes taking into account specific conditions: time of year, weather, age of children and the nature of their previous activities. The content of evening walks is planned taking into account all the children’s previous activities. A properly organized walk fully satisfies children’s need for independent action when getting to know their surroundings, for new vivid impressions, and for free active movements in play. During a walk, close communication between a child and an adult takes place. The teacher has the opportunity to clarify and consolidate the knowledge acquired by children in classes, teach certain skills, unite children into small subgroups, teaching them to act together without interfering with each other, and cultivate love and kindness towards everything that surrounds them. To successfully implement these tasks, you should first consider the conditions for the walk. Children's interest in it will be maintained by an appropriate selection of takeaway material. These are soft story toys of various sizes (bears, hares, foxes, squirrels, etc.), dolls in winter clothes, sleds, strollers, gurneys, trucks, handbags, baskets, balls, etc. On the veranda in special boxes It is advisable to store cones, acorns, multi-colored pebbles, etc., in a certain place - equipment for performing joint work with an adult: buckets, spatulas, scoops, brooms. The decorated area itself evokes positive emotions in children, the desire to go for a walk, and encourages independent activity. For example, in winter, inflatable balls, snowflakes and flags of various configurations can be hung between the trees and on the veranda; stretch bright cords and ribbons along the edges of the paths; Decorate the snow shafts with an ornament of multi-colored ice floes. Between the trees you can hang bells and colorful toys on a bright cord, under which you must walk carefully, bending down, so that they do not sound. And attach a tambourine to the blank wall of the veranda. If you reach it with your hand and hit it, it will sound. During the walk, children move a lot and enjoy it. And to satisfy this need, they should be provided with the entire area of ​​the site. Make a wide road for sledding (for example, from the gate to the veranda), relatively narrow long passages between snow banks (from the veranda to the end of the site and further to the veranda) with branches, some of which end in a dead end, and others in some kind of obstacle which needs to be overcome (climb over a log; bend over and go through a gate; step over a snow barrier no more than 10-15 cm high; cross a bridge, etc.) On the central area cleared of snow, you can make colored paths of different configurations - winding , straight, closed. Large snow buildings are a must. It’s good to play hide and seek around them or just run across, for example, from a snowman to three fairy-tale bears, and from them to nesting dolls, etc. There should be a snow slide on the site (preferably in the form of a large turtle, whale, etc.) , with which the children will move out. Thus, children perform a variety of movements while walking: -running, climbing, sliding, crawling, pulling themselves up, throwing at a target, carrying a load (snow, ice). Of course, such vigorous activity requires comfortable, light clothing that does not restrict movement. But you can’t limit yourself to just creating conditions for a walk. We need to make sure that every child has fun.

3. BASIC PRINCIPLES OF ORGANIZING MOTOR ACTIVITY OF CHILDREN ON A WALK

In order to enrich the walk with interesting activities, it is proposed to use observations and didactic tasks, joint work activities with an adult, and outdoor play in its structure. At the same time, a significant part of the time is devoted to children’s independent activities. All these structural parts do not act as separate events, but complement and deepen each other. In winter, outdoor games are also held during the walk. They activate children's movements and enrich them with new vivid impressions. In outdoor games, each child’s ability to listen carefully to an adult’s speech, fulfill his demands, and coordinate his actions with the actions of his comrades is reinforced. If it is cold and damp outside, then such a game should be organized immediately in order to raise the emotional tone of the children and put them in a cheerful mood. If children are happy to start playing on their own, then outdoor play can be done at the end of the walk, when the children’s interest decreases significantly. Bright attributes should be prepared for each outdoor game. These can be emblems on ribbons, various hats of birds, animals, large soft expressive toys. The duration of each game is no more than 3-4 minutes, the number of participants is not regulated (at the request of the children). An adult can also organize an outdoor game with one or two children if he sees that they are cold or don’t know what to do with themselves. It is advisable to prepare at least five to seven different outdoor games for a week and select attributes for them1. Planning work on the development of movements during a walk should help consolidate, improve games and physical exercises, and increase the motor activity of children. It is important to choose the right time for games and exercises. Organized motor activity should not be allowed to take place at the expense of children’s independent activity time. The choice of time and exercises during the walk depends on previous work in the group. If a physical education or music lesson was held in the first half of the day, then it is advisable to organize games and exercises in the middle or end of the walk, and at the very beginning to provide children with the opportunity to play independently and practice with a variety of aids. On other days, it is advisable to organize the motor activity of children at the beginning of the walk, which will enrich the content of their independent activity. On the days of physical education classes, one outdoor game and some physical exercise (sports exercise or exercise in the main type of movement) is organized with children. On other days, when the lesson is not held, an outdoor game, a sports exercise and an exercise in the main type of movement (jumping, climbing, throwing, throwing and catching a ball, etc.) are planned. When carrying out exercises, the main types of movements, different methods of organization should be used (frontal , subgroup, individual). The most appropriate is the mixed use of different methods of organization. For example, the use of a subgroup method of organization is most important when combining the learning process and improving motor skills. At the same time, one group of children masters a new type of movement under the guidance of an adult, while other children independently practice well-known movements. Due to the peculiarities of performing some movements (climbing a gymnastic ladder, balance exercises, long and high jumps from a running start), continuous and individual methods are used. The combination of different methods of organization significantly increases the effectiveness of games and exercises during a walk. For example, a climbing exercise is performed by children one by one, and an exercise with balls is performed frontally, i.e. by all children at the same time. It is advisable to organize children’s exercises in the main types of movements into subgroups, depending on the degree of mobility of the children. Each subgroup performs its own task. The duration of organized motor activity is 30-35 minutes. The teacher can conduct an outdoor game with the whole group and repeat it 3-5 times. When organizing well-known games, the teacher can give the children the opportunity to remember and tell the contents of the game and the rules themselves. When learning a new outdoor game, a clear, concise explanation of its content is necessary. Individual elements can be shown and even played. After the explanation, the teacher immediately moves on to the game and, as the game progresses, clarifies what the children did not remember well enough. In outdoor games, the leading roles are played by the children themselves. When organizing games of a competitive nature, relay races, an important role belongs to the teacher, who must help the children divide into teams, selecting them taking into account their levels of mobility and physical fitness (it is necessary that both teams have approximately equal numbers of both children). Of great educational importance is summing up, assessing the results, actions of children, and their behavior in play activities. It is advisable to involve the children themselves in discussing the results of the game; they must be taught to evaluate their own behavior and the actions of their comrades. This will further contribute to more conscious fulfillment of tasks and rules of the game, as well as the establishment of relationships in the process of joint actions. During the walk, outdoor games and play exercises of varying degrees of intensity should be planned. During the month, 15-20 outdoor games (including relay games) can be played, while 3-4 new games are learned. The total duration of the game is 10-12 minutes. When working with children, organizing children's activities requires special attention from the teacher, since not all children are equally active, mobile and independent, and most find it difficult to independently choose games, toys and aids. The most favorable time to fulfill children's need for movement is a morning walk. A long stay of children in the fresh air is in any case useful, but its health-improving and educational significance increases if the course of the walk includes YES, based on the optimal ratio of different games and exercises, selected taking into account not only the age, but also the individual characteristics of the children. The content side of children’s motor activity during walks should be aimed at their full psychophysical development. Such types of DA are used that help children get acquainted with the properties of objects, gain new ideas and knowledge about the surrounding reality, expand motor experience, improve spatial orientation and consolidate the ability to act together.

4. METHODOLOGY FOR GUIDING MOTOR ACTIVITY OF CHILDREN WITH DIFFERENT LEVEL OF YES ON A WALK

A comprehensive assessment of children's DA allows us to distinguish three levels of its development. The largest percentage among preschoolers of all ages are children with an average level of DA. They willingly perform a variety of movements (walking alternating with running and jumping; running in different directions while running around objects, climbing a snowy hill and jumping off it, skiing and sliding along ice paths with the help of adults, sledding). Children with an average level of DA (55%) are quite balanced, active, mobile and independent. But they are not always able to complete the task correctly, since they are absorbed in the process of movements themselves, their emotional side. Children with a high level of DA (17%) are hyperactive, easily excitable, and have various disorders in psychophysical development. They are characterized by high-intensity actions, which prevents them from being attentive and correctly performing the teacher’s motor tasks. And their independent YES is monotonous. Children with a low level of DA (28%) are inactive, have poorly developed motor skills, and often get sick. They are characterized by uncertainty in their movements and instability of emotional tone. Such children especially need the help of an adult, his encouragement and support. When working with children of senior preschool age, the main tasks during a walk are: - to introduce children to various types of movements and create variable conditions for their systematic implementation; - consolidate the ability to navigate in space, act together, participate in collective games and game exercises; - create favorable conditions for the development of children’s creativity, including movement, and a positive emotional state. Successfully solving these problems is possible only with a rational combination of different types and forms of motor activity under the guidance of a teacher. In order to improve movements and consolidate gaming skills, it is advisable to link new material offered in physical education classes with games and exercises during walks. It is also important to take care that the games suit the seasons. So, in winter you can introduce children to the games “Winter has come”, “Polar bears”, “Beware, I’ll freeze”, “Visit the Snowman”, “Snow Carousel”, and organize sledding, sliding on an ice path, and walking on the site by ski. During the walk, it is important that all children participate in motor activities organized by the teacher. It is best to conduct it in two subgroups, composed of different levels of DA. Each subgroup performs its motor task in a playful way. For example, children of the first subgroup (with high and average levels of DA) perform exercises to develop attention and precision in performing movements (skiing on a path while walking around large objects), and the teacher monitors the quality of their performance. Children of the second subgroup (with a low level of DA) perform tasks on speed of movements, for example, “Catch up with the sled,” “Run to the Snowman,” “Quickly pick up and put down an object.” Outdoor play, common to both groups, is offered by the teacher, taking into account the children’s functional abilities. Sedentary children get tired quickly, so active play is repeated no more than two or three times. Games and play exercises for children of the first subgroup are more complex. They can be repeated three to five times depending on the wishes of the children, who should be subject to more stringent requirements: to ensure strict compliance with the conditions and rules of the game. It is necessary to strive to ensure that children can play the role of leader in the game. The teacher gradually involves all children in games. The content of outdoor games becomes more complex and updated as children master the movements. This, without changing the basic content and rules of the game, increases the interest of children and encourages them to be independent and creative. So, at first, in the “Train” game, children simply follow each other, carrying a sled, then climb a small hill and descend on a sled, one after another, observing certain intervals. After some time, when the children have mastered the proposed movements, the teacher continues the game: having descended from the mountain, the children walk through the forest, imitating the movements of animals and birds: running, jumping, squatting, making figures out of snow, etc. For example, children of the fifth year of life must clearly carry out motor tasks and rules of the game, including orienting themselves in space, quickly finding their place during various formations (take a certain place on the “train”, find their “house”, etc.) . Before playing games and play exercises, it is necessary to prepare physical education and game material, select games taking into account age and season of the year, think through the course of the walk, and assign roles. It is important that the teacher himself takes an active part in games and exercises: this supports the positive emotional mood of the children and their interest in various forms of DA. It is known that preschoolers love to play familiar outdoor games under the guidance of a teacher, but if the game is played for a week without making any changes, then the children’s YES sharply decreases and interest in the games drops. With children, it is advisable to play a new game for two or three days in a row, then you should complicate the motor tasks, introduce new aids or toys. If this does not disrupt the flow of the game, children get used to acting in changed conditions, which is important for increasing their DA. Winter provides natural conditions for organizing DA children. On a winter playground covered with snow, you can play games that include a variety of movements (walking, running, spinning, jumping, throwing snowballs, etc.). Snow cover arouses children's special interest in movements such as walking and running; walking with long strides; jumping up to a branch and shaking snow off it; jumping into a snowdrift from low stumps; stepping over a snowball, as well as throwing snowballs. Children get great joy from sledding and skiing. When working with preschool children, you can use a variety of forms of ski training, individual and subgroup.

5. SUMMARY OF WALKING (SUMMER, WINTER) IN SENIOR PRESCHOOL AGE, TAKEN INTO ACCOUNT OF DIFFERENT LEVELS OF MOTOR ACTIVITY (MOTOR ACTIVITY)

An approximate summary of a summer walk with different levels of DA in the senior group

Topic: “What did summer give us?”

Target

: Consolidating children’s ideas about the plant world (the walk is carried out in the form of a tour of the site).

Walking progress:

When going out for a walk, the teacher says: “Guys, the summer is red, the summer is hot and is friends with us.
Let’s go around the site and see what summer has given us?” The children go and note: the whole earth is covered with...What? (Green grass, silk ant grass). And flowers grow in the grass. Which? (Children specify their name, color). The teacher turns to the children: “Look how elegant the trees are, all covered with leaves. A gentle breeze will blow, and the leaves... What are they doing? (Children answer: they rejoice, whisper, laugh). This is what a red, generous summer is. Let’s see what else it gave us?” Suitable for garden beds. The teacher clarifies which vegetables admire the sun, which ones are hidden in the leaves, which ones sit in the ground? Then everyone goes to fruit trees, to bushes with berries, and each time the teacher emphasizes: “This summer gave us red.” The teacher continues: “Summer also gave us beautiful flowers in the flowerbed. Who knows which ones, please name them.” everyone is walking around the flowerbed. Children name flowers and specify their color. The teacher cuts several flowers for a bouquet. Educator: “And the summer is red, the child is generous and has toasted and fried you. You got tanned, you became like little chocolates” and reads the poem “We got tanned in the sun.” The younger children go off to play under the supervision of a nanny. The elders go to the veranda and sit around the table. An adult places a bouquet of flowers and a basket full of fruits and vegetables on the table (if possible, select 3-4 fruits and 2-3 vegetables). Children answer the teacher’s questions: “What is this – a fruit or a vegetable, where does it grow, what does it taste like, what color?” The teacher puts a watermelon on the table. The children examine it, then cut the watermelon and eat it. The teacher reads Z. Alexandrova’s poem “Watermelon.” At the end of the walk, an outdoor game “We hear - we do” is played. Purpose: checking children's understanding of the meaning of familiar texts. Progress of the game: The teacher tells the children: “Guys, I will recite poems, and you do what you hear.” The teacher reads a poem:
A clubfooted bear walks through the forest, collects cones, sings a song (Children waddle and sing: “La-la-la” ). Our feet walk along a narrow path (Children walk) Over pebbles, over pebbles (Children jump) And into a hole - bang! (Children squat). Geese were washing their feet in a puddle near the ditch (Children wash their feet) One is gray The other is white Hid in the ditch (Children crouch) Birds flew in Small birds All flew All flew Waving their wings (Children are birds, perform movements) The game can be continued by reading other poetic texts .

An approximate summary of a winter walk with different levels of DA in the senior group

Topic: "Snowfall"

Purpose: to familiarize children with a seasonal phenomenon - snowfall. Progress of the walk: The children go for a walk and see that it is snowing. "Snow! It is snowing!" - they tell the teacher. “That’s right!” says the teacher. Snowing. There was a lot of snow all around. Look, the snow is already on your palm, on the bench, and on the table. And he keeps falling and falling. It's snowing!" Children repeat “Snowfall!” The teacher continues: “Snowflakes are slowly spinning in the air. They spin around and sit down, in all directions. Do they sit on us? It’s just that one snowflake landed on Tanya’s fur coat, and another on Sasha’s hat.” The children carefully examine themselves: “And she sat on my felt boots!” And for me, mittens!” “Look like a star!” - says the teacher and offers to look at the beautiful snowflake that fell on the sleeve of Olya’s fur coat. The teacher suggests putting your hand towards the falling snow, and when a large snowflake falls on the mitten, blow on it. Flying? Let it fly further. The snowflake is light, fluffy, beautiful!” Then the teacher takes off the mitten and invites the children to observe what happens to the snowflake. Explains: “A snowflake sat on my hand and melted. She was and now she is no longer there. What a little star.” Having prepared the children’s perception for the bright characteristics of a snowflake (star, little one, melted in the palm of their hand), the adult reads Z. Rozhdestvensky’s poem “Little Star”, repeating its ending twice. She sat down and melted on my palm. Children repeat: “The snowflake is light, fluffy, beautiful, like a star.” What color is it? – asks the teacher. “Who has a fur coat the same white color?” This means that we also have snowflakes - fluffs. Katyusha, Kolya, Marina – that’s how many snowflakes there are! Blow on them. Let our white snowflakes fly! After this, the adult says6 “What a snowfall! A lot of snow fell, everything was covered all around. Winter is trying - winter, wrapping the bushes in snow, putting a hat on the Christmas tree. Look what color is winter? Children say: “Winter is white.” Having finished observing, children play the outdoor game “Snow is whirling,” and then move on to independent activities. Game “Snow is whirling” based on the poem by A. Barto Goal: teaching children to correlate their own actions with the actions of the participants in the game. Material: Headbands with snowflake emblems. Progress of the game: The teacher reminds the children that the snow is light, it slowly falls to the ground, spins when the breeze blows. Then he offers headbands - snowflakes - to all participants in the game. The teacher invites the children to spin around, saying: “Snow, snow is spinning, the whole street is white!” Then, with a gesture inviting the children to come closer, he says: “We all gathered in a circle, spinning like a snowball.” Children perform actions arbitrarily and slowly squat at the end. The teacher says: “A cold wind blew. How? “V-v-v-v!” (“V-v-v-v!” - the children say). The snowflakes scattered and scattered in different directions.” Children run around the playground. Games are repeated 3-4 times at the request of the children. After some time, the teacher invites those who wish to clear the area in front of the veranda from freshly fallen snow. Children choose their own shovels or sliders and, together with adults, remove the snow: they move the snow towards the snow bank, others throw it up (the teacher shows the actions). Then, if desired, you can build a platform. Having finished clearing the playground, children and the teacher can decorate it by placing multi-colored flags along the snow bank, placing multi-colored ribbons between them, and placing patterns of multi-colored ice floes along the slope. The teacher praises and thanks you for your diligence. Some children play, others watch the actions of their comrades. The teacher can turn to a subgroup of 3-5 children and, holding out his hand towards the snow, ask them to guess: “White, fluffy, fell on his hand and disappeared. What it is? Did you guess it? The walk continues.

CONCLUSION

So, the process of raising children is continuous. Great potential opportunities for the comprehensive harmonious development of a child’s personality are inherent in the process of educational work with children in a walking environment. Here, like nowhere else, children are provided with unique conditions for all-round development; their needs for active movements, independent actions when getting to know the world around them, new vivid impressions, and free play with both natural materials and toys are fully satisfied. However, due to age characteristics, children themselves cannot use all the walking time with maximum benefit for their development. An adult must pedagogically correctly guide their activities. In the process of daily outdoor games and physical exercises during walks, children’s motor experience expands and their existing skills in basic movements are improved; agility, speed, endurance develop; independence, activity, and positive relationships with peers are formed.

BIBLIOGRAPHY

1. Vavilova, E.N. Strengthen children's health. [Text]: manual for kindergarten teachers /E.N. Vavilova.- M.: Education, 1986.- 128 p. 2. Zmanovsky, Yu. Educational and health work in preschool institutions [Text] // Preschool education. - No. 9. - 1993. - pp. 23-25. 3. Ivashchenko, O.N. General principles of organizing the motor activity of children during a walk [Text] //Preschool education.- No. 11.- 2007.- p.56-59 4. Runova, M. Winter walk [Text] //Preschool education.- No. 12.- 2003.- p.35-40. 5.Runova, M. Formation of optimal motor activity [Text] //Preschool education.- No. 6.- 2000.- p.30-37. 6. Teplyuk, S. Working with children on a walk [Text] // Preschool education. - No. 1. - 1990. - pp. 34-42. 7. Shishkina, V.A. Movement + movements [Text]: a book for kindergarten teachers [Text] / V.A. Shishkina.- M.: Education, 1992.- 96 p.

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