Transcript

1 Report on the work done in the first junior group for the school year Author: Mayevskaya Vera Anatolyevna MADOOU of the Novoturinsk kindergarten “Lukomorye” group “Goldfish” There are 29 children in the group: 13 boys, 16 girls. Over the course of the year, children developed according to their age, mastered program material and showed positive dynamics in all areas of development. All children adapted well to kindergarten. We worked according to the basic general educational program of preschool education of the Moscow Regional Preschool Educational Institution of the Novoturinsk kindergarten “Lukomorye”. The program provides for solving educational problems in the joint activities of adults and children, independent activities of children not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education. The leading goals of the Federal State Educational Standard for Educational Education are:. creation of favorable conditions; formation of the foundations of the basic culture of the individual; comprehensive development of mental and physical qualities in accordance with age and individual characteristics; ensuring the life safety of preschool children. The goals are realized in the process of various types of activities: gaming, communicative, labor, cognitive-research, productive, musical and artistic, reading. All types of activities are included in the main areas of children's development:. Physical;. Cognitive-speech;. Artistic and aesthetic;. Social and personal. During the school year, work was aimed at creating conditions for the successful adaptation of children to the conditions of kindergarten: familiarizing parents with the age characteristics of children and the reasons that cause stress during the adaptation period; gave recommendations on preparing for admission to a preschool institution; They sought to establish emotional and physical contact with the children and involved them in joint activities. By the end of the year, the children had grown noticeably and become stronger. Many have become more confident in self-care: they can dress themselves and use personal hygiene items. They began to show cognitive activity, using a variety of actions. The children's interest in group games and communication with peers has increased. They rejoice at their achievements and new successes.

3 Listen to short stories without visual accompaniment. They use speech as a means of communication with peers. READING FICTION. Listen to poems, fairy tales, stories that are accessible in content. When reading again, they pronounce words and small phrases. Read by heart A. Barto’s poem “Toys”; know some nursery rhymes. ARTISTIC CREATIVITY. Artistic and aesthetic development is of great importance for the all-round development of a preschooler. They know that they can draw with pencils, felt-tip pens, paints and brushes. There are red, blue, green, yellow, white, black colors. They know how to roll out a lump of dough with straight and circular movements of the hands; break off small lumps from a large lump of dough and flatten them with your palms; connect the ends of the rolled stick, pressing them tightly against each other. During the year, the children had two clubs. The “Mukosolka” circle was attended by 8 children. The “Talented Hands” circle was attended by 9 children. During the year, the guys and I held such events as: “Journey to the Autumn Forest”, “My Favorite Toys”, “Mother’s Day”, “Journey to the Winter Forest”, “Let’s Help Nastya Not Get Sick”, New Year’s party “Whose Mitten”, “Our little sandy friend”, “Gifts for Valentine’s Day”, “Fun starts” dedicated to Defenders of the Fatherland Day, “Sun at Mother’s Day”, “Summer Holiday”. Over the course of the year, the group systematically carried out work on interaction with parents, consultations, individual conversations, parent meetings, visual and poster information, joint exhibitions, crafts for the holidays, took part in project activities, and in the production of wall newspapers. 3 parent meetings were held: 1. “Child adaptation in kindergarten” (September 2014) “Introducing parents to the tasks of raising and educating children 2-3 years old according to the program, “From birth to school”; consultations were held on “Psychological characteristics of three-year-old children » A parent committee has been elected. 2. “Formation of self-service skills and education of independence in children 2-3 years old.” Prevention of colds. “What our children play with” (January 2015)

4 3. “How our children have matured and what they have learned in a year.” Summing up the results of educational work for the school year. “The role of the family in the speech development of a child” “Educating safe behavior in a child at home and on the street” (June 2015) For the next school year, I set the following goals for myself: - Continue the development of children in all areas of the general education program in accordance with the Federal State Educational Standard for Preschool Education; - Maintain a favorable emotional and psychological climate in the group; - Maintain partnerships between the teacher, children and parents; -develop speech, memory, attention of children; -continue to work on self-service skills; - develop fine motor skills; -develop play activities; -develop the artistic and aesthetic development of children. Educator Mayevskaya V.A.

5 PHOTO REPORT.

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Summary of GCD for FEMP in the second junior group “Visiting the forest dwellers”

Tasks:

Educational:

Improve the ability to compose group items from individual items and select one item from groups, denote aggregates with the words one, many, none.

Educational:

Develop speech, observation, mental activity, the ability to express and justify your judgments.

Develop auditory and visual attention, memory, logical thinking.

Educational: Cultivate interest in mathematical studies.

Materials and equipment:

Toys Teddy Bear and Bunny, Christmas trees, pine cones, a basket, a tray with rings of different colors and sizes according to the number of children, 2 plates - large and small, carrots (big and small) by number of children, Laptop,

Progress of the lesson.

1. Introductory part.

Guys! -We'll go for a walk in the forest. And to get there, you need to say the magic words:

- "one two Three! I’ll get into the forest!” and blow strongly into your palms.

Oh guys, look what a wonderful forest. -What animals live in the forest? (wolves, bears, hares, etc.) Well done! Let's say hello to everyone in the forest. (slide 2)

Physical education minute:

Hello golden sun! (raise your left hand up)

Hello blue sky! (raise your right hand up)

Hello free breeze (wave your hands above your head)

Hello little oak tree (sit on your knees and show a small tree with your hands)

Hello people (torso turns to the left)

Hello animals (torso turns to the right)

And mother earth (wave hands below)

1. Main part.

Well done boys! All the animals are also very happy to see you. Oh, who came out to meet us? (bear) (teacher shows a toy bear) (slide 3)

How does the bear walk? Let's show.

Finger gymnastics:

A clubfooted bear is walking through the forest,

(index and middle fingers "they're coming".)

He collects the cones and puts them in his pocket.

(collect the cones in a fist.)

Suddenly one of the cones hits the bear's forehead,

(imitate.)

The bear got angry and stomped his foot. (stomp your foot)

Oh, guys, you and I stomped our feet so hard that forest All the cones of the Christmas tree fell off. And the bear does not like disorder in the forest. Let's all put things in order together.

Where are the cones? (on the ground)

How many cones are there on the ground? (a lot of)

Let's collect all the cones in a basket. (Children take one cone at a time.) We take one cone at a time.

How many cones did you take? (one) Put it in the cart. (the teacher accompanies the child’s actions with speech: “I put one pine cone in the basket.”)

Game-task "Collect the cones in a basket"

Look, guys, there are more and more cones in the basket.

How many cones are there in the basket? (a lot of) How many are left on earth? (none)

Guys! Mishka is very pleased with you and tells you "Thank you!" And now the bear needs to return back to the forest, and you and I will look around and what do we see? ---Whose house is there? (slide 3)

And you will find out who lives in this house if you guess the riddle.

In winter - white,

In summer - gray.

Children: this is a bunny. (slide 4) (showing a bunny toy)

Educator: Yes, guys, a bunny lives in this house.

Look what the Bunny has prepared for you.

The teacher distributes rings of different sizes and colors

What figure do they resemble? (per circle)

What color is your ring? And you? (children name colors)

Let's circle the ring with our finger. What is it like? (round). And you can play with him (Yes)

Can I ride it? Let's give him a ride on our palm. (children roll rings on their palms)

Guys! How else do the rings differ from each other? How big are they? (big and small) What kind of ring do you have? And you?

And the bunny really wants to play with you.

Physical education minute "The gray bunny is sitting"

Gray bunny sitting

And he wiggles his ears. (raise your palms above your head and wave, pretending to be ears)

Like this, like this

He's moving his ears!

It's cold for the bunny to sit

We need to warm our paws. (rub your forearms)

Like this, like this

We need to warm up our little paws!

It's cold for the bunny to stand

The bunny needs to jump. (jumping in place)

Like this, like this

The bunny needs to jump.

Well done! The bunny really enjoyed playing with you. Guys! What does a bunny like to eat? (carrots, cabbage...)

Game-task "Arrange the carrots"

He brought you plates and carrots of different sizes and asks you to help put large carrots in a large plate, and small carrots in a small plate. (children lay out). The teacher accompanies the child’s actions with speech: “I took a big carrot and put it on a big plate.” .

1. Final part.

Farewell to the Bunny

The children say goodbye to the Bunny. And it’s time for us to return to kindergarten too. Let's say the magic words: "one two Three! Go to kindergarten!” Well here we are group. Our walk is over.

Where have we been today? (In the woods). Who did we meet there? (bunny and bear). Did you enjoy your walk in the forest? (Yes).

Moskina Nadezhda
Analytical report for the academic year in the first junior group

MDOU Chuchkovsky kindergarten No. 2

Analytical report for 2015-2016. 1 junior group

Educator: Moskina N. N.

At the beginning of the year the first younger group consisted of 10 children, at the end of the year there were 9 people.

Over the course of the year, children developed according to their age, mastered program material and showed positive dynamics in all areas of development. All children adapted well to kindergarten. The upbringing and education of children is carried out according to the preschool education program "From birth to school" edited by N. E. Veraksa. The program provides for solving educational problems in the joint activities of adults and children, independent activities of children not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.

The leading goals of the Federal State Educational Standard are:

Creation of favorable conditions;

Formation of the foundations of the basic culture of the individual;

Comprehensive development of mental and physical qualities in accordance with age and individual characteristics;

Ensuring the life safety of preschool children.

Goals are achieved through a variety of processes activities: gaming, communicative, labor, cognitive-research, productive, musical and artistic, reading.

All types of activities are included in the main areas of development children:

Physical;

Cognitive-speech;

Artistic and aesthetic;

Social and personal.

For educational year, the work was aimed at creating conditions for the successful adaptation of children to the conditions of kindergarten garden: familiarizing parents with the age characteristics of children and the reasons that cause stress during the adaptation period; gave recommendations on preparing for admission to a preschool institution; They sought to establish emotional and physical contact with the children and involved them in joint activities. By the end of the year, the children had grown noticeably and become stronger. Many have become more confident in self-service: can dress independently, use personal hygiene items. They began to show cognitive activity, using a variety of actions. The children's interest in group games and communication with peers has increased. They rejoice at their achievements and new successes.

Attendance is not high, since the children are 2–3 years old and the children often get sick. The reasons for absences are acute respiratory viral infections, as well as the adaptation period.

Physical development. At the end of the year, it is worth noting that children are developing harmoniously physically, moving with desire, they are interested in performing a variety of physical exercises, they have learned how to do things with physical education aids. In accordance with their age, they develop coordination of movements, are able to quickly respond to signals, and switch from one movement to another. We learned to complete tasks, act, in general, at everyone’s pace. They are very willing to engage in playful activities with other children. Anthropometric indicators (Height Weight) fine. Possess age-appropriate basic movements. They show a desire to play outdoor games with simple content and simple movements. On their own or with a little help from an adult, they perform age-appropriate hygienic procedures and have age-appropriate self-care skills. Have primary ideas about themselves as a person, know the names of the main parts of the body, their functions.

Conclusion: In the future, it is necessary to constantly work with parents on the prevention of acute respiratory viral infections and colds, limiting contacts and visiting public places when the incidence increases. Continue hardening activities in the summer with a transition to summer schemes. Do not violate the drinking regime or other regulations in the child care facility. Promote sports activities among parents and children.

Cognition: In cognition children have learned group objects by color, size, shape. There are one and many objects. Distinguish between large and small objects and name their size. Recognize the ball and the cube. They recognize and name some domestic and wild animals and their young. There are some vegetables and fruits (1-2 types). Have a basic understanding of natural seasonal phenomena.

Listen to short stories without visual accompaniment. They use speech as a means of communication with peers.

READING FICTION. Listen to poems, fairy tales, stories that are accessible in content. When reading again, they pronounce words and small phrases. Reading poems by A. Barto by heart "Toys"; know some nursery rhymes.

ARTISTIC CREATIVITY. Artistic and aesthetic development is of great importance for the all-round development of a preschooler. They know that they can draw with pencils, felt-tip pens, paints and brushes. There are red, blue, green, yellow, white, black colors. They know how to roll out a lump of dough with straight and circular movements of the hands; break off small lumps from a large lump of dough and flatten them with your palms; connect the ends of the rolled stick, pressing them tightly against each other.

Brief description of events held during the year.

During the year in group work was carried out on non-traditional drawing techniques on topic: "Funny Fingers". This is drawing with fingers, palm, poke. Work has been done to replenish the methodological and didactic collections. During the year our group participated in project activities. Short-term projects were implemented. During the year, work was done on a project in mathematics. Subject project: « First steps into mathematics» . The project is aimed at developing mathematical abilities. Over the years, notes on mathematics and visual teaching aids have been developed. Our parents groups took part in the project "Help the birds". Parents and students made houses for birds, and the most active ones received certificates and gifts.

Children participated together with their parents at the New Year's party.

I took part in the demonstration of an open intra-institutional lesson in the Educational field - Mathematics. Subject: "Find your house". Participated in a garden-wide project "Theatrical Activity".

I made various types of theater and prepared a performance at a methodological association with a video presentation.

IN group Work was systematically carried out to interact with parents. A long-term plan has been drawn up. It lists all joint events, consultations, and parent meetings.

Children's achievements

Starting % Final %

V S N V S N

33% 25% 42% 70% 26% 4%

At the beginning of September -10 children (__ girls and __ boys)

At the end of May 9 children (__ girls and __ boys)

At first educational years of children's games were short-lived, actions sometimes - chaotic: children played on their own, performed 1-2 game actions, some children called themselves by their name (Gleb is carrying a car, they did not use substitute objects in the game.

By the end of the year, as play skills developed, play actions became more diverse, children learned to take a play role, a certain logic began to be traced in the chain of play actions (preparing lunch, feeding - putting them to bed, the content of the game was enriched, all this created favorable conditions for children’s interaction in games.

All the children have started talking, I plan to continue working on the topic of self-education, individual work with children on speech development.

On the next training I set these for myself for a year tasks:

Continue the development of children in all areas of the general education program in accordance with the Federal State Educational Standard for Education;

Maintain a favorable emotional and psychological climate in group;

Maintain partnerships between the teacher, children and parents;

Develop speech, memory, attention of children;

Continue to work on self-care skills;

Develop fine motor skills;

Develop play activities;

To develop the artistic and aesthetic development of children.

Annual report on the work done in the first junior group “Gnomes” for 2015 – 2016.

village of Mirskaya municipal district, Caucasus region.

Teachers: Shilova A.V. Konkova I.G.

There are 29 children in the group:15 boys, 14 girls, ages from 1.5 to 3 years.

Children from 1.5 to 3 years old face many problems when entering a preschool institution. All changes: in the daily routine; in requirements for behavior; new premises; constant contact with peers - they attack the child at the same time, creating a stressful situation. The most important task of educators is to help children adapt to the conditions of a preschool educational institution.

Throughout the year, our group worked on the general education program of preschool education “From birth to school” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. The program provides for the solution of educational problems in the joint activities of adults and children, independent activities of children not only within the framework of direct educational activities, but also during routine moments. Alsothe program was aimed at creating conditions for the successful adaptation of children to the conditions of kindergarten: introducing parents to the age characteristics of children; reasons causing stress during the adaptation period. Teachers gave recommendations on preparing for entry into a preschool institution; they sought to establish emotional contact with children and parents, involved them in joint activities, maintained activity and formed a positive attitude towards the kindergarten staff. Over the course of the year, children developed according to their age, studied program material and showed positive dynamics in all areas of development. The work of teachers of the 1st junior group was carried out based on the main annual tasks and in accordance with the annual work plan for the 2015–2016 academic year.The group teachers were given the following tasks:

1. Create conditions for improving the quality of education and upbringing of young children in the light of the Federal State Educational Standard. 2. Develop new technologies in training and education by introducing design and research activities of students into the system of educational and extracurricular work. 3. To organize work between children and parents at all levels.4. Increase competence in organizing a subject-development environment in a group for the full development and education of early childhood.

During the year, the daily routine and all sanitary and hygienic requirements for the stay of children in preschool educational institutions were strictly observed. According to the plan, medical and pedagogical examinations of the pupils were carried out, which confirmed the positive dynamics of the development of each child and the group as a whole.

Direct educational activities were systematically carried out with children in accordance with the basic general education program and the approved schedule of organized educational activities. The set goals were achieved in the process of implementing various types of activities: gaming, communicative, labor, cognitive-research, productive, musical and artistic and reading fiction. When working with children in educational areas, taking into account the age characteristics of children, educators set themselves the following goals:

1.Social and communicative development

Formation of primary ideas about the work of adults, its role in society and the life of each person. Fostering a value-based attitude towards one’s own work, the work of other people and its results. Introduction to basic generally accepted norms and rules of relationships with peers and adults. Formation of gender, family, citizenship, patriotic feelings.Formation of ideas about situations dangerous to humans and the surrounding natural world.Knowledge about fire safety rules was formed.Road safety rules as a pedestrian, passenger.

• 33.33% of children complete all the proposed tasks independently;
• 64.29% of children complete all the proposed tasks independently and with partial help from an adult;
• 2.38% of children complete all proposed tasks with partial help from an adult.

2.Cognitive development (cognition, the surrounding world)

In cognition, children learned to group objects by shape, size, and color.

There are large and small objects. They know the concepts one - many.

They recognize a circle, a square; name and use parts of building materials.

They recognize and name the species of some domestic and wild animals and their young; know several types of vegetables and fruits. Get acquainted with the plant world of the Earth. Have a basic understanding of natural seasonal phenomena.

Cognitive development was carried out once a week.

• 38.64% of children complete all the proposed tasks independently;

• 61.36% of children complete all the proposed tasks independently and with partial help from an adult.

3.Speech development (speech development, reading fiction)

The teachers contributed to the development of the articulatory and vocal apparatus, speech breathing, and auditory attention. We set ourselves the goal of activating children’s speech and expanding the children’s vocabulary. Children listen to poems, fairy tales, and stories that are accessible in content. When reading again, they pronounce words and small phrases. Look at illustrations in familiar books with the help of a teacher.Read by heart A. Barto’s poem “Toys”; they know some nursery rhymes and repeat the words of finger exercises and breathing exercises.

Speech development was carried out 2 times a week.

• 31.14% of children complete all the proposed tasks independently;
• 47.43% of children complete all the proposed tasks independently and with partial help from an adult;
• 21.42% of children complete all proposed tasks with partial help from an adult.

4. Artistic and aesthetic development (fine arts)

Artistic and aesthetic development is of great importance for the comprehensive development of young children.In our group it developed through the educational field “Artistic Creativity” - this is drawing, modeling.
Children know that they can draw with pencils, paints and a brush. There are red, blue, green, yellow colors. They know how to roll out a lumpplasticine, separate small lumps, flatten them with your palms; connect the ends of the rolled stick, pressing them tightly against each other. They sculpt simple objects; use plasticine carefully.

Drawing and modeling were carried out once a week.

• 26.53% of children complete all the proposed tasks independently;
• 60.2% of children complete all the proposed tasks independently and with partial help from an adult;
• 13.27% of children complete all proposed tasks with the help of an adult.

During the year, children attended with great pleasure a group of fine arts activities using non-traditional drawing techniques “Multi-colored fingers”.

Results of the circle’s work:

Kids show interest in works of fine art. They are able to select colors in accordance with the color of objects or at their own request, create individual and collective drawings, and use their imagination. Children are quite proficient in such non-traditional drawing techniques as finger painting, palm painting, stencil printing, poking, foam rubber (tamponing), semolina.

5.Physical development

Already at an early age, the formation of physical health and cultural skills is laid down, ensuring its improvement, strengthening and preservation in the future.Children's health is deteriorating every year due to heavy workloads and a sedentary lifestyle. And there are no trends that the living conditions of children will change for the better in the near future. Therefore, morning exercises were carried out every day at the preschool educational institution;walks in the open air; phytoprocedures using garlic; gymnastics after waking up; ventilation, drinking, and physical activity, which contributed to a reduction in morbidity, and work was also carried out with the parents of newly admitted children.During the year, physical education classes were held 3 times a week.

At the end of the year, it is worth noting that children are developing harmoniously physically, moving with desire, they are interested in performing a variety of physical exercises, they have learned how to do things with physical education aids. In accordance with their age, they develop coordination of movements, are able to quickly respond to signals, and switch from one movement to another. We learned to complete tasks, act, in general, at everyone’s pace. They are very willing to engage in playful activities with other children. Anthropometric parameters (height, weight) are normal. Possess age-appropriate basic movements. They show a desire to play outdoor games with simple content and simple movements. On their own or with a little help from an adult, they perform age-appropriate hygienic procedures and have age-appropriate self-care skills. They have primary ideas about themselves as a person, they know the names of the main parts of the body and their functions.

• 62% of children complete all proposed tasks independently;
• 28 children complete all the proposed tasks independently and with partial assistance from an adult;
• 10% of children complete all proposed tasks with the help of an adult.

Parents were provided with consultations on the topic “Health”:

Adaptation of young children to the conditions of preschool educational institutions"« Health is the head of everything.” "Flu. Preventive measures. Symptoms of this disease." “Garlic is one of the measures to prevent viral infections.” "Temper yourself if you want to be healthy." “Morning exercises” “Avitaminosis, how to fight?” "Feeding children in spring." "Child nutrition in summer."

In total:

Cognitive development – ​​37 hours. (once a week)

Speech development – ​​68 hours (2 times a week)

Physical culture – 108 hours. (3 times a week)

Drawing – 36 hours. (once a week)

Modeling - 36 hours. (once a week)

Organized educational activities were carried out on the basis of comprehensive thematic planning, taking into account the integration of educational areas. Since in early preschool age, sensory education serves as the basis for understanding the world, and the success of mental, physical and aesthetic education largely depends on the level of sensory development of children.

Throughout the school year, children's search and research activities were regularly organized: experimenting with sand, pebbles, water, objects; observations of the weather, objects of living and inanimate nature.

Children of this age are distinguished by a high degree of cognitive activity. In this regard, the teachers of the group sought to ensure that the educational impact was developmental in nature, with the gradual complication of educational tasks taking into account the capabilities of the children. To maintain their activity and interest, different types of movements, outdoor games, and dance movements were introduced into the learning process. Subject-based practical activities under the guidance of an adult stimulated the overall development of children, contributed to an increase in their performance, and the development of the ability to finish what they started. In the conditions of personality-oriented interaction between an adult and a child, the education of children at the stage of early childhood is just being formed, but its significance in the implementation of tasks aimed at the development of each pupil is undeniable. The organization of cultural and leisure activities made it possible to provide students with rest, emotional well-being, and the formation of the ability to occupy themselves.

During the year the following events were held:“Golden Autumn”, “Dear Mommies!”, “New Year’s Holiday”, “Defenders of the Fatherland Day”, “Maslenitsa”, “Mother’s Day”, “The Magic World of Space”, “Funny Soap Bubbles”, “We Are Clever”; demonstration of puppet, finger, table theater.

Throughout the year, the group systematically worked on interaction with parents. Long-term and calendar plans have been drawn up; they indicate all joint events, consultations, parent meetings, and visual poster information.

Individual conversations were held with parents on the following topics:“Adaptation”, “Daily routine and the consequences of its violation”, “Clothing of children in a group”, “Development of dressing and feeding skills”, “The need to adhere to the daily routine adopted in kindergarten”, “Bring children to 8 o’clock”, “Morning exercise”, “Who do you consider important in raising a child?”,“What does it mean to be a good father?”, “How to raise a patriot of your country?”, “Avitaminosis, how to fight?”.Consultations for parents:“Tasks of educational work in the first junior group.”“To kindergarten without tears or how to protect your child from stress.”“The importance of didactic games in the development of children of the second year of life.”"Whims and stubbornness."“What toys do children need?”“There are too many toys.”“What to do when a child cries?” “How to help a child speak?” " My lovely mum".“Safety rules for children. Road safety."“What should you not do with a child?”“How to rid a child of a bad habit?”"Feeding children in spring."“We remember the exploits of our ancestors!”"Games with children on vacation in the summer.""Child nutrition in summer."Parent meetings were held on the following topics:“This amazing early age”, “Dear mothers!”, “Games that develop children’s cognitive activity”, “What we have learned in a year.”Folders - moving:“I am my own mother!”, “Prevention of colds”, “Mother’s Day”, “Sensory development”, “February 23”, “The ABC of pedestrians”, "Spring", "Victory Day".Exhibitions of joint work were repeatedly held both within the group and within the garden, and our parents took part in them with desire and enthusiasm. This year we designed such exhibitions as: “Autumn Fantasies” - crafts from the gifts of autumn, “Winter Beauty”, “February 23”, “Let's congratulate mom on the holiday", "Bright holiday - Easter", "Victory Day".Design and research activities:A medium-duration project “Spring is coming to visit us” (from 03/01/16 to 05/31/16), a medium-duration project “The red summer has come, health has come - it has brought joy to the children” (from 06/01/16 – to 08/31/16) .As well as presentations on the following topics:"Vegetables", "Dear mothers!"“Cheerful octopuses and other sea inhabitants”, “Wintering birds”, “These funny animals”, “Ground transport”, “Hello Zimushka - winter”, “Open space”, “Game technologies in the development of young children”, “Spring - gorgeous". On these topics, children’s horizons were expanded, interest in the world around them increased, and their cognitive level increased.

During 2015-2016 she continued to work on this topic self-education« Game technologies in the development of young children"

As a result, the work to update the subject-development environment turned out to be fruitful. The developmental environment contributed to the most effective development of the individuality of each student, taking into account his inclinations, interests, and level of development. The work was aimed at solving educational problems in the process of organizing various types of children's activities, during routine moments, and independent activities of children. The knowledge and skills acquired by children in the course of direct educational activities must be systematically consolidated and continued to be applied in various types of children's activities. When conducting organized educational activities, both traditional and non-traditional methods of work were used: articulation gymnastics, finger gymnastics, breathing exercises that promote interhemispheric interaction.

Card indexes of didactic and outdoor games were replenished; finger, articulatory gymnastics. Didactic materials were prepared together with parentseducational games: “Tie a bow”, “Fasten the buttons”, “Help the mouse find the house”. We made our own games to develop sensory skills and fine motor skills: “Pick a house for the gnome”, “Multi-colored peas”, “Match an umbrella to a raincoat”, “Where are the hedgehog’s needles?”, “Find a flower for the dragonfly”, “Collect berries”.A traffic safety center has been established. Took part in the regionalprofessional pedagogical competition “Teacher of the Year”;methodological unification of groups of primary preschool age on the topic: “School of professional excellence for teachers of preschool educational institutions” in the form of exchange of work experience; participated in the all-Russian distance competition “Russian Talents”, in which she was the winner; Ppresented a presentation of work experience at the pedagogical council: “Game technologies in the development of young children.”

Flaws :

1. Due to the fact that children who are often sick miss a lot of classes and do not learn the program material well. 2. In the morning, some parents bring their children late (after 8.15), the kids are late for morning exercises.

Conclusions: The results of the teachers’ activities for the 2015-2016 academic year were carefully analyzed, and conclusions were drawn that, in general, the work was carried out purposefully and effectively.This positive process is positively influenced by close cooperation in the work of educators, specialists, managers, parents, the use of developmental teaching techniques, and an individual approach to children.

Taking into account the successes and problems that arose in the past academic year, the following tasks are planned for the 2016-2017 academic year:

1. Creating conditions for cooperation that is diverse in content and forms, promoting the development of constructive interaction between teachers and parents. 2. Continue targeted work with children in all educational areas; improve the subject-development environment in the group in accordance with the requirements of the Federal State Educational Standard. 3. Take a new topic on self-education according to the age group. 4. Strengthening the health, development of motor and hygienic culture of children. 5. Study the latest in methodological literature.6. Improve the level of teaching skills by participating in seminars and master classes. 7.Take an active part in the events of the preschool educational institution and district.

Udartseva Olga Yurievna
Job title: teacher
Educational institution: MDOBU Tarasovsky kindergarten
Locality: Golubevo village, Kemerovo region
Name of material: Report
Subject: Analysis of the teacher’s work in the first junior group
Publication date: 15.12.2015
Chapter: preschool education

1
Job Analysis

Teacher of the first junior group Udartseva O.Yu.

for the 2014-2015 academic year.

The work was carried out

in accordance with the Federal State

Educational Standard for Preschool Education

(Order

October

of the year);

general education

program of the Preschool Educational Organization; program for

health protection of the Preschool Educational Organization.

Leading work goals
: creating favorable conditions for a full-fledged life for a child in preschool childhood; formation of the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for studying at school, ensuring the life safety of a preschooler.
These

goals

are being implemented

process

various

species

children's

activities:
gaming, communicative, labor, cognitive-research, productive, musical and artistic, reading.
For

achievements

goals

paramount

meaning

have

following

tasks:
- care for the health, emotional well-being and timely comprehensive development of each child; - creating in groups an atmosphere of humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity; - maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process; - creative organization (creativity) of the educational process; - variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child; - respectful attitude towards the results of children's creativity; - unity of approaches to raising children in preschool and family settings; - observance of continuity in the work of kindergarten and primary school, excluding mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching.
2 The children's team of the first junior group at the beginning of the year was 12 people at the end of the year in the amount of 16 people (7 girls and 9 boys), ages from 1.6 to 3 years. The children's adaptation to the conditions of the new group was successful. The subject-spatial developmental environment created in the group attracts children. Children's exploration of the group room, bedroom, reception area, toilet and playground occurs simultaneously with the development of speech. Children learn to use words denoting spatial relationships (prepositions and adverbs). Such a subject-spatial developmental environment regulates children’s relationships, promotes their intellectual development, develops arbitrariness, and also prevents conflicts. To achieve goals and solve problems in my work, I use the following areas of children’s development: social and communicative; educational; speech; artistic and aesthetic; physical. To implement these areas, I used the following forms of work with children: organized educational activities in the classroom; in critical moments; in independent activities; individual work (IOM), thematic leisure activities, work with parents. Significant changes occur in the cognitive development of children in the fourth year of life, which bring them to a higher level of comparisons and generalizations. Perception, memory and stability of attention reach a high level, visual-effective thinking continues to form and imaginative thinking appears, prerequisites arise for the transition to a qualitatively new stage of mastering the environment. Throughout the school year, open events were held with children with the participation of parents: “What’s in Autumn’s basket”; “The tricks of the wolf on the Christmas tree”; "Leopold the cat visiting the guys." At them, children demonstrated their ability to read poetry, sing, dance, and revealed their abilities and talents; developed physical qualities, became acquainted with the traditions and culture of the Russian people at different historical times. In interaction with parents I use traditional and non-traditional forms of work. Created an information stand in the reception area and a moving folder with consultations and recommendations “Observe traffic rules”; “Ways to overcome aggression”; “Whims and stubbornness”; "Parental commandments." Conducted parent meetings on the topic “How to cope with a 3-year-old crisis”; “Cultivating love for one’s native village in kindergarten and family”; survey. Parents shared their experiences on how to help their child survive this period. To bring children closer to adults
3 conducted a drawing test where they depicted the world of adults and the world of children, and what unites these two worlds. Throughout the school year, my children and parents have been active participants and winners of All-Russian competitions in the following categories: “Event Scenario” “Mother’s Day”, “Autumn Mood 1st place”, “Come on boys”; “Illustration for a fairy tale” Dima Khafizov 2nd place; nomination “Native Land” Polina Ufimtseva 1st place; nomination “New Year’s workshop 3rd place”; nomination “Winter Beauty” 1st place; nomination “With love for mothers” Dima Khafizov Diploma of participation. To study children's mastery of the general education program based on identifying the dynamics of the formation of integrative qualities in pupils, monitoring was carried out at the beginning and end of the school year. The monitoring result was shown graphically. It shows the levels as a percentage. During the observation of children in the process of activities, conversations, and play situations, the following results were revealed. Educational areas occupy a low level, such as: “Security” 28%; "Labor" 25%; “Reading fiction” 28%. The average level is occupied by educational areas “Health” 64%; “Socialization” 50%; “Cognition” 52%; "Communication" 33%. The educational field “Physical Education” occupies a high level, 71%. After monitoring at the beginning of the year, an IOM was developed for children with high levels of development (2 children) and for children with low levels of development (5 children). Thus, analyzing monitoring data at the beginning and end of the year, we came to the conclusion that the level of development of integrative qualities increased by an average of 15% in all educational areas. We note that there is no low level of development. In the group, there is a stable positive trend in children’s assimilation of the program material.