The middle group of the kindergarten is attended by children of four years of age. Such pupils understand the relationships that exist between objects. In their activities they try to imitate the actions of adults. When difficult situations arise, children try to cope with them on their own. Communication with peers and adults significantly enriches their speech.

Features of the middle group

In the activities of four-year-old children, an important place is occupied by teaching the correct behavior at home and in public places. At the same time, they develop organization and responsibility. Educators explain to children what to do in certain situations and what not to do. During classes and in free activities, the teacher carries out work on the development of pupils of the middle group of the kindergarten.

The middle group of kindergarten: the image of the pupil

At this age, the child is fully developed. Each has its own character, certain preferences and tastes. Four-year-olds are very active and want to make many friends. Often their activity confuses not only educators, but also parents. Children of four years old practically conquer one height after another. Today there was a sofa back, tomorrow - a window sill, then a heated towel rail in the bathroom, a computer desk. Children want to explore everything. Often such actions are destructive. It is at such moments that many parents begin to send their children to kindergarten groups, where the activities of the kids are filled with communication with peers and a variety of activities in which they can release their energy.

Math classes

Various activities are organized with all pupils of the kindergarten. If we talk about mathematics, it can be noted that in the younger group, educators give children basic knowledge in this area, while the middle group assumes the complication of tasks in the formation of elementary mathematical representations. Mathematics classes include learning to distinguish between the constituent parts of a certain group of objects and the formation of concepts of similarities and differences between them. The educator forms the knowledge that a group of objects is more than a separate thing that is part of it. Already at this age, children are taught to count to ten.

Physical education with children of four years of age

In the middle group, children are taught to run easily and rhythmically. Attention is paid to the formation of correct posture. The kindergarten program involves teaching children to jump from a small height onto a soft surface. Also, kids are taught to move around the swedish hill and jump rope. The head of physical culture gives the first ideas about throwing, teaches to line up in height and perform turns in the ranks.

Speech development

The average kindergarten group involves planning the activities of the teacher in such a way as to give children basic knowledge about sounds and syllables, as well as about sentences. In stories from personal experience, children are encouraged to use not only the direct line, but also Attention is paid to the fact that children actively use different ones when communicating.

Emotional well-being of pupils

The middle group plans its activities in such a way as to form friendly relations in the team not only between the teacher and the children, but also between peers. The educator makes sure that each child is active throughout their stay in kindergarten in all activities. It provides a stable emotionally positive well-being for each pupil.

Educational, developmental and training tasks

The functions are varied. Among the main ones I would like to note the provision of physical development of children. The teacher should promptly teach children to perform basic movements. Particular attention is paid to the formation of elementary cultural and hygienic skills. The middle group of the kindergarten assumes such a daily routine, in which the tasks of developing the cognitive activity of pupils harmoniously fit. The work of a teacher involves expanding the knowledge of kids about people, phenomena and objects. He also teaches to highlight the features of objects through sensory examination, elemental analysis and comparison.

What does the teacher teach four-year-olds

Pupils of the middle group develop skills of independence. Classes are held to teach them different ways of activity. Gradually develop self-service skills in children. Particular attention is paid to teaching game actions. All tasks can be found in the program by finding the "Middle group" section there. Games are represented by blocks. It is indicated which of them should be planned for physical education classes, which - for a walk and during free activities. Manual labor in the middle group of the kindergarten also occupies an important place. During its organization, the educator solves many educational, developing and such activities contribute to the formation of a friendly atmosphere in the team. Manual labor in the middle group is attractive to children because it gives them the opportunity to show their individuality and creativity. Classes for the development of speech are organized according to a program corresponding to this one. Also, educators form children's ideas about a healthy lifestyle. The kindergarten program involves planning the activities of the educator in such a way that it contributes to the full development of each pupil. This is possible thanks to the observance of the regime, which is drawn up for the middle group, taking into account the characteristics of its pupils.

The atmosphere in the middle group of kindergarten

Among the tasks that the educator solves, a special place is occupied by the development of relationships between children of four years of age. He teaches them to coordinate actions, accept a common goal and strictly follow it. The teacher makes sure that each child knows how to experience the joy of the results of joint activities and be kind to everything around him. He teaches kids to respond emotionally to the conditions of other people and to show good feelings towards plants and animals. In the course of joint activities, the teacher develops the creative manifestations of children, fosters interest in participating in various games. He also encourages pupils to engage in artistic activities, teaches them to experience success and joy from the fact that they managed to realize their plans.

How the development environment is organized

For the full development of four-year-old children, social, social, spiritual and material conditions are equipped. The right equipment is essential to encourage children to play activities and develop their imagination. The subject environment can be compared with mental activity, which is why it is so important for the comprehensive development of the personality of each child. The subject environment is the external conditions of the pedagogical process, makes it possible to properly organize the independent activities of pupils and contributes to their self-development under the supervision of a teacher.

Continuation: "What groups are in kindergarten?".

This article will talk about the middle group of kindergarten. Examples of classes and works are given.

Part Three: Middle Group

● Kindergarten groups. Middle group.

Continuation.

middle group

The middle group is attended by children aged 4 to 5 years.

This branch of the kindergarten is open daily, from Monday to Friday from 7.00 to 19.00.

At this age, children are already formed as individuals. They critically assess themselves and those around them. They try not to lag behind other children in anything. At the same age, individual character traits begin to appear.

In their actions, they try to repeat the actions of adults, and when difficult situations arise, they try to find a solution and cope with them on their own.

Communicating in kindergarten with other peers, children learn to communicate with others, learn from others and share their knowledge with other children.

All this contributes to their overall development, develops their horizons, improves speech.

In fact, this is normal behavior for children at this age. They do not need to be limited, but simply create conditions for them where they will be realized.

One of these places is a kindergarten. “Having laid out” in kindergarten, children at home behave much calmer.

The main activities for children in the middle group, which should be in kindergarten:

- getting to know the outside world(objective environment, events around, the concept of "family", "friendship", etc.)

- development of elementary mathematical concepts(using the example of cubes, show what addition and subtraction are, try to count the cubes, fingers on the hand, etc. At this age, children should be able to count up to ten)

- speech development(Fundamentals of correct speech, vocabulary expansion, basic knowledge of sounds, syllables and sentences. Use of direct and indirect speech, complex sentences. Retelling simple texts)

- introduction to literature(reading fairy tales and stories with the names of the authors)

- lessons on drawing and modeling, application and design(these exercises help the overall development of hand motor skills, spatial and figurative thinking)

– music lessons(acquaintance with musical works, the concept of rhythm and tempo of music)

- physical training(short sessions of 10-20 minutes, simple physical exercises)

It should also be noted that any sport for children 4-5 years old is very useful. At this age, you can enroll your child in a gymnastics or dance circle. He will be happy to work in a team with other children. And it is not at all necessary to become an Olympic champion. The main thing is that it will do him good. The child will be healthy and self-confident, he will learn to overcome difficulties and achieve his goal, and this is already a lot.

- Psychological atmosphere in the middle group of kindergarten.

It should be especially noted that the child should receive all the above skills and exercises in a friendly atmosphere. Relationships between children should be given special attention by the teaching staff. The psychological climate in the children's team is a paramount condition for being in the garden.

If you, as a parent, note problematic moments in this area, whether on the part of the staff or on the part of other children, it means that the teaching staff has not done everything necessary for the child to be comfortable in this kindergarten. In this case, you can think about changing the kindergarten.

Currently, there are enough options for transferring a child to another kindergarten. As a last resort, it makes sense to consider a private (family) kindergarten.

Remember that the psychological state of your baby should come first!

Everything that surrounds the child is a source of knowledge for him, forms the social experience of the baby and contributes to the development of his psyche. Especially when it comes to children of the middle group (4–5 years old), who are taking more and more confident steps towards interacting with the outside world. Therefore, in preschool educational institutions (DOE), teachers with special care organize the space in which the baby is and contacts with other children and the teacher during his stay in kindergarten.

Definition of the concept: goals and objectives

The term subject-developing environment denotes a methodically competently organized system of material objects involved in the activities of the child and stimulating the comprehensive development of his personality. In other words, these are conditions that contribute to the full psychophysiological development of the baby. The goals of the organization of the subject-developing environment are:

assistance in determining the personal interests of the child (at the age of 4-5, children already quite consciously prefer one or another type of activity, for example, productive - drawing, or playing - role-playing fun);
development of the ability to seek and find ways to interact with the teacher and other children (if in the younger groups the children played more and more with themselves, then in the middle preschool age there is a “splash” of desire to interact with others, as well as a tendency to creatively reflect the impressions received, for example, in drawings, modeling);
the formation of the skill of evaluating their own and other people's actions, feelings (for example, in children at 4-5 years old, if there are quarrels based on resentment because of toys, then both parties can reasonably explain the essence of the conflict, which was not observed at early preschool age, when any misunderstanding was resolved either with tears or fights, and more often with both).

Children 4-5 years old increasingly prefer to play in large companies, and not one at a time, as it was before

The tasks of designing the space surrounding children are:

the presence in the subject-developing environment of a sufficient number of toys for role-playing games related to the experience that the children already have (games in the store, family, circus, etc.), as well as waste material (boxes, cotton wool, patches fabrics, sticks, etc.) for the implementation of planned plots;
providing a sufficient number of objects and materials, the knowledge of which is carried out through different senses - kaleidoscopes, noise boxes, books, etc. "For what");
inclusion of counting games in the subject-developing environment, comparison of objects according to differentiated features (color, shape, purpose), assembling a whole from parts (puzzles, puzzles);
putting into operation the means necessary for conducting experiments (playing with sand, clay, paints, light, etc.);
expanding the set of books, workbooks (with tasks to prepare the hand for writing), reference literature, and, if possible, technical teaching aids (filmoscope, multimedia projector, computer).

A large sandbox will be a real find in the winter season

This is interesting. In the subject-developing environment for the middle group, about 20% of games are intended for children of older preschool age, so that kids who are ahead of their peers can move on and not stop there.

Principles of organizing a subject-developing space

The selection of means used for the comprehensive psychophysical development of each child in the group must meet certain principles.

Saturation

The means of training and education are selected, firstly, in accordance with the program under which the preschool educational institution operates. For example, if a preschool institution uses a healthy lifestyle program and practices hardening, then in the play area for the middle group there should be rubber toys, water bowls, baby dolls and small towels so that the children can imitate water dousing procedures.

Secondly, materials for the subject-developing environment should be according to the age of the pupils. For example, for the middle group, experimental activities are new, so children should have a nature calendar at their disposal, in which kids choose symbols of the current weather (sun, clouds, rain, snow, etc.) and / or draw them, stick them on double-sided tape , insert the appropriate symbol into the desired pocket.

Even in a small area, you can place all the necessary materials by organizing them in suitable containers and places.

Transformability and multifunctionality

In other words, depending on the task of education at a particular stage and the frequently changing interests of children, the means of the subject-developing environment can be rearranged, replaced. So, for example, dolls from the play space can be used in the cognitive space to continue teaching toddlers how to dress and undress on their own. In addition, as already noted, in the space of the group there should be objects that do not have a rigidly fixed purpose, waste material applicable in various types of activity.

variability

This requirement implies the zoning of the environment, that is, the presence of a place for games (calm and active), research, creativity. At the same time, the corners are grouped according to the level of activity of the type of activity. For example, playful, theatrical on one side, and experimental, bookish on the other.

Availability

All children, including toddlers with disabilities in the framework of an inclusive education program, should be provided with equal access to all materials. So, for example, the aquarium should be at such a level that children 4-5 years old can not only watch the fish, but also give them food.

It is very convenient when furniture for children is organized under the centers

Safety

Elements of the subject-developing space must be safe to use (no sharp or small parts, no glass toys, etc.). In addition, the materials must be in good condition.

Since the surrounding space is designed to accompany any activity of the kids, it includes the necessary amount of materials and equipment to provide all the main activities of a particular age group:

cognitive research;
game;
productive.

This is interesting. The saturation of the centers implies certain financial costs, therefore, in the description below, an average variant is given.

Not all benefits need to be bought, many can be done together with parents and children with their own hands

The educational center

The most polyfunctional space, consisting of light tables and chairs, with which you can change the number of children in a particular activity: in fours, in pairs (it is in the middle group that the method of working in twos is actively introduced). The guys use the training center as:

bases for engaging in productive activities (draw, sculpt, cut, glue);
laboratories (for experimental activities, for example, the distribution of cards with the image of animals on wild and domestic);
places for independent work (folding puzzles, fun with the designer, drawing, etc.).

Tables in a group must be transformable

Storage Center

In space, this place is usually limited to a cabinet with drawers, in which there are containers with:

sand;
pebbles;
shells;
flour;
cereals;
beans.

Role playing center

The basis of this space is children's furniture for role-playing games, reflecting the usual adult life (kitchen, ironing board, dollhouse, garage with tools).

And also in the zone there should be dolls and all the necessary attributes of a puppet "life": sets of clothes, strollers, toy carts for shopping in a supermarket, dishes. In addition, it is worth acquiring attributes for dressing the children themselves: aprons, scarves for working in a toy kitchen, for example.

In the center for role-playing games there should be attributes for the children themselves, not only for dolls.

Creativity Center

For this zone, a cabinet or shelf is determined, as well as a wall for an exhibition of children's works and an art gallery with reproductions of paintings by famous artists (for the middle group, the plots of Shishkin's paintings "Morning in a Pine Forest", landscapes, Levitan's "Golden Autumn", Polenov's "Russian Village" are interesting "). Children's works: drawings and applications - are placed on the wall using decorative cords. In addition, a roll of white wallpaper should be placed in the creative area so that children can do collective work on them (for example, compiling a whole picture from handprints), a board for creating chalk drawings and small easels for individual work.

The corner of creativity must include an exhibition of the work of the kids themselves

Experimental Ecological Center

This area is located on the shelves. Houseplants are placed on one-color flower pots, and on the shelves - everything you need to care for flowers (watering cans, rakes), food for fish. An aquarium is also set up in the ecocenter and a calendar of nature observations is hung.

In a corner of nature there should be a lot of indoor plants

sports center

The zone that promotes the physical development of children is located in a wall niche, and also involves the presence of a hanger with hooks for hoops, jump ropes, ring throws, a bag with balls of various sizes (including massage balls), skittles, hanging targets and ribbed rugs rolled into rolls.

Putting sports equipment in place is a good way to discipline toddlers.

theater center

In the middle group with a tendency to dress up, imitate the actions of adults, this zone is of key importance. Its equipment should be as complete as possible and include:

large and small screens;
flannelograph;
rack or hanger with suits;
masks;
finger theater;
bibabo dolls;
scenery for playing out fairy tales (you need to try to find universal options, for example, a tree for staging “At the Lukomorye there is an oak ...” is also suitable for the surroundings of the forest in the fairy tale “Little Red Riding Hood”);
dolls and toys;
theatrical make-up, wigs, mirror (optional attributes).

There must be at least a minimum set of scenery in the theater corner, and if each group makes this a mandatory requirement, then it will be possible to exchange suitable entourage

Center for Mathematics

With the help of the means of this zone, the children learn to put together a whole from parts, perform simple actions with numbers, and solve logic puzzles. Materials are placed on a shelf or pedestal. In the corner you can find:

puzzles;
sets of numbers and mathematical symbols;
a set of geometric figures flat from cardboard or voluminous from plastic (triangle, rectangle, square, oval, rhombus, cube);
counting sticks;
children's computer (optional item).

In the corner of mathematics there should be manuals with numbers, geometric shapes, puzzles

book center

Its location is easy to predict - a bookcase. On the shelves are books on the program: fairy tales, stories, collections of tongue twisters and tongue twisters. The latter is especially true for children 4–5 years old, who may already have pronounced speech defects that require correction. And also in the center of the book there is reference literature (on the history of the native land, geography). True, there is one strict condition regarding the latter: for example, among the children of the middle group who read only a few, books must contain color and large illustrations.

In addition, the book area can be supplemented with an open showcase with books, a table and chairs, where children can look at printed publications.

Literature according to the program and according to the interests of children can be systematized within the museum of a favorite book

Music Center

Open shelves in a closet are a suitable place to place sounding objects (for example, noise boxes filled with various materials - sand, grains, pebbles - children guess the contents by the sound it makes). In violation of the principle of accessibility, but in compliance with the safety requirements, it is better to place discs and audio cassettes above the growth of babies.

Even toy instruments give kids an idea of the principles of sound production.

retreat center

This zone, apart from an easy chair in the corner and a translucent curtain that is attached to the walls, does not require any other equipment. But it is necessary to place it a little away from the other centers so that no noises prevent the baby from relaxing, flipping through the book they like.

This is interesting. Some methodologists are very skeptical about the organization of a seclusion zone in the younger and middle groups, arguing that in the younger and middle preschool age, not all children understand the purpose of this center. Yes, and teachers most often use an armchair or a chair as a place of serving a sentence for violators of discipline. True, with regard to the latter, such an approach to the use of space does not depend on the age of the children and can be observed with equal success in older groups, where pupils already have a more defined temperament, which means that some of them really need solitude after noisy games.

The more original the corner of privacy is designed, the less likely it is to use it for other purposes

Center for Patriotic Education

According to the installation of the Federal State Educational Standard, this zone is organized in the middle group from the second half of the year. Mandatory design elements should be:

a poster depicting the state emblem;
photograph of the president;
books with stories, poems about the motherland.

You can supplement the center of patriotic education with textbooks (for example, “My Motherland is Russia: a textbook for kids” by V.A. Stepanov), projects about the history of the families of pupils (performed together with parents), as well as a set of photographs of views and sights of the native land.

A corner of patriotic education can be combined with pictures of beautiful local landscapes from the center of ecology

Techniques that beat the subject-developing environment

Everything that can be seen and felt is ideal for a group of visual techniques. In the middle preschool age, kids still rely on a visual-figurative type of perception, that is, any information must be accompanied by something material.

Visual tricks

The most productive ways to interact with preschoolers and younger students. But if in the latter the dominant visual-figurative type of perception is determined by the individual characteristics of the personality, then in preschool children this way of knowing the world is age-related, that is, for many of them it is temporary.

Observation

Based on the principle of transformability and multifunctionality for observations, namely for experimental activities within the framework of this type of visibility, almost any zone can be used.

The process of observation simply fascinates children, especially if this kind of visualization is accompanied by an entertaining story.

This is interesting. 99% of the experiments involved the tables and chairs of the training center.

Table: use of different centers for experiments

Zone	Name of experience	Task	Equipment and materials	Description	Conclusion
Creative (partially theatrical).	Rainbow balls.	By mixing the main shades of the palette, get new colors (green, orange, blue, purple).	Blue, red, yellow, white gouache, palette, water, napkins, sheets with ball outlines (4-5 for each pupil), half circles of the original tones and whole ones for the ones you are looking for, flannelgraph.	A hare who has come to visit complains that he cannot find his favorite colors of paints, but he heard how they can be made from what is. The kids agree to help. They take a whole circle, fix it on a flenelegraph, then two paints are mixed on a sheet. If the correct shade is obtained, the halves of the circles show the solution.	Yellow and red paint - orange, blue and yellow - green, red and blue - purple, blue and white - cyan.
Musical, theatrical.	Why sound is born.	Help children understand that sound is the result of objects vibrating.	Tambourine, glass glass, guitar, ruler (wooden), newspaper.	The teacher asks to remember what sounds a bumblebee, a fly, a mosquito make. Then he proposes to extract sounds from the presented objects. When does the sound stop? When we stop working on an object.	Sound appears as a result of rapid vibrations in one direction and in the other. Vibrations stop - sound ends.
Materials Center.	What do birds make nests out of?	Determine a number of features of the life of birds in the spring.	Pieces of cotton, fur, thread, shreds of fabric, thin branches, pebbles.	We leave the material next to the nest under construction (or left over from last year), we observe for several days what materials were useful to the bird.	We glue the materials used by birds on a sheet of paper, next we depict a nest.

This is interesting. In the middle group, children begin to get acquainted with long-term experiments, while the children of the younger groups had only short-term experiments.

Demonstration

Within a theme or for any other use, an adult introduces the materials at the center through a demonstration to the children. So, for example, when studying the topic “A. Milne’s Tale “Winnie the Pooh and All, All, All,” on the development of speech, the teacher shows all the heroes of the fairy tale, taking them from the game and theater center. At the same time, it is possible that the kids did not meet the kangaroo toy before, that is, it was not available.

Moreover, since a personal example is the most powerful way to convey information to a child, before distributing props for roles in a production, the teacher himself puts on (or applies to himself) costumes, masks - as if introducing the children to the images.

Even such a familiar type of theatrical activity as a finger theater needs to remind children how it works.

Verbal techniques (conversation, riddles, poems)

The word accompanies every step of the teacher and children. That is, it does not matter, we show, we consider something, we need to comment on each step. So visibility without verbal techniques is difficult and ineffective.

Such an ordinary, familiar form of work as a conversation will become much more interesting if it is conducted on behalf of a toy from the game center or on behalf of the artist who painted the picture from the creative zone. And animals are simply indispensable "guessers" of riddles and "listeners" of poems memorized.

Tales and stories

Volumetric narratives are accompanied by a demonstration of pictures or toys with the characters of the text. Some excerpts (or even whole works) can be illustrated with performances using the props of the theater center. So, for example, when studying the topic “Garden”, vegetable heroes in the form of a finger theater can come to visit the lesson.

The more adults talk to children, the more children's vocabulary is enriched.

Game tricks

No wonder the whole center is dedicated to entertainment. Moreover, both for the mobile and for the calm, everything you need can be found.

Table: examples of outdoor games in the game center

Name of the game	Tasks	Description	Options
Aircraft	To consolidate the skill of building in a column, to work on developing the ability to navigate the terrain.	Kids ("pilots") are built in 2-3 columns in different places marked with flags. At the signal of the teacher “Getting ready for the flight!” children bend their arms at the elbows and perform circular movements with their hands, starting the motor. At the command "Fly!" children spread their arms and “fly”. And the reaction to the words "Landing" should be a quick formation in your own column, marked with a flag.	An adult can change the location of the flags during the game.
Looking for a couple	Train the ability to perform actions on a signal, quickly line up in twos, recognize colors and practice running. Develop ingenuity and initiative.	An odd number of children stand against the wall, each holding a flag of a certain color. At the command of the teacher, the kids scatter, and to the words “Find yourself a mate”, they should quickly find a flag of the same color and take some image with a partner (for example, the heroes of the fairy tale “The Fox and the Crane”).	If there are no flags, you can use cases from used felt-tip pens. To complicate the task a little, you can ask the formed couple to jump over the “stream” to begin with.

Table: examples of didactic games in the game center

Name of the game	Tasks	Description
Who/what happens?	Train attention, memory, consolidate knowledge about animals, birds and insects.	The host calls any animal (insect, bird), raises his hands up and says: “Flies”. If this is correct, then all the babies also raise their hands. If it is wrong, then they are held at the seams. Whoever makes a mistake is out.
It happens - it doesn't happen (ball game)	Work on the development of attention, memory, speed of reaction and thinking.	The teacher throws the ball to the kid, who must quickly figure out whether this happens or not. For example, “Snow in the summer ... does not happen!”, “Drops in the spring ... it happens!” etc. Children can stand in a circle, or they can randomly.

How to arrange development centers in a group

Starting from the middle group, the teacher draws up a subject-developing environment together with the children, that is, he advises on the location of the centers, options for their combination. Thus, making it clear to the kids their importance, that is, relying on the most important motivation of a child of 4–5 years old: to be like adults in everything.

Centers may not have rigidly fixed corners, but be organized more flexibly. To do this, you need to find the optimal combination of components-centers in terms of content and aesthetic design.

Photo gallery: an example of the organization of a subject-developing environment without strict boundaries

From an early age, children repeat the rule that you can take the next board game when the previous one is returned to its place.
A corner of a book can really be placed in a corner, only the furniture must be suitable for this A corner of patriotic education stands out in the second half of the year A box with natural materials can be stored in a corner of nature, and not in the center of materials Soft designers can be used as projectiles in sports, and therefore you can store them in the sports area Toy furniture for the play center is a mandatory element of the set In the center of creativity, there are usually no tables and chairs for children, furniture is used from the study area In a corner of privacy, a museum can be organized, for example, with models of different types of transport

Unfortunately, not all kindergartens have enough space to separate one zone from another. But, on the other hand, the limited area makes the teacher come up with interesting combinations of development centers. For example, part of the game with experimental environmental.

Photo gallery: combination of individual and combined centers within one subject-developing space

To stimulate children's interest in reading, there should be a lot of books in a group Combining corners is not an easy task, requiring certain methodological experience The music center can be harmoniously combined with the theater

Photo gallery: design of centers in large spaces

The Creativity Center is one of the few that can be located closer to the seclusion zone. Another original way to combine zones is to combine them, like the neighboring cities, Bukvograd and Igroteka. An interesting solution to organize a book zone in the form of a real library.

Video: an example of the organization of a subject-developing environment in the middle group

Video: video tour of the development centers in the middle group

The subject-developing environment in the middle group plays the same important role in the education, development and upbringing of children as it does for children of younger or older preschool age. At the same time, for 4–5-year-old children, the opportunity to simulate everyday situations and the behavior of adults is of particular importance. Proceeding from this, the saturation of the subject-developing environment becomes the main principle of its creation. Materials can be added, varied, but some average equipment must be observed.

Higher philological education, 11 years of experience in teaching English and Russian, love for children and an objective look at the present are the key lines of my 31-year-old life. Strengths: responsibility, desire to learn new things and self-improve.

By the age of four, the formation of the child as a person is completed, the crisis period of three years passes, there is an awareness of their independence and significance: “I want”, “I will not”, etc. During this period, the baby has a great need for communication, knowledge and independence. Language at this stage continues to be the most important condition for familiarizing preschoolers with the outside world and the cultural values of society.

Adults are the keepers of the centuries-old experience of mankind, its knowledge, skills and culture. This experience cannot be conveyed except through language, the most important means of human communication. From the culture of speech of adults, how they speak with the child, how much attention they pay to verbal communication with him, the success of the preschooler in his knowledge of the world around him largely depends.

With the help of an adult and independently, the child establishes various connections in the world around him: he enters into verbal contacts with peers and adults, shares his impressions, takes part in a conversation, and improves the ability to use established forms of polite communication.

Preschoolers look at the world around them with great interest, but they don’t see everything, sometimes they don’t even notice the main thing. And if there is a teacher nearby who is surprised with them, encourages not only to look, but also to see, the kids will want to learn even more.

Didactic games, poems, proverbs, riddles given in this section will help preschoolers expand their knowledge about the world around them.

Fascinating observations on walks, independent experiments, developing activities will help middle-aged children understand and comprehend the elementary connections of animate and inanimate nature in an accessible form, improve their skills in experimental and experimental work, draw their first conclusions about cause-and-effect relationships and patterns. All this will help the formation of the moral and aesthetic qualities of the future citizen, student, defender of not only himself, his fatherland, but also all the most beautiful things that NATURE has created.

Hence the main tasks of introducing preschoolers to the world around children of the fifth year of life:

Arouse creative interest in the diversity of the surrounding world (the world of people, animals, plants, natural phenomena, etc.);

Form ideas about yourself, about the immediate environment (“Me and my family”, “Me and my city”, “Me and my country”, “Me and my planet”), establish family relationships (grandmother, grandfather, mother, father, sister, brother, etc.);

Form and systematize ideas about household items necessary for a person (clothing, dishes, furniture, transport, etc.);

To form and systematize ideas about the activities of people, professions, the man-made world;

To acquaint with different habitats of humans, animals (water, earth, air), with their functional properties;

To develop respect for adults;

To form the ability to play and work together, to fairly evaluate their actions and the actions of other children;

To develop collective relationships and individual abilities of each preschooler.

Classes in the preschool. Middle preschool age

Synopsis of GCD on the development of speech in the middle group using TRIZ elements. Topic: "Winter - Summer" (solving problems for contradictions) Program content: Create conditions for psychological and emotional comfort. Systematize children's knowledge about seasonal changes in nature. Teach group work skills in the "Brainstorm" mode. Develop the skill of purposeful perception, verbal-logical memory, thinking, imagination, creative fantasy, in the process of solving creative ...

Conversation for children 4-5 years old "Insects are visiting us." Description: The material is designed for children of middle preschool age. Software content. Expand and clarify children's ideas about nature. Learn to observe, develop curiosity. To form ideas that a person is a part of nature and that he should protect, protect and protect it. Consolidation of children's knowledge about insects. Preliminary work: 1. Observations on a walk. 2. Reading and memorizing poems about insects. 3...

Methodical development of educational activities on the topic: “Informative journey to the land of Luntik.” Description of the material: I offer you a summary of the FEMP lesson for children 4-5 years old. In our group, I filmed a video lesson on this lesson. The kids were interested! Age of pupils: average preschool age (5th year of life) Activities: communicative, playful, productive Educational areas: social and communicative development, cognitive development Purpose: formation ...

Synopsis of educational activities with children in the middle group "Cactus in a pot" Integration of educational areas: "Artistic and aesthetic development", "Cognitive development", "Speech development", "Physical development" Tasks: Artistic and aesthetic development - to learn to design from circles of different size using improvised material (disposable cup) - to cultivate accuracy when doing work. Cognitive development - to consolidate the concept of "more-less ...

Lesson in kindergarten on the development of creative activity, initiative and independence of children of middle preschool age Author: Vlasyuk Marina Nikolaevna. educator Place of work: Municipal preschool educational autonomous institution kindergarten No. 8 "Firefly" of the city of Svobodny Abstract of the NOD "Visiting Grandma Arina" Purpose: The manifestation of children's initiative and independence in play and creative activities. Tasks: The manifestation of speech activity in gaming activities, striving ...

Abstract of a lesson on the development of speech in the middle group. Retelling the fairy tale "Fox with a rolling pin" using a mnemonic table Educational activity in the middle group. The area of speech development. Purpose: To teach children to retell a fairy tale using a mnemonic table. Program tasks: to learn to answer with a full sentence, to activate the dictionary. Improving the grammatical structure of speech, the formation of nouns with diminutive suffixes. Develop the ability to answer questions. Development...

Abstract of the lesson of the circle "Logic" in the middle group "Visiting the gnomes" Area of knowledge. Author: Gudkova Victoria Vladimirovna, teacher of the 1st qualification category of MDOU No. 136 kindergarten of a combined type. Purpose: Development of logical and mathematical thinking. Tasks: Develop the ability to highlight properties in objects, abstract these properties from others, compare objects according to given properties. Develop the ability to compare objects according to independently selected properties. Develop the ability to...

Abstract of an individual lesson for children with mental retardation of middle preschool age. Lexical theme: Seasons Purpose: the formation of temporary representations, cognitive processes, fine and general motor skills. Tasks: - educational - to form ideas about the seasons, phenomena - educational - to form perseverance, self-control - correctional and developmental 1. For the development of speech - to teach to arrange events in the correct sequence, the formation of cause-and-effect relationships ...

Summary of continuous educational activities in mathematics "Flower-Semitsvetik" in the middle group (using an interactive whiteboard) Author Moskaleva Svetlana Anatolyevna, educator, MBDOU kindergarten No. 407, Yekaterinburg. The material will be useful for teachers of secondary groups of preschool educational institutions for organizing GCD for FEMP using an interactive whiteboard. Mathematical tasks are united by a single fairy tale plot, and children, performing various tasks, help to disenchant the Seven-Flower Flower. Purpose: f...

Synopsis of GCD in kindergarten on a spring theme. Middle group Description: I bring to the attention of my colleagues a summary of educational activities in the middle group "Spring Helpers". This lesson was held with children as a final event on the theme "Spring". Purpose: Generalization of children's ideas about the characteristic signs of spring. Tasks: To consolidate knowledge about seasonal changes in wildlife and inanimate nature in spring. Exercise children in the ability to classify birds, recognize and correctly name insects. R...

Synopsis of the experimental activities of children in the middle group "Getting acquainted with the properties of potatoes." Author: Ananyeva Elizaveta Ivanovna, teacher of the MBDOU kindergarten of the combined type "Golden Cockerel", the city of Temnikov. Description of the material. I offer you a summary of experimental activities for children of the middle group (4-5 years old) "getting acquainted with the properties of potatoes." This material will be useful to educators of the middle group. This synopsis of experimental activity...

Summary of educational activities for the development of speech in the middle group by May 9 - Victory Day on the topic "Eternal Memory!" Purpose: - to acquaint children with the events of the Second World War, to consolidate knowledge about the people who defended their homeland during the war. Tasks: Educational: - To form and clarify children's knowledge about the holiday - Victory Day; - To form interest in various types of troops; give an idea of the Russian army. - Learn to agree nouns with adjectives, expand vocabulary for ...

Abstract of the lesson in the middle group on TRIZ “On the magic path” Program content: - to develop memory, imagination, thinking, attention in children; - to develop the speech and cognitive activity of children, the ability to compare, generalize, draw conclusions and conclusions; - activate children's vocabulary; - learn to characterize the characters, their behavior; - teach retelling, the ability to listen to your friends without interrupting, supplementing their answers; - to cultivate interest in Russian folk tales, Ho ...

Compiled by Gerbova Valentina Viktorovna

Education and training in the middle group of kindergarten

Library "Programs of education and training in kindergarten"

Under the general editorship:

Doctor of Pedagogical Sciences T. S. Komarova, Candidate of Pedagogical Sciences V. V. Gerbova.

The program for the upbringing and education of children in the middle group of the kindergarten is printed with corrections and additions according to the text of the book “The program for the upbringing and education in kindergarten”, edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova (4th ed., corrected and supplemented).

A. V. Antonova, doctor of pedagogical sciences;

ON THE. Arapova-Piskareva;

NOT. Veraxa, doctor of psychological sciences;

V. V. Gerbova,

N. F. Gubanova, candidate of pedagogical sciences;

O.V. Dybina, doctor of pedagogical sciences;

M.B. Zatsepina, doctor of pedagogical sciences;

T. S. Komarova, doctor of pedagogical sciences;

L. V. Kutsakova; L.Yu. Pavlova, candidate of pedagogical sciences;

O.A. Solomennikova, candidate of pedagogical sciences;

E.Ya. Stepanenkova, candidate of pedagogical sciences.

From the compiler

The issues of improving the system of public education, methods of education and training, training of personnel have always been and will be the most important problems aimed at fulfilling one of the main state tasks - the education of a harmonious, comprehensively developed personality.

In our time, a time of rapid changes in all areas of science and technology, each person must have the ability to independently replenish their knowledge, navigate the flow of information, constantly updated production technologies.

Preparation for mastering this skill should begin from early childhood. Therefore, the further development of the personality of each child entrusted to them, their future success in studies, and then in working life depend on the effectiveness and quality of the work of kindergarten teachers - this first stage in the upbringing and education of future citizens of the country. And the effectiveness and quality of the pedagogical process are determined by a number of factors, and above all by whether education and training are based on the age characteristics of children. Pedagogical science, putting forward for each period of childhood the central educational and upbringing tasks, recommending techniques and methods for their implementation, substantiates their compliance with each age in order to equip teachers and educators with effective professional means for successful work.

The basis of this manual, dedicated to the upbringing and education of children in the middle group of kindergarten, is also based on the age principle.

Preschool childhood is short, but it is possible to single out periods characterized by the peculiarity of children's development. The age of 4-5 years is rightly called the average preschool. Closer to the age of 5, children begin to show features characteristic of older preschoolers: some arbitrariness of mental processes, the growth of cognitive interests and independence, attempts to explain the phenomena of life around them that are of interest to them. Curiosity, the need for independence and activity, in turn, have a beneficial effect on the psyche and behavior. These features, for example, make it easier for a child of the fifth year of life to master the norms of the native language and the functions of speech.

At the same time, instability of mood, attention, emotional vulnerability, concreteness and imagery of thinking, passion for play and game situations bring children of the fifth year of life closer to younger preschoolers. And the opportunities for raising and educating children that are expanding at this age stage cannot be realized without knowledge and consideration of this duality of development.

This guide is divided into two sections.

First section contains a program for the upbringing and education of children 4-5 years old, as well as a brief description of the age-related characteristics of the mental development of preschoolers of this age.

In second section presents a methodology for working with children 4–5 years old, designed to ensure their timely and full mental development.

Program

Age features of the mental development of children

In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. During the game, the roles can change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation of play and real interactions of children.

Significant development receives visual activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. The technical side of visual activity is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc.

The design becomes more difficult. Buildings can include 5-6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.

The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop. Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.

By the end of middle preschool age, perception becomes more developed. Children are able to name the shape that this or that object looks like. They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Improved orientation in space. The amount of memory is increasing. Children memorize up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.

Imaginative thinking begins to develop. Children are able to use simple schematic images to solve simple problems. They can build according to the scheme, solve labyrinth problems. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image. For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of quantity, volume and size. For example, if a child is presented with three black circles made of paper and seven white circles made of paper and asked: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more white.

The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.

Increased attention span. The child is available concentrated activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.

In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes. The grammatical side of speech develops. Children are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational.

The content of communication between a child and an adult is changing. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it is interesting.

Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon.

Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups. There is competition and competition. The latter is important for comparing oneself with others, which leads to the development of the child's self-image, its detailing.