Download the open lesson self-analysis junior group. "My family". Analysis of an open lesson on familiarization with the environment in the second junior group. Notes "mathematics" femp (2nd junior group)

Direct educational activities were carried out with children of the middle group, age from 4 to 5 years. There are 11 children. Duration 20 minutes, which complies with SanPin standards

Organization of NOD.

1 .Integration: GCD is built taking into account the integrative approach, which involves the implementation of the tasks of the educational areas “Cognition”, “Communication”, “Health”, “Safety”, “Artistic Creativity”.

When developing this outline of educational activities, I primarily took into account: the age, mental and individual characteristics of children in the middle group. Taking all this into account, I determined: goals, objectives, content, form of educational activities, methods, techniques and means necessary for positive results.

I was assigned the following tasks:
"Cognition":

Develop cognitive abilities children: the ability to independently find answers to problematic questions. Consolidate skills based on previously covered material: practice naming geometric shapes, consolidate knowledge of colors, practice comparing the size of objects that differ in height, continue to use the words: “highest”, “lower”, “even lower”, “lower than”, “ the lowest"; continue to teach counting and counting objects by touch.

Practice determining the direction of objects from yourself (in front, behind, left, right).

Continue to teach children to establish relationships between three objects in length and arrange them in ascending order of length, focusing on the sample; activate words and expressions in children’s speech: “short”, “longer”, “longest”. Develop your eye.

Teach children to listen to tasks to the end.
Develop visual and effective thinking by teaching methods of mental action (comparison, analysis, etc.).
Develop memory and attention. Cultivate an interest in mathematics.

"Socialization"
To develop the ability to accept a game task; perform actions in a certain sequence, act according to a pattern in accordance with the game task; to develop the ability to comply with certain norms and rules of behavior in the process of direct educational activities. Promote subgroup work skills.

"Communication"
Develop free communication with adults and peers; cultivate a desire to work in a team.

"Health"
Watch your posture when working at a desk (do not hunch, do not bend low).

"Music"
Musical accompaniment of educational and artistic activities.

"Artistic creativity"
Develop skills: press the pencil with equal force, apply strokes
close to each other, without interruption, without going beyond the contour line.

"Work"
Develop the ability to cook and clean the workplace.

Equipment:

VOCABULARY WORK:
1. Enrich children's vocabulary.
(short, long; highest, lowest)
INDIVIDUAL WORK:
Monitor children’s speech and provide assistance in answering questions. Keep the score within 5 with Alina.

Methods:
verbal: reminder, instructions, questions, individual answers from children,
encouragement, lesson analysis;
visual: examination of stripes, geometric shapes, numbers;
gaming: didactic games, m.p. game, use of surprise moments.
Performing game actions.
practical - independent activities of children

Techniques:

Surprise and playful moments.
Creating a problematic situation.
Showing and viewing illustrations.
Conversation
Artistic word

2. Organization of NOD.
Prepared the premises in accordance with sanitary and hygienic requirements, thought over the location of demonstration and visual material for the GCD.
2.Equipment. Board, fairy-tale characters, geometric shapes, bags of pebbles, sheets of green and white cardboard, strips of different lengths, green balls, colored pencils.
3.Preliminary work:
1Printed board games “Figures”.
Role-playing game "Bus".
Outdoor game “Find the owl’s house.” (geometric shapes).
Didactic games “Who will bring more”, “What has changed?”
Learning mathematical physical exercises, counting rhymes, finger exercises
work in math notebooks.

3.GCD structure.
GCD consists of 8 stages.
Stage 1 - . Introductory part (3m.)
Children welcome guests. Surprise moment.
2. Stage - II. Main part (12m)
They laid out the fairy-tale characters in order, starting with the highest and ending with the lowest;
3. Stage – counted to five, repeated colors;
4. Stage - played with fairy “peas”;
M.p.ball game “Tricky questions”.
6.Stage – dynamic pause, gymnastics for the eyes.
7. Stage - lay out the strips from the shortest to the longest;
8 Stage - III. Total(5m)

We painted geometric shapes. Reflection - an exhibition of drawings.

All stages are interconnected, built in one storyline, the transitions from one stage to another are clear and consistent.
The duration of the GCD is 20 minutes.

4 Methods and techniques of teaching.
Traveling with Masha brought play motivation into educational activities. Training was structured as an exciting, playful activity.

Completing various game tasks created a positive, emotional background for the learning process, increased children’s speech activity and maintained interest throughout the entire educational activity.

I used the following methods in my work:
Verbal - was used throughout all educational activities (when creating game motivation, when solving a problem situation)
Practical - when performing a problem situation (shading geometric shapes)
The method of control and stimulation is in the form of approval and praise.

The methods used correspond to the material being studied and the ways of organizing children's activities in accordance with the level of the group.

The proposed tasks were given to children in a playful way, which contributed to the solution of the assigned development tasks: memory, speech, imagination, attention, artistic and aesthetic perception.

Throughout the entire activity, the children were responsive, friendly and completed all tasks with great pleasure.

The type of educational activity is integrated, which contributes to the solution of assigned tasks in a complex. All stages were interconnected, subordinated to a given topic and goals of educational activity. Changing the type of activity at each stage made it possible to prevent fatigue and satiety with one type of activity. Children dynamically switched from word games to games with objects and drawing.

She paid attention to the children’s posture while working at tables, skillfully and with knowledge of the methodology organized a dynamic pause and a smooth transition from one position to another (sitting at tables, standing at an easel, constant movement from one task to another), etc.

There was systematic work and a lot of preliminary preparation.

Analyzing the children’s activities, I would like to note that they showed cognitive activity, reacted emotionally, and used existing knowledge and skills. They were interested, attentive, organized. Encouraged indecisive and shy children to speak out.

Analyzing the educational activities carried out, we can say that the assigned tasks were successfully completed. I believe that the activities are structured logically, and the stages are interconnected.

I think that the game motivation aroused the interest of the children and the activity was quite high. However, several children worked at their own pace and completed the creative task a little later, not because of slowness, but because of their individual capabilities. Although this does not indicate that they have less skills and knowledge.

The children pleased me that the kindness of the child’s soul, their curiosity was felt throughout the entire educational activity.

Nomination: Kindergarten › Certification of pedagogical preschool employees/ Self-analysis, middle group
Title: Self-analysis of the kindergarten teacher of the open educational educational activity “Cognition: FEMP” for children 4-5 years old “Magic Journey”

Position: teacher
Place of work: MBDOU kindergarten No. 11 “Mashenka”
Location: Surgut

Iskhakova Svetlana Minnullovna, teacher
MADOOU No. 106 "ZABAVA" Naberezhnye Chelny

Introspection open class. Communication. Speech development.

Subject: Poultry.

This open lesson was conducted with children younger than preschool age 3-4 years in the amount of 15 people.

1. Educational: introduce the concepts of poultry yard, new names of birds.
2. Developmental: develop children’s speech, communication skills, enrich vocabulary; develop children's ability to express their knowledge.
3. Educational: cultivate a respectful, caring attitude towards birds.

The children were told the topic of the lesson. The structure of the lesson corresponded to the assigned tasks. It is built in a logical sequence and interconnection of the parts of the lesson. It was reasonable to divide the time between all parts of the lesson. The pace of the lesson is optimal. Speech rate is moderate. The material was presented emotionally.

When planning an open lesson, we took into account age characteristics children. The material is selected at a level accessible to children. Taking into account age characteristics, the children answered the teacher’s questions, independently recited nursery rhymes, maintained a conversation, watched with interest, examined them, willingly answered questions, and independently recited rhymes in the game. The children were quite active, felt comfortable, willingly took part in the game, and moved to the music.

All elements of an open lesson are united by a common theme. The content of the lesson corresponded to the set goals: to develop children’s speech, communication skills, and to enrich their vocabulary; develop children's ability to express their knowledge about poultry, appearance poultry; develop vocabulary, auditory attention, horizons, thinking, memory; cultivate a caring attitude towards birds.

During the open lesson, the following working methods were used: verbal (questions, clarification, reminder, encouragement); visual demonstration material (pictures and illustrations, toys); game material.

In the water part: organizing children, switching attention to activity, stimulating it. The open lesson was aimed at solving the cognitive-speech sensory situation.

Main part: mental and practical activity of children, tasks on mental, speech development and perception of the surrounding world, systematization of existing knowledge, consolidation of speech skills. To relieve general fatigue, playful activities and musically rhythmic movements were carried out.

Individual work was manifested in carrying out vocabulary work, helping those who find it difficult to answer, reminding, as well as taking into account the peculiarities of thinking and the pace of perception of children.

I believe that the form of organizing classes for children that I chose was quite effective. Flaws: The work with ICT was not organized correctly enough; during the lesson I had to be distracted by installation. But I tried to comply with the norms of pedagogical ethics and tactics. I believe that the tasks set during the lesson were completed.

"Visiting the forest dwellers"

Program content

Educational:

Improve the ability to name and distinguish familiar geometric shapes: circle, square, triangle.

Strengthen the ability to name primary colors (red, green, yellow)

Strengthen the ability to find and show the number of objects (one, many, equally, the same)

Improve the ability to compare two objects by length (short, long) by overlapping.

Educational:

Develop attention, memory, fine and gross motor skills of the fingers, speech and speech activity.

Develop the ability to navigate on a sheet of paper by indicating: top - bottom strip.

Cultivate responsiveness, tolerance, desire to help others, and communication skills.

Equipment:

From cardboard - Christmas trees, geometric shapes, baskets, ribbons of different lengths and widths, soft toy- squirrel, bear.

Progress of the lesson:

Organizational moment “Give a smile”

All the children gathered in a circle.

I am your friend and you are my friend.

Let's hold hands tightly

And let's smile at each other.

Educator: Guys, guests came to our lesson today. Say hello to your guests. You should always say hello, this shows that you are well-mannered children.

Educator: And also, guys, the bear Misha came to visit us. (Say hello)

Educator: Who can tell me where our Mishutka lives?

Children: In the forest

Educator: that's right guys. Do you want to visit the forest? To do this, we need to say the words: “Turn around yourself and find yourself in the forest.” Educator: Here we are in the forest. What trees grow in our forest? Children: Christmas trees

Educator: How tall are our trees?

Children: High and low

Educator: Well done guys!

Educator: Guys, tell me how many Christmas trees are in our forest?

Children: A lot

Educator: What about bears?

Children: One

Fizminutka:

The bear is exhausted

I carried berries and mushrooms,

We'll rub his sides

To stretch them a little,

And then we'll stroke the legs,

To rest a little.

And then we'll scratch our belly,

Let's tickle near the ear,

He ran into the woods,

We growled thanks.

Educator: Guys, while our Mishka was diligently performing the movements, he accidentally dropped his basket. Look what this spilled out of the basket?

Children: Geometric figures

Educator: Let's help him collect them. But first let's name our shapes

Children: Triangle, circle, square

Educator: Oh, how great you guys are!

Educator: Guys, look, another forest guest has come to visit us. Who is this?

Children: Squirrel

Educator: Mishka prepared beautiful ribbons for our Squirrel. Guys, have you noticed that our feeds are different? And in what ways are they different?

Children: By color: red, blue, green, yellow.

Educator: And also, on what grounds ?

Children: By length.

Educator: What is the length of our ribbons?

Children: Long and short

Educator: How can we check this?

Children: You need to put one ribbon on top of another.

Educator: That's right guys! Tell me, which ribbon is shorter and which is longer?

Educator: Children, have you noticed that our ribbons are different not only in length, but also in width? What tape - already, ehwhich one is wider? (Children answer)

Educator: Well done guys!

Our journey to the fairytale forest has ended. Mishutka, he was very glad to visit us and he really liked how you showed yourself in class. He left you a treat and asked you to tell him that he will definitely come back to you!

Analysis of the lesson:

The level of development of children is sufficient, relationships are favorable, children are friendly.

1. The children were organized, answered questions correctly, all children were actively involved.

2. During the educational activity there was an opportunity for active mental activity of children.

3. The program content is quite easily implemented during its implementation. The GCD time is not long, so the children are not tired and have learned the material. The games evoked an emotionally positive response from the children.

4. The summary has a well-thought-out sequence in the presentation of the material.

5. The set goals and objectives correspond to the age of the children, all stated objectives are reflected in the outline.

6. The selection of didactic material corresponds to the topic of GCD.

The types of activities changed gradually. The children themselves took part in the game moments and were active helpers.

The result was summed up after each part of the GCD, in the form of approval and praise.

Analyzing the educational activities carried out directly, we can say that the assigned tasks

were completed.

The GCD is structured logically, the stages are interconnected.

The logic of the structure allowed it to be carried out without going beyond the time allotted for completing the task.

Municipal budgetary preschool educational institution

"Osinsky kindergarten No. 3"

Open lesson on FEMP in 2 younger group

Subject: « By many, equally, as much - as"

teacher:

Petrova. P.A.

Wasp 2018

Target:

Tasks:

• expand children's vocabulary.

Form of organization: group

Demo material:

Handout:

Lesson plan:

I.Organizing time

Surprise moment

II. Main part.

1. Comparison of two groups of objects: many, equally, as many - how many.

2. Physical education lesson “The little white bunny is sitting.”

3.Work with geometric shapes. Comparing a triangle with a square.

4. Didactic game “Find your house.”

II.Reflection

1. Summary

2. Gift from the bunny.

Progress of the lesson:

I.Organizing time.

They sit in a semicircle. Guys, guests have come to us, let's say hello to them and show them how good we are.

2. Surprise moment

Q: Guys, look who came to us? A bunny came to us. But for some reason he is sad? Let's find out why he is so sad?

Q: The bunny says that guests will come to him today. And he doesn't know How many Should I put plates and cups on the table for guests?

Q: Guys, we can make our bunny laugh. Let's help the bunny set the table.

II.Main part.

1. Comparison of two groups of objects (many, equally, as many - how many)

Q: Let's start arranging the dishes for the guests. Guys, how many plates and cups do we have?

The teacher pays attention to the plates and cups on the tray.

D: A lot

Q: Guys, let's first place the plates on the table. (Children take turns coming to the table and placing plates)

How many plates did we put? (A lot of)

Now let’s put a cup on each plate. (Children take turns coming to the table and placing cups on plates)

How many cups? (A lot) What about the number of plates and cups? (Equally.) Is there a cup on each plate? (Children’s answers.) Are there equal numbers of plates and cups? (Children's answers)

Guys, look at the table again. There are as many cups as there are plates on our table.

Q: How many plates and how many cups do we have?

D: There are as many plates as there are cups.

Q: So they are equal?

D: Yes?

Q: Guys, the bunny is completely cheerful, he thanks you for your help and invites you to the game.

2. Physical education lesson “The little white bunny is sitting”

(The game helps create a good mood and promotes the development of coordinated movements).

3. Working with geometric shapes. Comparing a triangle with a square.

The bunny brought something. (geometric figures)

Guys, what is this figure? (Square). What color is the square? What does a square have? (Sides, corners). How many sides (angles)? (A lot of).

What figure is this? (Triangle). What color is the triangle? What does a triangle have? (Sides, corners). How many sides (angles)? (A lot of).

How are a square and a triangle similar? (There are sides and corners). How are these figures different?

The teacher places a triangle on the square. Pays attention to which corners of the square and triangle have pairs (“friends”), which corners of the square do not have “friends”. (Shows).

The teacher asks similar questions about the sides of the figures.

Summary: A square has more sides and angles.

4. Didactic game "Find your house."

There is a triangle, a circle and a square on the table. Children take one geometric figure at a time, name them and begin to move to the music. At the end of the melody, they must find their houses: those who have a square in their hands run to the square, those who have a triangle run to the triangle, those who have a circle run to the circle. When the children take their places, the teacher asks them to justify their choice.

III.Reflection

1. Summary

What did we do in today's math lesson? (We helped the bunny set the table, correctly placed cups and plates on the table, compared the number of cups and plates, there were equal numbers, many of them, played with the bunny, compared a triangle with a square, etc.) The bunny liked our activity! You all did a good job today, you were great guys.

2. Gift from the bunny.

The bunny has prepared a gift for you.

The teacher shows a plate of sweets.

Q: Look at the basket, how many candies are there?

D: A lot

Q: Correct! Let's see how many there are. Take one candy at a time. How many candies do we have?

D: As many as there are guys (children).

Q: That's right guys. Let's say thank you and say goodbye to the bunny.

D: Thank you, goodbye!

Q: It’s time for the bunny to meet his guests.

Introspection

Children's age: 3-4 years. There are 13 children present: 6 girls and 7 boys. No preliminary work was carried out, since the lesson was in accordance with long-term planning, where the capabilities and characteristics of children were taken into account. The material used is appropriate to the program and age of the children.

Subject: Much, equally, as much - as

Target:

• learn to compare two equal groups of objects using the method of application, to denote the results of comparison with the words many, equally, as many - how many;
• continue to form children’s elementary mathematical concepts;
• continue to introduce the triangle, teach how to name it and compare it with a square.

Tasks:

• to develop the ability to compare objects by quantity, by decomposing one by one.
• clarify the use of words in speech: as much - as much, equally, many.
• consolidate the ability to understand spoken speech and answer adult questions.
• expand children's vocabulary.
• develop logical thinking in children, observation, ability to compare, compare.
• cultivate curiosity and educational interest.
• cultivate friendly relationships between children and the habit of studying together.

Form of organization: group

Integration of educational areas: FCCM, FEMP, physical education, speech development.

Demo material: box, toy, tables, plates, cups, plate with candies, circle (diameter 10 cm), square (side length 10 cm), triangle (side length 10 cm)

Handout: circles, squares, triangles (one for each child).

Progress of the lesson:

I.Organizing time

1. Attracting attention, setting the mood for joint activities.

Methods used: introductory conversation

2.Surprise moment

Methods used: visual - demonstration (bunny), verbal - conversation, means - toy.

II. Main part.

5. Comparison of two groups of objects: many, equally, as many - how many.

Methods used: verbal – conversation, questions, clarification, encouragement;

Practical – arrange plates and cups equally. Tools – dishes.

6. Physical education lesson “The little white bunny is sitting.”

A motor form of activity, creating a good mood.

7.Working with geometric shapes. Comparing a triangle with a square.

Method: verbal - conversation, technique - questions, generalization (a square has more sides and angles); observation, reception - display,

8. Didactic game “Find your house.”

Methods: observation, verbal - conversation, game - didactic game(performing game actions).

III.Reflection

1.Result.

Verbal method – questions, generalizing conversation.

2. Gift from the bunny.

Game method: technique - sudden appearance of objects. Reward (candy).

Types of children's activities in class:

Communication with adults (communicative);

Physical activity;

Play activity

Throughout the entire period the structure classes were maintained, there were smooth transitions between stages.

Atmosphere on class: all the children were enthusiastic, positive emotions were present, the kids were interested due to the surprise moment, involvement in the activity, and physical activity.

The material was presented in a language accessible to children, contact was established and maintained throughout the lesson.

Goals and objectives were achieved.

Self-analysis of GCD in the first junior group.
Educator: Tayakina N.V.
Direct educational activities were carried out with children of the 1st junior group. The GCD is compiled taking into account the age, abilities, interests and psychological characteristics of children.
Preliminary work:
GCD, conversations, research of various materials from which objects can be made; making beads from paper; learning the physical education exercise “Tick-tock”.
Main NGO “Speech Development”.
Sound pronunciation “knock-knock”, “top-top” - playing with a doll and a dog, calling their names - Tanya and Tishka, pronouncing interjections during physical education “Tick-tock”. Denotes the properties of paper in words: rustles, tears.

Integration of educational areas: " Cognitive development": clarification of ideas about the properties of paper: rustles, tears; experimenting with paper.
“Physical development”: psycho-gymnastics “C” Good morning”, physical education lesson “Tick-tock”, outdoor games: “We walk along the path”, “On a level path”.
“Social and communicative development”: a positive attitude towards each other and towards others.
GCD theme: “Visiting Tanya.”
Tasks:
Educational: 1.OO speech development.
Encourage people to describe the properties of paper in words: rustles, tears; Expand words knowledge. This problem was solved during a conversation about the properties of paper and experimentation with paper.
ZKR: Practice clearly pronouncing the sounds t-t. This problem was solved by pronouncing “knock-knock”, “top-top” - in a game with a doll and a dog, when calling their names - Tanya and Tishka, during physical education “Tick-tock”.
2.OO Cognitive development.
Clarify children's ideas about the properties of paper: rustles, tears. This problem was solved during a conversation about the properties of paper and experimenting with it.
Developmental: 1.OO Speech development.
Promote the development of auditory attention. This problem was solved during the game "Guess What I'm Doing."
2. OO Physical development.
Promote the development of activity. This problem was solved throughout the entire NOD: during psycho-gymnastics “Good morning”, outdoor games: “We walk along the path”, “On a level path”, physical education “Tick-tock”.
3. OO Cognitive development.
Promote the development of curiosity. This problem was solved during a conversation about the properties of paper and experimenting with it.
Educational: OO Socio-communicative development.
Cultivate a positive attitude towards each other and others. This task was solved throughout the entire NOD: during psycho-gymnastics “Good morning”, in the formation of a problem situation and its solution: to please Tanya - to give her beads.
The educational activity itself consisted of three interconnected parts, during which children gradually performed various actions.
1. Introductory part. Organization of children, motivation for upcoming activities with the help of psycho-gymnastics “Good morning”. At the organizational stage of the NOD, the problem-situational method was used. The children were asked to please Tanya by giving her beads that they had made themselves.
2. Main part. It is a specially organized and independent activity of children, where problematic situations were created to solve assigned problems. The children went to visit the doll Tanya, where a surprise awaited them - the dog Tishka. During the games with Tishka and Tanya, the children completed the assigned tasks. At the end there was another surprise moment - a treat from the doll.
3. Reflection. In the final part, the children returned to kindergarten. And to continue the cheerful mood, to summarize, I talked with the children about a walk to the Tanya doll.
The subject development environment for educational activities was organized in accordance with the assigned tasks. All aids (table screen, house, Tanya doll, dog, paper beads, sheets of paper) were of sufficient size and aesthetically designed, which helped maintain children’s attention and performance. They were active, attentive, and felt comfortable. All this is confirmed by the results of our activities.
At NOD I used subgroup and individual forms of work.
Methods:
1. Verbal (questions for children, clarification, encouragement).
2. Visual (manuals, demonstration of actions with paper).
4. Play (psycho-gymnastics, outdoor games, playing with a doll and a dog, playing with paper).
5. Practical (experimenting with paper).
I believe that the form of organizing the direct educational activities of children that I chose was quite effective and dynamic. The assigned tasks have been completed.