Short-term programs in additional education for children. Short-term additional general education general development program “One word, two words”

Valentina Mokerova
Short-term additional general education general development program “One word, two words”

MUNICIPAL BUDGETARY INSTITUTION ADDITIONAL EDUCATION

CENTER FOR CREATIVITY DEVELOPMENT OF CHILDREN AND YOUTH

MUNICIPAL FORMATION GUlkevichi DISTRICT

Adopted at the meeting APPROVED

methodological council Director of MBUDO CRTDiYu

Protocol No.___ ___Vysotskaya I.V. «___» ___ 20 g Order from «___» ___ №__

SHORT-TERM ADDITIONAL GENERAL EDUCATION

GENERAL DEVELOPMENT PROGRAM

SOCIAL AND PEDAGOGICAL ORIENTATION

"Once a word, two a word»

Implementation period programs: 6 weeks (18h)

View programs: modified

teacher additional education

Gulkevichi, 2017

EXPLANATORY NOTE.

Short-term educational program"Once a word, two a word» socio-pedagogical orientation promotes the development of cognitive, creative and communicative abilities of students and is intended for organizing cognitive leisure for children in the summer, developing the main value of educational activities - creative thinking, developing the need for language proficiency, improving speech and expanding knowledge about the world around them.

Novelty programs lies in the timing of its implementation (6 weeks, a practice-oriented approach to organizing the educational process. Program"Once a word, two a word» provides an opportunity to organize educational leisure for preschool children in the summer. Classes on program contribute to the formation of personal qualities necessary for mastering educational activities: curiosity, initiative, creative imagination, arbitrariness. They provide an opportunity to both consolidate previously acquired knowledge in the field and acquire new ones, and develop the ability to use them in practice in various situations. Classes are structured in a playful, entertaining way using speech games.

Relevance is determined by requests from parents and their children for programs early development in the summer in an institution additional education, as well as the presence in the institution of the necessary material and technical conditions to implement these programs.

The successful development of speech in preschool age is crucial for the subsequent systematic study of the native language. In the process of solving problem situations and performing game tasks, each child acquires practical skills and knowledge experience. At the same time, an integrated approach to the acquisition of knowledge, skills and abilities, to the development and upbringing of children is observed.

Destination programs. Program designed for children 5.5-7 years of age. Classes can be attended by all children who are interested, both those studying in the association and newcomers who want to gain an understanding of basic reading and writing skills.

Volume programs: training period - 6 weeks, general number of hours - 18, per week - 3 hours.

Form of study: full-time

Lesson mode: 3 times a week for 1 hour.

Features of the organization of the educational process. Children without medical clearance can attend classes. Program implemented in groups of variable composition. Children can come on any day included in the class schedule. Each lesson is a separate cognitive and educational block (work started is completed in the same lesson). Program involves the use of various types of games activities: simulation games and games-exercises with objects, role-playing games, games with rules, games-exercises focused on certain achievements, allows you to build the educational process as comfortable and interesting for children as possible. Classes are aimed at developing general culture of thinking, speech, motor skills, creative abilities of children, to develop their independence, sense of responsibility, humane relations in communication with friends and teacher.

The lesson consists of all three parts of five sections programs. At each lesson there is a dynamic break in the form of outdoor games and physical education minutes.

Target programs: Developing interest and ability in reading through play activities.

Educational:

Acquisition of knowledge, skills and abilities of educational activities;

Development of motivation for learning activities.

Continue to introduce children to basic reading and writing skills;

Develop the ability to apply acquired knowledge in practice in various situations;

Develop speech, the ability to argue your statements, build simple conclusions;

Developing the ability to express one’s thoughts accurately and clearly.

Personal:

Development of cognitive activity and the ability to establish simple connections between phenomena in the child’s surrounding life and development of interest in learning;

To develop the child’s personality, talent and ability through

independent solution of creative and other problems;

Develop children's communication abilities based on communication;

Development of cognitive abilities: logic of thinking, speech, attention, memory, imagination;

To cultivate independence, perseverance, organization, accuracy, ability to cooperate, and collectivism.

Metasubject:

Develop imagination, intelligence, curiosity, strong-willed qualities;

Shape the culture communicating with each other;

Develop the ability to organize your workplace, understand the educational task and independently carry it out, control and evaluate your actions;

Develop the ability to work individually and in group: find general resolve and resolve conflicts based on coordination of positions and consideration of interests;

To form a value-based attitude towards a healthy lifestyle.

Syllabus

Subject Number of hours

Total Theory Practice

1. Introductory lesson. Briefing

on safety precautions. 1 0.5 0.5

2. Fairytale certificate 6 0.5 5.5

3. Speech development. 4 0.5 3.5

4. Fun pencil. 6 0.5 5.5

5. Final lesson 1 1

Total: 18 2 16

Section 1. Introductory lesson. Safety briefing.

Theory. Meeting the children's team. Safety briefing. Interviewing children, identifying early knowledge, skills and abilities.

Practice.

Exercise "Telephone". A game "Let's get acquainted".

Tour of the center.

Section 2. Fairytale letter.

Theory. Introduction to Russian folk tales.

Practice. Reading fairy tales: "Turnip", "The Cockerel and the Bean Seed", "Cat house", "Spikelet", conversation about what you read. Collective writing of a story based on pictures. Retelling a fairy tale. Fairy tale dramatization. Writing your own fairy tale. Answers on questions.

Construction of proposals. We make a proposal with a certain in a word.

Exercise "Show me the letter", "What letter is this", "Locate where the sound is", "I name sounds".

Didactic games with words: "Guess the first sound in word» , "Mom went to the store", "What does a letter look like".

Games with magnetic alphabet: "Wonderful bag", “Which letter is missing”, "Fold word from the letters of the magnetic alphabet"

Section 3. Speech development.

Theory. Writing a descriptive story topic: "Vegetables", "Fruits", "Animals", "Transport", "Professions". "Flowers".

Practice: Watching and discussing a short film "Nature's Smile".

Games: “What grows in the garden?”, "One is many", "Say kindly", "Name one in a word» , "Continue the series words» , The word is backwards», "Continue the sentence". "Guess the riddles".

Learning tongue twisters.

Section 4. Cheerful pencil.

Theory. Preparing your hand for writing. Safety rules when working with writing instruments. Familiarization with the rules of sitting when writing at a desk. Position of notebook, pen, pencil. Hand placement. Orientation on the sheet in cell: drawing patterns along dotted lines, shading, working with a stencil.

Practice: Graphic exercises. Exercise in drawing oblique lines.

Game tasks. Outlines of fruits, vegetables, vehicles, flowers, their shading.

Drawing "curb", "Fence", "Domika", "Umbrella", "Ship" and etc.

Travel to the city masters: “Complete the pattern”, "Finish the drawing", Funny copybooks.

Finger exercises: finger theater - drawing with a finger in the air.

Exercise game "Snail", "Chabi - chalyabi", "The Cooks".

Section 5. Final lesson.

Practice: Contest "The most, the most, the most..."

Conditions for the program.

1. Logistics.

For implementation program requires light, ventilated room that meets sanitary and hygienic standards. Special furniture (tables and chairs) for students, corresponding to 5-7 years of age, cabinets for storing teaching aids and educational materials, a blackboard, a magnetic board with markers, visual aids

Equipment, tools and materials necessary for implementation programs:

Writing instruments for everyone student: pen, pencil, eraser, colored pencils;

Demonstration visual aids.

Stencils (vegetables, fruits, transport, flowers, tree leaves);

Didactic and visual material on topics, didactic toys. Visual educational cards.

Educational games “Read by first letters”, "We divide words to warehouses» and etc.

Technical equipment: computer, printer, internet, TV and DVD player.

Forms of presentation and demonstration of educational results.

Photographic material, written reviews from students and parents, a log of the teacher’s work and student attendance, a written analysis of the teacher about the implementation programs(number of children studying in the association, number of newly arrived children, degree of implementation programs.

Bibliography.

1. Bondarenko T. M. Complex classes in the preparatory group of kindergarten. shopping center "Teacher". Voronezh, 2005

2. Belaya A.E. Finger games for the development of preschoolers // AST -2008. 3. Grishchuk L. A. School of preschoolers. Entertaining lessons. "Neva". Moscow "Olma - Press", 2002 4. Sinitsyna E. I. Smart fingers // m. Leaf, 2009 5. Shvaiko G. S. “Games and game exercises for speech development”. Moscow, 2006 6. Shapina O. Pure twisters and tongue twisters for speech development. Moscow, "Owl", 2007 7. Falkovich T. A, Barylkina L. P. Development of speech, preparation for mastering writing. Moscow "Waco", 2005 8. Saikina E. G., Firileva Zh. E. Physical education - hello to minutes and pauses! Saint Petersburg "Childhood-Press", 2005

9. Gerbova V.V. “Speech development in kindergarten” Ed. "Mosaic - synthesis", Moscow, 2014 10. Bardysheva T. Yu. “My hands are dancing” Edition for developmental education. Series "School for preschool children"

Municipal autonomous educational institution

2. Wire weaving technique

Types of weaving loops, Parallel loops, needle weaving, circular technique.

Practical training. Weaving bracelets. "Tsvetkov."

3.Beaded flowers

Theoretical information. The main beading techniques used to make flowers: parallel, loop, needle weaving, arching. Combination of techniques. Technique for making the center, petals, sepals, stamens, leaves. Analysis of models. Sketching diagrams.

Practical work. Execution of individual elements of flowers. Assembling products: brooches, bouquets of flowers. Composition of spring, summer, autumn and winter bouquets. Preparing the base of the decorative panel: covering the cardboard with fabric. Attaching composition elements to the base. Decorating gifts and other items with beaded flowers.

Final lesson.

Stages of product design. Requirements for the product during design, quality control of products. Types and composition of ornament. Development of composition sketches.

Practical training.

Making a product on a free theme. Selection of the best works of the circle members. Design of the final exhibition Summing up.

Equipment standards:

When working with beads:

For each student: Needles, nylon threads, scissors, colored beads, ruler, copper wire (thin).

Providing the program.

Tools:

Scissors, frame with glass for stained glass,

Materials:

Paints for stained glass; beads, wire,

Methodological support.

Today, the pedagogical level must have all the methodological equipment to conduct classes in accordance with the requirements and methodological guidelines. The list of educational and methodological support includes educational methodological literature for students and teachers, a separate room for conducting group and individual classes. All equipment must correspond to this item, scissors, wire, frame with glass, etc.

Methodological literature is available for each age category provided for by the curriculum.

LITERATURE

1. “Beadwork” M.., 1997

2. Drawing. Obninsk, publishing house "Titul"

3. Painting. Obninsk, publishing house "Titul"

4. . Needlework.

5. Magazine “Lena Handicrafts”.

6.enechki and beads St. Petersburg, 1998.

8.Yu.Davydova. 2005

9., . Studio of arts and crafts. Edition 2008.

10. . Folk arts and crafts. M, 1984

11. Magazine “Lena Handicrafts”

12.. Handicrafts..

13. Painting on glass.

Municipal institution of additional education

"House of Children's Creativity" r.p. Twitchers

Saratov region

Report

"Short-term programs of additional

education as a factor in increasing

technological competence of students"

Prepared

methodologist of MUDO "DDT" r.p. Dergachi

Zhakboleva Sh.T.

r.p. Dergachi

2017

At present, the experimental and research activities of additional education teachers should be focused on creating a special kind of educational programs - short-term ones, implemented both in the institutions of additional education for children themselves, and in the conditions of an increasingly growing system of additional education for children on the basis of secondary schools.

The presence of a package of such programs in the regional educational space is a vital trend of our time. What does this mean practically? Essentially, a modern teacher of additional education, adequately responding to the reform of the general education system in Russia, must acquire a relatively new range of methodological and practical skills that provide him with at least the ability to modify his multi-level (long-term) program, or create a fundamentally new one - short-term .

Indeed, the ongoing intensive reform of the Russian educational system, its transition to qualitatively new educational standards, is associated with the teacher’s ability to create socially in demand additional short-term educational programs. An easier way to read this government task involves the purposeful transformation of existing (multi-level) programs into short-term programs that respond flexibly to situationally emerging social orders.

Organized activitieschildrenVvacationperiod allows you to doadditional education for childrencontinuous throughout the year, because children’s education occurs at any moment of their activity. Additional education for children is not a leisure activity in free time from studying, but a directed process of raising and educating a child in forms that are attractive to him, which is outside the framework of the general educational process.

Since the implementation of programs for rural schoolchildren is possible in children's recreation and health organizations or additional education institutions through on-site sessions during the holidays, these programs should be short-term and can be implemented in a part-time form (include distance learning or independent work of children).

The full-time part of the program can be aimed at introducing children to a certain type of activity and developing motivation for it. Then students, for example, in distance learning, master the theoretical block and complete practical and test tasks. Practical tasks of the program should be aimed at creating a specific product with which the child can participate in a competition in the relevant field or use it in future activities.

Structure and content of the additional general education program.

The structure of short-term programs meets the requirements for the structure of additional general education programs.

The additional general education program (hereinafter referred to as the Program) is the main document of the teacher, which is developed by him independently.

The basic requirements for the structure and content of the additional general education program are set out in the following documents:

Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;

Concept for the development of additional education for children (approved by Decree of the Government of the Russian Federation dated September 4, 2014 No. 1726-r);

Orderorganization and implementation of educational activities in additional general education programs(approved by Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008);

LetterMinistry of Education and Science of the Russian Federationdated December 11, 2006 No. 06-1844 “On approximate requirements for additional education programs for children”;

Resolution of the Chief State Sanitary Doctor of the Russian Federation dated July 4, 2014 No. 41, Moscow“On approval of SanPiN 2.4.4.3172-14 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of educational institutions of additional education for children.”

The program must consist of several required components:

Title page of the program.

Set of main characteristics additional general education general developmental programs:

2.1. Explanatory note.

2.2. The purpose and objectives of the program.

2.3. Contents of the program.

2.4. Planned results.

2.5. Forms of certification and their frequency.

3.K complex of organizational and pedagogical conditions:

3.1. Methodological support.

3.2. Conditions for the implementation of the program.

3.3. Calendar schedule.

3.4. Evaluation materials.

3.5. Bibliography.

Requirements for the structural components of the Program:

1. Title page of the program contains: the name of the educational organization, the approval stamp of the Program (indicating the full name of the head, the date and number of the order), the name of the Program, the addressee of the Program, the period for its implementation, the full name, position of the author (authors) of the Program, the city and year of its development.

A set of main characteristics of an additional general education general development program:

1. The explanatory note reflects: the focus of the Program, its relevance and novelty (timeliness and modernity of the proposed program); distinctive features of the Program (characteristic properties that distinguish it from others, main ideas that give the program its originality); recipient of the Program (age characteristics of the student for whom the training will be relevant); volume of the program (total number of training hours planned for the entire period of study, necessary for its development); period of mastering the Program, mode of classes (frequency and duration of classes).

   Goal and objectives of the program: goal is a strategy that fixes the desired end result in the form of positive dynamics of changes in the child’s personal qualities or his mastery of certain methods of action; tasks are an algorithm for achieving a goal through the implementation of the teaching, development and educational functions of education.

   Planned results – a set of personal, meta-subject and subject results acquired by students when mastering the program upon its completion.

   Contents of the program: curriculum (contains the names of sections, modules of the program, the number of theoretical and practical hours and forms of certification (control),presented in tabular form ); content of the curriculum (thesis description of the topics covering the sections and modules of the program, in accordance with the sequence specified by the curriculum, including a description of the theoretical and practical parts, forms of control corresponding to each topic).

   Certification forms and their frequency are developed individually to determine the effectiveness of mastering the Program and contain a description of the assessment of all three educational results.

3. A set of organizational and pedagogical conditions.

3.1. Methodological support is developed in accordance with the age characteristics of students and may include:description of the technologies and methods usedteachingdidactic and lecture materials, recommendations for practical work, game development, conversations, competitions, descriptions of hikes, excursions,description of the student incentive system (hierarchy of honorary titles and awards used by the teacher).

3.2. Conditions for the implementation of the program - premises, sites, equipment, devices, information resources.

3.3. Calendar schedule - the sequence of mastering the content of the Program, indicating the forms of classes (classroom, distance learning, independent work, extracurricular activities) and the deadlines for certification of students. The calendar schedule is a mandatory appendix to the program and is developed annually.

3.4. Assessment materials that represent a package of diagnostic techniques that allow you to determine whether students have achieved the planned results.

3.5. The list of literature and electronic resources includes basic and additional educational literature, reference manuals, links to websites; should be compiled for different participants in the educational process - teachers and students, parents; is drawn up in accordance with the requirements for the design of bibliographic references.

Example short-term additional general education programs (6 – 18 hours), which involve the use of game, research, project and other methods of work. On the recommendation of SOIRO.

For example, a short-term additional general education programsocio-pedagogical orientation “Leading behind themselves” .

Example programThe short-term program “Ekomir” could become a natural science program.

Exampletourism and local history programs is the program “People. Events. Data" , aimed at introducing children to the history of the Saratov region.

DISTINCTIVE FEATURES

features

Reformulation of theoretical and methodological ideas into

practice-oriented questions

Multi-level (long-term)

educational program

Short term

educational program

1. Thematic

differences

What are the thematic differences between a multi-level (long-term) educational program and a short-term program?

Consistent movement towards achieving the set goals, taking into account the individual and age characteristics of students

A short-term educational program was created with the goal of intensively teaching children some kind of creativity.

2. Conceptual psychological-pedagogical

gical approach

What exactly are the changes in the course of goal setting? How were the goals reformulated?

The leading goal of a multi-level (long-term) educational program is one: children begin their education with the basics and end it with the manufacture of more complex products

The short-term program is initially intended for children who already have some skills in some kind of creativity. Training under the program ends with the manufacture of simple products

3. Perspective of procedural methodological and technological

differences

How does the technique and technology of working within a multi-level (long-term) program differ from a short-term one?

There are no differences in technique and technology between the programs

4. Expected results

What are the significant differences between the expected results for the compared types of educational programs?

At the end of the implementation period of this type of educational program, a graduate of the association is able to independently produce (sewn or knitted) a product, made sequentially, from lesson to lesson, in accordance with the fundamental, universal technology

At the end of the short-term educational program, the graduate can perform only relatively simple creative work that meets the requirements for the planned learning outcome.

But in educational terms he

motivated for the prospect of his further development in this subject-practical field of activity

There is a huge advantage in using short-term programs, the so-called search mode, where the child has time to show and reveal his interests, his “I”. And the main thing is that children do not have time to get bored with a certain type of activity. In a short period of time, students manage to get acquainted with and master several types of creativity. Practice has shown that a child who “knows, knows how, can” willingly and boldly gets involved in more complex processes.

The implementation of short-term programs makes it possible to organize not only recreation and health improvement for children, but also educational activities that form quality parameters for the younger generation, which allow children in later life to be involved in the life of society, to work with dignity, and to occupy the appropriate social niche. They contribute to the emergence of unique educational opportunities for the formation of new life experiences in a child.

Thus, short-term additional education programs are a factor in increasing the technological competence of students, especially younger schoolchildren.

And for us, DDT teachers, the key, most important psychological condition for creating a new generation of variable short-term additional general education programs is the sincere desire of creatively working teachers to keep up with the times, not to rest on their laurels, to constantly improve their professional experience, to always be socially in demand and useful. https://lysva.biz/uploads/files/2016/10.2016/sbornik_rek.pdf

“Short-term additional educational program of the specialized group “We learn by playing” Children’s age – 7 - 12 years Implementation period – 1 month...”

Short-term additional educational

specialized squad program

“By playing we learn”

Children's age – 7 - 12 years

Implementation period – 1 month

Compiled by:

Gorbunova Olga Yurievna,

additional education teacher

MBOUDOD "GTSIR"

Tolyatti

Educational program passport

Program name Short-term additional educational

program of the summer specialized team “We Learn by Playing”

Institution, MBOUDOD TsDODD "Humanitarian Center Implementing the Intellectual Development Program" of the Tolyatti Urban District Address: 445012, Tolyatti, st. Kommunisticheskaya, 87A, t. 76-98-94, 76-90-56 Compiler of the program Olga Yuryevna Gorbunova, teacher of additional education MBOUDOD "GTSIR Abstract" The program "By playing we learn" is implemented in the summer.

It is designed for primary schoolchildren and is aimed at developing their cognitive interests, promoting health and organizing leisure time during the summer holidays.

The main idea, which unites both the content of each individual day and the course as a whole, is to immerse children in a situation of joint play, when fulfilling the game conditions and fully experiencing the game provides not only pleasure, but also development, improvement of skills, qualities, abilities Year of development 2014 G.

program Approved by whom and when Based on the decision of the pedagogical council. Minutes of program No. 4 dated May 15, 2014

The program was adopted based on the decision of the methodological council. Implementation protocol in the new No. 4 dated May 12, 2015.

academic year Focus socio-pedagogical program Direction (type) game activity Type of program by author's degree of authorship Coverage of children by age 7-12 years old groups Type of program by subject method of organizing content Implementation period 1 month of the program Type of program depending on the institutional characteristics of the territorial characteristics

Program reviewers:

EXPLANATORY NOTE

Many children attend summer school camps and playgrounds. In addition to supervision, such a playground should provide children with interesting and meaningful activities. During the school year, children have accumulated a certain amount of fatigue and decreased motivation to learn. Good weather and a lot of objective distractions also impose certain restrictions both on the selection of work content and on the nature and methods of teaching in general. To solve this problem, the main form of work was chosen to be a game, which included both educational and developmental content.

The main idea that unites both the content of each individual day and the course as a whole is the immersion of children in a situation of joint play, when the fulfillment of the game conditions, the full experience of the game, provides not only pleasure, but also the development and improvement of skills, qualities, and abilities.

The goal of the program is to provide meaningful and useful leisure time for children in a summer day camp.

Job objectives:

To promote the development of valuable personality traits of children, characteristics 1.

cognitive processes.

Teach children new games that are highly conducive to development in 2.

leisure activities.

Ensure emotional comfort and interest of children participating in the program.

Contribute to the actualization, systematization, and enrichment of children’s knowledge 4.

some (thematic) areas of reality.

Promote the formation of friendships and the development of children's teams.

Organizational basis of the program The program was created to provide educational leisure for children in a day camp. The duration of the program is one camp shift (18 days).

Daily classes with children are expected for 2 hours. Thus, the total number of hours in the program is 36 hours.

Procedure for forming a group: The group is formed on a voluntary basis from students of different ages attending a school day camp.

Group capacity is up to 18 people.

Age of students: from 7 to 12 years. It is assumed that a group of different ages will operate.

The beginning and end of classes is coordinated with the administration of the day camp where the detachment operates.

Class schedule: five times a week for 2 hours. The weekly workload for a child is 10 hours.

Forms and methods of classes Various forms are used in the implementation of the program: games, training, competitions, quizzes, independent work, creative work, etc.

Methods: various methods are used, which can be conditionally grouped according to the source of knowledge:

Verbal (oral presentation, conversation, story, fairy tale);

Visual (examples, samples, illustrations and demonstrations);

Practical (games, exercises, sketches, creative works, drawing, etc.).

Organizational forms of work: frontal (training format), in subgroups.

Planned results of mastering the program:

As a result of mastering the “We Learn by Playing” program, students should acquire the following knowledge and skills and gain experience:

update, systematize, acquire some knowledge and ideas about emotions, etiquette, creativity, etc.;

get acquainted with new games and exercises that you can use to diversify your leisure time;

improve individual characteristics of cognitive processes - attention, memory, thinking, imagination;

gain experience of emotional communication with peers.

Evaluation of the results of mastering the program is carried out in the form of included pedagogical observation in the classroom and analysis of the results of competition games.

Summing up the implementation of the program Summing up the results of the program and assessing the results of its implementation is carried out in the following forms:

Reflective tasks and recall exercises - what we learned, what we did.

Giving yourself grades for shift work based on criteria.

CURRICULUM PLAN

–  –  –

Theory. Safety rules in the classroom.

Practice. Games for getting to know each other, remembering names, learning about each other. An outdoor game for cohesion, group formation.

Theory. How we can develop through play.

Practice. Quiz “About everything in the world”, completing tasks for speed of thinking.

Section 2. Treasure chest Topic 2.

1. Crosswords and puzzles.

Theory. Rules for composing crossword puzzles. Rules for composing puzzles.

Practice. Team creation of crossword puzzles based on famous fairy tales. Team compilation of puzzles about the nature of the native land. Game “Red Book”: compilation and presentation of a crossword and rebus about an animal, a story about it (using reference literature). Compiling a book, preparing illustrations.

Topic 2.2.

Treasure chest: encryption and coding.

Theory. Encryption and encoding.

Practice. Game “Treasure Chest”: compiling and solving codes and cards. Treasure search.

Topic 2.3.

Games on a sheet of paper.

Theory. Game rules on a piece of paper.

Practice. Training and games “Tic Tac Toe”, “Sea Battle”, “Triangles”, “Complete the Word”, etc. Holding championships for these types of games.

Topic 2.4.

The Adventures of Karik and Vali.

Topic 2.5.

Uninhabited island.

Practice. A team game to develop creativity and communication. The list of five necessary things is a debate. What to build a house from, how to make fire...

Encrypted letter for help. “Pros” and “cons” of living on a desert island – who has more. Sports mini-competition.

Section 3. Question for filling Topic 3.

1. Team quiz games.

Theory. Quiz rules: question and answer.

Practice. Completing assignments, independently compiling assignments (using reference books) on various topics: Russian language, literary works and heroes, rules of etiquette, mathematics. We invent and stage situations. We solve modern and ancient problems. Presentation and “playing out” of arithmetic operations.

Topic 3.2.

Such interesting physics.

Theory. The world around us.

Practice. Carrying out (by command) elementary experiments and explaining them. Search for physical phenomena and objects in the environment. Creativity - how this phenomenon could be applied in the economy of the future.

Topic 3.3.

History and sights of the city of Tolyatti.

Theory. History and sights of the city of Tolyatti.

Practice. It is carried out in the form of “intellectual hockey” (children collectively prepare questions and ask them at speed). Rating the most famous, beautiful, clean, etc. city ​​places.

Topic 3.4.

Walking with dinosaurs.

Theory. The distant past of planet Earth.

Practice. Several people prepare stories and illustrations in advance about nature, types of dinosaurs, extinction, etc. Listeners ask questions. A game for creativity “If you combine a ball (book, table) and a dinosaur, you get....” Making a dinosaur from a sheet of paper using the tearing method, exhibition.

Topic 3.5.

Tricky question.

Theory. Teamwork.

Practice. A team game based on the format of the TV show “Own Game”, “Who Wants to Be a Millionaire”, “Wise Guys”.

Section 4. Final lessons Topic 4.

1. Final lessons.

Parting.

Reflective tasks and recall exercises - what we learned, what we did. Writing encrypted letters to each other with wishes. Giving yourself grades for shift work based on criteria.

METHODOLOGICAL SUPPORT OF THE PROGRAM

Literature for teachers:

Afanasyev, S.P. Three hundred creative competitions. / S.P. Afanasyev, S.V. Comorin. – M.:

Methodological Center “Option”, 1997. – 112 p.

Kovalenko, V.I. Junior schoolchildren after school: 750 educational games, exercises, 2.

physical education minutes.. / V.I. Kovalenko. – M.: Eksmo, 2007. – 336 p.

Kupriyanov, B.V. Organization and methodology of playing games with teenagers / B.V.

Kupriyanov, M.I. Rozhkov, I.I. Frishman. - M.: Vlados, 2001. – 215 p.

Myers, B. Intellectual games. Logic games for children / Bernard Myers. – M.:

Eksmo-Press, 2013. – 80 p. - (Logic games).

Nikitin, B.P. Steps of creativity, or Educational games / B.P. Nikitin – M.:

Education, 1990. – 160 p.

Popova, E.N. Imagine: Let's play - let's dream: a book for developing imagination. / 6.

E.N. Popova, I.Yu. Matyugin, E.I. Chakaberia. – Volgograd: Teacher, 2001. – 76 p. – (School for the development of memory and imagination).

Sharygin, I.F. Lessons from Grandfather Gavrila, or Educational holidays /I. F. Sharygin M.: Bustard, 2009. - 156 p.

Shaulskaya, N.A. Let's play erudite? Ideas for school quizzes and competitions. / 8.

N.A. Shaulskaya. - Rostov-on-Don: Phoenix, 2008. – 224 p. – (Series “Hello, school!”).

Shaulskaya, N.A. Questions for smart people and smart girls for elementary school. / ON THE. Shaulskaya. Rostov-on-Don: Phoenix, 2013. - 288 p. – (Series “Hello, school!”).

Shmakov, S.A. From games to self-education: Collection of games - corrections./ S.A. Shmakov, N.Ya.

Bezborodova. – M.: New School, 1995. – 80 p.

Internet resources http://summercamp.ru/index - MethodWiki site for counselors.

http://tak-to-ent.net/load/121-1-0-1249 Games in summer camp.

http://www.trepsy.net/ psychological exercises for training.

Didactic and visual materials for students:

A selection of books, pictures, reproductions illustrating theoretical material 1.

Media presentations on class topics.

Materials for conducting quizzes and competition games “Own Game”, “Who Wants 3.

become a millionaire”, “Clever Men and Wise Women”.

Task cards.

Logistics support

1) Games room, equipped with tables, chairs, cabinets. Space requirements: a sufficiently large room is required to implement the program.

The space will be rearranged repeatedly - it should be possible to move desks and arrange chairs in a circle.

2) Equipment and materials needed to implement the program:

2.1. multimedia projection installation;

2.2. digital camera;

2.3. printer black and white, color;

2.4. Xerox;

2.5. tape recorder with recorded music;

2.6. clock or stopwatch.

3) Game props for organizing games: board games “Dyenesha Blocks”, “Scrabbles”, etc., counting sticks, clothespins, various balls for games, a ball of thread, soft toys.

4) Materials for children's creativity: watercolor, gouache, pastel, white and colored paper and cardboard, glue, Whatman paper, a set of pencils, paper tape, scissors.

5). Stationery: pens, pencils, markers, proofreaders; paper of different types and formats (A1, A2, A3, A4, Whatman paper, photocopier); glue, scissors, staplers; files, folders, buttons, crayons, magnets, etc.

6). Souvenir products for awarding the best players, the best teams in gaming championships and competitions.

LIST OF REFERENCES used in compiling the program

1. Afanasyev, S.P. Happy Holidays: A Teacher's Handbook. / S.P. Afanasiev. M.: AST - PRESS KNIGA, 2004. – 288 p.

2. Afanasyev, S.P. What to do with children at a country camp. / S.P. Afanasyev, S.V.

Komorin, A.I. Timonin. – 3rd ed. – Kostroma: LLC MC “Variant”, 2001. – 223 p.

3. Ah, summer! : Working with children in summer country and school camps. / Author, comp.

S.V. Savinova. – Volgograd: Teacher, 2003. - 77 p.

4. Bayborodova, L.V. Educational work in a children's country camp: Educational manual / L.V. Bayborodova, M.I. Rozhkov. – Yaroslavl: Academy of Development, 2003. – 256 p.

5. Baryshnikova, G. B. Everyday life and holidays in a children’s health camp: a counselor’s handbook. / G. B. Baryshnikova. – Yaroslavl: Academy of Development, 2007. – 192 p.

6. Besova, M. A. Fun games for a friendly squad: holidays in a country camp / M. A.

Besova. – Yaroslavl: Academy of Development, 2006. – 160 p. - (After lessons).

7. Builova L.N., Klenova N.V., Postnikov A.S.. Methodological recommendations for the preparation of original programs for additional education for children [Electronic resource] / Palace of Creativity for Children and Youth. To help the teacher. – Access mode: http://doto.ucoz.ru/metod/.

8. Children's health camp: educational space: Collection of articles to help organizers of summer holidays and children's health. / Comp. G.S. Sukhoveyko;

Ed. L.N. Ignatieva; Interregional public organization "Promotion of children's recreation." – M.: TsGL, 2006. – 152 p.

9. Kovalenko, V.I. Junior schoolchildren after school: 750 educational games, exercises, physical education minutes.. / V.I. Kovalenko. – M.: Eksmo, 2007. – 336 p.

10. Summer health camp: mass events (theatrical, theme evenings, holidays, competitions, games, quizzes, sports competitions) / Comp. L.I. Trepetunova - Volgograd: Teacher, 2005. - 280 p.

11. Summer health camp: regulatory framework (planning, work program, job descriptions, ensuring safety in school and country camps) / Comp. E.A. Gurbina – Volgograd: Teacher, 2006. – 197 p.

12. Marfina, S.V. Summer camp from A to Z. / S.V. Marfina. – Yaroslavl: Academy of Development, 2005. – 160 p. - (After lessons).

14. Resolution of the Chief State Sanitary Doctor of the Russian Federation dated April 3, 2003 No. 27 “On the implementation of sanitary-epidemiological rules and regulations SanPiN 2.4.4.1251-03” [Electronic resource] / Legislation, judicial practice. Norms, rules, standards of Russia. – Access mode: http://www.kodeks.ru/noframe/aids?d&nd=901859071&prev Doc =901909220. Pedagogical Director of the school methodological council _ association /E.V. Petrov/teachers Protocol No. 1 Protocol No. 1 Order No. 26 on...” APPROVED by: Pedagogical Council Head of MBDOU "TOGUCHINSKY KINDERGARTEN No. 2" MBDOU "TOGUCHINSKY KINDERGARTEN No. 2" I.A. Shipovalova ""_20_g. "" 20g. Protoko...”

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