Activities with sight words kindergarten

5 Hands-On Sight Word Activities for Kindergarten

Learning letter sounds, how to blend and segment words, and various phonics skills are foundational for early reading. However, there are just some words that can’t be sounded out. Sight words are commonly used words that young readers are taught to memorize. Since these words are used in high frequency, students are encouraged to recognize them by sight. Hands-on sight word activities merge students’ kinesthetic learning with visual learning.

For many kids, sight words are one of the first steps in learning to read. And what better way to learn sight words than with some fun sight word games that don’t require worksheets?

Learning to read is complicated and intricate, especially for kindergarten students. While learning to read sight words is only one component of reading development, it is a necessary and important component.

What are sight words?

Words like the, of, you, was are all words that need to be memorized and recognized by sight. They cannot be decoded using general phonics patterns.

Some words that we consider sight words are decodable words, but occur frequently. Those are often called high frequency words, although I have found that “sight words” and “high frequency words” are terms that are used interchangeably. Words like, and, that, as, on, in are all decodable words, but are also often taught as sight words.

Which words should you consider sight words?

Well, there’s a couple of different answers. If your school district is assessing a list of words, consider that your list. If your school or district is not providing a list words, you can find various lists online, including Dolch Lists and Fry’s Lists. While Dolch and Fry’s are some of the more common lists, each reading program seems to develop its own list. Most lists are very similar.

Since it takes students so long to learn sight words, you might consider limiting sight word instruction to words that are common and irregular or not decodable. If you are teaching a phonics-based reading program alongside teaching students to memorize sight words, then they will learn how to decode and, had, last, then, with, not, much, etc. as they progress through the reading program. Don’t waste valuable time on teaching students to memorize decodable words if you don’t have to.

How do Students Learn Sight Words

There are a variety of ways for students to learn sight words. Frequent exposure is the key. You can do a read-spell-read routine whole class and in small groups. Parents can also easily learn to do this routine at home with flash cards.

All students will also benefit from using more hands-on sight word activities during your word work stations.

Here are 5 sight word activities for kindergarteners that help young learners remember high-frequency words while having fun!

1. Block Building Game

Turn a classic block building game, like Jenga, into a way for students to learn their sight words. Start by writing a high-frequency word on each block. Playing the normal Jenga rules, where a player removes a block from the tower and places it on top, have the student who removes the block successfully use the sight word in a sentence before the next player takes their turn. Or for an easier version, have players read and spell the words while moving blocks.

Download the game rules from education.com.

2. Tic-Tac-Toe

Kids love to play Tic-Tac-Toe! Add a twist by having the student read a sight word and use it in a sentence or read and spell it before adding an X or O to the board. Use sight word flashcards.

Try a variation by having students write the words along with an X or O on the board. Check out the templates and rules from sightwords.com.

3. Shaving Cream Sight Words Activities

Sometimes learning is messy! Break out the shaving cream on desks and tables, and have your students write out their sight words with their fingers. Save money on supplies by checking out a local dollar store or buying in bulk at a warehouse club store.

Clean up is easy. Just wipe down the tables and spray clean. One additional benefit is that the shaving cream acts as a soap and cleans up your table top!

A sand or salt box is another great tool to use, but a little less messy than shaving cream. Fill a small box with sand or salt. Using flash cards, have students turn over a card and draw the letters for the word in the box. The feel of the rough sand or salt helps kinesthetic learners memorize the words.

4. Use Manipulatives to Form Letters

For kinesthetic learners, using tangible items to physically form words can be an important way to show what they know! Try using Wikki Stix, playdough, or bendable straws to form words on mats or flat surfaces. Playdough is also a great medium for stamping letters to form sight words.

5. Journaling

Although open journaling or free writing may seem a little advanced for kindergarteners, you’ll be surprised with how much they can write even in the beginning stages.

Give students a list of sight words and have them generate a story with a drawing. Or give students a seasonal topic with words and a few sight words.

Save these in a digital or paper portfolio throughout the year to measure growth. Tools like Seesaw are incredible for keeping portfolios of student work via video and other mediums.

6. Word Ladder Game

This game is perfect for kids who are just starting to learn sight words. To play, choose a simple sight word like “at” or “had.” Then, see how many other words you can make by changing just one letter. For example, starting with “at,” you might get “bat,” “cat,” “hat,” and so on. The player with the most words at the end of the game wins! This is also a great way to focus on word family words, short vowel word families, and rhyming.

To make this game kinesthetic, create hopscotch-like boxes on your classroom floor. Have students move up the ladder as they create new words.

7. Musical Sight Words

This sight word activity is similar to Musical Chairs, but with a sight word twist. To play, write several sight words on slips of paper and put them in a hat or bowl. Then, play some music while everyone walks around the room. When the music stops, everyone must grab a slip of paper.

Once everyone has a word, they must stand up and spell it out loud. The player who spells their word correctly first gets to stay in the game; the rest are out! The last player standing is the winner.

Instead of requiring spelling, you can just ask students to read the word. Remove one word each round to eliminate students as you would during a regular musical chairs game.

These 5 7 sight word activities for kindergarteners will help your students learn their first sight words in no time. They are just a few ideas to get you started. With a little creativity, you can come up with all sorts of fun games to help your child learn their sight words.

Do you want some more ideas?

Here are five more additional resources to help teach sight words in your classroom!

Dolch Sight Word Lists
Dolch Sight Word Assessment
Fry Sight Word Lists
Online Sight Word Games
Free Sight Word Apps

If you are looking for a tool for parents to use at home, these Sight Word Practice Cards provide small doses of daily practice and a routine for parents to easily implement.

I created these phonics readers to use with my own kindergartener at home. Although they focus on specific word families and phonics patterns, the resource also introduces two new sight words per word family. Sight words are learned and read along with the phonics patterns.

What activities do you use to teach sight words in your classroom? I’d love to hear about them in the comments below!

Are you interested in additional blog posts about teaching early reading? Here are a few more!

48 Fun Sight Word Activities That Work

Teachers are always on the hunt for great sight word activities. Sight words are any words readers recognize automatically “by sight”—for fluent readers, that’s almost all words! High-frequency words, the most commonly occurring words in written English like those on the Dolch list, are often thought of as the most crucial sight words.

It’s a myth that blindly memorizing every letter in a sight word is the only way to learn it. The science of reading tells us that linking sounds and letters is the most effective way for kids’ brains to learn any word. Many common words are easy to tackle using beginning phonics skills (like “at,” “can,” “him,” etc.), so staying true to a strong phonics curriculum is one way to support kids’ sight word learning. Even irregularly spelled words have decodable parts, e.g., kids can use the sounds of “s” and “d” to help with “said,” even if the “ai” is unexpected. Experts often call these words “heart words” to call out for kids that they should learn the unexpected word parts “by heart.” (If all this is unfamiliar to you, it can feel overwhelming, but you’ve got this! Check out teaching guru Jillian Starr’s explanation for more help.)

Check out these low-prep and engaging sight word activities for both teaching and practicing words.

1. Map it and drive it

This is a genius way to introduce words with appealing materials: Say the word, represent each sound with a LEGO brick, write letters for each sound, and “drive” to read it.

Source: @droppinknowledgewithheidi

2. Smush play dough for each sound

Set up a routine that works for any word. Play dough squishing for each sound is the ultimate multi-sensory component.

Source: @playdough3plato

3. Map words with a magnet wand

It is so super-satisfying to drag those magnetic dots around! Watch the video below for lots of tips on introducing a word using this process.

Source: @warriorsforliteracy

4. Make a mini book

Lots of handy info in one place for your little learners.

Source: @hughesheartforfirst

5. Tap it, pop it, learn it!

Hardwire those words in kids’ brains with this comprehensive word intro routine. (You had us with the pop its!)

Source: @hellojenjones

6. Find and swat words

An oldie but such a goodie. Find a word in an array and WHACK! Swat it with a fly swatter!

Source: @kids_play_learn_laugh

7.

Flip word pancakes

Serve up sight word pancakes while practicing spelling them aloud.

Source: @bee_happy_teaching

8. Wear heart word bracelets

Make kids feel like sight word VIPs.

Source: @teachingmoore

9. Search for sight word balls

Write sight words on ball pit balls with a chalk marker or dry-erase marker. Kids can race around hunting for balls to read and toss in a basket, or hunt through a big tub of balls for a certain word.

Source: @preschoolforyou

10. Start a sight word band

Loud but oh-so-fun! Feel the rhythm while tapping and reading sight words stuck to homemade percussion instruments.

Source: @earlyyears_withmrsg

11. Drive on a sight word path

This is one of many fun ways to use magnetic tiles for learning! Kids love “knocking down” word tiles with a toy car as they read each one.

Source: @travisntyler

12. Use sticky notes to inspire sight word sentences

Have kids stick words on items that give them ideas for sentences. “My Mom said to wear a helmet!” = so good!

Source: @kinneypodlearning

13. Write words on a sensory bag

So easy: Fill a zip-top bag with a small amount of kid-safe paint, seal well, and have kids practice “writing” sight words with their finger or a cotton swab.

Source: @makeitmultisensory

14. Wear a sight word crown

Wear your word proudly and practice reading others’ words. Fun in person or virtually.

Source: @mrsjonescreationstation

15. Play a magnetic-tile board game

We love new ideas for ways to use magnetic tiles for sight word activities. Easy to set up and fun to play.

Source: @twotolove_bairantwins

16. Spell words to a familiar tune

Get sight words stuck in everyone’s head, in a good way. We’d add a line for chanting the sounds in the word!

Source: @saysbre

17. Feed a word monster

Nom, nom, nom.

Source: @ecplayandlearn

18. Search for the pom-pom under sight word cups

Read all the words as you try to find the cup that hides the prize.

Source: @la.la.learning

19. Play sight word KABOOM

This classroom classic is perfect for sight words. If you need a refresher on the rules, Jillian Starr covers them.

Source: @essentiallykinder

20. Roll and write words

Roll, write, repeat.

Source: @mylittlepandamonium

21. Write words with rainbow colors

Bonus points for aromatic markers.

Source: @mylittlepandamonium

22. Trace words with flashlights

Stock up on batteries because kids never get tired of this!

Source: @giggleswithgerg

23. Find words in plastic eggs

Give kids a checklist of words to find as they open each egg.

Source: @blooming_tots1

24. Spy words around the classroom

Just add a magnifying glass and clipboard to make kids feel like supersleuths!

Source: @readingcorneronline

25. Find words in the morning message

Don’t forget about old standbys! This is one of our favorite ways to get kids to recognize sight words in connected text.

Source: @tales_of_a_kinder_classroom

26. Build words with bricks

Such a great use of extra building bricks!

Source: @raysinkinder

27. Write words in sand

Easy-peasy to set up and keep neat if you use plastic pencil boxes.

Source: @teacherhacks

28. Spell words on a construction site

Bulldozing over each word to read it is the best part!

Source: @planningplaytime

29. Spell words with toy cars

Drive on over!

Source: @lozlovesprep

30. Park in a sight word “parking lot”

This one is easy to modify based on whatever toys are available in the classroom or at home.

Source: @msbendersclassroom

31. “Plant” words in play dough

Watch those reading skills grow!

Source: @planningplaytime

32. Build words in a sensory tub

Because spelling is just more fun when your hands are covered in beans!

Source: @coffeeandspitup

33.

Write words on a magnetic drawing board

That eraser track makes for a perfect word card holder!

Source: @moffattgirls

34. Or write words on the window!

Everyone wants a turn to write on the window!

Source: @kindergarten_matters

35. Shhh! Discover words written in invisible ink

Write words in white crayon and reveal them with watercolors on top!

Source: @teachstarter

36. Dot-paint words with a cotton swab

Calming and effective.

Source: @sightwordactivities

37. “Type” words on a keyboard

Busy day at the sight word office! Use a keyboard cover or any old keyboard.

Source: @lifebetweensummers

38. Read words before heading through the door

The line leader can double as the word pointer during transitions.

Source: @ms.rowekinder

39. Read the word the teacher’s wearing!

Wait, is there something on my shirt?

Source: @theprimarypartner

40.

Take a sight word cakewalk

Choose a winning word when the music stops!

Source: @joyfulinkinder

41. Play sight word hopscotch

If you can’t get outdoors, tape on the floor works just as well.

Source: @wheretheliteracygrows

42. Play tic-tac-toe

I’ll be team “the.”

Source: @create_n_teach

43. Go sight word bowling

No bowling pins? Use half-filled plastic water bottles instead.

Source: @thecreativeteacher_

44. Ready, aim, read

Just throw a beanbag at a word target if foam darts are a no-go.

Source: @laurens_lil_learners

45. Play muffin tin ball toss

Toss and read. It’s easy to use colored muffin cups to prep different sets of words.

Source: @homeschooling_fun_with_lynda

46. DIY sentence flash cards

Authentic use of words in context for the win.

Source: @teachertipsandtales

47. Play sight word checkers

King me! If kids don’t have a partner available, they can “play” with a stuffed animal and get double practice.

Source: @sightwordactivities

48. Play sight word Guess Who?

Set up this game once and use it forever.

Source: @lessons_and_lattes

We’d love to hear—what are your favorite sight word activities? Share in the comments below.

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Plus, what are sight words?

Kindergarten educating personality

The article describes the content and methods of work of the author's kindergarten in Germany "Amares". The originality of this garden lies in the absence of an educational program, in the participation of children in various serious activities, in the specific organization of the educational environment. The director and organizer of the kindergarten "Amares" ("Nature") is Wanda Perez Besson. A characteristic of the object-spatial environment is presented, where, unlike the domestic tradition, the observance of cleanliness and order is not a special value: the independent activity of children is not very compatible with the order and immutability of the environment. The generally accepted for our kindergartens focus on the safety of children, protection from possible risks, has been replaced by an orientation towards hardening, towards transferring concern for their safety to the child himself.

The article describes examples of children's activities, including the creation of real products (museum, garden, chalk, etc.), experimentation, household chores and natural play. The education and upbringing of children is included in various types of children's activities. There are no traditional classes for us here. The work of teachers is not aimed at the transfer of knowledge, but at educating the independence and creative orientation of children. With the support of teachers, preschoolers do almost everything themselves, which contributes to the development of the most important personal qualities. Particularly emphasized is the role of parents, who, observing the enthusiasm of children, actively help kindergarten employees and defend their right to pedagogical practice that is original for Germany.

In conclusion, the authors note that the methods of education used in the kindergarten "Amares" fully comply with the requirements of the Federal State Educational Standard for Education - its focus on the development of the personality of children, on the education of independence, initiative and responsibility. Keywords: independence, initiative, responsibility, quality of preschool education, object-spatial environment, children's activities, children's safety.

The originality of this garden lies in the absence of an educational program, in the participation of children in various serious activities, in the specific organization of the educational environment. The director and organizer of the kindergarten "Amares" ("Nature") is Wanda Perez Besson.

Characteristics of the object-spatial environment are presented, where, unlike the national tradition, keeping cleanliness and order is not a special value: children's independent activities are hardly compatible with the order and immutability of the environment. The generally accepted for our kindergartens focus on the safety of children, protection from possible risks, has been replaced by an orientation towards hardening, towards transferring concern for their safety to the child himself.

Key words : independence, initiative, responsibility, quality of preschool education, subject-spatial environment, children's activities, children's safety.

Recently, both in our country and abroad, the issue of assessing the quality of preschool education has been increasingly discussed. Psychological and sociological studies of life values and professional orientations of parents are carried out (Sobkin, Skobeltsina, 2013), the educational and object-spatial environment is assessed (Smirnova, Abdulaeva et al., 2016), the role of aesthetic and cognitive conditions is discussed (Stenger, 2002; 2004; Derrida, Jacques, 2000, etc.), conditions conducive to the development of the child's personality (Schäfer, Gerd, 2000; 2003), new methods for assessing the educational environment are being developed and adapted (Shiyan, Vorobieva, 2015). At the same time, the main value and target guideline for most teachers and researchers is the development of the child's personality.

As is known, the main characteristics of a person are independence, initiative and responsibility (Davydov, 2001 and others). How can these qualities be formed in preschool childhood? Is it possible to create conditions for preschoolers that will contribute to the formation of independence, initiative and responsibility? Recently, we managed to visit one kindergarten, where, as it seems to us, these conditions are implemented. Let's try to describe its activities and its originality.

Object-spatial environment

The first thing that catches your eye when you enter the territory of this garden is the disorganization and, as it were, incompleteness in the design of the environment. The space is a bit like a construction site. Heaps of stones, logs, a mountain of earth, boards - all this seems to require cleaning, ordering, decoration. No playground objects, red-yellow slides, climbing frames and swings, and no rubber coating. The uneven relief of the site is covered with straw and wood chips, which again creates a feeling of untidy, carelessness. Several small houses, some of them on wheels with a trailer. Along the wall are garage-like rooms with an open entrance. In each of them there is a workshop - pottery, carpentry, art, etc. And everywhere - a working mess, as if a process that needs to be continued has been stopped. No decorations. And only a border with an abundance of flowers, vegetables and other plants decorates this strange space, which does not at all look like a kindergarten site.

This is outside. We look inside the premises. There are several of them, and all of them are distinguished by extreme asceticism and the absence of attributes familiar to us - toys, carpets, special children's furniture, beds, etc. Instead, there is an empty space with an abundance of skins, blankets, fabrics of various sizes and textures, as well as boxes, boards, pillows, boards, etc. At first, all this causes bewilderment and even protest - how can small children be placed in such conditions! However, with the arrival of children, all this is filled with meaning and “comes to life”. Here are a few observations of children's activities in this space.

Examples of children's activities

We enter a small room where pebbles, bones, coins are placed on makeshift shelves - at first it is difficult to understand the meaning of this room. A teacher with children enters behind us and explains: “This is our museum.” And the whole room immediately transforms. All these twigs and pebbles acquire the value of exhibits. A five-year-old girl begins to explain that she found this pebble in the yard and it means the arrowhead that ancient people hunted. Another girl shows a chicken bone and says that it is the bone of an ancient bird. He speaks with passion and passion. These are THEIR findings - the children themselves saw something unusual, strange in ordinary objects and came up with their own story. This can be seen as a manifestation of the initial moment, which determines the creative principle in a person. Once V. Shklovsky said that art begins with a "distance": you need to see the strangeness of life itself. For an artist, this is the first moment of motivation, as well as for a scientist (Shklovsky, 1983). Unfortunately, this feeling is largely lost in us. But here a pebble or a bone is surprising and means a lot. It is important that the child not only saw, but also told (told) others. Of course, this whole museum was created with the help of an adult, but a child tells his own story. This he saw. The creation of such a museum requires serious mental effort and poses a number of challenges for children (Dunker, Ludwig, 2004).

Firstly, by selecting exhibits and placing them in different sections of the museum, children classify objects on different grounds, they create and reflect their own vision of the world, their view of the same and different.

Secondly, children themselves determine the value of objects and collect exactly those things that seem especially important to them, that they want to show others and reveal their value. This shows the understanding of the cultural function of the museum.

Thirdly, they themselves create a picture of the ancient world, to which, of course, they add their ideas and their own colors: they make figurines of dinosaurs, ancient animals, etc. An interesting detail. Once a teacher, seeing the interest of children in the ancient world and in creating a museum, offered to make his own “old” coins, as in real museums. And the children, together with the adult, melted the coins. The technology of this work is a separate discussion, it is important to emphasize here that children can show these beautiful coins and, as it were, touch and join the ancient world.

Of course, parents of children are actively involved in the creation of the museum: in every family there is something interesting, mysterious, reminiscent of a “historical value”. Children and parents willingly collect "old valuables" and bring them to the museum.

Another example. In the courtyard there is a mountain of fertile land for a garden. The boy fills a fairly large bucket with a shovel. The other one drives up in a pedal car to take the bucket to the garden. The first boy makes several attempts to load the bucket onto the car, but fails. It is very heavy. His friend helps him, and together they lift the bucket, load it onto the truck, and drive it to the garden. What is unusual about this episode? Firstly, the absence of the usual reaction of an adult to take a bucket and move it where necessary - “no need, you will overstrain.” Here the child is given the opportunity to make his own effort, to test his capabilities. This is very important - the physical feeling of one's "limit", one's self. It is the desire to do and not back down. Secondly, it is the desire to implement a certain activity (creating a garden bed). This is the inclusion of the child's activity in an activity that is meaningful for him, which, of course, was proposed by an adult a few days ago, but the child accepted it and wants to implement it. And thirdly, it is important that it is joint activity – there is a friend who helps to lift a heavy load.

Moreover, these are not exercises, not random situational tasks, but a serious and responsible matter - the creation of a garden, i.e. spaces for meaningful life in kindergarten. And this is extremely important from an educational point of view. We also saw how a group of older children, together with the teacher, are preparing to go to the forest on bicycles (the kindergarten is located in a large park) in order to participate in the competition. The stage of preparation is very important - the children themselves distributed the order, checked the presence of helmets, made appropriate comments to each other. These trips happen quite often. Children learn to observe, to be attentive, to control themselves. This responsible behavior has been prepared for several years. At first these are small excursions, then they become longer and longer. In this, again, one can see the upbringing of independence, responsibility and attention to peers, a kind of school of socialization.

Another fragment. Children in special clothes are busy with water and a white solution - gypsum. They very enthusiastically pour water into tubes from toilet paper, add gypsum solution and paint, etc. At first it is not clear what they are doing. It turns out that they make colored crayons to draw on the pavement. At the same time, images appear on the pavement, made with self-made crayons.

What do such classes give? Firstly, cognitive interest - how, by combining different materials, you can get an ordinary thing, experiment with color. Each of these children saw colored chalk and used it. But here it turns out to be possible to create this object and use it. The work includes many delicate operations - pour water from one container to another, check the density of the solution, add paint, etc. It is no coincidence that we mentioned special clothes - the child is not afraid to get dirty, and hands can be easily washed. It is clear that such "production" costs nothing. But when this chalk is made by hand, this thing becomes especially expensive.

In addition to practical activities, play plays an important role in children's lives. We observed several cases of an extended plot game: in a family, in a construction site, in a war, in the life of dinosaurs, etc. Again, this is facilitated by the spatial environment and the position of teachers. There are several playing spaces on the site and indoors: cozy houses, tents, an awning - a special spacious room for playing. The virtual absence of ready-made factory toys and the abundance of open polyfunctional materials stimulate the imagination of children and encourage them to create their own play spaces. Teachers do not interfere with children's play and do not try to switch them to other activities.

We have given only a few examples of children's activities. In fact, there are many more. This includes the creation of a clay oven for baking bread and heating pizza, and preparing costumes for a performance (theatrical performances based on scenarios created by children, a necessary part of children's life), and work in the garden and in the garden, including preparing beds, weeding and, of course, observation for the ripening of vegetables that immediately go to the table. There are no fixed compulsory classes or organized forms of children's activities. Classes arise spontaneously - they are thrown up by children's questions, requests and, of course, life itself. Children take part in the real life of adults, they are participants in all kinds of activities.

But, of course, teachers play a key role in this.

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Teachers

There are a lot of adults in kindergarten, and about half of them are men. The number of teachers varies depending on the needs. At the most active time - from 10 to 13.00 - in a group of 20 children (from 3 to 6 years old) 4 teachers work, after that 1 or 2 remain.

All adults who work in this garden have some other specialty besides teaching. There is a biologist, a gardener, a chemist, a spatial designer, a cook, an artist, etc. Each adult brings his own interests, does what interests him.

Each teacher with additional qualifications organizes appropriate activities and involves children in it. There are no extraneous adults who are not involved in the education of children - they all organize the activities of children and are included in it. Even the chef does not just prepare food, but involves children in this process, teaches children how to cook simple dishes. Often pensioners or people who have free time and desire to work with children are involved in the educational process. They work 2-3 hours a day on a voluntary basis or for a small fee. Since each teacher is a specialist in his field, there is no need to control, check, evaluate them. There is virtually no paper reporting and documentation in this garden. Even without this, the director sees everyone, and she actively participates in the activities of children and teachers. By the way, there is not a single computer in this garden - with minimal documentation, there is no need for them. Both children and adults deal with real material.

The absence of a rigid, written program does not mean that educators work without a plan. Teachers do not keep documentation, but discuss plans and forms of activity. Disputes, sharp discussions, clashes of opinion often occur between them, as a result of which decisions are made, i.e. there is a balance between different opinions, it is determined what is important in education and what activities are more important for children right now.

When planning their activities, teachers are guided primarily by the interests of children and their versatile development. Each of the children's activities includes different types of activities: productive, cognitive, physical activity. For example, by creating a structure of several gutters, one can trace the dynamics of water flow from different angles. This is a vivid example of combining productive and research activities - joint with an adult. An experimental situation is created together with an adult, where children discover the laws of water movement. Or another example. This summer, children, like adults, actively followed the world football championship. Seeing this interest, the teacher gave them a map of the world and, together with the children, marked with flags those countries that participated in the championship. Or children build a stove - they stir the clay with their feet, add straw to keep it in shape, then they burn it, it hardens and you can make bread, pizza, etc. in it. An adult is nearby, shows, helps, corrects, after which the children do it themselves. In all these cases, the main task of the teacher is to observe the measure of the sufficiency of his help, not to do everything for the child and in time to provide him with the opportunity for independent action - “further on his own”. In this one can see the realization of the principle of the zone of proximal development - from the interkintrapsychic form of action. At the same time, adults are very calm, not fussy, self-confident, they do not seek to demonstrate or impose themselves. For adults and children, a common subject of action and a common task is a real joint activity. It is characteristic that they do not make comments and do not evaluate children. There is an unspoken ban on encouragement and censure. Children, like adults, act not for the sake of praise or self-affirmation, but for the sake of achieving a result (stove, museum, construction, garden, etc.). A distinctive feature of all teachers in this kindergarten is the preservation of their childhood experience, the pleasure of interacting with children. Their emotional involvement in children's activities, their willingness to come up with interesting activities, intonations of conversation with children indicate that they have a vivid experience of their childhood - the most important part of their pedagogical abilities.

Children

Children in kindergarten are not only active and constantly busy, but also well developed physically. In many ways, this is facilitated by the openness, incompleteness of the space in which they live. They spend a lot of time outdoors - not only in summer, but at any time of the year. The uneven terrain of the site stimulates balance, they climb trees a lot, deftly handle the ball, are well coordinated and adapted to interact with the external environment. In addition to the usual boards for balance, they themselves make structures aimed at developing balance - bridges, slides, etc.

Child safety issues deserve special attention. At first glance, the life of children in this garden is full of dangers - they often come into contact with fire (in the center of the site during the morning circle (and in winter every day) a fire burns, around which they warm themselves in winter and warm up bread), they climb trees and stones a lot , use a saw, knives and other "dangerous" tools. However, there have been no injuries in this garden for 12 years. Children are well coordinated and physically developed, they practically do not get sick. Teachers believe that the main task of adults is not to protect the child from all dangers, but to transfer self-care to the child himself. After all, adults will not be able to provide complete security all their lives and protect them from all risks.

There is a peculiar technique for introducing children to dangerous situations. For example, a gradual acquaintance with fire. At first, children, together with an adult, watch a burning fire from afar. An adult shows how dangerous and hot it is. Then they support the fire together - they throw sticks, watch how paper and wood chips burn, feel not only the warming, but also the destructive power of fire. Only then do they sit around the fire and use it in their rituals - candles, torches, etc. So slowly and attentively, adults pass on self-care to children: they show from what height you can jump, how to climb a tree, how to use a knife. Moreover, all these are not educational exercises, but the real, practical life of children. Teachers do not just physically protect children from various risks, but trust them, teach them to take care of themselves and others. Such rituals organize not only behavior but also the inner life of children (Wulf, Christoph/Althans, Birgit/Audehm, Kathrin/Bausch, 2004).

In the Amares garden there are no compulsory classes at all - there is simply no time left for them. Despite this, most children can read and count by the age of 6, and their academic success at school is no worse than that of children from other kindergartens with a curriculum. Their training is included in everyday practical activities, so it is meaningful and quite effective.

Parents

The whole active life of the kindergarten encourages parents to be active together. Filling the museum's collection, growing plants, creating an object environment in the room - all this requires the participation of parents. They can enter the territory of the kindergarten at any time, offer their help or simply observe the activities of the children. It is characteristic that many parents, picking up their child from the kindergarten in the evenings, stay there for a long time, apparently enjoying the friendly and businesslike atmosphere that reigns in the kindergarten. Once a month, a kind of “parental Saturday” is arranged there, when parents help to clean the room or fix broken objects. But this is not the main thing, but a living connection with the family, which often comes from the child himself - they bring exhibits for the museum, plant seedlings from home, ask parents to help organize the space.

Parents, in turn, appreciate this kindergarten very much and defend its right to independence and self-sufficiency. It should be noted that at the beginning, the unconventionality of this kindergarten caused complaints and protests from the governing bodies, but the opinion of the parents, the enthusiasm of the children and the level of their development convinced the higher authorities of the effectiveness of the lifestyle and education system of the Amares kindergarten. As a result, the director and teachers won the right to independence in the organization of the educational process.

Conclusion

The described kindergarten is unusual not only for our country, but also for Germany, where also in preschool institutions the educational system is predominant. The Amares Garden is very different not only in its educational methods, but also in its pedagogical values. Let's try to compare the values and targets in the traditional kindergarten and in the "Amares" kindergarten.

Our kindergartens work according to work programs, which in most cases are based on a ready-made program developed by some group of authors. Accordingly, teachers and the administration of the preschool educational institution are guided mainly by this program as the main guiding and regulating document, which naturally depersonalizes the teacher. In the kindergarten "Amares" there is no single approved program, respectively, teachers are guided by children - their interests, opportunities, needs, etc.
In traditional kindergartens, education takes place mainly in the form of learning or playing lessons in various subjects (basic mathematical concepts, getting to know the environment, physical education, etc.). In the Amares Garden, education is included in the practical activities of children, during which they develop both physically, mentally and socially. Moreover, this activity, unlike many activities, has a subjective personal meaning for children - they understand well what and why they are doing.
As a rule, adults - teachers and parents - wanting to give children a happy childhood, provide them with toys, equipment, games and entertainment (Sobkin, Skobeltsina, 2013). All this is transferred ready-made, and the child only needs to use it all. As a result, the child is a consumer of the offered products or entertainment. In the Amares Garden, the emphasis is shifted from consumption to creation. Children do almost everything themselves (of course with the help of teachers), which naturally brings maximum satisfaction and contributes to the development of independence, initiative, communication with peers and many other personal qualities.
Order and cleanliness occupy an important place in our Russian preschool education. Adults carefully monitor cleanliness indoors and outdoors, children are not allowed to scatter toys, get dirty, or violate the established order. But order and cleanliness are a value for adults, not for children. For them, the possibility of activity and self-realization is much more important. In the garden "Amares" keeping cleanliness and order is not a special value. It is much more important to involve children in independent activities, which are hardly compatible with the sterility and immutability of the environment.
Another absolute value in our gardens is the safety of children. They are not allowed to climb, use a knife, saw or other sharp tools, or do anything risky. In a word, they try to protect the child from all dangers. In the kindergarten "Amares" the focus on safety and security has been replaced by a focus on hardening, on transferring self-care to the child himself, which is the best guarantee against all risks.

The educational environment of the Amares Garden clearly does not meet the existing assessment criteria, including the ECERS scale (Shiyan, Vorobieva, 2015), - poverty and primitiveness of the subject environment, lack of security, etc. At the same time, this pedagogical practice fully complies the requirements of the Federal State Educational Standard, its focus on the development of the personality of children, on the education of independence, initiative and responsibility.

At present, there is an acute question - how to prepare a child in a changing world, what knowledge and skills will be useful to him in the future, which no one knows. It seems to us that such training requires not ready-made extensive knowledge, not digital skills, but, above all, the experience of independent activity in an uncertain, changing environment. It is necessary to create conditions in which there are no ready-made solutions, where children themselves must think, do, try, test their capabilities. And adults can only support and guide children's tests. A person receives real satisfaction only when he has invested himself in some business, created something himself. These are the conditions created in the kindergarten "Amares".

Children come home tired and full of impressions – every day is full of events, they have something to remember and tell about. Maybe this is a full-fledged childhood experience?

The article describes the content and methods of work of the author's kindergarten in Germany "Amares". Sobkin Vladimir Samuilovich Moscow, Russia), [email protected]

Smirnova Elena Olegovna – Doctor of Psychology, Professor, Head of the Center for Psychological and Pedagogical Expertise of Games and Toys MSUPE (Moscow, Russia), [email protected]

Shtenger Ursula – Professor of the Faculty of Social and Pedagogical Sciences, University of Cologne (Cologne, Germany)

AcademKids English nursery in Rasskazovo residential complex

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Playful English learning starts at two years old with the Baby Series Beetles - Claire Selby's author's course for teaching children English language from birth. The Baby Beetles series is 40 fun songs with captivating animation. Each of them contains everyday English phrases with multiple keywords. All words are carefully chosen corresponding to the level of speech development of children up to 3 years.

Learning a foreign language language is interesting and fun Classes are held daily, providing systematic in the assimilation of the new. The little ones have play activities are built on the principle of anticipation, gently leading children to speaking. Colorful classes with good humor, understandable to kids, from the age of three are built using the Cookie and Friends training kit (training kit - winner of the British Council competition for innovation). Kids speak, sing, play in English. gaming immersion learning continues with the use of UMK "Playway to English". Stories, songs, games, rhymes make learning English is memorable, and funny characters make the process language acquisition is exciting.

Preschool education is carried out according to the Program International Baccalaureate for Primary education levels of the Primary Years Program (PYP), integrated with the main general educational program of kindergartens "Academkids", developed in accordance with the GEF.

PYP education is based on research activity when the teacher, following the natural curiosity of children, build the technology of educational activities in English language so that the child learns the world around him through the search for answers to questions posed and was immersed in an English language environment for half a day during all regime moments.

Afternoon child development carried out in accordance with the standards of preschool education general developmental OOP in Russian. based on OOP "Kindergarten 2100", focused on the development of modern children, taking into account the features and patterns of their development. PLO DOO harmoniously incorporated the best modern technologies and traditional means of child development for the formation of mental processes, leading spheres of personality, development of creative abilities. Implementation PLO PEO provides high-quality preparation and readiness of children for school, high level of development

Group sessions with a speech therapist are aimed at developing children's grammatically correct, lexically rich and phonetically clear speech. Speech therapy game exercises form (correct) the sound culture of speech, prepare preschoolers for literacy. Classes help the child get rid of problems with diction and achieve the correct pronunciation. As a result, it is easier for the child to communicate, play with friends, the child feels more confident in any situation.

Promotes the development of children's motor skills, fine motor skills, structural and logical thinking. Classes are a way of exploring and orienting the child in the real world, they combine elements of play and experimentation.

The artistic and aesthetic development of children is carried out not only through music, choreography, drawing, modeling, application, design. With inspiration and interest, children participate in sand therapy, fairy tale therapy, theatrical activities, in creative projects in collaboration with teachers. All this forms the child's interest in the aesthetic side of the surrounding reality, satisfies the need for self-expression through productive activity.

Children learn to feel the music, perform new movements for them, developing dance skills. The correct posture is formed, a beautiful gait. Classes contribute to physical improvement, help the child express himself through movement. Mobile play activities are always welcomed by children, and at the same time they are an important element of comprehensive development.

In the kindergarten "Academkids" children have the opportunity to learn to play the piano, practice vocal and solo singing. Music lessons contribute to emotional development, fostering a sense of beauty, help to reveal the natural musical and artistic abilities of children. Singing not only develops an ear for music, gives pleasure and joy, but also helps children get rid of psychological clamps.

Physical education is the key to healthy growth of the child and healthy habits in older age. Physical activity has a positive effect on the emotional background, helps to throw out excess energy and direct it in the right direction - for development. Posture, coordination of movements are formed, muscles develop and strengthen. Classes have a complex healing effect.

Fairy tale therapy - development through fairy tales - a unique opportunity to activate a child's creative, creative beginning; develop his self-awareness, speech; correct negative behaviors. Easily and simply, children learn the norms of behavior that the main characters of fairy tales show them.

Playing with sand is not only very exciting for the child, but also very useful. Imagination, motor skills of hands develop, the game has a calming, therapeutic effect. Children like to create, this is a creative process and a unique way to express themselves, their fears or desires, reflect a part of their vision of the world in elementary sand structures. Created figures, drawings on the sand help adults better understand the child, identify possible anxieties of the baby.

Robotics in kindergarten are creative activities during which the child works with special constructors, studies the operation of mechanisms, motors, levers, wheels, tries to create his own models of robots, using diagrams or inventing his own options.

Theatrical activities will make your child more daring, open, creative; help develop memory, attention, imagination, form expressive plasticity, speech, intonation. Theatrical games and performances liberate children, teach them to subtly feel and learn about the world around them.

Ballroom dancing for children is one of the most beautiful, spectacular and popular areas in the world of dance. Regular training develops muscles, tightens and keeps the body in good shape, significantly develops a sense of rhythm and coordination. Thanks to constant lessons, the dancers form a beautiful figure, gracefulness in movements, beautiful gait and correct posture appear. Children's sports ballroom dancing is perfect for gallant boys and beautiful girls.

Football is a team game that is great for children aged 3+ as it promotes speed, agility, stamina and a healthy competitive spirit. Football is one of the most popular sports in the world in which boys have a real interest. This sport is able not only to strengthen physically, but also develops thinking during the game, ingenuity, and the ability to play in a team.

SAMBO is one of the best ways to introduce a child to sports, proven by experience and time. SAMBO for children promotes the development of self-discipline, develops endurance, patience and will. A large arsenal of techniques and a variety of movements teach the child to think much faster and look for a competent outcome of the situation, which will become a habit in the future.

Coach: Magomedov Azamat - higher education RSUPESY&T, member of the Moscow wrestling team (SAMBO / SUMO), graduate of the Sports School "FIGHTER". Sports achievements: CCM in SAMBO, CCM in freestyle wrestling, CCM in Greco-Roman wrestling, Master of Sports in SUMO, current MMA fighter (26/7) Prize-winner of the championships of the Republic of Dagestan, champion and prize-winner of the Moscow championship, prize-winner of the Russian championships, winner of master tournaments.

Chess develops memory, intelligence. From an early age, a child learns to think like a real strategist, learns to make decisions and take responsibility for them. Children who play chess think faster, they know how to concentrate and analyze their actions. Chess lessons develop the child and make them stronger.

Additional classes in the study of English will allow the baby to quickly learn new words, numbers, sentence construction and correct pronunciation. As in the main classes for groups, the learning methodology is LEARN by PLAY (Learn while playing), an immersive technology. This format captivates children, creates a relaxed atmosphere for easy perception and learning.

One of the necessary basic disciplines in the development of a child at an early age. With the help of paints, pencils, paper and felt-tip pens, the child expresses himself and expresses his emotions. Kids first begin to understand planes: horizontal, vertical, then from simple to complex, they are already studying shapes and volumes. After all, not always our kids can express something in words, and then a drawing comes to their aid. lessons in our art studio.

Learning to play the piano helps grow a successful person with a wide range of abilities. The main task is the harmonious development of the child, instilling musical taste and rhythm. In addition, when playing the piano, both hemispheres of the brain are stimulated, which helps to strengthen neural connections. Pianists are able to think ahead, overtaking the playing of fingers, but without stopping the process, which helps perspective thinking. Read more...

Rhythmic gymnastics develops many skills in children that allow the child to grow up healthy and truly beautiful. Flexibility, excellent stretching, joint mobility, correct posture, coordination and accuracy of movements are the visible part of the iceberg. Gymnastics develops in children artistry, a sense of rhythm, self-control, self-discipline, self-control. At the same time, gymnastics is not only strength, but also aesthetics and beauty.

Speech disorders in children, in many cases, can only be corrected with the help of a speech therapist. After all, more serious problems may be hiding behind the fact that the child lisps or burrs. The individual feature of children is better manifested in the lesson with each child separately, and not in a group. A speech pathologist-defectologist begins to correct the identified dysfunctions from an early age. The earlier the correction is started, the faster it is possible to achieve a positive result.

Individual sessions with a psychologist will help the child overcome self-doubt, excessive timidity, anxiety, isolation, shyness in communication, manifestations of aggression, resentment, stubbornness, high excitability, restlessness, difficulty in remembering, speech difficulties, problems in adaptation and other destructive personality traits, hinder the socialization of the child. In preparation for school, individual sessions with a psychologist contribute to the development of the child's intelligence and abilities.

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Why do parents choose us

Security

Security
Video intercom
Panic button
Magnetic locks
Fire extinguishers

Fire alarm
Video surveillance system
Germicidal recirculators
Desar

The room is equipped in full accordance with the requirements of SaNPiN, as well as taking into account the peculiarities of the perception of the surrounding space by children of preschool age. All norms of security and fire safety for preschool institutions are fulfilled.

Online quality control

Independent method department controls quality

New kindergarten building

Groups in our kindergarten from 100 square meters, which creates additional comfort for children. Convenient transport accessibility: the kindergarten is located next to Novoperedelkino and Rasskazovka metro stations.

Landscaped area

Our kindergarten-nursery is located near Moscow in the village of Vnukovskoye in the residential complex "Rasskazovo" and is open for you and your children aged 1.5 to 7 years from 07.00 to 20.00. The garden has its own protected area with a sports ground.

Proper nutrition

Child-specific menu
5 meals a day cooked in combi steamers
Complete production cycle of food preparation.
Absence of semi-finished products, sausages and confectionery, pork
Only natural fresh products, lots of fruits, homemade pastries

The cook of our kindergarten in New Moscow is a specialist in his field with many years of experience, he knows how to please little fidgets. In cooking, we use only natural products. No semi-finished products! Food is prepared immediately before consumption. The menu fully complies with the requirements of SanPin.

An in-depth educational program that ensures the comprehensive development of children

The EEP preschool educational program was developed on the basis of the Basic educational program of the preschool educational program under the heading of the Federal State Educational Standard "Kindergarten 2100" and supplemented by the best partial programs of domestic education.

A wide range of additional educational services

Mom and Baby
Egor Simachev Ballet Workshop
Football club "Championka"
Tennis
Chess school number 1
Ballroom dancing
Preparing for school
Mental arithmetic
Painting studio
Sambo
Breakdance

Artistic gymnastics
Children's acting studio "Kinotown"
HIP-HOP "Modern Dances"
Piano
Vocal singing
Individual lessons with a speech therapist
Individual sessions with a psychologist
English
French
Basketball

Additional classes are an additional opportunity for the comprehensive development of children, intellectual, physical, emotional.