Chupina Veronika Evgenievna, teacher at MBDOU No. 4, Perm
COP program “Magic Snowflakes”
Relevance:
Target: teach children to cut out snowflakes from paper.
Tasks: ("Cognition")
- (you can see everything through it) (you can't see anything through it) ("Cognition")
- ("Communication")
- ("Communication")
- (« Physical culture»)
- To evoke positive aesthetic feelings and emotions in children while listening to a musical composition. (“Waltz of Snow Flakes” from the ballet “The Nutcracker” by P. Tchaikovsky). ("Music")
- Promote active and friendly interaction between children and teachers and peers in
Number of classes: 4 hours.
Characteristic: figured paper cutting.
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Snowflakes are the magical companions of winter, always different and unique, they invariably accompany everyone New Year. Snowflakes are cut out of paper and cardboard, poems are composed and told to Grandfather Frost about them. By cutting out snowflakes and decorating your kindergarten group with them, you can create a little bit of New Year's magic! |
Integration of educational areas: “Cognition”; "Communication"; "Socialization"; "Physical culture"; "Music"; "Reading fiction"; "Artistic creativity." 1. Conversation about winter. 2. Experimental activities 3. Didactic game “Where are the snowflakes?” 4.Artistic creativity 5. Reflection. (exhibition of snowflakes, group design) |
(blue or purple), white gouache, brushes |
Long-term plan:
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Winter has come - it brings snow and joy |
Clarify and expand children's ideas about winter and snow. ("Cognition") Experimentally let children understand that the water is clear (you can see everything through it), but it can be made colored, then it becomes opaque (you can't see anything through it). You can make colored ice from this water by pouring it into molds. ("Cognition") Encourage children to analyze, draw conclusions, and correctly formulate their answer. ("Communication") Develop logical thinking, intelligence, and imagination while solving riddles. ("Communication") Develop agility, speed, and the desire to participate in joint outdoor games. ("Physical culture") Develop your imagination. (“Artistic creativity”) |
Pictures with signs of winter attached to an easel; pictures: snowdrift, blizzard, frost, patterns on glass, snowflake, fish under thick ice; for did. games: pictures depicting a waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflakes, drops, etc.; for experimenting: jars of water, colored gouache, tassels, buttons, balls and other small objects, molds for ice cubes; for drawing: colored paper (blue or purple), white gouache, brushes, sippy cups; music composition “Waltz of Snow Flakes” from the ballet “The Nutcracker” by P. Tchaikovsky. |
1.Children received additional knowledge about winter. 2. Conducted an experiment with water. |
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Simple patterns |
2.Teach how to correctly apply a pattern for cutting. 3.Practice cutting out snowflakes. |
1.Colored paper 2.Plain pencil 3.Scissors 4.Schemes (attached) |
Children learned how to fold paper correctly, apply a pattern and then cut it out |
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Complex patterns |
1. Teach children to fold paper for later cutting out snowflakes. 2. Teach how to correctly apply a pattern for cutting with a more complex pattern. Practice cutting out snowflakes. |
1.Colored paper 2.Plain pencil 3.Scissors 4.Schemes (attached) |
Children learned how to fold paper correctly, apply a pattern and then cut it out |
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Amazing snowfall |
1.Folding paper for later cutting out snowflakes. 2.Applying a pattern for cutting. 3.Cutting out snowflakes. 4.Creating a collective composition |
1.Colored paper 3.Plain pencil 4.Scissors 5.Schemes (attached) |
The children learned how to fold paper correctly, apply a pattern and then cut it out, and created a joint work. |
COP program “Funny Puzzles”
Relevance: The conditions necessary for organizing systematic work on the formation and development of independent thinking are very difficult to provide in the classroom. This should be served by organizing systematic activities in extracurricular activities. This approach creates conditions for the development of children’s cognitive interests, stimulates the child’s desire to think and search, and makes him feel confident in his abilities and in the capabilities of his intellect. During such classes, students develop forms of self-awareness and self-control, the fear of making mistakes disappears, anxiety and unreasonable worry decrease.
Target: Teach children to solve and make puzzles.
Tasks:
Give the concept of “rebus”, introduce the rules and techniques that are used in composing them.
Learn the algorithm for solving puzzles.
Develop skills:
Ability to use logical techniques: comparison, generalization, classification;
Ability to develop consistent and evidence-based thinking skills;
Duration of practice: 4 lessons of 25-30 minutes.
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Puzzle games and rebuses or geometric construction sets have been known since time immemorial. Modern research has found that they can also be effective means mental, in particular, mathematical development of children of primary school age. |
"Brain gymnastics"; conversation with children about what a rebus is and what they are like; why and how to solve them, physical education; working with simple puzzles. rules for composing puzzles; examples of their composition; fun game into words; working with puzzles. Presenting children with certificates of completion of short-term educational practice. |
1.Interactive whiteboard, laptop, presentation. 2. Collection of puzzles. 3.Pencils, paper. 4.Pictures. 5. Quiz tokens. 6.Certificates of completion of short-term educational internship. |
Learn to compose and solve puzzles |
Long-term plan:
1. Lesson: “The concept of “rebus” and the rule for solving them”
Tasks: Give the concept of “rebus”; introduce the rules and algorithm for solving puzzles; expand children's interest in solving puzzles.
Progress of the lesson:"Brain gymnastics"; conversation with children about what a rebus is and what they are like; why and how to solve them, physical education; working with simple puzzles.
2. Lesson: “Compiling puzzles”
Tasks: Introduce children to the techniques and rules for composing puzzles; develop imagination; consolidate the algorithm for solving puzzles; practice solving and composing puzzles.
Progress of the lesson:"Brain gymnastics"; rules for composing puzzles; examples of their composition; a fun word game; working with puzzles.
3. Lesson: “Logical techniques: comparison, generalization, classification”
Tasks: Introduce children to logical techniques: comparison, generalization, classification; consolidate the algorithm for composing puzzles; develop concentration.
Progress of the lesson:"Brain gymnastics"; introduction to logical techniques (comparison, generalization, classification); solving logical problems; game for concentration; independent work with puzzles.
4. Lesson: “Quiz Game: Journey to the Kingdom of Logic”
Tasks: Use tasks to interest children, encouraging them to think creatively; teach to work in groups; practice the ability to solve puzzles.
Progress of the lesson: A surprise moment; dividing children into two teams, completing quiz tasks on composing and solving puzzles; reflection. Presenting children with certificates of completion of short-term educational practice.
COP program “Tying bows”
Relevance of the topic:
It’s a huge problem to teach a child to tie shoelaces, because we ourselves buy shoes with Velcro and elastic bands for convenience.
Playing with laces helps improve coordination of movements, flexibility of the hand and relaxed movements in general.
Games with laces develop fine motor skills, spatial orientation, perseverance and patience.
Target:
Tasks:
To promote the assimilation of the concepts of “above”, “below”, “right”, “left”;
Develop lacing skills (lacing, tying a lace into a bow);
Promote speech development; develop creative abilities; develop perseverance.
Development of sensorimotor coordination, fine motor skills, spatial orientation
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It’s a huge problem to teach a child to tie shoelaces, because we ourselves buy shoes with Velcro and elastic bands for convenience. Playing with laces helps improve coordination of movements, flexibility of the hand and relaxed movements in general. Games with laces develop fine motor skills, spatial orientation, perseverance and patience. |
2. Review of diagrams 3. Games with lacing 4. Game “Dress Mashenka” with tying hats and boots doll clothes 5.Dressing yourself by tying your shoelaces |
1. Schemes - illustrations with sequential execution of tying bows 2.Games - lacing 3.2-3 dolls with a set of outerwear |
teach yourself how to tie your shoelaces in two ways. |
KOP program “Skillful Needle”
Relevance: The novelty of the proposed additional program for labor training of older preschoolers is based on practical exercises, where children get acquainted with the properties of fabric, sewing accessories, how to work with a sewing needle, and also learn safety precautions when sewing. Such activities make it possible to arouse a stable interest in children in the process of needlework, and also effectively develop fine motor skills of the hands and enrich the vocabulary of preschoolers. The proposed material quite actively develops children's imagination.
Target: teach how to hem the edges of linen fabric on a sewing machine.
Tasks: introduce children to the properties of fabric and sewing accessories;
Reinforce safety rules when sewing;
Arouse children's interest in the needlework process.
Learn to sew in a straight line on a children's sewing machine,
Show a method for making loops from threads by intertwining them.
Age: 6-7 years.
Duration of practice: 2 lessons of 30 minutes.
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Such activities make it possible to arouse a stable interest in children in the process of needlework, and also effectively develop fine motor skills of the hands and enrich the vocabulary of preschoolers. The proposed material quite actively develops children's imagination. |
Part 1 – organizational; Part 2 – demonstration, explanation; Part 3 – the beginning of the practical part; Part 4 – finger play; Part 5 – end of the practical part; Part 6 – summary. The main method is demonstration, visual reference, help from the teacher. Verbal – instructions, explanation Practical – practicing practical skills on fabric and cardboard. Duration of implementation: 1 hour. Number of classes: 1 lesson per week for 30 minutes. Material and technical support: fabric of different textures and types, scissors, needles with a wide eye, pillows for storing needles, threads, children's sewing machines, algorithm for performing actions, diagrams on the rules of working with sewing accessories. |
2.Children's sewing machine 4. Linen fabric |
Making kitchen towels from linen fabric for Women's Day. |
COP program “Jolly Men”
Relevance:
Target: build a man from a Lego constructor
Tasks:
Give the concept of "Lego"
Learn the algorithm for collecting Lego parts.
Ability to develop concentration.
Get children interested in tasks and encourage them to think creatively.
Practice your ability to solve puzzles.
Develop logical thinking
Develop spatial imagination
Develop fine motor skills of fingers.
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This is an excellent educational material. Playing with a constructor develops color and logical thinking, spatial imagination, tenacity of fingers, in a word, it develops everything cognitive processes. Once you show your child the principle of playing with a construction set, you will not be able to tear him away from it. exciting activity very long. The good thing about Lego is that you can endlessly change its designs and create something new. It is this diversity that attracts children so much, giving them food for creative thinking. |
1.Looking at samples of Lego men 2. Study the assembly sequence diagram 3. Beginning of the practical part 4.End of the practical part 5. Independent games with Lego men. |
Lego" |
Self-assembling a man from Lego parts |
Coprogram - a study of fecal contents to determine its properties, physical and chemical composition, the presence of pathological inclusions for the purpose of diagnosing diseases and monitoring the dynamics of the disease and the treatment process.
Feces are formed when a bolus of food (chyme) passes through the entire human digestive tract from the mouth to the rectum. Therefore, these coprograms are most valuable in diagnosing diseases of the gastrointestinal tract.
What does a coprogram show?
Microorganisms of various types and numbers, particles of undigested food, fecal pigments, and the epithelium of various parts of the intestine are found in the stool.
Please note : knowing these features, a laboratory doctor can determine pathological processes in individual parts of the intestine in certain diseases.
The coprogram is indicated for:
A scatological examination allows us to identify (violation of the ratio of microorganisms and the proliferation of pathogenic forms).
A coprogram is rarely used as an isolated study; most often it is an additional, but at the same time informative, diagnostic method.
Preparing for the test is not difficult, but some rules must be strictly followed.
If the patient is taking medications containing iron and bismuth, they must be discontinued. Also, you should not take laxatives or rectal suppositories. Colon rinsing with enemas is prohibited.
If the person under study underwent radiography with a contrast agent (barium), then the coprogram should not be done earlier than 7-10 days after the study. Barium can change the properties of stool.
In the patient's diet for several days preceding the test, excessive variety, exotic dishes, etc. should be limited.
Preparatory rule for submitting feces for coprogram:
How to collect feces for coprogram
Important : The collection rules are simple, but they must be followed carefully.
To collect stool you need:
- empty the bladder, thoroughly clean the genitals and anal area using warm water and neutral soap without aromatic additives. Then rinse the washed areas with warm, boiled water;
- in a pre-prepared clean container with a wide neck using a spatula (which is available in pharmaceutical containers for collecting feces), collect material from different parts of the obtained feces;
- After collection, the stool is covered with a lid and signed indicating the patient’s name and surname, as well as the date of collection.
Wooden boxes and food cans should not be used as dishes for feces. The total amount of collected material should be 15-20 grams (approximate volume of a teaspoon). Try to bring approximately this volume of stool to the laboratory.
Stool should be collected in the morning and delivered for examination as soon as possible.
Please note: The faster the material is brought to the laboratory, the more accurate and reliable the coprogram results will be.
If necessary, the container with the biomaterial is placed in the refrigerator, where it can be stored for no more than 8 hours, at a temperature of about 5 degrees Celsius.
Coprogram results are usually obtained within 2-3 days, sometimes the analysis takes 5-6 days.
If a child goes to the potty on his own, then the same rules apply to him as to adults.
U infants use a diaper or oilcloth (if the stool is liquid).
In case of constipation, to stimulate defecation, it is necessary to massage the abdomen; in some cases, you can install a gas outlet tube, which stimulates the act of defecation.
All materials must be clean; hands must be washed with soap and water before the collection procedure.
Decoding coprogram in adults
First it is carried out macroscopic examination of stool.
In deciphering the coprogram in adults, the following is assessed:
- appearance of stool;
- fecal density;
- staining (normal or pathological);
- presence of a specific odor;
- the presence of bloody inclusions, streaks, undigested food, purulent discharge, mucous lumps;
- the presence of mature forms of helminths;
- possible release of gallstones and pancreatic stones.
Microscopic analysis allows you to assess the ability of the gastrointestinal tract to digest food.
Microscopic examination may reveal:
- squirrel , which appears when inflammatory processes in the digestive tract system, with ulcerative changes in the mucous membrane, polypous formations, and oncological diseases. Normally there is no protein in stool;
- blood – appearing with hidden intraintestinal bleeding, which can cause ulcers, tumors, . Changed blood indicates processes in the upper parts of the intestine, unchanged blood indicates processes in the lower parts. Occult blood is characteristic of tumors;
- stercobilin . This is a pigment that is a metabolite of bilirubin, which gives stool a specific color. About 75-350 mg of this pigment is formed per day. An increase in the rate of deciphering the coprogram in adults is characteristic of hemolytic anemia. A decrease indicates a possible process of obstruction of the bile ducts (stones, tumor);
- . The appearance of this chemical indicates an acceleration of the digestion process, as a result of which bilirubin does not have time to be metabolized into stercobilin. This situation occurs in acute inflammation and dysbiosis;
- mucus . Mucus performs a protective function in the intestines, so its increased formation indicates severe inflammatory changes in the intestines during acute infectious pathology (salmonellosis, dysentery, infectious colitis, etc.);
- iodophilic flora . The appearance of pathological bacteria in the transcript of the coprogram in children and adults is characteristic of dysbacteriosis;
- detritus . Cellular destroyed material that emerges from the intestinal epithelium. A decrease in quantity is observed when the digestive process is disrupted;
- neutral fats . Excessive content is characteristic of insufficient excretion (production of bile), as well as the process of absorption of bile in the intestine;
- muscle fibers . The appearance of these elements in an unchanged form (normally they change) indicates a painful process in the pancreas, due to disturbances in the composition of the juice, which is involved in the digestion of meat foods;
- starch . Normally, it undergoes a splitting process, if during examination it is found in the form of grains, then one should suspect the accelerated passage of the food bolus in the syndrome; this symptom also appears in chronic;
- soaped . Soapy substances are normally present in small quantities. An increase may occur with digestive insufficiency of the small intestine, stomach and duodenum. These problems occur with inflammation of the pancreas, with stones in the gall bladder;
- leukocytes . Not normally detected. Their appearance in the transcript of the coprogram indicates inflammatory diseases of the digestive tract;
- fatty acids . Absent in the secretions of a healthy intestine. Appears with digestive and enzymatic insufficiency, impaired bile outflow, accelerated intestinal activity;
vegetable fiber
. If soluble fibers are noted in the transcript of the coprogram in adults, then we can talk about insufficient secretion of hydrochloric acid in the stomach. Normally, soluble plant fibers are absent in feces. Insoluble fiber (the skins of fruits and vegetables, the outer shell of grains and legumes) is part of the normal contents of the intestines. Insoluble fiber removes indigestible foods, poisons, and cholesterol from the intestines. The amount of these elements depends on the quality of the food;- connective tissue fibers . These fibers are formed from undigested remains of animal food. Normally they shouldn't be there. The appearance of fibers is characteristic of conditions in which the acidity of gastric juice decreases (antacid gastritis). Also, these elements are noticeable with a decrease in the production of hydrochloric acid in the stomach, enzymatic deficiency that occurs with pancreatitis;
- ammonia . An increase in the content of this chemical compound is characteristic of processes accompanied by rotting in the intestinal lumen. Normally, ammonia in feces contains 20-40 mol/kg. If the transcript of the coprogram in adults indicates an increased ammonia value, then the person should be suspected of having intestinal inflammation;
- pathological and conditionally pathological microorganisms , causing intestinal diseases.
The stool reaction (pH) can be different (slightly alkaline, neutral, slightly acidic). This indicator depends on the nature of the diet.
Features of decoding coprograms in children
The main indicators of coprogram in children are similar to those in adults. But there are some peculiarities.
Most children have a normal coprogram with a neutral or slightly alkaline reaction (in the pH range 6-7.6.
Please note : In infants, the reaction is most often sour in nature, as a result of the nutritional characteristics characteristic of this age category.
An alkaline reaction in children is determined when the absorption process is disrupted, with increased putrefactive processes in the intestines, and prolonged presence of undigested food in the stomach and intestines.
Until the child is three months old breastfeeding The presence of bilirubin in stool is normal. After 3 months, only stercobilin should normally be determined in deciphering the coprogram in children.
Lotin Alexander, medical columnist
Content collection various options organizing short-term educational practice in a preschool institution has been compiled for you within the framework of this thematic section. The publications presented here about CEP cover various areas of children's development - social-communicative, cognitive, speech, artistic-aesthetic, physical. A considerable number of practices collected here are designed specifically for certain holidays, events, and memorable dates.
Expand the diversity of the educational space with MAAM.
Contained in sections:By groups:
Showing publications 1-10 of 338.
All sections | Short-term educational practice. KOP in kindergarten
Short-term educational practices- it is short-term (up to 8 academic hours) joint course educational activities of the teacher and children aimed at solving problems educational program and resulting in a product of activity or skill...
CAP as a means of successful socialization of preschool children CEP as a means of successful socialization of preschool children. “Introducing a child into the world of human relationships is one of the important tasks of educating a child’s personality preschool age» V.A. Sukhomlinsky. From lat. socialis - social) - 1) the process of assimilation and further development by the individual...
Short-term educational practice. KOP in kindergarten - KOP program for children of middle preschool age 4–5 years old “Let's arrange a room for a doll in a cardboard box”
Publication “KOP program for children of secondary preschool age 4–5 years old...” Annotation for parents: Children really like to create buildings: a house, a garage. And for this they use different materials. These can be different types of construction sets, sand and stones on the walking area, even pillows and blankets are perfect for creating a cozy...
Image library "MAAM-pictures"
COP “Fire truck with light and sound signal” for children 5–6 years old Municipal autonomous preschool educational institution "Constructor of Success" in Perm Short-term educational practice "Fire truck with light and sound signal" based on the "Connoisseur" constructor for children 5-6 years old Developed by Natalya Aleksandrovna Kuznetsova,...
CEP “Finger drawing” for children of primary preschool age Municipal autonomous preschool educational institution "Kindergarten No. 96" Perm Accepted Approved at Pedagogical Council Order No._ protocol No. dated "_"_ 201_g. dated "_"_ 201_ head _ O.Yu. Nevolina " Unconventional technique drawing - finger painting"...
"The pyramid crumbled." Short-term educational practice program for children of primary preschool age Municipal autonomous preschool educational institution "Kindergarten No. 96" Perm Accepted Approved by the Pedagogical Council Order No._ protocol No. dated "_"_ 201_g. dated "_"_ 201_ head _ O.Yu. Nevolina “The pyramid crumbled.” Short term program...
Short-term educational practice. KOP in kindergarten - Technological map of KOP technical orientation. Dynamic toy made of cardboard and paper “Aunt Owl”
Annotation for parents Dynamic toys are toys that convey the motor skills of the movements of living beings or mechanisms. These are interesting funny toys. Their attractiveness for children is associated not only with the variety of topics and situations, including the main characters, but also with...
We play “Chain of Words” with Natasha (6.8 years old).
Moss. Natasha, you don't care.
What is "take"?
Danil (6.8 years old): This is an artistic hat!
Alena, raise the rake!
Alena (6.6 years old): I didn’t rob!
overheard conversation.
Natasha (5.11 years old): I'm saving money for a ninja turtle, and for brains!
A new puzzle "Snake" has appeared in the group. The guys are trying to do different figures. Natasha (5.11 years old) reports after the weekend: And my mother knows how to make a snake with a mane!” (cobra).
Let's play the game "Edible - Inedible".
Natasha (5.8 years old): Well, a tiger can be edible if you knead it well!
Edik (5.10 years old)
I know the name of the German plane - Mr. Schmit!!!
S.A. - Natasha, why do you bring money to kindergarten?
Natasha (5,6 years old): I’m saving up for a skateboard.
- Money should be kept in a piggy bank or in a bank.
Natasha: And in our house all the jars are full of cucumbers!
Kira (5 years old):
- Look, Dasha has collected a whole crowd of worms on a shovel!
Arina: Oksana Vladimirovna has returned from retirement! (from session)
The girls are talking.
Natasha (5.3 years old): I wanted to be born a boy.
Katya (5.9 years old): And I’m a cat!
Morning, afternoon... And then...
Roma (5.3 years old) Autumn!
Kira, name the second month of autumn
Kira (5.7 years old): October!
Arina (5.6 years old):
-When I was born, they named me Cancer.
Stasik, what is the name of the first month of autumn?
Stas (5.8 years old): It’s lazy!
Afternoon snack. There are only mugs of milk on the tables. Nastya (5.9 years old): What will we have for snack?
Guys, come up with a word that starts with the sound "S".
-Airplane! Sled! Table!
Kirill (5.8 years old): - Cones!
-No, Kirill, the word “cones” begins with the sound “Sh”. Come up with another word.
Kirill: Detective!
During a physical education class:
Pay in order of numbers!
-first, second......, tenth, eleventh...
Sasha (5.3 years old) is the last one!
Every living thing eats: a cow eats grass, a swallow eats midges, a frog eats mosquitoes. Milena, are you alive?
Milena (4.9 years old) - Yes!
-What do you eat?
Milena: Water!
We talk about pets.
Natasha (4.6 years old) - And our cat Marsik lives at home. It's a shame we don't have mice...
Dasha (5.2 years old) is interested in musical preferences:
-Which music do you like better: bell or tambourine? (on tambourine)
Edik (4.8 years old) says:
-we went to X-ray! I didn't know I had so many parts inside!
We read the poem “Here is how absent-minded!” -
_What does “absent-minded” mean?
Polya K. (5 years old): So he’s from Russia!
Danil (5 years old) asks S.A.
-Where did you go?
S.A. - Not “you went”, but “You went.”
Danil - You didn’t go alone?!
The girls come to an agreement.
Milena (4.7 years old) - You, Ulyana, will be the older sister, and you, Katya, will be the main sister.
Edik tells his mother:
- And in the kindergarten they gave us vegetable horns for dinner!
Natasha (4.3 years old), on a walk approaches S.A.:
-And Edik and I collected branches and planted them in the snow, and then they spat on them.
S.A. - Why did they spit?
Natasha - How will they grow without water!?!
Serious conversation. The children were running along the corridor, Ulyana got a bump.
S.A. - Kirill, you’re a smart guy, why were you running down the corridor?
Kirill (5 years old) - Misha ran, but my nerves were ruined, I couldn’t stand it and ran too.
Alenka (4.8 years old) says in class:
- And dad pulls the string and sniffles! (says "Chuh-chukh-chukh!")
Edik, Misha and Kirill want to scare the girls:
- Now we will scare you!
Misha M. (5 years old) talks to the girls:
-Don't argue with me. I am a man, as I said, so it will be!
Oksana Vladimirovna came with a new hairstyle.
Ulyana (4.5 years old) - Your hair has fallen off?!
We talk about where parents work:
Edik (4.4 years old) - And my dad and mom live at work.
What does a wolf eat?
Ulya (4.5 g) - Koloboks!
Polya K. (4.8 g) - Little Red Riding Hoods!
Let's learn the nursery rhyme "Vanya-Vanya-simplicity. I bought a horse without a tail." I ask the guys to repeat.
Vanya (4.3 years old) - Vanya - Vanya - beauty...
Edik (4, 2 years old) - Vanya - Vanya - simplicity,
I bought a spoon just like that.
Misha (4.9 years old) - Vanya - Vanya is just a tank..
Children undress after a walk. Stasik's shoes are scattered around.
A.V. - Look, Stasik, aren’t it your boots that are about to dance and run away?
Stasik (4.9 years old) - no, mine stand and remain silent.
After drawing, the children wash their hands.
Edik (4.2 years old):
-Look, Mark didn’t wash his back hand!
We're going on a hike. Sasha (4.7 years old) asks his mother:
- Will everyone go on a hike?
- Certainly.
-And Angelina Vasilyevna will go too?
- Same.
-Will she take the pots with her?
The guys' names are S.A. play.
S.A. - I'm very tired.
Ulya: Are you as tired as a dog?
S.A.: Why, like a dog?
Polya K.: Well, you know better...
Ulya (3.11 years)
- We went to the exhibition, there was a crocodile Genius!
Natasha (3.7 years):
-Look, the barefoot thing is crawling!
S.A. - What is the name of this insect?
-This is a good harmful fly!
Arina complains:
-He really offended me!
Children make Easter cakes from sand and offer to try them.
S.A.-What will you treat?
Polya Z. (4.2 years old): This is a strawberry cake.
S.A. - What is it made of?
Fields: From the ground!
Conversation before dinner.
S.A. - I have news for you - tomorrow there will be a holiday, invite moms and dads. Now let’s go wash our hands and have dinner.
Polya Z. - This is not news, this is old age!
Ulyana L. (3.10 years)
-The goat has a kid, and the horse has a child!
Misha M. (4.3 years)
- I fought and was tired. Now I'm a veteran.
Sonya M. (3.6 years)
-Robbers are people who work with rakes
Julia (3.4 years)
-Julia, am I a man or a woman?
- You are a teacher!
Edik (3.7 years)
S.A. - Animals have paws, and humans have legs, animals have fur, and humans have hair...
- And my dad has hair on his head and fur on his chest.
Arina (3.10 years)
Says to the teacher:
- We are children, and you are people!
Nastya (4 years old)
-I’m already 4 years old! How old are you? - asks the teacher.
S.A.: A lot!
Nastya (thoughtfully): You’re probably already five...
Ulyana L. (3.6 years)
-Oh, the cactus pricked me!
Kirill (4 years old)
Holds the door, letting the children out:
- I took care of everyone!
When going on a dig, we, as a rule, choose a place in advance, and preferably more than one, where there may be finds. We have already discussed how to find such places in. The same is true for other types of recreation, places for which should be chosen in advance to avoid unpleasant surprises. We’ll talk about what means and resources are most convenient for doing this.
Cards
Yandex and Google. Many people probably used maps and satellite images from Yandex and Google. Their mapping services are approximately the same in terms of functionality and interface. In my observation, the quality of maps is better with Yandex, and for satellite images - with Google. Although in some areas the situation may be the opposite. By the way, there are many other similar mapping services: Bing, Microsoft, etc. But Yandex and Google are the most popular in Russia. We list the main capabilities of these resources:
- viewing maps and satellite images of any part of the earth's surface;
- viewing streets and major highways (a very interesting function);
- viewing photos linked to specific places;
- measuring distances;
- automatic route planning and much more.
In essence, it is the same maps or satellite images with objects superimposed on them: settlements, reservoirs, buildings and others, including areas of interest to us. Even an unregistered user can add a new object. Often objects are accompanied by detailed descriptions and photographs. Very useful resource for the beginning digger.
This is the Place An excellent resource for viewing historical maps. A huge selection of old maps, dating back to the 17th century, which are linked to modern coordinates. This allows you to trace the history of the place of interest; when the settlement appeared, its size and date of disappearance. You can also overlay modern maps onto historical maps. In general, a very useful resource with a lot of functions.
Programs
SAS.Planet An application for Windows that allows you to view a huge number of maps. Impressive functionality:
- loading maps and saving in various formats;
- export and import of tags and tracks;
- measuring distances;
- creating tracks;
- overlaying layers on maps;
- support for external GPS receiver.
The program interface is simple, convenient and understandable. You can read more details.
Google Earth. The same Google maps, only installed on your computer. The program has rich functionality. Particularly interesting are the flight simulator and the ability to view satellite images from previous years.
RMaps Application for smartphones and tablets on Android OS, a simplified analogue of SAS.Planet. Distinctive feature is the ability to work with downloaded maps, i.e. Having a cellular connection is not necessary for navigation to work. Read more about this application.
Conclusion
This is just a basic set of programs and Internet resources that may be useful to a treasure hunter. This list can also include services (Gismeteo, for example), some regional portals with information about the history of the area, and many other sites and programs. Write in the comments what you use when going on a dig or just relaxing in nature.
