I have repeated it many times, 99% of the time I dig for coins. And my main source of digging points is vintage maps. Yes, digging for taverns and inns is not skimming the cream, but farmsteads easily give out 5-15 coins. And there are a lot of them. Lately, for me, copping on farmsteads has generally turned into a serial process. You put 10-15 points in one area, go out and dig. If not a single coin comes out within an hour, you move on.
For this process I use my own small set of navigation programs. On a large computer these are Ozi Explorer and SASPlanet. In the field on one phone is Androzic and on the second is a mobile version of Ozi Explorer.
By and large in Hamburg, it is possible and completely possible to get by only with mobile versions. Everything is the same and everything works great. But I still look first on a large PC, here the screen is large and you can cover at least an entire province with one glance.
Ozi Explorer program
For me personally, the Ozi Explorer program is the most basic navigation tool for coping (and generally navigating outside the city). Its meaning and purpose is to work with raster (originally not drawn on a computer) maps. There is a picture of a map and it corresponds to some coordinate grid - you can always plug it into Ozi Explorer and link it to the GPS system. Even a hand-drawn map can be used!
I have old maps for Ozi Explorer attached to sheets 3 layouts and 10 layouts. By the way, super detailed (detailed) maps of the SMG, General Survey Plans - worst of all coincide with the reality of navigation.
Modern maps for Ozi Explorer. Of course, this is a kilometer of the USSR General Staff. There are some areas of 500 meters. Sometimes I use military maps of the Red Army and German ones. But it’s by no means for a WWII cop; it’s very good to use them to figure out farmsteads that were demolished before the war (they were herded into collective farms).
There are also overview maps of 5 and 10 kilometers. I often load maps of satellite images I created myself (I do it using SASPlanet, it’s very easy).
Androzic
Directly in the field on a cop, I use an Android phone as a navigator. (free). This program understands the files of its big brother Ozi Explorer and has almost all the basic functionality. At least everything that is needed is present in the mobile versions of Ozi Explorer.
Ozi Explorer for WM
My second phone is on Windows Mobile. Yes, I agree, phones on Windows are sad shit behind the times, but... No matter how unpleasant it will be for Google (the Android system is from them), my phone on WM is an order of magnitude more stable than on Android. And navigation works faster and better. If I put a track on record, I can be sure on WM that I won’t lose anything, and at home I can see in detail where I went. On Android it’s a grandmother in a headscarf, she may or may not record it.
Currently, the Federal State Educational Standard for Preschool Education regulates the entire process of organizing educational activities in preschool educational institutions. One of the key points of this document is the importance of interaction between all participants in the educational process (teachers, students and their families, etc.)
It is no secret that for effective joint activities, a necessary condition can be considered the use of innovative approaches to organizing the activities of a preschool educational institution.
One of these approaches is the development and implementation of short-term educational practices (SEPs). This form of activity is considered as a practice-oriented educational activity, chosen by participants in educational relations, in accordance with their interests and educational needs, allowing one to obtain (see) a specific result.
COPs are designed to create conditions for:
- developing the ability and readiness to make a conscious choice of educational activities;
- satisfying the cognitive interests and actions of preschool children;
- preschoolers mastering the methods of activity necessary in further education;
- increasing motivation to join sociocultural norms, traditions of family, society and state;
- activating the role of the family in the educational process of preschool educational institutions.
When implementing COP programs in our kindergarten, we use the following algorithm:
- Creation of COP programs (topics are selected taking into account the interests of children, requests of parents, and also based on the hobbies of teachers in a particular area).
- Organization of the selection procedure for children (in a playful way, teachers offer children the content of their programs. KOP programs can be presented in the form of “City of Masters”, “Fair of Ideas”, “Selection Screen”, etc. Children use name tokens to choose one of the proposed KOPs).
- Organization of the selection procedure for families of pupils ( families of pupils receive information about the content of COP programs at parent meetings, or through special booklets, virtual counseling on the preschool educational institution website, etc.).
- Recording and analysis of selection results ( the resulting selection result is placed in a fixation card. During the analysis, we determine a list of relevant procedures for participants in selecting COP programs that will be implemented).
- Drawing up a schedule for the implementation of COPs ( determining the time and place of COPs during the day).
The role of families of pupils does not end with the choice of the COP program. For them, we offer child-parent COPs, in which a special feature is the joint activity of adults and children to obtain a single result. In addition, we practice COPs directly intended for the families of pupils, and even programs that are implemented by the parents themselves.
As an example, we give 4 types of COP programs that we have implemented in our institution (presented in the Appendix).
Application
Short-term educational practice program for children
|
Name |
“Doll, come to life!” |
|
Zolotukhina T.Yu., music director |
|
|
Formal characteristics |
Contingent, age: children MBDOU No. 6, 5-7 years old |
|
Implementation period: November 2016 |
|
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Location: group room |
|
|
Time spending: first and second half of the day |
|
|
Number of classes: 8 |
|
|
Form of organization |
"Theater Lounge" |
|
Relevance |
The role of theatrical art in raising children has been known for a long time. L. Makarenko called the theater one of the most favorite shows of preschoolers, attracting with its brightness, colorfulness, dynamics, giving great pleasure and a lot of joy, which, of course, helps to improve the child’s culture, form a spiritually developed personality, and activate creative potential. Involving children in puppet shows allows young performers to demonstrate their innate, natural acting abilities. The child, as a member of a creative team, finds himself in a new information layer, which creates optimal conditions for the active disclosure of his individual inclinations and abilities, as well as the development of his intellectual and creative activity. |
|
Target |
Formation of skills (artistic, emotional, theatrical) necessary for puppeteering in children of senior preschool age. |
|
Tasks |
|
|
Stages of implementation of the COP |
I. Information about tetra species, theatrical performances and puppets. Watching a video clip of a puppet show at the S. Obraztsov Theater (the teacher introduces the children to some types of theater available in the preschool educational institution: puppet “bi-ba-bo”, planar - theater with water, magnetic).
IV.-VI. Working on a holistic picture of the performance. (Development of children's memory through memorizing text. Acting out dialogues. Independent selection of movements to convey an image. Teach children, by staging a fairy tale, to interact with each other, orient themselves in space. Retelling a fairy tale by role (individual episodes), using appropriate facial expressions, intonation, gestures. Exercise in expressive intonation. Learn to independently improvise in creating character movements.)
|
|
Planned results |
The children have mastered the basic techniques of puppeteering, are confident on stage, and are not afraid to improvise. |
|
Final event |
Puppet show |
|
Prospects |
Staging the next fairy tale with other children. |
|
Presentation “Theatre. What is he like?”, video of the puppet show “At the Command of the Pike” at the S. Obraztsov Theater. Phonograms, bi-ba-bo dolls, attributes for the performance. |
Short-term educational practice program for children and their parents
|
Name |
"My dream house" |
|
Moskatova S.M., Deputy Head of VMR |
|
|
Formal characteristics |
Contingent, age: children MBDOU No. 6 5-7 years old, parents |
|
Implementation period: October 2016 |
|
|
Location: group room |
|
|
Time spending: afternoon |
|
|
Number of classes: 5 |
|
|
Form of organization |
In pairs, child-parents |
|
Relevance |
In accordance with the Federal State Educational Standard for preschool education, constructive activities are included in the list of main types of children's activities, during which the child develops ideas about the surrounding reality, develops personal qualities, and also demonstrates his individual capabilities and abilities. It is known that design can be organized in various forms, but for children to more actively express their creative potential, it is advisable to use design by design. This form of construction allows you to activate the independence of children, various aspects of their mental activity, and can also contribute to successful socialization in the future. It's no secret that home and family are the most important values in a child's life. Therefore, we consider designing the home of our dreams as the most effective way to activate and manifest the internal emotional state of children, their attachment to home, and their idea of an ideal immediate environment. And involving parents in this activity can be an effective way to enhance their role in organizing the educational process. |
|
Target |
Creating conditions for activating the creative abilities and individual capabilities of children, interaction between children and their parents, establishing friendly relationships between them through design according to plan. |
|
Tasks |
1. Activate previously acquired ideas and skills of constructive activity through viewing illustrations of buildings, dialogue, and discussion. 2. Help children and their parents determine the design of the building through individual conversations and visual activities (drawing, appliqué). 3. Create conditions for children and their parents to choose materials for construction. |
|
Stages of implementation of the COP |
1 hour - defining the idea, depicting it on a piece of paper (drawing, appliqué, at the child’s choice). 2 hours - designing houses using a soft large-sized construction set. 3 hours - designing houses using a block constructor (geometric shapes of different sizes). 4 hours - designing houses using a magnetic construction set (plates of various shapes or sticks with balls of different colors). 5th hour - construction of houses using natural birch bark material. |
|
Planned results |
Can define and clearly justify a plan; Construct a building using various types of construction kits Parents: Show interest and activity, provide assistance in determining the concept and choosing a designer; Take part in the presentation of buildings |
|
Final event |
Interactive photo album. Children who do not attend this COP, their parents are invited here, and the participants present their products as photos at the presentation, accompanied by a short story about the choice of the type of construction set, design, etc. |
|
Prospects |
Upon successful completion of the CEP, in the future it is possible to organize additional education in the form of a circle using other forms of design, as well as involving children from other age groups. |
|
Educational and didactic equipment |
Various types of construction sets, materials for construction (natural material) |
Short-term educational practice program for parents of students
|
Name |
“New life for old things (Shibori technique)” |
|
Teacher Shiryaeva Elena Leonidovna |
|
|
Formal characteristics |
Implementation period: October 2016 |
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Location: group room |
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Time spending: II half day |
|
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Number of hours: 6 |
|
|
Contingent, age: parents |
|
|
Number of participants: 10 people |
|
|
Form of organization |
“Creative workshop” (work in pairs, individually) |
|
Relevance |
It's no secret that children are great fashionistas and lovers of bright colors. It’s easy and simple to go into the store and buy your child a new thing. The thing that the child himself chose. But after a while it will be forgotten. Another thing is something made or decorated for your beloved child with your own hands. He will not only wear such clothes for a long time and with pleasure, but also proudly tell his friends about them. One of the characteristics of young children is the ability to “put” original, permanent stains on white clothes. And in this difficult situation, this technique comes to the rescue. It involves folding, twisting, rolling the fabric and then tying it with thread. The resulting bundle is painted with special fabric paints, dried, the thread is removed, and a bright, unique design is obtained. This is just one way to work with the Shibori technique. But it is he who underlies the organization of this COP. In accordance with the Federal State Educational Standard for preschool education, one of the functions of an educational institution is to increase the level of competence of parents in the matter of personal development of children. Therefore, this type of technology will allow parents not only to please their children with new things, but also to create new models together with them at home. |
|
Target |
Creating conditions for activating the creative abilities of participants in educational relations through decorating clothes using the Shibori technique. |
|
Tasks |
1. Present the features of the Shibori technique through presentation material and its demonstration. 2. Create conditions for choosing methods of twisting and applying paint to fabric through the provision of schematic maps, as well as for selecting color solutions and directly manufacturing the product. 3. Help in organizing a fashion show with the presentation of works. |
|
Lesson plan |
1 hour - showing a presentation about the technique with examples, dialogue to determine the level of interest after the show. 2 hours - homework in the form of selecting clothes for the workshop. 3-5 hours - creative workshop work. Parents are given the opportunity to choose how to roll, fold, etc., paint. Practical activities. Reflection. 6th hour - a colorful fashion show for parents and children who did not choose this COP. |
|
Planned results |
Can conceive and explain their design intent; Show interest and activity; Take an active part in product demonstrations. |
|
Final event |
Fashion show "Colorful fashion show". |
|
Prospects |
If the level of interest is high, it is possible to recruit the next group of parents and involve other family members. |
|
Educational and didactic equipment |
Presentation “This is an amazing technique “Shibori”, an album “Fashionistas”, illustrations of finished products. |
Short-term educational practice program compiled and implemented by parents
|
Name |
“On the Seabed” (plasticineography) |
|
Parent: Latypova Ekaterina Vladimirovna Tutor: teacher Misharina Alla Evgenievna |
|
|
Formal characteristics |
Implementation period: October 2016 |
|
Location: group room |
|
|
Time spending: afternoon |
|
|
number of hours: 4 |
|
|
contingent, age: children of senior preschool age, 5-7 years old |
|
|
number of participants: 7 |
|
|
Form of organization |
Individual, group |
|
Relevance |
We all know how to draw with pencils and paints. You can also draw wonderful pictures using plasticine. Plasticineography is the creation of convex, semi-volume objects on a surface from plasticine. Drawing with plasticine is a remarkable type of visual activity in its capabilities. It allows the child to master the volume, make the picture in relief and, due to this, more expressive and lively. Working with plasticine develops fine motor skills of the hands, and, consequently, activates the child’s mental and speech activity. |
|
Target |
Creating conditions for activating creative abilities and developing fine motor skills of children’s hands through plasticineography. |
|
Tasks |
To develop children's modeling skills; master different ways and techniques of working with plasticine when making flat, semi-volume crafts; Develop fine motor skills of children's hands, imagination, imagination, spatial thinking (combine colors; create the necessary colors by mixing, composition). Cultivate hard work, accuracy, and the ability to organize your workplace. |
|
Lesson plan |
1 hour - viewing of the presentation “Inhabitants of the Seabed”, video film “Living Planet” series “Underwater World of Seas and Oceans”. Conversation based on what you heard and saw. 2 hours - asking riddles about plasticine, clarifying children’s knowledge about plasticine, methods and rules for working with plasticine; demonstration of work on cardboard created by the teacher using the plasticineography technique and a story about this technique. Definition of the concept, depicting it on cardboard. (composition) 3 hour - performing work, showing a method for obtaining complex colors by mixing plasticine. 4 hours - a story about how you can correct your work using stacks; continuation of the work “On the Seabed” |
|
Planned results |
Children will master some techniques and methods of modeling with plasticine to create a flat, semi-volumetric picture; Will develop fine motor skills of children's hands, They will learn to combine colors, create the necessary colors through mixing and composition. Strengthen the ability to organize your workplace. |
|
Final event |
exhibition of children's works “On the Seabed” (the design of the exhibition is expected in the older group). |
|
Prospects |
In the future, it is planned to implement this COP program with parents and other family members of pupils. |
|
Educational and didactic equipment |
Presentation “Inhabitants of the Seabed” Video |
A comprehensive collection of various options for 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. COP 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 the personality of a preschool child” 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 by the Pedagogical Council Order No._ protocol No. dated "_"_ 201_g. dated "_"_ 201_ head _ O.Yu. Nevolin "Unconventional drawing technique - 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, fun toys. Their attractiveness for children is associated not only with the variety of topics and situations, including the main characters, but also with...
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. A very useful resource for the novice digger.
This 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. A 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.
COP program of technical orientation.
Short-term educational practice with a technical focus- this is a method of teaching children to construct using counting sticks, Legos, etc.
RELEVANCE
By posting images, creating a product of his activity, the child learns analysis and synthesis: he examines a sample and comes up with his own original design, analyzes intermediate options, corrects mistakes and errors. Thus, training in creating simple and complex structures becomes a stimulus for the development of the child’s thinking. I would also like to say something about Lego construction sets. This program is implemented with the participation of older children. This is an excellent educational material. Playing with a constructor develops color and logical thinking, spatial imagination, tenacity of fingers, in a word, develops all 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 this exciting activity for a very long time. 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.
In the technical COP process, the following are resolved: tasks:
Educational – training in design techniques;
Developmental - training of thinking, development of fine motor skills of the hand, spatial thinking, logic, imagination of the child, expands his understanding of the world around him;
Educational - instilling determination, perseverance, developing patience and the ability to complete the work started.
Each practice session is based on a plot that is offered to children. When working, the following methods will be used: observation method (showing ways and techniques of doing work), examination of the subject, demonstration method, plot games, verbal method (story, explanation and conversation).
The result of practice is to obtain a product of activity and come up with your own design. Teaching children to design develops their thinking, memory, imagination and ability for independent creativity.
The program includes different types of constructors.
"Electronic constructor"
COP No. 1 “First steps in electronics”
How to play with him?
What is included in the young physicist's kit?
Project: "Lamp".
Project: “Electric fan”
"Electronic constructor"
Project: “Light bulb with variable brightness”
Project: “Variable speed fan”
"Electronic constructor"
Project: “Fire Truck Siren”
Project: “Doorbell”
"Metal constructor"
The metal construction set is an educational game that introduces children to the basics of construction.
How to play with him?
It is included in the kit?
Project: “Sledge”
Project: "Carousel"
Project: “Airplane”
Project: “Machine”
Lego - construction
Lego construction is a type of modeling creative and productive activity. The range of use of LEGO from the point of view of a constructive play tool for children is quite wide.
Indeed, LEGO construction sets have proven themselves as educational products all over the world. LEGO is used as a universal visual aid and educational toys. The universal construction set stimulates mental activity and develops hand motor skills. Which is especially important for students with special educational needs.
The implementation of Lego construction allows you to stimulate interest and curiosity, develop the ability to solve problem situations - the ability to investigate a problem, analyze available resources, put forward ideas, plan solutions and implement them, and expand your active vocabulary.
COP No. 1 - No. 2
Project "Construction of working machines"
COP No. 1 - No. 2
Project “Running into space or sky”
COP No. 1 - No. 2
Lego Kremlin project