Thematic planning in the educational area "cognitive development"
Target : development of children's interests, curiosity and cognitive motivation. Formation of cognitive actions, formation of consciousness.
The development of imagination and creative activity, the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects in the surrounding world.
Educator:
Makrusheva E.V.
Kozintseva, PomerantsevaVolgograd 2014
10
acquaintance with nature "light, heat, air"
art.21
environmental education in kindergarten
N.V. Kolomina
15
cognitive-research. D-t "collecting nasturtium seeds"
Art. 31
Volgograd
2013
16
FEMP
count to 5. count by ear. Geometric shapes (review)
art.17
Kozintseva, Pomerantseva
Volgograd 2014
17
acquaintance with nature
conversation "the air we breathe"
Article 6 Cognitive tales
T.A. Sharygin
22
sociocult. Values
reading E. Shim's story "brother and younger sister"
art.20
23
FEMP
formation of numbers 4 and 5
art.19
Kozintseva, Pomerantseva
Volgograd 2014
24
acquaintance with nature "talk about the forest"
Art. 31
29
cognitive research .
Ant family
watching the cartoon by Eduard Nazarov "The Journey of the Ant"
presentation "Ants"
Art. 35
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
disk
Autumn
30
famp
numbers 1 and 2
1st - 4th week of October
Holiday "Autumn"
exhibition of children's creativity
art.21
1
O acquaintance with nature "gifts of autumn"
art.19
classes in ecology in kindergarten N.V. Kolomina
6. sociocultural values
“wealth of the country. How bread is grown
art.34
familiarization of preschoolers with the surrounding and social reality N.V. Alyoshin
8
acquaintance with nature
Round dance game Hello Autumn!
art.13
classes in ecology in kindergarten N.V. Kolomina
13
cognitive-research.
golden maple
art.38
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
14
famp number and number 0. Kuizener sticks
art.23
15
acquaintance with nature
"living-non-living"
art.12
classes in ecology in kindergarten N.V. Kolomina
20 sociocultural values
Conversation with children about Russian folk tales
Art. 39
familiarization of preschoolers with the surrounding and social reality N.V. Alyoshin
21.
famp
introduction to the notebook
art.25
22.
zn with nature
"ecological fairy tale "autumn""
art.38
classes in ecology in kindergarten N.V. Kolomina
27
cognitive-research.
Autumn in the forest
art.44
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
28.
famp
count up to 5. work in notebooks
Art. 27
29.
zn with nature
node
trip to autumn
Article 6
National Unity Day
4
famp
Numbers 3 and 4. Cuineser sticks
1st week of November
Thematic entertainment "Day of National Unity"
art.28
5
zn with nature
node
who lives in the forest
Article 8
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
History of ordinary things
10.
sociocult. Values
Russian folk game "paints"
2nd - 4th week of November
GCD "Things around us"
Art. 45
familiarization of preschoolers with the surrounding and social reality N.V. Alyoshin
11.
femp Number 1,2,3,4
art.30
12.
zn with nature
node
in grandma's yard
art.14
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
17.
cognitive-research.
"Where did the table come from?"
Article 66
18.
famp familiarity with the oval. Formation of numbers 4 and 5
art.31
19.
zn with nature
houseplants. Corner of nature
art.92
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
24
sociocult. Price
the history of some items. Reading the story of Permyak "from the fire to the boiler"
art.27
ozn. Dosh from okr N.V. Alyoshin
25.
famp
Consolidation of the passed material
art.33
26.
acquaintance with nature
looking at tree branches
art.84
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
1
cognitive research .
"acquaintance with poplar"
1st -4th weeks of December
New Year holiday
Article 67
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
2
famp number 5. Comparison of objects by size
Art. 35
3
zn with nature
node
snowman
art.18
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
8
social tsenn
talk about christmas
art.106
familiarization of preschoolers with others.st.gr Moscow2009
9
famp Working with Gyenish blocks
art.36
10.
ozn. With nature
15.
cognitive-research. "labor landing"
Article 70
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
16
f emp formation of numbers 6 and 7. Count up to 7
art.38
17.
ozn. With nature
Water and its transformations
Art.12
Cognitive tales of Shorynin
22.
sociocult. Tsenn.
Folk traditions. New Year's Eve Story
art.90
familiarization of preschoolers with the surrounding and social reality N.V. Alyoshin
23
. famp orientation in space
art.41
24.
ozn with nature
Water and its transformations (continued)
Art.12
Cognitive tales of Shorygin
29.
pos. Iss
"Folk Traditions. New Year's Eve Story »
art.90
moscow 2009
30.
famp Number and number 6
art.42
Winter
12
sociocult. Tsenn.
Safety rules on the streets of the city
1st-4th weeks of January
Entertainment
"Winter"
art.107
familiarization of preschoolers with the surrounding and social reality N.V. Alyoshin
13.
femp wands of Kuizener. Count up to 6
Art. 45
14.
ozn with nature
node "kolobok is surprised"
art.19
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
19.
pos. Iss
"shrubs in winter"
art.73
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
20
Famp Quadrangle
Art. 47
21.
zn.s nat
node "zimushka-winter"
art.177
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
26.
sociocult. Tsenn.
27.
femp Counting objects in different directions
art.49
28.
ozn with nature
nod "life of birds in winter"
art.179
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
Defender of the Fatherland Day
2.
pos. Iss
Defender of the Fatherland Day. Monuments to the defenders of the Fatherland
1st-3rd weeks of February
Sports holiday dedicated to the Defender of the Fatherland Day
art.125
familiarization of preschoolers with others.st.gr
moscow 2009
3.
femp Counting by touch and by ear
art.51
4.
zn.s nat
nod bird life in winter
art.181
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
9.
sociocult. Tsenn.
\ what shoes-bast shoes were worn in virginity
art.115
10.
famp Count up and down to 6
art.54
11.
ozn with nature
onion planting
art.20
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
16.
pos. Iss
Where did the snowman go?
Article 63
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
17.
famp Number 7
art.56
18.
zn.s nat
Nurse our land
Art.20
Cognitive tales
International Women's Day
23.
sociocult. Tsenn.
Reading the story of E. Permyak "mother's work"
4th week of February
1st week of March
exhibition of children's creativity
art.129
familiarization of preschoolers with the surrounding and social reality N.V. Alyoshin
24.
famp Count up to 6. comparison of objects by length and width
art.58
25.
ozn with nature
stonefly introduces new houseplants
art.24
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
1.
pos. Iss
"excursion to the old stump"
Art. 85
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
2.
famp count within 7
Article 60
3.
zn.s nat
node
in the poultry yard
art.16
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
folk culture
Space
8.
sociocult. Tsenn.
Russian examination folk costume
2nd-3rd weeks of March
folklore holiday
art.117
familiarization of preschoolers with the surrounding and social reality N.V. Alyoshin
9.
famp measuring the length of an object using a conventional measure
Article 65
10.
ozn with nature
node "native land"
art.192
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
15.
pos. Iss "How the snowmen were looking for spring"
Art. 104
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
16.
famp s Thu to 7 chopstick work
Article 68
17.
zn.s nat
nod "I'm glad to have a bread tablecloth, it's like the sun on it"
art.186
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
22.
sociocult. Tsenn.
Cosmonautics Day
art.164
familiarization of preschoolers with the surrounding and social reality N.V. Alyoshin
23.
famp
numbers from 1 to 7. orientation in space
st.69-71
24.
ozn with nature
node "air ocean"
art.120
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
29.
cognitive-research.
Conversation on the story "three in space"
art.165
familiarization of preschoolers with the environment and N.V. Alyoshin
Spring
30.
famp count to 7 and back. Orientation in space
2nd week of April
Entertainment "Spring"
art.73, 77
31.
zn.s nat
rules of conduct in nature
art.47
formation of safety fundamentals among preschoolers K.Yu. White M-2014
5.
sociocult. Tsenn.
Russian history. Symbols of the country
art.168
familiarization of preschoolers with the surrounding and social reality N.V. Alyoshin
6.
femp number and number 8. dividing the whole into parts
art.80, 82
7.
ozn with nature
forest in spring. Spring primroses»
art.214
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
Earth Day
12
pos. Iss
"planting flower seedlings"
3rd-4th weeks of April
Thematic holiday "Earth Day"
art.100
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
13.
femp score within 8. number comparison
art.84-85
14.
zn.s nat
"planet Earth"
art.11
classes in ecology in kindergarten N.V. Kolomina
19
sociocult. Tsenn.
Nod "flight to the moon"
art.171
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
20.
famp Number and number 9. Ordinal count
Art. 90-92
21.
ozn with nature
node "space, universe, stars"
art.209
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
cognitive research .
Showing the presentation "spring-red"
Eor
27.
famp Composition of numbers 5 and 6 from units. Orientation on paper
st.88,93
Summer
3
sociocult. tsenn .
1st-4th weeks of May
Holiday "Hello summer!"
Art. 180
familiarization of preschoolers with others.
Moscow 2009 Aleshna
4 .
famp count to 9. compare items
Art. 95, 97
5.
ozn with nature "golden dandelion-sunny dear son"
art.114
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
10.
cognitive-research.
"acquaintance with field chamomile"
art.135
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
11.
famp number 10. days of the week
st.105-107
12.
ozn with pr
node "Dangerous insects"
Art. 49
formation of safety fundamentals among preschoolers K.Yu. White M-201
17.
sociocult. Tsenn.
Reading a poem by E. Trutneva "In the native land"
art.196
familiarization of preschoolers with the surrounding and social reality N.V. Alyoshin
18.
famp comparison of numbers. Days of the week
Art. 110.112
19.
ozn with nature
"butterfly cabbage"
art.109
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
24.
cognitive-research.
wind is good or bad
art.132
cognitive-research. Classes for children 5-7 years old
Volgograd
2013
25.
famp count up to 10. Adjacent numbers
art.117, 128
26.
ozn with nature
node "sun rays"
art.222
the scenario of ecologist lessons was brought up by L.G. Gorkova M. 2010
Working programm on cognitive development for children 6-7 years old
The work program for the educational area "Cognitive Development" was developed on the basis of
General education program of the municipal budgetary preschool educational institution of the child development center - kindergarten No. 43 "Yablonka" in accordance with
- Federal Law of December 29, 2012 N 273-FZ "On Education in Russian Federation» (Accepted State Duma December 21, 2012; Approved by the Federation Council on December 26, 2012)
- The Federal State Educational Standard for Preschool Education (approved by Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155)
- Sanitary and epidemiological rules and regulations SanPin 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the preschool educational organizations"(approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26)
- The procedure for organizing and implementing educational activities for the main general educational programs - the educational program of preschool education (approved by Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 Moscow)
The program is aimed at creating the following psychological and pedagogical conditions:
personality-oriented interaction of adults with children;
full communication of the child with peers, older and younger children;
development of developing pedagogical technologies, age-appropriate and based on the assimilation cultural media activities at a certain age;
development of a developing subject-spatial environment that provides communicative, playful, cognitive, speech, physical, creative activity children according to age;
the possibility of choice for all subjects of education (teachers, children, parents (legal representatives)) of educational programs, pedagogical technologies and activities. In accordance with Article 64 (clause 1) of the Federal Law "On Education in the Russian Federation" (No. 273-FZ, dated December 29, 2012). The program is also aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of the prerequisites for educational activities that ensure social success, the preservation and strengthening of the health of preschool children, the correction of violations in the physical and mental development.
The educational program provides for the versatile development of children aged 6-7 years, taking into account their age and individual characteristics in the main educational areas: physical, social and communicative, cognitive and artistic and aesthetic. The program ensures that pupils achieve readiness for school.
Continuous directly educational activity for children 6-7 years old is based on the program "Childhood", the program determines the content and organization of the educational process for preschoolers and is aimed at the formation of a common culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of the health of preschool children.
The main educational program of the institution was developed on the basis of the “Exemplary basic general educational program of preschool education “Childhood” / T.I. Babaeva, A.G. Gogobiridze, O. V. Solntseva; processed in accordance with the Federal State Educational Standard, as well as partial and copyright programs:
1. S.N.Penina, I.Yu.Musatova "Live Mathematics";
2. Avdeeva N.N., Knyazeva O.L., Sterkina R.B. Fundamentals of safety for preschool children. M.: Education, 2007.
The work program of the educational area "Cognition" includes three interrelated blocks:
development of elementary mathematical concepts;
environmental education;
Acquaintance with the surrounding world.
Senior preschool age is classified by modern pedagogical science as the most optimal age for education and training.
Preschoolers of 6-7 years old master the ability to characterize an object, phenomenon, event from a quantitative, spatio-temporal point of view, to notice similarities and differences in shapes and sizes, which is manifested in children's interest in modeling, the use of generally accepted and proposed by them symbols.
Children show a special interest in numbers as signs of numbers, writing them, using them in various types of practical activities, playing treasure hunts with sketching moves and counting distances.
In the educational program preschool, which determines the content and organization of the educational process for preschoolers, and is aimed at the formation of a common culture, the development of physical, intellectual and personal qualities, the formation of the prerequisites for educational activities that ensure social success, the preservation and strengthening of the health of preschool children, the correction of deficiencies in physical and (or ) the mental development of children, a large place is given to the development of practical connections, dependencies, simple patterns. It is these aspects of the child's development that are reflected in a separate educational area of the program - "Cognition".
Integration in the preparatory group for school consists in the use by the child of cognition techniques (survey, quantitative and qualitative assessment, comparison, generalization) in various types of productive children's activities in order to cognize or clarify connections and dependencies in visual activity, natural history, constructive (from sand, various designers), as well as in the musical and social activities.
The main objectives of the program:
To develop independence, initiative, creativity in the child's search for variable ways
To assist in the independent discovery by children of connections and dependencies between objects, including those hidden from direct perception (by properties and relationships: part and whole, correspondence and similarity, order of location and sequence).
Encourage preschoolers to justify and prove the rationality of the chosen method of action (change; check by selecting similar objects, using the appropriate terminology: increase, decrease, divide into parts, connect, change shape, location on a sheet, etc.)
To promote the manifestation of research activity of children in independent math games, in the process of solving problems of various types, striving to develop the game and search for results with original, original actions (in their own way, at the level of age capabilities).
Development of sensory culture
To form in children an idea of the system of sensory standards of shape, color, size standards, time duration, material standards.
To support the desire of children to use the system of exploratory actions when examining objects to identify their features, determine the qualities and properties of the materials from which the objects are made.
To promote the independent use by children of the mastered standards for the analysis of objects, to compare the object with the standard, to notice their similarities and differences for several reasons.
Encourage children to accurately designate the features of objects and materials with a word, to name survey actions.
Improve analytical perception, stimulate interest in comparing objects, understanding their features and purpose.
Development of outlook and cognitive research activities in nature
Develop cognitive interest to nature, the desire to actively explore the natural world.
Support the manifestation of selectivity of children in the interests and preferences in the choice natural objects.
Enrich children's ideas about the nature of their native land and various natural areas, about the diversity of the natural world, the reasons natural phenomena, about the features of the existence of animals and plants in the community, about the interaction of man and nature.
To support the manifestation of the initiative of children in independent observations, experiments, heuristic reasoning on the content of the read cognitive literature. To develop the independence of children in cognitive research activities, to notice contradictions, to formulate a cognitive task, to use different methods of testing assumptions, to apply the results of research in different types of activities.
To enrich the independent experience of practical activities for the care of animals and plants of the kindergarten site and the corner of nature. To support children in observing environmental rules, to involve them in elementary environmental activities.
To educate moral feelings, expressed in empathy with nature, and aesthetic feelings associated with the beauty of the natural world.
To educate the basics of a humane-valuable attitude of children to nature through an understanding of the value of nature, an orientation towards helping living beings, the preservation of natural objects of the immediate environment, and the manifestation of responsibility for one's actions.
The main methods are:
organization of practical activities of children;
productive activities;
experimentation;
the game in all its manifestations and types;
project activity;
Creation problem situations;
heuristic conversations;
"one" day event;
fantasy activity;
keeping a diary of observations.
Games:
To master the elements of logic, the structure of statements using the negation of “not”, individual words and combinations with the inclusion of unions “and”, “or”, “if (change), then ...;
To master the composition of numbers from two smaller ones, counting in pairs, 3, 4, 5 each, dividing sets into equal and unequal groups, increasing and decreasing in the number of elements: games and exercises, independent activity using Kuizener's colored counting sticks;
To master the skills of transforming volumetric and flat structures, the independent use of individual techniques in various activities, the manifestation of ingenuity and ingenuity in puzzle games, in the course of solving logical entertaining tasks;
For independent detection and justification of the relationship between the total number of objects and their number in each of the received groups, the size of the measure, size and numerical result, the number of coins and the amount, and in other situations.
1.1. Regulatory framework
— Federal Law of December 29, 2012 No. No. 273 - Federal Law "On Education in the Russian Federation";
— Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations”;
- "Federal state educational standard for preschool education." Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 Moscow.
- by order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. No. 1014 "On approval of the procedure and implementation of educational activities in the main general educational programs of preschool education", the main educational program of MBOU secondary school No. 70 (preschool groups), the Charter of MBOU secondary school No. 70.
1.2. The content of the educational process in the preparatory group.
The content of the work program corresponds to the main provisions developmental psychology And preschool pedagogy and ensures the unity of educational, developing and teaching goals and objectives. When choosing teaching methods, preference is given to developing methods that contribute to the formation of cognitive, social sphere development.
The content of the educational process is built in accordance with the approximate basic general educational program of preschool education "Childhood": general education program preschool education. T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg - 2014.
A distinctive feature of the program is that it is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world. The program was developed in accordance with the Federal State Educational Standard for Preschool Education. The "Childhood" program effectively implements the ideas of developmental education continuously and successively from preschool education to graduation secondary school.
Working programm preparatory group MBOU secondary school No. 70 in Lipetsk provides the development of the personality, motivation and abilities of children, taking into account their age and individual characteristics in the direction: cognitive development
1.3. Tasks.
Tasks of educational activities
- To develop independence, initiative, creativity in cognitive and research activities, to support manifestations of individuality in the research behavior of the child, the selectivity of children's interests.
- Enrich ideas about people, their moral character, gender differences, social and professional roles, rules of relationships between adults and children
- Contribute to the development of children's self-confidence, awareness of the growth of their achievements, self-esteem,
- To develop tolerance towards people of different nationalities.
1.4. Age and individual characteristics children of the seventh year of life.
A child on the threshold of school (6-7 years old) has stable social and moral feelings and emotions, high self-awareness and realizes himself as a subject of activity and behavior. The behavior of the child begins to be regulated by his ideas about what is good and what is bad. The ability to emotionally evaluate one's actions is directly related to the development of moral and moral ideas. The child experiences a sense of satisfaction, joy, when he does the right thing, well, and embarrassment, awkwardness, when he breaks the rules, he does bad things. The general self-esteem of children is a global, positive, undifferentiated attitude towards themselves, which is formed under the influence of an emotional attitude on the part of adults. By the end of preschool age, there are significant changes in the emotional sphere. On the one hand, children of this age have a richer emotional life, their emotions are deep and varied in content. On the other hand, they are more restrained and selective in emotional manifestations. By the end of preschool age, they form generalized emotional representations, which allows them to anticipate the consequences of their actions. This significantly affects the effectiveness of arbitrary regulation of behavior - the child can not only refuse unwanted actions or behave well, but also perform an uninteresting task if he understands that the results obtained will bring someone benefit, joy, etc.
Of great importance for children 6-7 years old is communication with each other. Their electoral relations become stable, it is during this period that children's friendship is born. Children continue to actively cooperate, at the same time they also have competitive relations - in communication and interaction, they seek, first of all, to prove themselves, to attract the attention of others to themselves. By the age of 6-7, the child confidently owns the culture of self-service and the culture of health. In games, children of 6-7 years old are able to reflect rather complex social events - the birth of a child, a wedding, a holiday, a war, etc.
Children of this age can take on two roles during the game, moving from one to the other. They can interact with several partners in the game, playing both the main and the subordinate role.
Further development of the child's motor skills, building up and independent use of motor experience continues. Expanding perceptions of oneself physical capabilities, physical form. Walking, running are improved, steps become uniform, their length increases, harmony appears in the movements of arms and legs. The child is able to move quickly, walk and run, keep the correct posture. On their own initiative, children can organize outdoor games and simple competitions with their peers.
At the age of 6-7 years, there is an expansion and deepening of children's ideas about the shape, color, size of objects. The child is already purposefully, consistently examining the external features of objects. At the same time, he focuses not on single signs, but on the whole complex (color, shape, size, etc.).
By the end of preschool age, resistance increases significantly involuntary attention resulting in less distraction for children. The concentration and duration of the child's activity depends on its attractiveness for him. Boys' attention is less stable. At the age of 6-7 years, children's memory capacity increases, which allows them to involuntarily memorize a fairly large amount of information. Girls are distinguished by a greater volume and stability of memory. The imagination of children of this age becomes, on the one hand, richer and more original, and on the other, more logical and consistent. It no longer looks like the spontaneous fantasizing of children. younger ages. When inventing the plot of the game, the theme of the drawing, stories, etc., children of 6-7 years old not only keep the original idea, but can think it over before starting the activity. At this age, the development of visual figurative thinking, which allows the child to solve more complex problems using generalized visual aids (diagrams, drawings, etc.) and generalized ideas about the properties of various objects and phenomena.
The ability to successfully perform classification actions is largely due to the fact that in the seventh year of life speech is more and more actively included in the thinking process. The use of words by a child (following an adult) to denote the essential features of objects and phenomena leads to the appearance of the first concepts. The speech skills of children allow you to fully communicate with a different contingent of people (adults and peers, acquaintances and strangers). Children not only pronounce correctly, but also distinguish phonemes (sounds) and words well. Mastering the morphological system of the language allows them to successfully form quite complex grammatical forms nouns, adjectives, verbs. In his speech, the older preschooler increasingly uses complex sentences(with writing and subordinate ties). Increases at 6-7 years of age lexicon. In the process of dialogue, the child tries to answer questions exhaustively, he himself asks questions that are understandable to the interlocutor, coordinates his remarks with the remarks of others. Another form of speech is also actively developing - monologue. Children can consistently and coherently retell or narrate. By the end of preschool childhood, the child is formed as a future independent reader. The craving for a book, its content, aesthetic and formal aspects is the most important result of the development of a preschool reader. Musical and artistic activity is characterized by great independence. The development of cognitive interests leads to the desire to gain knowledge about the types and genres of art (the history of the creation of musical masterpieces, the life and work of composers and performers).
In productive activities, children know what they want to portray, and can purposefully follow their goal, overcoming obstacles and not giving up their plan, which is now becoming more advanced. They are able to portray anything that arouses their interest. The created images become similar to the real object, recognizable and include many details. The technique of drawing, modeling, and application is being improved and complicated. Children are able to design according to the scheme, photographs, given conditions, their own design of buildings from a variety of building materials, supplementing them with architectural details; make toys by folding paper in different directions; create figurines of people, animals, heroes literary works from natural material. Most important achievement children in this educational area is the mastery of the composition.
1.5. Information about pupils.
Contingent of pupils:
In total, the preparatory group "Ladushki" is attended by 23 pupils.
The group operates in the mode of a five-day working week with a 12-hour stay of children
(from 7.00 to 19.00 hours).
Information about the families of pupils:
22 children are brought up in complete families;
Incomplete family-1
Large families - 2
There are no families at risk.
1.6. Features of the implementation of the educational process.
When organizing the educational process, the principles of integration of educational areas are taken into account in accordance with the age capabilities and characteristics of pupils (physical development, social and communicative development, cognitive development, speech development, artistic and aesthetic development).
The organization of the educational process is based on a complex - thematic principle with leading gaming activities, and the solution of program tasks is carried out in various forms of joint activities of adults and children, as well as in the independent activities of children. The following are used as adequate forms of work with preschool children: experimentation, conversations, observations, solving problem situations, games, etc. Project activities are introduced into the educational process.
Educational activities, depending on the program content, is carried out frontally, in subgroups or individually. Teachers are given the right to vary the place of implementation of directly educational activities, depending on the educational, developmental and educational tasks set, the interest of children.
Due to the fact that in preschool groups the sports hall is combined with the music hall, work on the physical development of children, under favorable weather conditions, year-round is carried out on the sports ground of preschool groups. The educational process is carried out according to two modes in each age group, taking into account the warm and cold periods of the year.
In order to provide graduates of a preschool institution with equal starting opportunities for education in primary school in preschool groups the following conditions are observed:
– choice of programs and technologies, methods and techniques pedagogical activity carried out on the basis of an analysis of the level of development of the children of the group;
— educators and specialists working with children aged 6-7 are familiar with the peculiarities of the organization of the educational process in schools, attend classes, invite teachers primary school into preschool groups, carry out joint activities as part of the implementation of the objectives of the continuity of preschool and primary general education.
- organization of walks for children of senior preschool age provides for the possibility of providing individual assistance to the child in physical, social - personal, cognitive - speech and artistic - aesthetic development;
— a system of counseling on the main areas of child development has been organized for the parents of pupils; interaction with the families of children on the implementation of the main general educational program of preschool education is carried out from 7.00 to 8.30 and from 17.00 to 19.00.
1.7. Daily routine, OD structure (class schedule, motor mode).
cold season
Time Regime moments Activities of children and teachers
07.00 – 08.40 Reception of children, inspection, duty Individual work with children, games
08.25 – 08.35 Morning exercises Physical activity 10 min
08.35 – 08.40 Hygienic procedures Education of cultural and hygienic skills.
08.40–09.00 Breakfast Education of a culture of eating.
09.00 – 09.30
09.40 – 10.10
10.20 – 10.50 NOD According to the schedule
(during breaks - motor activity 10 minutes
10.50 – 12.30 Preparation for the walk, walk. Physical activity
Independent activity, games.
12.30 - 12.40 Return from a walk, games
12.40 – 13.10 Preparing for dinner, lunch Education cultural gig. skills, food culture
13.10 - 15.00 Daytime sleep. Sleep preparation, music therapy
15.00 – 15.10 Getting up, air procedures.
Invigorating gymnastics. Air procedures, physical activity
15.10 – 15.30 Snack Education of cultural and hygienic skills
15.40 - 16.10 GCD, leisure. Implementation of GCD in an individual form.
16.10 - 16.55 Children's independent activities. Games
16.55 – 17.15 Preparing for dinner, supper Education cult. gig Skills
17.15 - 19.00 Preparation for a walk, walk, going home Games, conversations with parents.
Warm season
Activities of children and teachers Time
Reception of children on the street, games, morning exercises in the fresh air, independent activities
Preparing for breakfast, breakfast
Independent activity, games, music. classes
Preparation for a walk, a walk (games, work, observations), physical education in the fresh air
Return from a walk, independent activity, preparation for dinner
Dinner
Sleep preparation, sleep
Lifting, tempering procedures, independent activity.
Preparing for afternoon tea
Games, independent activity, reading thin. literature
Preparing for dinner, dinner
Preparing for a walk, walking, going home
08.30 — 09.00
09.00 — 09.50
09.50- 12.10
12.20 – 12.50
12.50– 15.00
15.00- 15.30
15.30 – 15.50
15.50 – 17.20
17.00 — 17.20
17.00 – 19.00
1.8.Organization of the subject-spatial environment.
When a child moves into the preparatory group, his psychological position begins to change: for the first time, he begins to feel like the eldest among the children of the kindergarten. It is important to support this feeling with such an organization of the environment in which the child will actively show cognitive activity, independence, responsibility, and initiative. The educator should more often involve older preschoolers in creating the environment, asking for an opinion on upcoming actions to change the environment, and involve them in the process of transformation itself.
A characteristic feature of older preschoolers is the emergence of interest in problems that go beyond personal experience. Through books and objects, the child gets acquainted with animals and plants of distant countries, with customs and appearance different peoples and eras, with diverse genres of painting and other types of art.
The space of the group is preferably “broken up” into small semi-enclosed micro-spaces (in which 3-6 people can be at the same time), placing the racks with their butt against the walls and fixing them well. Children, together with the educator, according to their own plan, change the spatial organization of the environment several times a year. For this purpose, small screens, wooden or metal frames and cuts of fabric, large modular material or ordinary large cardboard boxes, painted or pasted over with a film, are also suitable.
The object-play environment is built so that children can participate in all the variety of games: plot-role-playing, building-constructive, directing, theatrical, folk, round dance, developing, in games with ready-made content and rules, in outdoor games and sports entertainment.
In role-playing games, children reflect various subjects: everyday (shop, family), labor (building a house, doctor, school), public (holidays, travel), the content of their favorite literary works and films. Attributes of games for older preschoolers are more detailed. The size of equipment and toys is better than small - for playing on the table. Large outdoor equipment is also acceptable if children play actively and for a long time. Most of the equipment is stored in boxes that have a picture and inscription to recognize the game, the children themselves determine which games they will play. Only those games that children play are "deployed"; games can last for days or even weeks. The group must contain a box with waste material, plastic and cardboard packaging, waste paper, fabric, fur, leather, cardboard, and other materials for the manufacture of missing attributes during the game. It is desirable to include albums, homemade books describing the sequence of making various toys to expand the content of games, scissors, glue, adhesive tape, felt-tip pens and other materials.
You need a place to act out the plots in the director's game (it can be made from a large cardboard box by cutting out two surfaces like a stage), a set of toy characters about the size of an adult's palm, junk material and tools, as well as some sample diagrams, photos of sets and puppets.
In the group, a special place and equipment is allocated for the game library. These are didactic, educational and logical-mathematical games aimed at developing the logical action of comparison, logical operations of classification, seriation, recognition by description, reconstruction, transformation, orientation according to the scheme, model, to the implementation of control and verification actions (“Does it happen?”, “Find the Artist’s Mistakes”), following and alternating, etc. For example, for the development of logic, these are games with Gyenes logical blocks, “Logic train”, “Logic house”, “4th extra”, “Find differences”.
Mandatory notebooks on a printed basis, educational books for preschoolers. There are also games for the development of counting and computational skills.
It has been observed that older preschoolers who can play different games with the rules, successfully master learning activities At school. There is a huge variety of games with rules, these are lotto, dominoes, and route games (“walkers”).
The main selection principle is that games should be interesting for children, be competitive in nature, cause a desire to play even without the participation of an adult.
An important task is the development phonemic hearing. To this end, the teacher can offer the children during the day to pick up objects and toys whose names begin with a certain sound, or this sound is in the middle or end of a word. To develop coherent speech, stimulate imagination and creativity, 5-6 frames (cardboard or wooden) and many pictures cut from old magazines are placed in the literacy center. Let the child dig through the bale, select several different pictures and arrange them in frames in a certain sequence, come up with and tell a story from these pictures.
Visual activity is one of the most favorite for older preschoolers. In addition to the usual materials (paper, cardboard, pencils, felt-tip pens, paints, brushes), it is necessary to include schemes-methods for creating images using a variety of techniques. It is desirable to have step-by-step cards reflecting the sequence of actions for creating any image from clay, paper, and other materials. Homemade books and albums will also help preschoolers in the manufacture of any designs and crafts. Nearby or in other places of the group, a place should be allocated for demonstrating the work created by the children. You can mount children's work not only on the walls, but also hang it from the ceiling with threads, filling the airspace of the group with work.
Organization of independent everyday labor activity dictates the need to create creative workshops that allow children to work with fabric, wood, paper, fur, and other materials.
When organizing children's experimentation, there is a new task: to show children the various possibilities of tools that help to cognize the world, for example, a microscope. If conditions in the kindergarten allow, it is advisable for older preschoolers to allocate a separate room for experiments using technical means. And in the group, leave only a small part of the equipment for experimenting with materials, balls, suspensions, water, natural materials.
An important role in the development of the child is given to constructive activity. To do this, designers and building kits made of different materials (plastic, wood, metal), floor and desktop, with various ways of fastening parts, of different thematic focus are placed in the group environment. In addition to the sets themselves, it is necessary to include in the group's environment a variety of sample building schemes, photo albums (with photographs of architectural structures and children's buildings), notebooks for sketching schemes of structures created by children.
Along with fiction reference, educational literature, general and thematic encyclopedias for preschoolers should be presented in the book corner. It is advisable to arrange the books in alphabetical order, as in a library, or by topic (natural literature, folk and author's tales, literature about a city, country, etc.).
It should be remembered that the spine of a 5-7 year old child is very sensitive to deforming influences. In those places of the group where children maintain static postures for a long time, it is necessary to consider warm-up methods (darts, ring throws, skittles, sersos, basketball hoops, targets and balls for throwing, bells for pulling, collars for crawling). The teacher supports the child's attempts to properly organize their own activities, teaches the elements of warm-up and relaxation with the help of special attributes.
Older preschoolers begin to become more interested in the future schooling. It is advisable to allocate a learning area so that the atmosphere of the group is close to the learning environment of the class: put tols in rows, hang a blackboard. In the future, this will help to some extent to adapt to the learning environment of the classroom.
An important task is the development of reflection, the formation of adequate self-esteem. It is necessary to show children the growth of their achievements, to arouse in them a sense of joy and pride from successful independent actions. To do this, it is important to record the success of the child with drawings or pictograms.
The ability to plan is very useful to the child both at school and in life. The plan is fixed in various ways, recorded by the educator, indicated by signs, pictures). To do this, the group must have a list of children's names, placing a card with a plan in front of each name. This is easy to do with adhesive tape, or by fixing a piece of white wallpaper on the wall (on which to keep notes), as needed, scroll the wallpaper to a clean place.
It is necessary to develop in the child the concept of own capabilities and strength, to teach to know oneself, using self-observation. There are various ways to do this. For example; the labels “I am growing” are an occasion for discussion, who is taller, who is lower, how many centimeters the child has grown in a month, in three months, who is growing faster, who is slower. It is advisable to discuss with the children every month a topic related to the child, his interests. For example, “My family”, “Self-portrait”, “What I like and dislike”, “I can, I want to learn ...”, “My favorite holiday”, “What I like and dislike about myself”, “My friends ”, “My dream”, “How I spend my day off” and others. These topics should not only be discussed, but also recorded, sketched, and photographed. You can involve parents in this by offering to make a family newspaper. Such newspapers are hung out in a group, children look at them with pleasure, compare their ideas, hobbies, preferences with others.
Attract older preschoolers the possibility of changing the image, appearance. To do this, you can add mirrors, make-up paints, wigs made of threads, old tights, details of clothes for adults to the group. For example, such as a hat, tie, long fluffy skirt, sunglasses, shawl, stewardess cap, captain's cap.
For older preschoolers, the opportunities for learning about their native land and country are expanding. The coat of arms of the city, the region in which the children live, the coat of arms and the flag of the country are entered into the group. Newspapers are made about how preschoolers travel to their native places with their parents, what impressions they got during these trips, what they remember the most. The location of the kindergarten is marked on the map of the country, as well as those places (in the country, in the world) that the children of the group have visited. And next to it you can attach children's stories about these places, about people and their customs, photos. Together with the children, you can make layouts that reflect the content that preschoolers get to know (a village, an ancient settlement, the Petrovsky Assembly).
At the senior preschool age, the educator continues to expand the area of social and moral orientations and feelings of children. The group is given a place in which pictures are constantly posted with various situations reflecting the actions of people and options for responding to it (“+” - right, perhaps, “-” it is undesirable to do so). Games are offered in which children construct the emotional manifestations of people, for example, "Designer of emotions". It needs a base (lining) and a set of parts that make up a person's face: face oval, eyebrows, eyes, nose, mouth. Details are presented in 4-5 options. The child “picks up” a person’s face and determines his emotional state, age, gender, character, makes creative story about the received image.
II. Volume educational load.
Calendar study schedule
Content Group
Senior preschool age (from 6 to 7 years old)
Number of groups 1
Adaptation period -
Beginning of the academic year 01.09.2014
End of the academic year 05/30/2015
Vacation period 12/29/2014
09.01.2015
Duration of the academic year
(week), total, including:
37 weeks
1 half year 17 weeks
2 semester 20 weeks
Duration school week 5 days
Number of ODs per week 14
Duration OD 30 min.
The maximum break between OD 10 min.
The volume of the weekly educational load (OD)
(excluding additional educational services): 7 hours.
1 half a day 7 a.m.
2nd half of the day -
Summer recreation period from 06/01/2015 to 08/31/2015
Group of senior preschool age of general developmental orientation
from 6 to 7 years old
Educational activities Duration of educational activities Number of educational activities per week
Communication (development of speech and literacy) 30 min 2
Formation of elementary mathematical representations 30 min 1
Formation of a holistic picture of the world 30 min 2
Physical Culture 30 min 3
Music 30 min 2
Artistic creativity(drawing/sculpting/applique) 30 min 3
Design / manual labor 30 min 1
The volume of the weekly educational load (GCD) (excluding additional educational services): 1 half a day 7 hours 14
2nd half of the day — —
total 7 h 14
Total 7 h 14
III. Perspective - thematic planning with final events.
Subject
Subtopic.
Options for the final event
Interaction with parents
September
1 week Autumn.
1.Day of knowledge.
2. Golden autumn has come to visit us.
3. What did autumn give us.
4. Labor of people in autumn.
5.Nature in autumn
1. Folklore holiday "Why I love autumn"
2. Exhibition of crafts made from natural materials.
3. Involving parents in the design of the hall for the day of knowledge.
4. Joint production of crafts from natural material.
September
2nd week Pantry of nature.
1. Vegetables, fruits.
2. Vitamins strengthen the body.
3. Mushroom kingdom.
4. Green pharmacy.
5. Dangerous gifts of nature (OBZH).
1. Cognitive game-journey "For health to plants"
2. Theatrical performance "I want to be friends with nature"
3. Making a herbarium of medicinal plants.
September
3 week Family and family traditions.
1.Our names and surnames.
2.Professions of my parents.
3. How do we relax.
4. My grandparents.
5. Traditions in our family.
1. Creation of a family album "Mom, dad, I am a friendly family."
2. Musical entertainment "Family is happiness, family is joy, family is life on earth"
3. Drawing up a family tree "Me and my family"
4. Round table "Parents - an example for a child"
September
4 weeks My city.
1. History of the emergence and development of the city.
2. Memorable places of the native city.
3. Folk crafts of our region.
4. Natural and animal world of the Lipetsk Territory.
5. Famous people of our region.
1. Excursions to the memorable places of the city.
2. Quiz "Connoisseurs of the native city"
3. Creation of the album "My family's contribution to the development of the city"
October
1 week Home country
1. The country in which we live
2. Culture and traditions of the Russian people
3. Moscow is the capital of Russia
4. The theme of the Motherland in Russian literature
5. The nature of our country.
1. Exhibition of works "My Motherland"
2. Competition of readers "My native land"
Making joint works with children for the exhibition "My Motherland"
October
Week 2 Safety week.
1. Take care of yourself.
2. Let's talk about security.
3.What to do if you are lost.
4.Help services.
5. How to behave on the street.
1. Entertainment "Safe World".
2. Exhibition of drawings "I am a pedestrian."
3. Making joint works with children for the exhibition "The Road through the Eyes of Children"
4. Conversation with parents "Safety on the street"
October
3 week Corner of nature in kindergarten.
1. Why do we need plants.
2. How to care for plants.
3. Indoor flowers.
4. A plant is a living being
5.Our aquarium.
1. Theatrical leisure "Green friend"
2. Exhibition of crafts "Beautiful fish in the aquarium."
Photo exhibition "My home corner of nature"
October
4 week Labor of adults. Professions. We help adults.
1. Journey to the country of professions.
2.Observation of the work of the seller, cashier, driver.
3. Professions of rescuers.
4.Professions of my parents.
Project "All works are good"
Help parents to create a project.
October
5 week Kindergarten
1Kindergarten - the country of childhood
2. Who looks after us in kindergarten.
3. My favorite toys.
4. What do I like to do in kindergarten.
5. Me and my friends.
Creation of the album "Kindergarten - a magical land"
Participation in the creation of the album "Kindergarten - a magical land"
November
1 week Nature around us.
1. Living and inanimate nature.
2. Nature of Russia.
3. How a person protects nature.
4. Natural phenomena.
5. Animals from different countries.
Take care of your planet quiz.
Issue of the ecological newspaper “Touch nature with your heart”
November
Week 2 Our good deeds. Lessons of politeness and etiquette.
1.Magic words.
2. Let's compliment each other!
3. What is friendship?
4. Our mood.
5. Good deeds.
1.Staging of the fairy tale "Two greedy bear cubs"
2. Leisure "Lesson of friendship"
Issue of the newspaper "Culture of Behavior"
November
3 week week Decorative and applied arts.
1. Russian folk toys.
2. Golden Khokhloma.
3. Gzhel.
4. Dymkovo fishing.
5. Cheerful town.
1. Entertainment "City of Masters"
Making crafts with children for the exhibition "Russian Matryoshka"
November
Week 4 Friends of Sports.
1.Sport is life.
2. What sports do you know?
3. Favorite sport.
4. We are friends with physical education.
5. Olympics.
1. Game-competition "Name the sport"
2.Consultation for parents "Sport is very important for life."
3. Leisure "Mom, dad, I am a sports family"
December
1 week Zimushka-winter.
1. The season is winter.
2. Winter fun.
3. Ice is solid water.
4. Winter transformations.
5. Safety rules in winter.
1. Entertainment "Oh, you are a winter - winter"
2. Physical culture leisure "Zimushka-winter"
Participation in the entertainment "Oh, you are Zimushka-winter"
December
Week 2 The world of objects, technology, mechanisms, inventions.
1. Technique-assistant of a person.
2. We are inventors.
3. Dangerous items at home.
4. Household appliances.
5.Journey into the past of objects.
Project "Technology of the Future"
Help parents in the implementation of the project.
December
Week 3 We are friends of wintering birds.
1. Wintering birds.
2. How to help birds in winter.
3. Bird dining room.
4. Making bird feeders.
5. Take care of the birds.
Project "How our feathered friends live in winter"
Help in the manufacture of feeders.
December
Week 4 Getting ready for the New Year holiday. Winter wonders.
1. The history of the emergence of the New Year.
2. Getting ready for the New Year.
3. New Year's costumes.
4. Hello fairy tale!
5. What is Christmas time?
1. Exhibition of drawings "The New Year is in a hurry to us"
2. Holiday "New Year's Carnival"
3.Help parents in organizing a New Year's party.
4. Participation in the holiday.
January
2nd week Game week.
1.What games do you know?
2. My favorite games.
3. Sports games.
4. Summer and winter games.
5. Games in the family circle.
A dramatization game based on the fairy tale "How the sun and frost quarreled"
Consultation for parents "Game as a form of organizing the life and activities of children"
January
3 week Folk culture and traditions.
1. Life and traditions of the Russian people.
2. Russian folk holidays.
3.National Russian costume.
4. Russian folk art.
5. Russian hut.
1. Exhibition of drawings "Russian folk tales».
2.KVN "Journey to the world of the past"
3. Creation of the album "Clothes of Russian people in the old days."
January
4 week Week of knowledge, or Miracles in a sieve.
1. Natural resources of the earth.
2. How the caves appeared.
3. What are houses for? What are they?
4. Who are insects? Why do insects have mustaches?
5. What are the dolls?
Quiz "I want to know everything"
Advice for parents "Raise children to be inquisitive"
February
1 week Art and culture.
1. Who are the artists?
2.What is graphics and painting?
3.What do you know about museums?
4.What is music?
5.Architecture.
Exhibition of objects from home collections "What museum objects tell about"
Visiting museums with children
February
2nd week Journey through countries and continents.
1. What is a journey?
2.Our Earth.
3.Travel on North Pole.
4.Trip around the world.
5. Travel to Africa.
Making a map of the world with the image of heroes works of art- representatives of different countries, photos summer holidays from family albums. Advice for parents "Traveling with children"
February
3rd week Defenders of the Fatherland.
1.Our Motherland.
2. Defenders of our Motherland (from a hero to an artilleryman).
3.Our army is strong.
4. Military equipment.
5. Military parade.
Entertainment "Defender of the Fatherland Day"
Participation in the entertainment dedicated to the Defender of the Fatherland Day
February
4 week traffic rules. Country "Traffic light"
1. A pedestrian crosses the street.
2. Observation of the movement of cars.
3. Safety on the road.
4. Observation of the work of the traffic police.
5. Road signs.
Entertainment according to traffic rules "The best pedestrian"
Road safety advice
March
1 week International Women's Day.
March 1.8 - the first spring holiday.
2. Dear mommy, my mommy.
3. My beloved grandmother.
4. How are you like your mother?
5. What does mom love the most?
1. Making gifts for mom.
2. Holiday "Mother's holiday"
Participation in the holiday
March
Week 2 Spring has arrived!
1. Journey to the spring forest.
2.Poems about spring.
3. What is spring.
4. Life of animals and birds in spring.
5. Spring worries of a person.
Vernissage "Spring is coming red and singing a song"
Help in making birdhouses
March
3 week Man and animal world.
1. Wild animals.
2. Pets.
3. Do you know how to handle animals?
4. The work of a farmer, livestock breeder.
5. Dangerous contact with animals.
1. Exhibition of children's works "My favorite animal"
2.Project " Animal world Russia"
Help in creating a project.
March
Week 4 Book week.
1. What is an epic?
2. What is a fairy tale?
3.Poetic genre.
4.Why do we need a library?
5. Production of books.
1.Excursion to the library.
2. Literary leisure "Visiting Charles Perrault"
Making baby books with children and organizing an exhibition in kindergarten.
April
1 week health week
1. The world of a healthy lifestyle.
2. Keep your health yourself.
3.Our bodies.
4.Healthy food.
5. Medicinal plants.
Entertainment "April Day"
Advice for parents "How to keep children healthy"
April
2nd week Space.
1. Cosmonautics Day.
2. The conquest of space.
3. Earth and other planets.
4. Profession-astronaut.
5. Stars and constellations.
1. Quiz " space flights»
2. Exhibition of crafts "This mysterious space"
Making crafts with children for the exhibition.
1. Acquaintance with the holiday.
2. Earth is our common home.
3. The Red Book of Animals and Plants.
4. Forest and man.
5. Security environment.
1. Production of the "Red Book"
2.KVN "We are friends of nature"
Assistance in the preparation of the "Red Book"
April
4 week Unity and friendship of the peoples of the planet Earth.
1. Peace on the whole planet.
2. Children of different countries, customs.
3. About friendship and friends.
4. We are all different, we are all equal.
5. Where I would like to visit.
Entertainment "Country Igralia"
Create a book with the customs and costumes of different peoples.
April
5 week In the garden, on the river, in the river, lake, swamp
1. What is a river, a lake.
2. What is a swamp
3. The inhabitants of the water.
4. Plants of reservoirs.
5. Travel around the world
KVN "Who lives in the garden, in the meadow" Consultation for parents "Beware of water"
May
1 week Day Great Victory.
1.Great Patriotic War.
2. Story - a conversation about Victory Day.
3. Acquaintance with the military branches.
4. Great commanders of Russia.
5. What is heroism?
Holiday "Victory Day remember grandfathers"
Participation in the holiday "Victory Day remember grandfathers"
May
2nd week Experiences and experiments
1.Clean and dirty air.
2. What is made of what.
3.Production of paper.
4. Actions of the magnet.
5. Why do objects move.
Entertainment "A magician came to us"
Assistance in creating a corner for experimentation.
May
3rd week Rights of the child.
1. Convention on the Rights of the Child.
2.Your rights.
3.Your duties.
4. What does the word "protection" mean?
5. What rights were violated in famous fairy tales.
Project "My Favorite Activity"
Consultation for parents "Rights of the child"
May
Week 4 Back to School
1. What is the school for?
2. What do I expect from the school?
3.How to be a good student?
4. How to find many friends.
5. School life.
Design and presentation of the guide “What a first grader needs to know (how to become a first grader?)
Assistance in the design of the guide.
To develop independence, initiative, creativity in cognitive and research activities, to support the manifestations of individuality in the research behavior of the child, the selectivity of children's interests.
- Improve cognitive skills: notice contradictions, formulate a cognitive task, use different methods of testing assumptions, use variable methods of comparison, based on a system of sensory standards, streamline, classify objects of reality, apply the results of cognition in different types of children's activities.
— To develop the ability to be included in a collective study, to discuss its course, to agree on joint productive actions, to put forward and prove one's assumptions, to present joint results of knowledge.
- To educate a humane-valuable attitude towards the world based on the child's awareness of some of the connections and dependencies in the world, the place of a person in it.
- Enrich ideas about people, their moral qualities, gender differences, social and professional roles, the rules of relationships between adults and children
- Contribute to the development of children's self-confidence, awareness of the growth of their achievements, self-esteem,
- Develop self-control and responsibility for their actions and deeds.
- Enrich ideas about the native city and country, develop civil-patriotic feelings.
– To form ideas about the diversity of countries and peoples of the world, some national characteristics of people.
- To develop interest in certain facts of the history and culture of the native country, to form the beginnings of citizenship.
-To develop tolerance towards people of different nationalities.
The content of educational activities
Development of sensory culture
Distinguishing and naming all colors of the spectrum and achromatic colors; 5-7 additional tones of color, shades of color, mastering the ability to mix colors to obtain the desired tone and shade.
Distinguishing and naming geometric shapes (rhombus, trapezium, prism, pyramid, cube, etc.), highlighting the structure of flat and three-dimensional geometric shapes. Mastering the classification of figures according to external structural features (triangular, pentagonal, etc. Understanding the relationship (with the help of a teacher) between flat and three-dimensional geometric shapes.
Comparison of several objects according to 4-6 main features, highlighting similarities and differences. Understanding the characteristics of the properties of materials (different types of paper, cardboard, fabrics, rubber, plastics, wood, metal), their conscious choice for productive activities.
Formation of primary ideas about oneself, other people
People (adults and children). Understanding the diversity of social and professional roles of people. Mastering the rules and norms of communication and interaction with children and adults in different situations.
Understanding the expectations of adults regarding children - their behavior, knowledge, actions, personal qualities, schooling.
Mastering the universal norms of behavior - everywhere children respect their elders, love their parents, take care of babies, protect all living things, protect the weak.
Mastering the child's ideas about himself - his name, patronymic, surname, nationality, age, date of birth, address of residence. Mastering ideas about one's family: name, patronymic, professions of parents and close relatives, memorable events, family traditions. Mastering ideas about the characteristics of your body, which must be taken into account in Everyday life.
Formation of primary ideas about the Small Motherland and Fatherland, the diversity of countries and peoples of the world.
Mastering ideas about the hometown - its coat of arms, street names, some architectural features, sights Understanding the purpose public institutions, different types of transport. Mastering ideas about the places of work and rest of people in the city, about the history of the city and prominent citizens, the traditions of city life.
Mastering ideas about the native country - its state symbols, president, capital and major cities, features of nature. Demonstration of interest in vivid facts from the history and culture of the country and society, some outstanding people of Russia. Mastering poems, songs, traditions of different peoples of Russia, folk crafts. Manifestations of desire to participate in the celebration of public holidays and social events of the country and the city.
Mastering the concept of the planet Earth as common house people, the diversity of countries and peoples of the world - elementary ideas about the diversity of countries and peoples of the world; features of their appearance race), national clothes, typical occupations. The realization that all people strive for peace, want to make their country rich, beautiful, protect nature, honor their ancestors. Mastering some national melodies, songs, fairy tales, dances of the peoples of the world. Awareness of the need to show tolerance towards people of different nationalities.
The child discovers the world of nature
Observation as a way of understanding the diversity of the natural world on Earth (plants, fungi, animals, the nature of the native land and different climatic zones), highlighting the features of their appearance and life, individual originality and originality. Ideas about celestial bodies and luminaries.
Independent (individual and in a team with peers) experimentation to identify the properties and qualities of objects and materials of inanimate nature (light, stones, sand, clay, earth, air, water, etc.) using different methods of testing assumptions, formulating results.
Comparison of objects and phenomena of nature according to many signs of similarity and difference, their classification.
Identification of the favorable and unfavorable condition of plants (withered, turned yellow, etc.) selection of appropriate methods of assistance.
Development of ideas about the life of plants and animals in the environment, about the variety of signs of adaptation to the environment in different climatic conditions (in hot climates, in desert conditions, in cold climates).
Establishing the cyclical nature of seasonal changes in nature (the cycle of the year, as a successive change of seasons).
Ideas about the growth, development and reproduction of animals and plants as a sign of the living. The sequence of stages of growth and development, its cyclicity on concrete examples.
Generalization of ideas about wildlife (plants, animals, humans) based on essential features (moving, eating, breathing, growing and developing, multiplying, feeling).
Accumulation of ideas about the city as a community of plants, animals and humans, about the planet Earth and near-Earth space. Understanding that the Earth is a common home for all plants, animals, people.
Mastering the peculiarities of behavior in nature of a cultured person (a person knows and follows the rules of behavior aimed at preserving natural objects and his own health), about human environmental protection (He protects the forest from fires, plants young trees in cut down places, creates reserves).
Disclosure of the diversity of values of nature for human life and satisfaction of its various needs (aesthetic value, practical, health, cognitive, ethical). An elementary understanding of the inherent value of nature (plants and animals do not live for humans, every living being has the right to life).
Making assumptions about the causes of natural phenomena, reasoning about the beauty of nature, exchanging guesses about the significance of nature for humans, compiling creative stories, fairy tales in environmental topics.
Conscious application of the rules of interaction with plants and animals in the implementation of various activities.
First steps in mathematics. We explore and experiment.
Mastering the ability to characterize an object, phenomenon, event from a quantitative, spatio-temporal point of view, to notice similarities and differences in shapes and sizes, to use signs, diagrams, conventions both generally accepted and proposed by children.
The manifestation of special interest in numbers, as signs of numbers, in their writing, use in various types of practical activities. Mastering the composition of numbers within the first ten.
Mastering the ability to compose and solve simple arithmetic problems for addition and subtraction.
The manifestation of the ability to practically establish connections and dependencies, simple patterns of transformation, changes (including cause-and-effect in rows and columns); solving logical problems.
The manifestation of the ability to foresee the end result of the proposed changes and express the sequence of actions in the form of an algorithm.
Type of activity: FTsKM
September
Date Topic title Source
1. Theme "My hometown of Lipetsk" A. A. Vakhrushev "Hello world!"
2. Theme "Soon to school" Gorbatenko O.F. "Complex classes with children 4-7 years old." – Volgograd: Teacher, 2013.
3. Theme "Who am I?" Blinova G.M. "Cognitive development of children 5-7 years old". - M .: TC Sphere, 2006. - S. 4-7.
4. Theme “Reading O. Driz “When a man is six” O. V. Driz “When a man is six”.
October
Date Topic title Source
1. Theme "Animals are our friends" Semenaka S.I. "Lessons of Kindness". – M.: Arkti, 2002.
2. "Take care of nature" A. A. Vakhrushev "Hello world!"
3. "Journey into the past" A. A. Vakhrushev "Hello world!"
4. Theme "On the streets of our cars, cars ..." Belyaevskova G.D. "Rules traffic for children 3-7 years old "- Volgograd: Teacher, 2013.
November
Date Topic title Source
1. Theme "Late autumn" Gladysheva N.N. "The work program of the educator" - Volgograd: Teacher: IP Grinin L.E., 2014.
2. Theme "The Kingdom of Plants: Trees, Shrubs, Herbs" Dybina O.V. "The unknown is near." - M .: TC "Sphere", 2001.
3. “I am a citizen of Russia” A. A. Vakhrushev “Hello world!”
4. Theme "Good and evil deeds" Semenak S.I. "Lessons of Kindness". – M.: Arkti, 2002.
December
Date Topic title Source
1. Theme "Winter" Skorolupova O.A. "Winter". - M .: Publishing house "Scriptorium 2003", 2010.
2. Theme "What is culture" Nikolaeva S.O. "Classes on the culture of behavior with preschoolers and younger students"- M.: Vlados, 2005
3. Theme "We are friends of wintering birds." A. A. Vakhrushev "Hello world!"
4. Theme "Preparing for the New Year" Gorbatenko O.F. "Complex classes with children 4-7 years old." – Volgograd: Teacher, 2013.
January
Date Topic title Source
1. Theme "Magic circle" Dybina O.V. "The unknown is near." - M .: TC "Sphere", 2001
2. Theme "Culture of the native Lipetsk region" Zhukova R.A. "Legal education" - Volgograd: ITD "Coripheus".
3. Theme "Freezing of liquids" Dybina O.V. "The unknown is near." - M .: TC "Sphere", 2001
February
Date Topic title Source
1. Theme "In the theater" Nikolaeva S.O. "Classes on the culture of behavior with preschoolers and younger students" - M .: Vlados, 2005.
2. "Getting on the road ......" "Traveling through countries and continents" A. A. Vakhrushev "Hello, world!"
Gladysheva N.N. "The work program of the educator" - Volgograd: Teacher: IP Grinin L.E., 2014.
3. Theme "Russian heroes" Mulko I.F. The development of ideas about a person in history and culture ”- M .: TTs Sphere, 2005.
4. Theme "Safety on the road" Volchkova V.N. "Cognitive development" - Voronezh: TC "Teacher", 2005.
March
Date Topic title Source
1. Theme "Woman - hard worker" Gorbatenko O.F. "Complex classes with children 4-7 years old." – Volgograd: Teacher, 2013.
2. Theme "Our Earth" Volchkova V.N. "Cognitive development" - Voronezh: TC "Teacher", 2005.
3. The theme of "Doctor of the Forest" Voronkevich O.A. "Welcome to ecology!" - St. Petersburg: "Childhood-press", 2006.
4. Theme “Great people. A.S. Pushkin» Gorbatenko O.F. "Complex classes with children 4-7 years old." – Volgograd: Teacher, 2013.
April
Date Topic title Source
1. Theme "Sport is health" Volchkova V.N. "Cognitive development" - Voronezh: TC "Teacher", 2005.
2. Theme "This mysterious space" Volchkov V.N. "Cognitive development" - Voronezh: TC "Teacher", 2005.
3. Theme “Earth. Space” Dybina O.V. "The unknown is near." - M .: TC "Sphere", 2001
4. Theme "Learning to understand the feelings of other people" Semenaka S.I. "Lessons of Kindness". – M.: Arkti, 2002.
5. Theme "Natural fossils of the Earth" Gorbatenko O.F. "Complex classes with children 4-7 years old." – Volgograd: Teacher, 2013.
Date Topic title Source
1. Theme "Day of the Great Victory" Gladysheva N.N. "The work program of the educator" - Volgograd: Teacher: IP Grinin L.E., 2014.
2. Theme "Invisible - air" Volchkova V.N. "Cognitive development" - Voronezh: TC "Teacher", 2005.
3. Theme "I have the right" Zhukova R.A. "Legal education" - Volgograd: ITD "Coripheus".
4. Theme "Soon to school" Zhukova R.A. "Legal education" - Volgograd: ITD "Coripheus".
Type of activity: FEMP(formation of elementary mathematical representations)
September
Date Topic title Source methodical literature
1. "Numbers 1-5 Repetition" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (125p.)
2. "Numbers 1-5 Repetition" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (128s.)
3. "Number 6. Number 6" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (133 p.)
4. "Number 6. Number 6" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (137p.)
October
1. "Longer, shorter" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (141p.)
2. "Measurement of length" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (143p.)
3. "Measurement of length" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (147p.)
4. "Measurement of length" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (150p.)
5. "Number 7. Number 7" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (154 p.)
November
Date Topic title Source
1. “Number 7. Number 7 "L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (160p.)
2. "Number 7. Number 7" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (160s.)
3. “Heavier, lighter. Compare by weight "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (160p.)
4. "Measurement of mass" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (160p.)
December
1. "Measurement of mass" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (175p.)
2. "Number 8. Number 8" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (179p.)
3. "Number 8. Number 8" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (183p.)
4. "Number 8. Number 8" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (187p.)
January
1. "Volume. Comparison by volume "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (192p.)
2. "Measurement of volume" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (196 p.)
3. "Number 9. Number 9" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (200p.)
February
1. "Number 9. Number 9" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (204 p.)
2. "Number 9. Number 9" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (208 p.)
3. “Square. Measurement of the area "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (212p.)
4. “Square. Measurement of the area "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (212p.)
March
1. "Number 0. Number 0"
L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (220p.)
2. "Number 0. Number 0" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (225p.)
3. "Number 10" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (229p.)
4. “Ball. cube. Parallelepiped "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (233p.)
April
1. "Ball. cube. Parallelepiped "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (233p.)
2. "Number 10" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (229p.)
3. “Pyramid. Cone. Cylinder" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (237p.)
4. “Pyramid. Cone. Cylinder" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (237p.)
5. "Symbols" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (242 p.)
May
1. Consolidation of the material covered by L.G. Peterson “One step, two steps ...” A practical course in mathematics for preschoolers. - “Juventa”, 2011
2. Consolidation of the material covered by L.G. Peterson “One step, two steps ...” A practical course in mathematics for preschoolers. - “Juventa”, 2011
3. Consolidation of the material covered L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011
4. Consolidation of the material covered L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011
Type of activity: experimental - experimental
Month Experimental Game
September"Why is it dirty in autumn"
"We make koloboks"
"Funny Boats"
"That's what foam!"
October
"Shiny Lumps"
"Diving"
"Different legs run along the path"
"Wonderful bag"
November
"Shadow Games"
"Bulbochki"
"Shadow Games"
"Colored water"
December
"Snowballs"
"Making figurines"
"Where does the wind blow?"
"Decorate the Christmas tree with icicles"
January"Colored Snow"
"The snow is melting"
February"Footprints in the snow"
"Paper Whirlwind"
"What is the nose for?"
"Where does the wind live?"
March"Ears on top"
"Warm Stone"
“We make patterned paths from sand”
"Nimble Fingers"
April"Let's dry the handkerchief"
"Merry Travelers"
“What are the eyes for?”
May"Sun Bunnies"
"Power of the Wind"
"Helping Hands"
Activity: nature
September
Date Topic title Source
1. Theme "Talk about summer"
2. Theme "What are insects"
T. M. Bondarenko " Practical material for the development of educational areas "
3. Theme "Planet Earth in danger"
T. M. Bondarenko "Practical material on the development of educational areas"
4. Topic “What is nature? Living, inanimate nature"
T. M. Bondarenko "Practical material on the development of educational areas"
October
Date Topic title Source
1. Theme "Medicinal plants - means of healing the body"
T. M. Bondarenko "Practical material on the development of educational areas"
2. Theme "Charging the aquarium"
T. M. Bondarenko "Practical material on the development of educational areas"
3. Theme "Why polar bears do not live in the forest"
T. M. Bondarenko "Practical material on the development of educational areas"
4. Topic "How plants prepare for winter"
T. M. Bondarenko "Practical material on the development of educational areas"
November
Date Topic title Source
1. Theme "Conversation about the mole"
T. M. Bondarenko "Practical material on the development of educational areas"
2. Theme "Moisture-loving and drought-resistant indoor plants"
T. M. Bondarenko "Practical material on the development of educational areas
3. Theme "Inhabitants of our corner of nature"
T. M. Bondarenko "Practical material on the development of educational areas"
4. Theme "Conversation about autumn"
T. M. Bondarenko "Practical material on the development of educational areas"
December
Date Topic title Source
1. Theme "Conversation about the forest" T. M. Bondarenko "Practical material on the development of educational areas"
2. Theme "Oak and pine" T. M. Bondarenko "Practical material for the development of educational areas"
3. Theme "Wolf and fox-forest predators" T. M. Bondarenko "Practical material for the development of educational areas"
4. Theme "Observation of a cat and kittens" T. M. Bondarenko "Practical material for the development of educational areas"
January
Date Topic title Source
1. Theme "Who is the boss in the forest" T. M. Bondarenko "Practical material on the development of educational areas"
2. Topic: Conversation "I am a person" T. M. Bondarenko "Practical material on the development of educational areas"
3. Theme "Comparison of wild and domestic animals" T. M. Bondarenko "Practical material for the development of educational areas"
4. Topic Conversation "What do we know about birds" T. M. Bondarenko "Practical material on the development of educational areas"
February
Date Topic title Source
1. Theme "Story about ecological pyramids» T. M. Bondarenko "Practical material on the development of educational areas"
2. Theme "Bactrian camel of the desert" T. M. Bondarenko "Practical material for the development of educational areas"
3. Theme "Wintering of animals" T. M. Bondarenko "Practical material on the development of educational areas"
4. Theme "How to know the winter" T. M. Bondarenko "Practical material on the development of educational areas"
March
Date Topic title Source
1. Theme "Water around us" T. M. Bondarenko "Practical material for the development of educational areas"
2. Theme "Properties of water" T. M. Bondarenko "Practical material for the development of educational areas"
3. Theme "Who lives in the water" T. M. Bondarenko "Practical material for the development of educational areas"
4. Theme "What grows in water" T. M. Bondarenko "Practical material for the development of educational areas"
April
Date Topic title Source
1. Theme "Spring care for indoor plants" T. M. Bondarenko "Practical material for the development of educational areas"
2. Theme "Conversation about earthworms" T. M. Bondarenko "Practical material on the development of educational areas"
3. Theme "The Red Book is a signal of danger" T. M. Bondarenko "Practical material for the development of educational areas"
4. Conversation "My native land - reserved places" T. M. Bondarenko "Practical material on the development of educational areas"
May
Date Topic title Source
1. Theme "Acquaintance with the properties of air" T. M. Bondarenko "Practical material for the development of educational areas"
2. Topic "Noses are needed not only for beauty" T. M. Bondarenko "Practical material for the development of educational areas"
3. Theme "The sun is a big star" T. M. Bondarenko "Practical material for the development of educational areas"
4. Theme "Conversation about spring" summarizing T. M. Bondarenko "Practical material on the development of educational areas"
Type of activity: Cognition (construction / manual labor)
September
1. "Giraffe" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-232 p.
2. "Airplanes" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. OO "Knowledge" LLC "Method", 2013-234 p.
3. "Needle bed" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. OO "Knowledge" LLC "Method", 2013-246 p.
4. "Microdistrict of the city" Kutsakova L.V. "Design and art work in kindergarten." - M.: TC Sphere, 2005. - S. 95-96.
October
1. "House of my dreams" Kutsakova L.V. "Design and art work in kindergarten." - M .: TC Sphere, 2005. - S. 95. 240s.
2. Volumetric toy made of straw "Bull" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-235 p.T.M.
3. Composition "Flowers in a vase" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-236 p.
4. "Ship" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-238 p.
5. Toy from the whole shell "Fish" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-237 p.
November
1. Weaving from straw braids "Pleteshok" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-239 p.
2. "Freight transport" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-243 p.
3. Planar composition of plants on a circle. TM Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-240 p.
4. "Puppy" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-242 p.
December
1. Origami "Herringbone" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-233 p.
2. "Bridge" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-248 p.
3. Mosaic plot from eggshell "Chicken hatched from an egg" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO "Knowledge" LLC "Method", 2013-249 p.
4. "Christmas toys" Lishtvan "Design", S. 132-135.
January
1. "Bunny" (Magic Stripes) T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-244 p.
2. Panel from scraps "Ship" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-251 p.
3. "Two-story building" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-252 p.
February
1. "Gnome" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-250 p.
2. "Theater" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-256 p.
3. "Aircraft for pilots - defenders of the Fatherland" T.M. Bondarenko "Organization of directly educational activities in the preparatory group of the kindergarten", - Voronezh: IP Lakotsenina N.A., 2012. - P. 234-235.
4. "Bags for secrets" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. OO "Knowledge" LLC "Method", 2013-255 p.
March
1. "Napkin" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-258 p.
2. "Pigtail" (oblique weaving) T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-259 p.
3. "Flowers from cotton pads" Summary of the educator.
4. "Fairytale House" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-261 p.
April
1. Origami "Fly agaric" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-263 p.
2. "Cockerel" (chasing) T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-262 p.
3. "Composition of fruit seeds" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-265 p.
4. "Railway Station" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-265 p.
5. "Dove" Lykova I.A. Art work in kindergarten. - M .: Publishing House "Color World", 2012. - P. 56.
May
1. Rag doll "Spin" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-266 p.
2. Origami "Gingerbread Man" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-268 p.
3. "House for a doll" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-270 p.
4. "Souvenir of branches and roots" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-269 p.
IV. Planned results of mastering the program by children aged 6-7
Child Achievements
(“What makes us happy”) Causes concern and requires joint efforts of educators and parents
— Differs in breadth of outlook, interestingly and enthusiastically shares his impressions.
— Organizes and carries out cognitive and research activities in accordance with their own plans.
- Shows interest in the objects of the surrounding world - symbols, signs, models, tries to establish various relationships; owns a system of standards, performs sensory analysis, highlighting differences in similar objects, and similarities in different ones. - Can purposefully observe objects for a long time, highlight their manifestations, changes in time.
- Shows a cognitive interest in his family, social phenomena, in the life of people in his native country. Asks questions about the past and present life of the country.
- Tells about himself, some traits of his character
- Reduced cognitive activity, cognitive interest is not shown.
- The outlook is limited, ideas are poor and primitive.
- Speech passivity is characteristic in the process of examination and experimentation.
- Has a meager amount of ideas about himself, his loved ones, reluctantly answers questions about them.
- Social ideas about the social world, people's lives and about themselves are limited, superficial.
- Does not show interest in the present and past of the life of his native country, does not seek to talk about these topics.
- Has extremely limited social ideas about the world, other countries, the life of different peoples.
V. Social partnership with parents
The implementation of the program is fully possible only if there is close cooperation between the kindergarten and the family. Joint activities contribute to the establishment of trusting relationships with parents, which has a positive impact on the condition pedagogical process.
Goal of the work- to make parents active participants in the pedagogical process, helping them to realize responsibility for the upbringing and education of children.
The following principles are the basis for the joint activities of the family and the preschool educational institution:
- a unified approach to the process of raising a child;
— openness of the preschool institution for parents;
- mutual trust in the relationship between teachers and parents;
- respect and kindness to each other;
— a differentiated approach to each family;
equal responsibility of parents and teachers.
Functions of the educational institution with the family:
familiarization of parents with the content and methodology of the educational process;
psychological and pedagogical education of parents;
involvement of parents in joint activities with children and teachers;
assistance to families experiencing any difficulties.
The system of interaction with parents includes:
- informing parents about the results work of preschool educational institution at general parent meetings, analysis of the participation of the parent community in the life of the preschool educational institution;
- familiarization of parents with the content of the work of the preschool educational institution, aimed at the physical, mental and social development child;
– participation in the preparation of plans: sports and cultural events, the work of the Parents Council,
- purposeful work promoting public preschool education in its various forms;
- teaching specific techniques and methods of raising and developing a child in various types of children's activities at workshops, consultations and open classes.
An important part of the system of interaction between the preschool educational institution and the family is not only participation in the upbringing and development of children, but also in self-government - open views various kinds activities, individual and group thematic meetings of parents with representatives of the administration.
VI. References and Logistics
Author Title Publisher
Bondarenko T.M. Practical material on the development of educational areas in the preparatory group of the kindergarten. Educational area "Artistic creativity": A practical guide for senior educators and teachers of preschool educational institution Voronezh: LLC "Method", 2013
Bondarenko T.M. Practical material on the development of educational areas in the preparatory group of the kindergarten. Educational area "Knowledge": A practical guide for senior educators and teachers of preschool educational institution Voronezh: OOO "Method", 2013
T. R. Kislova "On the way to the alphabet" Guidelines for educators, speech therapists; under scientific Ed. R. N. Buneeva, E. V. Buneeva Izd. 4, -M.: Balass, 2011.-208 p. ( Education system"School 2100". Comprehensive program "Kindergarten 2100")
A. A. Vakhrushev, E. E. Kochemasova, I. V. Maslova, Yu. I. Naumova, Yu. Akimova, I. K. Belova, M. V. Kuznetsova Hello world!. Guidelines for educators, teachers and parents. M.: Balass, 2013.- 496s. (Educational system "School 2100")
T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others. One is a step, two is a step .... M.: Publishing house "Yuventa", 2011.-256 p.
T. A. Falkovich, L. P. Barylkina Childhood: An exemplary educational program for preschool education A.I. Herzen, 2014. - 321
L. G. Gorkova, L. A. Obukhova The development of speech, preparation for mastering the letter M .: VAKO, 2005. - 288 p. (Preschoolers: we teach, develop, educate).
E. V. Barinova Scenario for classes on the integrated development of preschoolers M .: VAKO, 2005-160 p. (Preschoolers: teach, develop, educate).
I. A. Ponomareva, V. A. Pozina Acquaintance with polite words: a guide to children's etiquette for teachers of kindergartens and schools early development Rostov n / D: Phoenix, 2012.-93 p.
I. L. Geychenko, O. G. Isavnina Classes on the formation of elementary mathematical representations M .: MOZAYKA-SINTEZ, 2012.-64 p.
T. P. Tryasorukova Proverbs and sayings - for preschool children St. Petersburg: PUBLISHING HOUSE "CHILDHOOD-PRESS", 2012.- 64p.
A. A. Zaitseva Gymnastics for fingers - for girls and boys Rostov n / D: Phoenix, 2012.- 31 p.
T.B. Serzhantov Modular origami: heroes of favorite fairy tales M.: Eksmo, 2013.- 64 p.
Auth. comp. S. D. Tomilova A complete reader for preschoolers with methodological tips for teachers and parents M .: Iris-press, 2004.- 144p.
N.N. Gladysheva, Yu. B. Serzhantova The work program of the educator: daily planning for the program "Childhood". Moscow: AST, 2013. - 702 p.
E. A. Martynova, I. M. Suchkova advanced planning under the program "Childhood" Volgograd: Teacher: IP Grinin L. E., 2014. - 445p.
CONSIDERED APPROVED
at a meeting of the pedagogical council
Protocol No. _____________ __________
dated "__" __________ 2015 Order No. ____________
from "__" ____________ 2015
WORKING PROGRAMM
in the educational field "Cognitive development",
(Cognitive development (Introduction to the natural world) / Introduction to socio-cultural values).
in the middle group "Sunshine"
(for children 4-5 years old)
From birth to school. Exemplary basic general educational program of preschool education educator
/ Ed. N.E.Veraksy, T.S.Komarova, M.A.Vasilyeva. - M., MOSAIC - SYNTHESIS. year 2014.
Compiled by:
Shygyrdan 2015
I . Target Section
1.1. Explanatory note
The work program was developed for the middle group "Sunshine" of the MBDOU "Kindergarten "Sandugach".
Exemplary basic general educational program of preschool education "From birth to school", ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva is an integral component of the Educational preschool programs, characterizes the system of organizing the educational activities of teachers, determines the value-target guidelines, the educational model and the content of education.
The program was developed in accordance with the Federal State Educational Standard for Preschool Education, approved by the order of the Ministry of Education and Science of the Russian Federation dated 10/17/2013. No. 1155 and taking into account the exemplary basic general educational program of preschool education "From birth to school", ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva.
The development of the Program is regulated by the legal and documentary framework, which includes:
the federal law December 29, 2012 No. 273-FZ "On Education in the Russian Federation";
Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. No. 1155 "On the approval of the federal state educational standard for preschool education" and an appendix to it;
Constitution of the Russian Federation, Art. 43, 72;
Convention on the Rights of the Child (1989);
Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 Moscow dated “On approval of SanPiN 2.4.1.3049-13"Sanitary and epidemiological requirements for the device, content and organization of the mode of operation of preschool educational organizations"(Registered with the Ministry of Justice of Russia on May 29, 2013 No. 28564);
Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014"On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Educational Programs - Educational Programs of Preschool Education" (Registered in the Ministry of Justice of Russia on September 26, 2013 No. 30038);
Statute of the Municipal budgetary preschool educational institutionKindergarten "Sandugach"Shygyrdan village, Batyrevsky district.
1.2. Purpose of the work program
Development of children's interests, curiosity and cognitive motivation;creative activity.
1.3. Tasks of the working program:
2. objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and effects, etc. ).
3. Formation of ideas about the planet Earth as a common home for people, about the features of its nature, the diversity of countries and peoples of the world.
5. Formation of a conscious attitude to compliance with the rules of the road.
1.4. Principles and approaches to the formation work program
When building a work program, the following principles are taken into account:
Corresponds to the principle of developmental education, the purpose of which is the development of the child;
Combines the principles of scientific validity and practical applicability (the content of the work program must comply with the main provisions of developmental psychology and preschool pedagogy)
Meets the criteria of completeness, necessity and sufficiency (to allow solving the set goals and objectives only on the necessary and sufficient material, to get as close as possible to a reasonable "minimum");
Ensures the unity of the educational, developmental and training goals and objectives of the process of educating preschool children, in the process of implementing which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;
It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas;
Based on the complex-thematic principle of building the educational process;
Provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of children, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;
It involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with children of preschool age and the leading activity for them isa game.
Ensures the implementation of the educational process in two main organizational models, including: joint activities of an adult and children, independent activities of children;
Takes into account the gender specificity of the development of preschool children;
The program is aimed at interacting with the family in order to ensure the full development of the child, creating equal conditions for the education of preschool children, regardless of the material wealth of the family, place of residence, linguistic and cultural environment, ethnicity.
1.5. a brief description of age characteristics of children of the middle group
In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate from the accepted role. During the game, the roles can change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation of play and real interactions of children.
Significant development receives visual activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothes and details. The technical side of visual activity is being improved. Children can draw basic geometric figures, cut with scissors, stick images on paper, etc.
The design becomes more difficult. Buildings can include 5-6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.
The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop. Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.
By the end of middle preschool age, the perception of children becomes more developed. They are able to name the form that this or that object looks like. They can isolate simple forms in complex objects from simple forms to recreate complex objects. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Improved orientation in space.
The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape, they remember the instructions of adults, they can learn a short poem, etc.
Imaginative thinking begins to develop. Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to the scheme, solve labyrinth problems. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, it is difficult to take the position of another observer and internal plan make a mental transformation of the image.
For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of the amount of volume and size. For example, if you show them three black paper circles and seven white paper circles and ask: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more white.
The imagination continues to develop. Its features such as originality and arbitrariness are being formed. Children can independently come up with a short fairy tale on a given topic.
Increased attention span. The child is available concentrated activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.
In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhyme.
The grammatical side of speech develops. Preschoolers are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes out of situational.
The content of communication with a child and an adult is changing. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leader. The information that the child receives in the process of communication can be complex and difficult to understand, but it is of interest to him. Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon.
Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups. There is competition, competitiveness. The latter is important for comparing oneself with others, which leads to the development of the image. I'm a child, detail it.
The main achievements of the age are associated with the development of gaming activities; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development of imaginative thinking and imagination, self-centeredness of the cognitive position; development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of a need for respect from an adult, the appearance of resentment.
1.6. Form of organization of training
Direct educational activity in the form of specially organized training is carried out in the first half of the day, lasting no more than 20 minutes (in accordance with the "Sanitary - epidemiological requirements to the device, content and organization of the working hours of preschool organizations”, Resolution No. 91 of July 22, 2010. (SanPiN 2.4.1.2660 - 10 (as amended by the Decree of the Chief State Doctor of the Russian Federation of December 20, 2010 3 164).
1.7. Planned results of the program development
Names familiar objects, explains their purpose, highlights and names signs (color, shape, material).
Oriented in the premises of the kindergarten.
Names his city, can tell about it.
Has an idea about the Russian army, knows some military professions.
Knows and names some plants, animals and their young.
Highlights the most characteristic seasonal changes in nature.
Shows respect for nature.
Has primary ideas about himself: knows his name, age, gender. Has primary gender representations (men are brave, strong; women are gentle, caring).
Calls members of his family, their names.
Distinguishes and names special modes of transport, explains their purpose.
Understands the meaning of traffic lights, names some road signs.
Familiar with some professions (educator, doctor, salesman, cook, driver, builder).
II . Content section
2.1. The content of the working curriculum
Formation of cognitive actions, formation of consciousness.
To form the ability to focus on objects and phenomena of the subject-spatial developing environment; to establish the simplest connections between objects and phenomena, to make the simplest generalizations.
Creation of favorable conditions for the upbringing of a tolerant personality - instilling love and respect for people of other nationalities, for their cultural values.
Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world.
Mandatory content of education.
Formation of a system of knowledge about the environment and oneself: about external physical differences from other people according to the main features (height, hair color, gender, voice); formation of a primary system of knowledge about a person; development of the ability to determine the belonging of personal items to him.
The image of I. Continue to form elementary ideas about the growth and development of the child, the change in his social status in connection with the start of attending kindergarten.
Gradually form an image of I. Inform children of a variety of information directly related to them (you are a boy, you have gray eyes, you like to play, etc.), including information about the past (could not walk, talk; ate from a bottle) and about the changes that have taken place with them (now you know how to properly behave at the table, draw, dance; you know “polite” words). To form initial ideas about a person, primary gender ideas (boys are strong, skillful; girls are gentle, feminine).
Family. Talk with the child about members of his family, consolidate the ability to call their names.
Kindergarten. Through the involvement of children in the life of the group, continue to normalize the sense of community, the significance of each child for kindergarten. Encourage children (it is desirable to involve parents as well) to participate in the design of the group, the creation of its symbols and traditions. Introduce the traditions of kindergarten. To acquaint with the rights (to play, a friendly attitude, new knowledge, etc.) and responsibilities (to eat, dress, clean up toys, etc.) of children in a group.
Remind the names and patronymics of kindergarten workers (music director, nurse, head teacher, senior teacher, etc.). To form the ability to greet teachers and children, to say goodbye to them.
Continue to acquaint children with the objects of the immediate environment, their purpose. Develop the ability to determine the color, size, shape, weight (light, heavy) of objects; their location in relation to themselves (far, close, high).
Introduce materials (wood, paper, fabric, clay), their properties (strength, hardness, softness).
To form the ability to group (tea, tableware, kitchen utensils) and classify (dishes, clothes) familiar objects.
To acquaint with the theater through mini-performances and performances, as well as through dramatization games based on works of children's literature.
To acquaint with the immediate environment (the main objects of urban infrastructure): a house, a street, a shop, a clinic, a hairdresser.
To acquaint the child with professions that are understandable (doctor, policeman, salesman, educator).
The content formed by the participants of educational relations.
The development of gaming activities, which reflect the surrounding reality of the Czech Republic, the world of adults, the formation of ideas about work, professions of adults working in their hometown; children of another nationality of the peoples of the Volga region, native nature, social life.
Formation of ideas about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.
Mandatory content of education.
Expand children's understanding of plants and animals. Continue to acquaint with pets and their cubs, their behavior and nutrition.
To acquaint children with the inhabitants of a corner of nature: aquarium fish and ornamental birds (budgies, canaries).
Expand ideas about wild animals (bear, fox, squirrel, hedgehog, etc.). Get to know the frog.
To form the ability to observe birds arriving at the site (crow, dove, tit, sparrow, bullfinch), feed them in winter.
Expand children's ideas about insects (butterfly, Maybug, ladybug, dragonfly).
Develop the ability to distinguish and name by appearance: vegetables (cucumber, tomato, carrot, turnip), fruits (apple, pear), berries (raspberries, currants).
To acquaint with some plants of the area: with trees, flowering herbaceous plants (dandelion, coltsfoot).
Introduce indoor plants (ficus, geranium). Understand that plants need land, water, and air to grow.
Familiarize with characteristic features successive seasons and the changes that occur in connection with this in the life and activities of adults and children.
Give an idea of the properties of water (flows, overflows, heats up, cools), sand (dry - crumbles, wet - molds), snow (cold, white, melts from heat).
To form ideas about the simplest relationships in animate and inanimate nature. To acquaint with the rules of behavior in nature (do not tear plants unnecessarily, do not break tree branches, do not touch animals, etc.).
Seasonal observations.
Autumn. Develop the ability to notice changes in nature: it gets colder, it rains, people put on warm clothes, leaves begin to change color and fall off, birds fly to warmer climes.
Expand the idea that fruits and vegetables are harvested in autumn. To develop the ability to distinguish in appearance, taste, shape the most common vegetables and fruits and name them.
Winter. Expand ideas about the characteristic features of winter nature (it's cold, it's snowing; people put on winter clothes).
Organize observations of birds arriving at the site, feed them. To form the ability to notice the beauty of winter nature: snow-covered trees, fluffy snow, transparent ice floes, etc.
Encourage them to participate in sledding downhill, making snow crafts, decorating snow buildings.
Spring . Continue to acquaint with the characteristic features of spring nature: the sun shines brighter, the snow begins to melt, becomes loose, grass has grown, leaves have blossomed on trees, butterflies and May beetles appear.
To expand children's ideas about the simplest connections in nature: the sun began to warm - it got warmer - grass appeared, birds sang, people replaced warm clothes with lightweight ones.
Show how seeds of flower plants and vegetables are planted in the beds.
Summer. Expand ideas about summer changes in nature: hot, bright sun, plants bloom, people swim, chicks appear in nests.
To give children basic knowledge about garden and garden plants. To consolidate knowledge that many fruits, vegetables and berries ripen in summer.
To form a system of knowledge that wildlife is a person, plants and animals; that all living things breathe, feed, develop and multiply, feel the need for certain conditions for growth and development (light, heat, air, nutrition, care); about the relationship between living and non-living things.
The content formed by the participants of educational relations.
Acquaintance with the nature of the native land, the formation of ecological culture.
Familiarization of children with the peculiarities of life and life of the peoples inhabiting the Republic of Chuvashia, holidays, events of the public life of the republic.
Formation of knowledge about small homeland and the Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays.
Mandatory content of education.
Formation of a system of knowledge about the Republic of Chuvashia, about multinationality.
Education of cognitive interest and feelings of admiration for the results of cultural creativity of representatives of different peoples living in the Republic of Chuvashia and the city of Novocheboksarsk.
To acquaint children with fiction of different genres; show interest in the works of the Chuvash, Russian and other peoples living in the Chechen Republic, oral folk art: fairy tales, traditions, legends, proverbs, sayings.
To form a holistic picture of the world, to expand the horizons of children, the culture of knowledge and intellectual activity, to widely use the possibilities of folk and museum pedagogy.
The content formed by the participants of educational relations.
Expanding children's knowledge about their native land - Cheboksarsk; fostering interest in the phenomena of native nature.
Familiarization of children with the peculiarities of life and life of the peoples inhabiting the Republic of Chuvashia, holidays, events of the public life of the republic. Introduce the traditions of kindergarten.
To give ideas about the native country, about the native culture.
Formation of a conscious attitude to the observance of traffic rules.
Mandatory content of education.
Formation of the ability to group transport according to its purpose, to highlight their structures. Consolidation of knowledge about the parts of the street: buildings, road, sidewalk, lawn, pedestrian crossing; concept of traffic lights and traffic signals.
Systematization of knowledge about the rules of behavior of pedestrians on the road.
The content formed by the participants of educational relations.
Familiarization with a zebra, a traffic light and the rules of behavior on the street: talk quietly, keep clean.
Transferring knowledge to children about dangerous situations that are accessible to them, occurring at home, in kindergarten and on the streets of their native city.
2.2. Forms, methods, methods and means of implementing the program
Independent activitychildren
Forms of organization of children
Individual
Subgroup
Group
Group
Subgroup
Individual
Individual
Subgroup
Plot- role-playing game
consideration
Observation
Reading
Experimental game
Educational game
Target walks
Integrative activity
Construction
Story
Conversation
Building collections
Project activity
Experimentation
Problem situation
game situation
The game is a journey
Role-playing game
consideration
Observation
Reading
Experimental game
Educational game
Situational conversation with children
Excursion
Integrative activity
Construction
Research activities
Story
Conversation
Building collections
Project activity
Experimentation
Problem situation
In all types of independent children's activities
2.3. Curriculum for the educational area "Cognitive Development"
(Introduction to the world of nature, development of cognitive research) in the middle group.
Quantity per week
Quantity per month
Quantity per year
Duration no more
Cognitive development (Introduction to the natural world) / Introduction to socio-cultural values
2.4. Ways and directions of supporting the initiative of children
In order to support the initiative of children 4-5 years old in the implementation of the content of the work program on cognitive development, the use of modern pedagogical technologies is envisaged: A.I. Savenkova "Educational research of children 3-8 years old"
It also provides for the use of methods:
Modeling.
Experimentation.
Research activity.
Design.
Design and research activities.
The method of "Disheveling knowledge".
Active listening method.
TRIZ method.
Trial and error method".
A special role in the development of children's activity is assigned different types games: didactic, developing, etc.
2.5. Interaction with family
The most important condition necessary to create a social situation for the development of children is the interaction with parents on the education of the child, their direct involvement in educational activities.
Target
Creation in the kindergarten of the necessary conditions for the development of responsible and interdependent relations with the families of pupils, ensuring the holistic development of the personality of the child, the competence of his parents, which consists in the ability to resolve different types socio-pedagogical situations related to the upbringing of the child.
Tasks kindergarten-family interactions:
The study of the attitude of teachers and parents to various issues of upbringing, education, development of children, the conditions for organizing various activities in kindergarten and the family.
Acquaintance of teachers and parents with the best experience of raising preschool children in kindergarten and family, revealing the means, forms and methods of developing the integrative qualities of the child, as well as familiarity with the difficulties that arise in the family and public education of preschoolers.
informing each other about actual tasks upbringing and education of children at different age stages of their development and about the possibilities of kindergarten and family in solving these problems.
long term plan interactions with parents
Monthsevent title
September
Competition of family newspapers "How we rested in the summer"
Family evening "Housewarming at the guys"
Consultation "Children in the country"
October
Consultation "The influence of outdoor games on the mental development of children"
Photo booth "My grandmother"
November
Exhibition of works "The city where I live"
December
Consultation "Seven parental misconceptions about a frosty winter"
January
Tips for Parents “Play with your child”
February
Photo exhibition "My dad is a defender of the Fatherland"
March
Exhibition of children's works "My Mom"
How to spend a weekend with a child
April
Creation of a corner of Chuvash culture
May
Holiday "Tree"
Photo exhibition "The life of a child in kindergarten"
III . Organization section.
3.1. Approximate complex - thematic planning
The thematic principle of building the educational process makes it easy to introduce regional and ethno-cultural components, to take into account the specifics of a preschool institution.
The integrated thematic planning proposed in the Program should be regarded as exemplary. preschool educational institution to introduce a regional and cultural component, to take into account the characteristics of their preschool institution, they have the right, at their discretion, to partially or completely change the topics or titles of topics, the content of the work, the time period.
One topic is given at least one week. The theme is reflected in the selection of materials in the group and development corners.
My kindergarten
To develop in children cognitive motivation, interest in school, books. To form friendly, benevolent relations between children. Continue to acquaint with the kindergarten as the closest social environment of the child (pay attention to the changes that have taken place: the fence has been painted, new tables have appeared), expand the understanding of the professions of kindergarten employees (teacher, assistant teacher, music director, doctor, janitor, cook, etc.)
Holiday "Day of Knowledge". Children do not prepare a holiday, but actively participate in competitions, quizzes; demonstrate their abilities.
Expand understanding of modes of transport and its purpose. To expand ideas about the rules of conduct in the city, the elementary rules of the road.
Plot - role-playing game according to traffic rules
My home, my city
Get to know your hometown/village. To form initial ideas about the native land, its history and culture. Cultivate love for native land.
Expand your understanding of health and wellness. Expand children's ideas about their family. To form initial ideas about family relationships in the family (son, daughter, mother, father, etc.). To consolidate children's knowledge of their first name, last name and age; parents' names. To acquaint children with the professions of parents. Raise respect for the work of close adults.
To form a positive self-esteem, an image of I (to help each child as often as possible to make sure that he is good, that he loves him). Develop children's ideas about their appearance. To cultivate emotional responsiveness to the condition of loved ones, the formation of a respectful, caring attitude towards elderly relatives.
Open Health Day.
Expand children's ideas about autumn. To develop the ability to establish the simplest connections between the phenomena of animate and inanimate nature (it got colder - butterflies disappeared, flowers faded, etc.), conduct seasonal observations. Expand ideas about agricultural professions, about the profession of a forester. Expand knowledge about vegetables and fruits (local, exotic). Expand your understanding of the rules of safe behavior in nature. Cultivate respect for nature. Form elementary ecological ideas,
Holiday "Autumn".
Exhibition of children's creativity.
My city, my country
Keep getting to know your hometown. To form initial ideas about the native land, its history and culture. Cultivate love for the native land. Expand your understanding of the profession. Introduce some of the prominent people who glorified Russia
Sports holiday.
All professions are important
Expand your understanding of the profession.
Kindness rules the world
To teach children politeness, the need to say hello, say goodbye, politely express your request, thank you for the service rendered
Expand children's ideas about winter. To develop the ability to establish the simplest connections between the phenomena of animate and inanimate nature. To develop the ability to conduct seasonal observations, to notice the beauty of winter nature. Introduce winter sports. To form ideas about the safe behavior of people in winter. To consolidate knowledge about the properties of snow and ice. Expand ideas about places where it is always winter, about the animals of the Arctic and Antarctic.
Holiday
Exhibition
children's creativity.
Organize all types of children's activities (playing, communicative, labor, cognitive research, productive, musical and artistic, reading) around the theme of the New Year and New Year's holiday.
Holiday "New Year", Exhibition
children's creativity.
Winter fun
Introduce winter sports. To form ideas about the safe behavior of people in winter. Expand ideas about places where it is always winter, about the animals of the Arctic and Antarctic.
Holiday
Exhibition
children's creativity.
The unknown is near
To form research and cognitive interest in the course of experimenting with water and ice. To consolidate knowledge about the properties of snow and ice.
Objects of the immediate environment
To acquaint children with the purpose of household items (stool, chair, armchair) To form the ability to identify some features of objects. Introduce the classification of utensils.
Defender of the Fatherland
Introduce children to military professions (soldier, tanker, pilot, sailor, border guard); with military equipment (tank, aircraft, military cruiser); with the flag of Russia. Cultivate love for the motherland.
Carry out gender education (to form in boys the desire to be strong, courageous, to become defenders of the Motherland; to educate girls in respect for boys as future defenders of the Motherland). To introduce to Russian history through acquaintance with epics about heroes.
Exhibition of children's creativity.
To organize all types of children's activities (playing, communicative, labor, cognitive-research, productive, musical-artistic, reading) around the theme of family, love for mother, grandmother. Cultivate respect for teachers. Expand gender representations. Involve children in making gifts for mom, grandmother, educators,
Expand children's ideas about spring. To develop the ability to establish the simplest connections between the phenomena of animate and inanimate nature, to conduct seasonal observations. Expand your understanding of the rules of safe behavior in nature. Cultivate respect for nature.
Form elementary ecological ideas. To form ideas about the work carried out in the spring in the garden.
Involve children in feasible work in the kindergarten area, in the flower garden.
Holiday
Exhibition
children's creativity.
Acquaintance with folk culture and traditions
Expand ideas about folk toys (Dymkovo toy, matryoshka, etc.). 3 introduce folk crafts. Continue to acquaint with oral folk art. Use folklore in the organization of all types of children's activities.
Folklore holiday. Exhibition
children's creativity.
Victory Day
Realize patriotic education. Cultivate love for the motherland. Form ideas about the holiday, dedicated to the Day Victory. Raise respect for war veterans.
Exhibition
children's creativity.
Summer is coming
Expand children's ideas about summer. To develop the ability to establish the simplest connections between the phenomena of animate and inanimate nature, to conduct seasonal observations. Introduce summer sports. To form ideas about safe behavior in the forest.
Holiday "Summer"
Sports holiday. Exhibition
children's creativity.
During the summer period, the kindergarten operates during the holidays.
3.2. The content of psychological and pedagogical work
Main
directions
(task groups
educational
areas in
According to
Theme and form
means, methods and techniques for organizing educational activities
Mandatory part of the content of education
Direct educational activities
Educational activities during regime moments
(on the calendar)
Joint activities of adults and children
Independent activity of children
September
"Hello, Kindergarten"
Game situation "All about kindergarten."
O.V. Dybina “Introduction to the subject and social environment” p.53
game situation.
Continue to acquaint children with kindergarten, with groups and rooms in the kindergarten building. Bring up
love for the kindergarten, respect for its employees, their work. To form concepts - “I am a pupil of a kindergarten”, “kindergarten is my home”.
Raise respect for the work of adults.
looking at illustrations,
C / r game "Kindergarten".
Kindergarten tour
Security Week
Formation of cognitive actions, formation of consciousness.
The game "Rules of the road. Traffic light"
N.E.Veraksy "Complex studies" p.149
game situation.
Artistic word.
Introduce some road signs, consolidate knowledge about traffic lights; to form the ability to draw a plot composition; to form the skill of orienting on road signs and traffic signals.
Clarification of children's knowledge about the purpose of a traffic light and the work of a policeman; development of observation.
Listening to the song "If I were a car."
Traffic light drawing.
P / and "Sparrows and the car."
Looking at road signs.
Reading a poem by M. Druzhinina.
Organize a trip to the traffic lights at the intersection. Watch for pedestrians crossing the road.
My city
Formation of primary ideas about the small homeland.
Game "Journey with a Newbie"
Artistic word.
Keep getting to know your hometown. To form initial ideas about the native land, its history and culture. Cultivate love for the native land.
Examination of a set of postcards "Novocheboksarsk"
City Tour.
I am human
"I am human".
game situation.
To form the ability to realize one's own importance among people; be able to see the similarities and differences of people, the difference between man and animal.
To form children's ideas about themselves as a person, about different stages of human development (infant, child - preschooler, teenager, adult and old person); develop self-examination skills.
Cultivate interest, a friendly attitude towards peers.
Activate the mental analytical activities child - self-knowledge of one's own personality.
D / and "Who is this?".
D / and "Human Development".
Autumn, seasonal changes
Acquaintance with the signs of autumn.
Description of pictures.
To form the ability to observe changes in nature, to describe autumn in the picture.
Continue to form the ability to establish the simplest connections between the phenomena of animate and inanimate nature; consolidate knowledge of the signs of autumn.
Observing the signs of autumn.
D / and "Summer or autumn".
Drawing "Autumn in the forest".
Examination of plot pictures "Seasons". Listening to the song "Autumn" (music by I. Kishko, lyrics by T. Volgina).
Maintain interest in the plants of Chuvashia,
draw the attention of children to the beauty of the autumn garden on the territory of the kindergarten (birch leaves in golden autumn all golden yellow
Formation of cognitive actions.
Formation of primary ideas about the features of nature.
Game situation "What did autumn bring us?".
O.A. Solomennikova "Introduction to nature in kindergarten" p.28
game situation.
Expand children's ideas about vegetables, consolidate
knowledge about seasonal changes in nature. Explain the benefits of natural vitamins.
Develop logical thinking.
Watching vegetables in the garden.
C / r game "Vegetable shop".
D / and "What is superfluous."
Introduce some types of vegetables: shape, color, taste (eggplant, zucchini, radish, lettuce, turnip, peas, onions) growing in Chuvashia
Formation of cognitive actions.
Formation of primary ideas about the objects of the surrounding world (shape, color, size, part and whole).
Formation of primary ideas about the features of nature.
Game "Favorite fruits".
N.E.Veraksy "Complex studies" p.69
game situation.
To consolidate the ability to describe fruits, compare them. To form the ability to use nouns with a generalizing meaning.
Continue to introduce fruits; ability to paint.
Looking at pictures of fruits.
D / and "In the garden or in the garden."
C / r game "Fruit stall".
Draw the attention of children to the apple tree growing on the territory of the kindergarten.
Trees and bushes
Formation of primary ideas about the objects of the surrounding world (shape, color, size, part and whole).
The game "Passing the ecological path."
O.A. Solomennikova "Introduction to nature in kindergarten" p.33
game situation.
Artistic word.
observation.
Expand children's ideas about autumn changes in nature. Show the objects of the ecological trail in the autumn. Build respect for nature. To give elementary ideas about the relationship between man and nature.
Tree watching on a walk.
P / and "Run to the named tree."
D / and “From which tree is the leaf?”.
Leaf coloring.
Work on the site: collecting fallen leaves.
To maintain interest in the plants of Chuvashia, to form the ability to highlight parts of a tree on a visual sample.
Houseplants
Formation of primary ideas about the objects of the surrounding world
The world of indoor plants.
O.A. Solomennikova "Introduction to nature in kindergarten" p.57
game situation.
Artistic word.
To form the ability to distinguish indoor plants in appearance.
Expand children's ideas about indoor plants: their benefits and structure. Strengthening the ability to water plants.
Caring for indoor plants in a corner of nature,
viewing the album "Indoor Flowers",
C / r game "Flower shop",
learning Tokmakova's poem "Flowers".
Arouse a desire to be on duty in a corner of nature, to take care of indoor plants.
Formation of knowledge about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays.
The game is a journey "My country".
The teacher's story about Russia.
game situation.
Artistic word.
To give ideas about the Motherland, to cultivate love for the native country. Formation of ideas about public holidays that are understandable to preschoolers.
The development of curiosity.
Examination of illustrations about Russia.
Drawing the flag of Russia.
Listening to "Songs about the Motherland" by I. Dunayevsky.
Formation of cognitive actions, formation of consciousness.
Formation of primary ideas about oneself, other people,
The game "My family".
O.V. Dybina “Introduction to the subject and social environment” p.19
game situation.
Artistic word.
Introduce the term "family". To give children initial ideas about family relationships:
each child is simultaneously a son (daughter), grandson (granddaughter), brother (sister); mom and dad - daughter and son of grandparents. Cultivate a sensitive attitude towards close people - family members.
Develop thinking; develop respect for family members.
C / r game "Family".
Examination of plot pictures.
Conversation "What we do together".
Finger game "Who lives in the family."
Teach children to pronounce family members in Chuvash.
Cultivate respect and love for parents, brothers and sisters.
Professions
Formation of primary ideas about other people, objects of the surrounding world.
A conversation about professions.
N.E.Veraksy "Complex studies" p.222
Reading poems about different professions.
Games "Who needs these items?".
"What are the items for?"
Expansion of preschoolers' ideas about the work of adults, about different professions. Formation of interest in the professions of parents, emphasizing the importance of their work.
Continued acquaintance with professions; educate love for the work of adults.
Examination of illustrations "Professions".
Role-playing games.
Observation of the work of the janitor on a walk.
Consolidate knowledge about the professions of parents
Our good deeds
Formation of cognitive actions, formation of consciousness.
Formation of primary ideas about oneself, other people,
Let's be polite.
A conversation about courtesy.
game situation.
Artistic word.
Teach children politeness, the need to greet, say goodbye, politely express their request, thank for the service rendered.
Continue to develop positive relationships among children.
Finger game "Friendship".
D / and "Let's dress the doll for a walk."
D / and " Good words».
Domestic and wild animals
Game "Autumn gatherings".
Conversation about animals.
O.A. Solomennikova "Introduction to nature in kindergarten" p. 38, p. 41
game situation.
Artistic word.
Introduction to animals.
Familiarization with the color features of animals in different time of the year.
Introduce the names of animals, their habitat. Develop an interest in the environment. Cultivate a caring attitude towards animals.
Continue to acquaint with the diversity of the animal world.
P / and "Homeless Hare".
Examination of illustrations "Wild animals".
Riddles.
Fix the names of domestic and wild animals of our region,
to give children the knowledge that among wild animals there are orderlies of the forest.
Formation of cognitive actions.
Development of imagination and creative activity.
Formation of primary ideas about the features of nature.
Game situation "On a visit to the grandfather of the Naturalist."
O.A. Solomennikova "Introduction to nature in kindergarten" p.50
observation.
Artistic word.
Expand children's ideas about winter phenomena in nature. To form the ability to observe objects of nature in the winter. To give elementary concepts about the relationship between man and nature.
Inviting children to participate in winter fun: sledding downhill, skiing, sculpting fakes from snow.
Watching for signs of winter.
Drawing winter patterns.
Riddles.
P / and "Like snow on the hill ...".
Work on the site: snow removal.
Introduce signs, sayings of the Chuvash about winter
On a walk, draw the attention of children to the beauty of nature, to the changes around.
Health
Formation of cognitive actions, formation of consciousness. Formation of primary ideas about oneself, other people.
The game “I save health. I will help myself."
game situation.
Cultivate a culture of communication and behavior.
Develop children's interest in healthy lifestyle life.
Clarify and consolidate the concept of "vegetables", "fruits", "vitamins", explain the benefits of eating vegetables and fruits.
Strengthen cultural skills and knowledge on the protection of life and health. To continue acquaintance of children with parts of the body and human senses.
C / r "Hospital".
D / and "What is it for?"
Talk about the meaning of body parts.
Consideration of the thematic picture "Me and my body."
snow properties
Formation of cognitive actions.
Game-experiment "Why did the Snow Maiden melt?".
O.A. Solomennikova "Introduction to nature in kindergarten" p.45
Riddles.
Artistic word.
To form the ability to see the beauty of the surrounding nature; learn about the properties of snow.
Continue to expand the idea that the snow melts in a warm room.
Snow experience.
Drawing snowflakes.
Watching the falling snow while walking.
New Year
Formation of cognitive actions, formation of consciousness.
Game New Year's Eve. Elegant Christmas tree»
N.E.Veraksy "Complex studies" p.157
game situation.
Artistic word.
Introduce the traditions of the New Year holiday; to form the ability to describe Christmas decorations.
Consideration of the plot picture "Christmas Tree".
Christmas tree drawing with lights.
Learning songs about the New Year holiday.
Expand ideas about places where it is always winter, about the animals of the Arctic and Antarctic.
Winter fun
Formation of cognitive actions, formation of consciousness.
Winter fun.
Tell children about their favorite winter fun.
N.E.Veraksy "Complex studies" p.174
game situation.
To form the ability to talk about winter fun.
Introduce winter sports. To form ideas about the safe behavior of people in winter.
Develop thinking and attention.
Memorizing a poem by O. Vysotskaya "On a sled."
Snowman drawing.
Listening to P. Tchaikovsky's play "January".
Organize games on a walk - fun that is already familiar to children, for the purpose of an emotional response.
(tools, electrical appliances).
Formation of primary ideas about the objects of the surrounding world
Appliances.
Looking at pictures of household appliances.
The game "What is it for?".
Acquaintance with the purpose, operation and rules for using household electrical appliances (vacuum cleaner, electric kettle, iron, etc.).
Develop thinking, attention.
C / r game "Let's help mom."
Excursion to the laundry.
Riddles.
Formation of cognitive actions.
Formation of primary ideas about the objects of the surrounding world
The game "Journey to the past of the armchair."
O.V. Dybina “Introduction to the subject and social environment” p.43
Riddles.
Look at pictures of furniture.
Familiarization with the parts that make up the subject.
To acquaint children with the purpose of household items (stool, chair, armchair) To form the ability to determine some features of objects (parts, shape).
Develop a retrospective view of objects.
D / and "What is superfluous."
Viewing the album "Furniture".
Modeling (table, chair, bed).
Game situation "Let's arrange a room for the doll."
Formation of cognitive actions.
Formation of primary ideas about the objects of the surrounding world
Dishes game.
N.E.Veraksy "Complex classes" p.106
Consideration of a plot picture depicting children placing dishes for dinner on the table.
Tableware classification.
Familiarization with the signs of the material from which the dishes are made.
Expand your vocabulary on the topic "Cookware"; introduce the classification of dishes; to form the ability to use the name of dishes in the singular and plural in the nominative and genitive cases, describe them.
Continue to teach children how to properly use cutlery.
C / r game "In a cafe."
Examining illustrations.
D / and "Name what dishes."
Modeling "Plate".
To acquaint with some items of utensils of national cuisine. Develop cultural and hygienic skills
Cultivate the ability to monitor the cleanliness of dishes.
Defender of the Fatherland Day
Formation of knowledge about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays.
Game situation "Our army".
O.V. Dybina "Introduction to the subject and social environment" p.37
Artistic word.
To give children ideas about the soldiers who protect our Motherland; to clarify the concept of "defenders of the Fatherland" (soldiers who guard, protect their people, their homeland; every people, in every country, including Russia, has an army, Russian army more than once defended her people from invaders).
To introduce children to some military professions (sailors, tankers, pilots, border guards). Raise pride in our warriors.
P / and "Shooter".
"Hit the target."
Listening to the song "Good Soldiers".
Drawing up the layout of the "Russian army".
To acquaint with the types of military professions in their hometown, with their activities. Tell about the dependence of the peace of all people on military professions.
I will grow up healthy
Formation of cognitive actions, formation of consciousness.
Formation of primary ideas about oneself, other people, objects of the surrounding world.
Game Wonderful Doctor.
O.V. Dybina “Introduction to the subject and social environment” p.34
game situation.
To give children an idea of the importance of the work of a doctor and a nurse, their caring attitude towards children and people. Note that the result of labor is achieved through the attitude to work (business and personal qualities). Show that the products of the work of a doctor and a nurse reflect their feelings, personal qualities, interests.
Continue to expand our understanding of the importance of sleep, hygiene procedures, movements, hardening for health.
Excursion to the nurse's office.
Game situation "At the doctor's appointment".
International Women's Day
Formation of knowledge about the socio-cultural values of our people, about domestic traditions and holidays.
Mother's day.
Holiday talk.
Reading poems about mother and grandmother.
Looking at photos of mothers and grandmothers.
Describe the concept of International Women's Day.
Raise love and respect for mother and grandmother.
C / r game "Mother's daughters".
Drawing "Bouquet for mom."
Learning songs for the holidays.
Organize a pre-talk "Tell me about your mom"
Formation of cognitive actions.
Formation of primary ideas about the objects of the surrounding world (shape, color, size, part and whole).
Formation of primary ideas about the features of nature.
Introduction to flowers.
Flower structure.
Comparison of garden, forest and meadow flowers.
Talk about the meaning of colors.
N.E.Veraksy "Complex studies" p.38
Introduce the names of flowers, their structure.
Developing the ability to recognize and name flowers.
Examining illustrations depicting flowers.
Hearing musical composition
flowers, music K. Delibes.
Watching
flowers while walking.
To give children knowledge about the abundance of varieties of meadow flowers in the region
Formation of cognitive actions.
Formation of primary ideas about the objects of the surrounding world
Formation of primary ideas about the features of nature.
"Spring is coming to us."
Talk about the signs of spring.
The teacher's story about spring.
Comparison of spring and winter signs.
To form the ability to notice changes in nature, compare the weather in spring and winter.
Develop the ability to recognize and name the time of year.
Listening to the song “Winter has passed” (music by N. Metlova, lyrics by M. Klokova).
Examining illustrations depicting spring.
Watching for signs of spring while walking.
Fix the signs of spring, characteristic of Chuvashia,
pay attention to the changes in the spring on the streets of the city and in the grove.
Pay attention to the transformations that are visible on the territory of the kindergarten.
Nature around us
Formation of primary ideas about the objects of the surrounding world
Formation of primary ideas about the features of nature
game situation
Ecological trail in spring.
O.A. Solomennikova "Introduction to nature in kindergarten" p.66
Show the objects of the ecological trail in spring. Build respect for the environment. To give elementary ideas about the relationship between man and nature.
Expand your understanding of seasonal changes in nature.
Examining illustrations. Birdwatching. Examination of trees growing on the site. Learning a poem.
Drawing. Listening to a song.
Properties and qualities of items
Formation of cognitive actions.
Formation of primary ideas about the objects of the surrounding world (shape, color, size, material).
Game-experiment "In the world of glass".
O.V. Dybina “Introduction to the subject and social environment” p.36
The teacher's story.
game situation.
Help children identify the properties of glass (strong transparent, colored, smooth). Cultivate respect for things. Develop curiosity.
Continued acquaintance with the features of objects, improvement to determine their shape, color, size
Riddles
Our kindergarten
Formation of primary ideas about other people, objects of the surrounding world Formation of primary ideas about a small homeland
Formation of knowledge about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays.
"Our kindergarten is so good - you won't find a better kindergarten."
O.V. Dybina “Introduction to the subject and social environment” p.27
Talk about kindergarten.
Examining photographs of kindergarten workers.
Listening to the song "Kindergarten".
Culture and traditions of the Chuvash people.
The story of the educator about the culture of the Chuvash people.
Examination of the Narspi doll in the Chuvash dress.
Clarify children's knowledge about kindergarten. (A large beautiful building, in which there are many cozy groups, there are two halls (music and physical education), a spacious kitchen where cooks prepare food, a medical office where children are helped). Kindergarten is like a big family where everyone takes care of each other. Expanding knowledge about people of different professions working in kindergarten.
To create in children ideas about the Chuvash culture; show the beauty of the sound of the Chuvash speech, the beauty of the costume, embroidery.
Consolidation of the child's ideas about himself as a member of the team, the development of a sense of community with other children.
Arouse interest in the Chuvash language.
Guided tour of the kindergarten.
Drawing "Kindergarten".
Reviewing the album "Professions".
Drawing Chuvash patterns.
Examining illustrations.
Fix the name of the kindergarten, the name of the group.
Organize a mini tour for groups.
To form the ability to examine dolls in national Russian and Chuvash clothes and call them by name, nationality.
To acquaint children with the appearance of old Chuvash clothes.
Formation of knowledge about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays.
A conversation about games.
Familiarity with the rules of safe behavior during games. Formation of the ability to observe the rules of cultural behavior during the game.
The development of children's play activities.
Watching children play senior group.
P / and "Freeze".
To acquaint children with Tatar folk games
World of Music and Theater
Formation of knowledge about the small homeland, ideas about the socio-cultural values of our people, about domestic traditions and holidays.
"Visiting the music director."
O.V. Dybina “Introduction to the subject and social environment” p.41
game situation.
Examination of musical instruments.
Games on musical instruments.
Surprise moment.
To acquaint children with the business and personal qualities of a music director. Lead to an understanding of the holistic image of the music director.
Develop an emotionally benevolent attitude towards the music director.
Excursion to the music hall.
Modeling "Rattles".
Singing songs.
Develop interest in Tatar music
Victory Day
Formation of knowledge about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays.
"Bow to you veterans."
Conversation, teacher's story, looking at illustrations.
Provide patriotic education. Cultivate love for the motherland. To form ideas about the holiday dedicated to Victory Day.
Raise respect for war veterans.
Meet fellow veterans
Transport
Formation of primary ideas about the objects of the surrounding world. Formation of a conscious attitude to the observance of traffic rules.
Ground transport.
Fixing names land transport.
Examining a toy car.
The task "What is faster."
Game "Describe the transport."
Conversation about modes of transport.
To acquaint with land transport, its types, their constituent parts, to form the ability to compare types of land transport and describe them.
Continue to expand children's knowledge of public transport
C / r game "Bus"
Transport surveillance
car drawing
To consolidate knowledge of the modes of transport of the native city,
to educate through game images the rules of conduct in public transport. Teach children that their health depends on following the rules of the road
Summer, seasonal changes, insects
Formation of cognitive actions.
Formation of primary ideas about the features of nature.
The game "Visiting the mistress of the meadow."
O.A. Solomennikova "Introduction to nature in kindergarten" p.59
game situation.
Build respect for the environment. Develop the ability to guess riddles about insects. To consolidate knowledge about the structure of insects.
Expand children's ideas about the diversity of insects.
Walking insect observation.
Reviewing the album "Insects".
Drawing "Butterfly".
To consolidate the knowledge of the insects of Chuvashia
Work in the garden and in the garden.
Formation of cognitive actions.
Formation of primary ideas about the features of nature.
The game "Planting onions".
O.A. Solomennikova "Introduction to nature in kindergarten" p.54
game situation.
Expand children's ideas about the conditions necessary for the growth and development of a plant (soil, moisture, heat and light). To give elementary concepts about natural vitamins. Build work skills and knowledge.
Riddles.
Planting an onion.
Bow drawing.
Rabat in the kindergarten garden
3.3. Cultural and leisure activities
The development of cultural and leisure activities of preschoolers according to their interests allows each child to provide rest (passive and active), emotional well-being, and contributes to the formation of the ability to occupy oneself.
Features of traditional events, holidays, events September - Knowledge Day, City Day. October - International Day of Older Persons, Autumn holiday. November - National Unity Day, Mother's Day. December - New Year's Eve. February - Defender of the Fatherland Day, Maslenitsa. March is International Women's Day. April - Aviation and Cosmonautics Day. May - Victory Day. June - Children's Day, Father's Day. July - Family Day. On the basis of the above listed traditional events, holidays, events, a comprehensive thematic plan, a plan for cultural and leisure activities were built.
3.4. Organization of the developing object-spatial environment
The development environment of the group meets the requirementsSanPiN 2.4.1.3049-13, GEF DO and the program "From birth to school", and provides the opportunity for communication and joint activities of children and adults, physical activity of children, as well as opportunities for solitude. The developing object-spatial environment is rich in content, transformable, semi-functional, variable, accessible and safe.
Developing object-spatial environment preschool organization must be:
content-saturated, developing; transformable; polyfunctional; variable; accessible; safe; health-saving; aesthetically attractive.Basic principles of environment organization: the equipment of the corners should change in accordance with the thematic planning of the educational process.
Development centers can be:
corner for role-playing games;
dressing corner (for theatrical games);
Book corner;
area for board and printed games;
exhibition ( children's drawing, children's creativity, products of folk craftsmen, etc.);
corner of nature (observation of nature);
sports section;
sand play area
corners for various types of independent activities of children - constructive, visual, musical, etc.;
play corner (with toys, building material).
3.5. Educational-methodical and information support of the program.
Colored and simple pencils. Equipment for experiments and experiments (magnifier, mirrors, jars, glasses, flasks, bowls, etc.).
The World in Pictures series (objective world)
Transport. - M.: Mosaic-Synthesis, 2005-2010. Appliances. - M.: Mosaic-Synthesis, 2005-2010. Cloth. - M.: Mosaic-Synthesis, 2005-2010.
Pets. - - M.: Mosaic-Synthesis, 2005-2010.
Vegetables and fruits. - - M.: Mosaic-Synthesis, 2005-2010.
What is good, what is bad. - M.: Mosaic-Synthesis, 2005-2010.
Toys.
- Moscow: Mosaic-Synthesis, 2005-2010.
Houseplants. - M.: Mosaic-Synthesis, 2005-2010.
Professions. - M.: Mosaic-Synthesis, 2005-2010.
Seasons. - M.: Mosaic-Synthesis, 2010.
Road signs. - M.: Mosaic-Synthesis, 2005-2010.
Trees. - M.: Mosaic-Synthesis, 2005-2010.
Birds. - M.: Mosaic-Synthesis, 2005-2010.
Series of presentations in accordance with the calendar-thematic plan
Literature.
1. An exemplary basic general educational program of preschool education “From birth to school” / edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva / - M .: MOSAIC-SINTEZ, 2014. - 336 p.
2. Federal state educational standard for preschool education. October 17, 2013 No. 1155.
3. Law "On Education" of the Russian Federation. 09/01/2013 №273
4. UN Convention on the Rights of the Child, 1989.
5. World Declaration on the Survival, Protection and Development of Children, 1990.
6. Davydov V. V., Petrovsky V. A. et al. The concept of preschool education // Preschool education. -1989. -No. 5.
7. UN Children's Fund UNICEF. Declaration of the Rights of the Child, 1959.
8. Decree of the Government of the Russian Federation dated January 18, 2012 No. 2562 “On Approval of the Model Regulations on a Preschool Educational Institution”.
9. Solomennikova O.A. Classes on the formation of elementary ecological ideas in the middle group. M.: Mosaic-Synthesis, 2010
10. Dybina O.V. Lesson on familiarization with the outside world in the middle group of kindergarten. - M .: Mosaic-Synthesis, 2010.
11. Dybina O.V. Familiarization with the subject and social environment in the middle group of kindergarten. - M.: Mosaic - Synthesis. – 2012 – 80 p.
12. Surrounding world. Integrated classes with children 4-7 years old.M.P. Kostyuchenko. Volgograd. 2013.
13. The program of raising a preschool child. Under the arms O.V. Dragunova. - Cheboksary: Chuvash book publishing house, 1995.
14. Dybina O.V., Rakhmanova N.P. and others. Unexplored nearby: Experiments and experiments for preschoolers. – M.: TC Sphere, 2010.
15. Savenkov A.I. Development of research abilities of children. // Preschool education -2004. -№7.
