Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication. We turn to the issues of play as a means of educating and developing young children. Games for children are a complex, multifunctional and educational process, and not just entertainment or a fun pastime. Thanks to games, a child develops new forms of response and behavior, he adapts to the world around him, and also develops, learns and matures. Therefore, this topic is relevant, since the importance of games for young children is very great, since it is during this period that the main processes of child development occur. Already from the first years of his life, a child should be able to play. Many parents who use modern methods forget about this today. early development child. Parents try to teach their child, who has not even learned to sit, to read early, thinking that he will grow up smart and intelligent. However, it has been proven that speech, memory, ability to concentrate, attention, observation and thinking are developed precisely in games, and not in the learning process. Just two or three decades ago, when there were not so many educational toys, and school played the main role in educating children, it was here that they were taught to read, write, count, and games were the main factor in a child’s development. Since then, everything has changed dramatically and now, in order for a child to be accepted into a good and prestigious school, he sometimes has to pass difficult exams. This gave birth to the fashion for educational toys and educational programs for children. preschool age. In addition, in preschool institutions the main emphasis is on preparing the child for school curriculum, and the games that are the basis child development, are given a secondary role.
Modern psychologists are concerned that learning penetrates more and more into a child's life, sometimes taking up the bulk of his time. They call for preserving children's childhood and the opportunity to play games. One of the reasons for this trend is that there is no one with whom the child can constantly play, and games are not as interesting when played alone. Parents spend most of their time at work, if there are brothers or sisters, then they can also be, for example, at school, the child is left to his own devices, and even if he has thousands of toys, he will soon lose interest in them. After all, play is a process, not a number of toys. Children's games take place not only with the use of toys; children's imagination will help turn an airplane or a bird into a flying horse, or a folded piece of paper into a house. Rules are not unimportant in games for children; in the game they explain to the child that there are special rules that determine how you can and shouldn’t play, how you should and shouldn’t behave. Accustomed from childhood to playing according to the rules, the child will continue to try to comply with social norms in the future, but a child who has not developed such a habit will find it difficult to adapt to them, and he may not understand why adhere to such strict restrictions. In the game, the child’s abilities are revealed. its possibilities that have not yet been realized in real life. It's like a look into the future. In play, a child is stronger, kinder, more resilient, and smarter than in many other situations. And this is natural. The child must necessarily correlate his desires with the desires of other children, otherwise he simply will not be accepted into the game. He can be stubborn with his parents and teachers, but not with his play partners. The game develops a child’s communication skills and the ability to establish certain relationships with peers. But the game affects not only the development of the individual as a whole, it also forms individual cognitive processes, speech, and arbitrariness of behavior. In fact, we all know how difficult it is for a child to control himself, especially his movements, when it is necessary, for example, to sit still for at least a few minutes or stand, maintaining the same position. It turned out that in the game, playing the role of a sentry, children can maintain the same position for up to 9–10 minutes. It is often enough to tell a clumsy child who stubbornly refuses to move easily that he is now a bunny and must jump without the fox hearing how all his movements become light, soft, quiet.
Play, especially collective play, requires the child to mobilize all his strengths and capabilities: both physical and mental. The game makes high demands on the development of a child’s speech: after all, he must explain what and how he would like to play, agree with other children on who can play what role, be able to pronounce his text so that others understand it, etc.
In the game, the child’s imagination rapidly develops: he should be able to see a spoon instead of a stick, an airplane instead of 3 chairs, and a house wall instead of cubes. The child thinks and creates, planning the overall line of the game and improvising as it progresses.
Thus, we see that play is not inherent in the child. She herself is a product of the development of society. The game does not arise spontaneously, but develops in the process of education, thereby being a powerful means of raising and developing a child.
On January 1, 2014, the Federal State educational standard preschool education. As the main principle of preschool education, the standard puts forward “the child’s full experience of all stages of childhood (infancy, early and preschool age), the enrichment (amplification) of child development.” In addition, the text of the standard states that the implementation of the Program should be carried out “in forms specific to children of a given age group, primarily in the form of play...”. Considering the specific content of the 5 educational areas specified in the standard, it should be noted that it depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development ).
At an early age (1 year - 3 years), this content will be: “objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity.” That is, the content of education for early childhood children (0-3 years old) is built on five educational areas and is aimed at revealing the child’s potential through the formation of key competencies
A number of researchers (N.M. Aksarina, L.S. Vygotsky, A.V. Zaporozhets, etc.) believe that early age is a period of rapid formation of all psychophysiological processes characteristic of humans. Timely started and properly implemented education of young children is an important condition for their full development.
The pedagogical process at an early age is based on the idea of child development, taking into account sensitive periods associated with the acquisition of speech, sensory and motor skills.
The mental development of a child is formed in the process of his activities. Playing and acting with objects are the main activities of children of the second and third year of life. This activity of a child differs from classes in that it arises on the initiative of the child himself. Play occupies a large place in a child’s life: all the time not occupied by sleeping, feeding, or studying, the baby plays. This is his natural state. The game gives him a lot of joy and is accompanied by positive emotions: he is surprised and happy from receiving new information, achieving the desired result, communicating with adults and peers. Play is the way for children to understand the world around them.
In play, the child gets acquainted with the properties of objects, while “experimenting” a lot, showing initiative and creativity. During the game, attention, imagination, memory, thinking are formed, such important qualities, as activity, independence in solving game problems. It is in play that the first positive relationships with peers are formed: interest in the games of other children, the desire to join in their play, the first joint games, and later the ability to take into account the interests of peers.
During independent activity, children develop positive relationships and emotional and business connections with adults. They are drawn to those who study and play with them; They quickly adopt the tone of an adult’s attitude towards them (attention, affection, sympathy) and themselves begin to show mutual feelings. Already in the second year of life, children very sensitively listen to the teacher’s assessment of their activities and are guided by it.
For a teacher, organizing children’s independent play activities is one of the most difficult sections of work, since, on the one hand, he must skillfully direct his play without suppressing the child’s initiative, and on the other hand, teach the child to play independently. A teacher will be able to properly organize independent play activities only if he knows well not only the characteristics of the mental development of the child of the age with whom he works, but also the developmental characteristics of children of the entire group.
In order for the pedagogical process in kindergarten to ensure the creation of “favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations,” it is necessary to make play the leading link in the organization of children’s life.
To fulfill this important task, it is necessary to solve a number of organizational issues, namely: determining the place of play as a form of organizing the life of children in kindergarten among other forms of education and training; fixing time for games in kindergarten mode and determining the content of children’s play activities; Finally, the question of equipping games in accordance with their changes throughout the day and year, the interests of children and their age becomes of great importance.
According to the Federal State Educational Standard for Preschool Education, the subject-game environment in an early age group can be organized as follows:
1. corner of theatrical activities - mummering corner
A beautiful screen for showing performances, toys of the “BI-BA-BO” series (cat, dog, hare, fox, wolf, bear), tabletop flat theater for the fairy tales “Turnip”, “Kolobok”, “Ryaba Hen”. Various theatrical costumes , hats, crowns, scarves, caps, wreaths, animal masks, aprons, beads and other decorations.
2. corner sensory development
Material for children to develop ideas about the shape, color, size, nature of the surface of objects (pyramids, nesting dolls, boxes different colors, insert toys, “small and large” set, mosaic, abacus with labyrinths). Various didactic games for mastering actions with certain objects, teaching communication culture
3. design corner
Various building materials: soft modules, wooden cubes, “bricks”, plates, sets of building materials.
4. sports corner
Bright multi-colored balls of different sizes, skittles, soft stuffed cubes, rolling toys, jump ropes (children step over or jump over them). Dry pool with many colorful soft massage balls. Sports inflatable complex.
5. art corner
Here the child can sculpt and draw on his own. The corner contains large stencils of various animals, vegetables, dishes, clothes, fruits and pencils, coloring books, plasticine, crayons, markers and a “magic screen”
6. music corner
Rattles, maracas (also made from “kinder surprises”), wooden spoons, trumpet, tambourine, drum, guitar, accordion, piano. Boys love musical steering wheels.
7. artistic speech corner
Bright pictures, books.
8. ecological corner
Houseplants. Dry aquarium. A box with sand, small toys, pebbles.
Then a comprehensive method of guiding play in early age groups will include the following components:
systematic enrichment life experience children;
joint educational games between teachers and children aimed at imparting gaming experience to children gaming skills;
timely change of the gaming environment taking into account the enriching life experience and gaming experience;
activating communication between an adult and children during their play, aimed at encouraging children to independently use new ways of solving game problems and reflecting new aspects of life in the game.
Bibliography:
1. Education and development of children from 1 year to 2 years. Methodological manual for teachers of preschool educational institutions. M.: “Enlightenment”, 2007.
2. Didactic games and activities with young children / Ed. S.L. Novoselova. M, 2008.
3. Nosova E.A. Didactic games - classes in preschool educational institutions. – M.: Childhood – Press, 2001.
4. Learning through play. R.R. Fewell, P.F. Vedasi. St. Petersburg, 2005.
5. First steps./Comp. K. Belova. – M.: Linka – Press, 2009.
6. Samukina N.V. Games that are played. – Dubna, 2000.
7. Smirnova E. Early age: games that develop thinking // Preschool education. – 2009. - No. 4. – p.22.
8. Boguslavskaya Z.M., Smirnova E.O. Educational games for children of primary preschool age: Book. for a kindergarten teacher. - M.: Education, 1991.- 207 p.
9. Boguslavskaya Z.M., Smirnova E.O. Educational games for preschool children. - M.: Education, 1992. - 143 p.
10. Bolotina L.R. Preschool pedagogy / L.R. Bolotina. - M.: Education, 1997. - 163 p.
11. Raising young children. A manual for nursery workers. Ed. G.M. Lyamina. - M.: Education, 1974. - 240 p. with ill.
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main activities for young children are:- object-based activities and games with composite and dynamic toys;
— experimenting with materials and substances (sand, water, dough, etc.);
- communication with adults;
- joint games with peers under the guidance of an adult;
— self-service and actions with household items and tools (spoon, scoop, spatula, etc.);
- perception of the meaning of music, fairy tales, poems, looking at pictures;
- physical activity.
Taking into account age and psychological characteristics young children, the organized activity must be:
— event-based (connected with any event from personal experience);
- rhythmic (motor and mental activity must alternate);
— procedural (development of skills in everyday and gaming processes).
Activities of the teacher in each area:
1. Object activities and games with composite and dynamic toys. Subject- play activity with composite and dynamic toys is fundamental in the formation of cognitive activity, in the development of visual-effective and visual-figurative thinking in children.
To composite toys include pyramids, nesting dolls, various lacing, composite and cut pictures, cubes, puzzles (large), construction sets (large), etc.
To dynamic toys include spinning tops, tops, tumblers, wind-up toys, that is, those based on various types of movement: twisting, tumbling, rotation.
In object-based play activities, the result of the child’s action (especially with compound toys) is very important. Children’s cognitive interest is precisely supported by their own effective actions that they understand. In this way, methods of action are learned.
Teacher's tasks:
- develop cognitive interest in surrounding objects and promote active actions with them;
- form play actions with a variety of story toys, the ability to use substitute objects;
- develop the ability to imitate the play actions of an adult.
2. Experimenting with materials and substances (sand, water, dough, etc.). Acquaintance with the properties of objects occurs in practical research activities using the trial method. In the process of experimentation, the teacher attracts children's attention to smells, sounds, shapes, colors and other properties of objects and objects. It is necessary to show the correct ways of doing things, and also to provide opportunity for independent research. Don't forget to remind about rules of safe behavior in actions with sand and water (do not drink water, do not throw sand), as well as the rules of playing with small objects (do not put objects in your ear, nose; do not put them in your mouth).
Teacher's tasks:
- introduce generalized methods of studying various objects from the child’s surrounding life;
- maintain cognitive activity and cognitive interest in the process of experimentation;
- encourage independent experimentation with a variety of teaching materials;
— enrich children’s direct sensory experience in various activities.
3. Communication with an adult. Communication is the most important event in early childhood and the main form of education. The forms and content of communication change as the child develops: emotional communication; communication based on understanding intonation, facial expressions, gestures, and then actual verbal communication. The speech of an adult is a role model. To develop communication, questions, verbal instructions, creating problem-speech situations, role-playing and communicative games, reading poems and fairy tales, experiments, dramatizations, and observations are used.
Teacher's tasks:
- contribute to the enrichment of vocabulary;
- develop the ability to ask, answer, request, make a remark;
- develop the need for verbal communication.
4. Joint games with peers under the guidance of an adult. Since it is still difficult for young children to independently engage in games with peers, The teacher purposefully organizes play activities. For joint games, communicative, role-playing, musical and rhythmic games, as well as games and exercises with didactic material are recommended.
Teacher's tasks:
- contribute to the formation of the experience of friendly relationships with peers;
— teach positive ways of communication and conflict resolution during the game;
— develop emotional responsiveness when interacting with peers.
5. Self-service and actions with household utensils (spoon, scoop, spatula, etc.). The simplest skills of independence, neatness, and neatness are formed during routine moments. Wherein prerequisite is compliance the principle of gradually including the child in any activity on acquiring self-care skills. It is necessary to emotionally involve the child in actions with household objects and tools, so learning should take place in a playful way.
Teacher's tasks:
- develop basic self-service skills;
— to develop skills of a culture of behavior that comply with norms and rules;
- form substantive actions;
- develop independence in everyday behavior.
6. Perception of the meaning of music, fairy tales, poems, looking at pictures. It is advisable to organize a cycle of educational game situations aimed at developing the child’s emotional world. Of particular importance in the perception of young children is visibility. Therefore, reading, storytelling, listening to music is accompanied by the display of pictures, paintings and toys. You can read how to work with pictures
Teacher's tasks:
- develop the ability to look at pictures and illustrations;
- develop the ability to listen and understand short, accessible songs, nursery rhymes, fairy tales and stories;
— develop the ability to respond emotionally to various works of culture and art.
7. Motor activity. In addition to organizing outdoor games and exercises, the teacher should create conditions for the development of independent motor activity children. To do this, it is necessary to enrich the developmental environment with rolling toys, carts, cars, etc., as well as sports equipment and equipment.
Teacher's tasks:
— develop children’s motor activity in all types of games;
- promote the development of basic movements;
— create conditions that encourage children to be physically active.
Thus, when organizing the interaction of a teacher with young children, it is necessary:
- include several different types of activities that successively replace each other;
- organize activities in such a way as to avoid overtiredness in children;
— enrich children’s personal experience in everyday life and play.
Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to
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I. Explanatory note.
1. Relevance of the program.
The problem of development of a preschool child is difficult to overestimate. It is very important to build a child’s life in such a way that he can make the most of the opportunities of this age. That is why the role of people in the development of a child is so great, they must help the child develop harmoniously, create mental and physical comfort for successful growth. However, to help a child develop, you need to know what his problem is? Where and how to provide help.
In the last few years, young parents have increasingly come across the term “Early child development”. Many methodological developments, scientific articles, and periodicals are devoted to this topic. Many of them are controversial, some are certainly useful, however, despite numerous debates about the appropriateness of this or that technique, not one of the opponents has yet expressed the opinion that early development is a useless and unnecessary thing. It has been scientifically proven that the brain of a child under the age of three is especially receptive to information coming from the outside and can assimilate it quite quickly. large volume. According to experts, it is during this age period that the basis of future intelligence is formed. As already mentioned, the main activity of children at this stage is play, and the task of adults is to make this game as productive as possible, without infringing on the interests of the child.
2. Scientific validity.
The first years of life are the period of the most intense physical, mental and moral development. The future of the child will depend on the conditions under which it occurs.
In the first year of a child’s life, the final formation of the first signaling system occurs; The senses are improved, the child learns to see, hear, touch, distinguish the shapes and sizes of objects, navigate in space, and correctly coordinate their movements and actions. By the end of the first year of life, speech appears and a second signaling system begins to form.
During the second and third years of life, intensive sensory development occurs, the development of movements, speech (passive and active), and approximately cognitive activity undergoes significant changes.
Teachers, physiologists, psychologists (N.M. Shchelovanov, N.M. Aksarina, D.B. Elkonin, L.S. Vygodsky, M.M. Koltsova, E.I. Radina, T.N. Fedoseeva, E. I. Tikheyeva, E.G. Pilyugina, S.N. Teplyuk and others) opened up enormous potential opportunities for the development of children. We determined the significance of the period of early childhood for the entire further formation of the child’s personality and identified a number of specific age-related characteristics that formed the basis of modern programs and new technologies for the development and education of young children.
The special significance of this age is explained by the fact that it is directly related to the three fundamental life acquisitions of a child: upright posture, verbal communication and objective activity. Walking upright provides the child with a wide orientation in space and a constant influx of new information necessary for his development. Speech communication allows the child to acquire knowledge, develop the necessary skills and abilities, and through a psychologist, a person who knows them, to quickly become familiar with human culture.
Object activities directly develop the child’s abilities, especially his manual movements. Each of these factors is irreplaceable, and all of them taken together are sufficient for the versatile and complete mental and behavioral development of a small growing person.
Around the age of three, the child’s memory, perception, imagination and attention begin to acquire human properties. But the main thing is that at this age the child masters those skills that significantly influence his subsequent behavioral, intellectual and personal development. We are talking about the ability to understand and actively use language in communicating with people.
Development cognitive processes and speech helps the child to quickly acquire knowledge, assimilate norms and forms of human behavior. The main difficulty in studying the mental life of young children is that their life is in constant development, and the younger the child, the more intense this development takes place.
Early age is the most favorable time for sensory education, without which the normal formation of a child’s mental abilities is impossible. This period is important for improving the functioning of the senses, accumulating ideas about the world around us, and recognizing the child’s creative abilities. It is too early to introduce sensory standards to young children and provide them with systematic knowledge about the properties of objects. However, classes should be structured in such a way that in the future, already beyond the threshold of early childhood, children are able to assimilate the similarities and differences in the properties of objects.
Research by N.M. Shchelovanova and M.Yu. Kistyakovskaya shows that the more varied the movements that a child performs, the richer his motor experience, the more information enters the brain, which contributes to more intensive intellectual development of the baby.
A variety of movements, especially if they involve the work of the hands, have a positive effect on speech development.
While walking, climbing, running and other movements, the child encounters a number of objects and learns their properties. The baby learns to navigate in space. Properly organized physical activity contributes to the formation of a child’s personality. The baby develops such important qualities as independence, activity, initiative, courage and reasonable caution are formed. In the process of motor activity, children acquire communication skills with adults and peers, learn to coordinate their actions with the requirements of adults and with the actions of other children.
Also, research by scientists has shown that the level of development of children's speech is directly dependent on the degree of formation of fine movements of the fingers. Specialists from the Institute of Physiology of Children and Adolescents of the APN believe that speech formation occurs under the influence of kinesthetic (motor) impulses transmitted from the hands, or more precisely from the fingers. The more active and precise the finger movements of a small child, the faster he begins to speak.
Fine art activities not only help the child master the basic techniques of modeling, appliqué and drawing, but also have a beneficial effect on the overall development of the child: they awaken emotional responsiveness, cultivate a sense of beauty, form hard work, develop thinking, attention, memory, and imagination.
In the period from 2 to 3 years, the child rapidly masters speech. Nursery rhymes, songs and fairy tales are the first literary works that a child hears. Children of this age have a well-developed imagination, they get vivid impressions from an emotionally told fairy tale. Children empathize so actively that they even feel like they are participants in the events discussed in a fairy tale or nursery rhyme.
I would like to note that young children, due to their age characteristics, are not able to concentrate on one type of activity. long time. Therefore, classes with children are structured in such a way that one type of activity is replaced by another.
Communication with a small child is always a joy. But this joy is often associated with a lot of problems and worries, worries and worries. Grow healthy and developed child you can only
3. Focus and level of the program (goal, objectives, category of children, age of children).
The leading activity at an early age is subject-based.
The leading mental function is perception.
Parents take an active part in classes. The goal of joint creativity between mother and child is to maintain contact between mother and child through creative activity. And the use of the creative process becomes a way of communication between two loving hearts.
At an early age, the development of a child depends entirely on the efforts of people close to him. Therefore, the lesson is carried out jointly with parents, who help the child in his difficult work. They surround him with attention and love.
1. Goals:
- Overcoming stressful conditions in children during the period of adaptation to preschool education.
- Creating a positive climate in the children's team.
- Relieving emotional and muscle tension.
- Development of general and fine motor skills, coordination of movements.
- Development of cognitive processes.
- Activation of speech processes.
- Development of arbitrariness of behavior, the ability to obey rules.
- Development of communication skills and interaction with adults and peers.
- Development of gaming skills.
2. Program objectives:
- develop the child’s ability to maintain visual and auditory attention; – develop purposeful perception;
- enrich sensory experience;
- improve visual activity;
The course is designed for children 2-3 years old. Age restrictions are not strict. You can focus on the current level of development of children. For young children and children with developmental delays, age ranges may be shifted in one direction or another. The number of children in the group is from 1 to 10 people.
4. Indications and contraindications for use.
- The reasons for enrolling a child in the group are: doctor’s recommendations, a psychologist’s conclusion (based on the diagnostic result). Observations and reviews of the teacher, wishes of parents.
- The program is contraindicated for children with mental illness.
General structure of classes:
- Introductory part:
- greeting ritual;
- motor gymnastics;
- Main part:
- development of cognitive processes;
- speech development;
- free play;
- Final part:
- farewell ritual;
I. Introductory part:
- greeting ritual: organizing children for class (5 minutes);
- motor gymnastics: aimed at developing general motor skills and movement coordination (7 minutes);
Break – (2 minutes)
II. Main part:
- development of cognitive processes: memory, thinking, attention, fine motor skills (6 minutes)
Break – (2 minutes)
- speech development: children learn poems, sayings, nursery rhymes (4 minutes);
Break – (2 minutes)
- free play: brings pleasure, lifts spirits, stimulates interest in the world around us, teaches how to communicate with peers (29 minutes);
III. Final part:
- farewell ritual: children say goodbye to everyone until the next lesson (3 minutes);
The lesson lasts one hour and is divided into several time stages. Time is strictly observed.
6. Implementation deadlines.
The course consists of 60 lessons. Duration of classes is 9 months (academic year).
7. Number of classes per week.
Classes are held 2 times a week, in the morning.
8. Terms of sale.
Classes are held indoors, in accordance with the requirements of sanitary and hygienic standards and rules.
The room for classes should be equipped as follows; there should be no unnecessary furniture or toys. The room should be spacious, preferably with a carpet on the floor for movement techniques.
And also necessary:
- record player
- album
- colored paper
- colored cardboard
- white cardboard
- colour pencils
- colored gouache
- plasticine
- disposable tableware
- diamonds
- hoops
- Balloons
- bubble
- straws
- cereal
- pasta
- buttons
- enema for children
- laces
- lightning
- mosaic
- toys
9. Methods of interaction between specialists (for complex programs).
For successful implementation of the program, it is possible to interact with the following specialists:
- psychologist
- psychoneurologist
- preschool teachers
II. Methods and means of assessing the effectiveness (effectiveness) of the program.
Basic methods for assessing the level of development of a child:
Diagnostics:
- questionnaire for parents “My baby”;
- observation of children (Diary of child development).
The developmental effect of this course of classes is manifested primarily in the interest of children in different types of exercises. Children become more active and confident in their abilities; psychophysiological processes, communication skills and speech activity also develop. The lesson stimulates the development of communication skills, which contribute to the development of active and passive vocabulary.
Based on the results of the classes, according to parents, children have an easier process of adaptation in a preschool institution; they are distinguished by their depth of perception of the world around them and the speed of orientation in it.
III. Basic requirements (formed depending on the focus of the program).
Classes should only be conducted in conjunction with parents. This is determined by the need to accurately perform movements in children. Otherwise, the result will not be achieved.
The result of the program implementation leads to the level of development of skills, key social competencies, social adaptation, successful adaptation (integration) into society as a result of program implementation.
The program can be used for both group and individual lessons.
Introduction.
1. Target section.
1.1. Explanatory note.
1.1.1. Regulatory and legal basis for the formation of the work program.
1.1.2. Goals and objectives of the work program.
1.1.3. Principles and approaches to the formation of a work program.
1.1.4. Age and individual characteristics of the contingent of children.
1.2. Targets at the stage of completing the development of the work program.
1.3. System for assessing the results of mastering the work program.
2.1. General provisions.
2.2. Forms, methods, methods and means of implementing the work program.
2.3. Description of educational activities in accordance with the areas of child development presented in five educational areas.
Social and communicative development.
Cognitive development.
Speech development.
Artistic and aesthetic development.
Physical development.
2.4. Interaction between teachers and children.
2.5. Ways and directions of supporting children's initiative.
2.6. Interaction of the teacher with the families of students.
3. Organizational section.
3.1. Daily routine and schedule.
3.2. Planning educational activities.
3.3. Health activities.
3.4. Features of the organization of the subject-spatial environment.
3.5. Software and methodological support for the educational process.
3.6. Bibliography. Application.
Introduction
The work program of educational activities in the early age group with a general developmental orientation (hereinafter referred to as the work program) was drawn up taking into account the requirements of the Federal State Educational Standard for Preschool Education, developed on the basis educational program municipal preschool educational institution kindergarten "Firefly" in the village of Gavrilovka and is its integral part. The work program is drawn up taking into account the integration of educational areas, the content of children's activities is distributed over months and weeks and represents a system designed for one academic year .
The work program is intended for children 1.5-2.5 years old (early age) and is designed for 36 weeks, which corresponds comprehensively - thematic planning according to the program “From birth to school”, ed.
NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva.
The work program is “open” and provides for variability, integration, changes and additions as professional needs arise. The content of the work program in accordance with the requirements of the Standard includes three main sections - target, content and organizational.
1. Target section
1.1. Explanatory note
The work program was developed on the basis of an exemplary general educational program for preschool education “From birth to school”, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, in accordance with the educational program of the municipal preschool educational institution kindergarten “Firefly” Gavrilovka village with the aim of introducing the Federal State Educational Standard for preschool education.
The work program for the development of children in the early age group ensures the diversified development of children aged 1.5 to 2.5 years, taking into account their age and individual characteristics in the main areas: physical, social and communicative, cognitive, speech and artistic and aesthetic.
The following partial programs were used in the development of the work program:
- “Little thing” by G. G. Grigoriev, D. V. Sergeev, N. P. Kochetov and others;
- "Tuning Fork" by E. P. Kostina;
- "Young ecologist" S. N. Nikolaev;
- “Our home is nature” by N. A. Ryzhov;
- “Colored palms” by I. A. Lykov;
- “Children’s creative design” L.A. Paramonova;
- "Fundamentals of the safety of preschool children" N. N. Avdeeva, Fr. L. Knyazeva, R. B. Sterkina;
- “Program of speech therapy work to overcome phonetic-phonemic underdevelopment in children” T. B. Filicheva, G. V. Chirkina;
- "Speech development in preschool children" O.S. Ushakova;
- “Introducing children to the origins of Russian folk culture” authors: O. L. Knyazeva, M. D. Makhaneva;
- “Health” V. G. Alyamovskaya;
- “Physical education for preschoolers” by L. D. Glazyrin;
- "Physical education of preschool children." ON THE. Gordova, N.V. Poltavtseva;
- "Upbringing healthy child» M.A. Makhaneva;
- “Rhythmic mosaic” by A.I. Burenina;
- “The Green Light of Health” by M. Yu. Kartushin;
- “Sa-Fi-Dance” by Firilev Zh.E. Saikina E.G.
The implemented work program is based on the principle of the personal developmental and humanistic nature of interaction between an adult and children.
1.1.1. Regulatory legal framework for the formation of the work program
This program is formed on the basis of the following regulatory legal framework:
Convention on the Rights of the Child. Adopted by General Assembly resolution 44/25 of November 20, 1989. ─ UN 1990;
Federal Law of December 29, 2012 No. 273-FZ “On Education in Russian Federation// Official Internet portal of legal information: ─ Access mode: pravo.gov.ru";
Federal Law of July 24, 1998 No. 124-FZ “On the Basic Guarantees of the Rights of the Child in the Russian Federation”;
Order of the Government of the Russian Federation of September 4, 2014 No. 1726-r “On the Concept of Additional Education for Children”;
Order of the Government of the Russian Federation of May 29, 2015 No. 996-r “On the Strategy for the Development of Education until 2025”. Access mode: http://government.ru/docs/18312/
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, maintenance and organization of the operating regime of preschool educational organizations” // Russian newspaper. – 2013. – 19.07(№ 157);
Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” (registered by the Ministry of Justice of Russia on November 14, 2013
registration number 30384);
Order of the Ministry of Health and Social Development of Russia dated August 26, 2010 No. 761n (as amended on May 31, 2011) “On approval of the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section “Qualification Characteristics of Employee Positions”
Order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1014 “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education”;
Order of the Ministry of Education and Science of Russia dated December 28, 2010 No. 2106 “On approval and implementation of federal requirements for educational institutions in terms of protecting the health of students and pupils”;
Letter of the Ministry of Education and Science of Russia “Comments to the Federal State Educational Standard for Education” dated February 28, 2014 No. 08-249 // Bulletin of Education. – 2014. – April. – No. 7.
methodological recommendations" (Methodological recommendations for the implementation of the powers of the constituent entities of the Russian Federation to financially support the implementation of the rights of citizens to receive public and free preschool education);
Letter of the Ministry of Education and Science of Russia dated 06/07/2013 No. IR-535/07 “On correctional and inclusive education of children”;
Comments of the Ministry of Education and Science of Russia to the Federal State Educational Standard for Preschool Education dated August 28, 2014 No. 08-249;
Articles of association;
License for educational activities.
1.1.2. Goals and objectives of the work program
The goal of the Program is to design social situations for the development of a child and a developing subject-spatial environment that provides positive social motivation and support for the individuality of children through communication, play, cognitive and research activities and other forms of activity. The program, in accordance with Federal law“On Education in the Russian Federation”, promotes mutual understanding and cooperation between people, takes into account the diversity of ideological approaches, promotes the realization of the right of preschool children to a free choice of opinions and beliefs, ensures the development of the abilities of each child, the formation and development of the child’s personality in accordance with those accepted in the family and society with spiritual, moral and sociocultural values for the purpose of intellectual, spiritual, moral, creative and physical development of a person, satisfying his educational needs and interests.
The goals of the work program are achieved through solving the following tasks:
– protection and strengthening of physical and mental health children, including their emotional well-being;
– ensuring equal opportunities for the full development of each child during preschool childhood regardless of place of residence, gender, nation, language, social status;
– creating favorable conditions for the development of children in accordance with their age and individual characteristics, developing the abilities and creative potential of each child as a subject of relationships with other children, adults and the world;
– combining training and education into a holistic educational process based on spiritual, moral and sociocultural values, rules and norms of behavior accepted in society in the interests of the individual, family, and society;
– the formation of a general culture of children’s personality, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;
– formation of a socio-cultural environment appropriate for age and
individual characteristics of children;
– providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health;
– ensuring continuity of goals, objectives and content of preschool general and primary general education.
1.1.3. Principles and approaches to developing a work program
In accordance with the Standard, the work program is built on the following principles:
1. Supporting childhood diversity. The modern world is characterized by increasing diversity and uncertainty, reflected in various aspects of human life and society. Increasing mobility in society, economy, education, culture requires people to be able to navigate in this world of diversity, the ability to maintain their identity and at the same time interact flexibly, positively and constructively with other people, the ability to choose and respect the right to choose other values and beliefs, opinions and ways of expressing them. Taking on the challenges of the modern world, the work program considers diversity as a value, an educational resource and involves the use of diversity to enrich the educational process. The teacher builds educational activities taking into account
regional specifics, the sociocultural situation of the development of each child, his age and individual characteristics, values, opinions and ways of expressing them.
2. Preserving the uniqueness and intrinsic value of childhood as an important stage in general development person. The intrinsic value of childhood is an understanding of childhood as a period of life that is significant in itself, significant because of what is happening to the child now, and not because this stage is a preparation for later life. This principle implies a child’s full experience of all stages of childhood (infancy, early and preschool childhood), enrichment (amplification) of child development.
3. Positive Socialization child assumes that the child’s mastery of cultural norms, means and methods of activity, cultural patterns of behavior and communication with other people, familiarization with the traditions of the family, society, and state occur in the process of cooperation with adults and other children, aimed at creating the prerequisites for the child’s full-fledged activity in changing world.
4. Personal developmental and humanistic nature of interaction adults (parents (legal representatives), teachers and other employees of the Organization) and children. This type of interaction presupposes a basic value orientation on the dignity of each participant in the interaction, respect and unconditional acceptance of the child’s personality, goodwill, attention to the child, his condition, mood, needs, interests. Personal developmental interaction is an integral part of the social situation of a child’s development in an organization, a condition for his emotional well-being and full development.
5. Promotion and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations. This principle presupposes the active participation of all subjects of educational relations - both children and adults - in the implementation of the program. Each participant has the opportunity to make his own individual contribution to the course of the game, lesson, project, discussion, planning of the educational process, and can take the initiative. The principle of assistance assumes the dialogical nature of communication between all participants in educational relations. Children are given the opportunity to express their views, their opinions, take a position and defend it,
make decisions and take responsibility according to your capabilities.
6. Collaboration with family. Cooperation, cooperation with the family, openness towards the family, respect for family values and traditions, taking them into account in educational work are the most important principle of the work program. Teaching staff must know about the living conditions of the child in the family, understand the problems, and respect the values and traditions of the pupils’ families. The work program involves various forms of cooperation with the family, both in content and organizational terms.
7. Networking with organizations socialization, education, health and other partners that can contribute to the development and education of children, as well as the use of local traditions to enrich child development. The work program assumes that teaching staff establish partnerships not only with children’s families, but also with other organizations and individuals who can help enrich the social and cultural experience of children, introduce children to national traditions (visiting theaters, museums, mastering additional education programs) , to the nature and history of the native land; promote joint projects, excursions, holidays, attending concerts, as well as meeting the special needs of children and providing medical support.
8. Individualization of preschool education presupposes a structure of educational activities that opens up opportunities for individualization of the educational process, the emergence of an individual development trajectory for each child with the specifics and speed characteristic of a given child, taking into account his interests,
motives, abilities and age-psychological characteristics. At the same time, the child himself becomes active in choosing the content of his education and various forms of activity. To implement this principle, regular monitoring of the child’s development, collection of data about him, analysis of his actions and actions are necessary; helping a child with difficult situation; giving the child the opportunity to choose different types activities, emphasis
attention to the child’s initiative, independence and activity.
9. Age adequacy of education. This principle involves the teacher’s selection of the content and methods of preschool education in accordance with age characteristics children. It's important to use everything specific types children's activities (game, communicative and cognitive-research activities, creative activity,
ensuring the artistic and aesthetic development of the child), based on the characteristics of age and developmental tasks that must be solved in preschool age. The teacher’s activities must be motivating and comply with the psychological laws of the child’s development, taking into account his individual interests, characteristics and inclinations.
10. Developmental variable education. This principle assumes that
educational content is offered to the child through various types of activities, taking into account his current and potential capabilities for mastering this content and performing certain actions, taking into account his interests, motives and abilities. This principle involves the work of a teacher with a focus on the child’s zone of proximal development (L.S. Vygotsky), which contributes to the development and expansion of both obvious and hidden capabilities of the child.
11. Completeness of content and integration of individual educational areas. In accordance with the Standard, the work program involves comprehensive social-communicative, cognitive, speech, artistic, aesthetic and physical development of children through various types of children's activities. Dividing the work program into educational areas does not mean that each educational area is mastered by the child separately, in the form of isolated classes based on the model of school subjects. There are various relationships between individual sections of the work program:
Cognitive development is closely related to speech and socio-communicative development;
Artistic and aesthetic - with cognitive and speech, etc. The content of educational activities in one specific area is closely related to other areas. This organization of the educational process corresponds to the developmental characteristics of preschool children.12. Invariance of values and goals with variability in the means of implementing and achieving the goals of the Program. The Standard and the Program set invariant values and guidelines, taking into account which the Organization has developed the main educational program and which are scientific and methodological supports for it in modern world diversity and uncertainty.
1.1.4. Age and individual characteristics of the contingent of young children (1.5 to 2.5 years)
The age from 1.5 to 2.5 years is a significant period in a child’s life. It is characterized by the following neoplasms: the child begins to walk; independently and with the help of an adult, masters the surrounding space, productive and reproductive objective activity actively develops (masters the rules for using household items, imitation of adults in objective activities arises as a prerequisite for the beginning of imitation games); the child masters speech (the phonemic and grammatical structure of speech is formed, the vocabulary and semantics of speech are improved), cognitive speech activity manifests itself in the form of questions addressed to an adult.
The creative (visual, design, etc.) activities of children are developing. The foundation is laid for individual object games, the emergence and development of symbolic functions in the game. Improving children’s object-based games by including indicative-exploratory, constructive and plot-role aspects; There is a transition to group subject and role-playing games.
The child’s perception, memory and thinking actively develop.
By the age of three, his dominant hand is determined and coordination of the actions of both hands begins to form.
At this age, the rate of growth and development of the child slows down somewhat. The monthly increase in height is 1 cm, weight 200-250 grams.
Thus, in early childhood one can note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional sphere.
The development of a child’s basic movements is partially influenced by the proportions of his body: short legs, long torso, large head. A child under one and a half years old often falls when walking and cannot always stop in time or get around an obstacle.
Posture is also imperfect. Due to insufficient development of the muscular system, it is difficult for a child to perform the same type of movements for a long time, for example, walking with his mother “only by the hand.”
Walking gradually improves. Children learn to move freely while walking: they climb hills, walk on the grass, step over small obstacles, for example, a stick lying on the ground. The shuffling gait disappears. In outdoor games and music classes, children take lateral steps and slowly spin in place.
At the beginning of the second year, children climb a lot: they climb a slide, on sofas, and later (at a side step) on a wall bars. They also climb over a log, crawl under a bench, and climb through a hoop. After one and a half years, children, in addition to basic movements, also develop imitative movements (bear, bunny). In simple outdoor games and dances, children get used to coordinating their movements and actions with each other (with no more than 8-10 participants).
With training and the correct selection of play materials, children master actions with a variety of toys: collapsible (pyramids, nesting dolls, etc.), building materials and story toys (dolls with attributes for them, bears). The child imitates these actions after being shown by an adult. Gradually, “chains” are formed from individual actions, and the child learns to bring objective actions to a result: he fills the entire pyramid with rings, selecting them by color and size, and uses building material to build a fence, a train, a turret and other simple buildings based on the model.
Significant changes are also taking place in actions with story toys. Children begin to transfer the learned action with one toy (doll) to others (bears, bunnies); they are actively looking for the item needed to complete the action (a blanket to put the doll to sleep, a bowl to feed the bear).
Reproducing 2-3 actions in a row, at first they are not guided by how it happens in life: a sleeping doll, for example, suddenly begins to be rolled on a typewriter. By the end of the second year, children’s play actions already reflect their usual life sequence: after walking with the doll, they feed it and put it to bed.
Children reproduce everyday activities with story toys throughout the entire period of preschool childhood. But at the same time, children 3-5 years old and older arrange a “multi-link ritual” out of each action. Before eating, the doll will wash her hands, tie a napkin, check that the porridge is not hot, will be fed with a spoon, and given to drink from a cup. All this is missing in the second year. The child simply brings the bowl to the doll's mouth. He acts similarly in other situations. These features explain the ease of selecting story toys and attributes for them.
The foregoing gives reason to believe that in the second year, elements are formed from individual actions, the basis of activity characteristic of preschool childhood: object-based with a characteristic sensory bias, constructive and role-playing game(the latter in the second year can be considered only reflective).
Success in the development of object-based play activity is combined with its instability, which is especially noticeable in the case of educational defects. Having the opportunity to approach any object that comes into view, the child drops what he is holding in his hands and rushes towards it. Gradually this can be overcome.
The second year of life is a period of intensive speech formation. Connections between an object (action) and the words denoting them are formed 6-10 times faster than at the end of the first year. At the same time, understanding the speech of others still outstrips the ability to speak.
Children learn the names of objects, actions, designations of certain qualities and states. Thanks to this, it is possible to organize the activities and behavior of children, form and improve perception, including those that form the basis of sensory education.
In the process of various activities with adults, children learn that the same action can relate to different objects: “put on a hat, put rings on a pyramid, etc.” An important acquisition of speech and thinking is the ability to generalize, which develops in the second year of life. The word in the child’s mind begins to be associated not with one object, but to designate all objects belonging to this group, despite the difference in color, size and even appearance (large and small doll, naked and clothed, boy doll and girl doll) .
The ability to generalize allows children to recognize the objects depicted in the picture, while at the beginning of the year, when asked to show an object, the baby was guided by random, unimportant signs. Thus, the word khon could mean both a cat and a fur collar.
The baby gets used to the fact that there are different connections between objects, and adults and children act in different situations, so he understands plot dramatizations (showing toys, characters from puppet and tabletop theaters).
The impressions from such displays and interested viewing are retained in memory. Therefore, children over one and a half years old are able to maintain a dialogue-memory with an adult about recent events or things related to their personal experience: “Where did you go?” - "Walk". - “Who did you see?” - “Dog.” - “Who was fed grains?” - “Bird.”
The active vocabulary increases unevenly throughout the year. By the age of one and a half years, it is equal to approximately 20-30 words. After 1 year 8-10 months, a leap occurs and an actively used vocabulary develops. It contains many verbs and nouns, found simple adjectives and adverbs (here, there, there, etc.), as well as prepositions. Simplified words (tu-tu, aw-aw) are replaced by ordinary ones, albeit imperfect ones in phonetic terms. After one and a half years, the child most often reproduces the outline of the word ( different number syllables), filling it with substitute sounds, more or less similar in sound to the audible sample.
Attempts to improve pronunciation by repeating a word after an adult do not bring success at this age. This becomes possible only in the third year. In most cases, after one and a half years, a child correctly pronounces the labiolabial sounds (p, b, m), anterior palatoglingual sounds (t, d, i), and posterior palatoglossal sounds (g, x). Whistling, hissing and sonorant sounds, as well as continuous phonemes in words pronounced by a child, are extremely rare.
At first, the word spoken by the child is a whole sentence. So, the words “bang, fell” in some cases mean that the baby dropped the toy, in others - that he himself fell and hurt himself.
By the age of one and a half years, two-word sentences appear in children’s statements, and at the end of the second year, the use of three- and four-word sentences becomes common.
A child over one and a half years old actively turns to adults with questions. But he expresses them mainly intonationally: “Iya kusya?” - that is, “Did Ira eat?” Children use question words less often, but they can ask: “Where is the scarf?”, “Where did the woman go?”, “What is this?”
In the second year of life, the child learns the names of adults and children with whom he communicates on a daily basis, as well as some family relations < мама, папа, бабушка). Он понимает элементарные человеческие чувства, обозначаемые словами «радуется», «сердится», «испугался», «жалеет». В речи появляются value judgments: “bad”, “good”, “beautiful”.
Children’s independence in object-based play activities and self-care is improved. The baby masters the ability to independently eat any food, wash his face and wash his hands, and acquires neatness skills.
Orientation in the immediate environment expands. Knowing what parts of the group room are called (furniture, clothes, dishes) helps the child carry out simple (one, and by the end of the year 2-3 actions) instructions from adults; gradually he gets used to following the basic rules of behavior, denoted by the words “you can” , “impossible”, “necessary”. Communication with adults is business-like and object-oriented.
In the second year, the need to communicate with adults on a variety of occasions is consolidated and deepened. At the same time, by the age of two, children gradually move from sign language, facial expressions, and expressive sound combinations to expressing requests, desires, and proposals using words and short phrases. Thus, speech becomes the main means of communication with adults, although at this age the child willingly speaks only with close people who are well known to him.
In the second year of life, children retain and develop the type of emotional interaction. In twos or threes, they independently play with each other the games they had previously learned with the help of an adult (“Hide and Seek”, “Catch-up”).
However, children have little experience of interaction and its basis has not yet been formed. There is a misunderstanding on the part of the intended partner. The child may burst into tears and even hit the person who feels sorry for him. He actively protests against interference in his game.
A toy in the hands of another is much more interesting for the baby than the one standing next to it. Having taken her away from her neighbor, but not knowing what to do next, the baby simply abandons her. The teacher should not ignore such facts so that the children do not lose the desire to communicate.
Interaction between children during the day occurs, as a rule, in object-based play activities and routine processes, and since object-based play activities and self-service are just being formed, independence and interest in their implementation should be protected in every possible way.
Children are taught to observe “distance discipline,” and they learn the ability to play and act side by side without interfering with each other, to behave appropriately in a group: not to interfere with a neighbor’s plate, to move on the sofa so that another child can sit down, to not make noise in the bedroom etc. At the same time they use in simple words: “na” (“take”), “give”, “let go”, “I don’t want”, etc.
Against the background of “protecting” the activities of each child, joint actions need to be formed. First, at the prompting of an adult, and by the age of two, children are able to help each other independently: bring an object necessary to continue the game (cubes, rings for a pyramid, a blanket for a doll). Imitating a mother or teacher, one baby tries to “feed and brush” the other.
Simple dance actions of children in pairs during music lessons are possible.
The main acquisitions of the second year of life can be considered the improvement of basic movements, especially walking.
The child’s mobility sometimes even prevents him from concentrating on quiet activities.
There is a rapid and diverse development of object-based play behavior, due to which, by the end of children’s stay in the second group of early age, they have formed components of all types of activities characteristic of the period of preschool childhood.
Rapid development is taking place different sides speech and its functions. Although the rate of development of understanding the speech of others still outstrips the ability to speak, at the end of the second year the active vocabulary already consists of 200-300 words. With the help of speech, you can organize the child’s behavior, and the child’s speech becomes the main means of communication with adults.
On the one hand, the child’s independence in all areas of life increases, on the other hand, he masters the rules of behavior in a group (play nearby without disturbing others, help if this is understandable and uncomplicated). All this is the basis for the development of joint gaming activities in the future.
The list of children is reflected in Appendix 1.
The list of distribution of children by health groups is reflected in Appendix 2.
1.2. Targets at the stage of completion of the program for children 1.5 to 2.5 years old
In accordance with the Federal State Educational Standard for Education, the specifics of preschool childhood and the systemic features of preschool education make it unlawful to demand specific educational achievements from a preschool child. Therefore, the results of mastering the work program are presented in the form of targets for preschool education and represent the age characteristics of the possible achievements of a young child (1.5 to 2.5) by the end school year.
The child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions.
Uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoons, combs, pencils, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday life and play behavior.
Possesses active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys.
Strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult.
Shows interest in peers; observes their actions and imitates them.
Shows interest in poems, songs and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art.
The child has developed gross motor skills and strives to master different kinds movements (running, climbing, stepping, etc.).
1.3. System for assessing the results of program development
In the course of his work, the teacher builds an individual development trajectory for each child. For this purpose, pedagogical monitoring is carried out to study the individual development of children by assessing the level of effectiveness of pedagogical influences in all educational areas.
Pedagogical diagnostics are carried out during observations of children’s activity in spontaneous and specially organized activities.
2.1. General provisions
– description of modules of educational activities in accordance with the directions of child development in five educational areas: social-communicative, cognitive, speech, artistic-aesthetic and physical development, taking into account the used variable preschool education programs and teaching aids that ensure the implementation of this content;
– description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual psychological characteristics of pupils, the specifics of their educational needs, motives and interests;
2.2. Forms, methods, methods, means of implementing the Program
Forms of organization of work in areas of activity for children 1.5-2.5 years old are reflected in table No. 1
| Direction | Forms of work organization |
| Physical development | Cooperative activity, morning exercises, breathing exercises, individual work, holidays, entertainment, leisure sports, project activities. |
| Cognitive, speech and social-communicative development | Introduction of experimental research activities, children's experimentation, classes, individual work, didactic and role-playing games, excursions, conversations, observation, reading fiction and mandatory discussions of reading, theatrical activities, interaction with other sociocultural objects, joint activities with parents, project activities. |
| Artistic and aesthetic development | Classes, individual work, independent activities, organization of exhibitions of children's creativity, participation in competitions, observations, excursions, project activities. |
| Table 1 | |
Methods and techniques used when working with children 1.5-2.5 years old are reflected in table No. 2
Traditions of the group "Kapelka"
- Children's music by Russian and foreign composers is played daily in the group;
- Sleep with calm music;
- New toys: introducing children to new toys that appear in the group;
- Announcing the menu before eating, inviting children to the table and wishing them bon appetit;
- At the end of the school year there is a demonstration event for parents;
- Traditional moment of silence: “Lock.”
2.3. Description of educational activities in accordance with the age characteristics of children 1.5-2.5 years old
"Social-communicative development"
To form in every child the confidence that he, like all children, is loved and cared for; show respect for the interests of the child, his needs, desires, and capabilities. Foster a negative attitude towards rudeness and greed; develop the ability to play without quarreling, help each other and enjoy successes, beautiful toys, etc. together. Develop basic skills of polite treatment: say hello, say goodbye, make a request calmly, using the words “thank you” and “please.” Develop the ability to behave calmly indoors and outdoors: do not make noise, do not run, comply with an adult’s request. Cultivate an attentive attitude and love towards parents and loved ones. Teach children not to interrupt a speaking adult and develop the ability to wait if the adult is busy.
To form in children elementary ideas about themselves, about changes in their social status (growing up) in connection with the beginning of attending kindergarten; strengthen the ability to say your name. To form in every child the confidence that adults love him, like all other children. Cultivate an attentive attitude towards parents and loved ones. Encourage the ability to name family members. Develop ideas about the positive aspects of kindergarten, its commonality with home (warmth, comfort, love, etc.) and differences from the home environment (more friends, toys, independence, etc.).
Draw children's attention to how clean, bright the room they play in, how many bright, beautiful toys there are, how neatly the cribs are made. While walking, draw children’s attention to beautiful plants and site equipment that is convenient for games and relaxation.
Develop the ability to navigate the group premises and area. Remind children the name of the city in which they live.
Self-service, independence, labor education
Education of cultural and hygienic skills. Form the habit (first under the supervision of an adult, and then independently) of washing your hands when dirty and before eating, wiping your face and hands dry with a personal towel.
Learn to put yourself in order with the help of an adult; use individual items (handkerchief, napkin, towel, comb, pot).
Develop the ability to hold a spoon correctly while eating.
Self-service. Teach children to dress and undress in a certain order; with a little help from an adult, remove clothes and shoes (unfasten front buttons, Velcro fasteners); Carefully fold removed clothes in a certain order. Accustom to neatness.
Socially useful work. Involve children in performing simple labor actions: together with an adult and under his control, arrange bread bins (without bread), napkin holders, lay out spoons, etc.
To teach how to maintain order in the playroom and, at the end of the games, to put the play material in its place.
Respect for the work of adults. Encourage children's interest in adult activities. Pay attention to what and how an adult does (how he cares for plants (waters) and animals (feeds); how a janitor sweeps the yard, removes snow; how a carpenter repairs a gazebo, etc.), why he performs certain actions . Learn to recognize and name some work actions (the teacher's assistant washes the dishes, brings food, changes towels).
Forming the foundations of security
Introduce basic rules of safe behavior in nature(do not approach unfamiliar animals, do not stroke them, do not tease them; do not tear or put plants in your mouth, etc.) Form primary ideas about cars, the street, the road.
Introduce some species Vehicle.
To introduce the object world and the rules for safe handling of objects.
Introduce the concepts of “dos and don’ts”, “dangerous”.
To form ideas about the rules of safe behavior when playing with sand and water (do not drink water, do not throw sand, etc.).
Educational area
"Cognitive Development"
Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; 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 of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
Formation of elementary mathematical concepts
Teach children to name the color, size of objects, the material from which they are made (paper, wood, fabric, clay); compare familiar objects (different hats, mittens, shoes, etc.), select objects by identity (find the same one, pick a pair), group them by method of use (drink from a cup, etc.).
Exercise in establishing similarities and differences between objects that have the same name (same blades; red ball - blue ball; large cube - small cube).
Teach children to name the properties of objects: big, small, soft, fluffy, etc.
Sensory development. Continue work to enrich children’s direct sensory experience in various types of activities, gradually including all types of perception. Help examine objects, highlighting their color, size, shape; encourage to include hand movements on an object in the process of getting to know it (circling parts of the object with your hands, stroking them, etc.).
Introduction to sociocultural values.
Continue to introduce children to objects in their immediate environment.
To promote the appearance of generalizing concepts in children’s dictionaries: toys, dishes, clothes, shoes, furniture, etc.
Familiarize yourself with the vehicles in your immediate environment.
Formation of elementary mathematical concepts.
Quantity. Involve children in forming groups of homogeneous objects. Learn to distinguish the number of objects (one - many).
Magnitude. Draw children's attention to objects of contrasting sizes and their designation in speech ( big house- small house, big matryoshka - small matryoshka, big balls - small balls, etc.).
Form. Learn to distinguish objects by shape and name them (cube, brick, ball, etc.).
Orientation in space. Continue to accumulate experience in children’s practical development of the surrounding space (group premises and kindergarten area).
Expand the experience of orientation in parts of your own body (head, face, arms, legs, back).
Learn to follow the teacher in a certain direction.
Introduction to the natural world
Introduce children to accessible natural phenomena.
Learn to recognize domestic animals (cats, dogs, cows, chickens, etc.) and their babies in nature, in pictures, and in toys, and to name them.
Recognize some wild animals in the picture (bear, hare, fox
etc.) and name them.
Together with your children, watch the birds and insects on the site,
fish in an aquarium; feed the birds.
Learn to distinguish vegetables (tomato, cucumber, carrot, etc.) and fruit (apple, pear, etc.) by appearance.
Help children notice the beauty of nature in different time of the year.
Cultivate a caring attitude towards animals. Teach the basics of interaction with nature (examine plants and animals without harming them; dress for the weather).
Seasonal observations
Autumn. Draw children's attention to autumn changes in nature: it has become colder, the leaves on the trees have turned yellow and are falling. Form the idea that many vegetables and fruits ripen in the fall.
Winter. Form ideas about winter natural phenomena: it has become cold, it is snowing. Encourage participation in winter activities (downhill and sledding, snowball fights, building a snowman, etc.).
Spring. Form ideas about spring changes in nature: it’s warmer, the snow is melting; puddles, grass, insects appeared; the buds are swollen.
Summer. Observe natural changes: bright sun, hot, butterflies flying.
Educational area
"Speech development"
Developmental speech environment. Promote the development of speech as a means of communication. Give children a variety of tasks that will give them the opportunity to communicate with peers and adults. To ensure that by the end of the third year of life speech becomes a full-fledged means of communication between children.
Offer pictures, books, toys for independent viewing as visual material for children to communicate with each other and the teacher. Tell children about these objects, as well as about interesting events (for example, about the habits and tricks of pets); show in pictures the state of people and animals (happy, sad, etc.).
Formation of a dictionary. Based on expanding children's orientation in their immediate environment, develop understanding of speech and activate vocabulary.
Learn to understand adult speech without visual support.
To develop children’s ability to find, following the teacher’s verbal instructions,
items by name, color, size.
Enrich children's vocabulary:
Nouns denoting the names of toys, personal hygiene items (towel, toothbrush, comb, handkerchief), clothing, shoes, dishes, furniture, bedding (blanket, pillow, sheet, pajamas), vehicles (car, bus), vegetables , fruits, domestic animals and their young;
Verbs denoting labor actions (wash, treat, water), actions with opposite meanings (open - close, remove - put on, take - put), actions characterizing relationships between people (help, pity, give, hug), their emotional state (cry, laugh, rejoice, be offended);
Adjectives denoting the color, size, taste, temperature of objects (red, blue, sweet, sour, big, small,
cold, hot);
Adverbs (close, far, high, fast, dark, quiet, cold, hot, slippery).
To promote the use of learned words in children’s independent speech.
Sound culture of speech. Exercise children in clearly pronouncing isolated vowels and consonants (except for whistling, hissing and sonorant sounds), in correctly reproducing onomatopoeia, words and simple phrases (of 2-4 words).
Promote the development of the articulatory and vocal apparatus,
speech breathing, auditory attention.
To develop the ability to use (by imitation) the height and strength of the voice (“Pussy, shoot!”, “Who came?”, “Who’s knocking?”).
The grammatical structure of speech. Learn to coordinate nouns and pronouns with verbs, use verbs in the future and past tense, change them by person, use prepositions in speech (in, on, at, for, under).
Practice using some question words (who, what, where) and simple phrases consisting of 2-4 words (“Little kitten, where did you go?”).
Coherent speech. Help children answer simple questions (“What?”
“Who?”, “What is he doing?”) and more difficult questions(“What are you wearing?”, “What
lucky?”, “Who?”, “Which?”, “Where?”, “When?”, “Where?”).
Encourage attempts by children over 2 years 6 months, on their own initiative or at the request of the teacher, to talk about what is shown in the picture, about a new toy (new thing), or about an event from personal experience.
During dramatization games, teach children to repeat simple phrases. Help children over 2 years 6 months dramatize passages from well-known fairy tales.
Learn to listen to short stories without visual accompaniment.
Continue to teach children to listen to folk songs, fairy tales, and original works. Accompany reading by showing toys, pictures, tabletop theater characters and other visual aids, as well as teach listening to a work of art without visual accompaniment.
Accompany the reading of short poetic works with playful activities.
Provide children with the opportunity to finish words and phrases as the teacher recites familiar poems.
Encourage attempts to read the entire poetic text with the help of an adult.
Help children over 2 years 6 months play a familiar game
Continue to encourage children to look at pictures in books. Encourage them to name familiar objects, show them at the request of the teacher, teach them to ask questions: “Who (what) is this?”, “What is he doing?”
Educational area
"Artistic and aesthetic development"
Develop artistic perception, cultivate responsiveness to music and singing,
works accessible to children visual arts, literature.
Examine illustrations to works of children's literature with children. Develop the ability to answer questions based on the content of pictures.
Introduce folk toys: Dymkovo, Bogorodskaya, matryoshka, Vanka-Vstanka and others that are age-appropriate for children.
Draw children's attention to the nature of the toys (cheerful, funny), their shape, color design.
Visual activity.
Drawing. To develop the perception of preschoolers, enrich their sensory experience by highlighting the shape of objects, tracing them along the contour alternately with one hand or the other.
Lead children to depict familiar objects, giving them freedom of choice.
Draw children's attention to the fact that a pencil (brush) leaves a mark on paper if you run the sharpened end of the pencil (brush bristles) across it. Learn to follow the movement of a pencil on paper.
Draw children's attention to the various lines and configurations they depict on paper. Encourage you to think about what you drew, what it looks like. Evoke a feeling of joy from the strokes and lines that the children drew themselves. Encourage the addition of characteristic details to the drawn image; to the conscious repetition of previously obtained strokes, lines, spots, shapes.
Develop aesthetic perception of surrounding objects. Teach children to distinguish the colors of pencils and name them correctly; draw different lines (long, short, vertical, horizontal, oblique), intersect them, likening them to objects: ribbons, handkerchiefs, paths, streams, icicles, fences, etc. Draw
children to draw round objects.
Shape correct posture when drawing (sit freely, do not bend low over a sheet of paper), your free hand supports the sheet of paper on which the baby is drawing.
Learn to treat materials with care and use them correctly: after finishing painting, put them back in place, having first rinsed the brush well in water.
Learn to hold a pencil and brush freely: pencil - three fingers above the sharpened end, brush - just above the iron tip; pick up paint on the brush, dipping it with all the bristles into the jar, remove excess paint by touching the bristles to the edge of the jar.
Modeling. Arouse children's interest in modeling. Introduce plastic materials: clay, plasticine. Learn to use materials carefully.
Teach preschoolers to break off lumps of clay from a large piece; sculpt sticks and sausages, rolling out the lump between your palms with straight movements; connect the ends of the stick, pressing them tightly against each other (ring, lamb, wheel, etc.).
Learn to roll out a lump of clay using your palms in a circular motion to depict round-shaped objects (ball, apple, berry, etc.), flatten the lump between your palms (cakes, cookies, gingerbread); make a depression with your fingers in the middle of the flattened lump (bowl, saucer). Learn to combine two sculpted shapes into one object: a stick and a ball. Teach children to place clay and sculpted objects on a board or special pre-prepared oilcloth.
Constructive modeling activity.
While playing with tabletop and floor building materials, continue to familiarize children with the details (cube, brick, triangular prism, plate, cylinder), with options for arranging building forms on a plane.
Continue to teach children how to build basic buildings based on a model, to support the desire to build something on their own.
Promote understanding of spatial relationships.
Learn to use additional story toys commensurate with the scale of buildings (small cars for small garages, etc.)
At the end of the game, teach the child to put everything back in its place.
Introduce children to the simplest plastic construction sets.
Learn to design turrets, houses, cars together with an adult.
Support children's desire to build on their own.
In the summer, promote construction games using
natural material (sand, water, acorns, pebbles, etc.).
Educational area
"Physical development"
Formation of initial ideas about healthy way life.
To form in children ideas about the importance of different organs for
normal human life: eyes - look, ears - hear, nose - smell, tongue - taste (determine), hands - grab, hold, touch; legs - stand, jump, run, walk; head - think, remember.
Physical Culture.
Develop the ability to maintain a stable body position and correct posture.
Learn to walk and run without bumping into each other, with coordinated, free movements of the arms and legs. Learn to act together
adhering to a certain direction of movement, relying on
visual reference points, change the direction and nature of movement while walking and running in accordance with the instructions of the teacher.
Learn to crawl, climb, act with the ball in various ways (take, hold, carry, put, throw, roll). Learn to jump on two legs
in place, moving forward, lengthwise from a standstill, pushing off with two
2.4. Interaction between teachers and children
The interaction of adults with children aged 1.5 - 2.5 years is the most important factor in the development of a child and permeates all areas of educational activity.
With the help of an adult and through independent activity, the child learns to cognize the world, play, draw, communicate with others. The process of familiarization with cultural patterns of human activity (culture of life, knowledge of the world, speech, communication, etc.), acquisition of cultural skills when interacting with adults and in independent activity in a subject environment is called the process of mastering cultural practices.
The process of acquiring general cultural skills in its entirety is possible only if the adult acts in this process as a partner, not a leader, supporting and developing the child’s motivation. Partnerships between an adult and a child in an organization and in a family are a reasonable alternative to two diametrically opposed approaches: direct teaching and education based on the ideas of “free education”. The main functional characteristic of partnerships is the inclusion of an adult in the process of activity on an equal basis with respect to the child. The adult participates in the implementation of the set goal on an equal basis with the children, as a more experienced and competent partner.
For personal-generative interaction characterized by acceptance of the child as he is and faith in his abilities. An adult does not adjust the child to a certain “standard”, but builds communication with him focusing on the child’s strengths and individual characteristics, his character, habits, interests, preferences. He empathizes with the child in joy and sorrow, provides support in difficulties,
participates in his games and activities. An adult tries to avoid prohibitions and punishments. Restrictions and reprimands are used when absolutely necessary, without humiliating the child’s dignity. This style of education provides the child with a sense of psychological security, contributes to the development of his individuality, positive relationships with adults and other children.
Personally generative interaction contributes to formation in the child of various positive qualities. The child learns to respect himself and others, since the child’s attitude towards himself and other people always reflects the nature of the attitude of the adults around him. He gains a sense of self-confidence and is not afraid of mistakes. . When adults provide a child with independence, provide support, and instill faith in his strength, he does not give in to difficulties and persistently seeks ways to overcome them.
The child is not afraid to be himself, to be sincere. When adults support the child’s individuality, accept him for who he is, and avoid unjustified restrictions and punishments, the child is not afraid to be himself and admit his mistakes. Mutual trust between adults and children promotes true acceptance by the child
moral standards. The child learns to take responsibility for his decisions and actions. After all, the adult, wherever possible, gives the child the right to choose one action or another. Recognition of the child’s right to have his own opinion, choose activities to his liking, and play partners promotes
formation of his personal maturity and, as a consequence, a sense of responsibility for his choice. The child learns to think independently, since adults do not impose their decisions on him, but encourage him to make his own. The child learns to adequately express his feelings. By helping a child understand his experiences and express them in words, adults help him develop the ability to
express feelings in socially acceptable ways. The child learns to understand and sympathize with others because he receives this experience from
communication with adults and transfers it to other people.
2.5. Interaction between teachers and students’ families
Stands. The stands feature strategic (long-term)
tactical (annual) and operational information. Towards strategic
includes information about the goals and objectives of the development of the kindergarten for the long term
and average prospects, about the educational program being implemented, about
innovative projects of the Organization, as well as additional educational services.
In order for information (especially operational information) to be available in a timely manner
received by raising adults, it is important to duplicate it on the website
kindergarten, as well as in family calendars.
Continuing education for raising adults
In today's rapidly changing world, parents and teachers must continuously improve their education. Parental education means enriching the knowledge, attitudes and skills necessary for caring for children and raising them, harmonizing family relations; fulfilling parental roles in the family and society.
Legal, civil, artistic-aesthetic, national-patriotic, and medical education are becoming increasingly in demand. Scientific education remains relevant,
aimed at familiarizing raising adults with the achievements of science and best practices in the field of educating preschoolers.
The main forms of education are: conferences, parent meetings(general kindergarten, group), parent and pedagogical readings. Parental education programs are developed and implemented based on the following principles:
Goal orientation - orientation towards goals and priority tasks
parental education;
Targeting - taking into account the educational needs of parents;
Accessibility - taking into account the ability of parents to master the educational material provided by the program;
Individualization - transformation of content, teaching methods and pace of program development depending on the actual level
knowledge and skills of parents;
Participation of stakeholders (teachers and parents) in initiating, discussing and making decisions regarding content
educational programs and its adjustments.
Basic forms of parent education: lectures, seminars
Master classes . A master class is a special form of presentation by a specialist of his professional skills, in order to attract the attention of parents to current problems raising children and means of solving them. Parents themselves working in these areas may turn out to be such specialists. Great importance In preparing a master class, practical and visual methods are emphasized. The master class can be organized by kindergarten staff, parents, and invited specialists.
Joint activities of teachers, parents, children
The defining goal of various joint activities in the triad “teachers-parents-children” is to satisfy not only the basic aspirations and needs of the child, but also the aspirations and needs of parents and teachers. Joint activities of raising adults can be organized in a variety of traditional and innovative forms (shares, evenings of music and poetry, visits by families to family subscription program events organized by cultural and art institutions, at the request of a kindergarten; family living rooms, festivals, family clubs, evenings of questions and answers, holidays (including family ones), walks, excursions, project activities, family theater).
Family holidays. Traditional for kindergarten are
children's parties dedicated to significant events in life
countries. New form, which actualizes the co-creativity of children and raising adults, is a family holiday in kindergarten.
A family holiday in kindergarten is a special day that brings together teachers and families of students on the occasion of some event.
The most significant family holidays are for families with young children.
age, since children under 3 years of age feel better when
Their parents are with them at the celebration.
Family subscription . A kindergarten and its partners - art and cultural institutions that organize a meeting with art in advance of culture and art, at the request of the kindergarten, can provide families with an excellent opportunity to meet with art; family living rooms, festivals, family clubs, question and answer evenings, holidays (including family ones), walks, excursions, project activities, family theater).
Family calendar. Interesting project ideas come from a family calendar, which can help parents learn how to plan their activities and find time to interact and communicate with their child. The family calendar can consist of two interconnected, interpenetrating parts: one is an accompanying invariant one, offered by the kindergarten for all families of pupils; the second is variable, designed by each family in the logic of its needs and traditions.
The family calendar gives parents and grandparents ideas for future joint activities in the family and kindergarten.
The plan for interaction with parents is reflected in Appendix 4.
Information about the families of the pupils is reflected in the appendix
3. Organizational section
3.1. Daily routine and schedule
In kindergarten, a flexible daily routine has been developed that takes into account the age-related psychophysiological capabilities of children, their interests and needs, ensuring the relationship of planned activities with everyday life children in kindergarten. Taking into account climatic conditions the work program includes a daily routine in warm and cold period of the year. Unlike in winter, during the summer health period, the time children spend on walks increases. The walk is organized 2 times a day: in the first half of the day - before lunch and in the second half - before the children go home. When the air temperature is below -15°C and the wind speed is more than 7 m/s, the duration of the walk is reduced. The walk is not carried out when the air temperature is below -18°C and the wind speed is more than 10 m/s. While walking with children, games and physical exercise. Outdoor games are carried out at the end of the walk before the children return to the preschool premises. Daytime sleep is allotted 2.5 hours. Independent activity of children takes at least 3-4 hours during the day.
The maximum permissible volume of a weekly educational load is 10 lessons. Classes that require increased cognitive activity and mental stress of children are held in the first half of the day and on the days of the children’s highest performance (Wednesday, Thursday). To prevent children from becoming tired, such activities are combined with physical education and music classes.
The daily routine was compiled taking into account the 10.5 hour stay of children in kindergarten with a five-day working week and is reflected in the appendix.
The organization of life activities and the daily routine of the group (cold period) is reflected in the appendix.
The organization of life activities and the daily routine of the group (warm period) is reflected in the appendix.
3.2. Planning educational activities
Educational activities are organized: 2 lessons a day for 10 minutes. A mandatory element of each lesson is physical exercise, which allows you to relax and relieve muscle and mental tension. Classes with children, based on play activities, are conducted frontally, in subgroups, and individually, depending on the program content.
List of main types of organized educational activities
The schedule of continuous educational activities is reflected in the appendix.
Comprehensive thematic planning of work with young children (2-3 years old) is reflected in the appendix.
Cultural and leisure activities are reflected in the application.
3.3. Health activities
| Physical activity and hardening and hygiene procedures during regime moments |
||
| Morning exercises | Daily | |
| Physical education minutes | Daily 2-3 minutes |
|
| Complex of hardening procedures: Contrasting air baths; |
Every day after nap. | |
| - walking barefoot; | During the summer | |
| - lightweight clothing for children; | During the day | |
| Hygiene procedures | daily | |
| Walks | daily | |
| Vitamin therapy | Courses 2 times a year. Conducted under the guidance of a nurse. | |
| Ventilation of premises | Daily in all groups in the absence of children in the room, in accordance with the ventilation schedule. | |
| Phytoncidotherapy (onion, garlic) | Conducted in all groups during an influenza epidemic, infection in the group) | |
3.4. Features of the organization of the subject-spatial environment
The developing subject-spatial environment in the early age group ensures maximum implementation of the Program; materials, equipment and supplies for the development of young children:
- Corresponds to the characteristics of an early age;
- Health protection and promotion;
- Takes into account the developmental characteristics of children.
Material and technical support
record player,
multimedia projector,
easel,
The list of filling mini-centers is reflected in the appendix
3.5. Software and methodological support for the educational process
| - Preschool education program “From birth to school” / edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. – M.: Mosaic-synthesis, 2010. Complex lesson. According to the program “From birth to school, edited by N.E. Veraksa, Volgograd 2011. - Program "Krokha" » |
| Physical development |
| - “Development and education of young children in preschool educational institutions” Comp. E.S. Demina.-M.: Sphere shopping center, 2006. - “Physical education for kids” E.A. Sinkevich, T.V. Bolsheva - St. Petersburg: Detstvo-Press, 2000. - “Outdoor games and game exercises for children of the 3rd year of life" M.F. Litvinova-M.: Linka-press, 2005. |
| Cognitive development |
| - « Game activities with children from 1 to 3 years old" M.D. Makhaneva, S.V. Reshchikova - M.: Sfera shopping center, 2006. - “Introducing the baby to the world around him” L.N. Pavlova - M., Education, 1986. - “Complex classes in the first junior group” T.M. Bondarenko, Voronezh, state of emergency. Lakotsenin S.S., 2008 - “Formation of elementary mathematical concepts in young children” O.E. Gromova - M.: Sfera shopping center, 2005. - “Introducing young children to nature: activities, observations, leisure, entertainment” T.N. Zenina - M.: Pedagogical Society of Russia, 2006. - “Didactic games and activities with young children: A manual for kindergarten teachers.” E.V. Zvorygina, S.L. Novoselova - M.: Education, 1985. - “Education and development of young children.” G.M Lyamina–M: Enlightenment - “Classes on sensory education with young children: A manual for kindergarten teachers.” E.G. Pilyugina - M.: Education, 1983 |
| Speech development |
| - “Finger gymnastics for the development of speech of preschoolers” by E.S. Anishchenkova - M.: AST ASTrel, 2007. - “Complex classes in the first junior group” T.M. Bondarenko, Voronezh, private enterprise Lakotsenin S.S., 2008. V.V. Gerbova “Classes on speech development in the first junior group of kindergarten: A manual for kindergarten teachers. - 2nd ed., revised. –M.: Education, 1986. |
| Social and communicative development |
| - “Small steps into the big world of knowledge” I.P. Afanasyeva - St. Petersburg, Childhood - press, 2004. - “Onomatopoeic exercises for the development of speech of preschoolers” V.I. Miryasova - M.: AST Astrel, 2008. - “Fun for Kids” M.Yu. Kartushina - M.: Sfera, 2006. - “Game activities with children from 1 to 3 years old” (methodological manual for teachers and parents) M., Sphere shopping center, 2010. - “Socio-moral education of children from 2 to 5 years old” N.V. Miklyaeva, Yu.V. Miklyaeva, M., Iris-press, 2009. - “Introducing the baby to the world around him.” L.N. Pavlova – M.: Education, 1987. |
| Artistic and aesthetic development |
| - “Top-clap, kids” by A.I. Burenin-SPb, 2001. - “Drawing with young children” (1-3 years old) E.A. Yanushko - M.: Mosaika-Sintez, 2005. - “Applique with young children” (1-3 years) E.A. Yanushko - M.: Mozaika-Sintez, 2006. - “Colored palms” by I. A. Lykov – M.; LLC "Karapuz - Didactics", 2008. |
3.6. Bibliography:
- Federal Law No. 273-FZ "On Education in the Russian Federation", 2013.
- UN Convention on the Rights of the Child, 1989.
- World Declaration on the Survival, Protection and Development of Children, 1990.
Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013
No. 1155 "On approval of the federal state standard of preschool education" (Entered into force:
- Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations. SanPiN 2.4.1.3049-13", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (SanPiN 2.4.1.3049-13
- Order No. 1014 of August 30, 2013 “On approval of the procedure for organizing and implementing educational activities in basic general education programs and educational programs of preschool education.”
- The main general educational program of preschool education “From birth to school” edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. – M.; MOSAIC – SYNTHESIS, 2015.
- UN Children's Fund UNICEF. Declaration of the Rights of the Child, 1959.
- Federal State educational standard for preschool education.
- Educational program of a preschool educational institution – guidelines I.L. Parshukova.
- Scientific and practical journal “Management of a preschool educational institution” No. 1, 2014,
EKATERINA BALYASOVA
Even for the smallest child, sensory experiences are of great importance in his life. Already in early childhood, familiarization with the properties of objects plays a decisive role. The success of physical, aesthetic, and mental education depends on the level of sensory development of children, i.e., on how perfectly the child sees, hears, and touches the environment. Sensory education serves as the basis for knowledge of the world and the first step is only sensory experience. During early childhood, sensory education consists of adults specially creating conditions for children to perform practical actions.
Goal: Creating conditions for the development of preschool children in educational areas of the Federal State Educational Standard in accordance with the specific features and requirements of the educational program “FROM BIRTH TO SCHOOL”
Creating an atmosphere of emotional comfort;
Creating conditions for physical development;
Creating conditions for creative self-expression;
Creating conditions for children’s cognitive activity;
Creating favorable conditions for contemplation and perception;
Focus children's attention on the beauty of painting, nature, book illustrations, arts and crafts, and music.
Welcome to my group.
During early childhood, children learn about the world around them. My task, as a teacher, is to make this environment interesting, bright, and memorable for the child.
One of the determining factors in raising children is the subject-development environment.
My group's group room is roughly divided into five areas, which allows for the best use of this room.
1. Social and communicative development.
GAME ZONES FOR ORGANIZING STORY GAMES.
2. Cognitive development.
Corner of construction games.
Corner of sensorimotor development
Corner (box) of experimentation
3. Speech development.
4. Physical development.
5. Artistic and aesthetic development.
The aesthetic environment created by the work of educators evokes in children and their parents a positive emotional attitude towards kindergarten and a desire to attend it. The group enriches our kids with new knowledge and impressions, encourages active creative activity, and promotes their diversified development.
Thank you for your attention.
Publications on the topic:
I bring to your attention a subject-spatial environment in preparatory group in accordance with the Federal State Educational Standard. Musical center Games with different things.
Subject development environment in preschool educational institutions in accordance with Federal State Educational Standards up to“Results of the activity of a teaching worker in the professional community.” August 21, 2014 at the regional event: “Pedagogical.
Goal: To identify and summarize the knowledge of educators and specialists on this topic. Seminar plan: 1. Report and presentation on the topic: “Subject-specific.
Subject development environment in accordance with Federal State Educational Standards Analytical information. Compliance of the material and technical base for the implementation of OOP and optimization of the subject-development environment in accordance.
In accordance with the age characteristics of preschool children, each teacher at the beginning of the school year begins to design his own.
Subject development environment in the middle group in accordance with the Federal State Educational Standard Subject-based development environment in the middle group in accordance with the Federal State Educational Standard. In accordance with the Federal State Educational Standard, the subject-development environment must provide.
Developing subject-spatial environment of preschool educational institutions in accordance with the Federal State Educational Standard for the purpose of development, education and socialization of children Socialization is the continuous development of culture, norms and rules existing in society by each new generation. Socialization is a process.
