The game is the most affordable type of activity, a method of processing impressions and knowledge from the surrounding world. The game vividly manifests the features of thinking and imagination of the child, its emotionality, activity, developing the need for communication. We appeal to the issues of the game as the means of education and the development of young children. Games for children are a complex, multifunctional and cognitive process, and not just entertainment or cheerful pastime. Thanks to the Games, the child is produced by new forms of response and behavior, it adapts to the world around him, and also develops, learns and matures. Therefore, this topic is relevant, since the meaning of games for young children is very large, since it is during this period that the main processes of the child's development occur. From the first years of his life, the child should be able to play. This is today forgetting many parents who use modern methods of early child development. Parents are trying early to teach the read of their child, which and sit still really did not learn, thinking that he will grow smart and intelligent. However, it is proved that speech, memory, the ability to concentrate, attention, observation and thinking are developing in games, and not in the learning process. Another two or three decades ago, when there was no such number of developing toys, and the main role in the school's training was played by the school, it was here that they were taught to read, write, consider, and the main factor in the development of the child were games. Since then, everything has changed dramatically and now that the child will be taken to a good and prestigious school, he sometimes should hand over not simple exams. It also gave birth to fashion for developing toys and training programs for preschool children. In addition, in preschool institutions, the main emphasis is on the preparation of the child to the school program, and the Games that are the basis children's Development, weigh a secondary role.
Modern psychologists are concerned that training is stronger and stronger penetrates the child, sometimes occupying the bulk of his time. They urge to keep childhood children 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 the games are not as interesting when you play alone. Parents most of the time spend at work, if there are brothers or sisters, then they can also be, for example, at study, the child is granted himself, and even if he has thousands of toys, he will soon lose interest in them. After all, the game is a process, not the number of toys. Children's games occur not only using toys, children's fantasy will help turn a plane or a bird in a flying horse, and a folded sheet of paper in a house. It is unavailable in games for children are the rules, the child explains that there are special rules that determine how You can and how can not be played, as it should and how it is not worthwhile. Most of the childhood to the game by the rules, the child and in the future will try to abide by the public norms, and the baby who did not work out such a habit will be difficult to adapt to them, and he may not understand why adhere to such strict restrictions. In the child, the child is revealed by those His features that are not yet implemented in real life. It's like a look into the future. In the game, the child is stronger, kinder, rustier, more consistency than in many other situations. And it is natural. The child must necessarily relate his desires with the desires of other children, otherwise he will simply be adopted in the game. He can stubborn with his parents, with educators, but not with the partners in the game. The game forms the child's skills, the ability to install certain relationships with peers. But the game affects not only the development of the person in general, it forms individual cognitive processes, and speech, and arbitrariness of behavior. In fact, we all know how a child is difficult to control themselves, especially by their movements, when necessary, for example, at least a few minutes to sit in place or to simultane, keeping the same pose. It turned out that in the game, performing the role of the watch, children can save the same pose to 9-10 minutes. It is often enough to say awkwardly and persistently not wanting to easily move the child that now he is a bunny and should jump so as not to hear fox, like all his movements become light, soft, quiet.
The game, especially collective, requires a child to mobilize all his strength and opportunities: both physical, and mental. The game places high demands on the development of the child's speech: after all, he must explain what and how he would like to play, agree with other children, who can play, could be able to say their text so that the rest is understood, etc.
In the game, the child's imagination is growing rapidly: he should be able to see a spoon instead of a stick, instead of 3 chairs - a plane, instead of cubes - the wall of the house. The child thinks and creates, planning a common line of the game and improvising along its execution.
Thus, we see that the game is not originally inherent in the child. She herself represents a product development of society. The game does not appear spontaneously, but develops in the process of upbringing, thereby being a powerful means of education and child development.
From January 1, 2014, the federal state entered into force educational standard preschool education. As the basic principle of preschool education, the Standard puts forward "a full-fledged child's accommodation of all stages of childhood (infant, early and preschool age), enrichment (amplification) of children's development. In addition, the text of the Standard states that the implementation of the program should be implemented "in forms specific to children of this age group, primarily in the form of the game ...". Considering the specific content of the following educational areas specified in the standard 5, 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 activities (communication, game, educational and research activities - like through the child's development mechanisms ).
At an early age (1 year - 3 years), such content will be: "Subject activities and games with composite and dynamic toys; Experimentation with materials and substances (sand, water, dough, etc.), Communication with adults and joint games with peers under the leadership of adult, self-service and action with household Items (spoon, scoop, shovel, etc.), perception of the meaning of music , fairy tales, poems, viewing pictures, motor activity. " That is, the content of education of early childhood children (0-3 years) is built on five educational areas and is aimed at disclosing the potential features of the child through the formation of key competencies
A number of researchers (N.M. Aksarin, L.S. Vygotsky, A.V. Zaporozhets, etc.) It believes that early age is the period of rapid formation of all psychophysiological processes inherent to man. Initially initiated and properly implemented early education of young children is an important condition for their full-fledged development.
The pedagogical process at an early age relies on the idea of \u200b\u200bdeveloping a child, taking into account the sensitive periods, which is connected with speech, sensory and motor skills.
The mental development of the child is formed in the process of its activities. Game and actions with objects are the main activities of children of the second and third year of life. From classes, this activity is characterized by the fact that it arises at the initiative of the kid himself. The game occupies a great place in the life of a child: all the time not occupied by sleep, feeding, classes, - the kid plays. This is his natural state. The game gives him a lot of joy, accompanied by positive emotions: he is surprised, rejoices from receiving new information, achieve the desired result, communication with adults and peers. The game is the path of children to the knowledge of the surrounding world.
The child in the game gets acquainted with the properties of objects, while many "experiments", manifests the initiative, creativity. During the game, attention is formed, imagination, memory, thinking, such important qualitiesAs activity, independence in solving game tasks. It is in the game that the first positive relations with peers are formed: interest in the games of other children, the desire to engage in their game, the first joint games, and in the future - the ability to reckon with the interests of peers.
During independent activities, children add positive relationships and emotional-business relations with adults. They stretch to those who do with them, plays; Quickly adopt the tone of the attitude towards them adult (attention, affection, sympathy) and they themselves begin to show mutual feelings. Already in the second year of life, children very sensitively listen to the assessment by the educator of their activities and focus on it.
For the educator, the organization of gaming independent activities of children is one of the most complex partitions of work, since, on the one hand, he must not suppress the child's initiative, skillfully send his game, on the other - to teach the baby to play independently. Properly organize independent gaming activities The educator will be able only if he knows not only the features of the psychic development of the child of the age with whom it works, but also the features of the development of children of the whole group.
In order for the pedagogical process in kindergarten to provide the creation of "favorable conditions for the development of children in accordance with their age and individual characteristics and inconsistencies," it is necessary to make the game by a leading link in organizing children's life.
To fulfill this important task, a solution is required to solve a number of organizational issues, namely: the definition of the place of the game as the form of organizing the lives of children in kindergarten among other forms of upbringing and learning; fastening time for kindergarten games and determining the content of the game activity of children; Finally, the issue of games equipment in accordance with their changes during the day and year, the interests of children and their age is important.
According to GEF to, the elevated gaming environment in an early age group can be organized as follows:
1. Corner of theatrical activity - corner of rude
Beautiful screen for showing views, toys of the Bi-Ba-Bo series (cat, doggy, hare, fox, wolf, bear), bench-top plane theater to the tales "Rusta", "Kolobok", "Ryabok". Dry theater costumes , hats, crowns, slaves, caps, wreaths, animal masks, aprons, beads and other decorations.
2. Corner of sensory development
Material for mastering the kids of representations of form, color, size, surface nature of objects (pyramids, nesting, boxes different colors, Insert toys, set "small and big", mosaic, abacus with labyrinths). Various didactic games for mastering actions with certain items, training culture of communication
3. Corner construct
Various building material: soft modules, wooden cubes, "bricks", plates, sets of building material.
4. Sports corner
Bright multicolored balls of different sizes, kegli, soft stuffed cubes, renting toys, rope (through them children crosses or jump). Dry swimming pool with many multi-colored soft massage balls. Sports inflatable complex.
5. Corner of Fine Activities
Here the child can sculpt on his own, draw. In the corner collected large stencils of various animals, vegetables, dishes, clothes, fruits and pencils, scratching books, plasticine, crayons, markers and "Magic Screen"
6. Music corner
Rattles, maratasas (as well as made from "Kinder surprises"), wooden spoons, trumpet, tambourine, drum, guitar, harmonica, piano. Boys love musical steering.
7. Art and speech corner
Bright pictures, books.
8. Ecological corner
Houseplants. Dry aquarium. Box with sand, with small toys, pebbles.
Then the integrated method of guiding the game in early age groups will include such components as:
Systematic enrichment life experience children;
Joint educational teacher's educational games with children aimed at the transfer of gaming skills to children;
timely change in the gaming environment, taking into account the enriching life experience and gaming experience;
Activating adult communication with children in the process of their game, aimed at prompting and self-use by children of new ways to solve game tasks, reflected in the game of new aspects of life.
Bibliography:
1. Education and development of children from 1 to 2 years. Methodological manual for teachers of pre-school educational institutions. M.: "Enlightenment", 2007.
2. Didactic games and classes with young children / ed. S.L. Novoselova. M, 2008.
3. Nosova E.A. Didactic games - Classes in Dow. - M.: Childhood - Press, 2001.
4. Training through the game. R.R. FUELL, PF WEDEZI. St. Petersburg, 2005.
5. First steps. / Sost. K. Belova. - M.: Link - press, 2009.
6. Selfish N.V. Games that play. - Dubna, 2000.
7. Smirnova E. Early age: Games, developing thinking // Pre-school education. - 2009. - №4. - p.22.
8. Boguslavskaya Z.M., Smirnova E.O. Educational games for children of junior preschool age: KN. For the teacher of children. Sad. - M.: Enlightenment, 1991.- 207 p.
9. Boguslavskaya Z.M., Smirnova E.O. Developing games for preschool children. - M.: Enlightenment, 1992.- 143 p.
10. Bolotina L.R. Pre-school pedagogy / L.R.Bolotina. - M.: Education, 1997.- 163 p.
11. Education of young children. Manual for crude garden workers. Sub. G.M.Limina. - M.: Enlightenment, 1974.- 240 p. With IL.
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basic activities for young children are:- subject activity and games with composite and dynamic toys;
- Experimentation with materials and substances (sand, water, dough, etc.);
- Communication with adults;
- joint games with peers under the leadership of an adult;
- self-service and action with household objects - tools (spoon, scoop, shovel, etc.);
- perception of the meaning of music, fairy tales, poems, viewing pictures;
- physical activity.
Given the age and psychological features of young children, organized activity should be:
- Events (connected with any event from personal experience);
- Rhythmic (motor and mental activity should be alternating);
- procedural (development of skills in domestic and game processes).
Teaching activities for each direction:
1. Subject and games with composite and dynamic toys. Subject game activity With composite and dynamic toys is the main in the formation of cognitive activity, in the development of visual-effective and visual-figurative thinking of children.
To composite toys Pyramids, matretors, various lacing, composite and cut pictures, cubes, puzzles (large), designers (large), and others.
To dynamic toys Yula, wipes, nevoshki, planting toys, that is, those based on a variety of movement of movement take place: tapping, tumbling, rotation.
In the subject-gaming activity, the result of the child's action (especially with composite toys) is very important. Cognitive interest of children is just supported by their own effective action. Thus, the assimction of the methods of action occurs.
Teaches of the teacher:
- develop cognitive interest in the surrounding subjects and contribute to active actions with them;
- form gaming actions with a variety of plot toys, the ability to use substituent items;
- To form the ability to imitate playing an adult.
2. Experimentation with materials and substances (sand, water, dough, etc.). Acquaintance with the properties of objects occurs in practical research by the method of samples. In the process of experimenting, the teacher attracts the attention of children to smells, sounds, form, color and other properties of objects and objects. It is necessary to show the correct ways of action, as well as provide opportunity for self-study. Do not forget to remind about rules of safe behavior In actions with sand and water (not to drink water, it is not rushing with sand), as well as about the rules of the game with small objects (not to take items in the ear, nose; not to take them in your mouth).
Teaches of the teacher:
- to acquaint with the generalized ways to study various objects from the child's surrounding life;
- maintain cognitive activity and cognitive interest in the process of experimentation;
- encourage to independent experimentation with a variety of doedactic materials;
- Enrich the immediate sensual experience of children in various activities.
3. Communication with adults. Communication is an essential event at an early age and the main form of education. Forms and content of communication are changing as the child develops: emotional communication; Communication based on understanding of intonation, facial expressions, gestures, and then actually speech communication. The speech of the adult is a role model. The development of communication is used questions, verbal orders, creating problem-speech situations, role and communicative games, reading poems and fairy tales, experiments, dramatization, observations.
Teaches of the teacher:
- to promote the enrichment of the dictionary;
- to form the ability to ask, answer, ask, file a replica;
- develop the need for speech communication.
4. Joint Games with peers under the leadership of an adult. Since early child children are still difficult to independently be included in the game with peers, the teacher purposefully organizes playing activities. Communicative, plot-playing, musical and rhythmic games, as well as games and exercises with didactic material are recommended for joint games.
Teaches of the teacher:
- to promote the formation of the experience of friendly relations with peers;
- teach positive ways to communicate and resolve conflicts during the game;
- develop emotional responsiveness when interacting with peers.
5. self-service and action with domestic objects-guns (spoon, scoop, shovel, etc.). The simplest skills of independence, tidy, accuracy are formed during the mode of mode. With this prerequisite is observance the principle of gradual inclusion of a child in any activity on the acquisition of self-service skills. It is necessary to emotional involvement of the baby to the actions with household objects, so training should occur in a game form.
Teaches of the teacher:
- form elementary self-service skills;
- form the skills of the culture of behavior that meet the standards and rules;
- form subject actions;
- develop independence in domestic behavior.
6. Perception of the meaning of music, fairy tales, poems, viewing pictures. It is desirable to organize a cycle of gaming educational situations aimed at developing the emotional world of the child. Of particular importance in the perception of young children has visuality. Therefore, reading, told, listening to music is accompanied by a show of pictures, paintings and toys. How to work with pictures you can read
Teaches of the teacher:
- form the ability to consider pictures, illustrations;
- to form the ability to listen and understand short, available on the content of songs, sweatshirts, fairy tales and stories;
- develop the ability to emotionally respond to various works of culture and art.
7. Motor activity. In addition to the organization of rolling games and exercises, the teacher must be created conditions for the development of independent motor activity Children. To do this, it is necessary to enrich the developing environment toys - stocks, trolleys, cars, etc., as well as sports equipment and equipment.
Teaches of the teacher:
- develop the motor activity of children in all types of games;
- to promote the development of the main movements;
- Create conditions that encourage children to motor activity.
Thus, when organizing the interaction of the teacher with young children, it is necessary:
- include several different activities that consistently replace each other;
- organize activity so as to avoid the occurrence of overwork in the kids;
- Enrich personal experience in children in domestic and game processes.
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I. Explanatory note.
1. The relevance of the program.
The problem of developing a child of preschool age is difficult to overestimate. It is very important to build the life of a child that he could make the most of the opportunities of this age. That is why the child's development is so great the role of people who should help the child harmoniously develop, create mental and physical comfort for successful growth. However, to help the child in development, you need to know what is your problem? Where and how to assist.
In the past few years, young parents are increasingly facing the term "early child development." This topic deals with many methodical developments, scientific articles, periodicals. Many of them are controversial, some are certainly useful, however, despite the numerous debates about the feasibility of one or another technique, none of the opponents have expressed the opinions that early development is useless and unnecessary. It has been scientifically proven that the brain of the child under the age of three years is particularly susceptible to information coming from the outside, and can absorb it enough in a large amount. According to experts, it is in this age period that the basis of future intelligence is formed. As already mentioned, the main activity of children at this stage is the game, and the task of adults - to make this game as much as possible, without infringing 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. From what conditions it will leak, the future of the child will depend on.
In the first year of life, the child occurs the final formation of the first signal system; The senses are improved, the child to learn to see, hear, to see, distinguish between the forms and sizes of objects, orientate in space, correctly coordinate their movements and actions. By the end of the first year of life, it appears, the second signal system begins to form.
During the second and third year of life, there is an intensive sensory development, the development of movements, speech (passive and active), undergoes significant changes in approximately cognitive activity.
Pedagogues, physiologists, psychologists (N.M. Slikovanov, N.M. Aksarin, D. B. Elkonin, L.S. Benegsky, M.M. Koltsova, E.I. Radina, T.N. Fedoseeva, E. I. Theeva, E.G. Pilyugina, S.N. Teplyuk and others.) Opened huge potential opportunities for the development of children. The value of early childhood period was determined for the entire further formation of the child's personality and revealed a number of specific age-related features that have formed the basis of modern programs and new development technologies, raising young children.
The special meaning of this age is explained by the fact that it is directly related to the three fundamental life acquisitions of the child: straightening, speech communication and objective activities. Right walking ensures the child a wide orientation in space, a constant influx of new information necessary for its development. Speech communication allows the child to assimilate the knowledge, to form the necessary skills and skills and through a psychologist, a person who owns them, to join human culture faster.
Subject activity directly develops the ability of the child, especially his manual movements. Each of these factors is indispensable, and all of them are combined, sufficient for the versatile and full-fledged mental and behavioral development of a small growing person.
Around three years, memory, perception, imagination and attention of the child begins to acquire human properties. But the main thing is that at this age the child takes on the skills that significantly affect its subsequent behavioral, intellectual and personal development. We are talking about the ability to understand and actively use the language in dealing with people.
The development of cognitive processes and speech helps the child accelerately acquire knowledge, absorb norms and forms of human behavior. The main difficulty in learning the mental life of young children is that their life is in constant development, and the younger than the child, the more intense it takes this development.
Early age - the most favorable time for sensory education, without which the normal formation of the child's mental abilities is impossible. This period is important for improving the activities of the senses, the accumulation of ideas about the world around the world, recognition of the creative abilities of the kid. In early age, it is too early to acquaint them with sensory standards, to inform them the systematic knowledge about the properties of objects. However, classes should be built in such a way that in the future, already behind the threshold of early childhood, the children were able to absorb the similarities and differences in the properties of objects.
Research N.M. Slikovanova and M.Yu. Kistyakovskaya shows than a variety of movement that the child performs, the richer of his motor experience, the more information is received in the brain, which contributes to the more intensive intellectual development of the kid.
A variety of movements, especially if they are associated with the work of the hands, have a positive effect on the development of speech.
During walking, lasagna, running and other movements, the child faces a number of objects, knows their properties. Kid learn to navigate in space. Properly organized motor activity contributes to the formation of the child's personality. In the kid, such important qualities appear as independence, activity, initiative, courage and reasonable caution are formed. Children acquire communication skills with adults and peers in the process, learn to coordinate their actions with the requirements of adults and with the actions of other children.
Also, studies of scientists have shown that the level of children's speech is directly dependent on the degree of formation of thin movements of the fingers. Specialists of the Institute of Physiology Children and Adolescents APN believe that the formation of speech occurs under the influence of kintest (motor) pulses transmitted from the hands, or rather from fingers. The more active and more accurate the movement of the fingers from a small child, the faster it begins to speak.
An exercise of visual activities not only help the child to master the elementary techniques of modeling, appliqués and drawing, but also have a beneficial effect on the overall development of the baby: they awaken the emotional responsiveness, bring up a feeling of excellent, form hard work, develop thinking, attention, memory, imagination.
In the period from 2 to 3 years, the child rarely seizes the speech. Pestees, songs and fairy tales - the first literary works that the baby hears. The children of this age are well developed fantasy, they receive vivid impressions from the emotionally told fairy tale. Children empathize so actively that they even feel the participants of the events that are talking about in a fairy tale or sweat.
I wanted to note that small children because of their age features are not able to focus on one form of activity. for a long time. Therefore, classes with children are constructed in such a way that one type of activity is replaced by another.
Communication with a small child is always joy. But this joy is often conjugate with a lot of problems and worries, excitement and experiences. You can grow a healthy and developed child only
3. The direction and level of the program (goal, tasks, category of children, age of children).
Leading activity at an early age is subject.
Leading mental function - perception.
In class parents take an active part. The goal of the joint creativity of the mother and the child is to preserve the contact of the mother and child through creative activity. And the use of a creative process becomes a way to communicate two loving hearts.
At an early age, the development of the baby, completely depends on the efforts of people close to him. Therefore, the occupation is carried out together with parents who help the child in his hard work. Surround him with attention and love.
1. Objectives:
- Overcoming stressful states in children during the adaptation period to DOU.
- Creating a positive climate in the children's team.
- Removing emotional and muscle tension.
- Development of common and shallow motility, coordination of movements.
- Development of cognitive processes.
- Activation of speech processes.
- The development of arbitrariness of behavior, the ability to obey the rules.
- Development of communication skills and interaction with adults and peers.
- Development of gaming skills.
2. Program tasks:
- develop the ability of the child to hold visual and auditory attention; - develop targeted perception;
- enrich sensory experience;
- improve visual activity;
The course is designed for children 2-3 years. Age restrictions are not rigid. You can focus on the current level of development of children. For children of early age and children who are lagging behind in development, age ranges can be shifted in one direction or another. The number of children in a group from 1 to 10 people.
4. Indications and contraindications to use.
- The reason for enrolling the child to the group is: the recommendations of the doctor, the conclusion of the psychologist (according to the result of the diagnosis). Observations and reviews of the teacher, wishes of parents.
- The program is contraindicated to children with the presence of mental illness.
General structure of classes:
- Introductory:
- greeting ritual;
- motor gymnastics;
- Main part:
- development of cognitive processes;
- speech development;
- free game;
- Final part:
- farewell ritual;
I. Introductory part:
- greeting ritual: organization of children to the lesson (5 minutes);
- motor gymnastics: aims to develop a common motorcycle and movement coordination (7 minutes);
Break - (2 minutes)
II. Main part:
- development of educational processes: memory, thinking, attention, shallow motility of hands (6 minutes)
Break - (2 minutes)
- speech development: Children teach poems, speakers, functions (4 minutes);
Break - (2 minutes)
- free game: Brings pleasure, raises the mood, stimulates interest in the world around the world, teaches communicating 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 temporary stages. Time is strictly observed.
6. Terms of implementation.
The course consists of 60 classes. Duration of classes 9 months (academic year).
7. The number of classes per week.
The lesson takes place 2 times a week in the first half of the day.
8. Terms of implementation.
Classes are conducted in the room, according to the requirement of sanitary and hygienic standards and rules.
The classroom should be equipped as follows, it is not enough to be unnecessary furniture, toys. The room should be spacious, preferably with a carpet on the floor for conducting motor technician.
And also need:
- record player
- album
- colored paper
- colored cardboard
- white cardboard
- colour pencils
- colored gouache
- plasticine
- disposable dishes
- diamonds
- hoops
- balloons
- bubble
- tubes
- crup
- pasta
- buttons
- children's enema
- shorders
- lightning
- mosaic
- toys
9. Ways to interact specialists (for comprehensive programs).
For the successful implementation of the Program, interaction can be interactions with the following specialists:
- psychologist
- doctor psychoneurologist
- educators DOU
II. Methods and means of evaluating the effectiveness of the program.
Basic methods for evaluating the level of development of the child:
Diagnostics:
- questionnaire for parents "My baby";
- child observation (child development diary).
The developing effect of this course of classes is manifested primarily in the interest of children to different types of exercise. Children become more active and confident in their capabilities, the development of psycho-physiological processes, communication skills and speech activities. The occupation stimulates the development of communicative skills, which contribute to the development of an active and passive dictionary.
According to the results of the classes, with the words of parents in children there is a more easy process of adaptation in a preschool institution, they are distinguished by the depth of the surrounding world and speed orientation in it.
III. Basic requirements (formed depending on the direction of the program).
Classes should only be held together 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 implementation of the program leads to the level of formation of skills, key social competencies, social adaptation, successful adaptation (integration) into society as a result of the implementation of the program.
The program can be used both for group and individual classes.
Introduction
1. Target section.
1.1. Explanatory note.
1.1.1. Regulatory - legal framework for the formation of a working program.
1.1.2. Objectives and objectives of the working program.
1.1.3. Principles and approaches to the formation of a working program.
1.1.4. Age and individual features of the contingent of children.
1.2. Single guidelines at the stage of completion of the development program.
1.3. The system of assessing the results of the development program.
2.1. General.
2.2. Forms, methods, methods and means of implementing a working program.
2.3. A description of educational activities in accordance with the directions of the development of the child presented in five educational areas.
Socio-communicative development.
Cognitive development.
Speech development.
Artistic and aesthetic development.
Physical development.
2.4. Interaction of teachers with children.
2.5. Methods and directions for supporting children's initiative.
2.6. Teacher's interaction with students of pupils.
3. Organizational section.
3.1. Mode of day and routine.
3.2. Planning educational activities.
3.3. Health activity.
3.4. Features of the organization of the subject - spatial environment.
3.5. Programming methodical support of the educational process.
3.6. Bibliography. Application.
Introduction
The working program of educational activities in the early age group of the general conversion (hereinafter - the Working Program) was drawn up taking into account the requirements of the Federal State Educational Standard of Preschool Education, developed on the basis of educational program Municipal pre-school educational institution kindergarten "Firefly" d. Gavrilovka and is its component. The Working Program is compiled, taking into account the integration of educational areas, the content of children's activities is distributed by months and weeks and represents the system designed for one academic year .
The working program is designed for children of 1.5- 2.5 years (early age) and is designed for 36 weeks, which corresponds to complex - thematic planning According to the program "From birth to school" ed.
NOT. Veracses, TS Komarova, MA Vasilyeva.
The work program is "open" and provides for variability, integration, changes and additions as professional need. The content of the working program in accordance with the requirements of the standard includes three main sections - target, meaningful and organizational.
1. Target section
1.1. Explanatory note
The working program was developed on the basis of an approximate general educational program of pre-school education "from birth to school" edited by N. E. Veracs, T. S. Komarova, M. A. Vasilyeva, in accordance with the educational program of the municipal pre-school educational institution Kindergarten "Firefly" D. Gavrilovka with the aim of introducing GEF pre-school education.
The working program for the development of children of an early age group provides the versatile development of children aged 1.5 to 2.5 years old, taking into account their age and individual characteristics in the main directions: physical, socially communicative, cognitive, speech and artistic - aesthetic.
The following partial programs were used in the development of a working program:
- "KROKH" G. G. Grigorieva, D. V. Sergeeva, N. P. Kochetova et al.;
- "Camerton" author E. P. Kostina;
- "Young ecologist" S. N. Nikolaev;
- "Our house is Nature" N. A. Ryzhova;
- "Colored palms" I. A. Lykov;
- "Children's Creative Design" L.A. Paramonov;
- "Basics of safety of preschool children" N. N. Avdeev, Oh. L. Knyazeva, R. B. Skkin;
- "The program of the speech therapy work to overcome phonetic-phonematics underdevelopment in children" T. B. Filichva, G. in Chirkin;
- "Speech Development in Preschool Children" O.S. Ushakov;
- "The attachment of children to the origins of Russian folk culture" Authors: O. L. Knyazeva, M. D. Mahaneva;
- "Health" V. G. Alyamovskaya;
- "Physical culture - preschoolers" L. D. Glazerin;
- "Physical education of preschool children." ON THE. Gordova, N.V. Poltavtsev;
- "Education healthy child"MA Mahaneva;
- Rhythmic Mosaic A.I. Burenina;
- "Green light of health" M. Yu. Kartushina;
- "SA-F-Dance" Firileva Zh.E. Sikina E.G.
The implemented working program is based on the principle of the personal and educational and humanistic nature of the interaction of adult with children.
1.1.1. Regulatory legal framework for the formation of a working program
This program is formed on the basis of the following regulatory framework:
Convention on the Rights of the Child. Adopted by General Assembly resolution 44/25 1989. ─ UN 1990;
Federal Law of December 29, 2012 №273-ФЗ "On Education in Russian Federation // Official Internet portal of legal information: ─ Access mode: pravo.gov.ru »;
Federal Law 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-p "On the Concept of Additional Education of Children";
Order of the Government of the Russian Federation of May 29, 2015 No. 996-R "On the Strategy for the Development of Education to 2025: Access Mode: http://government.ru/docs/18312/
Resolution of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 No. 26 "On the approval of Sanpin 2.4.1.3049-13" Sanitary-epidemiological requirements for the device, content and organization of the mode of operation of pre-school educational organizations "// Russian newspaper. – 2013. – 19.07(№ 157);
Order of the Ministry of Education and Science of Russia of 10/17/2013 №1155 "On approval of the Federal State Educational Standard of Preschool Education" (registered by the Ministry of Justice of Russia November 14, 2013
registration No. 30384);
Order of the Ministry of Health and Social Development of Russia of August 26, 2010 No. 761n (ed. From 05/31/2011) "On approval of a single qualifying reference book of managers, specialists and employees, section" Qualification characteristics of employee posts
Order of the Ministry of Education and Science of Russia of August 30, 2013 No. 1014 "On approval of the procedure for organizing and implementing educational activities on basic general educational programs - educational programs of pre-school education";
Order of the Ministry of Education and Science of Russia dated December 28, 2010 №2106 "On approval and the introduction of federal requirements for educational institutions in terms of the health of students, pupils";
Letter of the Ministry of Education and Science of Russia "Comments to Gos to" from February 28, 2014 No. 08-249 // Bulletin of Education. - 2014. - April. - № 7.
guidelines "(Methodical recommendations for the implementation of the authority of the constituent entities of the Russian Federation on financial support for the realization of citizens' rights to enlarge the public and free pre-school education);
A letter of the Ministry of Education and Science of Russia dated 07.06.2013 No. IR-535/07 "On the correctional and inclusive education of children";
Comments of the Ministry of Education and Science of Russia to the Gos of pre-school education of 28.08.2014 No. 08-249;
Articles of association;
License for educational activities.
1.1.2. Objectives and objectives of the working program
The goal of the program is to design social situations for the development of a child and a developing spatial environment that ensure the positive social motivation and support for the individuality of children through communication, game, educational and research activities and other forms of activity. 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, contributes to the realization of the right of preschool children on 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 the family adopted in the family and society with spiritual and moral and sociocultural values \u200b\u200bfor the purposes of intellectual, spiritual and moral, creative and physical development of a person, satisfying his educational needs and interests.
The objectives of the working program are achieved through the solution of the following tasks:
- Protection and strengthening physical and mental health children, including their emotional well-being;
- ensuring equal opportunities for the full development of each child in the period preschool childhood regardless of accommodation, gender, nation, language, social status;
- the creation of favorable conditions for the development of children in accordance with their age and individual characteristics, the development of the abilities and the creative potential of each child as a subject of relations with other children, adults and peace;
- Association of training and education in a holistic educational process based on spiritual and moral and sociocultural values \u200b\u200badopted in the Society of Rules and Norms of Conduct for Human, Family, Society;
- the formation of the general culture of the identity of children, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;
- the formation of a sociocultural environment corresponding to age and
individual features of children;
- ensuring the psychological and pedagogical support of the family and an increase in the competence of parents (legal representatives) in the development and education, protection and health promotion of children;
- ensuring the continuity of the goals, objectives and content of pre-school general and primary general education.
1.1.3. Principles and approaches to the formation of a working program
In accordance with the standard, the Working Program is built on the following principles:
1. Support for childhood diversity. The modern world is characterized by an increasing manifold and uncertainty, reflected in a variety of aspects of human and society life. Increasing mobility in society, economics, education, culture requires people from the ability to navigate in this world of diversity, the ability to maintain their identity and at the same time flexibly, positively and constructively interact with other people, the ability to choose and respect the right to choose other values \u200b\u200band beliefs, Opinions and ways of their expression. By accepting the challenges of the modern world, the Working Program is considering a diversity as value, educational resource and involves the use of diversity to enrich the educational process. The educator builds educational activities with regard to
regional specifics, sociocultural situations for the development of each child, its age and individual characteristics, values, opinions and methods of their expression.
2. Preservation of the uniqueness and self-satisfaction of childhoodas an important stage in general Development man. Self-satisfaction of childhood is an understanding of childhood as a period of life of meaningful in itself, meaningful what happens to the child now, and not that this stage is preparing for subsequent life. This principle implies a full-fledged residence of the child of all stages of childhood (infant, early and preschool childhood), enrichment (amplification) of child development.
3. POSITIVE SOCIETYthe child suggests that the child's development of cultural norms, means and methods of activity, cultural samples of behavior and communication with other people, adaptation to the traditions of families, society, states occur in the process of cooperation with adults and other children aimed at creating prerequisites for the full-fledged activities of the child in varying world.
4. Personality and humanistic interactionadults (parents (legal representatives), pedagogical and other employees of the organization) and children. This type of interaction involves the basic value orientation The dignity of each participant in the interaction, respect and unconditional acceptance of the identity of the child, goodwill, attention to the child, his state, mood, needs, interests. Personality interaction is an integral part of the social situation of the child's development in the organization, the condition for its emotional well-being and full development.
5. Assistance and cooperation of children and adults, recognition of a child with a full-fledged participant (subject) of educational relations. This principle involves 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 its individual contribution to the course of the game, classes, project, discussion, in the planning of the educational process, can manifest initiative. The principle of assistance involves the dialogic nature of communication between all participants in educational relations. Children are given the opportunity to express their views, their opinions, occupy the position and defend it,
make decisions and take responsibility in accordance with your capabilities.
6. Cooperation with family. Cooperation, cooperation with family, openness in relation to family, respect for family values \u200b\u200band traditions, their accounting in educational work is the most important principle of the working program. Pedagogical workers should be aware of the living conditions of the child in the family, understand the problems, respect the values \u200b\u200band traditions of families of pupils. The work program involves a variety of collaboration for family cooperation both in the informative and organizational plans.
7. Network interaction with organizationssocialization, education, health and other partners who can contribute to the development and education of children, as well as the use of local traditions to enrich children's development. The Working Program suggests that pedagogical workers establish partnerships not only with children's families, but also with other organizations and persons who can contribute to the enrichment of the social and cultural experience of children, the admission of children to national traditions (visits to theaters, museums, the development of additional education programs) , to the nature and history of the native land; To promote joint projects, excursions, holidays, visits to concerts, as well as the satisfaction of the special needs of children, to provide medical support.
8. Individualization of pre-school educationensures such a construction of educational activities, which opens up opportunities for the individualization of the educational process, the emergence of an individual trajectory for the development of each child with characteristic specificity and speeds that take into account its interests,
motives, abilities and age-psychological features. At the same time, the child itself becomes active in choosing the content of its formation, different forms of activity. To implement this principle, regular monitoring of the child's development is needed, collecting data on it, analysis of its actions and actions; Help Baby B. complex situation; Providing the child the possibility of choice in different activities, focusing
attention to the initiative, independence and activity of the child.
9. Age adequacy of education.This principle involves the selection of the teacher of the content and methods of pre-school education in accordance with age features Children. It is important to use everything specific species children's activity (game, communicative and educational research activities, creative activity,
ensuring the artistic and aesthetic development of the child), based on the peculiarities of the age and the development tasks, which must be resolved in preschool age. The activities of the teacher should be motivating and complying with the psychological laws of the child's development, take into account its individual interests, features and inclinations.
10. Developing variable education.This principle assumes that
educational content is offered to a child through different types of activity, taking into account its relevant and potential assistance of this content and committing them to certain actions, taking into account its interests, motives and abilities. This principle involves the work of the teacher with the orientation of the zone of the nearest development of the child (LSS. Vigotsky), which contributes to the development, expansion of both explicit and hidden features of the child.
11. Completeness of the content and integration of individual educational areas. In accordance with the standard, the Working Program suggests a comprehensive socio-communicative, educational, speech, artistic and aesthetic and physical development of children through various types of children's activity. The division of the working program to educational areas does not mean that each educational area is mastered by a child separately, in the form of isolated classes on the model of school items. There are diverse relationships between individual sections of the Working Program:
Cognitive development is closely connected with the speech and socio-communicative;
Artistic and aesthetic - with cognitive and speech, etc. The content of educational activities in one specific area is closely associated with other areas. Such organization of the educational process complies with the peculiarities of the development of preschool children. Invariance of values \u200b\u200band purposes in variability of means of implementing and achieving the objectives of the program.The standard and the program specify invariant values \u200b\u200band guidelines, including the organization developed the main educational program and which for it are scientific and methodological supports in the modern world of diversity and uncertainty.
1.1.4. Age and individual features of the contingent of young children (1.5 to 2.5 years)
Age from 1.5 to 2.5 years is a significant period in the life of the child. It is characterized by the following neoplasms: the child begins to walk; Alone and with the help of an adult mastering the surrounding space, productive and reproductive objective activities are actively developing (mastering the rules for the use of household items, an imitation of adults in subject activity as a prerequisite for the beginning of simulation games) is actively developing. The child masters the speech (the phonamatic and grammatical system of speech is formed, lexica and semantics of speech are being improved), cognitive speech activity is manifested in the form of issues addressed to an adult.
There is the formation of creative (visual, design, etc.) of children. The base is laid for individual subject games, the emergence and development of the symbolic function in the game. Improvement of subject games for children with the inclusion of approximately research, constructive and plotting moments in them; There is a transition to group subject and plot-role games.
Actively develop perception, memory and thinking of a child.
By three years, he is determined by the leading hand and the consistency of the actions of both hands begins to form.
At this age, the growth rate and development of the child slows down somewhat. The monthly increase in growth is 1 cm, weight 200-250 grams.
Thus, in early childhood, it is possible to note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional sphere.
The development of the main movements of the child is partially affected by the proportions of his body: short legs, a long torso, a big head. The kid up to one and a half years often falls when walking, it can not always stop in time, bypass the obstacle.
Imperfect and posture. Due to the insufficient development of the muscular system, the child is difficult for a long time to perform the same type of movement, for example, to walk with a mom "only for the handle".
Gradually improved walking. Children learn to move freely on a walk: they climb on the tubercles, walk on the grass, step over small obstacles, for example, a stick lying on the ground. The screaming gait disappears. In rolling games and on musical classes, children make side steps, slowly circling on the spot.
At the beginning of the second year, children climb a lot: climb on a slide, on the sofides, and later (with an appropriate step) and the Swedish wall. They also climb through a log, are subject to a bench, break through the hoop. After one and a half years, the kids in addition to the main movements are developing imitative movements (Mishke, Bunny). In simple moving games and dances, children get used to coordinate their movements and actions with each other (with the number of participating no more than 8-10).
When training and correct selection of gaming material, children master the actions with a variety of toys: collapsible (pyramids, matryoshki, etc.), building material and plot toys (dolls with attributes to them, bears). These actions, the child reproduces the imitation after the adult shows. Gradually, "chains" add up of individual actions, and the baby learns to bring subject action to the result: fills the entire pyramid, picking them in color and size, it takes a fence, a train, turret and other simple buildings from the building material.
Significant changes occur in the actions with plot toys. Children begin to transfer an increasing action with one toy (doll) to others (bears, bunnies); They are actively looking for the item required to complete the action (a blanket to put a doll to sleep, a bowl to feed the bear).
Reproducing in a row 2-3 actions, they first do not focus on how it happens in life: sleeping doll, for example, suddenly begin to roll on the typewriter. By the end of the second year, the life sequence familiar sequence is already reflected in the gaming actions: walking with a doll, feed it and put to sleep.
Domestic action with plot toys The children are reproduced throughout the period of preschool childhood. But at the same time, children are 3-5 years old and older are arranged from each action "Multiple Ritual". Before the food, the doll will wash their hands, they will start the napkin, they will check, do not hot porridge, feed will be a spoon, and they will give to drink from the cup. In total, there is no time for the second year. The child simply makes a bowl of the mouth of the doll. Similarly, it comes in other situations. These features are explained by the simplicity of selection of scene toys and attributes to them.
The above gives reason to believe that in the second year, elements are made from individual actions, the basis of activities inherent in preschool childhood: a constructive and scene-playing game characteristic of it (the last year in the second year can only be considered displayed).
Successes in the development of subject-gaming activity are combined with its instability, especially noticeable in defects of education. Having the opportunity to get closer to any subject in sight, the child throws what keeps in his hands, and rushes to him. Gradually, this can be overcome.
The second year of life is the period of intensive formation of speech. The links between the subject (action) and the words that are denoted them are formulated 6-10 times faster than at the end of the first year. At the same time, the understanding of the speech surrounding is still ahead of the ability to speak.
Children assimilate the names of objects, actions, designations of some qualities and states. Due to this, you can organize the activities and behavior of kids, form and improve perception, including the components of the basis of sensory education.
In the process of various activities with adults, the children assimilate that the same action can relate to different subjects: "Puts on the header, put on the rings on the pyramid, etc.". An important acquisition of speech and thinking is the ability of generalization in the second year of life. The word in the mind of the child begins to be associated with a non-one subject, but denote all items related to this group, despite the difference in color, size and even appearance (a doll big and small, naked and dressed, a doll-boy and a doll-girl) .
The ability to summarize allows children to learn the items depicted in the picture, while at the beginning of the year to the request to show any item kid focused on random insignificant signs. So, the word Khon could designate the cat, and the fur collar.
The kid gets used to the fact that there are different ties between objects, and adults and children act in different situations, so plot staging (showing toys, puppet and desktop theater characters).
Impressions from such views, interested viewing are stored in memory. Therefore, children over a year and a half are able to maintain a dialogue with adults about recent events or things related to their personal experience: "Where did you go?" - "Walk". - "Who saw?" - "Dog". - "Who fed the grains?" - "Bird".
The active dictionary for the year increases unevenly. By one and a half years, it is equal to about 20-30 words. After 1 year 8-10 months, a jump occurs, an actively used dictionary is developing. It has many verbs and nouns, there are simple adjectives and adverbs (here, there, there, etc.), as well as prepositions. Simplified words (Tu-TU, AV-AB) are replaced by usual, although imperfect in phonetic terms. After a year and a half, the child most often reproduces the contour of the word (different number of syllables), filling it with the sounds of substituents, more or less close to the sound by the audience.
Attempts to improve pronunciation, repeating the word for adults, at this age do not bring success. It becomes possible only in the third year. Child In most cases, after a year and a half correctly utters lifting sounds (p, b, m), the front of the unashable (T, d, and), the rear-minded (g, x). Whistling, hissing and sonar sounds, as well as the blood-based phonemes in the words pronounced by the child, are extremely rare.
Initially, the word pronounced word is a whole proposal. So, the words "Bach, fell" in some cases indicate that the kid dropped the toy, in others - that he himself fell and hurt.
By one and a half years in the statements of children, two-bed proposals appear, and at the end of the second year, the use of three-, four-bed sentences is becoming common.
The child over a year and a half actively appeals to adults with questions. But expresses them predominantly intonation: "Ia kusya?" - That is, "Ira Kushal?" Children enjoy question words less often, but may ask: "Where is the scarf?", "Baba where did you go?", "What?".
In the second year of life, the child absorbs the names of adults and children with which it communicates every day, as well as some related relations < мама, папа, бабушка). Он понимает элементарные человеческие чувства, обозначаемые словами «радуется», «сердится», «испугался», «жалеет». В речи появляются оценочные суждения: «плохой», «хороший», «красивый».
The independence of children in objective and gaming activities and self-service is improved. The baby seizes the ability to eat any food, wash and wash your hands, acquires tidy skills.
Expands orientation in the nearest environment. Knowledge of how the parts of the room's premises are called (furniture, clothing, dishes), helps the child to perform simple (from one, and by the end of the year from 2-3 actions) of adult instructions, gradually it gets used to abide by the elementary rules of behavior denoted by the words "you can" , "You can not", "Need". Communication with adults wears business, object-directed character.
On the second year, the need for adults with adults in the most different occasions is enshrined. At the same time, children are gradually moving from the language of gestures, facial expressions, expressive soundness to the expression of requests, desires, proposals with words and short phrases. So it becomes the main means of communicating with adults, although at this age the child willingly speak only with close people familiar to him.
In the second year of life, children remain and develops the type of emotional relationship. On the two-three, they independently play with each other in the devoted earlier with the help of an adult game ("Hyperships", "Catching").
However, the experience of interconnection in children is small and the basis of it has not yet been formed. There is a misunderstanding from the intended partner. The child can break up and even hit his splashing. He actively protests against interference in his game.
The toy in the hands of another is much more interesting for the baby than that that stands nearby. Having filled it from a neighbor, but not knowing what to do next, the baby simply throws her. The tutor should not pass by such facts so that children do not miss the desire to communicate.
The interconnection of children during the day arises, as a rule, in the subject-gaming activity and regime processes, and since the subject-gaming actions and self-service are only formed, independence, interest in their execution should be protected in every possible way.
Children teach to observe the "discipline of the distance", and they master the ability to play and act nearby, without interfering with each other, behave in the group accordingly: do not climb into the neighbor's plate, move on the sofa, so that one more child can sit down, do not make noise in the bedroom etc. At the same time they enjoy simple words: "On" ("Take"), "Give", "let me", "I don't want", etc.
Against the background of "security" of the activities of each kid, you need to form joint actions. First, at the adult tip, and by two years, children are able to help each other: bring the item required to continue the game (cubes, pyramid rods, blanket for doll). Imitating mom or tutor, one baby is trying to "feed, combing" another.
Possible uncomplicated dance actions of kids in pairs at musical classes.
The main acquisitions of the second year of life can be considered the improvement of major movements, especially walking.
The mobility of the child sometimes prevents him from focusing on calm occupations.
There is a rapid and diverse development of subject-gaming behavior, so that by the end of the children's stay in the second group of early age they have the components of all types of activities characteristic of the period of preschool childhood.
There is a rapid development of different sides of speech and its functions. Although the rate of development of the understanding of the surrounding surroundings is still ahead of the ability to speak, at the end of the second year the active dictionary consists of 200-300 words. With the help of speech, you can organize the behavior of the child, and the speech of the kid itself becomes the main means of communication with adults.
On the one hand, the child's independence in all spheres of life increases, on the other - he masters the rules of behavior in the group (play nearby, without interfering with others, help, if it is understandable and easy). All this is the basis for development in the future of joint gaming activities.
The list of children is reflected in Appendix 1.
The list of distribution of children in health groups is reflected in Appendix 2.
1.2. Targetlights at the stage of completion of the program for children 1.5 to 2.5 years
In accordance with GEF to the specificity of preschool childhood and systemic features of preschool education make unlawful requirements from a child of preschool age specific educational achievements. Therefore, the results of the development of the working program are presented in the form of targets of pre-school education and are the age characteristics of possible achievements of the child of early age (1.5 to 2.5) by the end of the school year.
The child is interested in surrounding objects and actively acts with them; Emotionally involved in action with toys and other objects, seeks to show perseverance in achieving the result of their actions.
Uses specific, culturally fixed objective actions, knows the appointment of household items (spoons, combs, pencils, etc.) and knows how to use them. Owns the simplest self-service skills; It seeks to show independence in domestic and game behavior.
Owns an active speech included in communication; can handle questions and requests, understands the speech of adults; knows the names of surrounding objects and toys.
Seeks to communicate with adults and actively imitates them in movements and actions; Games appear in which the child reproduces adult actions.
Manifests interest in peers; Watches their actions and imites them.
Shows interest in poems, songs and fairy tales, viewing the picture, seeks to move to the music; Emotionally responds to various works of culture and art.
The child has a large motility, he seeks to master different kinds Movement (running, climbing, stepping, etc.).
1.3. System for assessing the results of the program
A teacher in the course of its work builds an individual trajectory of the development of each child. To this end, pedagogical monitoring of the study of the individual development of children by assessing the level of effectiveness of pedagogical impacts on all educational areas is carried out.
Pedagogical diagnosis is carried out during the observations of the activity of children in spontaneous and specially organized activities.
2.1. General provisions
- Description of educational modules in accordance with the direction of the child's development in five educational areas: socio-communicative, cognitive, speech, artistic and aesthetic and physical development, taking into account the variable programs of pre-school education and methodological benefits that ensure the implementation of this content;
- a description of the variable forms, methods, methods and means of implementing the program, taking into account 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 are reflected in Table number 1
| Direction | Forms of organization of work |
| Physical development | Team work, Morning gymnastics, respiratory gymnastics, individual work, holidays, entertainment, sports leisure, project activities. |
| Cognitive, Speech and Socio-Communicative Development | Introduction of experimental research, child experimentation, occupation, individual work, didactic and role-playing games, excursions, conversations, observation, reading fiction and obligatory discussions of read, theatrical activities, interaction with other sociocultural facilities, joint activities with parents, project activities. |
| Artistic - aesthetic development | Classes, individual work, independent activities, organization of exhibitions of children's creativity, participation in contests, observation, excursions, project activities. |
| Table 1 | |
Methods and techniques used when working with children 1.5-2.5 years reflected in Table number 2
Traditions of the group "Droplet"
- Children's music of Russian and foreign composers in the group sounds daily;
- Sleep for calm music;
- New toys: Presentation of new toys for children who appear in the group;
- Announcement of the menu before eating, inviting children to the table and the wish of a pleasant appetite;
- At the end of the school year, an indicative event for parents;
- Traditional minute of silence: "Lock".
2.3. Description of educational activities in accordance with the age characteristics of children 1.5-2.5 years
"Socio-Communicative development"
To form for each child confidence that his, like all the children, love, take care of him;show respect for the interests of the child, his needs, desires, opportunities. Bring up negative attitude towards rudeness, greed; To develop the ability to play does not quarrel, help each other and together to enjoy the success, beautiful toys, etc. to bring up the elementary skills of polite treatment: Helloing, say goodbye, call asking calmly, using the words "Thank you" and "please." To form the ability to quietly behave in the room and on the street: do not make noise, do not run, fulfill the request of an adult. Educating attentive attitude and love for parents and loved ones. Acquire children not to interrupt the speaking adult, to form the ability to wait if an adult is busy.
Forming elementary ideas about themselves, about changing their social status (growing) in connection with the beginning of a kindergarten visit; Fasten the ability to call your name. To form each child confidence that adults love him, like all other children. Educating attentive attitude towards parents close to people. Encourage the ability to call the names of members of your family. Develop the ideas about the positive sides of the kindergarten, its community with the house (warmth, comfort, love, etc.) and the differences from the home environment (more friends, toys, independence, etc.).
To draw the attention of children to what a clean, light room they play, as a lot of bright, beautiful toys in it, how neatly filled cribs. For a walk, pay the attention of children to beautiful plants, equipment of a plot, convenient for games and recreation.
Develop the ability to navigate the group's premises on the site. Remind children Name of the city in which they live.
Self-service, independence, labor education
Education of cultural and hygienic skills.Forming a habit (first under the control of an adult, and then independently) wash your hands as dirty and before meals, dryly wipe the face and hands with a personal towel.
Learn with the help of an adult to put oneself in order; Use individual objects (nasal handkerchief, napkin, towel, comb, pot).
To form skill while eating properly hold a spoon.
Self-service.Teach children dress up and undress in a certain order; With small assistance to adult to shoot clothes, shoes (unbuttoning buttons in front, fasteners on velcro); In a certain order, carefully fold removed clothing. Take care.
Social and useful work.Attract children to fulfill the simplest labor actions: together with adults and under his control, put the breadstuffs (without bread), clips, spread spoons, etc.
To accustom to maintain order in the game room, at the end of the games to place the gaming material in places.
Respect for the work of adults. Encourage children's interest in adult activities. Pay attention to what and how the adult makes (how cares for plants (watering) and animals (feed); as the janitor sweeps the courtyard, removes the snow; how the joiner is repaired by a gazebo, etc.) why he performs certain actions . Learn to recognize and call some labor actions (the assistant of the teacher washes the dishes, it brings food, changes the towels).
Formation of safety bases
To acquaint with the elementary rules of safe behavior in nature (Do not approximate unfamiliar animals, do not stroke them, do not tease; do not tear and not take a plant and pr.) To form primary ideas about cars, street, road.
Acquaint vehicle.
To acquaint with the substantive world and the rules of safe handling of objects.
To acquaint with the concepts "you can - can not", "dangerous."
To form ideas about the rules of safe behavior in sand and water games (water not to drink, the sand is not rushing, etc.).
Education area
"Cognitive development"
Cognitive development involves the development of the interests of children, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; Development of imagination and creative activity; Formation of primary ideas about themselves, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, pace, quantities, numbers, parts and the whole, space and time, movement and rest , reasons and consequences, etc.), about the Maja Motherland and the Fatherland, ideas about the sociocultural values \u200b\u200bof our people, about domestic traditions and holidays, the planet of the land of some kind of people's house, about the peculiarities of its nature, the diversity of countries and the peoples of the world.
Formation of elementary mathematical representations
Teach children to call the color, the value of the objects, the material from which they are made (paper, wood, fabric, clay); Compare familiar items (different caps, mittens, shoes, etc.), select items on the identity (find the same, pick up the pair), group them according to the method of use (from the cup they drink, etc.).
Exercise in establishing similarities and differences between objects having the same name (the same blades; Red ball - blue ball; big cubes - small cube).
Teach children to call the properties of items: big, small, soft, fluffy, etc.
Sensory development.Continue to enrich the immediate sensual experience of children in different activities, gradually including all types of perception. Help examine objects, highlighting their color, value, form; Imagine to include the movements of hands on the subject in the process of acquaintance with it (to circulate the objects of the subject, stroking them, etc.).
Promotion to sociocultural values.
Continue to acquaint children with objects of the nearest environment.
Promote the appearance in the dictionary of children of generalizing concepts: toys, dishes, clothing, shoes, furniture, etc.
To acquaint with vehicles of the nearest environment.
Formation of elementary mathematical representations.
Number.Attract children to the formation of groups of homogeneous subjects. Learning to distinguish the number of items (one - a lot).
Value.Attract the attention of children to the subjects of contrasting sizes and their designation in speech (a large house - a small house, a big dashboard - a small nesting, big balls are small balls, etc.).
The form.Learning to distinguish objects in shape and call them (cube, brick, ball, etc.).
Orientation in space.Continue to accumulate in children the experience of practical development of the surrounding space (the premises of the group and the kindergarten site).
Expand the orientation experience in parts of your own body (head, face, hands, legs, back).
Learning to move at the educator in a certain direction.
Familiarization with the world of nature
To acquaint children with available nature phenomena.
Learn to recognize in kind, in the pictures, in domestic toys (cat, dog, cow, chicken, etc.) and their young and call them.
Learn on the picture of some wild animals (bear, hare, fox
etc.) and call them.
Together with children, watch birds and insects on the site, for
fish in aquarium; Finger birds.
Learning to distinguish in appearance vegetables (tomato, cucumber, carrots, etc.) and fruits (apple, pear, etc.).
Helping children to notice the beauty of nature in different time of the year.
Brigade careful attitude towards animals. Teach the basics of interaction with nature (consider plants and animals, without harming them; dress up weather).
Seasonal observations
Fall.To draw the attention of children to the autumn changes in nature: it was cold, in the trees, wishes and fall leaves. To form ideas that many vegetables and fruits ripen in the fall.
Winter.To form ideas about winter natural phenomena: it became cold, it is snow. Attract to participate in winter fun (roller skiing and on sledding, play in snowballs, snowman modeling, etc.).
Spring.To form ideas about spring changes in Nature: Warm, snow melts; appeared puddles, grass, insects; Nobuchley kidney.
Summer.Watch natural changes: bright sun, hot, butterflies fly.
Education area
"Speech Development"
Developing speech environment.Promote speech development as means of communication. Giving children a variety of instructions that will give them the opportunity to communicate with peers and adults. To ensure that by the end of the third year of life it was a full-fledged means of communication of children with each other.
Offer for self-viewing pictures, books, toys as a visual material for communication of children with each other and the educator. Tell children about these objects, as well as on interesting events (for example, about cooks and tricks of domestic animals); Show in pictures the state of people and animals (rejoices, sadness, etc.).
Formation of the dictionary.Based on the expansion of the orientation of children in the nearest environment to develop understanding of speech and intensify the dictionary.
Teach to understand the speech of adults without visual support.
Develop the ability of children to verbally instruct the teacher to find
objects by name, color, size.
Enrich children's dictionary:
Noun, denoting toys, personal care objects (towel, toothbrush, comb, nose handkerchief), clothes, shoes, dishes, furniture, bedroom accessories (blanket, pillow, sheet, pajamas), vehicles (car, bus), vegetables , fruit, pets and their cubs;
Verbs denoting labor actions (to erase, treat, water), the actions opposite to the value (open - close, remove - wear, take - put), actions that characterize people's relationships (help, regret, hug), their emotional state (cry, laugh, rejoice, offended);
Adjective, indicating color, magnitude, taste, temperature of items (red, blue, sweet, sour, large, small,
cold, hot);
Adverbs (close, far, high, quickly, dark, quiet, cold, hot, slippery).
Contribute to the use of assimilated words in self-speech of children.
Sound culture speech.Exercise children in the distinct utterance of isolated vowels and consonant sounds (except for whistling, hissing and sonar), in the correct reproduction of sound-powders, words and simple phrases (out of 2-4 words).
Promote the development of the articulation and voice apparatus,
speech breathing, auditory attention.
To form the ability to use (by imitation) height and power of votes ("Pussy, stuck!", "Who came?", "Who knocks?").
Grammatical system of speech.Learn to coordinate nouns and pronouns with verbs, consuming verbs in the future and past time, change them on persons, to use pretexts in speech (B, on, y, for, under).
I exercise in the use of some question words (who, where, where) and simple phrases consisting of 2-4 words ("Kiology-Mursenka, where did you go?").
Connected speech.Helping children to respond to the simplest ("What?",
"Who?", "What does?") And more sophisticated questions ("What is wearing?", "What
lucky? "," Who? ", What?", "Where?", "When?", "Where?").
Encourage children's attempts older than 2 years 6 months on their own initiative or at the request of the teacher to tell about the picture shown in the picture, about the new toy (new clothes), about the event from personal experience.
During the play-staged, it is necessary to repeat the children to repeat uncomplicated phrases. Helping children over 2 years 6 months to dramatize excerpts from well-known fairy tales.
Learn to listen to small stories without visual support.
Continue to teach children to listen to folk songs, fairy tales, copyright. Accompany reading toys, pictures, characters of the desktop theater and other means of visibility, as well as to learn to listen to an artistic work without visual support.
Accompany reading small poetic works by game actions.
Provide children the opportunity to catch up with the words, phrases with the educator of familiar poems.
Encourage attempts to read the poetic text entirely with an adult.
Helping children over 2 years 6 months to play well familiar
Continue to attach children to considering drawings in books. Prompted to call familiar items, show them at the request of the educator, to teach ask questions: "Who (what) is it?", "What does it do?"
Education area
"Artistic and aesthetic development"
Develop art perception, to bring up responsiveness to music and singing,
available understanding of children visual arts, literature.
Consider with children illustrations for works of children's literature. Develop the ability to answer questions about the content of pictures.
To acquaint with folk toys: Dymkovskaya, Bogorodskaya, Matrychka, Vanka-standing and other, appropriate age children.
To draw the attention of children to the nature of toys (fun, funny), their shape, color design.
Fine activity.
Painting.Develop the perception of preschoolers, enrich their touch experience by allocating the shape of the objects, circuit their contour alternately, then the other hand.
To bring children to the image of acquaintances, providing them with freedom of choice.
To draw the attention of children to the fact that a pencil (brush) leaves a trace on paper, if you spend over a pencil on it (pile of brushes). Learning to monitor the movement of a pencil on paper.
Attract the attention of children to the diverse lines, configurations depicted on paper. Move to think about what they painted on what it looks like. Call a feeling of joy from strokes, lines that children drew themselves. Prompted to add drawn images with characteristic details; To the conscious repetition of previously received strokes, lines, spots, forms.
Develop an aesthetic perception of surrounding items.Teach children to distinguish between the colors of the pencils, correctly call them; Draw different lines (long, short, vertical, horizontal, inclined), cross them, liketing items: ribbons, boards, tracks, streams, icicles, a fenceman, etc.
children to drawing items of the rounded form.
To form the right pose when drawing (sit free, do not bend low above the paper sheet), free hand supports a sheet of paper on which the kid draws.
Take care to take care of materials, correctly use them: at the end of the drawing, put them in place, pre-rinse with a brush in the water.
Learning to keep a pencil and brush freely: a pencil - three fingers above the honed end, a brush is slightly above the iron tip; Pick up paint on the brush, Maka to all the pile in a jar, remove the extra paint, touching the pile to the edge of the jar.
Lrack.Cause children interest in modeling. To acquaint with plastic materials: clay, plasticine. Learn gently use the materials.
Learning preschoolers to calm clay lumps from a large piece; Sculpt sticks and sausages, rolling the lumps between the palms of straight movements; Connect the ends of the sticks, tightly pressing them to each other (oscillage, ramchka, wheel, etc.).
Learning to roll the pocket clay with circular movements of the palms for the image of the objects of the round shape (ball, apple, berry, etc.), flatten the lumps between the palms (pellets, cookies, gingerbread); Do your fingers groove in the middle of a flattened lump (bowl, saucer). Learning to connect two molded forms in one subject: wand and ball. To accustom to children to put clay and flattened objects on a skid or a special pre-prepared oilcloth.
Constructive-model activity.
In the process of playing with desktop and outdoor building material, continue to acquaint children with details (cube, brick, triangular prism, plate, cylinder), with options for building forms on the plane.
Continue to teach children to build elementary buildings according to the sample, keep the desire to build something on their own.
Contribute to understanding spatial relations.
Learning to use additional scene toys, commensurate scale buildings (small cars for small garages, etc.)
At the end of the game, you will teach everything in place.
To acquaint children with the simplest plastic designers.
Learning together with adults designed turrets, houses, cars.
Maintain the desire of children to build on their own.
In the summer, promote construction games using
natural material (sand, water, acorns, pebbles, etc.).
Education area
"Physical development"
Formation of initial ideas about a healthy lifestyle.
Form in children the idea of \u200b\u200bthe meaning of different organs for
normal human life: Eyes - Watch, ears - hear, nose - sniff, language - try (define) taste, hands - grab, keep, touch; legs - stand, jump, run, walk; Head - think, memorize.
Physical education.
Forming the ability to maintain a stable body position, correct posture.
Learn to walk and run, not pushing out each other, with agreed, free movements of hands and legs. Acquire act together
adhering to a certain direction of movement with a support on
spectatives, changing the direction and nature of the movement during walking and run in accordance with the instructions of the teacher.
Learn to crawl, climb, diverse to act with the ball (take, keep, transfer, put, throw, roll). Learn jump on two legs
in place, with advance, in length, pushing out two
2.4. Teachers interaction with children
The interaction of adults with children aged 1.5 - 2.5 years is the most important factor in the development of the child and permeates all the directions of educational activities.
With the help of an adult and in independent activities, a child learns to know the world, play, draw, communicate with others. The process of attachment to cultural samples of human activity (the culture of life, knowledge of the world, speech, communications, and other), acquiring cultural skills when interacting with adults and in independent activities in the objective environment is called the process of mastering cultural practitioners.
The process of acquiring common cultural skills in its entirety is possible only if the adult acts in this process as a partner, and not the leader, supporting and developing the motivation of the child. Affiliate relations of the adult and the child in the organization and in the family are a reasonable alternative to two diametrically opposite approaches: direct learning 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 regarding the child. An adult participates in the implementation of the goal on a par with children, as a more experienced and competent partner.
For personal-generating interactioncharacterized by the adoption of a child as it is, and faith in his ability. The adult does not customize the child under some particular "standard", but builds communication with him with the orientation on the advantages and individual characteristics of the child, his character, habits, interests, preferences. He comongs with a child in joy and chagrins, provides support for difficulties,
participates in his games and classes. Adult tries to avoid prohibitions and punishments. Restrictions and censures are used in case of extreme necessity, not humiliating the dignity of the child. This style of education provides a child with a sense of psychological security, contributes to the development of his individuality, positive relationships with adults and other children.
Personality-generating interaction contributesthe formation of a child of various positive qualities. The child learns to respect himself and others, since the attitude of a child to itself and other people always reflects the nature of the attitude towards him of those surrounding adults. He acquires a sense of self-confidence, not afraid of mistakes . When adults provide a child independence, provide support, instill faith in his strength, it will not leave for difficulties, persistently looking for ways to overcome them.
The child is not afraid to be himself, be sincere. When adults support the individuality of the child, they take it, what it is, they avoid unjustified restrictions and punishments, the child is not afraid to be himself, admit his mistakes. Mutual trust between adults and children contributes to true adoption by the child
moral norms. The child learns to take responsibility for their decisions and actions. After all, an adult is everywhere, where possible, gives the child the right to choose this or action. Recognition for the child's right to have their own opinion, choosing classes in the soul, game partners contributes
the formation of his personal maturity and, as a result, a sense of responsibility for their choice. The child tends to think independently, as adults do not impose his decision to him, but help him take his own. The child learns to adequately express his feelings. Helping the child to realize their experiences, express them with words, adults contribute to the formation of his skills
show feelings socially acceptable ways. The child learns to understand others and sympathize with them because it gets this experience from
communication with adults and transfers it to other people.
2.5. Interaction of teachers with families of pupils
Stands. On the stands there is a strategic (long-term),
tactical (year) and operational information. To strategic
information about the goals and objectives of the development of a kindergarten for far
and middle prospects, about the implemented educational program,
innovative projects of the organization, as well as additional educational services.
In order for the information (especially operational) timely
entered to raising adults, it is important to duplicate it on the site
kindergarten, as well as in family calendars.
Continuous education of raising adults
In the modern rapidly changing world, parents and teachers should continuously increase their education. Under the formation of parents means enrichment of knowledge, installations and skills needed to care for children and their upbringing, harmonization family relationships; Performance of parental roles in the family and society.
The legal, civil, artistic and aesthetic, national-patriotic, medical enlightenment becomes increasingly popular. Retains its relevance scientific education,
focused on familiarization of raising adults with the achievements of science and best practices in the field of education of preschoolers.
The main forms of enlightenment are: conferences, parental meetings (common kindergarten, group), parental and pedagogical readings. Parental education programs are developed and implemented on the basis of the following principles:
Focus - target orientation and priority tasks
parental education;
Targeted - accounting for educational needs of parents;
Availability - accounting for parental opportunities to master the educational material provided for by the program;
Individualization - Conformation of content, methods of training and the pace of development of the program depending on the real level
knowledge and skills of parents;
Participation of stakeholders (teachers and parents) in initiating, discussing and making decisions regarding content
educational programs and adjustments.
Basic forms of parental education: lectures, seminars
Master classes . Master class - a special form of a presentation by a specialist of his professional skills, in order to attract the attention of parents to actual problems Education of children and their means of solving them. Such specialists may also be the parents who work in the named areas. Great importance In the preparation of the master class attached to practical and visual methods. Master class can be organized by the staff of kindergarten, parents, invited specialists.
Joint activities of teachers, parents, children
The determining goal of various joint activities in the Triad "Pedagogues-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. The joint activities of raising adults can be organized in a variety of traditional and innovative forms (shares, evening music and poetry, visits to the families of the family subscription program events organized by the agencies of culture and art at the request of the kindergarten; family living rooms, festivals, family clubs, evenings of questions and questions and Replies, holidays (including family), walks, excursions, project activities, family theater).
Family holidays. Traditional for kindergarten are
children's holidays dedicated to significant events in life
countries. New form, actualizing the creation of children and raising adults, is a family holiday in kindergarten.
Family holiday in kindergarten is a special day that combines teachers and families of students on the occasion of any event.
The most significant family holidays for families with the children of early
age, since kids at the age of 3 years feel better when
at the holiday next to them are parents.
Family subscription . The excellent opportunity to meet with art are able to provide the family of kindergarten and its partners - institutions of art and culture, organizing a meeting with the art of rapid culture and art, at the request of the kindergarten; Family living rooms, festivals, family clubs, evenings of questions and answers, holidays (including family), walks, excursions, project activities, family theater).
Family calendar. Interesting ideas for projects are born thanks to a family calendar who can help parents learn to plan their activities and find time to interact and communicate with the child. Family calendar can consist of two interrelated, interpenetrating parts: one - accompanying invariant, offered to a kindergarten for all families of pupils; The second is the variable, designed by each family in the logic of its needs and traditions.
Family calendar gives birth to parents and the progenitors of the idea of \u200b\u200bfuture joint parties in the family and kindergarten.
The interaction plan with parents is reflected in Appendix 4.
Information about families of pupils are reflected in the application
3. Organizational section
3.1. Day and routine
In kindergarten, a flexible day of the day has been developed, taking into account the age-related psychophysiological capabilities of children, their interests and needs, ensuring the relationship of the planned classes with everyday life Children in kindergarten. With considering climatic conditions The work program includes the day of the day in the warm and cold period of the year. Unlike the winter in the summer wellness period, the time of stay of children on a walk is increasing. Walk is organized 2 times a day: in the first half of the day - before dinner and in the second half - before leaving children home. At air temperature below -15 ° C and wind speed more than 7 m / s duration of the walk is reduced. The walk is not carried out at the air temperature below -18 ° C and wind speed more than 10 m / s. During the walk with children, games are held and physical exercises. Moving games are carried out at the end of the walk before returning children to the premises of Dow. Day SNA is given 2.5 hours. Independent activity of children takes at least 3-4 hours.
The maximum allowable amount of weekly educational burden is 10 classes. Classes requiring increased cognitive activity and mental tension of children are held in the first half of the day and in the days of the highest working capacity of children (Wednesday, Thursday). To prevent the fatigue of children, such classes are combined with physical education, musical classes.
The mode of the day was drawn up with the calculation of 10.5 hours of stay of children in kindergarten at a five-day working week and reflected in the appendix.
The organization of life and the group of the group (cold period) is reflected in the appendix.
The organization of life and the group of the group (warm period) is reflected in the appendix.
3.2. Planning educational activities
Educational activities are organized: 2 lessons per day for 10 minutes. A mandatory element of each classes is a fizminutka that allows you to relax, remove muscle and mental tension. Classes with children, which is based on gaming activities, depending on software content, are carried out frontally subgroups, individually.
List of basic types of organized educational activities
Schedule of continuous educational activity is reflected in the application.
Complex-thematic planning of work with young children (2-3 years) is reflected in the appendix.
Cultural - leisure activities are reflected in the appendix.
3.3. Health
| Motor Activity and Hardening and Hygienic Procedures in the course of regime |
||
| Morning gymnastics | Daily | |
| Fizkultminutki | Daily 2-3 minutes |
|
| Complex of hardening procedures: Contrast air baths; |
Daily after day sleep. | |
| - walking barefoot; | In summer | |
| - Lightweight children's clothing; | During the day | |
| Hygienic procedures | daily | |
| Walk | daily | |
| Vitaminotherapy | Courses 2 times a year. It is conducted under the guidance of a medical sister. | |
| Road vendor | Daily in all groups in the absence of children indoors, in accordance with the checkout. | |
| Phytoncidotherapy (onions, garlic) | It is carried out in all groups with flu epidemic, infection in the group) | |
3.4. Features of the organization of the subject - spatial environment
The developing subject-spatial environment in an early age group ensures maximum implementation of the program; Materials, equipment and inventory for the development of young children:
- Corresponds to the characteristics of young age;
- Protection and health promotion;
- Given the features of the development of children.
Material and technical support
record player,
multimedia projector,
easel,
The list of mini-centers is reflected in the application
3.5. Software and methodical support of the educational process
| - Program of pre-school education "from birth to school" / Edited by N.E. Veracs, TS Komarova, M. and Vasilyeva. - M.: Mosaic-Synthesis, 2010. Comprehensive occupation. According to the program "From birth to school near Edn N.E. Verasxes Volgograd 2011. - Program "Kroha. » |
| Physical development |
| - "Development and training of early children in Dow" Sost. E.S. Demin.-M.: TC Sphere, 2006. - "Physical culture for kids" E.A. Sinkevich, T.V. Bolshev - St. Petersburg: Childhood-Press, 2000. - "Moving games and game exercises for children of the 3rd year of life" M.F. Litvinova-M.: Link-Press, 2005. |
| Cognitive development |
| - "Game classes with children from 1 to 3 years old" M.D.Makhaneva, S.V. Pereshkovova - M.: TC Sphere, 2006. - "Movie the baby with the world around" L.N. Pavlova - M., Enlightenment, 1986. - "Integrated classes in the i junior group" TM Bondarenko, Voronezh, PE. Lakopennik S.S., 2008. - "The formation of elementary mathematical ideas in young children" O.E. Gromova - M.: TC Sphere, 2005. - "Surgery of young children with nature: classes, observations, leisure, entertainment" so-called. Zenin - M.: Russian Pedagogical Society, 2006. - "Didactic games and classes with young children: a guide for kindergarten educators." E.V. Zhorsina, S.L. Novoselova - M.: Enlightenment, 1985. - "Education and development of young children." G.M Lyamin-M: Enlightenment - "Sensory education classes with young children: a guide for a kindergarten teacher." EG Pilyugina - M.: Enlightenment, 1983 |
| Speech development |
| - "Fingering gymnastics for the development of speech of preschool children" E.S. Anischenkov - M.: Ast Astrel, 2007. - "Integrated classes in the i junior group" TM Bondarenko, Voronezh, ChP Lakozennik S.S., 2008. Vladimir Ebobova "Classes for the development of speech in the first youngest group of kindergarten: a manual for kindergarten educators. - 2nd ed., Pererab. -M.: Enlightenment, 1986. |
| Socio-communicative development |
| - "Small steps in the big world of knowledge" I.P. Afanasyev - St. Petersburg, childhood - press, 2004. - "Sound-speaking exercises for the development of speech of preschool children" V.I. Miiryasova - M.: Ast Astrel, 2008. - "Fun for kids" M.Yu. Kartushina - M.: Sphere, 2006. - "Game classes with children from 1 to 3 years old" (Methodological manual for teachers and parents) M., TC Sphere, 2010. - "Socio-moral education of children from 2 to 5 years" N.V. Miklyaev, Yu.V. Miklyaev, M., Iris-Press, 2009. - "Movie the baby with the outside world." L.N. Pavlova -M.: Education, 1987. |
| Artistic and aesthetic development |
| - "Top clasp, kids" A.I.Burnin-SPb, 2001. - "Drawing with young children" (1-3 years) E.A. Yanushko - M.: Mosaic-Synthesis, 2005. - "Application with young children" (1-3 years old) E.A. Yanushko - M.: Mosaic-Synthesis, 2006. - "Colored palms" I. A. Lykov - m.; LLC "Karapuz - Didactika", 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 ensuring 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) of October 17, 2013
No. 1155 "On approval of the Federal State Standard of Preschool Education" (entered into force:
- Sanitary and epidemiological requirements for the device, content and organization of the mode of work of pre-school educational organizations. Sanpin 2.4.1.3049-13 ", approved. Resolution of the Chief State Sanitary Doctor of the Russian Federation of 05/15/2013 No. 26 (Sanpin 2.4.1.3049-13
- Order of August 30, 2013 №1014 "On approval of the procedure for organizing and implementing educational activities on basic general educational programs, educational programs of pre-school education."
- The main general educational program of pre-school education "from birth to school" edited by N.E.Verks, T.S. Komarova, M.A.Vasilyeva. - m.; Mosaic - Synthesis, 2015.
- Children's Fund UNICEF. Child Right Declaration, 1959.
- Federal State Educational Standard of Preschool Education.
- Educational program of pre-school educational institution - guidelines I.L. Parchukova.
- Scientific - practical magazine "Management of the Preschool Education Institution" No. 1, 2014,
Ekaterina Balyasova
Even for the smallest child is of great importance in his life, sensual experience. Already in early childhood, familiarization with the properties of objects plays a decisive role. The success of physical, aesthetic, mental education depends on the level of sensory development of children, that is, on how completely the child sees, hears, hears the surrounding. Sensory education serves as the basis of the knowledge of the world and the first step is only sensual experience. During an early age, sensory education lies in the special creation of adult conditions to perform practical action by the kids.
Objective: Creating conditions for the development of preschoolers in the educational regions of the GEF in accordance with the specific features and requirements of the educational program "from birth to school"
Creating an emotional comfort atmosphere;
Creating conditions for physical development;
Creating conditions for creative expression;
Creating conditions for the cognitive activity of children;
Creation of favorable conditions for contemplation, perception;
Across the attention of children to the beauty of painting, nature, book illustrations, objects of decorative and applied art, music.
Welcome to my group.
During the early childhood, the kids will know the world around. My, as an educator, the task of doing this environment for the child is interesting, bright, memorable.
One of the determining factors of the upbringing of kids is a substantive-developing environment.
The group room of my group is conditionally divided into five directions, which allows this room to be used in the best possible way.
1. Social and communicative development.
Game zones for the organization of scene games.
2. Cognitive development.
Corner of construction and constructive games.
Corner of sensorota development
Experimental Corner (Control)
3. Speech development.
4. Physical development.
5. Artistic and aesthetic development.
The aesthetic environment created by the labor of educators causes positive emotional attitude towards the kindergarten and the desire to visit him in children and their parents. The group enriches our babies with new knowledge and impressions, encourages active creative activities, contributes to their versatile development.
Thanks for attention.
Publications on the topic:
I suggest your attention to the spatial environment in preparatory group In accordance with GEF. Music center game with different.
Subjectual development environment in DOU in accordance with GEF to "The results of the activities of the pedagogical worker in the professional community." August 21, 2014 at the regional event: "Pedagogical.
Purpose: to identify and summarize the knowledge of educators and specialists on this topic. Seminar Plan: 1. Report and presentation on the topic: "Subject
Subject - developing medium in accordance with GEF Analytical reference. Compliance of the material and technical base of the implementation of the OOP and optimizing the subject-developing medium in accordance.
In accordance with the age characteristics of preschool children, each teacher at the beginning of the school year is starting to make it.
Executive - developing medium in the middle group in accordance with GEF Subject - developing medium in the middle group in accordance with GEF. In accordance with GEM, the objective development environment should provide.
Developing subject-spatial medium of the DOW in accordance with GEFs before the development, education and socialization of children Socialization is a continuous development of culture, norms and rules existing in society, each new generation. Socialization is a process.
