Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication. We turn to the issues of play as a means of educating and developing young children. Games for children are a complex, multifunctional and educational process, and not just entertainment or a fun pastime. Thanks to games, a child develops new forms of response and behavior, he adapts to the world around him, and also develops, learns and matures. Therefore, this topic is relevant, since the importance of games for young children is very great, since it is during this period that the main processes of child development occur. Already from the first years of his life, a child should be able to play. Many parents who use modern methods of early child development forget about this today. Parents try to teach their child, who has not even learned to sit, to read early, thinking that he will grow up smart and intelligent. However, it has been proven that speech, memory, ability to concentrate, attention, observation and thinking are developed precisely in games, and not in the learning process. Just two or three decades ago, when there were not so many educational toys, and school played the main role in educating children, it was here that they were taught to read, write, count, and games were the main factor in a child’s development. Since then, everything has changed dramatically and now, in order for a child to be accepted into a good and prestigious school, he sometimes has to pass difficult exams. This gave birth to the fashion for educational toys and educational programs for children. preschool age. In addition, in preschool institutions the main emphasis is on preparing the child for the school curriculum, and games, which are the basis of child development, are given a secondary role.
Modern psychologists are concerned that learning penetrates more and more into a child's life, sometimes taking up the bulk of his time. They call for preserving children's childhood and the opportunity to play games. One of the reasons for this trend is that there is no one with whom the child can constantly play, and games are not as interesting when played alone. Parents most time is spent at work, if there are brothers or sisters, then they can also be, for example, at school, the child is left to his own devices, and even if he has thousands of toys, he will soon lose interest in them. After all, play is a process, not a number of toys. Children's games take place not only with the use of toys; children's imagination will help turn an airplane or a bird into a flying horse, or a folded piece of paper into a house. Rules are not unimportant in games for children; in the game they explain to the child that there are special rules that determine how you can and shouldn’t play, how you should and shouldn’t behave. Accustomed from childhood to playing according to the rules, the child will continue to try to comply with social norms in the future, and a child who has not developed such a habit will find it difficult to adapt to them, and he may not understand why adhere to such strict restrictions. In the game, the child’s abilities are revealed. its possibilities that have not yet been realized in real life. It's like a look into the future. In play, a child is stronger, kinder, more resilient, and smarter than in many other situations. And this is natural. The child must necessarily correlate his desires with the desires of other children, otherwise he simply will not be accepted into the game. He can be stubborn with his parents and teachers, but not with his play partners. The game develops a child’s communication skills and the ability to establish certain relationships with peers. But the game affects not only the development of the individual as a whole, it also forms individual cognitive processes, speech, and arbitrariness of behavior. In fact, we all know how difficult it is for a child to control himself, especially his movements, when it is necessary, for example, to sit still for at least a few minutes or stand, maintaining the same position. It turned out that in the game, playing the role of a sentry, children can maintain the same position for up to 9–10 minutes. It is often enough to tell a clumsy child who stubbornly refuses to move easily that he is now a bunny and must jump without the fox hearing how all his movements become light, soft, quiet.
Play, especially collective play, requires the child to mobilize all his strengths and capabilities: both physical and mental. The game makes high demands on the development of a child’s speech: after all, he must explain what and how he would like to play, agree with other children on who can play what role, be able to pronounce his text so that others understand it, etc.
In the game, the child’s imagination rapidly develops: he should be able to see a spoon instead of a stick, an airplane instead of 3 chairs, and a house wall instead of cubes. The child thinks and creates, planning the overall line of the game and improvising as it progresses.
Thus, we see that play is not inherent in the child. She herself is a product of the development of society. The game does not arise spontaneously, but develops in the process of education, thereby being a powerful means of raising and developing a child.
On January 1, 2014, the Federal State Educational Standard for Preschool Education came into force. As the main principle of preschool education, the standard puts forward “the child’s full experience of all stages of childhood (infancy, early and preschool age), the enrichment (amplification) of child development.” In addition, the text of the standard states that the implementation of the Program should be carried out “in forms specific to children of a given age group, primarily in the form of play...”. Considering the specific content of the 5 educational areas specified in the standard, it should be noted that it depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development ).
At an early age (1 year - 3 years), this content will be: “objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity.” That is, the content of education for early childhood children (0-3 years old) is built on five educational areas and is aimed at revealing the child’s potential through the formation of key competencies
A number of researchers (N.M. Aksarina, L.S. Vygotsky, A.V. Zaporozhets, etc.) believe that early age is a period of rapid formation of all psychophysiological processes characteristic of humans. Timely started and properly implemented education of young children is an important condition for their full development.
The pedagogical process at an early age is based on the idea of child development, taking into account sensitive periods with which the acquisition of speech, sensory and motor skills is associated.
The mental development of a child is formed in the process of his activities. Playing and acting with objects are the main activities of children of the second and third year of life. This activity of a child differs from classes in that it arises on the initiative of the child himself. Play occupies a large place in a child’s life: all the time not occupied by sleeping, feeding, or studying, the baby plays. This is his natural state. The game gives him a lot of joy and is accompanied by positive emotions: he is surprised and happy from receiving new information, achieving the desired result, communicating with adults and peers. Play is the way for children to understand the world around them.
In play, the child gets acquainted with the properties of objects, while “experimenting” a lot, showing initiative and creativity. During the game, attention, imagination, memory, thinking are formed, such important qualities, as activity, independence in solving game problems. It is in play that the first positive relationships with peers are formed: interest in the games of other children, the desire to join in their play, the first joint games, and later the ability to take into account the interests of peers.
During independent activity, children develop positive relationships and emotional and business connections with adults. They are drawn to those who study and play with them; They quickly adopt the tone of an adult’s attitude towards them (attention, affection, sympathy) and themselves begin to show mutual feelings. Already in the second year of life, children very sensitively listen to the teacher’s assessment of their activities and are guided by it.
For a teacher, organizing children’s independent play activities is one of the most difficult sections of work, since, on the one hand, he must skillfully direct his play without suppressing the child’s initiative, and on the other hand, teach the child to play independently. A teacher will be able to properly organize independent play activities only if he knows well not only the characteristics of the mental development of the child of the age with whom he works, but also the developmental characteristics of children of the entire group.
In order for the pedagogical process in kindergarten to ensure the creation of “favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations,” it is necessary to make play the leading link in the organization of children’s life.
To fulfill this important task, it is necessary to solve a number of organizational issues, namely: determining the place of play as a form of organizing the life of children in kindergarten among other forms of education and training; fixing time for games in kindergarten mode and determining the content of children’s play activities; Finally, the question of equipping games in accordance with their changes throughout the day and year, the interests of children and their age becomes of great importance.
According to the Federal State Educational Standard for Preschool Education, the subject-game environment in an early age group can be organized as follows:
1. corner of theatrical activities - mummering corner
A beautiful screen for showing performances, toys of the “BI-BA-BO” series (cat, dog, hare, fox, wolf, bear), tabletop flat theater for the fairy tales “Turnip”, “Kolobok”, “Ryaba Hen”. Various theatrical costumes , hats, crowns, scarves, caps, wreaths, animal masks, aprons, beads and other decorations.
2. sensory development corner
Material for children to develop ideas about the shape, color, size, nature of the surface of objects (pyramids, nesting dolls, boxes of different colors, insert toys, a set of “small and large”, mosaics, abacus with labyrinths). Various didactic games for mastering actions with certain objects, teaching communication culture
3. design corner
Various building materials: soft modules, wooden cubes, “bricks”, plates, sets of building materials.
4. sports corner
Bright multi-colored balls of different sizes, skittles, soft stuffed cubes, rolling toys, jump ropes (children step over or jump over them). Dry pool with many colorful soft massage balls. Sports inflatable complex.
5. art corner
Here the child can sculpt and draw on his own. The corner contains large stencils of various animals, vegetables, dishes, clothes, fruits and pencils, coloring books, plasticine, crayons, markers and a “magic screen”
6. music corner
Rattles, maracas (also made from “kinder surprises”), wooden spoons, trumpet, tambourine, drum, guitar, accordion, piano. Boys love musical steering wheels.
7. artistic speech corner
Bright pictures, books.
8. ecological corner
Houseplants. Dry aquarium. A box with sand, small toys, pebbles.
Then a comprehensive method of guiding play in early age groups will include such components as:
systematic enrichment life experience children;
joint educational games between the teacher and children aimed at imparting gaming experience to children and gaming skills;
timely change of the gaming environment taking into account the enriching life experience and gaming experience;
activating communication between an adult and children during their play, aimed at encouraging children to independently use new ways of solving game problems and reflecting new aspects of life in the game.
Bibliography:
1. Education and development of children from 1 year to 2 years. Methodological manual for teachers of preschool educational institutions. M.: “Enlightenment”, 2007.
2. Didactic games and activities with young children / Ed. S.L. Novoselova. M, 2008.
3. Nosova E.A. Didactic games - classes in preschool educational institutions. – M.: Childhood – Press, 2001.
4. Learning through play. R.R. Fewell, P.F. Vedasi. St. Petersburg, 2005.
5. First steps./Comp. K. Belova. – M.: Linka – Press, 2009.
6. Samukina N.V. Games that are played. – Dubna, 2000.
7. Smirnova E. Early age: games that develop thinking // Preschool education. – 2009. - No. 4. – p.22.
8. Boguslavskaya Z.M., Smirnova E.O. Educational games for children of primary preschool age: Book. for a kindergarten teacher. - M.: Education, 1991.- 207 p.
9. Boguslavskaya Z.M., Smirnova E.O. Educational games for preschool children. - M.: Education, 1992. - 143 p.
10. Bolotina L.R. Preschool pedagogy / L.R. Bolotina. - M.: Education, 1997. - 163 p.
11. Raising young children. A manual for nursery workers. Ed. G.M. Lyamina. - M.: Education, 1974. - 240 p. with ill.
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municipal autonomous preschool educational
institution kindergarten No. 53 in Novosibirsk
WORKING PROGRAMM
on organizing activities in an early age group
for 2016 - 2017 school year
Compiled by: Fomina O. S.
Novosibirsk, 2016
| ICHAPTER. EXPLANATORY NOTE | |
| Regulations. | |
| 1.1. Goals and objectives of the implementation of the work program. | |
| 1.2. Principles and approaches to the formation of a work program. | |
| 1.3. Main characteristics of the developmental features of young children. | |
| 1.4. Planned results of mastering the work program by young children. | |
| IICHAPTER. DESIGN OF EDUCATIONAL ACTIVITIES | |
| 2.1. Educational activities in accordance with directions child development. | |
| 2.1.1. Educational field "Social and communicative development" | |
| 2.1.2. Educational field "Cognitive development" | |
| 2.1.3. Educational field "Speech development" | |
| 2.1.4. Educational field "Artistic and aesthetic development" | |
| 2.1.5. Educational field "Physical development" | |
| 2.2. Interaction with families of pupils | |
| 2.2.1. Interaction with parents (legal representatives of pupils) | |
| 2.2.2. Main forms of interaction with parents of students | |
| 2.2.3. Plan for working with parents in an early age group during school | |
| 2.3. Variable part. | |
| 2.3.1. Ecological circle “Know-It-Alls” | |
| 2.3.2. Theatrical group "Tales with the brownie Kuzya." | |
| IIISECTION ORGANIZATION OF EDUCATIONAL ACTIVITIES. | |
| 3. Logistical support of the work program | |
| 3.1. Methodological materials, training and education tools for early age groups | |
| 3.1.1. Material support for the variable part of the program | |
| 3.2. Organization of life activities in an early age group | |
| 3.2.1. Daily regime | |
| 3.3. Designing educational activities in accordance with the areas of development of young children | |
| 3.3.1. Model for implementing educational directions during the day | |
| 3.3.2. Security educational process. | |
| |
| |
| 3.4. Organization of a developing subject-spatial environment | |
| Literature |
ICHAPTER. EXPLANATORY NOTE.
Regulations.
The work program for young children is a regulatory document of the educator and a condition for the implementation of the main educational program of MADO No. 53. The main general education program (hereinafter referred to as the work program) of the preschool educational institution is developed in accordance with international legal acts:
Convention on the Rights of the Child (approved by the UN General Assembly on November 20, 1989, entered into force for the USSR on September 15, 1990);
Declaration of the Rights of the Child (proclaimed by resolution 1286 of the UN General Assembly of November 20, 1959);
Laws of the Russian Federation and documents of the Government of the Russian Federation:
Article 30 Constitution of the Russian Federation Articles 7, 9, 12, 14, 17, 18, 28, 32, 33
Federal Law “On Education in the Russian Federation” No. 273-FZ dated December 29, 2012;
“On the basic guarantees of the rights of the child in the Russian Federation” dated July 24, 1998 (as amended and supplemented);
“National Doctrine of Education” (approved by decree of the Government of the Russian Federation of June 30, 2000);
Documents of the Federal Services:
“Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations. SanPiN 2.4.1.3049-13" (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26);
Regulatory documents of the Ministry of Education of Russia:
Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education”;
Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education.”
The program determines the purpose, objectives, content, technology and organization of the educational process in early age group No. 1 “Lily of the Valley” in the conditions of a preschool institution on a five-day work week from 7.00 to 19.00, i.e. 12-hour stay of the child in kindergarten with days off - Saturday and Sunday. This group has a general developmental focus.
The program includes three sections: an explanatory note, design of the educational process and organization of the educational process, each of which reflects the mandatory and formed parts. The mandatory part of the program is 60% of its total volume; formed part - no more than 40%.
The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual and psychological and physiological characteristics and is aimed at solving the problems of the Federal State Educational Standard.
The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).
The program is aimed at:
Creating conditions for the development of young children, opening up opportunities for positive socialization of the child, his comprehensive personal development, development of initiative and creativity based on cooperation with adults and peers and activities appropriate for preschool age;
Creation of a developing educational environment.
The program was approved by the preschool educational institution independently in accordance with the Federal State Educational Standard. The educational process is carried out in accordance with the directions of child development, presented in five educational areas:
Social and communicative development;
Cognitive development;
Speech development;
Artistic and aesthetic development;
Physical development.
The educational process is carried out in Russian.
The work program is an integral part of the main general education program of MADO No. 53, which is based on the program edited by N. E. Veraksa “From birth to school.”
The work program is implemented in joint forms of interaction between children and adults in the process of routine moments and educational activities.
Educational activities are carried out in individual, subgroup and group forms in various types of activities: communicative (communication and interaction with adults and peers), cognitive-research (studying objects of the surrounding world and experimenting with them), as well as speech (speech games, situational conversations, perception of fiction and folklore), self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, visual activities (drawing, modeling), musical activities (perception of musical works, singing, musical-rhythmic movements , playing children's musical instruments) and motor (mastery of basic movements) in different forms.
The work program is based on the principle of personality-oriented interaction between adults and children.
Goals and objectives of the implementation of the work program.
Presenter target work program - creating favorable conditions for a child to fully live preschool childhood, formation of the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for studying at school, ensuring the life safety of a preschooler.
Achieving goals ensures the solution of the following tasks:
Protect and strengthen the physical and mental health of children, including their emotional well-being;
To create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations to develop the abilities and creative potential of each child, as well as to activate cognitive activity by involving children in children's experimentation;
To form a culture of children’s personality, to develop their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, to form the prerequisites educational activities;
Improve speech skills based on introducing children to theatrical activities;
To ensure variability and diversity in the content of educational programs and organizational forms of the level of preschool education, the possibility of creating educational programs of various directions, taking into account the educational needs and abilities of children;
Provide psychological and pedagogical support to families and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health;
The work program is formed taking into account the principles of the Federal State Educational Standard for preschool education, the main general education Program of the MADO No. 53.
Principles and approaches to the formation of a work program.
The fundamental foundations of the program include a number of approaches.
Ecological-cultural approach in student-centered education. The educational process acts as a developing ecological and cultural environment, which is understood as a synthesized system of values - cultural-cognitive, humanistic, moral, aesthetic.
An activity-based approach that allows children to reveal their natural inclinations and abilities. At the same time, the child does not passively assimilate cultural norms of behavior and action, but actively participates in their construction, bringing them to the level of action.
An integrated approach that ensures the development of children in all five complementary educational areas.
The educational process is based on the following principles, which are taken into account in teaching, raising children and in the design of a developmental environment:
The principle of developmental education, according to which the main goal of preschool education is the development of the child.
The principle of scientific validity and practical applicability - the content of the program corresponds to the basic principles of developmental psychology and preschool pedagogy.
We understand the principle of integration of the content of preschool education as a state (or a process leading to such a state) of connectedness, interpenetration and interaction of individual educational areas, ensuring the integrity of the educational process in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas.
A comprehensive thematic principle of constructing the educational process, focused on combining a complex of different types of specific children's activities around a single theme in close connection and interdependence with the integration of children's activities.
The principle of variability - children develop the ability to make independent choices in the simplest and most complex situations based on agreed rules.
The mini-max principle ensures the advancement of each child at his own pace and focuses on building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education and becomes a subject of education.
The principle of creativity focuses on children acquiring their own experience of creative activity during play and any type of activity.
The principle of conformity with nature ensures the formation of gender-role behavior in the children's community and life activities.
The principle of cultural conformity, which builds the content of the program, is aimed at the consistent assimilation of national and cultural traditions and the development on this basis of value orientations and meanings in the process of familiarization with the world of the Don region and hometown.
1.3. Main characteristics of the developmental features of young children.
In the third year of life, children become more independent. Subject activity and situational business communication between a child and an adult continue to develop; perception, speech, initial forms of voluntary behavior, games, visual and effective thinking are improved. The development of objective activity is associated with the condition of cultural ways of acting with various objects. Correlative and instrumental actions develop. The ability to perform instrumental actions develops voluntariness, transforming natural forms of activity into cultural ones based on the model proposed by adults, which acts as not only an object to follow, but also a model that regulates the child’s own activity.
During joint substantive activities with adults understanding of speech continues to develop. The word is separated from the situation and acquires an independent meaning. Children continue to master the names of surrounding objects and learn to fulfill simple verbal requests from adults within a visible visual situation. The number of words understood increases significantly. The regulation of behavior is improved as a result of adults addressing the child, who begins to understand not only the instructions, but also the adults’ story.
Children's active speech develops intensively. By the age of three, they master basic grammatical structures, try to construct simple sentences, and use almost all parts of speech when talking with adults. The active vocabulary reaches approximately 1,000 - 1,500 words.
By the end of the third year of life speech becomes the child’s means of communication with peers. At this age, children develop new types of activities: playing, drawing, designing.
The game is procedural in nature, the main thing in it is the actions that are performed with game objects that are close to reality. In the middle of the third year of life, actions with substitute objects appear.
The emergence of visual activity itself is due to the fact that the child is already able to formulate the intention to depict any object. A typical image is of a person in the form of a “cephalopod” - a circle and lines extending from it.
In the third year of life, visual and auditory orientation improves, which allows children to accurately perform a number of tasks: select from 2-3 objects by shape, size and color; distinguish melodies; sing.
Improving auditory perception, first of all phonemic hearing. By the age of three, children perceive all the sounds of their native language, but pronounce them with great distortion.
The main form of thinking becomes visual and effective. Its peculiarity lies in the fact that problematic situations that arise in a child’s life are resolved through real action with objects.
Children of this age are characterized by unawareness of motives, impulsiveness and dependence of feelings and desires on the situation. Children are easily infected by the emotional state of their peers. However, during this period involuntary behavior begins to develop. It is due to the development of instrumental actions and speech.
Children develop feelings of pride and shame, and elements of self-awareness associated with identification with name and gender begin to form. Early childhood ends with a crisis of three years. The child recognizes himself as a separate person, different from the adult. He develops an image of himself. A crisis is often accompanied by a number of negative manifestations: negativism, stubbornness, disruption of communication with adults, etc. A crisis can last from several months to two years.
1.4. Planned results of mastering the work program by young childrenage.
The planned results of children's mastery of the Program are carried out on the basis of the target guidelines of the Federal State Educational Standard for Educational Education and the main Program implemented in the early age group in all educational areas of children's development. Indicators of children's mastery of the Program in educational areas correspond to the tasks presented in each educational area of the standard.
1.4.1. Early childhood education targets:
The child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;
The child uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior;
The child has active and passive speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;
The child strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
The child shows interest in peers; observes their actions and imitates them;
The child is interested in poems, songs and fairy tales, looks at pictures, strives to move to the music; shows an emotional response to various works of culture and art;
The child has developed gross motor skills, he strives to master various types of movements (running, climbing, stepping, etc.).
| Educational area | Indicators of children's mastery of the program in educational areas |
| Social and communicative development | Complies with basic generally accepted norms of behavior in kindergarten and on the street. Possesses basic self-care skills. Maintains order in the group. Observes basic rules of behavior on the street. Treats adults with respect. Tries to dress independently. Performs simple work assignments. Together with adults, she cares for plants and pets. Knows some types of transport. They play carefully in sandboxes. |
| Cognitive development | Has basic knowledge about the properties of objects: shape, color, size and quantity. There are concepts of “one”, “many”, “big”, “small”, “close”, “far”. They can name everything that surrounds them in a group of furniture and toys. Establish cause-and-effect relationships between the world of objects and natural world. Primary ideas about the small homeland and Fatherland have been formed. Elementary ideas about planet Earth have been formed. Possess basic environmental concepts. They treat everything around them with care and love. |
| Speech development | Speech is developed in accordance with this age. They understand the speech of an adult without visual accompaniment. According to verbal instructions, they find objects in a group. The vocabulary of nouns, verbs, adjectives, and adverbs is sufficiently developed. Agree nouns and pronouns with verbs. Use verbs in the future and past tense. They answer the simplest questions. They love to listen to fairy tales and know some nursery rhymes by heart. |
| Artistic and aesthetic development | They are interested in art, familiar with the Dymkovo toy, matryoshka doll, and Vanka-Vstanka. Aesthetic perception of surrounding objects is developed. Carefully trace labyrinths and lines along the contour with one hand or the other. There are different colors. Draw different lines (long, short, vertical, horizontal, oblique) and intersect them. Maintain correct posture when drawing. Hold pencil and brush correctly. They know how to break off a piece of plasticine from a large piece. They know how to roll out sticks and sausages, roll koloboks, and flatten them. They know how to construct elementary buildings according to a model. Familiar with the simplest plastic construction sets. They know how to design turrets, houses, cars. Perform simple dance movements. |
| Physical development | Initial ideas about a healthy lifestyle have been formed. They walk and run without bumping into each other. They crawl freely under the crossbar. They jump on two legs in place, moving forward. They play outdoor games with simple content. |
IICHAPTER. DESIGN OF THE EDUCATIONAL PROCESS.
2.1. Educational activities in accordance with directions
child development.
When carrying out educational activities, the directions of child development presented in five educational areas defined by the Federal State Educational Standard for Preschool Education are taken into account.
1. Social and communicative development;
2. Cognitive development;
3. Speech development;
4. Artistic and aesthetic development;
5. Physical development.
2.1.1. Educational field "Social and communicative development"
Socio-communicative development is aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy; formation of readiness for joint activities with peers; the formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in a preschool educational organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.
Target: mastering initial ideas of a social nature and including children in the system of social relations; formation of the foundations for the safety of one’s own life and the formation of prerequisites for environmental awareness of the safety of the surrounding world; the formation of a positive attitude towards work through familiarizing children with the work of adults and the direct participation of children in feasible work activities in kindergarten and at home.
Tasks:
Form initial instrumental activity, ensuring the development of manual skill, fine motor skills, and improvement of visual-motor coordination;
To promote the development of children's play by providing the child with the experience of reproducing a play action, using a variety of substitute objects. This allows the child to develop the ability to transfer actions from one object to another, which stimulates the child’s participation in the game and leads to the appearance of the function of replacing one object with others;
To promote the development of purposefulness in a child’s activity through familiarization with the goals of human activity that are understandable to him;
In productive forms (drawing, modeling, designing) help the child formulate his own goal that corresponds to his personal interests and reflects his emotional impressions, and achieve it;
To form productive goal-setting or an image of a goal, ensuring that the child determines (thinks through and pronounces) who and how will use the result of productive activity that an adult will create with the feasible participation of the child; to form cultural hygienic and self-service skills in children;
Teach children to understand and correctly use pronouns, including the pronoun I;
Learn to call each other and adults by name and respond to your name;
Give an idea of polite forms of request and gratitude;
Learn to use words to describe your own and other people’s actions; characterize the states and mood of real people and literary characters (sick, cries, laughs); note the features of the actions and relationships of adults and peers, literary heroes (helps, pities, takes away);
Create conditions under which a child can achieve his goal by verbally addressing an adult or peer; always listen carefully to children; actively respond to all their requests, suggestions, questions; use tasks such as “show”, “bring”, “do this”;
Transmit traditional culture in communication with children;
Develop confidence in yourself and your capabilities; develop activity, initiative, independence;
Promote the formation of socially valuable relationships with peers;
Form friendly relationships between peers;
Promote the development of empathy;
To form an idea of equality as the norm of relationships with peers;
Prevent negative behavior;
Provide each child with physical safety from peers;
Form ideas about unwanted and unacceptable forms of behavior. Encourage children to distinguish between prohibited and unwanted behavior (“no” and “shouldn’t”);
Lay the foundations of a trusting relationship with adults, forming trust and affection for the teacher;
To form an attitude towards the world around us, maintaining cognitive interest in the surrounding reality.
2.1.2. Educational field "Cognitive development"
Cognitive development: the natural world and the human world.
Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects in the surrounding world, about the small homeland and the Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities its nature, about the diversity of countries and peoples of the world.
Goals and objectives:
Promote the development of research activities within the framework of the implementation of object-manipulative games;
Through manipulation and experimentation (with objects of the man-made world and inanimate nature), observation of objects and natural phenomena, enrich children's ideas;
Encourage children to perform various actions with objects aimed at familiarizing themselves with their qualities and properties (putting in and taking out, taking apart, opening and closing, etc.);
Activate children's practical experience through playing out the “problems” of toys and household items;
Expand and enrich children’s understanding of objects in their immediate environment (distinguish some signs (for example, soft, white, ringing), actions (for example, runs, jumps), states (sick, cries, laughs), etc.);
To consolidate children’s primary ideas about the functional capabilities of objects;
Familiarize yourself with the content of group rooms and areas;
Correlate real objects surrounding the child;
To form a cognitive attitude towards the world around us by supporting children’s curiosity and initiative in learning about the world.
Cognitive development: mathematical concepts.
Cognitive development, in addition to developing children's interests,
curiosity and cognitive motivation, involves the formation of cognitive actions and ideas about the properties and relationships of objects in the surrounding world - shape, color, size, material, sound, rhythm, tempo, quantity, part and whole, movement and rest, etc.
Goals and objectives:
To promote the formation of the operation of seriation (ordering by size) at the level of practical action, providing children with the required number of toys (pyramids on a cone base, nesting dolls, insert molds);
Form ideas about the color, shape, size of objects using special didactic toys that can give children standard ideas;
Based on perception, propose to carry out simple classifications, for example, by color, size;
To create conditions for the development of visual-effective thinking characteristic of age, taking into account the fact that for young children, knowledge of the world around them occurs in the process of objective manipulations:
Provide a varied subject environment that allows you to actively explore the internal structure of various objects (inserts, composite toys, various pyramids, cubes);
Provide children with a variety of containers that can be filled and emptied (jars, boxes, handbags and wallets, empty bottles);
Make sounding toys together with children (“noise makers” and “rattlers” from empty bottles, small tightly closed containers, filling them with various seeds, metal objects, sand);
Creating conditions for repeated repetition of so-called direct and reverse actions is the basis for the formation of reversibility of thinking.
Create conditions for exploring the principles of movement.
Create conditions that allow each child to learn to correlate and select objects by shape, color, size;
Create situations for understanding the simplest words denoting quantity: many - little, empty - full, as well as a generalized description of size: large - small;
Learn to distinguish between one and two objects by eye, without counting;
Learn to show the simplest geometric shapes- circle, triangle, ball, cube;
Learn to show primary colors - red, blue, yellow;
Create the prerequisites for the formation of an idea of an ordered sequence, introducing children to cumulative fairy tales, songs and nursery rhymes with a cyclic plot;
Introduce children to the concepts of the same, identical, the same, different, several, more, piece.
Maintain an interest in assembling structures from various materials and creating buildings and compositions, and not necessarily of an object-imitation plan.
2.1.3. Educational field "Speech development"
Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
Purposefully enrich the vocabulary by expanding the passive vocabulary, translating words into active speech:
Encourage to name real objects, objects, phenomena surrounding the child; their images in illustrations;
Learn to denote in words some signs of familiar objects (soft, white, sonorous);
Develop the ability to express in words your own and others’ actions;
Correlate the verbal designation of an action with one’s own movements and actions with objects and toys; understand the actions shown in the picture (who is doing what? - the boy is jumping, the girl is sleeping, the bird is flying);
Develop the ability to characterize through words the states and moods of real people and literary characters (sick, cries, laughs);
Encourage to note the peculiarities of the actions and relationships of surrounding adults and peers, literary heroes (helps, pities, takes away);
Expand the vocabulary denoting the whole and individual parts of objects and objects (for a mouse - head, ears, nose, mustache, back, legs, tail; for a pan - handles, lid, bottom);
Encourage any attempts to repeat individual words after the teacher;
Promote the development of grammatical structure of speech:
Practice understanding and correct use spatial prepositions (on, under) and adverbs (forward, backward, next to);
Encourage the use of diminutive names in speech (car, duck, dog);
Help to coordinate words in sentences. Encourage attempts to construct sentences (phrases) consisting of two or three words;
Develop the pronunciation side of speech:
Promote the development of speech hearing;
Encourage them to pronounce after the teacher, and then independently, onomatopoeia for animals (ko-ko, mu-mu, meow-meow) and objects (train: oo-oo-oo);
Develop phonemic awareness. Distinguish two or three words by ear and find corresponding pictures (objects);
Differentiate similar sounding onomatopoeias (ku-ku - ko-ko; mu-mu - mur-mur; ha-ha - ah-ah, etc.);
Develop auditory attention through games and gaming exercises;
Ensure communicative development by improving dialogic speech as a means of communication:
Create conditions under which a child can achieve his goal by verbally addressing an adult or peer;
Introduce into the life of the group the simplest forms of speech etiquette (greeting, farewell, request) in accordance with the speech capabilities of children; develop the ability to perform basic actions according to monosyllabic instructions (“Bring the ball”, “Take a spoon”, “Throw it in the basket”, etc.); introduce children to book culture, children's literature, introduce them to the world of artistic expression: tell folk and original fairy tales; introduce nursery rhymes, songs, and short original poems into children’s daily lives; arouse children's interest in books, looking at them both together with adults and independently; involve children in participating as much as possible in the adult’s story (gestures, facial expressions, actions, onomatopoeia, individual words in accordance with the context).
2.1.4. Educational field "Artistic and aesthetic development"
Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).
Main goal musical development is the introduction of the child into the world of music, the desire to respond emotionally to it; develop interest in music, musical and creative abilities, create the prerequisites for the development of musical and aesthetic consciousness.
Goals and objectives: contribute to the development of purposefulness in the child’s activities: in productive forms (drawing, modeling, design) help the child formulate and realize his own goal that corresponds to his personal interests and reflects his emotional impressions; introduce a variety of visual and constructive materials, create conditions for their independent study (paints, crayons, felt-tip pens, plasticine, paper of various textures, brushes, stamps, etc.); give an idea of different methods of sound production:
Introduce voiced toys and simple noise musical instruments;
Provide opportunities to act with these toys and instruments (press keys, pull strings, blow whistles, hit the drum with your palm or a special stick), produce various sounds, develop ideas about how to obtain different sound effects;
Together with children, make sounding toys - “noise makers” and “rattlers” from available materials;
Teach children to sing simple children's songs;
Create conditions for expressive free movement of children to music of different types.
Introduce children to the best examples of book graphics and the works of illustrators;
Introducing children to the world of children's fiction:
Use nursery rhymes, songs, and short original poems in children’s daily lives;
Do not deny children repeated repetition of the same well-known work;
Invite children to participate as much as possible in the adult’s story (gestures, facial expressions, actions, onomatopoeia, individual words in accordance with the context);
Introduce works of decorative and applied art;
Enrich the experience of auditory perception of music, the sound of various instruments, sounds of nature, voices of birds and animals.
To awaken emotional responsiveness to the aesthetic side of the surrounding reality, creating favorable conditions for perception and contemplation, to draw children’s attention to the beauty of nature, painting, objects of decorative and applied art, book illustrations, music.
2.1.5. Educational field "Physical development"
Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility, contributing to the correct formation of the musculoskeletal system of the body;
Development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging performance of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastery of mobile games with rules;
Formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation good habits and etc.).
Goals and objectives:
Promote full physical development:
Support the need for independent motor activity and enrich the motor experience of children;
Provide the necessary motor mode during the day: create conditions for active movement in the group, on the site;
Create conditions for ball games;
Enrich children's experience with outdoor games, movement to music;
Ensure life safety:
Strictly comply with sanitary standards and rules for protecting the life and health of children;
Ensure a rational daily routine, balanced, high-quality nutrition, mandatory daytime sleep;
Strictly maintain the required duration of children’s stay in the fresh air;
Observe ventilation;
Strengthen children's health:
To create an atmosphere of psychological comfort in kindergarten, successful adaptation of the child to kindergarten;
Create conditions for hardening children’s bodies: dress appropriately for the weather, use sports uniforms and shoes for physical education activities, lightweight clothing in the kindergarten premises, subject to temperature regime;
Harden children using environmental factors in the following sequence according to the degree of exposure: air, water, sun;
Carry out individual strengthening measures and disease prevention by medical staff.
Involve children in exercises in walking, running, jumping, balance, climbing, crawling, climbing, as well as rolling, throwing, throwing;
Encourage children to make movements that provide load on different muscle groups.
Form the foundations of a culture of health;
instill basic cultural, hygienic and self-service skills:
Patiently and gradually teach children how to properly wash and dry their hands, use the toilet, dress and undress;
Using personal example, teach children to have a neat appearance and standards of behavior;
Teach children to distinguish personal items (comb, toothbrush, mouthwash cup, etc.).
At an early age, the child masters various forms of instrumental activity, expands object-manipulative play as a form of cognitive activity, experimenting with materials and substances (sand, water, dough, etc.), situational and personal communication with adults, joint games and communication with peers, motor activity, perception of works of art (visual, musical), literature.
2.2. Interaction with families of pupils.
2.2.1. Interaction with parents (legal representatives of pupils).
The main tasks of interaction between the kindergarten and the families of pupils:
Studying the attitude of teachers and parents to various issues of education, training, development of children, conditions for organizing various activities in kindergarten and family;
Acquaintance of teachers and parents with the best experience in raising young children in kindergarten and family, revealing the means, forms and methods of developing important integrative qualities of the child, as well as familiarization with the difficulties that arise in the family education of preschoolers;
Informing each other about the current tasks of raising and educating children at different age stages of their development and about the possibilities of the kindergarten and family in solving these problems;
Creating conditions in kindergarten for cooperation that is diverse in content and forms, promoting the development of constructive interaction between teachers and parents with children, the emergence of a sense of unity, joy, and pride in the results obtained;
Involving families of students to participate in joint events with teachers organized in the district (city, region);
Encouraging parents for their attentive attitude to the various aspirations and needs of the child and creating the necessary conditions for their satisfaction in the family.
These tasks determine the main directions and forms of interaction between the kindergarten and the family.
2.2.2. Main forms of interaction with parents of students:
Meet the family: meetings - acquaintances, visiting families, questioning parents .
Informing parents about the progress of the educational process: days open doors, individual and group consultations, parent meetings, designing information stands, organizing exhibitions of children's creativity, inviting parents to children's concerts and parties, creating reminders, online magazines, correspondence by e-mail.
Parent education: organization of “mother/father school”, “School for parents” (lectures, seminars, workshops), conducting master classes, trainings, creating a library
Joint activities: involving parents in organizing music and poetry evenings, competitions, family concerts, weekend routes (to the theater, museum, etc.), family associations (club, studio, section), family holidays, walks, excursions, family theater, to participate in children's research and project activities.
2.2.3. Plan for working with parents in an early age group for the school year.
Target: Joining the efforts of family and kindergarten for the education and development of a preschooler.
Tasks:
1. Disseminate pedagogical knowledge among parents;
2.Provide practical assistance in raising children;
3. Contribute to the establishment of a trusting relationship between parents and group educators: respond adequately to the recommendations of group educators, make efforts to establish partnerships with educators to solve the problems of raising a child.
Annual plan for working with parents(See Appendix No. 1).
2.3. Variable part.
2.3.1. Ecological circle “Know-It-Alls”
Explanatory note.
From an early age, a child is a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences. A large place in educational work is occupied by familiarizing children with the world around them. For the successful development of children, it is important that from early childhood they acquire vital information about surrounding objects and phenomena.
“The more a child has seen, heard and experienced, the more he knows and has assimilated, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative and research activity will be,” wrote Lev Semenovich Vygotsky .
A child’s pronounced curiosity is the most important indicator of his successful mental development. Kids are very happy about their discoveries, enjoy it, feel delighted, and share their impressions with adults.
The relevance of the experimentation method lies in the fact that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment. During the experiment, the child’s memory is enriched and his thought processes are activated.
In group No. 1 “Lily of the Valley”, a children’s experimentation corner was developed and organized to resolve this issue. Classes in this corner are held in the form of a circle activity (the “Know-It-All” circle) with a group of children (10 people) with a frequency of one lesson per week in the afternoon (For a long-term plan for the experimental and experimental activities of young children for the year, see Appendix 2). This circle is an integral component of the variable part of the work program.
The purpose of this circle activity: Development of the cognitive sphere of young children through the acquisition of vital ideas about the world around them through experimentation.
tasks:
Develop attention, visual and auditory sensitivity.
Develop fine motor skills of the hands.
Arouse children's interest in participating in research and experiments.
To form ideas about the properties and qualities of the objective world, about living and inanimate nature in the process of experimental activity.
To develop children’s labor skills and abilities,
Develop the ability to work in teams and small groups.
Enrich the emotional sphere of children, promote the formation of a respectful attitude towards each other.
To instill in children a love of nature.
Expected results:
Their horizons have been broadened, in particular, they have knowledge about living nature, about the relationships that occur in it; about objects of inanimate nature (water, air, sun, etc.) and their properties; about the properties of various materials (rubber, iron, paper, glass, etc.);
Cognitive activity is developed and they show interest in search and research activities.
Children show activity, independent thinking, and creativity;
Children experience joy, surprise and delight from their small and large discoveries, which give them a feeling of satisfaction from the work done.
The emotional sphere, creative abilities are developed, primary labor skills are formed;
Carefully pour sand and pour water;
Able to collaborate with peers;
Cognitive development: experimentation, construction from scrap materials, playing with sand, water, etc.
Social and communicative development: solving problem situations, nurturing friendly relationships, performing various work assignments.
Speech development: development of the ability to respond to a conversation, evoke a joyful mood, reading poetry, fairy tales.
Artistic and aesthetic development: musical accompaniment, drawing, modeling.
Physical development: physical education minutes.
Working methods:
Individual.
Group.
Visual.
Forms of work:
Experimentation;
Conversations, work with visual material;
2.3.2. Theatrical group "Tales with the brownie Kuzya."
Explanatory note.
Books surround a person from early childhood. At first these were picture books, then funny poems, nursery rhymes, fairy tales, jokes, and then children's magazines. More often these are stories that a mother or grandmother reads to a child before bedtime, and sometimes they are an exciting journey into Magic world fairy tales. And behind this there is always a smart, kind, bright book, the memories of which a person will carry throughout his life.
A fairy tale is important for a child’s development. The fairy tale absorbs and stores in itself folk wisdom, universal human values and ideals. The need to introduce children to fairy tales is undeniable. The book improves the child’s mind, helps to master speech, and learn about the world around him.
A fairy tale is a fictional story with a happy ending and the inevitable victory of good over evil. Most often, fairy tales contain magic and various adventures that are incredible in ordinary life. The inaccessible becomes accessible, the unreal becomes real. This is why both children and adults love to read fairy tales.
To evoke more emotions from a fairy tale, to feel it, to understand it deep meaning, it needs to be interpreted. For this purpose, theatrical activities are widely used. Theatrical activities allow you to develop the experience of social skills. Thanks to a theatrical fairy tale, a child learns about the world not only with his mind, but also with his heart. The theatrical activity circle developed in group No. 1 “Lily of the Valley” “Tales with the Brownie Kuzya” provides great assistance in this regard. Classes in this circle are held with a group of children (10 people) at a frequency of one lesson per week in the afternoon (For the long-term plan for the year, see Appendix 3). This circle is an integral component of the variable part of the work program.
The purpose of this circle: formation and improvement speech skills and skills, as well as the emotional sphere of children through their involvement in theatrical activities.
Achieving the goal ensures the solution of the following tasks:
Develop children's communication skills;
Develop memory, imagination, fantasy;
Develop interest in theatrical play activities;
Develop a positive attitude towards fairy tales;
Enrich the emotional sphere of children;
Foster moral orientation (friendship, kindness, honesty, mutual assistance, etc.);
Expected results:
Children's speech becomes the main means of communication with peers and adults;
They know how to build simple dialogues with fairy-tale characters;
Well developed memory, imagination, fantasy;
Show interest in fiction;
Developed emotional sphere, creative abilities;
Children empathize with the characters of the fairy tale;
They experience the joy of a theatrical performance of a fairy tale;
The group has formed friendly relationships between children;
In the process of work, the integration of all educational areas is ensured:
Cognitive development: acquaintance with the animal world, design;
Social and communicative development: Solving problem situations, active communication activities, finger games, sedentary games;
Speech development: Development of the ability to respond to a conversation, evoke a joyful mood, read fairy tales;
Artistic and aesthetic development: listening to fairy tales, musical accompaniment, drawing, modeling;
Physical development: Physical education minutes;
Working methods:
Group;
Visual;
Forms of work:
Dramatization of fairy tales;
Reading fiction;
Drawing, modeling;
IIICHAPTER. ORGANIZATION OF THE EDUCATIONAL PROCESS.
3. Logistical support of the work program.
A large role in the effectiveness of the quality of the educational process is given to the material and technical support of the preschool educational institution and the equipment of the educational process of the group.
The group's recreation includes: a room for games and activities, a bedroom, a washroom - a toilet room, a kitchen, a reception room, a stroller room, and a hallway.
The area of the group room is 162.16 square meters. m, per child there are 8.1 sq. m.
The group has created all the conditions for the full development of children. Various zones and corners have been designed and are functioning: a creativity corner, a theater corner, “Little Builders”, a sports corner, a garage, a house, a dressing up corner, “Young Naturalist”, “My First Book”, a privacy corner, mobile corners (hair salon, shop, “ Dr. Aibolit").
On the territory of the institution there are various types of trees and shrubs, lawns, flower beds and flower beds. On the group’s site there are equipped areas for walks and play complexes.
The premises have a thermal regime. The air temperature in the group is 22 - 24 degrees. Air temperature is monitored using a household thermometer at a height of 1 m from the floor. Supply and exhaust ventilation is provided for air exchange in the rooms; the group has a ventilation schedule. In summer, in warm, hot weather, one-way air aeration is provided.
3.1. Methodological materials, training and education tools for early age groups.
To carry out the educational process, there is a software and methodological set: programs, teaching aids, reference and encyclopedic literature, educational visual aids (demonstration and handouts), sets of modern educational games.
All literature meets federal requirements and is recommended by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions.
A list of teaching aids that ensure the implementation of educational activities in an early age group.
| Development direction | Methodical manuals | Visual and didactic aids |
| Physical development | Solyanik E. N. Educational games for young children. - SPb.: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2014 | Sports toys: aimed at strengthening the muscles of the hand, forearm, developing coordination of movements (tops, balls, hoops, skittles); promoting the development of running, jumping skills, strengthening the muscles of the legs, torso (gurneys, jump ropes), soft module, arches; |
| Cognitive development. Construction; Getting to know your surroundings Moral education | Litvinova O. E. Designing with children of early preschool age. Notes on joint activities with children 2-3 years old: educational method. allowance. - SPb.: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2015. Solomennikova O. A. Introduction to nature in kindergarten: Second early age group. - M.: MOSAIC-SYNTHESIS, 2016. Pomoraeva I. A. Formation of elementary mathematical representations. The second group is of early age. - M.: MOSAIC-SYNTHESIS, 2014. | Planar geometric figures, cubes, pyramids, balls; Dummy vegetables, fruits and other toys: plot (figurative) toys: dolls, figurines depicting people and animals, vehicles, dishes, furniture, etc.; didactic toys: folk toys (tumbler, pyramids), mosaics, board games; fun toys: funny figures of people, animals, fun toys with mechanical devices; building materials: sets of building materials, construction sets, lightweight modular material; equipment for experiments, play equipment, etc. Didactic material for introducing children to the seasons (four seasons) |
| Speech development. Implementation of speech tasks; Creative development; Familiarization with fiction; | Gerbova V.V. Speech development in kindergarten: Second early age group. — M.: Mosaika-Sintez, 2015 Tomilova S.D. A complete reader for preschoolers with methodological tips for teachers and parents. Book 1. Moscow: ATS Publishing House, 2015. Tomilova S.D. A complete reader for preschoolers with methodological tips for teachers and parents. Book 2. Moscow: ATS Publishing House, 2015. | Tomilova S.D. A complete reader for preschoolers with methodological tips for teachers and parents. Book1. Moscow: ATS Publishing House, 2015. Tomilova S.D. A complete reader for preschoolers with methodological tips for teachers and parents. Book2. Moscow: ATS Publishing House, 2015. Manakova M.V. We must, we must wash ourselves! Let's study correctly. Rostov-on-Don, Publishing House Prof-Press, 2015. Manakova M.V. I am a well-mannered child. Good manners for babies. Rostov-on-Don: Publishing House Prof-Press, 2015. visual aids (planar visibility): didactic paintings (series of paintings “Seasons”), subject pictures. |
| Social and communicative development. Moral education; Communication activities; Labor education; Safety | Gerbova V.V. Speech development in kindergarten: Second early age group. - M.: Mosaika-Sintez, 2015. Teplyuk S.N. Games and activities for a walk with kids: For activities with children 2-4 years old. - M.: MOSAIC-SYNTHESIS, 2015. - “Child safety” - folding bed Pogudkina I. S. Educational games, exercises, complex activities for young children (from 1 year to 3 years) - St. Petersburg: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2015. Gorbushina S. B. Game teaching aids for the development of fine motor skills and cognitive processes in preschoolers. - SPb.: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2016 | Photo album of my hometown. homemade toys made from various materials (paper, cardboard, thread, fabric, wool), semi-formed (boxes, corks, plastic bottles), natural (cones, shells, pebbles); family album, photographs; Lotto: “fruits”, “berries”, “flowers”, “animals”, “toys”, “professions”; “Child safety” - folding bed; |
| Artistic and aesthetic development. Artistic creativity; Productive activity | Lykova I. A. Visual activities in kindergarten. First junior group. (Educational field “Artistic and aesthetic development”): educational and methodological manual. - M.: Publishing House “Tsvetnoy Mir”, 2014. Koldina D.N. Drawing with children 2-3 years old. - M.: MOSAIC-SYNTHESIS, 2015 | musical toys: imitating shape and sound musical instruments (accordions, drums, pipes, etc.); story toys: sets of bells, bells; theatrical toys: theatrical character dolls, glove dolls, bibabo; sets of plot figures, costumes and costume elements, attributes, scenery elements, masks, props; sound equipment (audio equipment): radio receiver |
3.1.1. Material support for the variable part of the program.
1. Vinogradova N.F. “Mystery stories about nature”, “Ventana-Graf”, 2007
2. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2
3. Prokhorova L.M. Organization of experimental activities for preschool children: guidelines. M.: Arkti, 2008. - 64 p.
4. Ryzhova L.V. Methods of children's experimentation. St. Petersburg: Childhood - Press, 2014. - 208 p.
5. Zubkova N.M. WHO and the little cart of miracles. Experiments and experiences for children from 2 to 7 years old. St. Petersburg: Rech, 2006. - 30 p.
6. Tomilova S.D. “Complete reader for preschoolers” Moscow: AST, 2015.-702.
7. Gerbova, V.V. Book for reading in kindergarten and at home (2-4 years) [Text] / V.V. Gerbova. - M.: Mozaika-Sintez, 2015. - 256 p.
8. Fesyukova, L. B. We educate with a fairy tale. Conversations based on pictures [Text] / L. B. Fesyukova. - M.: Sfera, 2014. - 48 p.
9. E.V. Zworygin “The First story games kids."
10. Antipina E.A. Theatrical activities in kindergarten. - M., 2003. - 134 p.
11. Antipina E.A. Theatrical activities in kindergarten: games, exercises, scenarios - M.: TC Sfera, 2006. - 128 p.
12. Artemova L.V. Theatrical games of preschoolers. - M., 1991. - 174 p.
13. Bardesheva T. Telling poems with our hands //Hoop. - 1998. - No. 5.
3.2. Organization of life activity in an early age group.
3.2.1. Daily regime.
The cyclical nature of life processes necessitates the implementation of a regime that represents a rational order of the day, optimal interaction and a certain sequence of periods of rise and fall in activity, wakefulness and sleep. The daily routine in the group is organized taking into account physical and mental performance, as well as emotional reactivity in the first and second half of the day.
When organizing a daily routine, repeating components are taken into account:
meal times;
going to bed for a nap;
the total duration of the child’s stay outdoors and indoors and while performing physical exercises.
Daily routine during cold and warm periods
| Get up, morning toilet | |
| In preschool | |
| Reception of children, independent activities | |
| Independent activity | |
| Organized educational activities (by subgroups) | |
| Preparing for the walk | |
| Walk | |
| Returning from a walk, independent activity, preparing for lunch | |
| Getting ready for bed, naps | |
| Gradual rise, independent activity | |
| Independent activities, organized educational activities (by subgroups) | |
| Preparing for the walk | |
| Walk | |
| Returning from a walk, independent activity, preparing for dinner | |
| Independent activity, going home | |
| Walk | |
| Return home, light dinner, quiet games, hygiene procedures | |
| 20.30-6.30 (7.30) |
|
Daily routine in summer
| Time | Primary activity |
| Reception of children on the street, games, morning exercises (on the street) |
|
| Preparation for breakfast, breakfast |
|
| Joint activities, independent activities |
|
| Preparing for lunch, lunch |
|
| Getting ready for bed, sleep |
|
| Gradual ascent, gymnastics, water procedures, games |
|
| Preparing for afternoon tea, afternoon tea |
|
| Joint activity, walk |
|
| Preparing for dinner, dinner |
|
| Children going home |
Physical activity mode
| Forms of work | Types of activities | Number and duration of classes (in minutes) |
| Physical education classes | a) indoors | 2 times per week |
| b) on the street | 1 time per week |
|
| Physical education and health work during the day | a) morning exercises | Daily |
| b) outdoor and sports games and exercises while walking | Daily 2 times (morning and evening) |
|
| c) physical education minutes (in the middle of a static lesson) | 3 daily depending on the type and content of classes |
|
| Leisure | a) physical education | 1 time per month |
| b) physical education holiday | ||
| c) health day | 1 time per quarter |
|
| Independent motor activity | a) independent use of physical education and sports and gaming equipment | Daily |
3.3. Designing educational activities in accordance with the areas of development of young children.
Educational activities in accordance with the directions of development of young children are carried out in the form of joint activities, during routine moments, in directly organized and independent activities of children.
The planning and implementation of various cultural practices (educational areas) is based on a complex thematic principle, ensuring the unification of a complex of different types of specific children's activities around a single “theme”. The topics are determined by “thematic weeks”, “events of the group and kindergarten”, “implementation of projects”, “seasonal phenomena in nature”, “holidays” and “traditions” of the group.
Educational activities are carried out from September 1 to May 31, with the subsequent mandatory organization of summer recreational work for the children of the group.
September is reserved for children's adaptation to kindergarten conditions. Introduce the kindergarten as the immediate social environment (rooms and equipment of the group: personal locker, crib, toys, etc.). Introduce the children and the teacher.
Work program curriculum developed in accordance with federal regulations.
The curriculum includes five educational areas that ensure the socio-communicative, cognitive, speech, artistic, aesthetic and physical development of children.
Social and communicative development - moral education, communication activities, play activities, labor education, safety.
Cognitive development - the child and the world around him, FEMP, design.
Speech development - speech development, reading fiction.
Artistic and aesthetic development - drawing, modeling, artistic work, appliqué, music.
Physical development - physical culture.
List of types of continuous educational activities in the early age group (academic load for a five-day week).
| Activities | Number of classes per week |
| Indoor physical education | |
| Physical education on a walk | |
| Cognitive development | |
| Speech development | |
| Drawing | |
| Application | |
| Total per week | |
| Total per month |
Volume study load during the week is determined in accordance with the sanitary and epidemiological requirements for the design, maintenance and organization of the operating mode of preschool institutions (SanPiN 2.4.1.3049-13), as well as the instructional and methodological letter of the Ministry of Education of the Russian Federation dated March 14, 2000 No. 65/23-16 .
In the invariant part of the curriculum, OA is no more than 60%.
According to the plan, the variable (modular) part is about 40% and includes a regional component of content, entertaining activities in accordance with the interests and needs of children.
All types of GCD, which are carried out in subgroups, have 10-minute dynamic pauses. During this time, children move from one room to another, perform exercises for relaxation and stress relief, for the development of fine motor skills of the hands (finger gymnastics), self-massage of fingers and hands under the guidance of teachers and specialist teachers of the kindergarten.
Continuous educational activities of the early age group are carried out in the first half of the day.
To prevent fatigue in children, it is combined with educational activities in physical education, music, and artistic creativity.
3.3.1. Model for implementing educational directions during the day.
objective activities and games with composite and dynamic toys
experimenting with materials and substances (sand, water, dough, etc.),
communication with an adult and joint games with peers under the guidance of an adult;
self-service and actions with household utensils (spoon, scoop, spatula, etc.), perception of the meaning of music, fairy tales, poems, looking at pictures, motor activity;
Physical development
Game conversation with elements of movements
Game
Morning exercises
Exercises
Experimentation
Situational conversation
Story
Social and communicative development
actions with a variety of toys that imitate adult tools;
participation in labor activities, providing children with the necessary equipment;
plot games based on purposeful play action with toys, organized by the teacher (treat, feed, put to bed, prepare food, repair a car, etc.);
with the voluntary participation of the child, create simple designs and drawings that are familiar to him, which he is subsequently able to reproduce himself;
Constructive and productive activities together with an adult
Cognitive development
Consideration
Observation
Game-experimentation.
Research
activities
Construction.
Educational game
Story
Conversation
Problem situation
Speech development
observation and elementary work in nature;
fun games and round dance games to develop communication;
listening to fiction using bright colorful pictures;
staging and elementary dramatization of literary works;
games to develop fine motor skills;
didactic games and exercises;
everyday and gaming situations;
elementary experimentation.
Artistic and aesthetic development
examination of aesthetically attractive objects;
game;
organization of exhibitions;
jewelry making;
listening to age-appropriate folk, classical, and children's music;
experimenting with sounds;
musical and didactic game;
learning musical games and dances;
singing together.
3.3.2. Ensuring the educational process.
Based on the OOP of the preschool educational institution and the requirements of SanPin, the following have been developed to ensure the educational process:
GCD grid;
Cyclogram of joint activities;
Calendar thematic planning;
Comprehensive thematic planning;
See Appendix No. 4, 5, 6, 7.
Approximate list of entertainment and holiday.
Holidays. New Year, “Autumn”, “Spring”, “Summer”, “Mother’s Day”.
Theatrical performances. Performances using finger, table, and puppet theater. Staging performances, staging fairy tales, poems and other literary works, as well as songs.
Singing games, dramatization of songs, sports entertainment, fun- tricks, surprise moments, fun with paints and pencils. Folklore: nursery rhymes, chants.
3.3.4. Traditions of the group.
The traditional organizational basis for the implementation of the complex-thematic principle of constructing PEP is approximate complex-thematic planning, the topics of which are focused on all areas of development of a young child and are devoted to various aspects of human existence:
phenomena of a child’s moral life (Days of “thank you”, kindness, friends, etc.);
the surrounding nature (water, land, birds, animals, etc.);
the world of art and literature (children's books, theater, etc.);
traditional holiday events for family, society and the state (New Year, Spring Festival, Mother's Day);
the most “important” professions (teacher, doctor, postman, builder, etc.);
these holidays can be replaced by other international and Russian holidays or events that are socially and personally significant for participants in the educational process;
the recommended time for the holiday does not always coincide with the official date of celebration; in order to optimize the organization of the educational process, it is distributed over the weeks of the month; the actual date of the holiday is determined independently;
the period of preparation for each holiday is determined independently by us;
Preparation for the holidays is a description of the means of solving problems of psychological and pedagogical work and achieving the planned results of mastering the work program.
3.4. Organization of a developing subject-spatial environment.
The developing space of the playroom consists of several components. The group has created all the conditions for the full development of children. Various zones and corners are designed and functioning. A distinctive feature of the centers is that, along with traditional aids and equipment (a set of musical instruments, a puppet table theater, paints, albums, pencils, etc.), they house materials that maximally contribute to the creative self-expression of children .
Musical and theatrical centers: microphone (dummy), non-traditional types of theater (glove, finger, table, bibabo), non-standard musical instruments - noisemakers, rustlers, ringers.
Creativity corner include:
“Beauty Shelf”, the purpose of which is to admire beautiful things, objects of decorative and applied art. To develop visual creativity, children are encouraged to use various materials: plasticine, dough, natural material, leather; various means(crayons, gouache, brushes, feathers, signets, threads, etc.).
Cognitive zone. The main goal of the educational space is to provide information for the child from different areas of culture - mathematics, natural sciences, public life human, ecology, stimulation of cognitive activity of children. Includes Young Naturalist experimentation corners, nature corners, library and collections. The object world of this zone ensures the fulfillment of children’s cognitive needs in active and diverse activities.
To achieve this goal, mathematical centers are equipped with working materials: pyramids, cubes, balls - of different sizes and colors, planar geometric shapes. Containers that are easy to move contain didactic and educational games for mathematics.
Play space fulfills the basic need of a preschooler - play. In the course of modeling various life situations and relationships between people, children not only acquire initial social skills and new knowledge about the world around them, but also learn to resolve conflict situations, negotiate, establish new contacts. Understanding the importance of this space for the full development of the child, a significant place in the group is given to the organization of the play space. In the play center of each group there are toys and materials that simulate family relationships (dolls, doll furniture, dishes) and relationships outside the home (cars, animals, doctor's kit, hairdresser, etc.).
Emotional zone designed for children's recreation, independent play and relaxation, emotional and aesthetic development of children. This corner is presented in the form of a tent, where soft pillows, a telephone for “contacting parents,” favorite books, and a soft toy are placed.
Motor zone. In this corner there are attributes for physical education: jump ropes, hoops, balls of different sizes, ribbons, gymnastic sticks.
It is important to note that the subject environment has the character of an open, non-closed system, capable of change, adjustment and development, stimulating the child's activity.
To do this, we take into account the following approaches in this aspect:
Taking into account seasonal phenomena (we hang snowflakes in winter, dandelions in summer, colorful leaves in autumn);
Taking into account historical, social, personal events (March 8, Defender of the Fatherland Day, elements of decorations appear in the group’s decoration; on days of personal events associated with children’s birthdays, the group is decorated with balloons and multi-colored ribbons) - these unusual elements of the developing subject environment have a great emotional impact per child, contribute to creating an atmosphere of psychological comfort.
When designing a developing space, it is necessary to navigatefirst of all, to implement the principles of an individual approach to the child:
1. Organization of “privacy zones”. The full emotional and personal development of a child requires the mandatory design in a group of “privacy zones” - special places where the child can store his personal property: his favorite toy, postcard, etc. Great importance has a place in the group where photographs of children and their families are posted. Systematic exhibitions of children's works contribute to the development of positive self-esteem and self-confidence. Products of children's creativity are placed in dressing rooms, environmental centers, and art corners.
2. Age and gender role targeting of equipment and materials. Following this principle, in nursery group Thematic role-playing games, motor centers (gurneys, soft modules), sensory centers (inserts, bushings, pyramids, knockers, etc.) are widely represented.
Taking into account the gender-role characteristics of children, the group has designated play spaces for both boys (various equipment, a set of tools, etc.) and girls (handbags, hats, beauty salon, etc.).
When building a developmental space for a group, along with factory-made items, hand-made aids are also used: models, didactic games, attributes for role-playing games. All components of the developmental environment are colorful, neat, attract children's attention, and are safe for play. They are located in the child’s field of vision, in places accessible to him.
One of the important problems in children's health is the creation of a health-saving developmental environment. The group has a “mini-center” for physical education and health, equipped with a set of games and sports equipment that promotes the physical development of children and the quality organization of hardening activities. Based on the sanitary and epidemiological rules and regulations recommended by the program, conditions are provided for children’s independent physical activity.
Selected taking into account sanitary, psychological and pedagogical requirements, furniture and play equipment in the group are installed so that the child can find a convenient and comfortable place to study, based on his emotional state: sufficiently distant from children and adults or, conversely, allowing him to feel close contact with them, or providing for contact and freedom in equal measure. For this purpose, various furniture is used, including multi-level furniture: soft modules that can be easily moved. Properly selected and arranged furniture and rationally used space in a group room can save space, create comfort and add a “zest” to the interior of the room.
Literature
From birth to school. Approximate general educational program for preschool education (pilot version) / Ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. - 2nd ed., rev. - M.: MOSAIC-SYNTHESIS, 2014.
Planning in a modern preschool educational institution. Ed. N.V. Miklyaeva. -M.: Sfera, 2013.-128 p.
Express educational program designer. N.V. Miklyaeva. /Ed. T.V. Tsvetkova-M.: Sphere shopping center, 2015.-128 p.
Approximate long-term planning of the educational process in different age groups of preschool educational institutions. M.A. Kalinina./SPb.: Publishing House “Childhood-Press” LLC, 2015.-176 p.
Appendix No. 1
Plan for working with parents for the school year.
| Forms of conducting | date | Responsible |
|
| SUBJECT: “Welcome to kindergarten TARGET: Joint inclusion of teachers and parents in the educational process. Organization and holding of the first group meeting “Let's get to know each other” Comprehensive study of families of pupils. Decoration of parent corners. | Round table. Questioning. | September | Fomina O. S. Zhuravleva O. N. |
| SUBJECT:"Adaptation period in kindergarten" TARGET: Introduce parents to the features adaptation period, contribute to the creation of conditions at home for the successful adaptation of children in kindergarten. "Baby's Home" “We strive for independence” Exhibition of literature on this topic Creating a photo album “our first days in the garden” | Questionnaire Consultation Literature Photo album | Fomina O. S. Zhuravleva O. N nurse Shcherbakova L. P. |
|
| SUBJECT: “The art of raising a family” TARGET: Improving the pedagogical skills of parents and defining the role of the family in raising a child. “What kind of parent are you?” Rights and responsibilities of parents Parenting Tips | Literature | Fomina O. S. Zhuravleva O. N |
|
| SUBJECT: « Healthy baby» TARGET: To develop a scheme of interaction with parents on preventive work in order to protect and strengthen the health of children. Problems of preschool children's health. “Healthy child in family". “Vitamins and minerals.” Visiting families at home to identify the necessary conditions for the development of children | Questionnaire Photo booth Consultation | Fomina O. S. Zhuravleva O. N |
|
| SUBJECT: “ABC of Communication” TARGET: Identifying the most effective ways creating a favorable atmosphere in the family. Verbal ways to encourage and support a child. Play therapy for children and adults. Design of the exhibition “Family through the eyes of a child” Working with parents using the “Group Atmosphere” method. | Sliding folder Consultation | Fomina O. S. Zhuravleva O. N |
|
| SUBJECT: “Development of cultural and hygienic skills of children of primary preschool age.” TARGET: Develop cultural and hygienic skills in children. survey Parent meeting “Education of hygiene skills in children.” Visiting the families of pupils in order to correct the existing conditions for the development of preschool children. Formation of food culture. Exhibition of methodological literature | Parents' meeting (KVN) Home visit | Fomina O. S. Zhuravleva O. N |
|
| SUBJECT: “Emotional well-being of a child in the family.” TARGET: Psychological and pedagogical support for families on the formation of relationships between parents and children. The main causes of emotional distress in children. Presentation of family experience (Osipova). Joint holiday “mom, dad, me - a friendly family” | Consultation Round table Family KVN | Fomina O. S. Zhuravleva O. N |
| SUBJECT: “We all come from childhood” TARGET: Involve parents in the process of raising their children, equipping them with knowledge and skills on the issue of play activities of preschoolers What do our children play? Exhibition of literature on this topic Why does a child need a game? Home security | Questionnaire Exhibition Consultation Consultation | Fomina O. S. Zhuravleva O. N |
|
| SUBJECT: “Our results” TARGET: Introduce parents to successes in raising and educating preschoolers. Parents' satisfaction with the work of a preschool institution. Round table “Our results” | Questionnaire Tea party | Fomina O. S. Zhuravleva O. N |
Appendix No. 2
Work plan of the “Know-It-All” circle for pupils of the early age group “Lily of the Valley”
| Month | 1 Week | 2 week | 3 week | 4 week |
||
| September | Adaptation |
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| "Water-water" C: Teach children how to manipulate water. To give an idea that you can wash your face with water, immerse it in it and catch various objects. To develop cultural and hygienic skills and the desire to play together. | “We wash and dry Masha’s doll’s handkerchief” C: Give an idea that any things will become cleaner if they are washed in water, and also that things dry out after washing. | "Properties of Water" D/i “Transparent - Colored”, “Hide and Seek” C: Give an idea that water has no color, but it can be colored. | "Experiments with water" D/i “Drowning - not drowning” C: Give an idea that some objects sink and some remain afloat. |
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| "Experiments with water" D/i “What happens” C: Give an idea that some substances dissolve in water. | "Merry Foam" C: Introduce children to the properties of foam: “airy”, “light”, “white”, | "Blowing Soap Bubbles" C: develop the ability to compare, tactile sensations, speech breathing, emotional perception, consolidate children’s understanding of the properties of foam: “airy”, “light”. | "Experiments with foam" D/i “fill the mold with foam”, “Multi-colored foam” C: Develop tactile sensations, tactile senses. Develop cognitive activity and curiosity. |
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| "Properties of Water" D/i "Let's freeze" “Let’s melt”, “Cold-warm”. C: Give an idea that water can turn into ice and back into water, while the water has different temperatures. | "What is air" C: Give the idea that air fills the entire space and is not visible. | "Properties of Air" D/i “Let’s fill the glass with air”, “Let’s let the air out of the glass” C: Give an idea that air does not allow water to pass through, but water can displace air. | “Let’s make a breeze”, “Sail the boat” C: Give an idea that wind is the movement of air. Give an idea that objects can move with the help of air. |
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| Holidays | "Paper" C: Introduce the properties of paper, that it is light, can be thin and thick. | "Paper Properties" D/i “Crumple the paper”, “Tear the paper” C: Give an idea that paper can wrinkle and tear. |
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| "Sand" C: Give an idea that sand can be dry and wet. | "Sprinkles" C: Give an idea that dry sand can crumble. | "Let's bake a treat" C: Give an idea that wet sand takes any desired shape. | C: Give an idea of the fact that traces and prints remain on wet sand. |
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| “Let’s wash the pebbles” C: | "Light heavy" C: Give an idea that stones can be heavy and light. | “What shape is the stone?” C: Give an idea that stones have different shapes. | “Let’s wash the pebbles” C: Give the idea that stones sink in water because they are heavy. |
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| "Ice figures" C: Strengthen the properties of water. Develop cognitive activity and curiosity. | "Ball and Orange" C: Develop cognitive activity and curiosity. | "Shadow by the Flame" C: Develop cognitive activity and curiosity. | "Fireproof ball" C: Develop cognitive activity and curiosity. |
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| "Ice Gems" C: Develop cognitive activity and curiosity. | "Home Rain" C: Show and explain the natural phenomenon - rain" | « Cauliflower» C: Develop cognitive activity and curiosity. | "Floating Egg" C: Develop cognitive activity and curiosity. |
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Appendix No. 4
Cyclogram of joint activities.
| Monday | Tuesday | Wednesday | Thursday | Friday |
|
| Ifloor. | 1. Didactic game for speech development (sound culture of speech, vocabulary formation, grammatical structure speech, coherent speech). 2. Joint activities to develop fine motor skills. | 1. Didactic game for sensory development (olfactory, tactile sensations). 2. Conversation about cultural and hygienic skills (CHS). 3. Familiarization with objects in the immediate environment (examination of paintings, toys). | 1. Didactic game (cognitive activity - life safety). 2. Skills of cultural behavior (moral education). | 1. Didactic game for the development of attention, memory, imagination, thinking. 2. Memorizing poems, nursery rhymes, chants. | 1. Didactic game for the development of fine motor skills. |
| IIfloor. | 1. Didactic game for sensory development (color, shape, size). 2. Reading fiction. | 1. Joint activity in the art corner 2. Role-playing game | 1. Experimental activities (water, sand, stones, waste material). 2. Didactic game for the formation of elementary mathematical concepts (quantity, form, orientation in space, size) 3. Entertainment, leisure (sports, music....) | 1. Club activities 2. Role-playing game 3. Joint design activities | 1. Household work 2. Theatrical activities 3. Didactic games in the music corner (repetition of songs, listening). |
Appendix No. 5
Calendar thematic planning.
| Month | General topic | A week | Topic of the week |
| September | “Hello kindergarten!” | our group (Adaptation) |
|
| (adaptation) |
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| Let's be polite |
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| "I and my family" |
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| October | golden" | Signs of autumn |
|
| Signs of autumn |
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| Gifts of Autumn |
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| Gifts of Autumn |
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| November | "Who surrounds me" | Pets |
|
| Poultry |
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| Wild animals |
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| Forest birds |
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| December | "Hello, winter-winter" | Signs of winter |
|
| Trees, forest |
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| Winter fun |
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| New Year |
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| January | "My home, my city" | Holidays |
|
| The house I live in |
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| All professions are important |
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| February | "Visiting a fairy tale" | Let's read a fairy tale (reading, artistic work) |
|
| Let's play a fairy tale (theatricalization) |
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| Folk toy |
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| Folk toy |
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| March | "Holiday every day" | Mom's holiday |
|
| Grandma's for pancakes |
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| The good doctor Aibolit will heal, heal, everyone. |
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| My favorite toys (December-February p. 293) |
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| April | "I'm welcoming spring" | Signs of spring |
|
| Water-water |
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| We are researchers |
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| We are researchers |
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| "Merry Kaleidoscope" | Safety |
||
| Hello summer |
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| Hello summer |
Appendix No. 6
Comprehensive thematic planning.
| Subject | Final event |
|
| Hello kindergarten September | 1. Creating conditions for the successful adaptation of children to the conditions of kindergarten. 2. Acquaintance of children with the premises and equipment of the group room (personal locker, crib, toys), with the rules of behavior in kindergarten (do not push, do not run up the steps). Formation of ideas about politeness: the ability to say hello, say goodbye, thank you. 3. Formation of an emotionally positive attitude towards the kindergarten, the teacher, and other children (the desire to go to kindergarten, call the teacher by name and patronymic, show interest in the actions of peers, play nearby without interfering with each other, do not take away toys, do not quarrel). 4. Introduce children to each other during games, form friendly, friendly relationships between children. Raising in every child the confidence that adults love him, like all other children. 5. Develop basic skills in caring for your face and body. Develop ideas about your appearance. Develop initial skills in role behavior, teach how to connect plot actions with the role. 6. Encourage you to give your first and last name, the names of family members, and talk about yourself in the first person. Enrich your understanding of your family. Consolidate knowledge of your name and the names of family members. Formation of primary ideas about family traditions and responsibilities. 7. Development of ideas about the positive aspects of kindergarten, its commonality with home and differences from the home environment. | |
| "Golden Autumn" | 1.Form basic ideas about autumn (seasonal changes in nature, people’s clothing, in the kindergarten area). 2.Give initial ideas about harvesting, about some vegetables, fruits, berries, and mushrooms. Collect colorful leaves with children on walks, examine them, compare them by shape and size. 3. Acquaintance with the variety of colors of golden autumn, developing the skills to peer, admire, and enjoy the beauty of autumn nature. | |
| "Who surrounds me" | 1. Formation of initial ideas about the animal world, development of the ability to recognize domestic and some wild animals, and their young in pictures. 2. Consolidation of ideas about how living animals and birds differ from toy ones. 3. Fostering respect for animals. 2.Introduce the behavior of forest animals and birds. | |
| “Hello, Zimushka - winter!” | 1. Formation of basic ideas about winter: it’s snowing, snowflakes are spinning, it’s getting cold, frost, snowdrifts. 2. Expanding children’s understanding of the peculiarities of life of people and animals in winter time. 3.Introduction to winter activities according to age. 4. Organize all types of children's activities (playing, communicative, labor, cognitive-research, productive, musical and artistic, reading) around the theme of the New Year and the New Year holiday. | |
| "My house, my city" | 1.Creating conditions for children to become familiar with household items (name toys, pieces of furniture, clothing, dishes). 2. Formation of orientation in the immediate environment (recognize your house and apartment, kindergarten and group room, name the names of your family members and group staff). 3. Getting to know the name of the city where the children live, the name of their street. | |
| "Visiting a fairy tale" | 1. Acquaintance with folk art using the example of fairy tales. 2. Formation of the ability to listen to fairy tales that are small in volume and simple in content. 3. Learn to pronounce onomatopoeic words. 4. Formation of the ability to recognize fairy tale characters in toys and pictures and name them. 5. To awaken interest in theatrical play through the first experience of communicating with a character, expanding contact with adults. 6. Formation of elementary ideas in children about folk art using the example of folk toys and household items. 7.Use of folklore in organizing all types of children's activities. 8. Introducing children to the world of art. Cultivating interest in displaying the environment (nature, toys, folk art, folklore songs) | |
| "Holiday every day" | 1. Formation of primary value ideas about family and family traditions 2. Fostering a feeling of love and respect for mother, grandmother, desire to help them, take care of them. 3. Formation of ideas about how important the work of mothers in preparing food for the whole family is, what delicious dishes they prepare. Cultivate a respectful attitude towards mother’s work. 4.Developing interest in studying yourself, your physical capabilities, your health. 5. Creating conditions for introducing children to hygienic and hardening procedures. 6. Formation of basic cultural and hygienic skills. 7. Expanding the range of children’s ideas about the toy, the materials from which it is made, and ways of interacting with it. Cultivating a caring attitude towards toys. 8. Development of the emotional-volitional sphere when interacting with toys. | |
| "I'm welcoming spring" | 1. Formation of elementary ideas about spring: seasonal changes in nature, people’s clothing (the sun shines brightly, there are rains, the earth and water are heated by the sun, become warm, there is a lot of young tender greenery on the trees and bushes). 2. Familiarization with some features of the behavior of animals and birds in the spring. 3. Formation of elementary ideas about the properties of water (water can be cold, warm, hot; water is transparent; water can be poured; some objects sink in water, and some do not sink, we wash ourselves with water, wash clothes, cook food, swim in the lake in the summer etc.). 4. Formation of primary ideas about safety in nature 5. Enriching the direct sensory experience of children in different types activities. 6. Formation of a system of examination actions in children that is adequate to the subject and setting | |
| "Merry Kaleidoscope" | 1. Familiarization with the basic rules of behavior in kindergarten (do not push, do not run up the steps, play nearby without disturbing each other, leave kindergarten only with your parents, do not take treats from strangers). 2. Formation of basic ideas about the rules of the road (cars drive on the roadway, traffic lights regulate traffic, you can cross the road only with adults), about the rules of behavior on the bus (children can only ride on the bus with adults, obey adults). 3. Introduction to the rules of interaction with plants and animals (you cannot pick or eat any plants, feed animals only with the permission of adults). 4.Form basic ideas about summer (seasonal changes in nature, people’s clothing, in the kindergarten area). Expand knowledge about domestic animals and birds, vegetables, fruits, berries. To introduce some features of the behavior of forest animals and birds in summer. Introduce some animals of hot countries. |
Work program of the early childhood group for 2018-2019.
1. Target section:
1.1. Explanatory note.
1.2. Purpose and objectives of the work program.
1.3.Principles and approaches to the formation of a work program.
1.4. Characteristics significant for the development and implementation of the work program. Features of the organization of the educational process in a group (climatic, demographic, national-cultural and others).
1.5.Age and individual characteristics children of the early age group.
1.6. Planned results of mastering the Program.
2. Content section:
2.2. Curriculum for implementing the program in an early age group.
2.3. Forms, methods, methods and means of implementing the work program in an early age group
2.4.Interaction with family and society.
2.5. Planning work with children in a group:
· Annual plan for working with children (holidays, entertainment...);
· Comprehensively - thematic planning of educational work with young children;
· Forms of organization of educational activities by educational areas;
· A model for organizing joint activities of a teacher with pupils of a preschool educational institution.
3. Organizational section.
3.1. Design of the subject-spatial environment.
3.2.Day regimen (schedule of classes, motor mode, scheme for hardening children).
3.3.List of methodological literature ensuring the implementation of educational activities in the early age group.
Applications:
1. Perspective and thematic planning of educational activities with children.
2. Cards for assessing the individual development of children.
1. Target section.
1.1.Explanatory note
The work program for the development of children of the early age group (hereinafter referred to as the Program) was developed in accordance with the Model general educational program of preschool education “From birth to school”, developed on the basis of the Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013) and intended for use in preschool educational organizations for the formation of basic educational programs (BEP DO) and the main general education program of kindergarten, in accordance with the Federal State Educational Standards for Education.
The work program determines the content and organization of the educational process of the early age group of the municipal government preschool educational institution kindergarten No. 5.
This work program has been developed in accordance with the following regulatory documents:
· Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273 - Federal Law
· Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013. No. 1014 “On approval of the Procedure for organizing and implementing educational activities for basic general education programs - educational programs for preschool education”
· SanPin 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”
· Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 “On approval of the Federal State Educational Standard for Preschool Education” (FSES DO).
· Charter of the preschool educational institution.
· Educational program of preschool educational institution
Direction of the work program
· Focus on the development of the child’s personality. The priority of the Program is the education of a free, self-confident person with an active life position, striving to creatively approach solving various life situations, having his own opinion and being able to defend it.
· Patriotic orientation of the Program. The Program pays great attention to instilling in children patriotic feelings, love for the Motherland, pride in its achievements, and confidence that Russia is a great multinational country with a heroic past and a happy future.
· Focus on moral education and support of traditional values. Fostering respect for traditional values, such as love for parents, respect for elders, caring attitude towards children and the elderly; formation of traditional gender ideas; instilling in children the desire to follow a positive example in their actions.
· Focus on further education. The program is aimed at developing cognitive interest in children, the desire to acquire knowledge, positive motivation for further education at school and college; understanding that all people need to receive education. Formation of an attitude towards education as one of the leading life values.
· Focus on preserving and strengthening the health of children. One of the main tasks that the Program sets for educators is to take care of preserving and strengthening the health of children, developing in them basic ideas about a healthy lifestyle, developing healthy habits, including healthy eating habits, and the need for physical activity.
· Focus on taking into account the individual characteristics of the child. The program is aimed at ensuring the emotional well-being of each child, which is achieved by taking into account the individual characteristics of children both in matters of organizing life activities (bringing the daily routine closer to the individual characteristics of the child, etc.), and in the forms and methods of interaction with the child (showing respect for his individuality , sensitivity to his emotional states, support for his self-esteem, etc.).
1.2. Purpose and objectives of the work program.
The leading goals of the work program are:
· creation of favorable conditions for a full-fledged life for preschool children,
· formation of the foundations of the basic culture of the individual,
· comprehensive development of mental and physical qualities in accordance with age and individual characteristics,
preparation for life in modern society,
· to study at school,
· ensuring the life safety of a preschooler.
These goals are realized in the process of various types of children's activities: play, communication, work, cognitive-research, productive, musical and artistic, reading.
To achieve the goals of the program, the following are of paramount importance:
Caring for the health, emotional well-being and timely comprehensive development of each child;
Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;
Maximum use of a variety of children's activities; their integration in order to increase the efficiency of the educational process;
Creative organization (creativity) of the educational process;
Variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;
Respect for the results of children's creativity;
Unity of approaches to raising children in preschool and family settings;
Maintaining continuity in the work of kindergarten and primary school, eliminating mental and physical overload in the content of education for a preschool child, ensuring the absence of pressure from subject teaching.
Particular attention in the Program is paid to the development of the child’s personality, the preservation and strengthening of children’s health, as well as the education in preschoolers of such qualities as:
Patriotism;
Active life position;
Creative approach to solving various life situations;
Respect for traditional values.
1.3.Principles and approaches to the formation of a work program.
Corresponds to the principle of developmental education, the goal of which is the development of the child;
Combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the basic principles of developmental psychology and preschool pedagogy and, as experience shows, can be successfully implemented in the mass practice of preschool education);
Meets the criteria of completeness, necessity and sufficiency (allowing you to solve your goals and objectives using a reasonable “minimum” of material);
Ensures the unity of educational, developmental and training goals and objectives of the education process for preschool children, during the implementation of which such qualities are formed that are key in the development of preschool children;
It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;
Based on the complex thematic principle of constructing the educational process;
Provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;
It involves building the educational process on age-appropriate forms of working with children. The main form of work with preschoolers and their leading activity is play;
Allows for variation in the educational process depending on regional characteristics;
It is built taking into account continuity between all age preschool groups and between kindergarten and primary school.
1.4. Characteristics significant for the development and implementation of the work program. Features of the organization of the educational process in an early age group (climatic, demographic, national-cultural and others)
1) Demographic features:
An analysis of the social status of families revealed that in the early age group children are raised from complete families (11 families 95%, from single-parent families (1 family 5%). The main composition of parents is average income, with higher education (9 hours -46%) and secondary special vocational (11 hours - 36%), without education – (2 hours 18%)
2) National and cultural features:
The ethnic composition of the group's pupils: Russians and one Dagestani, the main contingent are children from Russian-speaking families. Education and training in preschool educational institutions is carried out in Russian.
The main contingent of pupils lives in rural conditions.
The implementation of the regional component is carried out through familiarization with the national and cultural characteristics of the region. Getting acquainted with his native land and its attractions, the child learns to recognize himself as living in a certain time period, in certain ethnocultural conditions. This information is implemented through targeted walks, conversations, and projects.
3) Climatic features:
When organizing the educational process, the climatic features of the region are taken into account. Volgograd region - lower Volga region: the start and end times of certain seasonal phenomena (leaf fall, snow melting, etc.) and the intensity of their occurrence; composition of flora and fauna; length of daylight hours; weather conditions, etc.
the time of the beginning and end of certain seasonal phenomena (leaf fall, snow melting, etc.) and the intensity of their occurrence; composition of flora and fauna; length of daylight hours; weather conditions, etc.
The main features of the climate are: cold winters and dry, hot summers.
The daily regimen of the group includes invigorating gymnastics, exercises for the prevention of flat feet, breathing exercises. During the cold season, children's stay in the open air increases. In the warm season, children’s life activities are mainly organized outdoors.
Based on the climatic characteristics of the region, the schedule of the educational process is drawn up in accordance with the identification of two periods:
1. cold period: academic year (September-May, a certain daily routine and a schedule of direct educational activities are drawn up;
2. warm period (June-August, for which a different daily routine is developed)
1.5. Age features of development of children 1.6-3 years old (early age group) See: From birth to school. Approximate basic general education program for preschool education / ed. N. E. Veraki, T. S. Komarova, M. A. Vasilyeva. M.: Mozaika-Sintez, 20102 pp. 223-225.
Children of this age are characterized by unawareness of motives, impulsiveness and dependence of feelings and desires on the situation. Children are easily infected by the emotional state of their peers. However, during this period it begins
arbitrariness of behavior also develops. It is caused by the development of instrumental actions and speech. Children develop feelings of pride and shame, and elements of self-awareness associated with identification with name and gender begin to form. Early childhood ends with a crisis of three years. The child recognizes himself as a separate person, different from the adult. He develops an image of himself. A crisis is often accompanied by a number of negative manifestations:
negativism, stubbornness, impaired communication with adults, etc. The crisis can last from several months to two years.
Solving the goals and objectives of education outlined in the program is possible only with the purposeful influence of the teacher on the child from the first days of his stay in a preschool educational institution. “The level of general development that the child will achieve and the degree of strength of the moral qualities acquired by him depend on the pedagogical skill of each educator, his culture, and love for children. Taking care of the health and comprehensive education of children, teachers of preschool educational institutions, together with the family, should strive to make every child’s childhood happy.”
The goal is to organize the educational process with children 2-3 years old (early age group) in educational areas:
Physical development;
Social and communicative development;
Cognitive development;
Speech development;
Artistic and aesthetic development.
During the week, a variety of complex work is carried out, the sequence of which is carried out by teachers, focusing on the presented tabular form.
1.6. Planned results of mastering the Program.
In accordance with the Federal State Educational Standard, the specifics of preschool childhood and the systemic features of preschool education make it unlawful to demand specific educational achievements from a preschool child. Therefore, the results of mastering the Program are presented in the form of targets for preschool education and represent age-specific characteristics of the child’s possible achievements by the end of preschool education. The targets for preschool education presented in the Federal State Educational Standard for Preschool Education should be considered as social-normative age characteristics of a child’s possible achievements. This is a guideline for teachers and parents, indicating the direction of the educational activities of adults.
Early childhood education targets
The child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions.
Uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior; demonstrates neatness skills.
Shows a negative attitude towards rudeness and greed.
Observes the rules of basic politeness (either independently or when reminded, says “thank you,” “hello,” “goodbye,” “good night” (in the family, in the group)); has primary ideas about the basic rules of behavior in kindergarten, at home, on the street and tries to follow them.
Possesses active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys. Speech becomes a full-fledged means of communication with other children. Strives to communicate with adults and actively imitates them in movements and actions; appear
games in which the child imitates the actions of an adult. Emotionally responds to a game proposed by an adult and accepts the game task.
Shows interest in peers; observes their actions and imitates them. Knows how to play next to peers without disturbing them. Shows interest in playing together in small groups.
Shows interest in the natural world around him and participates with interest in seasonal observations.
Shows interest in poems, songs and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art.
Follows the actions of the puppet theater characters with understanding; shows a desire to participate in theatrical and role-playing games.
Shows interest in productive activities (drawing, modeling, design, appliqué).
The child has developed gross motor skills, he strives to master various types of movements (running, climbing, stepping, etc.). Participates with interest in outdoor games with simple content and simple movements.
In accordance with the federal state educational standard for preschool education (FSES), when implementing the Program, we assess the individual development of children. Such an assessment is carried out by a teacher within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, associated with assessing the effectiveness of pedagogical actions and underlying their further planning). The assessment is based on the following principles:
· It is based on the child’s actual behavior, and not on the result of performing special tasks. Information is recorded through direct observation of the child's behavior. The teacher receives the results of observation in a natural environment (in game situations, during routine moments, in the process of organized educational activities).
· Parents are the teacher’s partners when searching for an answer to any question.
The form of assessment is observation of the child’s activity during various periods of stay in the preschool educational institution, analysis of the products of children’s activities and special pedagogical tests organized by the teacher.
2. Content section:
The content of psychological and pedagogical work with children 2–3 years old is divided into educational areas: “Social and communicative development”, “Cognitive development”, “Speech development”, “Artistic and aesthetic development”, “Physical development” and is focused on the versatile development of preschool children, taking into account their age and individual characteristics. The tasks of psychological and pedagogical work on the formation of physical, intellectual and personal qualities of children are solved in an integrated manner during the development of all educational areas, along with tasks reflecting the specifics of each educational area, with mandatory psychological support. The solution of program educational tasks is provided not only in
within the framework of direct educational activities, but also during routine moments - both in the joint activities of adults and children, and in the independent activities of preschoolers.
EDUCATIONAL AREA “SOCIO-COMMUNICATIVE DEVELOPMENT”
“Socio-communicative development is aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and
emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature"
Socialization, development of communication, moral education. Mastering the norms and values accepted in society, nurturing the child’s moral and ethical qualities, developing the ability to correctly evaluate one’s own actions and the actions of peers. Development of communication and interaction of the child with adults and peers, development of social and emotional intelligence, emotional responsiveness, empathy, respectful and friendly attitude towards others. Formation of children’s readiness for joint activities, development of the ability to negotiate, independently resolve conflicts with peers.
Self-service, independence, labor education. Development of self-service skills; the formation of independence, purposefulness and self-regulation of one’s own actions. Education of cultural and hygienic skills. Formation of positive attitudes towards various types of work and creativity, education of a positive attitude towards work, the desire to work. Education of a value attitude towards one’s own work, the work of other people and its results. Formation of the ability to responsibly treat the assigned task (the ability and desire to complete a task, the desire to do it well). Formation of primary ideas about the work of adults, its role in society and the life of each person.
Formation of security fundamentals. Formation of primary ideas about safe behavior in everyday life, society, and nature. Fostering a conscious attitude towards compliance with safety rules.
Formation of a cautious and prudent attitude towards situations that are potentially dangerous for humans and the surrounding natural world.
Formation of ideas about some typical dangerous situations and methods of behavior in them.
Formation of basic ideas about road safety rules; fostering a conscious attitude towards the need to comply with these rules.
Development of communication and interaction of the child with adults and peers, development of social and emotional intelligence, emotional responsiveness, empathy, respectful and friendly attitude towards others. Formation of children’s readiness for joint activities, development of the ability to negotiate, independently resolve conflicts with peers.
Child in family and community. Formation of self-image, respectful attitude and sense of belonging to one’s family and to the community of children and adults in the organization; formation of gender and family affiliation.
Self-service, independence, labor education. Development of self-service skills; the formation of independence, purposefulness and self-regulation of one’s own actions. Education of cultural and hygienic skills. Formation of positive attitudes towards various types of work and creativity, education of a positive attitude towards work, the desire to work. Education of a value attitude towards one’s own work, the work of other people and its results. Formation of the ability to responsibly relate to the assigned task (the ability and desire to complete the task, the desire to do it well).
EDUCATIONAL AREA “COGNITIVE DEVELOPMENT”
“Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland,
ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.”
Main goals and objectives:
Development of cognitive and research activities. Development of children's cognitive interests, expansion of experience of orientation in the environment, sensory development, development of curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, rhythm, tempo, causes and effects, etc.).
Development of perception, attention, memory, observation, ability to analyze, compare, highlight characteristic, essential features of objects and phenomena of the surrounding world; the ability to establish the simplest connections between objects and phenomena, to make the simplest generalizations.
Introduction to sociocultural values. Familiarization with the surrounding social world, broadening the horizons of children, forming a holistic picture of the world. Formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays.
Formation of elementary ideas about planet Earth as the common home of people, about the diversity of countries and peoples of the world.
Formation of elementary mathematical concepts. Formation of elementary mathematical concepts, primary ideas about the basic properties and relationships of objects in the surrounding world: shape, color, size, quantity, number, part and whole, space and time.
Introduction to the natural world. Familiarization with nature and natural phenomena. Development of the ability to establish cause-and-effect relationships between natural phenomena. Formation of primary ideas about the natural diversity of planet Earth. Formation of elementary ecological ideas. Forming an understanding that man is part of nature, that he must preserve, protect and protect it, that everything in nature is interconnected, that human life on Earth largely depends on environment. Developing the ability to behave correctly in nature. Fostering a love for nature and a desire to protect it.
Development of cognitive and research activities. Cognitive and research activities. Introduce children to generalized methods of studying various objects of life around them. Stimulate curiosity. Involve children in practical educational activities of an experimental nature together with adults.
Sensory development. Continue work to enrich children’s direct sensory experience in various types of activities, gradually including all types of perception. Help examine objects, highlighting their color, size, shape; encourage to include hand movements on an object in the process of getting to know it (circling parts of the object with your hands, stroking them, etc.).
Didactic games. To enrich the sensory experience of children in games with didactic material (pyramids (turrets) of 5-8 rings of different sizes; “Geometric mosaic” (circle, triangle, square, rectangle); cut pictures (of 2-4 parts), folding cubes (4 -6 pcs.) etc.); develop analytical abilities (the ability to compare, correlate, group, establish the identity and difference of homogeneous objects according to one of the sensory attributes - color, shape, size). Conduct didactic games to develop attention and memory (“What’s missing?”, etc. ); auditory differentiation (“What does it sound like?”, etc.); tactile sensations, temperature differences (“Wonderful bag”, “Warm - cold”, “Light - heavy”, etc.); fine motor skills (toys with buttons, hooks, zippers, lacing, etc.).
Introduction to sociocultural values. Remind children the name of the city (village) in which they live. Arouse interest in the work of close adults. Encourage to recognize and name some work actions (assistant
The teacher washes the dishes, cleans the room, brings food, changes towels, etc.). Telling that adults show hard work helps them successfully complete work activities.
Formation of elementary mathematical concepts.
Quantity. Involve children in forming groups of homogeneous objects. Learn to distinguish the number of objects (one - many).
Magnitude. Draw children's attention to objects of contrasting sizes and their designation in speech (big house - small Formadomik, large matryoshka - small matryoshka, large balls - small balls, etc.). Teach to distinguish objects by shape and name them (cube, brick, ball, etc.).
Orientation in space. Continue to accumulate experience in children’s practical development of the surrounding space (group premises and kindergarten area).
Expand the experience of orientation in parts of your own body (head, face, arms, legs, back).
Learn to follow the teacher in a certain direction.
Introduction to the natural world.
Arouse children's interest in objects of their immediate environment: toys, dishes, clothes, shoes, furniture, vehicles.
Encourage children to name the color, size of objects, the material from which they are made (paper, wood, fabric, clay); compare familiar objects (different hats, mittens, shoes, etc.), select objects by identity (find the same one, pick a pair), group them by method of use (drink from a cup, etc.). Explore a variety of ways to use objects.
To contribute to the realization of the child’s need to master actions with objects. Exercise in establishing similarities and differences between objects that have the same name (same blades; red ball - blue ball; large cube - small cube). Encourage children to name the properties of objects: big, small, soft,
fluffy, etc. To promote the appearance of general concepts in children’s dictionaries (toys, dishes, clothes, shoes,
furniture, etc.).
EDUCATIONAL FIELD “SPEECH DEVELOPMENT”
“Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.”
Main goals and objectives:
Developmental speech environment. Promote the development of speech as a means of communication. Give children a variety of instructions that will give them the opportunity to communicate with peers and adults (“Look into the locker room and tell me who came,” “Find out from Aunt Olya and tell me...”, “Warn Mitya... What did you say to Mitya?” ? And what did he answer you? "). To ensure that by the end of the third year of life, speech becomes a full-fledged means of communication between children and each other. Offer pictures, books, toys for independent viewing as visual material for children to communicate with each other. Tell children about these objects, as well as about interesting events (for example, about the habits and tricks of pets); show in pictures the state of people and animals (happy, sad, etc.).
Formation of a dictionary. Based on expanding children's orientation in their immediate environment, develop understanding of speech and activate vocabulary. Understand adult speech without visual support. To develop children’s ability, following the teacher’s verbal instructions, to find objects by name, color, size (“Bring Mashenka a bowl of jam”, “Take a red pencil”, “Sing a song” little bear"); name their location (“Mushroom on the top shelf, high up”, “Standing nearby”); imitate the actions of people and the movements of animals (“Show how to water from a watering can”, “Walk like a bear cub”).
Enrich children's vocabulary:
Nouns denoting a scarf), clothing, shoes, dishes, furniture, bedding (blanket,
pillow, sheet, pajamas), Vehicle(car, bus), vegetables, fruits, pets and their
cubs;
Verbs denoting labor actions (wash, treat, water), actions with opposite meanings (open - close, remove - put on, take - put), actions characterizing relationships between people (help, pity, give, hug), their emotional state (cry, laugh,
rejoice, be offended);
Adjectives are the names of toys, personal hygiene items (towel, Toothbrush, comb, nasal
Denoting the color, size, taste, temperature of objects (red, blue, sweet, sour, big, small, cold, hot);
Adverbs (close, far, high, fast, dark, quiet, cold, hot, slippery). To promote the use of learned words in children’s independent speech.
Sound culture of speech. Exercise children in clearly pronouncing isolated vowels and consonants (except for whistling, hissing and sonorant sounds), in correctly reproducing onomatopoeia, words and simple phrases (of 2-4 words). Promote the development of the articulatory and vocal apparatus, speech breathing, auditory attention. Form the ability to use (by imitation) the height and strength of the voice (“Pussy, scat!”, “Who came?”, “Who’s knocking?”).
The grammatical structure of speech. Learn to coordinate nouns and pronouns with verbs, use verbs in the future and past tense, change them by person, use prepositions in speech (in, on, at, for, under). Practice using some question words (who, what, where) and simple phrases consisting of 2-4 words (“Little kitten, where did you go?”).
Coherent speech. Help children answer simple questions (“What?”, “Who?”, “What does?”) and more difficult questions
(“What are you wearing?”, “What’s your luck?”, “Who?”, “Which?”, “Where?”, “When?”, “Where?”). Encourage attempts by children over 2 years 6 months on their own initiative or at the request of the teacher to talk about what is shown in the picture.
Help children over 2 years 6 months dramatize passages from well-known fairy tales. Play small
stories without visual accompaniment.
Fiction. Read to children works of fiction provided for in the program for the second group of early age. Continue to teach children to listen to folk songs, fairy tales, and original works. Accompany reading by showing toys, pictures, tabletop theater characters and other visual aids, as well as teach to listen to a work of art without visual accompaniment. Accompany the reading of short poetic works with playful actions. Provide children with the opportunity to finish words and phrases when the teacher reads familiar poems. Encourage attempts to read poetry the entire text with the help of an adult. Help children over 2 years 6 months play a well-known fairy tale. Continue to involve children in looking at pictures in books. Encourage them to name familiar objects, show them at the request of the teacher, and teach them to ask questions: “Who (what) is this?”, “What is he doing?”
EDUCATIONAL FIELD “ARTISTIC AND AESTHETIC DEVELOPMENT”
“Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).”
Main goals and objectives:
Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude towards objects and phenomena of the surrounding world, works of art; nurturing interest in artistic and creative activities. Development aesthetic feelings children, artistic perception, figurative representations,
imagination, artistic and creative abilities. Development of children's artistic creativity, interest in independent creative activity (visual, constructive-model, musical, etc.); satisfying children's need for self-expression.
Introduction to art. Development of emotional sensitivity, emotional response to literary and musical works, the beauty of the surrounding world, works of art. Introducing children to folk and professional arts (verbal, musical, visual, theatrical, architecture) through familiarization with the best examples of domestic and world art; nurturing the ability to understand the content of works of art. Formation of elementary ideas about the types and genres of art, means of expression in various types of art.
Visual activity. Development of interest in various types of visual activities; improving skills in drawing, modeling, appliqué, applied art. Cultivating emotional responsiveness when perceiving works of fine art. Cultivating the desire and ability to interact with peers when creating collective works.
Introduction to art
Develop artistic perception, cultivate responsiveness to music and singing, works of fine art and literature that children can understand. Examine illustrations to works of children's literature with children. Develop the ability to answer questions about the content of pictures. Get familiar with folk toys: Dymkovo, Bogorodskaya, matryoshka, Vanka-Vstanka and others appropriate to the age of the children. Draw children’s attention to the nature of the toys (cheerful, amusing, etc.), their shape, color design .
Fine activity. Arouse children's interest in activities with pencils, felt-tip pens, brushes, paints, and clay.
Drawing. Develop the perception of preschoolers, enrich their sensory experience by highlighting the shape of objects, tracing them along the contour alternately with one hand or the other. Lead children to the image of familiar objects, giving them freedom of choice. Draw children’s attention to the fact that a pencil (brush, felt-tip pen) leaves a mark on the paper if you run over it with the sharpened end of a pencil (felt-tip pen, brush bristles). Teach to follow the movement of a pencil on paper. Draw children's attention to the various lines and configurations they depict on paper. Encourage them to think about what they drew, what it looks like. Create a feeling of joy from the strokes and lines that children have drawn themselves. Encourage children to add characteristic details to the drawn image; to consciously repeat previously obtained strokes, lines, spots, shapes. Develop aesthetic perception of surrounding objects. Teach children to distinguish the colors of pencils, felt-tip pens, and name them correctly; draw different lines (long, short, vertical, horizontal, oblique), intersect them, likening them to objects: ribbons, handkerchiefs, paths, streams, icicles, a fence, etc. Lead children to drawing round-shaped objects. Form the correct posture when drawing (sitting freely, do not bend low over the sheet of paper), your free hand supports the sheet of paper on which the baby is drawing. Treat the materials with care, use them correctly: after finishing drawing, put them in place, having first rinsed the brush well in water. Develop the ability to hold a pencil and the brush is free: the pencil is three fingers above the sharpened end, the brush is just above the iron tip; pick up paint on the brush, dipping it with all the bristles into the jar, remove excess paint by touching the bristles to the edge of the jar.
Modeling. Arouse children's interest in modeling. Introduce plastic materials: clay, plasticine, plastic mass (giving preference to clay), use materials carefully, break off lumps of clay from a large piece; sculpt sticks and sausages, rolling out the lump between your palms with straight movements; connect the ends of the stick, pressing them tightly to each other (ring, lamb, wheel, etc.). Roll out a lump of clay using circular movements of your palms to depict round-shaped objects (ball, apple, berry, etc.), flatten the lump between your palms (cakes, cookies, gingerbread); make a depression with your fingers in the middle of a flattened lump (bowl, saucer), connect two sculpted shapes into one object: a stick and a ball (rattle or fungus), two balls (tumbler), etc. Teach children to put clay and sculpted objects on a board or special pre-prepared oilcloth.
Constructive modeling activity. While playing with tabletop and floor building materials, continue to familiarize children with the details (cube, brick, triangular prism, plate, cylinder), with options for arranging building forms on a plane. Continue to develop the ability to construct elementary buildings according to a model, maintain the desire to build something independently. Promote understanding of spatial relationships, use additional story toys commensurate with the scale of buildings (small cars for small garages, etc.). At the end of the game, teach them to put everything back in place. Introduce children to the simplest plastic construction sets, construct turrets together with an adult, houses, cars. Support children's desire to build on their own. In the summer, promote construction games using natural materials (sand, water, acorns, pebbles, etc.).
EDUCATIONAL AREA “PHYSICAL DEVELOPMENT”
“Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; formation of the values of a healthy lifestyle, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).”
Main goals and objectives.
Formation of initial ideas about a healthy lifestyle. Formation of children's initial ideas about a healthy lifestyle. Development of interest in participation in outdoor and sports games and physical exercises, activity in independent motor activities; interest and love for sports
Formation of initial ideas about a healthy lifestyle
To form children's ideas about meaning different organs for normal human life: eyes - look, ears - hear, nose - smell, tongue - taste (determine), hands - grab, hold, touch; legs - stand, jump, run, walk; head - think, remember.
Physical Culture
To develop the ability to maintain a stable body position, correct posture, to walk and run without bumping into each other, with coordinated, free movements of the arms and legs. To learn to act together, adhering to a certain direction of movement based on visual guidelines, to change the direction and nature of movement while walking and running in accordance with the teacher’s instructions, to crawl, climb, act with the ball in various ways (take, de, neigh, carry, put, throw, ride). Teach jumping on two legs in place, moving forward, in length from a standing position, pushing off with both legs.
Outdoor games. To develop in children a desire to play together with the teacher in outdoor games with simple content and simple movements. To promote the development of children's ability to play games, during which basic movements are improved (walking, running, throwing, rolling). Teach expressive movements, the ability to convey the simplest actions of some characters (jump like bunnies; peck grains and drink water like chickens, etc.).
DEVELOPMENT OF GAMING ACTIVITIES
Main goals and objectives
Creating conditions for the development of children's play activities. Formation of gaming skills, developed cultural forms of play. Developing children's interest in various types of games. Comprehensive education and harmonious development of children
in the game (emotional-moral, mental, physical, artistic-aesthetic and social-communicative). Development of independence, initiative, creativity, self-regulation skills; formation
a friendly attitude towards peers, the ability to interact, negotiate, and independently resolve conflict situations.
Role-playing games. To develop the ability to show interest in the gaming activities of peers; help play nearby, not interfere with each other, perform several actions with one object and transfer familiar actions from one object to another; with the help of an adult, perform several game actions united by a plot outline. Promote children's desire to independently select toys and attributes for play, use substitute items. Lead children to understand their role in the game. Form initial skills of role behavior; teach to connect plot actions with the role. Develop the prerequisites for creativity.
Outdoor games. To develop in children a desire to play outdoor games with simple content together with the teacher. Get used to playing together in small groups. Support games that improve movement (walking, running, throwing, rolling).
Theatrical games. Arouse interest in theatrical play through the first experience of communicating with a character (the Katya doll shows a concert), expanding contacts with adults (grandmother invites you to the village yard). Encourage children to respond to action games with sounds (living and inanimate nature), imitate the movements of animals and birds to the music, to the sound of the word (in works of small folklore forms). Promote the manifestation of independence, activity in playing with toy characters. Create conditions for the systematic perception of theatrical performances of the pedagogical theater (adults).
Didactic games. To enrich children’s sensory experience in games with didactic material. Consolidate knowledge about the size, shape, color of objects. Develop the ability to assemble a pyramid (tower) of 5-8 rings of different sizes; navigate the relationship between planar figures of the “Geometric Mosaic” (circle, triangle, square, rectangle); make a whole from four parts (cut pictures, folding cubes); compare, correlate, group, establish the identity and difference of homogeneous objects according to one of the sensory attributes (color,
shape, size). Conduct didactic games to develop attention and memory (“What’s missing?”, etc.); auditory differentiation (“What does it sound like?”, etc.); tactile sensations, temperature differences (“Wonderful bag”,
“Warm - cold”, “Light - heavy”, etc.); fine motor skills (toys with buttons, hooks, zippers, lacing, etc.).
2.2. Curriculum for implementing an educational program in an early age group.
The number of GCD, its duration, and the time of implementation comply with the requirements of SanPin 2.4.1.3049-13
and makes up 10 in the early age group. At least 3-4 hours are allocated for independent activities of children 2-3 years old (games, preparation for educational activities, personal hygiene) during the day. Physical development classes for young children are organized at least 3 times a week. In the warm season with favorable meteorological conditions Direct educational activities on physical development are organized in the open air.
MAXIMUM WEEKLY LOAD OF EDUCATIONAL ACTIVITIES FOR AN EARLY AGE GROUP
|
Educational |
Forms activities |
Who conducts |
quantity |
1 – 2 p.d. |
Programs |
Software and methodological support |
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|
Month |
||||||||
|
Cognitive development |
Introduction to the subject And social environment |
Educator |
O.V. Dybina “Acquaintance with the subject and social environment” |
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|
Familiarization with nature. |
Educator |
O.A. Solomennikov “Acquaintance with nature” |
||||||
|
Educator |
An approximate basic general education program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva |
I.A. Pomoraeva, V.A. Pozin “Formation of elementary mathematical representations” |
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|
Speech development |
Speech development |
An approximate basic general education program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva |
V.V. Gerbova “Speech development in kindergarten” |
|||||
|
Artistic and aesthetic development |
Drawing |
An approximate basic general education program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva |
T.S. Komarova “Art activities in kindergarten” |
|||||
|
Musical |
Musickruk. |
An approximate basic general education program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva |
E.N. Arsenin "Musical lessons" |
|||||
|
Physical development |
Indoor physical education |
An approximate basic general education program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva |
L.I. Penzulaeva "Physical education in kindergarten" |
|||||
|
Total: |
1 hour 40m. 1 p.d.-10 |
2.3. Forms, methods, methods and means of implementing the program in an early age group.
The structure of the educational process is based on age-appropriate forms of working with children. The choice of forms of work is carried out by the teacher independently and depends on the number of students.
When working with children of primary preschool age, mainly game-based, story-based and integrated forms of educational activities are used. Learning occurs indirectly, through activities that are exciting for children.
The educational process is built on a comprehensive thematic principle, taking into account the integration of educational areas. Building the entire educational process around one topic provides great opportunities
For children's development, themes help organize information in an optimal way. Preschoolers have numerous opportunities to practice, experiment, develop basic skills, and conceptual thinking. The topic is given attention for at least one week. The optimal period is 2-3 weeks.
The theme is reflected in the selection of materials located in the group and in the development corners. Isolating a main topic does not mean that absolutely all children’s activities should be devoted to this topic. The purpose of introducing the main theme of the period is to integrate educational activities and avoid unjustified fragmentation of children's activities into educational areas.
The content of educational areas is implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development): at an early age - object-based activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;
Organized educational activities
· Didactic games, role-playing games, active games, musical games, theatrical games;
· Watching and discussing cartoons, videos, TV shows;
· Reading and discussion of program works of different genres;
· Creation and solution of problem situations;
· Observation of the work of adults, of nature;
· Project activities
· Exhibition design
· Staging and dramatization
· Productive activity;
· Musical activities
· Physical activity
· Group and community events
· Sports festivals (2 times a year);
· Holidays;
· Theatrical performances
Introduction.
1. Target section.
1.1. Explanatory note.
1.1.1. Regulatory - legal framework formation of a work program.
1.1.2. Goals and objectives of the work program.
1.1.3. Principles and approaches to the formation of a work program.
1.1.4. Age and individual characteristics of the contingent of children.
1.2. Targets at the stage of completing the development of the work program.
1.3. System for assessing the results of mastering the work program.
2.1. General provisions.
2.2. Forms, methods, methods and means of implementing the work program.
2.3. Description of educational activities in accordance with the areas of child development presented in five educational areas.
Social and communicative development.
Cognitive development.
Speech development.
Artistic and aesthetic development.
Physical development.
2.4. Interaction between teachers and children.
2.5. Ways and directions of supporting children's initiative.
2.6. Interaction of the teacher with the families of students.
3. Organizational section.
3.1. Daily routine and schedule.
3.2. Planning educational activities.
3.3. Health activities.
3.4. Features of the organization of the subject-spatial environment.
3.5. Software and methodological support for the educational process.
3.6. Bibliography. Application.
Introduction
The work program of educational activities in the early age group with a general developmental focus (hereinafter referred to as the work program) is drawn up taking into account the requirements of the Federal State Educational Standard for Preschool Education, developed on the basis of the educational program of the municipal preschool educational institution kindergarten "Firefly" in the village of Gavrilovka and is its integral part. The work program is drawn up taking into account the integration of educational areas, the content of children's activities is distributed over months and weeks and represents a system designed for one academic year .
The work program is intended for children 1.5-2.5 years old (early age) and is designed for 36 weeks, which corresponds comprehensively - thematic planning according to the program “From birth to school”, ed.
NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva.
The work program is “open” and provides for variability, integration, changes and additions as professional needs arise. The content of the work program in accordance with the requirements of the Standard includes three main sections - target, content and organizational.
1. Target section
1.1. Explanatory note
The work program was developed on the basis of an exemplary general educational program for preschool education “From birth to school”, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, in accordance with the educational program of the municipal preschool educational institution kindergarten “Firefly” Gavrilovka village with the aim of introducing the Federal State Educational Standard for preschool education.
The work program for the development of children in the early age group ensures the diversified development of children aged 1.5 to 2.5 years, taking into account their age and individual characteristics in the main areas: physical, social and communicative, cognitive, speech and artistic and aesthetic.
The following partial programs were used in the development of the work program:
- “Little thing” by G. G. Grigoriev, D. V. Sergeev, N. P. Kochetov and others;
- "Tuning Fork" by E. P. Kostina;
- "Young ecologist" S. N. Nikolaev;
- “Our home is nature” by N. A. Ryzhov;
- “Colored palms” by I. A. Lykov;
- “Children’s creative design” L.A. Paramonova;
- "Fundamentals of the safety of preschool children" N. N. Avdeeva, Fr. L. Knyazeva, R. B. Sterkina;
- “Program of speech therapy work to overcome phonetic-phonemic underdevelopment in children” T. B. Filicheva, G. V. Chirkina;
- "Speech development in preschool children" O.S. Ushakova;
- “Introducing children to the origins of Russian folk culture” authors: O. L. Knyazeva, M. D. Makhaneva;
- “Health” V. G. Alyamovskaya;
- “Physical education for preschoolers” by L. D. Glazyrin;
- "Physical education of preschool children." ON THE. Gordova, N.V. Poltavtseva;
- “Raising a healthy child” M.A. Makhaneva;
- “Rhythmic mosaic” by A.I. Burenina;
- “The Green Light of Health” by M. Yu. Kartushin;
- “Sa-Fi-Dance” by Firilev Zh.E. Saikina E.G.
The implemented work program is based on the principle of the personal developmental and humanistic nature of interaction between an adult and children.
1.1.1. Regulatory legal framework for the formation of the work program
This program is formed on the basis of the following regulatory legal framework:
Convention on the Rights of the Child. Adopted by General Assembly resolution 44/25 of November 20, 1989. ─ UN 1990;
Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation // Official Internet portal of legal information: ─ Access mode: pravo.gov.ru”;
Federal Law of July 24, 1998 No. 124-FZ “On the Basic Guarantees of the Rights of the Child in the Russian Federation”;
Order of the Government of the Russian Federation of September 4, 2014 No. 1726-r “On the Concept of Additional Education for Children”;
Order of the Government of the Russian Federation of May 29, 2015 No. 996-r “On the Strategy for the Development of Education until 2025”. Access mode: http://government.ru/docs/18312/
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, maintenance and organization of the operating regime of preschool educational organizations” // Russian newspaper. – 2013. – 19.07(№ 157);
Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” (registered by the Ministry of Justice of Russia on November 14, 2013
registration number 30384);
Order of the Ministry of Health and Social Development of Russia dated August 26, 2010 No. 761n (as amended on May 31, 2011) “On approval of the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section “Qualification Characteristics of Employee Positions”
Order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1014 “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education”;
Order of the Ministry of Education and Science of Russia dated December 28, 2010 No. 2106 “On approval and implementation of federal requirements for educational institutions in terms of protecting the health of students and pupils”;
Letter of the Ministry of Education and Science of Russia “Comments to the Federal State Educational Standard for Education” dated February 28, 2014 No. 08-249 // Bulletin of Education. – 2014. – April. – No. 7.
methodological recommendations" (Methodological recommendations for the implementation of the powers of the constituent entities of the Russian Federation to financially support the implementation of the rights of citizens to receive public and free preschool education);
Letter of the Ministry of Education and Science of Russia dated 06/07/2013 No. IR-535/07 “On correctional and inclusive education of children”;
Comments of the Ministry of Education and Science of Russia to the Federal State Educational Standard for Preschool Education dated August 28, 2014 No. 08-249;
Articles of association;
License for educational activities.
1.1.2. Goals and objectives of the work program
The goal of the Program is to design social situations for the development of a child and a developing subject-spatial environment that provides positive social motivation and support for the individuality of children through communication, play, cognitive and research activities and other forms of activity. The program, in accordance with the Federal Law “On Education in the Russian Federation,” promotes mutual understanding and cooperation between people, takes into account the diversity of ideological approaches, promotes the realization of the right of preschool children to free choice of opinions and beliefs, ensures the development of the abilities of each child, the formation and development of personality child in accordance with the spiritual, moral and sociocultural values accepted in the family and society for the purpose of intellectual, spiritual, moral, creative and physical development of a person, satisfying his educational needs and interests.
The goals of the work program are achieved through solving the following tasks:
– protection and strengthening of the physical and mental health of children, including their emotional well-being;
– ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status;
– creating favorable conditions for the development of children in accordance with their age and individual characteristics, developing the abilities and creative potential of each child as a subject of relationships with other children, adults and the world;
– combining training and education into a holistic educational process based on spiritual, moral and sociocultural values, rules and norms of behavior accepted in society in the interests of the individual, family, and society;
– the formation of a general culture of children’s personality, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;
– formation of a socio-cultural environment appropriate for age and
individual characteristics of children;
– providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health;
– ensuring continuity of goals, objectives and content of preschool general and primary general education.
1.1.3. Principles and approaches to developing a work program
In accordance with the Standard, the work program is built on the following principles:
1. Supporting childhood diversity. The modern world is characterized by increasing diversity and uncertainty, reflected in various aspects of human life and society. Increasing mobility in society, economy, education, culture requires people to be able to navigate in this world of diversity, the ability to maintain their identity and at the same time interact flexibly, positively and constructively with other people, the ability to choose and respect the right to choose other values and beliefs, opinions and ways of expressing them. Taking on the challenges of the modern world, the work program considers diversity as a value, an educational resource and involves the use of diversity to enrich the educational process. The teacher builds educational activities taking into account
regional specifics, the sociocultural situation of the development of each child, his age and individual characteristics, values, opinions and ways of expressing them.
2. Preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of man. The intrinsic value of childhood is an understanding of childhood as a period of life that is significant in itself, significant because of what is happening to the child now, and not because this stage is a preparation for later life. This principle implies a child’s full experience of all stages of childhood (infancy, early and preschool childhood), enrichment (amplification) of child development.
3. Positive Socialization child assumes that the child’s mastery of cultural norms, means and methods of activity, cultural patterns of behavior and communication with other people, familiarization with the traditions of the family, society, and state occur in the process of cooperation with adults and other children, aimed at creating the prerequisites for the child’s full-fledged activity in changing world.
4. Personal developmental and humanistic nature of interaction adults (parents (legal representatives), teachers and other employees of the Organization) and children. This type of interaction presupposes a basic value orientation towards the dignity of each participant in the interaction, respect and unconditional acceptance of the child’s personality, goodwill, attention to the child, his condition, mood, needs, interests. Personal developmental interaction is an integral part of the social situation of a child’s development in an organization, a condition for his emotional well-being and full development.
5. Promotion and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations. This principle presupposes the active participation of all subjects of educational relations - both children and adults - in the implementation of the program. Each participant has the opportunity to make his own individual contribution to the course of the game, lesson, project, discussion, planning of the educational process, and can take the initiative. The principle of assistance assumes the dialogical nature of communication between all participants in educational relations. Children are given the opportunity to express their views, their opinions, take a position and defend it,
make decisions and take responsibility according to your capabilities.
6. Collaboration with family. Cooperation, cooperation with the family, openness towards the family, respect for family values and traditions, and their consideration in educational work are the most important principles of the work program. Teaching staff must know about the living conditions of the child in the family, understand the problems, and respect the values and traditions of the pupils’ families. The work program involves various forms of cooperation with the family, both in content and organizational terms.
7. Networking with organizations socialization, education, health and other partners that can contribute to the development and education of children, as well as the use of local traditions to enrich child development. The work program assumes that teaching staff establish partnerships not only with children’s families, but also with other organizations and individuals who can help enrich the social and cultural experience of children, introduce children to national traditions (visiting theaters, museums, mastering additional education programs) , to the nature and history of the native land; promote joint projects, excursions, holidays, attending concerts, as well as meeting the special needs of children and providing medical support.
8. Individualization of preschool education presupposes a structure of educational activities that opens up opportunities for individualization of the educational process, the emergence of an individual development trajectory for each child with the specifics and speed characteristic of a given child, taking into account his interests,
motives, abilities and age-psychological characteristics. At the same time, the child himself becomes active in choosing the content of his education and various forms of activity. To implement this principle, regular monitoring of the child’s development, collection of data about him, analysis of his actions and actions are necessary; helping a child in difficult situation; providing the child with the opportunity to choose in different types of activities, emphasizing
attention to the child’s initiative, independence and activity.
9. Age adequacy of education. This principle involves the teacher’s selection of the content and methods of preschool education in accordance with age characteristics children. It's important to use everything specific types children's activities (game, communicative and cognitive-research activities, creative activity,
ensuring the artistic and aesthetic development of the child), based on the characteristics of age and developmental tasks that must be solved in preschool age. The teacher’s activities must be motivating and comply with the psychological laws of the child’s development, taking into account his individual interests, characteristics and inclinations.
10. Developmental variable education. This principle assumes that
educational content is offered to the child through various types of activities, taking into account his current and potential capabilities for mastering this content and performing certain actions, taking into account his interests, motives and abilities. This principle involves the work of a teacher with a focus on the child’s zone of proximal development (L.S. Vygotsky), which contributes to the development and expansion of both obvious and hidden capabilities of the child.
11. Completeness of content and integration of individual educational areas. In accordance with the Standard, the work program involves comprehensive social-communicative, cognitive, speech, artistic, aesthetic and physical development of children through various types of children's activities. Dividing the work program into educational areas does not mean that each educational area is mastered by the child separately, in the form of isolated classes based on the model of school subjects. There are various relationships between individual sections of the work program:
Cognitive development is closely related to speech and socio-communicative development;
Artistic and aesthetic - with cognitive and speech, etc. The content of educational activities in one specific area is closely related to other areas. This organization of the educational process corresponds to the developmental characteristics of preschool children.12. Invariance of values and goals with variability in the means of implementing and achieving the goals of the Program. The Standard and the Program set invariant values and guidelines, taking into account which the Organization has developed the main educational program and which are scientific and methodological supports for it in the modern world of diversity and uncertainty.
1.1.4. Age and individual characteristics of the contingent of young children (1.5 to 2.5 years)
The age from 1.5 to 2.5 years is a significant period in a child’s life. It is characterized by the following neoplasms: the child begins to walk; independently and with the help of an adult, masters the surrounding space, productive and reproductive objective activity actively develops (masters the rules for using household items, imitation of adults in objective activities arises as a prerequisite for the beginning of imitation games); the child masters speech (the phonemic and grammatical structure of speech is formed, the vocabulary and semantics of speech are improved), cognitive speech activity manifests itself in the form of questions addressed to an adult.
The creative (visual, design, etc.) activities of children are developing. The foundation is laid for individual object games, the emergence and development of symbolic functions in the game. Improving children’s object-based games by including indicative-exploratory, constructive and plot-role aspects; There is a transition to group subject and role-playing games.
The child’s perception, memory and thinking actively develop.
By the age of three, his dominant hand is determined and coordination of the actions of both hands begins to form.
At this age, the rate of growth and development of the child slows down somewhat. The monthly increase in height is 1 cm, weight 200-250 grams.
Thus, in early childhood one can note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional sphere.
The development of a child’s basic movements is partially influenced by the proportions of his body: short legs, long torso, large head. A child under one and a half years old often falls when walking and cannot always stop in time or get around an obstacle.
Posture is also imperfect. Due to insufficient development of the muscular system, it is difficult for a child to perform the same type of movements for a long time, for example, walking with his mother “only by the hand.”
Walking gradually improves. Children learn to move freely while walking: they climb hills, walk on the grass, step over small obstacles, for example, a stick lying on the ground. The shuffling gait disappears. In outdoor games and music classes, children take lateral steps and slowly spin in place.
At the beginning of the second year, children climb a lot: they climb a slide, on sofas, and later (at a side step) on a wall bars. They also climb over a log, crawl under a bench, and climb through a hoop. After one and a half years, children, in addition to basic movements, also develop imitative movements (bear, bunny). In simple outdoor games and dances, children get used to coordinating their movements and actions with each other (with no more than 8-10 participants).
With training and the correct selection of play material, children master actions with a variety of toys: collapsible (pyramids, nesting dolls, etc.), building materials and story toys (dolls with attributes for them, bears). The child imitates these actions after being shown by an adult. Gradually, “chains” are formed from individual actions, and the child learns to bring objective actions to a result: he fills the entire pyramid with rings, selecting them by color and size, and uses building material to build a fence, a train, a turret and other simple buildings based on the model.
Significant changes are also taking place in actions with story toys. Children begin to transfer the learned action with one toy (doll) to others (bears, bunnies); they are actively looking for the item needed to complete the action (a blanket to put the doll to sleep, a bowl to feed the bear).
Reproducing 2-3 actions in a row, at first they are not guided by how it happens in life: a sleeping doll, for example, suddenly begins to be rolled on a typewriter. By the end of the second year, children’s play actions already reflect their usual life sequence: after walking with the doll, they feed it and put it to bed.
Children reproduce everyday activities with story toys throughout the entire period of preschool childhood. But at the same time, children 3-5 years old and older arrange a “multi-link ritual” out of each action. Before eating, the doll will wash her hands, tie a napkin, check that the porridge is not hot, will be fed with a spoon, and given to drink from a cup. All this is missing in the second year. The child simply brings the bowl to the doll's mouth. He acts similarly in other situations. These features explain the ease of selecting story toys and attributes for them.
The foregoing gives reason to believe that in the second year, elements are formed from individual actions, the basis of activity characteristic of preschool childhood: object-based with a characteristic sensory bias, constructive and role-playing game(the latter in the second year can be considered only reflective).
Success in the development of object-based play activity is combined with its instability, which is especially noticeable in the case of educational defects. Having the opportunity to approach any object that comes into view, the child drops what he is holding in his hands and rushes towards it. Gradually this can be overcome.
The second year of life is a period of intensive speech formation. Connections between an object (action) and the words denoting them are formed 6-10 times faster than at the end of the first year. At the same time, understanding the speech of others still outstrips the ability to speak.
Children learn the names of objects, actions, designations of certain qualities and states. Thanks to this, it is possible to organize the activities and behavior of children, form and improve perception, including those that form the basis of sensory education.
In the process of various activities with adults, children learn that the same action can relate to different objects: “put on a hat, put rings on a pyramid, etc.” An important acquisition of speech and thinking is the ability to generalize, which develops in the second year of life. The word in the child’s mind begins to be associated not with one object, but to designate all objects belonging to this group, despite the difference in color, size and even appearance (large and small doll, naked and clothed, boy doll and girl doll) .
The ability to generalize allows children to recognize the objects depicted in the picture, while at the beginning of the year, when asked to show an object, the baby was guided by random, unimportant signs. Thus, the word khon could mean both a cat and a fur collar.
The baby gets used to the fact that there are different connections between objects, and adults and children act in different situations, so he understands plot dramatizations (showing toys, characters from puppet and tabletop theaters).
The impressions from such displays and interested viewing are retained in memory. Therefore, children over one and a half years old are able to maintain a dialogue-memory with an adult about recent events or things related to their personal experience: “Where did you go?” - "Walk". - “Who did you see?” - “Dog.” - “Who was fed grains?” - “Bird.”
The active vocabulary increases unevenly throughout the year. By the age of one and a half years, it is equal to approximately 20-30 words. After 1 year 8-10 months, a leap occurs and an actively used vocabulary develops. It contains many verbs and nouns, found simple adjectives and adverbs (here, there, there, etc.), as well as prepositions. Simplified words (tu-tu, aw-aw) are replaced by ordinary ones, albeit imperfect ones in phonetic terms. After one and a half years, the child most often reproduces the outline of the word ( different number syllables), filling it with substitute sounds, more or less similar in sound to the audible sample.
Attempts to improve pronunciation by repeating a word after an adult do not bring success at this age. This becomes possible only in the third year. In most cases, after one and a half years, a child correctly pronounces the labiolabial sounds (p, b, m), anterior palatoglingual sounds (t, d, i), and posterior palatoglossal sounds (g, x). Whistling, hissing and sonorant sounds, as well as continuous phonemes in words pronounced by a child, are extremely rare.
At first, the word spoken by the child is a whole sentence. So, the words “bang, fell” in some cases mean that the baby dropped the toy, in others - that he himself fell and hurt himself.
By the age of one and a half years, two-word sentences appear in children’s statements, and at the end of the second year, the use of three- and four-word sentences becomes common.
A child over one and a half years old actively turns to adults with questions. But he expresses them mainly intonationally: “Iya kusya?” - that is, “Did Ira eat?” Children use question words less often, but they can ask: “Where is the scarf?”, “Where did the woman go?”, “What is this?”
In the second year of life, the child learns the names of adults and children with whom he communicates on a daily basis, as well as some family relationships.< мама, папа, бабушка). Он понимает элементарные человеческие чувства, обозначаемые словами «радуется», «сердится», «испугался», «жалеет». В речи появляются оценочные суждения: «плохой», «хороший», «красивый».
Children’s independence in object-based play activities and self-care is improved. The baby masters the ability to independently eat any food, wash his face and wash his hands, and acquires neatness skills.
Orientation in the immediate environment expands. Knowing what parts of the group room are called (furniture, clothes, dishes) helps the child carry out simple (one, and by the end of the year 2-3 actions) instructions from adults; gradually he gets used to following the basic rules of behavior, denoted by the words “you can” , “impossible”, “necessary”. Communication with adults is business-like and object-oriented.
In the second year, the need to communicate with adults on a variety of occasions is consolidated and deepened. At the same time, by the age of two, children gradually move from sign language, facial expressions, and expressive sound combinations to expressing requests, desires, and proposals using words and short phrases. Thus, speech becomes the main means of communication with adults, although at this age the child willingly speaks only with close people who are well known to him.
In the second year of life, children retain and develop the type of emotional interaction. In twos or threes, they independently play with each other the games they had previously learned with the help of an adult (“Hide and Seek”, “Catch-up”).
However, children have little experience of interaction and its basis has not yet been formed. There is a misunderstanding on the part of the intended partner. The child may burst into tears and even hit the person who feels sorry for him. He actively protests against interference in his game.
A toy in the hands of another is much more interesting for the baby than the one standing next to it. Having taken her away from her neighbor, but not knowing what to do next, the baby simply abandons her. The teacher should not ignore such facts so that the children do not lose the desire to communicate.
Interaction between children during the day occurs, as a rule, in object-based play activities and routine processes, and since object-based play activities and self-service are just being formed, independence and interest in their implementation should be protected in every possible way.
Children are taught to observe “distance discipline,” and they learn the ability to play and act side by side without interfering with each other, to behave appropriately in a group: not to interfere with a neighbor’s plate, to move on the sofa so that another child can sit down, to not make noise in the bedroom etc. At the same time they use in simple words: “na” (“take”), “give”, “let go”, “I don’t want”, etc.
Against the background of “protecting” the activities of each child, joint actions need to be formed. First, at the prompting of an adult, and by the age of two, children are able to help each other independently: bring an object necessary to continue the game (cubes, rings for a pyramid, a blanket for a doll). Imitating a mother or teacher, one baby tries to “feed and brush” the other.
Simple dance actions of children in pairs during music lessons are possible.
The main acquisitions of the second year of life can be considered the improvement of basic movements, especially walking.
The child’s mobility sometimes even prevents him from concentrating on quiet activities.
There is a rapid and diverse development of object-based play behavior, due to which, by the end of children’s stay in the second group of early age, they have formed components of all types of activities characteristic of the period of preschool childhood.
There is a rapid development of different aspects of speech and its functions. Although the rate of development of understanding the speech of others still outstrips the ability to speak, at the end of the second year the active vocabulary already consists of 200-300 words. With the help of speech, you can organize the child’s behavior, and the child’s speech becomes the main means of communication with adults.
On the one hand, the child’s independence in all areas of life increases, on the other hand, he masters the rules of behavior in a group (play nearby without disturbing others, help if this is understandable and uncomplicated). All this is the basis for the development of joint gaming activities in the future.
The list of children is reflected in Appendix 1.
The list of distribution of children by health groups is reflected in Appendix 2.
1.2. Targets at the stage of completion of the program for children 1.5 to 2.5 years old
In accordance with the Federal State Educational Standard for Education, the specifics of preschool childhood and the systemic features of preschool education make it unlawful to demand specific educational achievements from a preschool child. Therefore, the results of mastering the work program are presented in the form of targets for preschool education and represent the age characteristics of the possible achievements of a young child (1.5 to 2.5) by the end of the school year.
The child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions.
Uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoons, combs, pencils, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday life and play behavior.
Possesses active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys.
Strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult.
Shows interest in peers; observes their actions and imitates them.
Shows interest in poems, songs and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art.
The child has developed gross motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).
1.3. System for assessing the results of program development
In the course of his work, the teacher builds an individual development trajectory for each child. For this purpose, pedagogical monitoring is carried out to study the individual development of children by assessing the level of effectiveness of pedagogical influences in all educational areas.
Pedagogical diagnostics are carried out during observations of children’s activity in spontaneous and specially organized activities.
2.1. General provisions
– description of modules of educational activities in accordance with the areas of child development in five educational areas: social-communicative, cognitive, speech, artistic-aesthetic and physical development, taking into account the used variable preschool education programs and teaching aids that ensure the implementation of this content;
– description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual psychological characteristics of pupils, the specifics of their educational needs, motives and interests;
2.2. Forms, methods, methods, means of implementing the Program
Forms of organization of work in areas of activity for children 1.5-2.5 years old are reflected in table No. 1
| Direction | Forms of work organization |
| Physical development | Joint activities, morning exercises, breathing exercises, individual work, holidays, entertainment, sports, project activities. |
| Cognitive, speech and social-communicative development | Introduction of experimental research activities, children's experimentation, classes, individual work, didactic and role-playing games, excursions, conversations, observations, reading fiction and mandatory discussions of what they read, theatrical activities, interaction with other sociocultural objects, joint activities with parents, project activities. |
| Artistic and aesthetic development | Classes, individual work, independent activities, organization of exhibitions of children's creativity, participation in competitions, observations, excursions, project activities. |
| Table 1 | |
Methods and techniques used when working with children 1.5-2.5 years old are reflected in table No. 2
Traditions of the group "Kapelka"
- Children's music by Russian and foreign composers is played daily in the group;
- Sleep with calm music;
- New toys: introducing children to new toys that appear in the group;
- Announcing the menu before eating, inviting children to the table and wishing them bon appetit;
- At the end of the school year there is a demonstration event for parents;
- Traditional moment of silence: “Lock.”
2.3. Description of educational activities in accordance with the age characteristics of children 1.5-2.5 years old
"Social-communicative development"
To form in every child the confidence that he, like all children, is loved and cared for; show respect for the interests of the child, his needs, desires, and capabilities. Foster a negative attitude towards rudeness and greed; develop the ability to play without quarreling, help each other and enjoy successes, beautiful toys, etc. together. Develop basic skills of polite treatment: say hello, say goodbye, make a request calmly, using the words “thank you” and “please.” Develop the ability to behave calmly indoors and outdoors: do not make noise, do not run, comply with an adult’s request. Cultivate an attentive attitude and love towards parents and loved ones. Teach children not to interrupt a speaking adult and develop the ability to wait if the adult is busy.
To form in children elementary ideas about themselves, about changes in their social status (growing up) in connection with the beginning of attending kindergarten; strengthen the ability to say your name. To form in every child the confidence that adults love him, like all other children. Cultivate an attentive attitude towards parents and loved ones. Encourage the ability to name family members. Develop ideas about the positive aspects of kindergarten, its commonality with home (warmth, comfort, love, etc.) and differences from the home environment (more friends, toys, independence, etc.).
Draw children's attention to how clean, bright the room they play in, how many bright, beautiful toys there are, how neatly the cribs are made. While walking, draw children’s attention to beautiful plants and site equipment that is convenient for games and relaxation.
Develop the ability to navigate the group premises and area. Remind children the name of the city in which they live.
Self-service, independence, labor education
Education of cultural and hygienic skills. Form the habit (first under the supervision of an adult, and then independently) of washing your hands when dirty and before eating, wiping your face and hands dry with a personal towel.
Learn to put yourself in order with the help of an adult; use individual items (handkerchief, napkin, towel, comb, pot).
Develop the ability to hold a spoon correctly while eating.
Self-service. Teach children to dress and undress in a certain order; with a little help from an adult, remove clothes and shoes (unfasten front buttons, Velcro fasteners); Carefully fold removed clothes in a certain order. Accustom to neatness.
Socially useful work. Involve children in performing simple labor actions: together with an adult and under his control, arrange bread bins (without bread), napkin holders, lay out spoons, etc.
To teach how to maintain order in the playroom and, at the end of the games, to put the play material in its place.
Respect for the work of adults. Encourage children's interest in adult activities. Pay attention to what and how an adult does (how he cares for plants (waters) and animals (feeds); how a janitor sweeps the yard, removes snow; how a carpenter repairs a gazebo, etc.), why he performs certain actions . Learn to recognize and name some work actions (the teacher's assistant washes the dishes, brings food, changes towels).
Forming the foundations of security
Introduce basic rules of safe behavior in nature(do not approach unfamiliar animals, do not stroke them, do not tease them; do not tear or put plants in your mouth, etc.) Form primary ideas about cars, the street, the road.
Introduce some types of vehicles.
To introduce the object world and the rules for safe handling of objects.
Introduce the concepts of “dos and don’ts”, “dangerous”.
To form ideas about the rules of safe behavior when playing with sand and water (do not drink water, do not throw sand, etc.).
Educational area
"Cognitive Development"
Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
Formation of elementary mathematical concepts
Teach children to name the color, size of objects, the material from which they are made (paper, wood, fabric, clay); compare familiar objects (different hats, mittens, shoes, etc.), select objects by identity (find the same one, pick a pair), group them by method of use (drink from a cup, etc.).
Exercise in establishing similarities and differences between objects that have the same name (same blades; red ball - blue ball; large cube - small cube).
Teach children to name the properties of objects: big, small, soft, fluffy, etc.
Sensory development. Continue work to enrich children’s direct sensory experience in various types of activities, gradually including all types of perception. Help examine objects, highlighting their color, size, shape; encourage to include hand movements on an object in the process of getting to know it (circling parts of the object with your hands, stroking them, etc.).
Introduction to sociocultural values.
Continue to introduce children to objects in their immediate environment.
To promote the appearance of generalizing concepts in children’s dictionaries: toys, dishes, clothes, shoes, furniture, etc.
Familiarize yourself with the vehicles in your immediate environment.
Formation of elementary mathematical concepts.
Quantity. Involve children in forming groups of homogeneous objects. Learn to distinguish the number of objects (one - many).
Magnitude. Draw children's attention to objects of contrasting sizes and their designation in speech (big house - small house, big matryoshka - small matryoshka, big balls - small balls, etc.).
Form. Learn to distinguish objects by shape and name them (cube, brick, ball, etc.).
Orientation in space. Continue to accumulate experience in children’s practical development of the surrounding space (group premises and kindergarten area).
Expand the experience of orientation in parts of your own body (head, face, arms, legs, back).
Learn to follow the teacher in a certain direction.
Introduction to the natural world
Introduce children to accessible natural phenomena.
Learn to recognize domestic animals (cats, dogs, cows, chickens, etc.) and their babies in nature, in pictures, and in toys, and to name them.
Recognize some wild animals in the picture (bear, hare, fox
etc.) and name them.
Together with your children, watch the birds and insects on the site,
fish in an aquarium; feed the birds.
Learn to distinguish vegetables (tomato, cucumber, carrot, etc.) and fruit (apple, pear, etc.) by appearance.
Help children notice the beauty of nature at different times of the year.
Cultivate a caring attitude towards animals. Teach the basics of interaction with nature (examine plants and animals without harming them; dress for the weather).
Seasonal observations
Autumn. Draw children's attention to autumn changes in nature: it has become colder, the leaves on the trees have turned yellow and are falling. Form the idea that many vegetables and fruits ripen in the fall.
Winter. Form ideas about winter natural phenomena: it has become cold, it is snowing. Encourage participation in winter activities (downhill and sledding, snowball fights, building a snowman, etc.).
Spring. Form ideas about spring changes in nature: it’s warmer, the snow is melting; puddles, grass, insects appeared; the buds are swollen.
Summer. Observe natural changes: bright sun, hot, butterflies flying.
Educational area
"Speech development"
Developmental speech environment. Promote the development of speech as a means of communication. Give children a variety of tasks that will give them the opportunity to communicate with peers and adults. To ensure that by the end of the third year of life speech becomes a full-fledged means of communication between children.
Offer pictures, books, toys for independent viewing as visual material for children to communicate with each other and the teacher. Tell children about these objects, as well as about interesting events (for example, about the habits and tricks of pets); show in pictures the state of people and animals (happy, sad, etc.).
Formation of a dictionary. Based on expanding children's orientation in their immediate environment, develop understanding of speech and activate vocabulary.
Learn to understand adult speech without visual support.
To develop children’s ability to find, following the teacher’s verbal instructions,
items by name, color, size.
Enrich children's vocabulary:
Nouns denoting the names of toys, personal hygiene items (towel, toothbrush, comb, handkerchief), clothing, shoes, dishes, furniture, bedding (blanket, pillow, sheet, pajamas), vehicles (car, bus), vegetables , fruits, domestic animals and their young;
Verbs denoting labor actions (wash, treat, water), actions with opposite meanings (open - close, remove - put on, take - put), actions characterizing relationships between people (help, pity, give, hug), their emotional state (cry, laugh, rejoice, be offended);
Adjectives denoting the color, size, taste, temperature of objects (red, blue, sweet, sour, big, small,
cold, hot);
Adverbs (close, far, high, fast, dark, quiet, cold, hot, slippery).
To promote the use of learned words in children’s independent speech.
Sound culture of speech. Exercise children in clearly pronouncing isolated vowels and consonants (except for whistling, hissing and sonorant sounds), in correctly reproducing onomatopoeia, words and simple phrases (of 2-4 words).
Promote the development of the articulatory and vocal apparatus,
speech breathing, auditory attention.
To develop the ability to use (by imitation) the height and strength of the voice (“Pussy, shoot!”, “Who came?”, “Who’s knocking?”).
The grammatical structure of speech. Learn to coordinate nouns and pronouns with verbs, use verbs in the future and past tense, change them by person, use prepositions in speech (in, on, at, for, under).
Practice using some question words (who, what, where) and simple phrases consisting of 2-4 words (“Little kitten, where did you go?”).
Coherent speech. Help children answer simple questions (“What?”
“Who?”, “What is he doing?”) and more complex questions (“What are you wearing?”, “What
lucky?”, “Who?”, “Which?”, “Where?”, “When?”, “Where?”).
Encourage attempts by children over 2 years 6 months, on their own initiative or at the request of the teacher, to talk about what is shown in the picture, about a new toy (new thing), or about an event from personal experience.
During dramatization games, teach children to repeat simple phrases. Help children over 2 years 6 months dramatize passages from well-known fairy tales.
Learn to listen to short stories without visual accompaniment.
Continue to teach children to listen to folk songs, fairy tales, and original works. Accompany reading by showing toys, pictures, tabletop theater characters and other visual aids, as well as teach listening to a work of art without visual accompaniment.
Accompany the reading of short poetic works with playful activities.
Provide children with the opportunity to finish words and phrases as the teacher recites familiar poems.
Encourage attempts to read the entire poetic text with the help of an adult.
Help children over 2 years 6 months play a familiar game
Continue to encourage children to look at pictures in books. Encourage them to name familiar objects, show them at the request of the teacher, teach them to ask questions: “Who (what) is this?”, “What is he doing?”
Educational area
"Artistic and aesthetic development"
Develop artistic perception, cultivate responsiveness to music and singing,
works of fine art and literature that are understandable to children.
Examine illustrations to works of children's literature with children. Develop the ability to answer questions based on the content of pictures.
Introduce folk toys: Dymkovo, Bogorodskaya, matryoshka, Vanka-Vstanka and others that are age-appropriate for children.
Draw children's attention to the nature of the toys (cheerful, funny), their shape, color design.
Visual activity.
Drawing. To develop the perception of preschoolers, enrich their sensory experience by highlighting the shape of objects, tracing them along the contour alternately with one hand or the other.
Lead children to depict familiar objects, giving them freedom of choice.
Draw children's attention to the fact that a pencil (brush) leaves a mark on paper if you run the sharpened end of the pencil (brush bristles) across it. Learn to follow the movement of a pencil on paper.
Draw children's attention to the various lines and configurations they depict on paper. Encourage you to think about what you drew, what it looks like. Evoke a feeling of joy from the strokes and lines that the children drew themselves. Encourage the addition of characteristic details to the drawn image; to the conscious repetition of previously obtained strokes, lines, spots, shapes.
Develop aesthetic perception of surrounding objects. Teach children to distinguish the colors of pencils and name them correctly; draw different lines (long, short, vertical, horizontal, oblique), intersect them, likening them to objects: ribbons, handkerchiefs, paths, streams, icicles, fences, etc. Draw
children to draw round objects.
Form the correct posture when drawing (sit freely, do not bend low over the sheet of paper), your free hand supports the sheet of paper on which the baby is drawing.
Learn to treat materials with care and use them correctly: after finishing painting, put them back in place, having first rinsed the brush well in water.
Learn to hold a pencil and brush freely: pencil - three fingers above the sharpened end, brush - just above the iron tip; pick up paint on the brush, dipping it with all the bristles into the jar, remove excess paint by touching the bristles to the edge of the jar.
Modeling. Arouse children's interest in modeling. Introduce plastic materials: clay, plasticine. Learn to use materials carefully.
Teach preschoolers to break off lumps of clay from a large piece; sculpt sticks and sausages, rolling out the lump between your palms with straight movements; connect the ends of the stick, pressing them tightly against each other (ring, lamb, wheel, etc.).
Learn to roll out a lump of clay using your palms in a circular motion to depict round-shaped objects (ball, apple, berry, etc.), flatten the lump between your palms (cakes, cookies, gingerbread); make a depression with your fingers in the middle of the flattened lump (bowl, saucer). Learn to combine two sculpted shapes into one object: a stick and a ball. Teach children to place clay and sculpted objects on a board or special pre-prepared oilcloth.
Constructive modeling activity.
While playing with tabletop and floor building materials, continue to familiarize children with the details (cube, brick, triangular prism, plate, cylinder), with options for arranging building forms on a plane.
Continue to teach children how to build basic buildings based on a model, to support the desire to build something on their own.
Promote understanding of spatial relationships.
Learn to use additional story toys commensurate with the scale of buildings (small cars for small garages, etc.)
At the end of the game, teach the child to put everything back in its place.
Introduce children to the simplest plastic construction sets.
Learn to design turrets, houses, cars together with an adult.
Support children's desire to build on their own.
In the summer, promote construction games using
natural material (sand, water, acorns, pebbles, etc.).
Educational area
"Physical development"
Formation of initial ideas about a healthy lifestyle.
To form in children ideas about the importance of different organs for
normal human life: eyes - look, ears - hear, nose - smell, tongue - taste (determine), hands - grab, hold, touch; legs - stand, jump, run, walk; head - think, remember.
Physical Culture.
Develop the ability to maintain a stable body position and correct posture.
Learn to walk and run without bumping into each other, with coordinated, free movements of the arms and legs. Learn to act together
adhering to a certain direction of movement, relying on
visual reference points, change the direction and nature of movement while walking and running in accordance with the instructions of the teacher.
Learn to crawl, climb, act with the ball in various ways (take, hold, carry, put, throw, roll). Learn to jump on two legs
in place, moving forward, lengthwise from a standstill, pushing off with two
2.4. Interaction between teachers and children
The interaction of adults with children aged 1.5 - 2.5 years is the most important factor in the development of a child and permeates all areas of educational activity.
With the help of an adult and through independent activities, the child learns to explore the world around him, play, draw, and communicate with others. The process of familiarization with cultural patterns of human activity (culture of life, knowledge of the world, speech, communication, etc.), acquisition of cultural skills when interacting with adults and in independent activity in a subject environment is called the process of mastering cultural practices.
The process of acquiring general cultural skills in its entirety is possible only if the adult acts in this process as a partner, not a leader, supporting and developing the child’s motivation. Partnerships between an adult and a child in an organization and in a family are a reasonable alternative to two diametrically opposed approaches: direct teaching and education based on the ideas of “free upbringing.” The main functional characteristic of partnerships is the inclusion of an adult in the process of activity on an equal basis with respect to the child. The adult participates in the implementation of the set goal on an equal basis with the children, as a more experienced and competent partner.
For personal-generative interaction characterized by acceptance of the child as he is and faith in his abilities. An adult does not adjust the child to a certain “standard”, but builds communication with him focusing on the child’s strengths and individual characteristics, his character, habits, interests, preferences. He empathizes with the child in joy and sorrow, provides support in difficulties,
participates in his games and activities. An adult tries to avoid prohibitions and punishments. Restrictions and reprimands are used when absolutely necessary, without humiliating the child’s dignity. This style of education provides the child with a sense of psychological security, contributes to the development of his individuality, positive relationships with adults and other children.
Personally generative interaction contributes to formation of various positive qualities in the child. The child learns to respect himself and others, since the child’s attitude towards himself and other people always reflects the nature of the attitude of the adults around him. He gains a sense of self-confidence and is not afraid of mistakes. . When adults provide a child with independence, provide support, and instill faith in his strength, he does not give in to difficulties and persistently seeks ways to overcome them.
The child is not afraid to be himself, to be sincere. When adults support the child’s individuality, accept him for who he is, and avoid unjustified restrictions and punishments, the child is not afraid to be himself and admit his mistakes. Mutual trust between adults and children promotes true acceptance by the child
moral standards. The child learns to take responsibility for his decisions and actions. After all, the adult, wherever possible, gives the child the right to choose one action or another. Recognition of the child’s right to have his own opinion, choose activities to his liking, and play partners promotes
formation of his personal maturity and, as a consequence, a sense of responsibility for his choice. The child learns to think independently, since adults do not impose their decisions on him, but encourage him to make his own. The child learns to adequately express his feelings. By helping a child understand his experiences and express them in words, adults help him develop the ability to
express feelings in socially acceptable ways. The child learns to understand and sympathize with others because he receives this experience from
communication with adults and transfers it to other people.
2.5. Interaction between teachers and students’ families
Stands. The stands feature strategic (long-term)
tactical (annual) and operational information. Towards strategic
includes information about the goals and objectives of the development of the kindergarten for the long term
and average prospects, about the educational program being implemented, about
innovative projects of the Organization, as well as additional educational services.
In order for information (especially operational information) to be available in a timely manner
received by raising adults, it is important to duplicate it on the website
kindergarten, as well as in family calendars.
Continuing education for raising adults
In today's rapidly changing world, parents and teachers must continuously improve their education. Parental education means enriching the knowledge, attitudes and skills necessary for caring for and raising children, harmonizing family relationships; fulfilling parental roles in the family and society.
Legal, civil, artistic-aesthetic, national-patriotic, and medical education are becoming increasingly in demand. Scientific education remains relevant,
aimed at familiarizing raising adults with the achievements of science and best practices in the field of educating preschoolers.
The main forms of education are: conferences, parent meetings (general kindergarten, group), parent and pedagogical readings. Parental education programs are developed and implemented based on the following principles:
Goal orientation - orientation towards goals and priority tasks
parental education;
Targeting - taking into account the educational needs of parents;
Accessibility - taking into account the ability of parents to master the educational material provided by the program;
Individualization - transformation of content, teaching methods and pace of program development depending on the actual level
knowledge and skills of parents;
Participation of stakeholders (teachers and parents) in initiating, discussing and making decisions regarding content
educational programs and its adjustments.
Basic forms of parent education: lectures, seminars
Master classes . A master class is a special form of presentation by a specialist of his professional skills, in order to attract the attention of parents to current problems in raising children and means of solving them. Parents themselves working in these areas may turn out to be such specialists. Great importance is attached to practical and visual methods in preparing a master class. The master class can be organized by kindergarten staff, parents, and invited specialists.
Joint activities of teachers, parents, children
The defining goal of various joint activities in the triad “teachers-parents-children” is to satisfy not only the basic aspirations and needs of the child, but also the aspirations and needs of parents and teachers. Joint activities of raising adults can be organized in a variety of traditional and innovative forms (shares, evenings of music and poetry, visits by families to family subscription program events organized by cultural and art institutions, at the request of a kindergarten; family living rooms, festivals, family clubs, evenings of questions and answers, holidays (including family ones), walks, excursions, project activities, family theater).
Family holidays. Traditional for kindergarten are
children's parties dedicated to significant events in life
countries. A new form that actualizes the co-creation of children and raising adults is a family holiday in kindergarten.
A family holiday in kindergarten is a special day that brings together teachers and families of students on the occasion of some event.
The most significant family holidays are for families with young children.
age, since children under 3 years of age feel better when
Their parents are with them at the celebration.
Family subscription . A kindergarten and its partners - art and cultural institutions that organize a meeting with art in advance of culture and art, at the request of the kindergarten, can provide families with an excellent opportunity to meet with art; family living rooms, festivals, family clubs, question and answer evenings, holidays (including family ones), walks, excursions, project activities, family theater).
Family calendar. Interesting project ideas come from a family calendar, which can help parents learn how to plan their activities and find time to interact and communicate with their child. The family calendar can consist of two interconnected, interpenetrating parts: one is an accompanying invariant one, offered by the kindergarten for all families of pupils; the second is variable, designed by each family in the logic of its needs and traditions.
The family calendar gives parents and grandparents ideas for future joint activities in the family and kindergarten.
The plan for interaction with parents is reflected in Appendix 4.
Information about the families of the pupils is reflected in the appendix
3. Organizational section
3.1. Daily routine and schedule
In kindergarten, a flexible daily routine has been developed that takes into account the age-related psychophysiological capabilities of children, their interests and needs, ensuring the relationship of planned activities with everyday life children in kindergarten. Taking into account climatic conditions The work program includes a daily routine during the warm and cold periods of the year. Unlike in winter, during the summer health period, the time children spend on walks increases. The walk is organized 2 times a day: in the first half of the day - before lunch and in the second half - before the children go home. When the air temperature is below -15°C and the wind speed is more than 7 m/s, the duration of the walk is reduced. The walk is not carried out when the air temperature is below -18°C and the wind speed is more than 10 m/s. While walking with children, games and physical exercise. Outdoor games are carried out at the end of the walk before the children return to the preschool premises. Daytime sleep is allotted 2.5 hours. Independent activity of children takes at least 3-4 hours during the day.
The maximum permissible volume of a weekly educational load is 10 lessons. Classes that require increased cognitive activity and mental stress of children are held in the first half of the day and on the days of the children’s highest performance (Wednesday, Thursday). To prevent children from becoming tired, such activities are combined with physical education and music classes.
The daily routine was compiled taking into account the 10.5 hour stay of children in kindergarten with a five-day working week and is reflected in the appendix.
The organization of life activities and the daily routine of the group (cold period) is reflected in the appendix.
The organization of life activities and the daily routine of the group (warm period) is reflected in the appendix.
3.2. Planning educational activities
Educational activities are organized: 2 lessons a day for 10 minutes. A mandatory element of each lesson is physical exercise, which allows you to relax and relieve muscle and mental tension. Classes with children, based on play activities, are conducted frontally, in subgroups, and individually, depending on the program content.
List of main types of organized educational activities
The schedule of continuous educational activities is reflected in the appendix.
Comprehensive thematic planning of work with young children (2-3 years old) is reflected in the appendix.
Cultural and leisure activities are reflected in the application.
3.3. Health activities
| Physical activity and hardening and hygiene procedures during regime moments |
||
| Morning exercises | Daily | |
| Physical education minutes | Daily 2-3 minutes |
|
| Complex of hardening procedures: Contrasting air baths; |
Every day after nap. | |
| - walking barefoot; | During the summer | |
| - lightweight clothing for children; | During the day | |
| Hygiene procedures | daily | |
| Walks | daily | |
| Vitamin therapy | Courses 2 times a year. Conducted under the guidance of a nurse. | |
| Ventilation of premises | Daily in all groups in the absence of children in the room, in accordance with the ventilation schedule. | |
| Phytoncidotherapy (onion, garlic) | Conducted in all groups during an influenza epidemic, infection in the group) | |
3.4. Features of the organization of the subject-spatial environment
The developing subject-spatial environment in the early age group ensures maximum implementation of the Program; materials, equipment and supplies for the development of young children:
- Corresponds to the characteristics of an early age;
- Health protection and promotion;
- Takes into account the developmental characteristics of children.
Material and technical support
record player,
multimedia projector,
easel,
The list of filling mini-centers is reflected in the appendix
3.5. Software and methodological support for the educational process
| - Preschool education program “From birth to school” / edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. – M.: Mosaic-synthesis, 2010. Complex lesson. According to the program “From birth to school, edited by N.E. Veraksa, Volgograd 2011. - Program "Krokha" » |
| Physical development |
| - “Development and education of young children in preschool educational institutions” Comp. E.S. Demina.-M.: Sphere shopping center, 2006. - “Physical education for kids” E.A. Sinkevich, T.V. Bolsheva - St. Petersburg: Detstvo-Press, 2000. - “Outdoor games and play exercises for children of the 3rd year of life” by M.F. Litvinova-M.: Linka-press, 2005. |
| Cognitive development |
| - “Game activities with children from 1 to 3 years old” M.D. Makhaneva, S.V. Reshchikova - M.: Sfera shopping center, 2006. - “Introducing the baby to the world around him” L.N. Pavlova - M., Education, 1986. - “Comprehensive classes in I younger group» T.M. Bondarenko, Voronezh, state of emergency. Lakotsenin S.S., 2008 - “Formation of elementary mathematical concepts in young children” O.E. Gromova - M.: Sfera shopping center, 2005. - “Introducing young children to nature: activities, observations, leisure, entertainment” T.N. Zenina - M.: Pedagogical Society of Russia, 2006. - “Didactic games and activities with young children: A manual for kindergarten teachers.” E.V. Zvorygina, S.L. Novoselova - M.: Education, 1985. - “Education and development of young children.” G.M Lyamina–M: Enlightenment - “Classes on sensory education with young children: A manual for kindergarten teachers.” E.G. Pilyugina - M.: Education, 1983 |
| Speech development |
| - “Finger gymnastics for the development of speech of preschoolers” E.S. Anishchenkova - M.: AST ASTrel, 2007. - “Complex classes in the first junior group” T.M. Bondarenko, Voronezh, private enterprise Lakotsenin S.S., 2008. V.V. Gerbova “Classes on speech development in the first junior group of kindergarten: A manual for kindergarten teachers. - 2nd ed., revised. –M.: Education, 1986. |
| Social and communicative development |
| - “Small steps in Big world knowledge" I.P. Afanasyeva - St. Petersburg, Childhood - press, 2004. - “Onomatopoeic exercises for the development of speech of preschoolers” V.I. Miryasova - M.: AST Astrel, 2008. - “Fun for Kids” M.Yu. Kartushina - M.: Sfera, 2006. - “Game activities with children from 1 to 3 years old” (methodological manual for teachers and parents) M., Sphere shopping center, 2010. - “Socio-moral education of children from 2 to 5 years old” N.V. Miklyaeva, Yu.V. Miklyaeva, M., Iris-press, 2009. - “Introducing the baby to the world around him.” L.N. Pavlova – M.: Education, 1987. |
| Artistic and aesthetic development |
| - “Top-clap, kids” by A.I. Burenin-SPb, 2001. - “Drawing with young children” (1-3 years old) E.A. Yanushko - M.: Mosaika-Sintez, 2005. - “Applique with young children” (1-3 years old) E.A. Yanushko - M.: Mozaika-Sintez, 2006. - “Colored palms” by I. A. Lykov – M.; LLC "Karapuz - Didactics", 2008. |
3.6. Bibliography:
- Federal Law No. 273-FZ "On Education in the Russian Federation", 2013.
- UN Convention on the Rights of the Child, 1989.
- World Declaration on the Survival, Protection and Development of Children, 1990.
Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013
No. 1155 "On approval of the federal state standard preschool education "(Entered into force:
- Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations. SanPiN 2.4.1.3049-13", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (SanPiN 2.4.1.3049-13
- Order No. 1014 of August 30, 2013 “On approval of the procedure for organizing and implementing educational activities in basic general education programs and educational programs of preschool education.”
- The main general educational program of preschool education “From birth to school” edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. – M.; MOSAIC – SYNTHESIS, 2015.
- UN Children's Fund UNICEF. Declaration of the Rights of the Child, 1959.
- Federal State educational standard for preschool education.
- Educational program of a preschool educational institution - methodological recommendations of I.L. Parshukova.
- Scientific and practical journal “Management of a preschool educational institution” No. 1, 2014,
