EKATERINBURG CITY ADMINISTRATION DEPARTMENT
Municipal budgetary preschool institution kindergarten No. 277
Working programm
educator of the middle group No. 5 "Fortress"
(age 4-5 years)
Compiled by:
Bazerova Razina Rasilevna,
educator MBDOU No. 277
Yekaterinburg city
| Target Section | ||
| Explanatory note (goals and objectives of the program implementation; principles and approaches to the formation of the program) | ||
| Planned results of the program development (targets) | ||
| Educational area "Social and communicative development" | ||
| Educational area "Cognitive development" | ||
| Educational area "Speech development" | ||
| Educational area "Artistic and aesthetic development" | ||
| Educational area "Physical development" | ||
| Working with the family of pupils | ||
| Basic Curriculum | ||
| Integrated thematic planning | ||
| Organization section | ||
| Organization of life and upbringing of children. Daily regime. | ||
| Organization of the subject-spatial environment in the middle group. | ||
| Software | ||
1. Target section
1.1. Explanatory note
The working program for the development of children of the middle group, hereinafter referred to as the Program, was developed in accordance with the main educational program of the MBDOU kindergarten No. 277 on the basis of an exemplary general educational program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, in accordance with the introduction of the Federal State Educational Standard for Preschool Education (approved by order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155, registered with the Ministry of Justice of Russia on November 14, 2013 No. 30384).
The program determines the content and organization of the educational process of the middle group No. 5 "Krepyshi", the municipal budgetary preschool educational institution kindergarten No. 277, covers the entire complex of content and organization of life and education of children 4-5 years old in a preschool, planning cultural and leisure activities, joint activities educator and preschool children, interaction with the families of pupils.
The program is based on the principle of personality-oriented interaction between an adult and children of the middle group and ensures the physical, socio-communicative, cognitive, speech, artistic and aesthetic development of children aged 4 to 5, taking into account their age and individual characteristics.
The content of the educational process in the middle group is built in accordance with the Program "From Birth to School" edited by N.E. Veraksa, M.A. Vasilyeva, T.S. Komarova, includes elements of the program of artistic education, training and development of children aged 2-7 years "Colored palms" by Lykova I.A., as well as methodological recommendations for the program "Success" by Fedina N.V., Berezina N.O., Burlakova I.A., Dronovoy T.N., Grizik T.N., Stepanova M.A. The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics (paragraph 2.1 of the Federal State Educational Standard for Education) and provides psychological and pedagogical support for positive socialization and individualization, the development of the personality of children of preschool age (paragraph 2.3 of the Federal State Educational Standard for Education ).
The Program comprehensively presents all the main content lines of upbringing and education of a child from 3 to 5 years old.
This Program has been developed in accordance with the following regulatory documents:
Law of the Russian Federation "On Education in the Russian Federation" No. 273-FZ of December 29, 2012;
Federal state educational standard for preschool education, approved by order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155, registered with the Ministry of Justice of Russia on November 14, 2013 No. 30384).
Sanitary and epidemiological requirements for the device, content and organization of the regime of preschool educational institutions. SanPiN 2.4.1.3049-13.
Goals and objectives of activities for the implementation of the Program
Purpose of the Program- creation of favorable conditions for a child to fully live preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for schooling, ensuring the life safety of a preschooler, correcting speech child development.
Program Objectives:
Protection of life and strengthening of the physical and mental health of children.
Construction of a complex-thematic model of the educational process.
Ensuring the cognitive, socio-moral, artistic, aesthetic, speech and physical development of children.
Ensuring the rational organization and implementation of priority areas in the preschool educational institution.
Creating an atmosphere of humane and friendly attitude towards all pupils in the group.
Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process.
Stimulation and enrichment of development in all types of activities (cognitive, playful, productive and labor).
The Program highlights the developing function of education, which ensures the formation of the child's personality and orients the teacher to his individual characteristics, which corresponds to the modern scientific "Concept of preschool education" (authors V. V. Davydov, V. A. Petrovsky and others) on the recognition self-values of the preschool period of childhood.
The program is built on the positions of a humane-personal attitude towards the child and is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities.
When developing the Program, a comprehensive solution of the tasks of protecting the life and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities was taken into account. A special role in the Program is given to play activities as a leading activity in preschool childhood (A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.).
Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children.
The Program comprehensively presents all the main content lines of upbringing and education of the child from birth to school.
The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education, makes up for the shortcomings of spiritual, moral and emotional education. Education is seen as a process of introducing the child to the main components of human culture (knowledge, morality, art, labor).
The main criterion for selecting program material is its educational value, the high artistic level of the works of culture used (classical and folk - both domestic and foreign), the possibility of developing the child's all-round abilities at each stage of preschool childhood (E. A. Flerina, N. P. Sakulina, N. A. Vetlugina, N. S. Karpinskaya).
Program "From birth to school":
Corresponds to the principle of developmental education, the purpose of which is the development of the child;
Combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the main provisions of developmental psychology and preschool pedagogy);
Meets the criteria of completeness, necessity and sufficiency (allowing you to solve the set goals and objectives using a reasonable "minimum" of the material);
Ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating children aged 4-5 years, during the implementation of which such qualities are formed that are key in development;
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 building the educational process;
Provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of preschoolers, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;
It involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game;
The program "Success" for the first time takes into account the peculiarities of gender education, the main purpose of which is to master the ways of communication and interaction with peers of the opposite sex, as well as the formation of one's own gender identity (awareness of oneself as a representative of a certain sex).
The program completely changes the nature of the relationship between the teacher and students. They are partners in interesting, entertaining cases. And although this partnership does not imply the establishment of complete equality (an adult still remains a more experienced and wise “partner”), it excludes manipulation of the child, because the child is not an object of control, but an equal, developing person.
Educational work is carried out not in traditional training sessions, which are often not very interesting for a child of preschool age (“it is necessary to learn” from them, otherwise adults will be dissatisfied!), but in the course of organizing children's activities. The significance and interest in these types of activities are ensured by the construction of the educational process based on the calendar of holidays (events). After all, events, unlike training sessions, you can look forward to, prepare for them, live them together with your family, peers, educators. The themes of holidays (events) are understandable to children and cause them a positive emotional attitude, which is necessary for the emergence of appropriate motivation in the educational process.
Events that form a sense of citizenship of the child (Day of Russia, Defender of the Fatherland Day);
Phenomena of moral life (Days of "thank you", kindness, friends);
Natural phenomena (Days of water, earth, birds, animals);
World of Art and Literature (Days of poetry, children's books, theater); -traditional festive events of the family, society and state (New Year, Spring and Labor Day, Mother's Day);
The most important professions (days of educator, doctor, postman, builder).
The game in the program "Success" is given the most productive time in the morning, because the game (plot, with rules) is the leading activity of preschool age. At the same time, the program fully ensures the formation of the prerequisites for future educational activities, the solution of such complex problems as the formation of a holistic picture of the world, the outlook of modern preschoolers.
The program is designed in such a way that the teacher has the opportunity in the course of everyday educational work to take into account the individual characteristics and pace of individual development of children.
And finally, the most important thing. The program aims to ensure that every child in kindergarten feels successful. Success is both the recognition of others and the approval of achievements. But success does not appear out of nowhere by magic. Success is also the result of properly organized, full-fledged development of children.
The Colored Palms program is aimed at the aesthetic development of children. In aesthetic development, the ability to perceive a work of art and independently create an expressive image that is distinguished by originality (subjective novelty), variability, flexibility, and mobility is central. These indicators refer to both the final product and the nature of the activity process, taking into account the individual characteristics and age capabilities of children.
artistic activity- activity, specific in its content and forms of expression, aimed at the aesthetic development of the world through art.
artistic activity- the leading method of aesthetic education of preschool children, the main means of artistic development of children from a very early age. Consequently, artistic activity acts as a substantive basis for the aesthetic attitude of the child, it is a system of specific (artistic) actions aimed at perception, cognition and creation of an artistic image (aesthetic object) for the purpose of aesthetic exploration of the world.
The modern view on the aesthetic education of a child assumes the unity of the formation of an aesthetic attitude to the world and artistic development by means of various types of fine and decorative arts in aesthetic activity.
Age features of children 4-5 years old.
AGE CHARACTERISTICS OF PSYCHOPHYSICAL DEVELOPMENT OF CHILDREN 4-5 YEARS OLD
In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. During the game, the roles can change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation of play and real interactions of children.
Significant development receives visual activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. The technical side of visual activity is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc.
The design becomes more difficult. Buildings can include 5 6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.
The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop. Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.
By the end of middle preschool age, the perception of children becomes more developed. They are able to name the shape that this or that object looks like. They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Improved orientation in space.
The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.
Imaginative thinking begins to develop. Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to the scheme, solve labyrinth problems. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image.
For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of quantity, volume and size. For example, if you show them three black paper circles and seven white paper circles and ask: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more white.
The imagination continues to develop. Its features such as organization and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.
Increased attention span. The child is available concentrated activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.
In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes.
The grammatical side of speech develops. Preschoolers are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational.
The content of communication between a child and an adult is changing. It goes beyond the concrete situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it arouses interest in him.
Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon.
Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. Play partners appear. Leaders begin to emerge in groups. There is competition and competition. The latter is important for comparing oneself with others, which leads to the development of the child's self-image, its detailing.
The main achievements of the age are associated with the development of gaming activities; the emergence of role-playing and real interactions; with the development of visual activity; design but design, planning; improvement of perception, development of figurative thinking and imagination, self-centeredness of cognitive nosin; development of memory, attention, speech, cognitive motivation; the formation of a need for respect from an adult, the appearance of resentment, competitiveness, competitiveness with peers; further development of the image of the I of the child, its detailing.
1.2. Planned results
The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness) does not allow requiring a child of preschool age to achieve specific educational results and makes it necessary to determine the results of mastering the educational program in the form of targets.
The targets for preschool education, presented in the Federal State Educational Standard, should be considered as social and normative age characteristics of the child's possible achievements. This is a guideline for teachers and parents, indicating the direction of the educational activities of adults.
The targets outlined in the FSES DO are common to the entire educational space of the Russian Federation, however, each of the exemplary programs has its own distinctive features, its own priorities, targets that do not contradict the FSES DO, but can deepen and supplement its requirements.
Thus, the targets of the program "From Birth to School" are based on the GEF DO and the goals and objectives outlined in the explanatory note to the program "From Birth to School", and in the part that coincides with the Standards, are given according to the text of the GEF.
In the From Birth to School program, as well as in the Standard, targets are given for young children (at the stage of transition to preschool age) and for senior preschool age (at the stage of completion of preschool education).
The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, tends to be persistent in achieving the result of their actions.
Uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior; demonstrates skills of tidiness.
Shows a negative attitude towards rudeness, greed.
Complies with the rules of elementary politeness (on his own or when reminded, he says “thank you”, “hello”, “goodbye”, “good night” (in the family, in the group)); has primary ideas about the elementary rules of behavior in kindergarten, at home, on the street and tries to comply with them.
Owns active speech included in communication; can address questions and requests, understands the speech of adults; 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; there are games in which the child reproduces the actions of an adult. Emotionally responds to the game offered by adults, 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 surrounding world of nature, participates with interest in seasonal observations.
Shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art.
With understanding follows the actions of the heroes of the puppet theater; shows a desire to participate in theatrical and role-playing games.
Shows interest in productive activities (drawing, modeling, designing, appliqué).
work on the development of educational areas.
Development of children's play activities;
Introduction to the elementary generally accepted norms and rules of relationships with peers and adults (including moral ones);
Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community.
Development of gaming activities
To develop preschoolers' interest in various types of games, independence in choosing games; encourage active participation.
To form in children the ability to observe the rules of behavior during the game.
Role-playing games
Continue work on the development and enrichment of game plots; using indirect methods of guidance, bring children to the independent creation of game ideas.
In joint games with the teacher, containing 2-3 roles, improve the ability to unite in the game, distribute roles (mother, father, children), perform game actions, act in accordance with the rules and the general game plan. To develop the ability to select objects and attributes for the game, to develop the ability to use buildings of varying structural complexity from building material in a role-playing game.
To form in children the ability to agree on what they will build, distribute material among themselves, coordinate actions and achieve results through joint efforts.
Expand the scope of independent actions of children in choosing a role, developing and implementing a plan, using attributes; to develop the social relations of the players by understanding the professional activities of adults.
Outdoor games
Cultivate independence in organizing familiar games with a small group of peers. Teach yourself to follow the rules.
To develop the creative abilities of children in games (inventing game options, combining movements).
Theatrical games
Continue to develop and maintain children's interest in theatrical play by acquiring more complex play skills and abilities (the ability to perceive an artistic image, follow the development and interaction of characters).
Conduct studies to develop the necessary mental qualities (perception, imagination, attention, thinking), performing skills (role-playing, the ability to act in an imaginary plan) and sensations (muscular, sensual), using musical, verbal, visual images.
To develop the ability to play simple representations of familiar literary works; use well-known expressive means (intonation, facial expressions, gesture) to embody the image.
Encourage children to show initiative and independence in choosing a role, plot, means of reincarnation; provide an opportunity for experimentation when creating the same image.
To learn to feel and understand the emotional state of the hero, to engage in role-playing interaction with other characters.
To promote the versatile development of children in theatrical activities by tracking the number and nature of the roles played by each child.
Facilitate the further development of directorial play by providing space, play materials and the opportunity to bring several children together in a long game.
To teach children to use figurative toys and bibabo in theatrical games.
Continue to use the possibilities of the pedagogical theater (for adults) to accumulate emotional and sensory experience, to understand by children the complex of expressive means used in the performance.
Didactic games
To acquaint with didactic games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects by external signs, group, make up a whole from parts (cubes, mosaics, puzzles).
Encourage the desire of children to master the rules of the simplest board-printed games ("Domino", "Lotto").
Introduction to elementary generally accepted norms and rules relationships with peers and adults (including moral).
Contribute to the formation of a personal attitude to the observance (and violation) of moral norms: mutual assistance, sympathy for the offended and disagreement with the actions of the offender; approval of the actions of the one who acted fairly (divided the cubes equally), yielded at the request of a peer.
Continue to work on the formation of friendly relationships between children (in particular, with the help of stories about what each pupil of the group is good for); image of I (to help each child as often as possible to make sure that he is good, that he is loved).
To cultivate modesty, responsiveness, the desire to be fair, strong and courageous; learn to experience a sense of shame for an unseemly act. Remind children of the need to say hello, say goodbye, call preschool workers by name and patronymic, do not interfere in the conversation of adults, politely express their request, thank for the service rendered.
Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community
The image of I. To form ideas about the growth and development of the child, his past, present and future (“I was small, I am growing, I will be an adult”). To deepen children's ideas about their rights and obligations in the kindergarten group, at home, on the street, in nature.
form primary gender representations(boys are strong, courageous; girls are gentle, feminine).
Cultivate a respectful attitude towards peers of their own and the opposite sex.
A family. To deepen children's ideas about the family (its members, family relationships) and its history. To give an idea that the family is all who live with the child. Be interested in what duties the child has at home (clean up toys, help set the table, etc.).
Kindergarten. To consolidate the child's ideas about himself as a member of the team, to develop a sense of community with other children. Continue to acquaint children with the kindergarten and its staff. Involve in the discussion of the design of the group room and locker room. To improve the ability to freely, navigate the premises of the kindergarten.
Home country. Continue to cultivate love for the native land; tell children about the most beautiful places in their native city (village), its sights.
To give children understandable ideas about public holidays. Tell children about the Russian army, about the soldiers who protect our Motherland (border guards, sailors, pilots).
sensory development;
Development of cognitive research and productive (constructive) activities;
Formation of elementary mathematical representations;
Formation of a holistic picture of the world, expanding the horizons of children;
sensory development.
Continue to work on sensory development in various activities. Enrich the sensory experience by introducing children to a wide range of objects and objects, new ways of examining them. To consolidate the skills acquired earlier in their examination.
To improve the perception of children through the active use of all the senses (touch, sight, hearing, taste, smell). Enrich sensory experience and the ability to capture the impressions received in speech. Encourage attempts to independently examine objects using familiar new ways; compare, group and classify items.
Continue to form figurative representations based on the development of figurative perception in the process of various activities.
Develop the ability to use standards as socially designated properties and qualities of objects (color, shape, size, weight, etc.); select items according to 1-2 qualities (color, size, material, etc.).
Development of cognitive research and productive (constructive) activities.
Draw the attention of children to various buildings and structures around their crowbars, kindergarten. On walks in the process of playing, consider cars, carts, buses and other modes of transport with children, highlighting their parts, name their shape and location in relation to the largest part.
Continue to develop the ability to distinguish and name building planes (cube, plate, brick, bar); learn to use them taking into account the design properties (stability, shape, size). To develop the ability to establish associative links, offering to remember what similar structures the children saw.
Develop the ability to analyze a building pattern: identify the main parts, distinguish and correlate them in size and shape, establish the spatial arrangement of these parts relative to each other (in houses - walls, at the top - ceiling, roof; in a car - cabin, body, etc. ).
To develop the ability to independently measure buildings (in height, length and width), to follow the construction principle set by the educator (“Build the same house, but tall”).
Offer to build buildings from large and small building materials, use parts of different colors to create and decorate outbuildings. Develop ideas about architectural forms.
Teach paper design techniques: bend a rectangular sheet of paper in half, combining sides and corners (album, flags to decorate the site, greeting card), glue the details to the main shape (to the house - windows, doors, pipe; to the bus - wheels; to the chair - back).
Involve children in making crafts from natural materials: bark, branches, leaves, cones, chestnuts, nutshells, straw (boats, hedgehogs, etc.). Learn to use glue, plasticine to fix parts; use coils, boxes of various sizes and other items in crafts.
To develop the research activity of the child, to assist in the presentation of its results and to create conditions for its presentation to peers. Involve parents in their child's research activities.
Formation of elementary mathematical representations
Quantity and account
To give children an idea that a set (“a lot”) can consist of elements of different quality: objects of different colors, sizes, shapes; develop the ability to compare parts of a set, determining their equality or inequality based on pairing of objects (without resorting to counting). Introduce expressions into the speech of children: “There are many circles here, some are red, and others are blue; there are more red circles than blue circles, and fewer blue circles than red circles” or “red and blue circles are equal”.
Learn to count up to 5 (based on visibility), using the correct counting techniques: name the numbers in order; correlate each numeral with only one subject of the group being counted; refer the last numeral to all counted items, for example: "One, two, three - only three circles." Compare two groups of objects, called numbers 1-2, 2-2, 2-3, 3-3, 3-4, 4-4, 4-5, 5-5.
To form an idea of equality and inequality of groups based on the count: “Here one, two bunnies, and here one, two, three Christmas trees. There are more Christmas trees than bunnies; 3 is greater than 2 and 2 is less than 3.
To form the ability to equalize unequal groups in two ways, adding one (missing) object to the smaller group or removing one (extra) object from the larger group (“1 bunny was added to 2 bunnies, there were 3 bunnies and also 3 Christmas trees. Christmas trees and bunnies equally - 3 and 3 "or" There are more Christmas trees (3), and fewer bunnies (2). Removed 1 Christmas tree, they became nicer 2, Christmas trees and bunnies became equally divided (2 and 2).
Develop the ability to count objects from a larger number; lay out, bring a certain number of items in accordance with a sample or a given number within 5 (count 4 cockerels, bring 3 bunnies).
Based on the account, establish equality (inequality) of groups of objects in situations where objects in groups are located at different distances from each other, when they differ in size, in the form of location in space.
Value
Improve the ability to compare two objects in size (length, width, height), as well as compare two objects in thickness by directly superimposing or applying them to each other; reflect the results of comparison in speech using adjectives: longer - shorter, wider - narrower, higher - lower, thicker - thinner or equal (identical) in width, height, thickness.
To develop the ability of children to compare objects according to two signs of size (the red ribbon is longer and wider than the green one, the yellow scarf is shorter, already blue).
To form the ability to establish dimensional relationships between 3-5 objects of different lengths (width, height), thickness, arrange them in a certain sequence - in descending or increasing order; introduce into the active speech of children concepts denoting the dimensional relationships of objects (“this (red) tower is the highest, this (orange) is lower, this (pink) is even lower, and this (yellow) is the lowest”, etc. .).
The form
To develop children's ideas about geometric shapes: a circle, a square, a triangle, as well as a ball, a cube. To form the ability to highlight the special features of figures with the help of visual and tactile-motor analyzers (presence or absence of angles, stability, mobility).
To introduce children to the rectangle, comparing it with a circle, square, triangle.
Learn to distinguish and name a rectangle, its elements: angles and sides.
To form the idea that the figures can be of different sizes: large - small cube (ball, circle, square, triangle, rectangle).
To develop the ability to correlate the shape of objects with geometric shapes known to children: a plate - a circle, a scarf - a square, a ball - a ball, a window, a door - a rectangle, etc.
Orientation in space
Develop the ability to determine spatial directions from oneself, move in a given direction (forward - backward, right - left, up - down); indicate in words the position of objects in relation to oneself (a table is in front of me, a door is to my right, a window is to my left, toys are on the shelves behind me).
To acquaint with spatial relationships: far - close (the house is close, and the birch grows far away).
Orientation in time
Expand children's ideas about the parts of the day, their characteristic features, sequence (morning - afternoon - evening - night). Explain the meaning of the words: yesterday, today, tomorrow.
Formation of a holistic picture of the world, broadening one's horizons.
Subject and social environment.
To create conditions for expanding children's ideas about the world around them.
Continue to acquaint with the signs of objects, improve the ability to determine their color, shape, size, weight. Develop the ability to compare and group objects on these grounds. Tell children about the materials from which objects are made, about their properties and qualities. Explain the expediency of making an object from a certain material (car body - from metal, tires - from rubber, etc.).
Help to establish a connection between the purpose and structure, purpose and material of objects.
To expand the knowledge of children about public transport (bus, train, plane, ship).
Expand your understanding of the rules of conduct in public places.
Form initial ideas about the school.
Through project activities, excursions, games, works of literature, continue acquaintance with cultural phenomena (theater, circus, zoo, vernissage), their attributes, people working in them, rules of conduct.
To give elementary ideas about life and the peculiarities of work in the city and in the countryside, based on the experience of children. Expand your understanding of the profession.
To acquaint children with money, the possibilities of its use.
To form elementary ideas about the change in the types of human labor and life on the example of the history of toys and household items.
Acquaintance with nature.
Expand children's understanding of nature.
To acquaint with pets, inhabitants of a corner of nature (aquarium fish, hamster, budgerigars, canaries, etc.).
Introduce representatives of the class of reptiles (lizard, turtle), their appearance and methods of movement (the lizard has an elongated body, it has a long tail that it can shed; the lizard runs very fast).
Expand children's ideas about some insects (ant, butterfly, beetle, ladybug).
Continue introducing fruits (apple, pear, plum, peach), vegetables (tomato, cucumber, carrots, beets, onions) and berries (raspberries, currants, gooseberries), mushrooms (butter, mushrooms, russula, etc.).
To consolidate children's knowledge about herbaceous and indoor plants, their names (balsam, ficus, chlorophytum, geranium, begonia, primrose, etc.); learn how to take care of them.
Learn to recognize and name 3-4 types of trees (tree, pine, birch, maple, etc.). Tell children about the properties of sand, clay and stone.
Organize observations of birds arriving at the site (crow, dove, tit, sparrow, bullfinch), feed them in winter.
Expand children's ideas about the conditions necessary for the life of people, animals, plants (air, water, food, etc.).
To develop the ability of children to notice changes in nature.
Teach children about the protection of plants and animals.
Seasonal observations.
Autumn. To develop the ability of children to notice and name changes in nature: it gets colder, precipitation, wind, leaf fall, fruits and root crops ripen, birds fly south. To form the ability to establish the simplest connections between the phenomena of animate and inanimate nature (it got colder, butterflies and beetles disappeared; flowers faded, etc.).
Encourage children to take part in the collection of plant seeds.
Winter. Develop the ability to notice changes in nature, compare autumn and winter landscapes.
Observe with children the behavior of birds on the street and in a corner of nature.
Encourage children to look at and compare bird tracks in the snow.
Help wintering birds, call them.
To expand the idea that in frost water turns into ice, icicles, ice and snow melt in a warm room.
To involve in winter fun: sledding downhill, skiing, sculpting snow crafts.
Spring. Develop the ability to recognize and name the time of year; highlight the signs of spring (the sun became warmer, the buds on the trees swelled, grass appeared, snowdrops blossomed, insects appeared).
Tell the children that many indoor plants bloom in spring.
To form ideas about the work carried out in the spring in the garden and in the garden.
Learn to observe the planting and germination of seeds.
Involve children in the work in the garden and flower beds.
Summer. To expand children's ideas about summer changes in nature: blue clear skies, the sun shines brightly, heat, people are lightly dressed, sunbathing, swimming.
In the process of various activities, expand our understanding of the properties of sand, water, stones and clay.
To consolidate knowledge that many fruits, vegetables, berries and mushrooms ripen in summer; animals have babies.
Development of free communication with adults and children;
The development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogic and monologic forms) in various forms and types of children's activities;
Practical mastering by pupils of the norms of speech.
Development of free communication with adults and children
Discuss with children information about objects, phenomena, events that go beyond their usual immediate environment.
Listen to children, clarify their answers, suggest words that more accurately reflect the peculiarity of an object, phenomenon, state, act; help to express a judgment logically and clearly.
Encourage the development of curiosity.
Help children communicate kindly with their peers, suggest how to please a friend, congratulate him, how to calmly express his dissatisfaction with his act, how to apologize.
Help children express their point of view, discuss various situations with peers.
The development of all components of oral speech, the practical mastery of the norms of speech.
Vocabulary formation
To replenish and activate the vocabulary on the basis of deepening children's knowledge of the immediate environment. Expand ideas about objects, phenomena, events that did not take place in the own experience of preschoolers.
To intensify the use in speech of the names of objects, their parts, the materials from which they are made.
Develop the ability to use the most common adjectives, verbs, adverbs, prepositions in speech.
Introduce nouns denoting professions into the children's dictionary; verbs characterizing labor actions.
To improve the ability of children to determine and name the location of an object (left, right, near, near, between), time of day. Help replace demonstrative pronouns and adverbs often used by children (there, there, such, this) with more precise expressive words; use antonyms (clean - dirty, light - dark).
Learn to use nouns with a general meaning (furniture, vegetables, animals, etc.).
Sound culture of speech
To consolidate the correct pronunciation of vowels and consonants, to practice the pronunciation of whistling, hissing and sonorous (r, l) sounds. Develop the articulatory apparatus.
Continue to work on diction: improve the distinct pronunciation of words and phrases.
Develop phonemic awareness: learn to distinguish by ear and name words that begin with a certain sound.
Improve intonation expressiveness of speech.
The grammatical structure of speech
To form the ability to coordinate words in a sentence, to use prepositions correctly in speech; form the plural form of nouns denoting cubs of animals (by analogy), use these nouns in the nominative and accusative cases (foxes - foxes, cubs - cubs); correctly use the plural form of the genitive case of nouns (forks, shoes). Remind the correct forms of the imperative mood of some verbs (Lie down! Lie down! Go! Run! Etc.), indeclinable nouns (coat, piano, coffee, cocoa).
Encourage the word creation characteristic of children of the fifth year of life, tactfully suggest a generally accepted pattern of a word,
Encourage to actively use in speech the simplest types of compound and complex sentences.
Connected speech
To improve dialogic speech: to teach to participate in a conversation, it is clear for listeners to answer questions and ask them.
To develop the ability of children to tell: describe an object, a picture; exercise in compiling stories based on a picture created by a child using handout didactic material.
To consolidate the ability to retell the most expressive and dynamic passages from fairy tales.
This educational area is aimed at developing in children an aesthetic attitude and artistic and creative abilities in visual activity.
To support children's interest in folk and decorative arts (Dymkovo, Filimonovskaya, Bogorodskaya toys, Semyonovskaya or Polkhov-Maidanskaya nesting dolls), introduce works of various types of fine arts (painting, still life, book graphics); encourage children's interest in fine arts.
Expand the topics of children's work in accordance with the content of the section "Cognitive Development"; support the desire to depict familiar everyday and natural objects (dishes, furniture, vehicles, vegetables, fruits, flowers, trees, animals), as well as natural phenomena (rain, snowfall) and bright events of public life (holidays); to teach independently, to find simple plots in the surrounding life, fiction; help to choose the subject of collective work.
Draw the attention of children to the figurative expressiveness of various objects in art, natural and everyday environment (things created by the hands of craftsmen, architectural structures, natural landscapes, specially designed rooms, furniture, dishes, clothes, toys, books, etc.); to teach to notice the general outlines and individual details, contour, color, pattern; to show what details multi-figure compositions are made up of, how the same object looks different from different sides.
Encourage children to embody their ideas, experiences, feelings, thoughts in an artistic form; support personal creativity.
To teach to convey the characteristic features of the depicted objects (a city house is high, multi-storey, stone, and a village house is low, one-story, wooden).
To acquaint with the color scheme, with options for compositions and different arrangements of the image on a sheet of paper.
To develop in children the ability to convey the same form or image in different techniques (depict the sun, a flower, a bird in a drawing).
Combine various techniques of visual activity (graphics, painting, for example, the plots "Our garden", "Our aquarium").
Maintain interest in the content of new words: "artist", "museum", "exhibition", "picture", "sculpture", etc.;
Conduct teamwork ("Colored umbrellas"), learn to coordinate their actions with the actions of other children (under the guidance of an adult).
Advise parents on how to organize a child's visual activity at home.
Show respect for the artistic interests and work of the child, take care of the results of his creative activity.
To create conditions for independent artistic creativity.
In didactic games with artistic content, learn to distinguish between color contrasts; offer to place colors according to the degree of intensity (up to 5 light shades), in the order in which colors are placed in the rainbow, on the color model (spectral circle), observing the transitions from one color to another.
To create conditions for free, independent, diverse experimentation with artistic materials, visual techniques, to teach children to create images and simple plots from nature or from imagination, conveying the main features of the depicted objects, their structure and color; help to perceive and more accurately convey the shape of objects through an outlining gesture; learn to coordinate the movements of the drawing hand (wide movements when drawing on a large space of a paper sheet, small ones for drawing details, rhythmic ones for drawing patterns); vary forms, create multi-figure compositions using colored lines, strokes, spots, geometric shapes.
Accumulation and enrichment of motor experience of children (mastery of basic movements);
Formation of pupils' need for motor activity and physical improvement.
Development of physical qualities, accumulation and enrichment of motor experience
Form the correct posture.
Strengthen and develop the ability to walk and run, coordinating the movements of the arms and legs. Develop the ability to run easily, rhythmically, energetically pushing off with your toe.
Teach to perform actions on a signal. Exercise in constructions, keeping a distance while moving.
Strengthen the ability to crawl, climb, crawl, climb over objects.
To develop the ability to climb from one span of the gymnastic wall to another (to the right, to the left).
To consolidate the ability to vigorously push off and land correctly in jumps on two legs in place and moving forward, to navigate in space.
In long jumps and height jumps from a place, to form the ability to combine repulsion with a wave of hands, to maintain balance when landing. To form the ability to jump over a short rope.
To consolidate the ability to take the correct starting position when throwing, hit the ball on the ground with the right and left hands, throw and catch it with the hands (without pressing it to the chest).
Develop physical qualities: flexibility, agility, speed, endurance, etc.
To consolidate the ability to ride a tricycle in a straight line, in a circle.
Improve the ability to ski with a sliding step, perform turns, climb a mountain.
Formation of the need for motor activity and physical improvement.
To form the skills and abilities of the correct execution of movements in various forms of organizing the motor activity of children. To cultivate beauty, grace, expressiveness of movements.
To develop and improve the motor skills of children, the ability to creatively use them in independent motor activity.
To consolidate the ability to play a leading role in an outdoor game, to consciously relate to the implementation of the rules of the game.
To accustom children to the independent and creative use of physical education equipment and attributes for outdoor games on walks.
Once a month, conduct physical education activities lasting 20 minutes; twice a year - sports holidays (winter and summer) lasting 45 minutes.
Continue to develop the activity of children in games with balls, jump ropes, hoops, etc.
Develop speed, strength, agility, spatial orientation. Cultivate independence and initiative in the organization of familiar games.
Teach to perform actions on a signal.
In all forms of organization of motor activity, to develop in children organization, independence, initiative, the ability to maintain friendly relations with peers.
An approximate list of basic movements, sports games and exercises.
Basic movements
Walking. Walking is normal, on toes, on heels, on the outer sides of the feet, walking with high knees, small and wide steps, side steps to the side (right and left). Walking in a column one by one, two by two (in pairs). Walking in a straight line, in a circle, along the boundaries of the hall, snake (between objects), scattered. Walking with tasks (sit down, change the position of the hands); walking in alternation with running, jumping, changing direction, pace, with a change of guide. Walking between the lines (distance 10-15 cm), along the line, along the rope (diameter 1.5-3 cm), along the board, gymnastic bench, beam (with stepping over objects, with a turn, with a bag on the head, putting the foot with sock, arms to the sides). Walking on a ribbed board, walking and running on an inclined board up and down (width 15-20 cm, height 30-35 cm). Stepping over the slats of a ladder raised 20-25 cm from the floor, through a stuffed ball (alternately through 5-6 balls placed at a distance from each other), with different hand positions. Circling in both directions (hands on the belt).
Run. Running is normal, on toes, with high knees, small and wide steps. Running in a column (one by one, two by two); running in different directions: in a circle, snake (between objects), scattered. Running with a change in pace, with a change of leader. Continuous running at a slow pace for 1-1.5 minutes. Running a distance of 40-60 m at an average speed; shuttle run 3 times 10 m; 20 m run (5.5-6 seconds; by the end of the year).
crawling, climbing. Crawling on all fours in a straight line (distance 10 m), between objects, snake, on a horizontal and inclined board, bench, on a gymnastic bench on the stomach, pulling up with hands. Crawling on all fours, leaning on the feet and palms; crawling under a rope, an arc (height 50 cm) with the right and left side forward. Climbing into a hoop, climbing over a beam, a gymnastic bench. Climbing on the gymnastic wall (climbing from one span to another to the right and left).
jumping. Jumping in place on two legs (20 jumps 2-3 times alternating with walking), moving forward (distance 2-3 m), with a turn around. Jumps: legs together, legs apart, on one leg (right and left alternately). Jumping through the line, alternately through 4-5 lines, the distance between which is 40-50 cm. Jumping through 2-3 objects (alternately through each) 5-10 cm high. Jumping from a height of 20-25 cm, in length from a place (not less than 70 cm). Jumping with a short rope.
Rolling, throwing, catching, throwing. Rolling balls, hoops to each other between objects. Throwing the ball to each other from below, from behind the head and catching it (at a distance of 1.5 m); throwing the ball with two hands: from behind the head and with one hand over obstacles (from a distance of 2 m). Throwing the ball up on the ground and catching it with both hands (3-4 times in a row), hitting the ball on the ground with the right and left hand (at least 5 times in a row). Throwing objects at a distance (at least 3.5-6.5 m), at a horizontal target (from a distance of 2-2.5 m) with the right and left hands, at a vertical target (target center height 1.5 m) from a distance of 1 .5-2 m.
Group exercises with transitions. Building in a column one at a time; in a line, in a circle; rebuilding in a column of two, three; alignment by landmarks; turns to the right, to the left, around; opening and closing.
Rhythmic gymnastics. Performing familiar, previously learned exercises and cyclic movements to music.
General developmental exercises
Exercises for the hands, development and strengthening of the muscles of the shoulder girdle. Raise your hands forward, to the sides, up (at the same time, alternately take your hands behind your back from the positions: hands down, hands on your belt, hands in front of your chest; swing your arms back and forth; perform circular movements with your arms bent at the elbows). Lay your hands behind your head, spread apart and lower. Raise your arms through the sides up, tightly pressing your back against the back of the chair (against the wall); raise the stick (hoop) up, lower it over the shoulders; squeeze, unclench hands; rotate the hands from the starting position of the hand forward, to the sides.
Exercises to develop and strengthen the muscles of the back and the flexibility of the spine. Turn to the sides, keeping your hands on your belt, spreading them to the sides; lean forward, touching your toes with your fingers. Bend over while performing the task: put and take objects from different starting positions (legs together, legs apart). Lean to the side, keeping your hands on your belt. Roll the ball around you from the starting position (sitting and kneeling); shift objects from one hand to another under a raised leg (right and left); while sitting, raise both legs above the floor; raise, bend, straighten and lower your legs to the floor from the starting positions lying on your back, sitting. Turn from back to stomach, holding an object in outstretched hands. Raise your arms extended forward, shoulders and head, lying on your stomach.
Exercises to develop and strengthen the abdominal muscles and legs. Rise on toes; alternately put your foot forward on the heel, on the toe; perform floods; half squats (4-5 times in a row); squats, keeping your hands on your belt, stretching your arms forward, to the sides. Alternately raise your legs bent at the knees. Walk on a stick or on a rope, resting your toes on the floor, your heels on a stick (rope). Grab and shift objects from place to place with the feet.
Static exercises. Maintaining balance in different poses: standing on toes, arms up; standing on one leg, hands on the belt (5-7 seconds).
Sport exercises
Outdoor games
With a run: “Airplanes”, “Colored cars”, “At the bear in the forest”, “Bird and cat”, “Find a mate”, “Horses”, “Call the rattle-“Homeless Hare”, “Traps”.
With jumps: "Hares and the Wolf", "The Fox in the Chicken Coop", "The Gray Bunny Washes"
With crawling and climbing: "Shepherd and the flock", "Bird flight", "Kittens and puppies"
With throwing and catching: "Toss - catch", "Knock down the mace", "Ball through the net."
On orientation in space, on attention: “Find where it is hidden”, “Find and keep silent”, “Who left?”, “Hide and seek”.
Folk games: "At the bear in the forest", etc.
2.3 Working with the family of pupils
The leading goals of interaction between the kindergarten and the family are the creation in the kindergarten of the necessary conditions for the development of responsible and interdependent relations with the families of pupils, ensuring the holistic development of the personality of the preschooler, increasing the competence of parents in the field of education.
The main forms of interaction with the family:
Acquaintance with the family: meetings, acquaintances, visiting families, questioning families.
Informing parents about the progress of the educational process: open days, individual and group consultations, parent meetings, design of information stands, organizing exhibitions of children's art, inviting parents to children's concerts and holidays, creating memos.
Education of parents: organizing a “mother / father school”, “school for parents” (lectures, seminars, workshops), conducting master classes, trainings, creating a library (media library).
Joint activities: involving parents in organizing music and poetry evenings, drawing rooms, competitions, family Sunday subscription concerts, weekend routes (to the theater, museum, library, etc.), family associations (club, studio, section), family holidays, walks , excursions, family theater, to participate in children's research and project activities.
Educational area "Physical development"
1. Explain to parents how the lifestyle of the family affects the health of the child.
2. Inform parents about the factors affecting the physical health of the child (calm communication, nutrition, hardening, movement). Talk about the effect of negative factors (hypothermia, overheating, overfeeding, etc.) that cause irreparable harm to the health of the baby. Help parents to maintain and strengthen the physical and mental health of the child.
3. Orient parents to read together with the child literature on the preservation and promotion of health, watching relevant feature films and animated films.
4. To acquaint parents with recreational activities held in kindergarten.
5. Explain the importance of children visiting sections, studios focused on the improvement of preschoolers. Together with parents and with the participation of the medical and psychological service of the kindergarten, create individual programs for the improvement of children and support the family in their implementation,
6. Explain to parents (through the design of the appropriate section in the "corner for parents", at parent meetings, in personal conversations, recommending relevant literature) the need to create prerequisites in the family for the full physical development of the child.
7. Orient parents to the formation of a child's positive attitude towards physical education and sports; habits to perform daily morning exercises (this is best done by personal example or through joint morning exercises); stimulation of the child's motor activity by joint sports activities (skiing, skating, fitness), joint outdoor games, long walks in the park or forest; creation of a sports corner at home; purchase of sports equipment for a child (ball, rope, skis, skates, bicycle, scooter, etc.); joint reading of literature on sports; watching relevant feature and animated films.
8. Inform parents about the actual tasks of physical education of children at different age stages of their development, as well as about the possibilities of the kindergarten in solving these problems.
9. To acquaint with the best experience of physical education of preschoolers in the family and kindergarten, demonstrating the means, forms and methods of developing important physical qualities, educating the need for motor activity.
10. To create conditions in the kindergarten for joint physical education and sports with parents, opening various sections and clubs (lovers of tourism, swimming, etc.). Involve parents to participate in physical education holidays and other events organized in kindergarten (as well as in the district, city) jointly with children.
Educational field Social and communicative development»
1. To study the features of communication between adults and children in the family. To draw the attention of parents to the possibilities of developing the communicative sphere of the child in the family and kindergarten.
2. Recommend parents to use every opportunity to communicate with the child, the reason for which may be any events and related emotional states, achievements and difficulties of the child in developing interaction with the world, etc.
3. Show parents the value of dialogic communication with the child, which opens up the possibility for learning about the world around them, exchanging information and emotions. To develop communication skills in parents, using family assemblies, communication trainings and other forms of interaction. Show the value of kind, warm communication with the child, not allowing rudeness; demonstrate the value and relevance of both business and emotional communication. Encourage parents to help the child establish relationships with peers, younger children; to suggest how it is easier to resolve the conflict (controversial) situation.
4. Involve parents in a variety of content and forms of cooperation (participation in the activities of family and parent clubs, maintaining family calendars, preparing concert numbers (parents-child) for parent-teacher meetings, leisure activities for children), contributing to the development of free communication between adults and children in accordance with cognitive needs of preschoolers.
To acquaint parents with the achievements and difficulties of social education in kindergarten.
5. Show parents the importance of the mother, father, as well as grandparents, caregivers, children (peers, younger and older children) in the development of the child's interaction with society, understanding of social norms of behavior. Emphasize the value of each child for society, regardless of their individual characteristics and ethnicity.
6. To interest parents in the development of children's play activities, which ensure successful socialization, the assimilation of gender behavior.
7. Help parents to realize the negative consequences of destructive communication in the family, excluding people close to the child from the context of development. To create motivation among parents to preserve family traditions and the emergence of new ones.
8. Support the family in building a child's interaction with unfamiliar adults and children in kindergarten (for example, at the stage of mastering a new subject-developing environment of a kindergarten, groups - when entering a kindergarten, moving to a new group, changing teachers and other situations), outside of it (for example, in the course of project activities).
9. Involve parents in drawing up a cooperation agreement, a program and a plan for interaction between the family and the kindergarten in raising children. Accompany and support the family in the implementation of educational influences.
Educational area "Cognitive development".
1. Draw the attention of parents to the possibilities of the intellectual development of the child in the family and kindergarten.
2. Orient parents to the development of the child's need for knowledge, communication with adults and peers. Draw their attention to the value of children's questions. Encourage them to find answers to them through joint observations, experiments, reflections, reading fiction and educational literature, watching feature films, documentaries.
3. Show the benefits of walking and excursions for obtaining a variety of experiences that cause positive emotions and sensations (visual, auditory, tactile, etc.). Together with parents, plan and also offer ready-made weekend routes to historical, memorable places, places of rest for citizens (villagers).
4. Involve parents in joint research, project and productive activities with children in kindergarten and at home, which contribute to the emergence of cognitive activity. Conduct joint competitions with the family, quiz games.
Educational area "Speech development"
Show parents the value of home reading, which is a way to develop a child's passive and active vocabulary, verbal creativity.
1. Recommend to parents works that define the circle of family reading in accordance with the age and individual characteristics of the child. Show the methods and techniques of familiarizing the child with fiction.
2. To draw the attention of parents to the possibility of developing the child's interest in the course of familiarization with fiction when organizing family theaters, involving him in gaming activities, drawing. To guide parents in the choice of feature and animated films aimed at developing the artistic taste of the child.
3. Together with parents, hold competitions, literary drawing rooms and quizzes, theater workshops, meetings with writers, poets, children's library workers, aimed at active knowledge of the literary heritage by children. Maintain family contact with the children's library.
4. Involve parents in project activities (especially at the stage of designing albums, newspapers, magazines, books illustrated with children). Encourage support for children's writing.
Educational area "Artistic and aesthetic development"
1. On the example of the best examples of family education, show parents the relevance of developing interest in the aesthetic side of the surrounding reality, the early development of children's creative abilities. To acquaint with the possibilities of the kindergarten, as well as nearby institutions of additional education and culture in the artistic education of children.
2. Support the desire of parents to develop the artistic activities of children in kindergarten and at home; organize exhibitions of family art, highlighting the creative achievements of adults and children.
3. Involve parents in active forms of joint activities with children that contribute to the emergence of creative inspiration: classes in art studios and workshops (drawing, painting, sculpture, etc.), creative projects, excursions and walks. Orient parents to a joint examination of buildings, decorative and architectural elements that attracted the attention of the child on walks and excursions; show the value of communication about what they saw, etc.
4. Organize family visits to the museum of fine arts, exhibition halls, children's art gallery, workshops of artists and sculptors.
2.4. Basic curriculum for the 2016-2017 academic year
| Middle group (4-5) years |
|
| Beginning of the school year | |
| Adaptation period | individually |
| End of the school year | |
| Working mode | From 7.30 to 18.00 |
| Total academic year, including: | |
| 1st half | |
| 2nd half | |
| Duration of the school week | |
| Mandatory part of the program | |
| Part of the program formed by the participants of the educational process | |
| Total per week NOD | |
| The amount of GCD for the mandatory part | |
| Part formed by the participants of the EP | |
| Timing of monitoring | introductory - September, final - May |
| GCD duration | |
| Maximum number of NODs during the day | First half of the day - 2 |
| The maximum allowable volume arr. loads in accordance with the requirement of San. Pin2.4.1-13 dated May 15, 2013. | Does not exceed 40 minutes |
| List of holidays for pupils of the preschool educational institution | Holiday "Day of Knowledge" Holiday "Autumn" Holiday "New Year's Masquerade" Holiday "Winter Fun" Holiday "Defender of the Fatherland Day" Folklore holiday "Maslenitsa" Holiday "Spring is red" Holiday "Victory Day" Holiday "Summer" |
2.5. Integrated thematic planning
| Topic | Expanded content of the work | Final events |
| Knowledge Day(1 week of September) | The development of cognitive motivation in children, interest in the book. Formation of friendly, benevolent relations between children. Continued acquaintance with kindergarten as the closest social environment of the child, with a subject-spatial environment | Holiday "Day of Knowledge". Children do not prepare a holiday, but actively participate in competitions and quizzes, show their abilities |
| Autumn(2nd week of September - 1st week of October) | Expanding children's ideas about autumn. Development of the ability to establish the simplest connections between the phenomena of animate and inanimate nature, to conduct seasonal observations. Expansion of ideas about agricultural professions, about the profession of a forester. Expanding ideas about vegetables, fruits (local, exotic). Expansion of ideas about the rules of safe behavior in nature. Education of respect for nature. Formation of elementary ecological ideas. | Holiday "Autumn" Exhibition of children's creativity |
| I am in the worldsheep (2nd-4th weeks of October) | Expansion of ideas about health and a healthy lifestyle. Expanding children's ideas about their family. Formation of initial ideas about family relationships in the family (son, daughter, mother, father, etc.). Consolidation of children's knowledge of their first name, last name, age; parents' names. Acquaintance children with the professions of parents Raising respect for the work of close adults. The formation of positive self-esteem, the development of ideas about their appearance. Education of emotional responsiveness to the state of loved ones. Formation of a respectful, caring attitude towards elderly relatives. | open health day |
| My city, my country (1st-2nd weeks of November) | Getting to know your hometown. Formation of initial ideas about the native land, its history and culture. Raising love for the native land. Expansion of ideas about the modes of transport and its purpose. Expansion of ideas about the rules of conduct in the city, elementary rules of the road. Expansion of ideas about professions. | sports holiday |
| New Year's holiday (3rd week of November - 4th week of December) | Organization of all types of children's activities (playing, communicative, labor, cognitive research, productive, musical and artistic, reading) around the theme of the new year and New Year's holiday. | Holiday "New Year" Exhibition of children's creativity |
| Winter (1st-4th weeks of January) | Expanding children's ideas about winter. Development of the ability to establish the simplest connections between the phenomena of animate and inanimate nature. Development of the ability to conduct seasonal observations, notice the beauty of winter nature, reflect it in drawings, modeling. Introduction to winter sports. Formation of ideas about the safe behavior of people in winter. Formation of research and cognitive interest in the course of experimentation with water and ice. Consolidation of knowledge about the properties of snow and ice. Expanding ideas about places where it is always winter, about the animals of the Arctic and Antarctic. | Holiday "Winter Fun" |
| Day Defender of the Fatherland (1st - 3rd week of February) | Acquaintance of children with "military" professions, military equipment, with the flag of Russia. Raising love for the motherland. Implementation of gender education. Introduction to Russian history through acquaintance with epics about heroes. | Holiday "Defender of the Fatherland Day" Exhibition of children's creativity |
| Organization of all types of children's activities. communicative. labor, cognitive research, productive, musical and artistic, reading) around the theme of family, love for mother, grandmother. Raising respect for teachers, other employees of the kindergarten. Expansion of gender representations. Involving children in making gifts for mom, grandmother, educators. | ||
| Acquaintance with folk culture and traditions (2nd-3rd weeks of March) | Expansion of ideas about folk toys. Acquaintance with folk crafts. Involving children in the creation of patterns of Dymkovo and Filimonov painting. Continuation of acquaintance with oral folk art. The use of folklore in the organization of all types of children's activities. | Folklore holiday. Exhibition of children's creativity. |
| Spring (4th week of March - 3rd week of April) | Expanding children's ideas about spring. Development of the ability to establish the simplest connections between the phenomena of animate and inanimate nature. Developing the ability to conduct seasonal observations. Expansion of ideas about the rules of safe behavior in nature. Education of respect for nature. Formation of elementary ecological ideas. Formation of ideas about the work carried out in the garden and in the garden. Attracting children to feasible work on the site of the kindergarten, in the flower garden. | Holiday "Spring" Exhibition of children's creativity |
| Victory Day (4th week of April-1st week of May) | Implementation of patriotic education. Education of love for the Motherland. Formation of ideas about the holiday dedicated to Victory Day. Raising respect for war veterans. | Holiday dedicated to Victory Day. Exhibition of children's creativity. |
| Summer (2nd-4th weeks of May) | Expanding children's ideas about summer. Development of the ability to establish the simplest connections between the phenomena of animate and inanimate nature. Developing the ability to conduct seasonal observations. Expansion of ideas about the rules of safe behavior in nature. Education of respect for nature. Formation of elementary ecological ideas. Acquaintance with summer pitchforks of sports. | Holiday "Summer" Sports holiday. Exhibition of children's creativity. |
| During the summer period, the kindergarten operates during the holidays. (1st week of June - 3rd week of August) |
||
3. Organizational section
3.1. Organization of life and upbringing of children
A number of new features appear in the behavior and activities of children of the fifth year of life, manifesting themselves in physical, intellectual, social and emotional development.
The physical abilities of children have increased: their movements have become much more confident and varied. Preschoolers are in dire need of movement. Therefore, in the middle group, it is especially important to establish a reasonable motor mode, fill the life of children with a variety of outdoor games, game tasks, dance movements to music, round dance games.
Emotionally colored activity becomes not only a means of physical development, but also a way of psychological relief for children of middle preschool age, who are distinguished by a rather high excitability.
Children actively show a desire to communicate with peers. The teacher uses this desire to establish friendly relations between children, uniting children into small subgroups based on common interests, mutual sympathy. By participating in games, the educator helps children understand how to negotiate, pick up the right toys, and create a playful environment.
New features appear in the communication of children 4-5 years old with a teacher. Preschoolers willingly cooperate with adults in practical matters, but along with this, they actively strive for cognitive, intellectual communication. In his cognitive interests, the child begins to go beyond the specific situation.
The age of “why” is manifested in the numerous questions of children to the teacher: “Why?”, “Why?”, “For what?”. At the level of cognitive communication, children experience an acute need for a respectful attitude from an adult. The friendly, interested attitude of the educator to children's issues and problems, the willingness to discuss them on an equal footing helps, on the one hand, to support and direct children's cognitive activity in the right direction, on the other hand, it strengthens the trust of preschoolers in adults.
A child of the fifth year of life is highly active. This creates new opportunities for the development of independence in all spheres of his life. The development of independence in cognition is facilitated by the development by children of a system of various research actions, methods of simple analysis, comparison, and the ability to observe. Paying attention to the development of children's independence, the educator makes extensive use of individual approach techniques, following the rule: do not do for the child what he is able to do on his own. But at the same time, the educator proceeds from the real level of skills, which can vary significantly for different children.
Children 4-5 years old show a clear interest in the game. The game becomes more complicated in terms of content, the number of roles and role-playing dialogues. The game continues to be the main form of organization of children's lives. The teacher gives preference to the game construction of the entire lifestyle of preschoolers. The task of the educator is to create opportunities for variable play activities through an appropriate subject-developing environment: a variety of toys, substitute items, materials for play creativity, rational placement of play equipment.
A remarkable feature of children is fantasizing, they often confuse fiction and reality. Game motivation is actively used by the educator in organizing the activities of children. All types of developing educational situations take place either in the form of a game, or are composed of game techniques and actions. Due to the peculiarities of the visual-figurative thinking of the average preschooler, preference is given to visual, playful and practical methods, the words of the teacher are accompanied by various forms of visualization and practical activities of children.
In children of this age, there is an awakening of interest in the rules of conduct, as evidenced by numerous complaints, statements by children to the teacher that someone is doing something wrong or does not fulfill some requirement. Therefore, among educational methods, a large place belongs to the personal example of the teacher, as well as projective assessments - assessments for the expected future correct actions of the child.
In children, there is an active development and maturation of the emotional sphere: feelings become deeper, more stable; the former joyful feeling from communicating with others gradually develops into a more complex feeling of sympathy, affection. Supporting them, the educator specifically creates situations in which preschoolers acquire the experience of friendly communication, attention to others. A feature of age is the vulnerability of a child of 4-5 years. In the fifth year of life, children begin to realize their gender. The task of the educator is the gradual formation of ideas about the behavior of a boy or girl, their relationship.
Children's vocabulary increases to 2000 words or more. In a conversation, the child begins to use complex phrases and sentences. Children love to play with words, they are attracted to rhymes, the simplest of which children easily remember and compose similar ones.
The teacher develops the aesthetic feelings of children. Much attention is paid to the development of creative abilities - in the game, in visual, musical, theatrical and performing activities. The attentive, caring attitude of the educator to children, the ability to support them, the caring attitude of the educator to children, the ability to support their cognitive activity and develop independence, the organization of various activities form the basis for the proper upbringing and full development of children in the middle group of kindergarten.
Sample routine of the day
in the middle group (4-5 years old)
MBDOU kindergarten № 277
for the cold season
| Games, independent activity | |
| Walk | |
| Games, leaving children home |
Sample routine of the day
in the middle group (4-5 years old)
MBDOU kindergarten № 277
for the summer period
| Reception of children, morning exercises, duty | |
| Preparing for breakfast, breakfast | |
| Games, independent activity | |
| Organized educational activities | |
| Games, preparation for a walk, walk (games, observations, work) | |
| Return from a walk, games, preparation for dinner | |
| Gradual lifting of children, air procedures, preparation for afternoon tea | |
| Games, independent activity | |
| Reading fiction | |
| Walk | |
| Games, leaving children home |
3.2 Organization of the developing object-spatial environment
in the middle group No. 5
in accordance with GEF DO and OOP DO
teacher Bazerova Razina Rasilevna
(analytical reference)
The organization of the developing environment in the middle group No. 5 is built in such a way as to enable the most effective development of the individuality of each child, taking into account his inclinations, interests, level of activity. The conditions created by the teacher in the group not only ensure the protection and strengthening of the physical and mental health of children, their emotional well-being, but also correspond to the specifics of preschool age.
The subject-spatial environment of this group:
- game activity
The play area is equipped with corners and attributes for role-playing games, selected taking into account the age and individual characteristics of children, dolls, cars, toy wild and domestic animals. The furniture in the play area is functional, which allows you to vary the space of the zone. In the play area there is a dressing room and a theater that helps to stimulate creative ideas, individual creative manifestations.
- cognitive activity
Didactic games introduce children to the rules of the road, and the road markings on the playing field (carpet) simulate the city's highway and teach children to act in difficult situations on the road.
The mini-library is a rack with shelves for books and illustrations for fairy tales, works. The mini-library is located next to the center of creativity, so that children can look at books and draw illustrations for them here. All books and illustrations are updated 1-2 times a month. New books are exhibited in accordance with the reading program;
- research and creative activity of all pupils, experimenting with materials available to children
A corner of nature is located directly at the window. Its purpose is to enrich children's ideas about the diversity of the natural world, to educate love and respect for nature, to form the beginnings of an ecological culture. Children learn to summarize the results of their observations of objects of nature when maintaining a weather calendar;
-motor activity, including the development of large and fine motor skills
- The group is equipped with a sports "Health Corner" for independent physical activity of children, the corner is aesthetically designed, corresponds to the age of the children, a sufficient amount of equipment ensures the physical activity of children during the day;
To ensure the richness of sensory impressions, a sensory-motor development corner, "Workshop", is also designed for the development of fine motor skills, tactile sensations. Here, children learn how to fasten buttons, tie ribbons, shoelaces, etc.
– In the center "Design Corner" there are materials for construction, as well as games for orientation in space. Construction material is classified by shape and size and stored in specially designated boxes. Large floor building material is placed in the play area, free space on the carpet makes it possible to build buildings that children love to play with. There are sets of various small toys for playing with ready-made buildings.
transformable
In the group, furniture and equipment are installed in such a way that each child can find a convenient and comfortable place to study in terms of his emotional state: far enough away from children and adults, or, conversely, allowing you to feel close contact with them, or providing equal contact and freedom. For this purpose, various furniture is used, including multi-level furniture: a sofa, armchairs. They are easy enough to move and arrange differently in groups. Such an organization of space enables the teacher to approach the position of the child.
Polyfunctional
The polyfunctionality of the environment in this group gives each child the opportunity to use various components of the object environment in a variety of ways, for example, children's furniture. Items do not have a rigid fastening, including natural materials, and are suitable for use in various types of children's activities (including as substitute items in a children's game).
Variable
The group has a variety of spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment, ensuring the free choice of children.
The game material is periodically replaced, new items are introduced that stimulate the game, motor, cognitive and research activity of children.
The space of the group uses variable and replaceable elements of decoration: seasonal branches in a vase, material on an educational wall, a library and a book exhibition.
Affordable
Pupils of the group have free access to games, toys, materials, manuals that provide all the main types of children's activities. The entire group space is available to children, they know perfectly well where to get paper, paints, pencils, natural materials, costumes and attributes for dramatization games. There is a corner of privacy where you can leaf through your favorite book, look at photos in the family album and just sit and relax from the children's team.
Safe.
The materials and equipment of the group are in good working order, all elements of the environment comply with the requirements for ensuring the reliability and safety of their use.
Support for individuality and initiative children occurs through the creation of conditions for the free choice of activities by children, participants in joint activities. The subject-spatial environment of the group is organized in such a way that each child has the opportunity to do what they love, allows children to unite in small subgroups of common interests, in accordance with their interests and desires to freely engage in different types of activities at the same time, without interfering with each other. activities.
The group has created conditions for the child could express his feelings and thoughts.
The purpose of the center of creativity "Art Studio" is the formation of the creative potential of children, the formation of aesthetic perception, imagination, artistic and creative abilities, independence, activity. In this center, children usually spend a lot of time painting, creating plasticine crafts, paper cutting, etc.
It has a board for drawing with chalk and various materials. Samples for decorative drawing are arranged separately in the albums "Gorodets painting", "Dymka", "Gzhel", "Khokhloma", there are rigid patterns for tracing contours, didactic games to develop a sense of color and composition.
For the development of children's musical abilities, the music center "Musical Corner" has various musical instruments, a radio tape recorder, for listening to musical works.
3.3. Software
1. "From birth to school." Approximate general educational program of preschool education / Ed. N.E.Veraksy, T.S.Komarova, M.A.Vasilyeva. - M.: MOSAIC-SYNTHESIS, 2014.
3. Exemplary complex-thematic planning for the program "From Birth to School". Middle group. - M.: Mosaic-Synthesis, 2013
4. Comprehensive classes under the program "From birth to school", ed.
N.E.Veraksy, T.S.Komarova, M.A.Vasilyeva. Middle group / auth. - comp. T.V. Kovrigina, M.V. Kosyanenko, O P. Pavlova. - Volgograd: Teacher, 2014.
5. I.A. Lykova, V.A. Shipunov. Folk calendar. Summer is red. Autumn is golden. Winter is an enchantress. Spring is beautiful. - M.: Tsvetnoy Mir Publishing House, 2013.
6. I.A. Lykova, E.I., Kasatkina, S.N. Peganov Girls play: gender approach in education. - M. Publishing House "Color World", 2013.
7. I.A. Lykova, E.I. Kasatkina, S.N. Peganov Boys play: gender approach in education. - M. Publishing House "Color World", 2013
8. Komarova T.S., Komarova I.I., Tulikov A.V. et al. Information and communication technologies in preschool education. - M.: Mosaic-Synthesis, 2011
9. Komarova T.S., Zatsepina M.B. integration in the system of educational work of the kindergarten. Handbook for teachers of preschool institutions. - M.: Mosaic-Synthesis, 2010
10. Integration of educational areas in the pedagogical process of preschool educational institutions: A guide for teachers of preschool institutions / Ed. O.V. Dybina. - M.: Mosaic-Synthesis, 2012
11. Veraksa N.E., Veraksa A.N. Child development in early childhood. Handbook for teachers of preschool institutions. - M.: Mosaic-Synthesis, 2008
Educational area "Physical culture"
1. Theoretical and methodological foundations of physical education and development of children of early and preschool age: a textbook for students. Institutions of medium prof. education / ed. S.O. Filippova. - M.: Publishing Center "Academy", 2012.
2. S.S. Prishchepa Physical development and health of children aged 3-7 years. - M.: TC Sphere, 2009
3. I. Anferova “Physical subject lessons with children 3-4 years old. - M.: TC Sphere, 2012
4. M.Yu. Kartushina “Physical subject lessons with children 5-6 years old. -M.: TC Sphere, 2012
5. L.G. Gorkova, L.A. Obukhov. Physical education classes in the preschool educational institution: Main types, scenarios of classes. - M.: 5 for knowledge, 2007.
6. Physical education and cognitive development of a preschooler / Comp. K.Yu. Belaya, V.N. Zimonina. Moscow: School Press, 2007.
7. E.V. Sulim. Physical education classes in kindergarten: game stretching. - M.: TC Sphere, 2012 Babina K.S. Complexes of morning exercises in kindergarten
8. Penzulaeva L.I. Physical education in kindergarten. Middle group. - M.: Mosaic-Synthesis, 2014
9. Sports activities in the open air for children aged 3-7 years / ed. E.I. Podolskaya. - Volgograd: Teacher: IP Grinin L.E., 2014
10. Voronova E.K. Formation of motor activity of children aged 5-7 years: relay games / E.K. Voronova. - Volgograd: Teacher, 2012
11. Davydova M.A. Sports activities for preschoolers: 4-7 years. - M.: VAKO, 2007
12. T.E. Kharchenko Sports holidays in kindergarten. - M .: TC Sphere, 2013 "
13. Agapova I.A., Davydova M.A. Sports tales and holidays for preschoolers. - M.: ARKTI, 2010
14. Project activity in kindergarten: sports social project / ed. E.V. Ivanova. - Volgograd: Teacher, 2015
15. Butsinskaya P.P. General developmental exercises in kindergarten.
M.: Enlightenment, 2003
16. Stepanenkova E.Ya. Methods of conducting mobile games. - M.: Mosaic-Synthesis, 2009
17. Stepanenkova E.Ya. Collection of mobile games. To work with children 2-7 years old. / Auto-stat. E.Ya. Stepanenkova - M.: Mosaic-Synthesis, 2011
18. Kozak Big book of games from 3 to 7 years. - Volgograd: Teacher, 2008
19. Penzulaeva L.I. Outdoor games and game exercises in kindergarten. -M.: VLADOS, 2003
20. Penzulaeva L.I. Outdoor games and game exercises for children 5-7 years old. - M.: VLADOS, 2002
21. Mobile thematic games for preschoolers / Comp. T.V. Lisina, G.V. Morozov. - M.: TC Sphere, 2014
22. Timofeeva E.A. Outdoor games with children of primary preschool age. - M.: Enlightenment, 2003
23. Dmitriev V.N. Outdoor games. - M.: SME Publishing House, 2001
24. Novikova I.M. Formation of ideas about a healthy lifestyle in preschoolers. - M.: Mosaic-Synthesis, 2011
25. Formation of a healthy lifestyle among preschoolers: planning, system of work / ed. T.G. Karepov. - Volgograd: Teacher, 2014
26. Lobodin V.T., Fedorenko A.D., Aleksandrova G.V. In the country of health. The program of ecological and health-improving education of preschool children. - M.: Mosaic-Synthesis, 2011
27. Makhaneva M.D. Raising a healthy child: a manual for practitioners of preschool institutions. - M.: ARKTI, 2000
28. Golubeva L.G. Gymnastics and massage for the little ones. - M.: Mosaic-Synthesis, 2011
29. Kravchenko I.V. Dolgova T.L. Walks in kindergarten. Junior and middle groups. Toolkit. / Ed. G.M. Kiseleva,
L.I. Ponomareva. - M.: TC Sphere, 2011
30. SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool organizations"
Educational area "Social and communicative development"
1. Aleshina N.V. We introduce preschoolers to their hometown: Notes of classes. - M.: TC Sphere, 2000
2. Danilina G.N. Preschooler - about the history and culture of Russia. - M.:
ARCTI, 2003
3. Sushkova I.V. Social and personal development. - M.: TC Sphere, 2008
4. A.V. Kalinchenko, Yu.V. Miklyaeva, V.N. Sidorenko Game Development
activities of preschoolers: Methodological guide. - M.: Iris-press, 2004
5. Gubanova N.F. Game activities in kindergarten. - M.: Mosaic-
Synthesis, 2013
6. Gubanova N.F. Development of gaming activity. The system of work in the first junior group of kindergarten. - M.: Mosaic-Synthesis, 2013
7. Gubanova N.F. Development of gaming activity. The system of work in the middle group of kindergarten. - M.: Mosaic-Synthesis, 2013
8. To preschoolers about the defenders of the fatherland. Methodological guide for patriotic education in preschool educational institutions. / ed. L.A. Kondrykinskaya.
M.: TC Sphere, 2005
9. Grishina G.N. Favorite children's games. - M.: TC Sphere, 2004
10. Days of ethics in kindergarten. Planning, games, fairy tales, poems. - M.: TC Sphere, 2011
11. Dodokina. N.V., Evdokimova E.S. Family theater in kindergarten: Joint activities of teachers, parents and children. - M.: ARKTI,
12. Durova N.V. A very important conversation. Conversations-classes with children about the ethics of behavior. - M.: ARKTI, 2007 13.3 Vorygina E.V. The first story games for kids: A guide for a kindergarten teacher. - M.: Enlightenment, 1999
14. Petrova V.I., Stool T.D. Ethical conversations with children 4-7 years old. - M. Mosaic-Synthesis, 2012
15. Thematic weeks in kindergarten. / ed. T.N. Sergeyev. - M.: ARKTI, 2013
16. Kutsakova L.V. Moral and labor education of a preschool child. To work with children 3-7 years old. Handbook for teachers of preschool institutions. - M.: Mosaic-Synthesis, 2008
17. Komarova T.S., Kutsakova L.V., Pavlova L.Yu. Labor education. Program and methodical recommendations. - M.: Mosaic-Synthesis,
18. E.A. Alyabva Education of a culture of behavior in children 5-7 years old: Methodological guide. M.: TC Sphere, 2009
19. How to teach a child to be attentive and tolerant of people: A guide for preschool teachers and child psychologists / Ed. V.G. Maralov. - M.: ARKTI, 2009
20. Semenaka S.I. Teaching children good behavior
Notes and materials for classes 5-7 years. - M.: ARKTI, 2010
21. Observation and labor in nature. A guide for kindergarten teachers. M.: Enlightenment, 1999
22. Safety on the streets and roads: Methodological guide for working with older preschool children / N.N. Avdeeva, O.L.
Knyazeva, R.B. Sterkina, M.D. Makhanev. - St. Petersburg: "Childhood-Press",
23. Classes according to the rules of the road / Comp. ON THE. Izvekova, A.F.
Medvedev, L.B. Malyushkin. - M.: TC Sphere, 2009
planning. Lessons. Leisure. - "Publishing house Scriptorium 2003",
25. We teach pupils of the preschool educational institution the rules of the road:
Practical guide / Ed. L.A. Sorokina. - M.: ARKTI, 2011
26. Stepanenkova E.Ya., Filenko M.F. Preschoolers about the rules of the road. Manual for kindergarten teacher. - M.: Enlightenment, 1999
27. Three traffic lights: Familiarization of preschoolers with the rules of the road: To work with children 3-7 years old. - M.: Mosaic-Synthesis, 2008
28. Saulina T.F. We introduce preschoolers to the rules of the road: For classes with children 3-7 years old. - M.: Mosaic-Synthesis, 2014
29. Lykova I.A., Shipunova V.A. Road alphabet. Children's safety: A teaching aid for teachers, a practical guide for parents. M .: Publishing house "Color world",
30. Belaya K.Yu. Formation of the basics of safety in preschoolers. - M.: Mosaic-Synthesis, 2014
31. Methodological guide for teaching children fire safety measures
safety for preschool teachers - Vidnoye, 1998
32. OBZH. Middle group. Entertaining materials / Comp. L.B. Poddubnaya. - Volgograd: ITD "Coripheus", 2008
33. OBZH. Middle group. Development of classes. / Comp. M.A. Fisenko. - Volgograd: ITD "Coripheus", 2008
34. Fire safety. Lesson development. Middle group. / Author-comp. T.V. Ivanova. - Volgograd: ITD "Coripheus", 2011
35. Lykova I.A., Shipunova V.A. Dangerous objects, creatures and phenomena. Children's safety: a teaching aid for teachers, a practical guide for parents. M.: Publishing house "Color world", 2013
36. Lykova I.A., Shipunova V.A. The ABC of safe communication and behavior. Children's safety: a teaching aid for teachers, a practical guide for parents. M.:
Publishing House "Color World", 2013
37. Lykova I.A., Shipunova V.A. Fire is a friend, fire is an enemy. Children's safety: a teaching aid for teachers, a practical guide for parents. M.: Publishing house "Color world", 2013
38. E.K. Rivina Introducing family and ancestry to preschoolers. A guide for teachers and parents. To work with children 2-7 years old. - M.: Mosaic-Synthesis, 2008
Educational area "Cognitive development"
1. Veraksa N.E., Veraksa A.N. Cognitive development in preschool childhood: Textbook. M.: Mosaic-Synthesis, 2012
2. 1000 developmental activities with children aged 5-6 / edited by Paramonova L. A. - Yaroslavl: "Academy of Development", 2001
3. Aleshina N.V. Familiarization of preschoolers with the environment. M:: CTL, 2004
4. Grizik T.I. The child knows the world. - M.: ARKTI, 2009
5. Gorkova L.G., Kochergina A.V., Obukhova L.A. Scenarios of classes with children on the environmental education of preschoolers. - M.: GNOM Publishing House, 2011
6. Nikolaeva S.N. Story games in the environmental education of preschoolers. - M.: GNOM Publishing House, 2011
7. A.I. Ivanova Ecological observations and experiments in kindergarten: The World of Plants. - M.: TC Sphere, 2007
8. I.V. Kolomina Education of the fundamentals of ecological culture in kindergarten: Lesson scenarios. - M.: TC Sphere, 2003
9. Zhuravleva JI.C. Solar path. Classes in ecology and familiarization with the surrounding world. For work with children 5-7 years old.- M .: Mosaic-Synthesis, 2006
10. Ryzhova N.A. Not just fairy tales. Ecological stories, fairy tales and holidays. - M.: LINKA-Press, 2001
11. Shishkina V.A. Walks in nature: Textbook-method. Handbook for preschool teachers. educate. institutions / V.A. Shishkina, M.N. Dedulevich. M.: Enlightenment, 2003
12. Solomennikova O.A. Classes on the formation of elementary ecological ideas in the second junior group of kindergarten. Abstracts of classes. - M.: Mosaic-Synthesis, 2013
13. Solomennikova O.A. Classes on the formation of elementary ecological ideas in the middle group of kindergarten. Abstracts of classes. - M.: Mosaic-Synthesis, 2013
M. Teplyuk S.N., Walking with kids: A guide for teachers of preschool institutions. To work with children 2-4 years old. - M.: Mosaic-Synthesis, 2012
15. Dybina O.B. The child and the environment. Program and methodical recommendations. - M.: Mosaic-Synthesis, 2008
16. Dybina O.B. Acquaintance with the subject and social environment. First junior group. - M.: Mosaic-Synthesis, 2013
17. Dybina O.B. Acquaintance with the subject and social environment. Middle group. - M.: Mosaic-Synthesis, 2014
18. Dybina O.V., Rakhmanova N.P., Shchetinina V.V. The unknown is near. Experiences and experiments for preschoolers. M.: Mosaic-Synthesis, 2010
19. Organization of experimental activities of preschoolers: Guidelines / Ed. L.N. Prokhorova. - M.: ARKTI, 2010
20. Research activities on walks: environmental activities with children 5-7 years old / ed. M.P. Kostyuchenko. - Volgograd: Teacher,
21. Experimental activities in the preschool educational institution. Abstracts of classes. / comp. N.V. Nischev. - St. Petersburg: LLC "Publishing House" Childhood-Press ", 2013
22. Arapova-Piskareva N.A. Formation of elementary mathematical representations in kindergarten. Program and methodical recommendations. - M.: Mosaic-Synthesis, 2008
23. Pomoraeva I.A., Pozina V.A., Classes on the formation of elementary mathematical representations in the middle group of kindergarten: Lesson plans. - M.: Mosaic-Synthesis, 2012
24. Pomoraeva I.A., Pozina V.A., Classes on the formation of elementary mathematical representations in the kindergarten preparatory group for school: Lesson plans.
25. Perova M.N. Didactic games and exercises in mathematics. - M.: Enlightenment, 1999
26. Richterman T.D. Formation of ideas about time in preschool children: A book for a kindergarten teacher. - M.: Enlightenment, 1999
27. Smolentseva A. A. Plot-didactic games with mathematical content. Handbook for educators. Ed. Poddyakova N.N. - M.: Enlightenment, 1999
28. Taruntaeva T.V. The development of elementary mathematical concepts in preschoolers. - M.: Enlightenment, 2001
29. Venger L.A., Pilyugina N.P. Didactic games and exercises for sensory education of preschoolers. - M.: Enlightenment, 2002
30. Mikhailova Z.A. Game entertaining tasks for preschoolers: A manual for a kindergarten teacher. _ M.: Enlightenment, 1999
31. Althaus D., Dum E. Color - form - quantity: Experience in the development of knowledge. The abilities of preschool children. age / ed.
V.V. Yurtaykin. - M.: Enlightenment, 2004
Educational area "Speech development"
1. Zatulina G.Ya. Summaries of comprehensive lessons on the development of speech in the middle group. Tutorial. - M., Center for Pedagogical Education, 2009
2. Bondarenko A.K. Didactic games in kindergarten: A guide for educators. - Voronezh: TC "Teacher", 2001
3. Bondarenko A.K. Word games in kindergarten: A guide for educators. - Voronezh: TC "Teacher", 2001
4. Varenitsa E.Yu. Day by day we are talking and growing. Handbook for the development of young children. M.:. Mosaic-Synthesis, 2009
5. Varentsova N.S. Teaching preschoolers literacy. Handbook for teachers. For classes with children 3-7 years old. - M .: Mosaic-Synthesis, 2012
6. Gerbova V.V. The development of speech in kindergarten. Middle group. -M.: Mosaic-Synthesis. 2014
7. Durova N.V. Phonetics how to teach children to hear and pronounce sounds correctly. - M.: School-Press. 2001
8. Kirillova E.V. The development of phonemic perception in young children. - M.: Enlightenment. 1000
9. V.A. Petrova Classes on the development of speech with children under three years old. - M.: Enlightenment.
10. Korotkova E.P. Teaching preschool children to storytelling: A guide for the educator of children. garden. - M.: Enlightenment, 2002
11. Maksakov A.I., Tumanova G.A. Learn by playing. Games and exercises with a sounding word. - M.:. Enlightenment, 2006
12. Paramonova L.G. Poems for the development of speech. - M.: ARKTI, 2009
13. Development of speech and creativity of preschoolers. Ed. O.S. Ushakova. - M. TC Sphere, 2002
14. Savelyeva E.A. Thematic riddles and fun games for fingers - Volgograd: ITD "Korifey", 2010
15. Savina L.P. Finger gymnastics. - Volgograd: ITD "Coripheus", 2010
16. Tkachenko E.A. Thematic games and fun puzzles for fingers.
M.: Enlightenment, 2003
17. Ushakova O.S. Make up a word: Speech games and exercises for preschoolers. - M.: Enlightenment, 2005
18. Gritsenko Z.A. You tell the children a fairy tale... A method of introducing children to reading. - M.: Linka-Press, 2003
19. Book for reading in kindergarten and at home. Reader 4-5 years old / comp.
20. Book for reading in kindergarten and at home. Reader 5-7 years old / comp.
V.V. Gerbova, N.P. Ilchuk, - M .: Onyx Publishing House, 2006
21. Ushakova O.S., Gavrish N.V. We introduce preschoolers to literature: Notes of classes. M.: TC Sphere, 2000
22. Gurovich L.M. and others. Child and book: A manual for a kindergarten teacher. St. Petersburg: Accident Publishing House, 2000
Educational area "Artistic and aesthetic development"
1. Baranova E.V., Savelyeva A.M., From skills to creativity: teaching children 2-7 years old drawing techniques. Teaching aid. M.: Mosaic-Synthesis, 2009
2. O.A. Solomennikova The joy of creativity. Familiarization of children 5-7 years old with folk art. - M.: Mosaic-Synthesis, 2012
3. T.S. Komarov. Children's artistic creativity. Methodical manual for educators and teachers. - M.: Mosaic-Synthesis, 2008
4. Komarova T.S. Visual activity in kindergarten. - M.: Pedagogical Society of Russia, 2001
5. T.S. Komarova, A.V. Razmyslova Color in children's art. - M.: Pedagogical Society of Russia, 2002
6. T.S. Komarova, M.B. Zatsepina Artistic culture. Integrated classes with children 5-7 years old. A book for preschool teachers, teachers of additional education and primary school teachers. - M.: ARKTI, 2001
7. Komarova T.S., Savenkov A.I. Collective creativity of preschoolers. - M.: Mosaic-Synthesis, 2009
8. Komarova T.S. Classes in fine arts in the middle group of kindergarten. Abstracts of classes. - M.: Mosaic-Synthesis, 2012
9. Gribovskaya A.A. Teaching preschoolers decorative drawing, modeling, appliqué. - M.: ARKTI, 2011
10. Acquaintance with folk arts and crafts in the preschool educational institution: Scenarios of integrated classes in preparatory groups for school / Ed. AL i. Chusovskaya. – M.: ARKTI, 2011
11. Kazakova R.G. Drawing lessons for preschoolers. - M.: TC Sphere, 2009
12. Lykova I.A. Didactic games and activities. Integration of artistic and cognitive activities of preschoolers. - M .: "Karapuz-Didactics", 2009
13. Lykova I.A. We sculpt, fantasize, play. A book for preschool children. - M .: "Karapuz-Didactics", 2012
14. Kurochkina N.A. Children about book graphics. - St. Petersburg: Accident, 2002
15. Kurochkina N.A. Introduction to still life. - St. Petersburg: Accident, 2002
16. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture: Program. - St. Petersburg: Accident, 2001
17. Acquaintance of children with Russian folk art: Notes of classes and scenarios of calendar and ritual holidays. / Auto-stat.
L.S. Kuprina, T.A. Budarina, O.A. Markeeva, O.N. Korepanov and others - St. Petersburg: "Childhood-Press", 2003
18. Brykina E.K. Creativity of children in work with various materials. A book for teachers of preschool institutions, primary school teachers, parents. - M.: Pedagogical Society of Russia, 2002
19.1 Tsvaiko G.S. Classes in fine arts in kindergarten. Middle group: Program, notes. - M.: Vlados, 2002
20. Shvaiko G.S. Classes in fine arts in kindergarten.
21. D.N. Koldina Drawing with children 3-4 years old: Lesson notes. - M.: Mosaic-Synthesis, 2008
22. D.N. Koldina Drawing with children 4-5 years old: Lesson notes. - M.: Mosaic-Synthesis, 2008
23. D.N. Koldina Drawing with children 5-6 years old: Lesson notes. - M.: Mosaic-Synthesis, 2008
24. T.N. Doronova, S.G. Yakobson Teaching children 2-4 years old to draw, sculpt, and use the game. - M.: Enlightenment, 2004
25. K.K. Utrobina, G.F. Utrobin Fascinating drawing by the poke method with children 3-7 years old: We draw and learn about the world around us. - M.: "Publishing house GNOM and D", 2004
26. Bogateeva Z.A. Application classes in kindergarten. - M.:
Enlightenment, 2000
27. Malysheva A.N. Application. - M.: Enlightenment, 2000
Work program of the middle group
Author-compiler: Podgornykh Olga Mikhailovna.
The work program was developed on the basis of the Exemplary educational program of preschool education "Childhood", the authors Babaeva T.I., Gogoberidze A.G., Solntseva O.V. and others (St. Petersburg: LLC "PUBLISHING" CHILDHOOD-PRESS", 2014).
The program is based on the use of the following programs:
The main educational program of MKDOU "Kindergarten No. 1"
The program of environmental education in kindergarten "Young Ecologist". S.N. Nikolaev. M. Moscow-Sintez, 2010
Introducing children to the origins of Russian folk culture. Program, O.A. Knyazev. St. Petersburg. Childhood - Press, 2010
The program of social and emotional development of preschoolers "I - you - we". M. Moscow-Sintez, 2003
Program "What can preschoolers know about a person." A.I. Ivanova. M. TC Sphere, 2010
The program of artistic education, training and development of children aged 2-7 years I.A. Lykova. M. TC Sphere, 2011.
Technologies used: gaming, health-saving, project activities, technologies of educational games, mnemonics, modeling, TRIZ
The work program determines the content and organization of the educational activities of children in the middle group and is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world. The content of the work program includes a set of educational areas that provide a versatile development of the personality of children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics in the main areas - social and communicative, cognitive, speech, artistic and aesthetic.
The program is aimed at: creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities; on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.
1.2. Goals and objectives for the implementation of the work program
Program goal:
Target: Creating conditions for the harmonious development of the personality of a child of middle preschool age in various types of communication and activities, taking into account their age, individual, psychological and physiological characteristics, providing each child with the opportunity to develop abilities, broad interaction with the world, active living in various types of activities, creative self-realization .
Based on the goal, the following tasks are formed:
Tasks:
Strengthen health, harden the children's body through health-saving technologies
To promote the formation and enrichment of motor experience, confident and active implementation of the basic elements of the technique of general developmental exercises, basic movements, sports exercises; Compliance and control of the rules in outdoor games; Perception of the show as a model for self-execution of the exercise; Purposefully develop speed, speed-strength qualities, general endurance, flexibility, promote the development of coordination and strength in children.
To form the need for motor activity by observing the correct motor regime of the day, corresponding to the age, psychological and individual characteristics of the children of the group
To develop and maintain the cognitive activity of children, to master the means and methods of cognition, to enrich the experience of activities and ideas about the world around them.
To cultivate independence and develop the desire for self-affirmation and self-expression by creating opportunities for variable play activities that meet the needs and interests of the children of the group.
Strengthen friendly relations between children and friendly relations in joint affairs, develop the desire for joint games
Develop creativity and imagination in various activities.
Enrich social ideas about people: adults and children, appearance features, manifestations of gender and age differences, about some professions of adults, the rules of relations between adults and children
Develop interest in your native village, region, country
Contribute to the development of all components of a children's game: enrichment of the themes and types of games, game actions, plots, the ability to establish role-playing relationships, conduct a role-playing dialogue, create a game environment using real objects and their substitutes for this, act in real and imaginary situations
Create a basis for the development of the content of children's games: enrich children's ideas about the world and range of interests with the help of children's literature, watching puppet shows, while taking into account the interests and needs of children
To cultivate a culture of communication with adults and peers, to develop emotional responsiveness, kindness, and the desire to help.
1.3 Principles for the construction and implementation of the work program
Principles of building a program
The work program follows the following principles:
The principle of a full-fledged living by a child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development.
The principle of 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, becomes the subject of preschool education.
The principle of assistance and cooperation between children and adults, recognizing the child as a full-fledged participant (subject) of educational relations.
The principle of supporting the initiative of children in various activities.
The principle of cooperation with the family.
The principle of introducing children to socio-cultural norms, traditions of the family, society and the state.
The principle of formation of cognitive interests and cognitive actions of the child in various activities.
The principle of age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental characteristics).
The principle of taking into account the ethno-cultural situation of children's development. [FSES clause 1.4] The program is aimed at: creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities through cooperation with adults and peers and age-appropriate activities; on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.
The program involves the construction of the educational process on age-appropriate forms of work with children, the maximum development of all specific children's activities - and, first of all, games as the leading activity of a preschool child.
Principles for the implementation of the work program:
The principle of developmental education, the purpose of which is the development of the child as a subject of children's activity and behavior
- the principle of practical applicability (on the basis of this principle, the program practically implements an approach to organizing the holistic development and upbringing of a preschool child as a subject of children's activity and behavior
- the principle of ethno-cultural correlation (the program is aimed at familiarizing the child with the origins of the folk culture of his country)
- the principle of harmonious education (the program provides a single process of socialization - individualization of the individual through the child's awareness of his needs, opportunities and abilities)
- the principle of integration of educational areas (meaningful connection between different sections of the program allows the teacher to integrate educational content in solving educational problems, which makes it possible to develop in unity the cognitive, emotional and practical spheres of the child's personality
- the principle of a complex - thematic construction of the educational process, which is based on the idea of integrating the content of different educational areas around a single, common theme, which for a certain time becomes unifying.
1.4. Characteristics of the contingent, features of the families of pupils
The total number of children is 20 people.
The contingent of pupils by sex: 7 girls, 13 boys.
Distribution of children by health groups:
Health group - 2
Social characteristics of families:
Family composition: 16 - complete family, 1 - foster child.
Three children in the family -5, two children - 9, one -6.
Thus, in the contingent of pupils there is a predominant number - boys; Health group 2, most children are brought up in complete families.
2. Content section
2.1. Age psychological and individual characteristics of children of middle preschool age
As a rule, by the age of five, children greet and say goodbye without reminding an adult, say “thank you” and “please”, do not interrupt an adult, but politely address him. In addition, they can, on their own initiative, clean up toys, perform simple labor duties, and bring things to an end. At this age, children have ideas about how girls should behave, and how boys should behave, the foundations of gender are laid. By the age of five, children have an idea about the features of the most common male and female professions, about individual female and male qualities. Children of this age have developed cultural and hygienic skills and self-service skills. By the age of 4-5, the child is able to simply characterize his state of health, to attract the attention of an adult in case of malaise.
Children 4-5 years old continue to play actions with objects, but now the external sequence of these actions already corresponds to reality. In the game, children name their roles, understand the conventionality of the accepted roles. There is a separation of gaming and real relationships. At the age of 4-5, peers become more attractive and preferred play partners for a child than an adult.
At the age of 4 to 5 years, the assimilation of generally accepted sensory standards by children continues. Children, as a rule, already have a good grasp of ideas about primary colors, geometric shapes and ratios of sizes. Attention becomes more and more stable, there is an action according to the rule - the first necessary element of voluntary attention. It is at this age that children begin to actively play games with rules: board, didactic and
mobile. In the middle preschool age, the child's memory develops intensively. At 5 years old, he can already remember 5-6 objects (out of 10-15) depicted in the pictures presented to him. At this age, reproductive imagination predominates, recreating images that are described in poetry, adult stories, found in cartoons, etc. Elements of productive imagination begin to take shape in the game, drawing, design.
At this age, the development of initiative and independence of the child in communication with adults and peers takes place. In children, there is a need for praise, therefore, a child of the fifth year of life reacts to the comments of adults with increased resentment. Communication with peers is still closely intertwined with other types of nursery, but situations of pure communication are already being noted. In an effort to attract the attention of a peer and keep him in the process of verbal communication, the child learns to use the means of intonational speech expressiveness. In the process of communicating with adults, children use the rules of speech etiquette: words of greeting, farewell, gratitude, polite request, consolation, empathy and sympathy. Speech becomes grammatically correct and consistent.
In artistic and productive activities, children emotionally respond to works of musical and visual arts, fiction, in which various emotional states of people, animals, and fairy-tale characters are conveyed with the help of figurative means. Children begin to perceive the plots more holistically and understand the images. Children possess the simplest technical skills and abilities. Designing begins to take on the character of a productive activity: children conceive a future design and search for ways to implement it
2.2. Program content
The content of the program is built in accordance with the current interests of modern preschoolers and is aimed at mastering the basis of personal culture by children. In accordance with the Federal State Educational Standard, the program is built on age-appropriate forms of work with children, the basis of which is the game. Therefore, the development of all educational areas is provided for in gaming activities, as well as in communicative, motor, cognitive and research activities, the perception of fiction and works of art that are accessible to understanding by children of this age.
The main educational unit in the program is an organized educational activity or an educational situation, that is, a form of joint activity of a teacher and children, which is planned in order to solve certain problems of development and education. Mostly educational situations are complex in nature and include tasks implemented in different types of activities on the same thematic content. The main tasks of such organized educational situations are the formation of new ideas, skills and abilities in children, the development of the ability to think, reason, and draw conclusions.
Thematic planning of the educational process
SeptemberWeek 1: Have fun playing, dancing and drawing together (child and peers)
Week 2: Our older friends and mentors (child and adults)
Week 3: Who am I? What do I know about myself?
Week 4: Sorceress autumn - gifts of autumn
October
Week 1: Our friends are animals.
Week 2: My home, my village.
Week 3: The amazing world of objects.
Week 4: Labor of adults. Professions.
November
1 week: Late autumn.
Week 2: Family and family traditions.
Week 3: Our good deeds (friendship, help, care and attention)
Week 4: Green friends (the world of indoor plants).
December
1 week: Boys and girls
Week 2: Zimushka-winter.
Week 3: Folk art, culture and traditions.
Week 4: New Year's miracles.
January
Week 2: PLAY-RELAX (VACATION).
3rd week: Young wizards (WEEK OF CREATIVITY).
Week 4: Why.
February
1 week: Winter fun, winter sports.
Week 2: Magic words and deeds (culture of communication, etiquette, emotions).
Week 3: Our Defenders.
Week 4: Be careful! (LIFE SAFETY FUNDAMENTALS)
March
Week 1: About beloved women.
Week 2: Helping adults.
3 week Art and culture (painting, arts and crafts, theater, museum)
Week 4: The amazing and magical world of books.
April
Week 1: We grow up healthy, strong and kind.
Week 2: Spring is red!
Week 3: Feathered friends.
4 week: Road letter.
May
1 week: My village, my district, my Motherland.
Week 2: Journey to the land of wonders and mysteries.
Week 3: Forest and its inhabitants.
Week 4: What is a reservoir.
2.3. Features of the implementation of the educational process
(The content of the main forms of educational activities in accordance with the directions of development (educational areas), taking into account the types of activities at preschool age specified in the Federal State Educational Standard (clause 2.7) and methodological aids that ensure the implementation of this content in educational areas)
2.3.1. Educational area "Physical development"
"Physical development": physical activity, the formation of healthy lifestyle values in children, mastering its elementary norms and rules - 2 times a week, as well as daily morning exercises, outdoor games, exercise games for a walk, in free activity, during regime moments, in a group and on a walk. A physical education instructor works at MKDOU.
Used programs, technologies:
Physical education in kindergarten. E.Ya.Stepanenkova.
M. Ed. "Mosaic Synthesis", 2005.
Improving work in kindergarten.E.Yu.Aleksandrova.
Volgograd. Ed. "Teacher", 2007.
Comprehensive planning of walks. O. R. Meremyanina.
Volgograd. Ed.! Teacher "2013.
Educational walks for children. G. Lapina.
SPb.Izd "Rech" 2011.
Mobile games with running. E.A. Sochevanova.
SPb. "Childhood Press", 2012.
Walks in kindergarten. I.V. Kravchenko, T.L. Dolgova.
M.Ts "Sphere", 2012.
Outdoor game as a means of developing physical qualities in preschool children. S.V. Artyshko, G.V. Korneychuk. Khabarovsk, 2013.
A cycle of developing targeted and thematic excursions for children 4-7 years old. S.N. Nifontova, O.A. Gashtova.
SPb. "Childhood Press", 2010.
Morning exercises in kindergarten. T.E. Kharchenko.
M.Izd. "Mosaic-Synthesis", 2011.
Collection of mobile games. E.Ya. Stepenenkov.
M.Izd. "Mosaic-Synthesis", 2012.
Games and outdoor activities. T.I. Osokina, E.A. Timofeeva.
M. Education, 1983.
Seasonal thematic walking cards for every day.
Material support:
Equipment for physical and motor activity.
Didactic games with a sports theme.
Sets of pictures, illustrations with different sports.
OBZH cards.
Sets for outdoor and folk games.
Flags, ribbons.
2.3.2. Educational area "Social and communicative development"
"Social and communicative development": the assimilation of norms and values, communication and interaction with adults and peers, the formation of positive attitudes towards work and creativity, the formation of the foundations of safe behavior in everyday life, society, nature - once a week .. As well as daily conversations, reminders, instructions, exercises, in each lesson and outside of class - the creation of game and practical situations of communication and joint actions, observation of social objects, games and game exercises.
Artemova L. V. Theatrical games for preschoolers
M.: Education, 1999.
Attributes to the plot-role-playing games.
Didactic and educational games.
Building material kits.
Directing kits.
Sets of dishes for various purposes.
Dolls of various sizes.
M. Mosaic-Synthesis, 2003. Series of large format paintings: “We play”, “Kindergarten”, “Who to be”
Visual and demonstration material on the topics: "My home", "My family", "Our rights", "Emotions", "My land" "Our Motherland"
Subject pictures, selection of artistic works.
Didactic, educational games on the topics: "Good deeds", "Our rights", "Our mood", "Family tree", "What is good, what is bad"
Illustrations about the Army.
Introducing children to the origins of Russian folk culture.
O.L. Knyazeva, M.D. Makhanev. - St. Petersburg. Publishing house "Childhood-Press", 2010.
Together with the doll I grow.
O.R. Meremyanova - Volgograd, Teacher Publishing House, 2012.
Formation of gender identity.
N.A. Vinogradova, N.V. Miklyaev.
M. Creative center "Sphere", 2012.
Conversations about good and bad behavior;
Conversations about the rights of the child.
T.A. Shorygin.
Aesthetic fairy tales;
Sociable tales;
Good tales;
T.A. Shorygin.
M. Creative center "Sphere", 2014
Conversations about behavior at the table.
V.G. Alyamovskaya, K.Yu. Belaya, V.N. Zimonina and others.
M. Creative center "Sphere", 2005
Conversations about professions With children 4-7 years old.
T.V.Potapova.
M. Creative center "Sphere", 2011.
Moral conversations with children 4-6 years old.
G.N. Zhuchkova.
M. Publishing house "Gnome", 2012.
Ethical conversations with children 4-7 years old.
V.I. Petrova, T.D. Stulnik.
M. Publishing house "Mosaic-Synthesis", 2013.
Equipment for labor activities of children, care of indoor plants
visual, demonstration,
didactic material "Labor of adults", "Professions of people"
A selection of artistic works about the labor of people of different professions.
Thematic, plot pictures.
Avdeeva, N.N., Knyazeva, N.L., Sterkina, R.B. Safety: Textbook on the basics of life safety for children of senior preschool age. - St. Petersburg: LLC Publishing House "Childhood-Press", 2013
Safe Tales
T.A. Shorygin.
M. Creative center "Sphere", 2014.
Conversations about household electrical appliances;
about the rules of the road with children 5-8 years old.
T.A. Shorygina.
M. Creative center "Sphere", 2015.
Road alphabet;
Dangerous objects, creatures and phenomena.
I.A. Lykova, V.A. Shipunova.
M. Publishing House "Color World", 2013.
OBZH for younger preschoolers.
N.S. Golitsyna.
M.Izd. "Scriptorium 2003", 2011.
Fire safety. Middle group.
T.V. Ivanova.
Volgograd, Publishing house "Korifey", 2011.
Rules of the road for preschoolers.
S.N.Cherepanova.
M. Ed. "Scriptorium 2003", 2009.
Safety. We introduce preschoolers to sources of danger.
G.Ya.Pavlova, N.N.Zakharova and others.
M. Creative center "Sphere", 2012
How to teach children traffic rules?
T.N. Garnysheva.
Formation of a culture of safe behavior in children aged 3-7 years.
N.V. Kolomeets.
SPb. LLC Publishing House "Childhood-Press", 2009.
Road alphabet in kindergarten.
E.Ya.Khabibullina.
St. Petersburg: LLC Publishing house "Childhood-Press", 2011.
School of road signs.
O.V. Startseva.
M. Creative center "Sphere", 2012.
Formation of the foundations of security.
K.Yu.Belaya.
M. Ed. "Mosaic-Synthesis", 2011.
If you play with a child on the street.
Yu.A.Kirillova.
SPb. LLC Publishing House "Childhood-Press", 2012.
Visual material, board - classification games, books - albums, toys - symbols.
Demonstration material: “Rules and traffic safety for preschoolers (set of story pictures); "So that there is no fire", OBZh dangerous objects and phenomena, etc.
Cartoons from the series "Masha and the Bear", "Fixies"
Sets of game fire and police uniforms.
Signs of traffic rules., toys for cars for various purposes.
Artistic children's literature on topics.
posters and visual material on the formation of ideas about health, the rules of safe behavior.
2.3.3. Educational area "Cognitive development"
"Cognitive development": development of interests, curiosity, cognitive motivation, the formation of elementary mathematical concepts, the formation of primary ideas about oneself, people around, objects of the surrounding world, the formation of the foundations of environmental consciousness, the formation of the foundations of experimentation, acquaintance with the small homeland and the Fatherland - 2 times a week.
"Cognitive development": the formation of elementary mathematical concepts - once a week. As well as daily conversations, the creation of gaming and practical situations, games and exercises with mathematical content, experiments and experiments in free activities and on a walk.
Used programs, technologies, material support:
Development of the abilities of preschoolers by means of commented drawing. N.V. Miklyaeva.
M.UTs "Perspective", 2010.
Amazing stories. L.E. Belousova.
SPb. OOO Publishing House "Childhood-Press", 2003.
Formation of a holistic picture of the world "O.M. Podgornykh.
Volgograd, Ed.Uchitel", 2015..
Educational activities for preschool children with elements of the Montessori methodology. E.A. Divin.
SPb.OOO Publishing house "Childhood-Press", 2013
Predmatic games. Z.A. Mikhatsylova, I.N. Cheplashkina.
Logical and mathematical development of preschoolers. Z.A.Mikhailova, E.A.Nosova.
SPb. LLC Publishing house "Childhood-Press", 2013.
Comprehensive classes in the middle group of kindergarten. T.M. Bondarenko.
Voronezh. Publishing house "Teacher", 2009.
Introducing preschoolers to mathematics. L.V. Voronina. and N.D. Suvorov.
M. Creative center "Sphere", 2011.
Preschool mathematics. M.A.Kasitsyna.
M. Publishing house "Gnome and D", 2001.
Mathematics in problem situations for young children. A.A. Smolentseva, O.V. Suvorova.
Mathematics before school. Ch.G. Smolentseva, A.A. Pustovoit.
St. Petersburg: LLC Publishing house "Childhood-Press", 2000.
Mathematics from 2 to 7. ZA Mikhailova.
. St. Petersburg: LLC Publishing house "Childhood-Press", 2000.
Formation of elementary mathematical representations in kindergarten. N.A. Arapova-Piskareva.
M.Izd. "Mosaic-Synthesis", 2009.
Plans-summaries of classes on the development of mathematical representations in preschool children. L.N. Korotovskikh.
SPb. OOO Publishing House "Childhood-Press", 2010.
Education of sensory culture of a child from birth to 6 years. A. Wenger, E. G. Pilyugina, N. B. Wenger; - M.: Enlightenment, 2000.
We introduce preschoolers to their hometown and country. N.V. Aleshina.
M. UTs Perspektiva, 2011.
Classes on patriotic education in kindergarten. L.A. Kondrykinskaya.
M. Creative center "Sphere", 2011.
We live in Russia. Middle group. N.G. Zelenova, L.E. Osipova.
M.Izd. "Scriptorium 2003", 2007.
Raising a little citizen” G.A. Kovaleva.
M.Izd. "ARKTI", 2005.
We introduce children to their small homeland. N.G. Panteleeva.
M. Publishing house of the shopping center "Sphere", 2015.
Folk culture and traditions. V.N. Kosareva.
V. Ed. "Teacher", 2013.
Origins of Patriotism. S.N. Savushkin.
M.Izd.Ts. "Sphere", 2016.
My family. T.A. Shorygina.
M.Ts "Sphere", 20ё12.
Getting to know the world around children. T.V. Vostrukhina, L.A. Kondrykinskaya.
M.Izd.Ts "Sphere", 2011.
The child and the environment. O.V. Dybina.
M. Mosaic-Synthesis, 2010.
Program development of educational areas in the middle group of kindergarten. N.A. Karpukhina.
Voronezh. Ed. "Teacher", 2013.
Familiarization of preschoolers with the outside world. E.V. Marudov.
organizing and conducting walks for children 3-7 years old.
SPb. LLC Publishing House "Childhood-Press", 2011.
Familiarization of preschoolers with the objective world; Man-made world;
What happened before..;
What are the items made of. O.V. Dybina.
M.Ts "Sphere"2010.
A collection of did.games to familiarize yourself with the surrounding world. L.Yu. Pavlova.
M.Izd. "Mosaic-synthesis", 2012.
Organization of experimental activities for children aged 2-7 years. E.A.Martynova, I.M.Suchkova.
Volgograd. Ed. "Teacher", 2011.
Conversations about space and time;
about water in nature; about health; about children of heroes of the Great Patriotic War; about who lives where. .A.Shorygin.
M.Ts "Sphere", 2011.
Conversations about space. E.A.Panikova. M.Ts "Sphere", 20ё12.
Formation of ecological culture of preschoolers. L.G. Kireeva, S.V. Berezhnova.
Volgograd. Ed. "Teacher", 2007.
Environmental education in kindergarten. O.A. Solomennikova.
M. "Mosaic-Synthesis", 2009.
Young ecologist. S.N. Nikolaev.
M. "Mosaic-Synthesis", 2010.
Nature. Fairy tales and games for children.
E.A. Alyabeva. M.Ts "Sphere", 2012.
What animals are in the forest?;
Trees. What are they?;
Pets. What are they? T.A. Shorygina.
M.Izd. "Gnome and D", 2003.
Fun anatomy. Formation of ideas about yourself and your body. V.M. Nishchev, N.V. Nishcheva.
St. Petersburg: OOO Izd. "Childhood - Press" 2015. Education of the basics of a healthy lifestyle in children. N.S. Golitsyna, I.M. Shumova.
M. Ed. "Scriptorium 2003", 2006.
Human. Natural scientific observations and experiments in kindergarten. A.I. Ivanova.
M.Ts "Sphere", 2010.
Smile. Educational and preventive program on oral hygiene. Khabarovsk, 1995.
Man's world. Me and my body. S.A. Kozlova, S.E. Shukshin.
M. School Press, 2009.
Series of large-format paintings: "Wild Animals", "Domestic Animals", "Sounding Word"
Demonstration material on the topics: dishes, electrical appliances, hats, transport, berries and fruits, animals of hot countries, wild and domestic animals, trees, mushrooms, flowers, space, etc.
Material for children's experimentation, microscopes, magnifiers, globes, geographical atlases and maps. district, village, country, region.
Models of vegetables, fruits, mushrooms.
Counting material
Demonstration material for solving logical problems, for compiling and solving arithmetic problems. Voskobovich games. Rings of Lull.
Handbook for teaching orientation in space.
A set of pictures depicting objects of different shapes, colors and sizes.
Sets: Gyenes blocks, Kuizener sticks and demonstration material for working with them.
Construction kits, constructors.
Natural and waste material.
Educational cards "Seasons"
Magic tree» calendar of nature.
My rights. Workbook.
Ecological diary of a preschooler according to the seasons.
The amazing world of nature. Preschool simulator.
Picture of the world workbook for children 4-5 years old. E.G. Andreevskaya.
Guidelines for the workbook "Picture of the World" .E.G. Andreevskaya, O.N. Montazeri.
Welcome to ecology. Workbook for children 4-5 years old. O.A. Voronkevich.
Didactic games: weather and nature. O.A. Romanovich.
Entertaining ecology. A set of worksheets for classes with children 4-5 years old. E.A. Shcherbaneva.
Take care of your health. Visual material.
Me and my body. Thematic dictionary in pictures.
How a person works. Didactic cards.
Children's encyclopedia of health. Robert Rotenberg.
Be healthy. Set of cards. Introducing preschoolers to a healthy lifestyle. E.I. Gumenyuk. workbook.
The human body. My first encyclopedia.
2.3.4. Educational area "Artistic and aesthetic development"
"Artistic and aesthetic development" fine arts, the development of productive activities and children's creativity - 2 times a week, as well as daily - independent fine arts for children.
Used programs, technologies, material support:
Visual activity in kindergarten. Middle group (artistic and aesthetic development). Lykova I.A.
M. Publishing House "Color World", 2014.
Visual activity in kindergarten. T.S. Komarova.
M.Izd. "Mosaic - Synthesis", 2010.
Visual activity and artistic work. Middle group.O.V.Pavlova. Volgograd.Izd. "Teacher", 2013.
Artistic creativity. Middle group.N.N.Leonova. Volgograd.Izd. "Teacher", 2016.
Thematic, plot pictures, didactic games
Illustrative material for children's fine art.
A set of paintings, demonstration material: for children about art, decorative drawing in kindergarten, modeling in kindergarten, Russian folk arts and crafts in kindergarten, applique in kindergarten, illustrations depicting trees, animals, people, transport, buildings, objects folk art.
Visual and didactic material with notes of classes. Folk crafts.T.A.Kulikovskaya.
Cheerful Khokhloma words. L. Yakhnin.
Origami and child development. T.I. Tarabarina.
Yaroslavl. "Academy of Development", 1998.
Plasticineography for kids. G.N.Davydova.
M.Izd. "Scriptorium 2003", 2008.
Software development of educational areas. Reading fiction in the middle group. N.A. Karpukhina.
Voronezh.Izd. "Teacher", 2013.
Book for reading. V.V. Gerbova.
M.Izd. "Onyx", 2011.
Lukoshko. Reader on Far Eastern Literature.
Portraits of Russian and Soviet writers.
Thematic selection of works of literature and folklore: about big and small, fun and jokes, about our smaller brothers, about nature, getting acquainted with a fairy tale.
Flannelgraph for Russian folk tales: "Kolobok", "Turnip", "Teremok", "Zayushkina's hut", etc.
Illustrations for the themes: seasons, domestic animals, birds, insects, flowers.
Illustrations for fairy tales.
Hats, masks, screens, puppets for theatrical activities
Tape recorder, audio cassettes, disks (voices of birds, fairy tales, folk songs, favorite children's songs from cartoons, dance music)
2.3.5. Educational area "Speech development"
"Speech development": possession of speech as a means of communication and culture; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; enrichment of the active dictionary; development of sound and intonation culture of speech, phonemic hearing; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write; acquaintance with fiction - once a week, as well as in all types of activities, both joint with the educator and independent.
Used programs, technologies, material support:
The development of connected speech. Middle group. HE. Ivanishchina, E.A. Rumyantsev.
Volgograd, Ed. "Teacher", 2013.
Special course "Teaching preschoolers to read and write." L.E. Zhurova, N. S. Varentsova.
M. Enlightenment, 1996.
Teaching preschoolers to retell. A.A. Guskova.
M. TC "Sphere", 2013.
Summaries of lessons in the middle group of kindergarten. A.V. Adzhi.
Voronezh, TC "Teacher", 2009.
Classes for the development of speech in kindergarten. O.S. Ushakov.
M. Education, 1993.
The development of speech in kindergarten. V.V. Gerbova.
M. Ed. "Mosaic - Synthesis", 2010.
Word games in kindergarten. A.K. Bondarenko.
Speech development of children from one to 6 years. I.I. Karelova.
Volgograd.Izd. "Teacher", 2013.
M. Education, 1974.
. Card index of thematic finger games. L. N. Kalmykova.
Volgograd. Publishing house "Teacher", 2014.
Mastering the educational area "Communication" by children 4-7 years old. I.A.Modina.
Volgograd, Ed. "Teacher", 2014.
Sets of paintings, reading books, didactic games, visual - didactic material, subject, plot pictures
Selection of artistic works by age, illustrations to the works.
"The development of speech in kindergarten" V.V. Herbova.Handout and visual material.Patters.
Right or wrong. V.V. Gerbova. Visual = didactic guide.
I am learning to retell. Oprah pictures. N.E. Teremkova.
Teaching children to retell the reference pictures. N.V. Nishcheva. I - I say. Workbook
Nitkography. The development of speech.
Games with adjectives, with verbs, with nouns.
Workbook for the development of speech.
2.4.Children's activities in the educational process
Activities and activities
1. Game - a form of activity of the child, aimed not at the result, but at the process of action and methods of implementation, the adoption of a conditional position by the child. Creative games: directing, role-playing, dramatization games, theatrical games, games with building materials, fantasy games, improvised sketch games.
Games with rules: didactic, mobile, educational, musical, computer.
2. Cognitive-research - a form of children's activity aimed at learning properties and relationships, mastering ways of knowing, contributing to the formation of a holistic picture of the world. Experimentation, research, modeling: drawing up models, activities with their use.
3. Communicative - a form of children's activity aimed at interacting with each other as a subject, a potential communication partner, involving coordination and unification in order to build relationships and achieve a common result.
Constructive communication and interaction with adults and peers, oral speech as the main means of communication.
4. Motor activity is a form of children's activity that allows them to solve motor problems through the implementation of motor function. Gymnastics: basic movements, combat exercises, dance exercises, with elements of sports games.
Games: mobile, with elements of sports.
Riding a scooter, sledding, cycling, skiing.
5. Self-service and elements of domestic work - a form of activity for children that requires efforts to meet physiological and moral needs and brings results that can be seen, touched, felt. Self-service, elements of household labor, labor in nature is feasible, manual labor.
6. Visual activity - a form of activity for children, as a result of which a material or ideal product is created. Drawing, modeling, application.
7. Construction from various materials is a form of children's activity that develops their spatial thinking, forms the ability to foresee the future result, provides an opportunity for the development of creativity, enriches speech Construction: from building material, waste and natural material.
Artistic work: applique, origami, manual labor.
8. The perception of fiction and folklore is a form of children's activity that involves not passive contemplation, but an activity that is embodied in internal assistance, empathy for the characters, in an imaginary transfer of events to oneself, resulting in the effect of personal presence and personal participation in events. Reading, discussion, storytelling, learning, situational conversation.
2.5. Dynamics of child development
The characteristic of the dynamics of the child's development involves the following types: positive dynamics: high level; positive dynamics: above average level; relatively - positive dynamics: average level; insignificant dynamics: low level; negative dynamics (the inability of the child to learn the content of a particular section of the program); undulating dynamics; electoral dynamics. The main indicators of a child's mental development are general intellectual skills: accepting a task, understanding the conditions of this task, ways of doing it - does the child use a practical orientation; learning in the process of diagnostic examination; interest in cognitive tasks, productive activities and attitude to the result of their activities.
2.6 Pedagogical diagnostics
The implementation of the work program involves an assessment of 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 preschoolers, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning). [FGOSp.3.2.3]
Pedagogical diagnostics is carried out in the course of observing the activity of children in spontaneous and specially organized activities.
Tools for pedagogical diagnostics - observation cards of child development, allowing you to record the individual dynamics and development prospects of each child in the course of:
communication with peers and adults (how the ways of establishing and maintaining contact, making joint decisions, resolving conflicts, leadership, etc.) are changing;
gaming activities;
cognitive activity (how is the development of children's abilities, cognitive activity);
project activities (how is the development of children's initiative, responsibility and autonomy, how the ability to plan and organize their activities develops);
artistic activity;
physical development.
Pedagogical diagnostics is mainly aimed at studying a child of preschool age for the knowledge of his individuality and assessment of his development as a subject of knowledge, communication and activity; on understanding the motives of his actions, seeing the hidden reserves of personal development, predicting his behavior in the future
3. Organizational section
3.1. Features of the organization of the developing subject-spatial environment
When organizing a developing subject-spatial environment, the following principles were observed:
openness and accessibility
Polyfunctionality
Flexible zoning
The composition of the subject-game environment includes:
Play equipment, toys, game paraphernalia of various kinds, play materials.
All these play materials are located in the group room and the kindergarten area. The developing environment of the group is comfortable and aesthetic. In accordance with the age of the children in the group, there are toys that are different in their subject matter and purpose. In the group, furniture and equipment correspond to the height and age of the pupils, the number of boys and girls, and are installed in such a way that each child can find a convenient and comfortable place to study in terms of his emotional state: far enough away from children and adults or, conversely, allowing him to feel close contact with them, or else providing for contact and freedom in equal measure. Acquired together with parents attributes and costumes for role-playing games, for the "disguise" corner. For the development of fine motor skills, the ability to speak and act for your character (director's game) - small toys, didactic and educational games. In the book corner, books on various topics are constantly updated, the first children's encyclopedias, illustrations and sets of characters for familiar fairy tales, basic diagrams for retelling familiar fairy tales. For the development of children's creative abilities: crayons, paper of various sizes, coloring stencils, colored pencils, felt-tip pens, paints, plasticine, natural and waste material. For theatrical activities, masks, illustrations for fairy tales, table, flat, finger, shadow and puppet theaters were purchased.
For motor activity there are balls of different sizes and qualities, skittles, sandbags, ring throws, jump ropes, serso, darts. There are Voskobovich's games, Gyenesh's blocks, educational and didactic games, desktop and printed ones, which are constantly updated.
The subject-play environment of the group is organized in such a way that each child has the opportunity to engage in an interesting, exciting business, without disturbing his comrades.
activity."
In accordance with the requirements of the Federal State Educational Standard for the conditions for the implementation of the main general educational program of the preschool educational institution, comfortable conditions have been created both for organizing organized educational activities and for joint, independent activities, as well as for holding regime moments (compliance with the motor regime during the day, change of different types of activity, rational use of types of activity, etc.) from the standpoint of their influence on the psychophysical state and health of children. Interaction with children is based on a personality-oriented communication model, an individual approach and taking into account the zone of proximal development.
A mobile stand with information for parents has been organized in the reception room, and an exhibition of children's works is constantly on display.
The object-spatial environment created in the group provides:
- The possibility of communication and joint activities of children and adults, in the whole group and in small groups, and also provides an opportunity for privacy.
- Implementation of the educational program.
- Game, cognitive, research, creative, motor activity of pupils.
The subject-developing environment provides content Everyday life groups with interesting things, problems, ideas, allows you to include each child in meaningful activities, contributes to the formation of children's personal behavior, helps in the implementation of children's interests and life activity.
3.2 Grid-schedule of educational organized activities (educational situation)
A total of 11 lessons, duration no more than 20 minutes, a break of at least 10 minutes.
Explanatory note to the OOD schedule
The schedule grid is built in accordance with the sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational institutions (SanPin 2.4.1.3049-13), instructive and methodological letter M.O. RF “On hygienic requirements for the maximum load on preschool children in organized forms of education No. 65 / 23-16 of March 14, 2000, and reflects the main content of the MKDOU program.
According to SanPin 2.4.1.3049-13:
In the middle of the time allotted for educational activities, dynamic pauses are made.
Educational activities that require increased cognitive activity and mental stress of children should be organized in the morning. To prevent fatigue in children, educational activities alternate with physical education and music classes.
When regulating the load on the child, it is necessary to take into account his individual characteristics. The implementation of an individual approach to children should be based on systematic observations, primarily on identifying signs of fatigue in a particular child.
3.3. Distribution of children into subgroups for the organization of OOD
Based on the conducted pedagogical diagnostics for solving the following tasks: (Complex diagnostic tools. Dynamics of child development. T.P. Nicheporchuk)
individualization of education (including support for the child, building his educational trajectory or professional correction of the characteristics of his development)
optimization of work with a group of children.
All children were divided into two groups:
1 subgroup - names of children
2 subgroup - names of children
3.4.Group mode
The kindergarten has developed a flexible daily routine that takes into account the age-related psychophysiological capabilities of children, their interests and needs, ensuring the relationship of the planned activities with the daily life of children in kindergarten. In addition, climatic conditions are taken into account (during the year, the daily routine changes twice). During a walk with children, games are played that help to remove psychological inertia. more time is devoted to independent physical activity.
To form responsibility for the task assigned, children begin to fulfill the duties of a duty officer in the dining room and in the corner of nature.
3.5. Interaction of the teacher with parents of children of the middle group
One of the important principles of the technology for implementing the work program is the upbringing and development of preschoolers together with parents, the involvement of parents in the educational process.
Currently, non-traditional interactive forms of work with parents based on cooperation and interaction between teachers and parents are actively used. New forms of interaction with parents implement the principle of partnership, dialogue
Therefore, the task of the teacher is to interest parents in the possibilities of joint upbringing of the child, to show parents their special role in the development of the child.
The tasks of the interaction of the teacher with the parents of children of the middle group
1. To acquaint parents with the developmental features of a child of the fifth year of life, the priority tasks of his physical and mental development.
2. Maintain the interest of parents in the development of their own child, the ability to assess the features of his social, cognitive development, to notice and rejoice in his success.
3. Orient parents to jointly with the teacher familiarizing the child with a healthy lifestyle, developing the ability to follow the rules of safe behavior at home, on the street, in nature.
4. Encourage parents to develop a child's friendly relations with adults and peers, care, attention, emotional responsiveness towards loved ones, a culture of behavior and communication.
5. Show parents the possibilities of the child's speech development in the family (games, topics of conversation, children's stories), the development of the ability to compare, group, develop his horizons.
Municipal budgetary educational institution
"Secondary school No. 10
MO "Akhtubinsky district"
preschool groups
"APPROVE"
Director of MBOU "Secondary School No. 10"
MO "Akhtubinsky district"
S.A.Kandili
Order No. ____________
from_______________2017
WORKING PROGRAMM
middle group teacher
Artyukhova N.A.
for 2017-2018 academic year
Protocol of the pedagogical council
No. ____ from __________________
Upper Baskunchak
EXPLANATORY NOTE
This work program was developed on the basis of the educational program Preschool groups of MBOU "Secondary School No. 10" in accordance with the Federal State Educational Standard to the structure of the main general educational program of preschool education for children of middle preschool age.
The work program determines the content and organization of the educational activities of children of the middle group, and is aimed at the formation of a common culture, the development of physical, intellectual and personal qualities, the formation of the prerequisites for educational activities that ensure social success, the preservation and strengthening of children's health.
The implementation of the work program is carried out in the process of various activities:
1. Educational activities carried out in the process of organizing various types of children's activities (game, communication, labor, cognitive research, productive, musical and artistic, reading)
2. Educational activities carried out during regime moments
3.
4. Interaction with families of children on the implementation of the work program.
Thus, the solution of program tasks is carried out in the joint activities of adults and children and the independent activities of children, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education.
This work program was developed in connection with the introduction of the Federal State Educational Standard in the educational process of preschool educational institutions.
Program implementation period - 1 year (2017 - 2018 academic year)
Relevance
The work program is designed to organize educational activities with children of the middle group (children 4-5 years old).
The basis of the exemplary work program is the selection of material for detailed long-term planning, compiled according to the program of preschool education "From Birth to School", edited by N.E. Veraksy, T.S. Komarova, M. A. Vasilyeva.
The program highlights the developing function of education, which ensures the formation of the child's personality and focuses on his individual characteristics.
When developing the program, a comprehensive solution of the tasks of protecting the life and strengthening the health of children, comprehensive education, enrichment of development based on the organization of various types of children's activities was taken into account.
The program comprehensively presents all the main content lines of education, training and development of the child.
Purpose of the program- creating favorable conditions for a child to fully live in preschool childhood, forming the foundations of a basic personality culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing a child for life in modern society, ensuring the safety of the child's life.
The main form of educational activity is an entertaining activity, during which a variety of games, exercises and game situations, demonstration pictures and tables, and handouts are widely used.
Knowledge, skills and abilities of children are fixed in the process of everyday communication with preschoolers, during walks, games, independent activities.
Goals and objectives of the work program.
1) raising the social status of preschool education;
2) provision by the state of equal opportunities for each child in obtaining a quality pre-school education;
3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs for preschool education, their structure and the results of their development;
4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.
leading purpose the working program is to create favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for schooling, ensuring the life safety of a preschooler. These goals are realized in the process of various types of children's activities.
Tasks of the working program.
1) protecting and strengthening the physical and mental health of children, including their emotional well-being;
2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);
3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);
4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;
5 ) combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, society;
6) the formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;
7) ensuring the variability and diversity of the content of the Programs and organizational forms of preschool education, the possibility of forming Programs of various directions, taking into account the educational needs, abilities and health of children;
8) formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;
9) 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.
Tasks of the DOW:
1. To promote the natural process of mental and physical development of children through the organization of play, communication, cognitive research, labor, motor, reading fiction, musical and artistic, productive activities;
2. Provide psychological and pedagogical support for the development of educational areas;
3. To implement forms of organization of joint adult-children (partnership) activities in the course of direct educational activities (GCD), independent activities (SD), regime moments, work with parents.
Principles and approaches to the formation of the work program.
When building a work program, the following principles are taken into account:
1) corresponds to the principle of developmental education, the purpose of which is the development of the child;
2) combines the principles of scientific validity and practical applicability (the content of the work program must comply with the main provisions of developmental psychology and preschool pedagogy);
3) meets the criteria of completeness, necessity and sufficiency (to allow solving the set goals and objectives only on the necessary and sufficient material, to get as close as possible to a reasonable "minimum");
4) ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, in the process of implementing which such knowledge, skills and abilities are formed that are directly related to the development of preschool children; is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas;
5) is based on the complex - thematic principle of building the educational process;
6) provides for the solution of program educational tasks in joint activities
adults and children and independent activities of children not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;
7) involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschool children and the leading activity for them is the game;
8) ensures the implementation of the educational process in two main organizational models, including: joint activities of an adult and children, independent activities of children;
9) takes into account the gender specificity of the development of preschool children;
10) is aimed at interacting with the family in order to ensure the full development of the child, creating equal conditions for the education of preschool children, regardless of the material wealth of the family, place of residence, linguistic and cultural environment, ethnicity.
Regulations.
The work program has been developed in accordance with the following regulatory documents:
In the field of education at the federal level:
1. Law of the Russian Federation "On Education" dated July 10, 1992 No. No. 3266-1. As amended and supplemented by the Federal Laws of January 13, 1996 No. No. 12-FZ; November 16, 1997 No. 144-FZ; July 20, 2000 No. 102-FZ; dated August 7, 2000 No. 122-FZ (extract);
2. Sanitary and epidemiological requirements for the device, content and organization of the regime of preschool educational institutions . SanPin 2.4.1.2660-10;
3. Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”;
5. Decree 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 device, content and organization of the operating regime of preschool educational organizations”;
6. Order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1014 “On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Education Programs - Educational Programs of Preschool Education”;
7. 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"
Age features of children 4-5 years old.
In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. During the game, the roles can change. Game actions begin to be performed not for their own sake, for the sake of the meaning of the game. There is a separation of play and real interactions of children.
Significant development receives visual activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothing and its details. The technical side of visual activity is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc.
The design becomes more difficult. Buildings can include 5-6 parts. Formed
design skills according to one's own plan, as well as planning a sequence of actions.
The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop. Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.
By the end of middle preschool age, the perception of children becomes more developed. They are able to name the shape that this or that object looks like. They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children are able to arrange groups of objects according to a sensory attribute - size, color; select parameters such as height, length and width. Improved orientation in space.
The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.
Imaginative thinking begins to develop. Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to the scheme, solve labyrinth problems. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image.
For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of quantity, volume and size. For example, if you show them three black paper circles and seven white paper circles and ask: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: "Which is more - white or paper?", The answer will be the same - more white.
The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.
Increased attention span. The child is available concentrated activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.
In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes.
The grammatical side of speech develops. Preschoolers are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational.
The content of communication between a child and an adult is changing. It goes beyond the concrete situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it arouses interest in him.
Children develop a need for respect from an adult; for them, his praise is extremely important. There is an increased sensitivity to comments. Increased resentment is an age-related phenomenon.
Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups. There is competition and competition.
The main achievements of the age are associated with the development of gaming activities; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development of imaginative thinking and imagination, self-centeredness of the cognitive position; development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of a need for respect from an adult, the appearance of resentment, competitiveness, competition with peers, the further development of the image of the child's self, its detailing.
Planned results of the development of the program.
The specifics of preschool childhood (flexibility, plasticity of development
child, the high range of options for his development, his spontaneity and involuntariness) does not allow the child of preschool age to be required to achieve specific educational results and necessitates the determination of the results of mastering the educational program in the form of targets.
The targets for preschool education, presented in the Federal State Educational Standard, should be considered as social and normative age characteristics of the child's possible achievements. This is a guideline for teachers and parents, indicating the direction of the educational activities of adults.
The targets indicated in the FSES DO are common to the entire educational space of the Russian Federation, however, each of the exemplary programs has its own distinctive features, its own priorities, targets that do not contradict the FSES DO, but can deepen and supplement its requirements.
Targets for education in middle age:
the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
shows interest in peers; observes their actions and imitates them;
shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;
the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).
Targets at the stage of completion of preschool education:
The child masters the basic cultural means, ways
mi activities, shows initiative and independence in different
activities - play, communication, cognitive research
activities, design, etc.; is able to choose his occupation, participants in joint activities.
The child has a positive attitude towards the world, towards
various types of labor, other people and oneself, has a sense of
own dignity; interacts actively with peers and
adults, participates in joint games.
Able to negotiate, take into account the interests and feelings of others,
to empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve
conflicts. He knows how to express and defend his position on various issues.
Able to cooperate and perform both leadership and executive functions in joint activities.
Understands that all people are equal regardless of their social
origin, ethnicity, religious and other beliefs, their physical and mental characteristics.
Shows empathy for other people
come to the aid of those who need it.
Shows the ability to hear others and the desire to be understood
The child has a developed imagination, which is realized in
various activities, and above all in the game; owns different forms and types of play, distinguishes between conditional and real situations; can
obey different rules and social norms. Able to recognize various situations and adequately assess them.
The child is fluent in oral speech, can express
their thoughts and desires, use speech to express their thoughts,
feelings and desires, building a speech statement in a communication situation, highlighting sounds in words, the child develops the prerequisites for literacy.
The child has developed large and fine motor skills; he is mobile,
Liv, owns the basic movements, can control his movements and manage them.
The child is capable of volitional efforts, can follow social
norms of behavior and rules in various activities, in relationships with adults and peers, can observe the rules of safe behavior and personal hygiene skills.
Shows responsibility for the job.
The child shows curiosity, asks questions to adults and
peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which
he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; able to make their own decisions, relying on their knowledge and skills in various activities.
Open to new things, that is, shows a desire to learn new things, independently acquire new knowledge; positive attitude towards learning
Shows respect for life (in its various forms) and concern for
environment. Emotionally responds to the beauty of the surrounding world, works of folk and professional art (music, dance, theatrical activities, fine arts, etc.).
Shows patriotic feelings, feels pride in his country, its achievements, has an idea of its geographical diversity, multinationality, major historical events .. Has primary ideas about himself, family, traditional family values, including traditional gender orientations,
shows respect for one's own and the opposite sex.
Complies with elementary generally accepted norms, has primary
value ideas about "what is good and what is bad",
strives to do well; shows respect for elders and care for
Has initial ideas about a healthy lifestyle. Perceives a healthy lifestyle as a value.
EDUCATIONAL ACTIVITIES ACCORDING TO
WITH DIRECTIONS OF DEVELOPMENT OF CHILDREN 4-5 YEARS
The content of psychological and pedagogical work with children 4-5 years old is given in the educational areas: "", "Cognitive development", "Speech development", "Artistic and aesthetic development", "Physical development". The content of the work is focused on the versatile development of preschoolers, 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 way in the course of mastering all educational areas, along with tasks that reflect the specifics of each educational area, with mandatory psychological support.
At the same time, the solution of program educational tasks is provided not only within the framework of directly educational activities, but also during regime moments - both in the joint activities of an adult and children, and in the independent activities of preschoolers.
Educational area
"SOCIO-COMMUNICATIVE
DEVELOPMENT"
“Social and communicative development is aimed at mastering the norms and values accepted in society, including moral and ethical 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; the 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, nature.
MAIN GOALS AND OBJECTIVES
Socialization, communication development, moral education. Assimilation of norms and values accepted in society, education
moral and moral qualities of the child, the formation of the ability to correctly assess their actions and the actions of their peers.
The development of communication and interaction of the child with adults and peers, the 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.
The child in the family and community. Formation of the image of I, a respectful attitude and a sense of belonging to my family and to the community of children and adults in the organization; formation of gender, family affiliation.
Self-service, independence, labor education. Development of self-service skills; the formation of independence, purposefulness and self-regulation of their own actions.
Education of cultural and hygienic skills.
The formation of positive attitudes towards various types of work and creativity, the upbringing of a positive attitude towards work, the desire to work.
Education of a value attitude to one's own work, the work of other people and its results. Formation of the ability to responsibly treat the task assigned (the ability and desire to bring the matter to the end, the desire to do it well).
Formation of primary ideas about the work of adults, its role in society and the life of every person.
Formation of the foundations of security. Formation of primary ideas about safe behavior in everyday life, society, nature. Raising a conscious attitude to the implementation of safety rules.
Formation of a cautious and prudent attitude to potentially dangerous situations for humans and the natural world.
Formation of ideas about some typical dangerous situations and ways of behavior in them.
Formation of elementary ideas about the rules of road safety; education of a conscious attitude to the need to comply with these rules.
Socialization, communication development,
moral education
Contribute to the formation of the child's personal attitude to the observance (and violation) of moral norms: mutual assistance, sympathy for the offended and disagreement with the actions of the offender; approval of the actions of the one who acted fairly, yielded at the request of a peer (divided the cubes equally).
Continue to work on the formation of friendly relationships between children, draw the attention of children to each other's good deeds.
To teach collective games, the rules of good relationships.
To cultivate modesty, responsiveness, the desire to be fair, strong and courageous; learn to experience a sense of shame for an unseemly act.
Remind children to say hello, goodbye, call
employees of a preschool institution by name and patronymic, do not interfere in the conversation of adults, politely express their request, thank for
the service provided.
Child in family and community
The image of I. To form ideas about the growth and development of the child, his past, present and future (“I was small, I am growing, I will be an adult”). To form the primary ideas of children about their rights (to play, a friendly attitude, new knowledge, etc.) and responsibilities in the kindergarten group, at home, on the street (eat, dress, put away toys, etc. on their own).
To form in each child the confidence that he is good, that he is loved.
To form primary gender representations (boys are strong, courageous; girls are tender, feminine).
A family. To deepen children's ideas about the family, its members. Give initial ideas about family relationships (son, mother, father, daughter, etc.).
Be interested in what duties the child has at home (clean up toys, help set the table, etc.).
Kindergarten. Continue to acquaint children with the kindergarten and its staff. To improve the ability to freely navigate the premises of the kindergarten. To consolidate in children the skills of caring for things, to teach them to use them for their intended purpose, to put them in their place.
Introduce the traditions of kindergarten. To consolidate the child's ideas about himself as a member of the team, to develop a sense of community with other children. To form the ability to notice changes in the design of the group and the hall, the site of the kindergarten (how beautiful bright, elegant toys look, children's drawings, etc.). To involve in the discussion and all possible participation in the design of the group, in the creation of its symbols and traditions.
self-service, independence,
labor education
Cultural and hygienic skills. Continue to educate children in neatness, the habit of monitoring their appearance.
Cultivate the habit of self-washing, washing hands with soap before eating, as they get dirty, after using the toilet.
To consolidate the ability to use a comb, handkerchief; when coughing and sneezing, turn away, cover your mouth and nose with a handkerchief.
Improve the skills of careful eating: the ability to take food little by little, chew well, eat silently, use cutlery (spoon, fork), napkin, rinse your mouth after eating.
Self-service. Improve skills on your own
dress, undress. Teach neatly fold and hang clothes, with the help of an adult, put them in order (clean, dry).
Cultivate the desire to be neat, tidy.
Teach yourself to prepare your workplace and clean it up after you finish drawing, sculpting, appliqué (wash jars, brushes, wipe the table, etc.)
Socially useful work. Raising positive children
attitude towards work, desire to work. To form a responsible attitude to the assigned task (the ability and desire to bring the matter to the end, the desire to do it well).
To cultivate the ability to fulfill individual and collective assignments, to understand the significance of the results of one's work for others; to form the ability to negotiate with the help of the educator on the distribution of team work, to take care of the timely completion of the joint task.
Encourage initiative in helping comrades, adults.
Teach children to independently maintain order in the group room and on the site of the kindergarten: put building material, toys in place; help the teacher glue books, boxes.
To teach children to independently perform the duties of dining room attendants: carefully arrange bread bins, cups and saucers, deep plates, put napkin holders, lay out cutlery (spoons, forks, knives).
labor in nature. Encourage children to take care of plants and animals; water the plants, feed the fish, wash the drinkers, pour water into them, put food in the feeders (with the participation of the educator).
In the spring, summer and autumn periods, involve children in feasible work in the garden and in the flower garden (sowing seeds, watering, harvesting); in winter - to clear the snow.
Involve children in the work of growing greens for food for birds in the winter; to feed wintering birds.
To form the desire to help the educator put in order the equipment used in work (clean, dry, take to the designated place).
Respect for the work of adults. Introduce children to the professions of loved ones, emphasizing the importance of their work. To form an interest in the professions of parents.
At the end of the year, children can:
take care of your clothes, be able to put them in order;
independently maintain order in the premises and on the site of the kindergarten;
take care of birds and plants in the group room and on the site;
independently clean their workplace after the end of classes and perform the duties of dining room attendants.
Building the foundations of security
Safe behavior in nature. Continue to acquaint with the diversity of the animal and plant world, with the phenomena of inanimate nature.
To form elementary ideas about how to interact with animals and plants, about the rules of behavior in nature.
To form the concepts: "edible", "inedible", "medicinal plants".
Familiarize yourself with dangerous insects and poisonous plants.
Road safety. To develop observation skills, the ability to navigate indoors and on the site of the kindergarten, in the nearest area.
Continue to acquaint with the concepts of "street", "road", "crossroads", "public transport stop" and the elementary rules of behavior on the street. Encourage children to understand the need to follow the rules of the road.
Clarify children's knowledge about the purpose of a traffic light and the work of a policeman.
To acquaint with various types of urban transport, the features of their appearance and purpose (“Ambulance”, “Fire”, Ministry of Emergency Situations, “Police”, tram, trolley bus, bus).
To acquaint with traffic signs "Pedestrian crossing", "Public transport stop".
To form the skills of cultural behavior in public transport.
Safety of own life. Familiarize yourself with the rules of safe behavior during games. Talk about situations that are dangerous to life and health.
To acquaint with the purpose, operation and rules for using household electrical appliances (vacuum cleaner, electric kettle, iron, etc.).
To consolidate the ability to use cutlery (fork, knife), scissors.
Familiarize yourself with the rules of cycling.
Introduce the rules of behavior with strangers.
Tell children about the work of firefighters, the causes of
fires and rules of conduct in case of fire.
At the end of the year, a child of the middle group may know:
Low level. Knows what vehicles are on the road. Knows its parts; able to navigate in space. Knows about the purpose of a traffic light in general.
Intermediate level. Knows what kind of transport moves on the road (carriageway) and railway. Knows the components of transport. Familiar with the work of the driver, machinist. Knows about the rules of conduct on the roadway, on the sidewalk, on the street, in transport; on a winter road, knows the purpose of each color of the traffic light.
High level. Oriented in that cars move along the carriageway of the street, and pedestrians walk along the sidewalk. He knows about the purpose of the traffic light and all its signals, he is well oriented in space. Has an idea about the types of transport, about the features of their movement. He has an idea about the purpose of specialized transport: a fire engine, a police car, an ambulance. Knows how to behave correctly in all types of public transport. Knows what rules of safe behavior must be observed on the road. Oriented in that the movement of cars can be one-way and two-way, and the carriageway of the street in two-way traffic can be separated by a line. He knows that there is a “safety island” on the road and has an idea of \u200b\u200bits purpose. He knows what city he lives in and what his address is. Knows a safe way home from kindergarten. Oriented in that there are many traffic signs on the roads. Knows and explains the purpose of such road signs as "Pedestrian crossing", "Underground crossing", "Elevated crossing", "Two-way traffic", "Caution, children!".
Educational area
"COGNITIVE DEVELOPMENT"
“Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the 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 relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small motherland and the Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.
MAIN GOALS AND OBJECTIVES
Formation of elementary mathematical representations. 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.
Development of cognitive research activities. Development of cognitive interests of children, expansion of the experience of orientation in the environment, sensory development, development of curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about the objects of the surrounding world, about the properties and relationships of the objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, causes and effects, etc.).
The development of perception, attention, memory, observation, the ability to analyze, compare, highlight the characteristic, essential features of objects and phenomena of the surrounding world; the ability to establish the simplest connections between objects and phenomena, to make simple generalizations.
Acquaintance with the subject environment. Familiarization with the objective world (name, function, purpose, properties and qualities of the object); perception of an object as a creation of human thought and the result of labor.
Formation of primary ideas about the diversity of the subject environment; that a person creates an objective environment, changes and improves it for himself and other people, making life more convenient and comfortable. Development of the ability to establish cause-and-effect
connections between the world of objects and the natural world.
Introduction to the social world. Acquaintance with the surrounding social world, expanding the horizons of children, the formation of a holistic picture of the world. Formation of primary ideas about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays. Formation of citizenship; education of love for the motherland, pride in its achievements, patriotic feelings. Formation of elementary ideas about the planet Earth as a common home of people, about the diversity of countries and peoples of the world.
Introduction to the natural world. Acquaintance with nature and natural phenomena. Development of the ability to establish causal relationships between natural phenomena. Formation of primary ideas about the natural diversity of the planet Earth. Formation of elementary ecological ideas. Formation of an understanding that a person is a 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 the environment. Education of the ability to behave correctly in nature. Education of love for nature, the desire to protect it.
IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS)
Formation of elementary mathematical representations
Quantity. To give children an idea that a set (“a lot”) can consist of elements of different quality: objects of different colors, sizes, shapes; learn to compare parts of a set, determining their equality or inequality based on pairing of objects (without resorting to counting). Introduce expressions into the speech of children: “There are many circles here, some are red, and others are blue; there are more red circles than blue ones, and fewer blue ones than red ones" or "there are equal numbers of red and blue circles".
Learn to count up to 5 (based on visibility), using the correct counting techniques: name the numbers in order; correlate each numeral with only one subject of the group being counted; refer the last numeral to all counted items, for example: "One, two, three - only three circles." Compare two groups of objects, called numbers 1-2, 2-2, 2-3, 3-3, 3-4, 4-4, 4-5, 5-5.
To form ideas about the ordinal account, to teach how to use cardinal and ordinal numbers correctly, to answer the questions “How much?”, “Which one?”, “In which place?”.
To form an idea of equality and inequality of groups based on the count: “Here one, two bunnies, and here one, two, three Christmas trees. There are more Christmas trees than bunnies; 3 is greater than 2 and 2 is less than 3.
Learn to equalize unequal groups in two ways, adding one (missing) item to the smaller group or removing one (extra) item from the larger group (“1 bunny was added to 2 bunnies, it became 3 bunnies and also 3 Christmas trees. Christmas trees and bunnies equally - 3 and 3 "or: "There are more Christmas trees (3), and less bunnies (2). They removed 1 Christmas tree, there were also 2 of them. Christmas trees and bunnies became equally: 2 and 2").
Count items from a larger number; lay out, bring a certain number of items in accordance with a sample or a given number within 5 (count 4 cockerels, bring 3 bunnies).
Based on the account, establish equality (inequality) of groups of objects in situations where objects in groups are located at different distances from each other, when they differ in size, in the form of location in space.
Value. Improve the ability to compare two objects in size (length, width, height), as well as learn to compare two objects in thickness by directly superimposing or applying them to each other; reflect the results of comparison in speech using adjectives (longer - shorter, wider - narrower, higher - lower, thicker - thinner or equal (identical) in length, width, height, thickness).
Learn to compare objects according to two signs of size (the red ribbon is longer and wider than the green one, the yellow scarf is shorter and narrower than the blue one).
Establish dimensional relationships between 3-5 objects of different lengths (width, height), thickness, arrange them in a certain sequence - in descending or increasing order. To introduce into the active speech of children concepts denoting the dimensional relationships of objects (this (red) tower is the highest, this (orange) is lower, this (pink) is even lower, and this (yellow) is the lowest, etc.). ).
The form. To develop children's ideas about geometric shapes: a circle, a square, a triangle, as well as a ball, a cube.
To teach to highlight the special features of figures with the help of visual and tactile-motor analyzers (the presence or absence of angles, stability, mobility, etc.).
To introduce children to the rectangle, comparing it with a circle, square, triangle. Learn to distinguish and name a rectangle, its elements: angles and sides.
To form the idea that the figures can be of different sizes: large - small cube (ball, circle, square, triangle, rectangle).
Learn to correlate the shape of objects with known geometric shapes: a plate - a circle, a scarf - a square, a ball - a ball, a window, a door - a rectangle, etc.
Orientation in space. Develop the ability to determine spatial directions from oneself, move in a given direction (forward - backward, right - left, up - down); indicate in words the position of objects in relation to oneself (a table is in front of me, a door is to my right, a window is to my left, toys are on the shelves behind me).
To acquaint with spatial relationships: far - close (the house is close, and the birch grows far away).
Orientation in time. Expand children's ideas about the parts of the day, their characteristic features, sequence (morning - afternoon - evening - night).
Explain the meaning of the words: "yesterday", "today", "tomorrow".
By the end of the year, five-year-olds can:
distinguish what parts a group of objects is made up of, name their characteristic features (color, shape, size);
compare two groups by piece-by-piece correlation of objects (pairing);
lay out 3-5 objects of various sizes (length, width, height) in ascending (descending) order; talk about the size of each item in the row;
distinguish and name a triangle, circle, square, rectangle; ball, cube, cylinder; know their characteristic differences;
find in the environment objects similar to familiar figures;
determine the direction of movement from oneself (to the right, to the left, forward, backward, up, down);
distinguish between left and right hands;
identify parts of the day.
Development of cognitive research activities
Cognitive research activity. To continue to acquaint children with generalized methods of studying various objects using specially designed systems of sensory standards, to help master perceptual actions. To form the ability to obtain information about a new object in the process of its practical research.
To form the ability to perform a series of sequential actions in accordance with the task and the proposed activity algorithm. To learn to understand and use models proposed by adults in cognitive research activities.
sensory development. Continue to work on sensory development in various activities. To enrich the sensory experience by introducing children to a wide range of objects and objects, with new ways of examining them.
To consolidate the previously acquired skills of examining objects and objects.
To improve the perception of children through the active use of all the senses (touch, sight, hearing, taste, smell).
Enrich sensory experience and the ability to capture the impressions received in speech.
Continue to introduce geometric shapes (circle, triangle, square, rectangle, oval), colors (red, blue, green, yellow, orange, purple, white, gray).
Develop a sense of touch. To acquaint with various materials by touch, by touching, stroking (characterizing the sensations: smooth, cold, fluffy, hard, prickly, etc.).
To form figurative representations on the basis of the development of figurative perception in the process of various activities.
Develop the ability to use standards as generally accepted properties and qualities of objects (color, shape, size, weight, etc.); select items according to 1-2 qualities (color, size, material, etc.).
Project activity. Develop primary skills in design and research activities, assist in the presentation of its results and create conditions for their presentation to peers. Involve parents in children's research activities.
Didactic games. To teach children games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects by external signs, group; make a whole out of parts (cubes, mosaics, puzzles).
To improve the tactile, auditory, taste sensations of children (“Define by touch (by taste, by sound)”). Develop observation and attention (“What has changed?”, “Who has a ring?”).
Help children learn the rules of the simplest printed board games ("Domino", "Lotto").
Acquaintance with the subject environment
Create conditions for expanding children's ideas about the objects of the world. Talk about the items that children need in different types of activities (play, work, drawing, applications, etc.).
Continue to acquaint children with the signs of objects, encourage them to determine their color, shape, size, weight. Talk about the materials (glass, metal, rubber, leather, plastic) from which objects are made, about their properties and qualities. Explain the feasibility of making
an object made of a certain material (car body made of metal, tires made of rubber, etc.).
To form elementary ideas about the change in the types of human labor and life on the example of the history of toys and household items.
Introduction to the social world
Expand your understanding of the rules of conduct in public places.
To expand the knowledge of children about public transport (bus, train, plane, ship).
Form initial ideas about the school.
Continue to acquaint with cultural phenomena (theater, circus, zoo, vernissage), their attributes, people working in them, rules of conduct.
Talk about the most beautiful places in your native city (village),
its attractions. To give children understandable ideas about public holidays. Talk about the Russian army, about the soldiers who protect our Motherland (border guards, sailors, pilots).
To give elementary ideas about life and the peculiarities of work in the city and in the countryside (based on the experience of children). Continue to introduce various professions (chauffeur, postman, salesman, doctor, etc.); expand and enrich ideas about labor actions, tools of labor, results of labor.
To acquaint children with money, the possibilities of its use.
Continue to cultivate love for the native land; tell children about the most beautiful places in their native city (village), its sights.
To give children understandable ideas about public holidays.
Talk about the Russian army, about the soldiers who protect our Motherland (border guards, sailors, pilots).
Introduction to the natural world
Expand children's understanding of nature. Introduce pets, ornamental fish (with goldfish, except for the veiltail and telescope, crucian carp, etc.), birds (wavy parrots, canaries, etc.).
Introduce children to representatives of the class of reptiles (lizard, turtle), their appearance and methods of movement (the lizard has an elongated body, it has a long tail that it can shed; the lizard runs very fast).
Expand children's ideas about some insects (ant, butterfly, beetle, ladybug).
Expand ideas about fruits (apple, pear, plum, peach, etc.), vegetables (tomato, cucumber, carrots, beets, onions, etc.) and berries (raspberries, currants, gooseberries, etc.), mushrooms (butter, mushrooms , russula, etc.).
To consolidate children's knowledge about herbaceous and indoor plants (balsam, ficus, chlorophytum, geranium, begonia, primrose, etc.); learn how to take care of them.
Learn to recognize and name 3-4 types of trees (tree, pine, birch, maple, etc.).
In the process of experimental activity, expand children's ideas about the properties of sand, clay and stone.
Organize observations of birds arriving at the site (crow, dove, tit, sparrow, bullfinch, etc.), feed them in winter.
To consolidate children's ideas about the conditions necessary for the life of people, animals, plants (air, water, food, etc.).
Teach children to notice changes in nature.
Talk about the protection of plants and animals.
Seasonal observations
Autumn. To teach children to notice and name changes in nature: it gets colder, precipitation, wind, leaf fall, fruits and root crops ripen, birds fly south.
Establish the simplest connections between the phenomena of animate and inanimate nature (it got colder - butterflies and beetles disappeared; flowers faded, etc.).
Involve in the collection of plant seeds.
Winter. To teach children to notice changes in nature, to compare autumn and winter landscapes.
Observe the behavior of birds on the street and in a corner of nature.
Examine and compare bird tracks in the snow. Help wintering birds, call them.
To expand the ideas of children that in frost water turns into ice, icicles; ice and snow melt in a warm room.
To involve in winter fun: sledding downhill, skiing, sculpting snow crafts.
Spring. Teach children to recognize and name the season; highlight the signs of spring: the sun became warmer, the buds on the trees swelled, grass appeared, snowdrops blossomed, insects appeared.
Tell the children that many indoor plants bloom in spring.
To form children's ideas about the work carried out in the spring in the garden and in the garden. Learn to observe the planting and germination of seeds.
Involve children in the work in the garden and flower beds.
Summer. To expand children's ideas about summer changes in nature: blue clear skies, the sun shines brightly, heat, people are lightly dressed, sunbathing, swimming.
In the process of various activities, expand children's ideas about the properties of sand, water, stones and clay.
To consolidate knowledge that many fruits, vegetables, berries and mushrooms ripen in summer; animals have babies.
By the end of the year, children can:
name a variety of objects that surround them in the premises, on the site, on the street; know their purpose, name the properties and qualities available for perception and examination;
show interest in objects and phenomena that they did not (do not have) the opportunity to see;
happy to talk about the family, family life, traditions; actively participate in activities that are being prepared in the group, in the preschool, in particular, aimed at making adults and children (adult, child) happy;
write a story about your hometown (town, village);
talk about the desire to acquire a certain profession in the future (become a policeman, fireman, military man, etc.);
to know about the meaning of money and to use analogues of banknotes in the game;
to participate in observations of plants, animals, birds, fish and in feasible work to care for them; share their knowledge about living and non-living things; do not tear, do not break plants, take care of living beings, do not harm them;
Talk about seasonal changes in nature.
independently repeat the experiments done together with adults;
draw up a plan of research work, make diagrams and sketches;
compare the results of observations, compare, analyze, draw conclusions and generalizations.
Educational area
"SPEECH DEVELOPMENT"
“Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic 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 analytic-synthetic activity as a prerequisite for teaching literacy”.
MAIN GOALS AND OBJECTIVES
The development of speech. Development of free communication with adults and children,
mastery of constructive ways and means of interaction with others.
The development of all components of children's oral speech: the grammatical structure of speech, coherent speech - dialogic and monologic forms; vocabulary formation, education of sound culture of speech.
Practical mastering by pupils of the norms of speech.
Fiction. Raising interest and love for reading; development of literary speech.
Education of the desire and ability to listen to works of art, to follow the development of the action.
IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS)
Speech development
Developing speech environment. Discuss with children information about objects, phenomena, events that go beyond their usual immediate environment.
Listen to children, clarify their answers, suggest words that more accurately reflect the peculiarity of an object, phenomenon, state, act; help to express a judgment logically and clearly.
Encourage the development of curiosity.
Help children communicate kindly with their peers, suggest how to please a friend, congratulate him, how to calmly express his dissatisfaction with his act, how to apologize.
Formation of a dictionary. To replenish and activate the vocabulary of children based on deepening knowledge about the immediate environment. Expand ideas about objects, phenomena, events that did not take place in their own experience.
To intensify the use in speech of the names of objects, their parts, the materials from which they are made.
Learn to use the most common adjectives, verbs, adverbs, prepositions in speech.
Introduce nouns denoting professions into the children's dictionary; verbs characterizing labor actions.
Continue to teach children to identify and name the location of the object (left, right, near, near, between), time of day. Help replace demonstrative pronouns and adverbs often used by children (there, there, such, this) with more precise expressive words; use antonyms (clean - dirty, light - dark).
Learn to use nouns with a general meaning (furniture, vegetables, animals, etc.).
Sound culture of speech. To consolidate the correct pronunciation of vowels and consonants, to practice the pronunciation of whistling, hissing and sonorous (r, l) sounds. Develop the articulatory apparatus.
Continue to work on diction: improve the distinct pronunciation of words and phrases.
Develop phonemic awareness: learn to distinguish by ear and name words that begin with a certain sound.
Improve intonation expressiveness of speech.
The grammatical structure of speech. Continue to develop in children the ability to coordinate words in a sentence, use prepositions correctly in speech; form the plural form of nouns denoting cubs of animals (by analogy), use these nouns in the nominative and accusative cases (foxes - foxes, cubs - cubs); correctly use the plural form of the genitive case of nouns (forks, apples, shoes).
Remind the correct forms of the imperative mood of some verbs (Lie down! Lie down! Go! Run! Etc.), indeclinable nouns (coat, piano, coffee, cocoa).
Encourage the word creation characteristic of the fifth year of life, tactfully suggest a generally accepted pattern of a word.
Encourage children to actively use the simplest types of complex and complex sentences in speech.
Connected speech. To improve dialogic speech: to teach to participate in a conversation, it is clear for listeners to answer questions and ask them.
To teach children to tell: describe an object, a picture; exercise in compiling stories based on a picture created by a child using handout didactic material.
Exercise children in the ability to retell the most expressive and dynamic passages from fairy tales.
significantly increase your vocabulary, in particular, at the expense of words denoting objects and phenomena that did not take place in the child's own experience;
actively use words denoting an emotional state (angry, sad), ethical qualities (cunning, kind), aesthetic characteristics, various properties and qualities of objects. Understand and use antonyms; form new words by analogy with familiar words (sugar bowl - sugar bowl);
meaningfully work on your own pronunciation, highlight the first sound in a word;
to comprehend the relationship of cause and effect; use complex and complex sentences;
in detail, with detailing and repetitions, talk about the content of the plot picture, with the help of an adult, repeat samples of the description of the toy, dramatize (stage) excerpts from familiar works;
tell incredible stories, which is a consequence of the rapid development of fantasy;
actively accompany with speech their activities (game, household and other actions).
Introduction to fiction
Continue to teach children to listen to fairy tales, stories, poems; memorize small and simple rhymes.
To help them, using different techniques and pedagogical situations, correctly perceive the content of the work, empathize with its characters.
Read at the request of the child a favorite passage from a fairy tale, story, poem, helping to develop a personal attitude to the work.
Maintain attention and interest in the word in a literary work.
Continue to work on creating interest in the book. Offer children illustrated editions of familiar works. Explain the importance of drawings in a book; show how many interesting things can be learned by carefully examining book illustrations. To acquaint with the books designed by Yu. Vasnetsov, E. Rachev, E. Charushin.
By the end of the year, middle group children can:
express a desire to listen to a certain literary work;
look with interest at illustrated editions of children's books;
name your favorite fairy tale, read the poem you like, under the supervision of an adult, choose the leader with the help of a rhyme;
dramatize (act) small fairy tales with the help of an adult;
children try to meaningfully answer the questions “Did you like the work?”, “Who did you especially like and why?”, “Which passage to read again?”.
Educational area
"ARTISTIC AND AESTHETIC DEVELOPMENT"
“Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.)”.
MAIN GOALS AND OBJECTIVES
Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude to objects and phenomena of the surrounding world, works of art; fostering interest in artistic and creative activities.
Development of aesthetic feelings of children, artistic perception, figurative representations, imagination, artistic and creative abilities.
Development of children's artistic creativity, interest in independent creative activity (fine, constructive-model, musical, etc.); meeting the needs of children in 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 art (verbal, musical, fine, theatrical, architecture) through familiarization with the best examples of domestic and world art; educating 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 activity; improvement of skills in drawing, modeling, application, applied art.
Education of emotional responsiveness in the perception of works of fine art.
Raising the desire and ability to interact with peers when creating teamwork.
Constructive-model activity. Introduction to design; development of interest in constructive activities, acquaintance with various types of designers.
Education of the ability to work collectively, to combine their crafts in accordance with a common plan, to agree on who will do what part of the work.
Musical activity. Introduction to musical art;
development of prerequisites for value-semantic perception and understanding
musical art; formation of the foundations of musical culture, familiarization with elementary musical concepts, genres; education of emotional responsiveness in the perception of musical works.
Development of musical abilities: poetic and musical ear, sense of rhythm, musical memory; the formation of song, musical taste.
Raising interest in musical and artistic activities, improving skills in this type of activity.
Development of children's musical and artistic creativity, the implementation of independent creative activity of children; satisfaction of the need for self-expression.
IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS)
Introduction to art
Introduce children to the perception of art, develop interest in it.
Encourage the expression of aesthetic feelings, the manifestation of emotions when looking at objects of folk and decorative art, listening to works of musical folklore.
To acquaint children with the professions of an artist, artist, composer.
Encourage to recognize and name objects and phenomena of nature, the surrounding reality in artistic images (literature, music, fine arts).
To teach to distinguish between genres and types of art: poetry, prose, riddles (literature), songs, dances, music, painting (reproduction), sculpture (fine art), building and construction (architecture).
Learn to identify and name the main means of expression (color, shape, size, rhythm, movement, gesture, sound) and create your own artistic images in visual, musical, constructive activities.
Introduce children to architecture. To form ideas that the houses in which they live (kindergarten, school, other buildings) are architectural structures; houses are different in shape, height, length, with different windows, with a different number of floors, entrances, etc.
Arouse interest in various buildings located around the kindergarten (houses in which the child and his friends live, school, cinema).
To draw the attention of children to the similarities and differences of different buildings, to encourage independent selection of parts of the building, its features.
To consolidate the ability to notice differences in buildings similar in shape and structure (shape and size of entrance doors, windows and other parts).
Encourage the desire of children to depict real and fabulous buildings in drawings, applications.
Organize a visit to the museum (together with parents), talk about the purpose of the museum.
To develop interest in visiting the puppet theater, exhibitions.
To consolidate children's knowledge about the book, book illustration. To acquaint with the library as a storage center for books created by writers and poets.
To acquaint with works of folk art (rhymes, fairy tales, riddles, songs, round dances, invocations, products of folk arts and crafts).
Cultivate respect for works of art.
Visual activity
Continue to develop children's interest in fine arts.
Cause a positive emotional response to the offer to draw, sculpt, cut and paste.
Continue to develop aesthetic perception, figurative representations, imagination, aesthetic feelings, artistic and creative abilities.
Continue to form the ability to examine and examine objects, including with the help of hands.
Enrich children's ideas about fine arts (illustrations for works of children's literature, reproductions of paintings, folk decorative arts, small sculptures, etc.)
as the basis for the development of creativity. To teach children to highlight and use means of expression in drawing, modeling, and appliqué.
Continue to develop the ability to create collective works in drawing, modeling, and appliqué.
To consolidate the ability to maintain the correct posture when drawing: do not stoop, do not lean low over the table, towards the easel; sit freely without straining. Teach children to be neat: keep your workplace in order, clean everything off the table at the end of work.
Learn to be friendly when evaluating the work of other children.
Drawing. Continue to develop in children the ability to draw individual objects and create plot compositions, repeating the image of the same objects (tumblers are walking, trees on our site in winter, chickens are walking on the grass) and adding others to them (sun, falling snow, etc.). ).
To form and consolidate ideas about the shape of objects (round, oval, square, rectangular, triangular), size, location of parts.
Help children, when conveying a plot, arrange images on the entire sheet in accordance with the content of the action and the objects included in the action. Direct the attention of children to the transfer of the ratio of objects in size: a tree is tall, a bush is lower than a tree, flowers are lower than a bush.
Continue to consolidate and enrich children's ideas about the colors and shades of surrounding objects and objects of nature. Add new ones to already known colors and shades (brown, orange, light green); form an idea of how these colors can be obtained.
Learn to mix paints to get the right colors and shades.
Develop a desire to use a variety of colors in drawing, applications, pay attention to the multicolor of the world around.
To consolidate the ability to properly hold a pencil, brush, felt-tip pen, colored chalk; use them when creating an image.
To teach children to paint over drawings with a brush, pencil, drawing lines and strokes in only one direction (top to bottom or left to right); rhythmically apply strokes, strokes throughout the form, without going beyond the contour; draw wide lines with the whole brush, and narrow lines and dots with the end of the bristle of the brush. To consolidate the ability to cleanly rinse the brush before using paint of a different color. By the end of the year, to form in children the ability to obtain light and dark shades of color by changing the pressure on the pencil.
To form the ability to correctly convey the location of parts when drawing complex objects (doll, bunny, etc.) and correlate them in size.
Decorative drawing. Continue to develop the ability to create decorative compositions based on Dymkovo and Filimonov patterns. Use Dymkovo and Filimonov products to develop the aesthetic perception of beauty and as samples
to create patterns in the style of these murals (for painting, toys molded by children and silhouettes of toys cut out of paper can be used).
Introduce children to Gorodets products. Learn to highlight the elements of Gorodets painting (buds, cups, roses, leaves); see and name the colors used in painting.
Modeling. Continue to develop children's interest in modeling; improve the ability to sculpt from clay (from plasticine, plastic mass). To consolidate the modeling techniques mastered in previous groups; teach pinching with a slight pull of all the edges of a flattened ball, pulling out individual parts from a whole piece, pinching small details (the ears of a kitten, the beak of a bird). Learn to smooth the surface of a molded object, figure with your fingers.
To teach techniques for indenting the middle of a ball, a cylinder to obtain a hollow shape. Learn how to use stacks. Encourage the desire to decorate fashioned products with a pattern using a stack.
To fix the techniques of neat modeling.
Application. Raise interest in the application, complicating its content and expanding the possibilities of creating a variety of images.
To develop in children the ability to properly hold scissors and use them. Teach cutting, starting with the formation of the skill of cutting in a straight line, first short and then long strips. To learn how to compose images of various objects from stripes (fence, bench, ladder, tree, bush, etc.). Learn to cut round shapes from a square and oval shapes from a rectangle by rounding the corners; use this technique for images in the application of vegetables, fruits, berries, flowers, etc.
Continue to expand the number of objects depicted in the application (birds, animals, flowers, insects, houses, both real and imaginary) from ready-made forms. Teach children to transform these shapes by cutting them into two or four parts (circle - into semicircles, quarters; square - into triangles, etc.).
Strengthen the skills of accurate cutting and gluing.
Encourage activity and creativity.
By the end of the year, children can:
highlight the expressive means of the Dymkovo and Filimonov toys, show interest in book illustrations;
in drawing:
depict objects and phenomena, using the ability to convey them expressively by creating distinct forms, choosing colors, carefully painting, using different materials: pencils, paints (gouache), felt-tip pens, colored fatty crayons, etc.;
convey a simple plot, combining several objects in a drawing, placing them on a sheet in accordance with the content of the plot;
decorate silhouettes of toys with elements of Dymkovo and Filimonov painting.
highlight the elements of Gorodets painting (buds, cups, roses, leaves); see, name the colors used in the painting;
create images of different objects and toys, combine them into a collective composition; use all the variety of learned techniques;
in application:
correctly hold the scissors and cut them in a straight line, diagonally (square and rectangle), cut a circle from a square, an oval from a rectangle, smoothly cut and round off the corners;
carefully paste images of objects consisting of several parts;
choose colors in accordance with the color of objects or of your own free will;
make patterns from plant forms and geometric shapes;
Structural modeling activity
Draw children's attention to various buildings and structures around
their home, kindergarten. On walks in the process of playing, consider with children
cars, carts, buses and other modes of transport, highlighting their parts,
name their shape and location in relation to the largest part.
Continue to develop in children the ability to distinguish and name building parts (cube, plate, brick, bar); learn to use
them, taking into account the design properties (stability, shape, size).
To develop the ability to establish associative links, offering to remember what similar structures the children saw.
Learn to analyze a building sample: identify the main parts, distinguish and correlate them in size and shape, establish the spatial arrangement of these parts relative to each other
(in houses - walls, at the top - ceiling, roof; in a car - a cabin,
body, etc.).
Learn to independently measure buildings (in height, length and width), follow the construction principle set by the educator (“Build the same house, but tall”).
Learn to build buildings from large and small building materials
material, use details of different colors to create and decorate buildings.
Teach paper design: bend a rectangular sheet of paper in half, combining sides and corners (album, flags for decoration
site, greeting card), stick to the main shape of the part
(to the house - windows, doors, pipe; to the bus - wheels; to the chair - back).
Encourage children to make crafts from natural materials:
bark, branches, leaves, cones, chestnuts, nutshells, straw (boats, hedgehogs, etc.). Learn to use glue to fix parts,
plasticine; use coils, boxes of different sizes in crafts
and other items.
By the end of the year, children can:
in construction:
children expand their knowledge and ideas about the constructed objects;
ideas about the activities of people associated with construction, the creation of equipment, objects, things are expanding;
children learn to analyze buildings, structures, drawings;
children form ideas about construction details, their names and properties (shape, size, stability, methods of connection, fastening);
children learn to transform buildings according to different parameters, build according to verbal instructions;
constructive skills are improved (combine parts, combine in shape, connect in different ways, superimposing, attaching, experimenting with them);
develop spatial orientation skills (front, back, inside, etc.);
children create buildings according to individual and joint plans and play with them;
Creativity and invention develop;
aesthetic taste is formed in a harmonious combination of elements in the design of buildings, crafts;
children practice making simple flat toys from paper strips by folding them in half and decorating them with cut-out paper elements;
learn how to make elementary origami toys;
practice making crafts from waste (box) and natural materials;
learn to use scissors, glue;
business and game communication of children develops;
Children learn to be neat and tidy at work.
Musical activities
To continue to develop in children an interest in music, a desire to listen to it,
cause emotional responsiveness in the perception of musical
works.
Enrich musical impressions, promote further
development of the foundations of musical culture.
Hearing. To form the skills of a culture of listening to music (not
be distracted, listen to the piece to the end).
To learn to feel the nature of music, to recognize familiar works,
express your impressions of what you have heard.
Learn to notice the expressive means of a musical work:
quiet, loud, slow, fast. Develop the ability to distinguish sounds
in height (high, low within the sixth, seventh).
Singing. To teach children expressive singing, to form the ability
sing lingeringly, movingly, in concert (within the limits of re - si of the first octave). Develop the ability to take breath between short musical phrases. Learn to sing a melody cleanly, soften the ends of phrases, clearly pronounce words, sing expressively, conveying the nature of the music.
Learn to sing with and without instrumental accompaniment (with the help of a teacher).
Song creativity. Learn to compose the melody of a lullaby on your own and answer musical questions (“What is your name?”,
"What do you want, kitty?", "Where are you?"). To form the ability to improvise melodies for a given text.
Musical-rhythmic movements. keep shaping
children have the skill of rhythmic movement in accordance with the nature of the music.
Learn to independently change movements in accordance with the two- and three-part form of music.
Improve dance moves: straight gallop, spring,
circling alone and in pairs.
To teach children to move in pairs in a circle in dances and round dances, put their feet on the toe and on the heel, clap their hands rhythmically, perform the simplest rearrangements (from the circle in all directions and back), jumps.
Continue to improve children's basic movement skills
(walking: “solemn”, calm, “mysterious”; running: easy, swift).
Development of dance and game creativity. To promote the development of emotionally figurative performance of musical game exercises (leaves are spinning, snowflakes are falling) and scenes using facial expressions and pantomime (a cheerful and sad bunny, a cunning fox, an angry wolf, etc.).
Teach dramatization of songs and staging small musical
performances.
Playing children's musical instruments. Form skill
play along with the simplest melodies on wooden spoons, rattles, a drum, a metallophone.
By the end of the year, children can:
listen carefully to a piece of music, feel its character; express your feelings in words, drawing, movement;
recognize songs by melody;
distinguish sounds in height (within the sixth - seventh);
sing long, clearly pronounce the words; start and end singing together;
perform movements that correspond to the nature of the music, independently changing them in accordance with the two-part form of a piece of music;
perform dance movements: spring, jumps, movement in pairs in a circle, circling one by one and in pairs;
perform movements with objects (with dolls, toys, ribbons);
stage (together with the teacher) songs, round dances;
play the simplest melodies on the metallophone on one sound.
Educational area
"PHYSICAL DEVELOPMENT"
“Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct performance of basic movements that do not harm the body (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; formation of the values of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.)”.
MAIN GOALS AND OBJECTIVES
Formation of initial ideas about a healthy lifestyle. Formation in children of initial ideas about a healthy lifestyle.
Physical Culture. Preservation, strengthening and protection of children's health; increasing mental and physical performance, preventing fatigue.
Ensuring harmonious physical development, improving skills and abilities in the main types of movements, nurturing beauty, grace, expressiveness of movements, the formation of correct posture.
Formation of the need for daily motor activity.
Development of initiative, independence and creativity in motor activity, the ability to self-control, self-esteem when performing movements.
Development of interest in participation in outdoor and sports games and physical exercises, activity in independent motor activity; interest and love for sports.
IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS)
Formation of initial representations
about a healthy lifestyle
To continue acquaintance of children with parts of the body and human senses.
To form an idea of the meaning of body parts and organs
feelings for human life and health (hands do many useful things; legs help move; mouth speaks, eats; teeth chew; tongue helps to chew, speak; skin feels; nose breathes, catches smells; ears hear).
To educate the need for adherence to the diet, eating vegetables and fruits, and other healthy foods.
To form an idea of the substances necessary for a person
and vitamins. Expand understanding of the importance of sleep for health,
hygiene procedures, movements, hardening.
To acquaint children with the concepts of "health" and "disease".
Develop the ability to establish a connection between the action being performed
and the state of the body, well-being (“I brush my teeth, which means they will be strong and healthy”, “I got my feet wet on the street, and I
runny nose started.
To form the ability to provide elementary assistance to oneself in case of bruises, to seek help from adults in case of illness, injury.
Form ideas about a healthy lifestyle; about the meaning
physical exercise for the human body. Continue to acquaint with physical exercises to strengthen various organs and systems of the body.
Physical Culture
Form the correct posture.
To develop and improve the motor skills of children, the ability to creatively use them in independent motor activity.
To consolidate and develop the ability to walk and run with coordinated
movements of the arms and legs. Learn to run easily, rhythmically, energetically pushing off with your toe.
Learn to crawl, crawl, crawl, climb over objects. Learn to climb from one span of the gymnastic wall to another (to the right, to the left).
Learn to vigorously push off and land correctly in jumping on two legs in place and moving forward, to navigate in space. In long and high jumps from a place, learn to combine repulsion with a wave of the arms, and maintain balance when landing. Learn
jumping over a short rope.
Strengthen the ability to take the correct starting position when
throwing, hitting the ball on the ground with the right and left hands, throwing and catching
with his hands (not pressed to the chest).
Learn to ride a two-wheeled bicycle in a straight line, in a circle.
Teach children to ski with a sliding step, to perform turns,
to climb a mountain.
Teach formations, keeping distance while moving.
Develop psychophysical qualities: speed, endurance, flexibility, dexterity, etc.
To teach to play a leading role in an outdoor game, to consciously relate to the implementation of the rules of the game.
In all forms of organization of motor activity to develop
in children, organization, independence, initiative, ability
maintain friendly relationships with peers.
Outdoor games. Continue to develop children's activity in games
with balls, jump ropes, hoops, etc.
Develop speed, strength, agility, spatial orientation.
Encourage independence and initiative in the organization
familiar games.
Teach to perform actions on a signal.
By the end of the fifth year, children can:
walk and run, observing the correct technique of movements;
climb the gymnastic wall without missing the rails, climbing from one span to another; crawl in different ways: leaning on the hands, knees and toes, on the feet and palms; on the stomach, pulling up with hands;
take the correct starting position in jumps from a place, land softly, jump in length from a place to a distance of at least 70 cm;
catch the ball with the hands from a distance of up to 1.5 m; take the correct starting position when throwing, throw objects in different ways with the right and left hand; hit the ball on the ground (floor) at least five times in a row;
perform exercises for static and dynamic balance;
line up in a column one at a time, in pairs, in a circle, in a line;
slide independently along ice paths (length 5 m);
skiing with a gliding step for a distance of up to 500 m, perform a turn by stepping over, climb a hill;
ride a two-wheeled bicycle, make turns to the right, to the left;
navigate in space, find the left and right side;
invent options for outdoor games, independently and creatively perform movements;
perform simulation exercises, demonstrating beauty, expressiveness, grace, plasticity of movements.
The development and improvement of skills and abilities in the main types of movements, outdoor games and sports exercises should be provided for in all forms of work organized by the educator: in physical education classes, on a morning walk, during individual work on an evening walk.
The invariant part of the curriculum of educational work in the middle group is compiled on the basis of an exemplary basic educational program for preschool education “From birth to school”, edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva in 2015 and provides a mandatory amount of knowledge, skills and abilities of children 4-5 years old.
With children of the middle group from September to May, 10 lessons per week are held for 20 minutes. The number of lessons in the curriculum complies with the Sanitary and Epidemiological Rules and Norms (SanPin 2.4.1.2660-10).
In accordance with the order of the Ministry of Education of Russia, the Ministry of Health of Russia and the Russian Academy of Education dated July 16, 2002 No. 2715/227/166/19 “On Improving the Process of Physical Education in Educational Institutions of the Russian Federation”, the volume of physical activity in organized forms of recreational and educational activities has been increased to 8 hours a week, taking into account the psychophysiological characteristics of children, the season. A rational combination of different types of physical culture classes represents a whole range of health-improving, educational and educational activities.
The upbringing and educational process in the middle group is built taking into account the contingent of pupils, their individual and age characteristics, and the social order of parents.
When organizing the educational process, the unity of educational, developing and teaching goals and objectives is ensured, while the goals and objectives are solved, avoiding overloading children, on the necessary and sufficient material, as close as possible to a reasonable "minimum". The construction of the educational process on a complex-thematic principle, taking into account the integration of educational areas, makes it possible to achieve this goal.
WORKING WITH PARENTS.
"Social and communicative development"
To interest parents in the development of children's play activities that ensure successful socialization and the assimilation of gender behavior.
Acquaintance of parents with situations dangerous for the health of the child (at home, in the country, on the road, in the forest, near a pond) and ways of behavior in them.
To study the traditions of labor education in the families of pupils.
"Cognitive Development"
Orient parents on the development of the child's need for knowledge, communication with adults and peers.
"Speech development"
To develop communication skills in parents, using family round tables, communication trainings.
Show parents the value of home reading.
"Artistic and aesthetic development"
To support the desire of parents to develop the artistic activities of children in kindergarten and at home.
To reveal the possibilities of music as a means of beneficial effects on the mental health of the child.
"Physical development"
Informing parents about the factors affecting the physical health of the child (calm communication, nutrition, hardening, movement).
Inviting parents to participate in joint physical culture holidays and other events with children).
Daily regime
Cold period of the year
| Time | Regime moments | |
| Reception of children. |
||
| "Enjoy your meal!" | Breakfast. Nurturing a culture of food |
|
| "Know by playing" | Independent gaming activity, preparation for classes. |
|
| "Want to know everything!" | Direct educational activities |
|
| Preparing for a walk, lunch | ||
| "Walk and look closely!" | Walk a: games, observations, work |
|
| Dinner. Raising a culture of food. |
||
| Preparation for sleep | Self-care skills training |
|
| Dream |
||
| afternoon tea. Raising a culture of food. |
||
| "The book is a source of knowledge" | Reading fiction |
|
| Self-care skills training |
||
| Children's Interest Games | ||
| Children leaving home |
||
Warm period of the year
| Time | Regime moments | |
| We are happy to see you! Play together! Individual correctional work | Reception of children. Independent play activity . |
|
| “Guys run in the morning like rabbits to exercise” | Morning corrective exercises. |
|
| “Wash, don’t be lazy - sit down for a clean breakfast!” | Preparation for breakfast, education of cultural and hygienic skills. |
|
| "Enjoy your meal!" | Breakfast. Nurturing a culture of food |
|
| "Know by playing" | Independent play activity. |
|
| Preparing for a walk | Self-care skills training |
|
| "Walk and look closely!" | Walk: games, observations, air, solar treatments |
|
| “This is vitamin time, so we will drink juices!” | Nurturing a culture of food |
|
| Return from a walk. “Wash, don’t be lazy - sit down clean for dinner!” | Training in self-care skills. Education of cultural and hygienic skills |
|
| "It's time for lunch, so it's time for us to eat" | Dinner. Raising a culture of food. |
|
| Preparation for sleep | Self-care skills training |
|
| “This is the time of silence, we all need to sleep soundly” | Dream using music therapy and reading thin. literature. |
|
| “This is the time for health. Rock on, kids!" | hardening procedures. Invigorating gymnastics after sleep. |
|
| “This time is sour milk, at this time is our afternoon snack!” | afternoon tea. Raising a culture of food. |
|
| “This is the time for books and informative conversations” | Conversations with children on patriotic education, life safety, social development |
|
| “Well, in the evening we went for a walk again” | Self-care skills training |
|
| Games for children, work with parents | ||
| leaving home |
||
DurationOrganizededucational activities:
For children from 4 to 5 years - no more than 20 minutes
The maximum allowable amount of educational load in the first half of the day:
In the younger and middle groups, it does not exceed 30 and 40 minutes, respectively.
In the middle of the time allotted for organized educational activities, physical culture minutes are held.
Breaks between periods of organized educational activities - at least 10 minutes.
Educational activities that require increased cognitive activity and mental stress of children are organized in the first half of the day.
Form of organization of classes: from 3 to 7 years (frontal).
The educational process uses an integrated approach that allows flexible implementation of various types of children's activities in the daily routine.
The organization of life provides for both organized by teachers together with children (OOD, entertainment, leisure, holidays) forms of children's activities, and independent activities of children.
Partial programs are an addition to the Approximate basic general educational program of preschool education "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva and make up no more than 40% of the total teaching load.
During the summer period, classes are not held. At this time, the duration of walks increases, as well as sports and outdoor games, sports holidays, excursions, etc. Regulations for directly educational activities
| Pedagogical event | ||
| Educational activities within the educational area "Cognitive development" | ||
| Educational activities within the educational area "Speech development" | ||
| Educational activities within the educational field "Artistic and aesthetic development" (applied activities) | ||
| Educational activities within the educational field "Artistic and aesthetic development" (musical activities)" | ||
| Educational activities within the educational area "Physical development" | 2 + 1 (on air) |
|
Educational activities during regime moments
| Hygienic procedures | daily |
| Situational conversations during regime moments | daily |
| Reading fiction | daily |
| Duty roster | daily |
| walks | daily |
| Independent activity of children | daily |
| daily |
|
| Independent activity of children in the centers (corners) of development | daily |
Integrated thematic planning
| Block | weeks | Topic | Holidays. |
|
| September | me and kindergarten | We came to kindergarten. Our group. | Knowledge Day. |
|
| Autumn colors | The birds of the village | Crane day. |
||
| We meet golden autumn. Trees and shrubs | ||||
| Vitamins in the garden and on the tree. | Day of the preschool worker. |
|||
| Animals of our forests. | Teacher's Day. |
|||
| My family. Our favorites. | ||||
| MONITORING | ||||
| Where does the Motherland begin? | ||||
| My village. | National Unity Day. |
|||
| We want to be healthy. Safety. | Police Day. |
|||
| World around us | Properties of wood, glass. | Birthday of Santa Claus. |
||
| We help mom. | Mothers Day. |
|||
| Our favorite kindergarten. | Kindergarten birthday. |
|||
| Winter New Year holidays | Hello winter winter. | New Year. |
||
| We learn songs, dances and poems for the new year. We prepare gifts and decorate the kindergarten. |
||||
| Meeting of the New Year. |
||||
| Winter fun. |
||||
| We meet a fairy tale. |
||||
| In the world art | Dymkovo toy | |||
| Folklore | ||||
| In the world of man. Health and sports. | Transport. | |||
| We want to be healthy. | Health Day. |
|||
| Our dads our mothers | People of bold professions. | Defender of the Fatherland Day. |
||
| I love my mother. | ||||
| We meet spring | Spring has come, nature is waking up. | |||
| in the world of theater. | Day of laughter. |
|||
| The earth is ours common Home | Luntik and his friends. | Cosmonautics Day. |
||
| Children are nature's friends, let's protect it. | Earth Day. |
|||
| MONITORING | ||||
| We love to work | Holidays of our life. Spring and Labour Day. Victory Day. | Spring and Labour Day. Victory Day. |
||
| Human and the natural world | Field and garden flowers. Insects. | |||
| We meet guests (etiquette). | International family day. |
|||
| We've grown up a bit. |
MONITORING OF CHILD DEVELOPMENT.
Monitoring of child development is carried out twice a year (November, April). The main task of monitoring is to determine the degree of mastering the educational program by the child and the impact of the educational process organized in a preschool institution on the development of a preschooler.
Monitoring of the educational process is carried out by tracking the results of mastering the educational program, and monitoring of child development is carried out on the basis of an assessment of the development of the child's integrative qualities.
Monitoring of the educational process
Monitoring the development of the educational program is carried out by the teacher on the basis of observation and analysis of the products of children's activities.
| child's name | The level of mastery of the necessary skills and abilities by educational areas |
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| Physical development | Social and communicative development | cognitive development | Speech development | Artistic and aesthetic development |
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Monitoring of child development is carried out using the method of observation, criteria-based diagnostic techniques and test methods by teachers, psychologists, medical workers.
| F.I. child | The level of development of integrative qualities |
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| Physically developed, having mastered the basic cultural and hygienic skills | Curious, active | Emotionally responsive | Mastered the means of communication and ways of interacting with adults and peers | Able to manage their behavior and plan their actions, observing elementary generally accepted norms and rules | Able to solve intellectual and personal problems adequate to age | Having primary ideas about himself, family, society, state, world and nature | Having mastered the universal prerequisites for educational activity | Final result |
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Evaluation of the level of development:
1 point - specialist attention is required;
2 points - corrective work of the teacher is required;
3 points - average level of development;
4 points - the level of development is above average;
5 points - high level of development.
The system of physical culture and health-improving work with children
| Kinds | Organization Features |
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| Medical and preventive |
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| hardeningaccording to medical indications |
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| extensive washing after daytime sleep (washing hands up to the elbow) | daily |
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| walking on wet paths after sleep | daily |
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| contrasting leg wraps | daily |
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| dry rubdown | daily |
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| walking barefoot | daily |
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| lightweight clothing | daily |
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| Preventive actions |
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| vitamin therapy | 2 times a year (autumn, spring) |
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| vitaminization of 3 meals | daily |
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| the use of phytoncides (onion, garlic) | Autumn-winter period |
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| mouthwash after eating | daily |
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| garlic beads | daily, according to epidemiological indications |
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| Physical culture and health |
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| corrective exercises (improvement of posture, flat feet, vision) | daily |
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| visual gymnastics | daily |
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| finger gymnastics | daily |
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| breathing exercises | daily |
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| dynamic pauses | daily |
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| relaxation | 2-3 times a week |
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| music therapy | daily |
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| Educational |
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| instilling cultural and hygienic skills | daily |
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Motor mode
| Forms of organization | middle group |
| Organized activity | 6 o'clock in Week |
| morning exercises | |
| Exercise after nap | 5-10 minutes |
| Dosed run | 3-4 minutes |
| Outdoor games | at least 2-4 times a day |
| 10-15 minutes |
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| Sport games | |
| Sport exercises | Targeted training at least once a week |
| 8 - 15 minutes |
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| Physical exercise while walking | Daily with subgroups |
| 10 - 12 minutes |
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| sports entertainment | 1-2 times a month |
| sports holidays | 2 - 4 times a year |
| health day | At least once a quarter |
| 1 day per month |
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| health week | At least once a quarter |
| Independent motor activity | Daily |
Object-spatial developing educational environment
| Development direction | Center | main destination | Equipment |
| Physical development | physical culture | Expansion of individual and motor experience in independent activity. | Ring throws, darts, flags for charging and outdoor games, bags of grain and sand, skittles, braided pigtails, ribbed board, crawling arches, small plastic balls, basketball ball, soccer ball, jump ropes, tennis balls, massage mats, rubber bands , sultans, rattles for charging. |
| cognitive development | Expansion of cognitive experience, its use in labor activity. | Containers for measuring, pouring (flasks and cups), an apron and a scarf, a watering can, figurines of domestic and wild animals, insects, fish, a collection of shells, a library of educational natural history literature, models of vegetables and fruits, a globe, board-printed games (“botanical loto ”, “where we grow up”, “animals and their babies”, “pick mushrooms”, “zoological bingo”), |
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| Educational games | Expanding the cognitive and sensory experience of children. | Small mosaic, beads for stringing, lacing, didactic turtle, board games (“what's what”, “Colors”, “similar - unlike”, “collect pictures”, “what is made of”, “contours”, “ associations”, “dress up the bears”, Gyenes logical blocks, |
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| Designs | Outdoor wooden and plastic constructor, "Unicube", "Fold the pattern", soft constructor, "Geocont", Lego constructor - large and small, metal constructor, wooden cubes, constructor "Daisies", "Gears", "Tubes" |
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| Speech development | book corner | Formation of the ability to independently work with a book, "extract" the necessary information. | Children's books (fairy tales, nursery rhymes, stories, riddles, etc.), portraits of writers and poets, children's magazines, illustrations for works |
| Social and communicative development | Role-playing games | Implementation by the child of the acquired and existing knowledge about the world around him in the game. Accumulation of life experience. | Doll corner - a table, stools, a sofa, two armchairs, a kitchen with a set of dishes, a telephone, a bookcase for a telephone, dolls, strollers for dolls. Hairdressing salon - dressing table with a mirror, combs, cape, photos of hairstyles, jars and boxes of creams, hair dryer. Shop - jars, bottles and food boxes, cash register, grocery bags, money. Hospital - medicine bottles, jars and boxes, doctor and nurse clothes, syringe, themed set. |
| Security | Expansion of cognitive experience, its use in daily activities. | Materials related to the topic of life safety and traffic rules, a roadway layout, illustrations of road signs, a baton, a police cap, board games (“traffic signs”, “traffic safety”, “traffic lights”, “we are in a hurry to school”). |
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| Patriotic education | Expansion of local history ideas of children, accumulation of cognitive experience. | The game "State symbols of Russia", illustrations depicting the city, country, photo of the president, the state flag of the country, photo albums of the city |
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| Artistic and aesthetic development | theatrical | The development of the child's creative abilities, the desire to express themselves in dramatization games. | Masks of fairy-tale characters and animals, vegetables, bibabo dolls, table theater. |
| "Creative Workshop" | Accommodation, transformation of cognitive experience into productive activity. The development of manual skill, creativity. Development of the position of the creator. | Colored paper, colored cardboard, crepe paper, paper napkins, foil, white paper, velvet paper, rhinestones, sequins, beads, natural material (cones, seeds, dry leaves, etc.), plasticine, coloring books, paints, brushes, felt-tip pens, stencils, colored pencils, glue stick, PVA glue, scissors. |
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| Musical | Development of creative abilities in self-rhythmic activity. | Piano, drum, metallophone - 2 pieces, rattles, tambourines, guitars, wooden spoons, music. Center, audio recordings of children's songs, sounds of nature. |
Literature
Aleshina N.V. Familiarization of preschoolers with the surrounding and social reality. Middle group. - M. Elise Trading, CGL, 2004. - 128 p.
Gerbova V.V. The development of speech in kindergarten. Middle group. - M.: Mosaic-Synthesis, 2015. - 80 p.: color. incl.
Dybina O.V. Acquaintance with the subject and social environment. Middle group. - M.: MOSAIC-SYNTHESIS, 2014. - 96 p.
Koldina D.N. Application with children 4-5 years old. Abstracts of classes. - M.: MOSAIC-SYNTHESIS, 2011. - 48 p.: color. incl.
Kolesnikova E.V. Mathematics for preschoolers 4-5 years old: Scenarios for the development of mathematical representations. - M.: TC Sphere, 2002. - 80 p.
Komarova T.S. Visual activity in kindergarten: Middle group. - M.: Mosaic-Synthesis, 2015. - 96 p.: color. incl.
Comprehensive classes under the program "From birth to school" ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. Middle group / ed.-comp. PER. Efanova. - Volgograd: Teacher, 2015. - 303 p.
Comprehensive classes with children of middle and senior preschool age under the section "Social World" / ed. O.F. Gorbatenko. - Volgograd: Teacher, 2007. - 188 p.
Lykova I.A. Visual activity in kindergarten: planning, class notes, guidelines. Middle group. - M.: "KARAPUZ-DIDAKTIKA", 2007. - 144 p.
Marudova E.V. Familiarization of preschoolers with the outside world. Experimentation. - St. Petersburg. LLC "PUBLISHING" CHILDHOOD-PRESS", 2013. - 128 p.
Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical representations: Middle group. - M.: Mosaic-Sintez, 2015. - 64 p.
The work program of the educator: daily planning according to the program "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. Middle group / ed.-comp. N.N. Gladysheva. - Volgograd: Teacher, 2015. - 391 p.
Developing activities with children 4-5 years old / Ed. L.A. Paramonova. - Ed. 2nd, rev. - M.: OLMA Media Group, 2014. - 592 p.
Solomennikova O.A. Acquaintance with nature in kindergarten: Middle group. - M.: MOSAIC-SYNTHESIS, 2015. - 96 p.
Reader for the middle group / comp. M.V. Yudaev. - Samovar-books LLC, 2015. - 208 p.
Working programm. Middle group (from 4 to 5 years old)
Compiled on the basis of the general education program "From birth to school". N. E. Veraksa, M.A. Vasilyeva, T. S. Komarova (2014).
The work program of the middle group of the MKDOU "Kalacheevsky Kindergarten No. 2" provides a versatile development of children aged 4 to 5 years, taking into account their age and individual characteristics in the main areas of development: physical, social and communicative, cognitive, speech and artistic and aesthetic.
1. Explanatory note.
1.1 Goals and objectives of the main general educational program of preschool education "From birth to school".
1.2 Passport of the group.
1.3 Age characteristics of children.
1.4 Targets at the stage of completion of preschool education.
2. Organization of group activities.
2.1 Types of organized activities.
2.2 Daily routine during the cold period.
2.3 Daily routine during the warm period.
2.4 Grid of direct educational activities.
3. The content of psychological and pedagogical work with children.
3.1 Educational area "Social and communicative development".
3.2 Educational area "Cognitive development".
3.3 Educational area "Speech development".
3.4 Educational area "Artistic and aesthetic development".
3.5 Educational area "Physical development".
3.6 Development of gaming activities.
4. Appendix 1 Long-term planning of direct educational activities.
5. Appendix 2 Perspective planning of physical culture.
6. Appendix 3 Perspective plan of work with parents.
7. Appendix 4 Complex of morning exercises.
8. Annex 5 Monitoring the achievement by children of the planned results of mastering the work program in educational areas.
8. Appendix 6 Finger games.
9. Appendix 7 Role-playing games.
10. Appendix 8 Didactic games.
11. Content.
Explanatory note.
This working curriculum is based on the main general educational program of preschool education "From Birth to School".
Authors: N. E. Veraksa, T. S. Komarova. M. A. Vasilyev, developed in accordance with the Federal State Educational Standard and ensures the achievement by pupils of the results of mastering the main general educational program established by the relevant federal state standards for working with children of middle preschool age.
The specifics of organizing the activities of a group of general education for children 4-5 years old are determined by the developmental characteristics of children in this category and the basic principles of building psychological and pedagogical work, as well as taking into account the requirements of regulatory documents:
1. The Constitution of the Russian Federation Art. 43.72
2. Convention on the Rights of the Child 1989
3. Law of the Russian Federation "On Education"
4. Order Min. arr. and Science of the Russian Federation from 17. 10. 2013.
5. The concept of preschool education
6. The concept of building a developing environment in a preschool institution
7. Sun Ping 2.4.1.3049-
8. Charter MKDOU
9. GEF TO
The program determines the content and organization of the educational process for children and is aimed at the formation of a common culture, the development of physical, intellectual and personal qualities, the formation of the prerequisites for educational activities that ensure social success, the preservation and strengthening of children's health.
The structure of the working curriculum reflects the educational areas "Health", "Socialization", "Labor", "Safety", "Knowledge" (cognitive research and productive activities, the formation of elementary mathematical concepts, the formation of a holistic picture of the world), "Communication", "Reading fiction", "Artistic creativity", the number of weeks per year, the duration of direct educational activities, volume.
The work program defines the types of integration of educational areas and targets for preschool education.
The work program takes into account the experience of practical work, transformed in accordance with the requirements of the Federal State Educational Standard for Preschool Education
The work program is "open" and provides for variability, integration, changes and additions as professional needs.
Goals and objectives of the main educational program of the preschool educational institution "From birth to school"
The main goal of the Program: the creation of favorable conditions for a full life of a child of preschool childhood, the formation of the foundations of a basic personality culture, the 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 safety of life of a preschooler .
To achieve the goal, the following tasks are solved:
- protection of life and strengthening of the physical and mental health of children.
- Ensuring sports and recreation, cognitive-speech, social-personal and artistic-aesthetic development of children.
- Implementation of the necessary correction of deficiencies in the physical development of the child (in particular, in the development of speech).
- Education taking into account age categories, citizenship, respect for human rights and freedoms, love for the environment, Motherland, family.
- Interaction with the family for the full development of the child.
- Providing advisory and methodological assistance to parents (legal representatives) of children on issues of education and development.
- Ensuring continuity between preschool and primary general education.
Group Passport
The middle group is attended by 21 pupils: 14 boys and 7 girls. Seventeen children have I health group, four children have II health group. All children live in urban areas. The program material of the second junior group was mastered by seventeen children. With a high level of the program 74%, with an average of 26%, with a low level no. Four children are new arrivals. The adaptation period is going well.
An analysis of the social status of families revealed that 18 children are brought up in complete families, and 3 children in incomplete families. Two children from large families (3 children). The main composition of families is middle-class. With higher education - 9 people (5 moms, 4 dads), with secondary special education - 11 people (7 moms, 4 dads), with secondary education - 14 people (6 moms, 8 dads), incomplete secondary education - 2 (1 mom, 1 dad).
Age features of children
In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate themselves from the accepted role. During the game, the roles can change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation of play and real interactions of children.
Significant development receives visual activity. The drawing becomes substantive and detailed. The technical side of visual activity is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc.
The design becomes more difficult. Buildings can include 5-6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.
The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develops. Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.
By the end of middle preschool age, the perception of children becomes more developed. They are able to name the shape that this or that object looks like. They can isolate simple forms in complex objects and recreate complex objects from simple forms. Children are able to arrange groups of objects according to a sensory attribute - size, color; select parameters such as height, length and width. Improved orientation in space.
The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept the task of memorization, remember the instructions of adults.
Imaginative thinking begins to develop. Children are able to use simple schematic images to solve simple problems. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction.
The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.
Increased attention span. The child is available concentrated activity for 15-20 minutes. He is able to keep in memory, when performing any action, a simple condition.
In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes.
The grammatical side of speech develops. Preschoolers are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes out of situational.
The content of communication between a child and an adult is changing. It goes beyond the concrete situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it arouses interest in him.
Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon.
Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups. There is competition and competition. The latter is important for comparing oneself with others, which leads to the development of the child's self-image, its detailing.
The specificity of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness) does not allow requiring a child of preschool age to achieve specific educational results and makes it necessary to determine the results of mastering the educational program in the form of targets.
The targets for preschool education, presented in the Federal State Educational Standard, should be considered as social and normative age characteristics of the child's possible achievements. This is a guideline for teachers and parents, indicating the direction of the educational activities of adults.
Targets at the stage of completion of preschool education
The child masters the basic cultural means, methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc .; is able to choose his occupation, participants in joint activities.
The child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; interacts actively with peers and
adults, participates in joint games.
Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts. He knows how to express and defend his position on various issues.
Able to cooperate and perform both leadership and executive functions in joint activities.
Understands that all people are equal regardless of their social origin, ethnicity, religious and other beliefs, their physical and mental characteristics.
Shows empathy towards other people, willingness to help those who need it.
Demonstrates the ability to hear others and the desire to be understood by others.
The child has a developed imagination, which is realized in various activities, and above all in the game; owns different forms and types of play, distinguishes between conditional and real situations; knows how to obey different rules and social norms. Able to recognize various situations and adequately assess them.
The child speaks well enough, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, highlight sounds in words, the child develops the prerequisites for literacy.
The child has developed large and fine motor skills; he is mobile, hardy, masters the basic movements, can control his movements and manage them.
The child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene skills.
Shows responsibility for the job.
The child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; able to make their own decisions, relying on their knowledge and skills in various activities.
Open to new things, that is, shows a desire to learn new things, independently acquire new knowledge; positive attitude towards schooling.
Shows respect for life (in its various forms) and concern for the environment.
Emotionally responds to the beauty of the surrounding world, works of folk and professional art (music, dance, theatrical activities, fine arts, etc.).
Shows patriotic feelings, feels pride in his country, its achievements, has an idea of its geographical diversity, multinationality, and the most important historical events.
Has primary ideas about himself, family, traditional family values, including traditional gender orientations, shows respect for his own and the opposite sex.
Complies with elementary generally accepted norms, has primary value ideas about “what is good and what is bad”, strives to do well; shows respect for the elders and care for the younger ones.
Has initial ideas about a healthy lifestyle. Perceives a healthy lifestyle as a value.
Organization of group activities
Types of organized activities Number
Cognition [Cognitively exploratory and productive
(constructive) activity. Formation of elementary mathematical representations. Formation of a holistic picture of the world) 2
Communication. Reading fiction 1
Artistic creativity
Drawing
modeling
Application
1
0,5
0,5
Physical culture 3
Music 2
Total 10
The daily routine of the middle group in the cold period
duty 7.00-8.25
Preparation for GCD, GCD 8.55-10.00
Second breakfast 10.00-10.10
Games, preparation for a walk, walk 10.10-12.10
(games, observations, work)
Return from a walk, games 12.10-12.20
Preparation for dinner, lunch 12.20-12.50
Gradual rise, air,
water procedures, games 15.00-15.25
The daily routine of the middle group during the warm period
Reception, inspection, games, daily morning exercises,
duty 7.00-8.25
Preparation for breakfast, breakfast 8.25-8.55
Games, independent activities of children 8.55-10.00
Second breakfast 10.00-10.10
Preparation for the walk, walk 10.10-12.15
Music / physical education class 11.30-11.50
Return from a walk, games 11.50-12.15
Preparation for dinner, lunch 12.15-12.50
Preparation for sleep, daytime sleep 12.50-15.00
Rise, air, water procedures, games 15.00-15.25
Preparation for afternoon tea, afternoon tea 15.25-15.50
Games, independent activities of children 15.50-16.30
Preparation for the walk, walk, leaving the children home 16.30-19.00
The content of psychological and pedagogical work
Educational area "Social and communicative development"
“Social and communicative development is aimed at mastering the norms and values accepted in society, including moral and ethical 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; the 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, nature.
Main goals and objectives
Socialization, communication development, moral education.
Contribute to the formation of the child's personal attitude to the observance (and violation) of moral norms: mutual assistance, sympathy for the offended and disagreement with the actions of the offender; approval of the actions of the one who acted fairly, yielded at the request of a peer (divided the cubes equally).
Continue to work on the formation of friendly relationships between children (talk about what each pupil is good for, help each child as often as possible to make sure that he is good, that he is loved, etc.).
To teach collective games, the rules of good relationships. To cultivate modesty, responsiveness, the desire to be fair, strong and courageous; learn to experience a sense of shame for an unseemly act.
Remind children of the need to say hello, say goodbye, call preschool workers by name and patronymic, do not interfere in the conversation of adults, politely express their request, thank for the service rendered.
Child in the family and community, patriotic education.
Image of I. To form ideas about the growth and development of the child, his past, present and future (“I was small, I am growing, I will be an adult”). To form the primary ideas of children about their rights (to play, a friendly attitude, new knowledge, etc.) and responsibilities in the kindergarten group, at home, on the street, in nature (eat, dress, clean up toys, etc. on their own). To form in each child the confidence that he is good, that he is loved.
To form primary gender representations (boys are strong, courageous; girls are tender, feminine).
A family. To deepen children's ideas about the family, its members. Give initial ideas about family relationships (son, mother, father, daughter, etc.).
Be interested in what duties the child has at home (clean up toys, help set the table, etc.).
Kindergarten. Continue to acquaint children with the kindergarten and its staff. To improve the ability to freely navigate the premises of the kindergarten. To consolidate the skills of caring for things, to learn to use them for their intended purpose, to put them in their place.
Introduce the traditions of kindergarten. To consolidate the child's ideas about himself as a member of the team, to develop a sense of community with other children. To form the ability to notice changes in the design of the group and the hall, the site of the kindergarten (how beautiful bright, elegant toys look, children's drawings, etc.). To involve in the discussion and all possible participation in the design of the group, in the creation of its symbols and traditions.
Home country. Continue to cultivate love for the native land; tell children about the most beautiful places in their native city (village), its sights.
To give children understandable ideas about public holidays. Talk about the Russian army, about the soldiers who protect our Motherland (border guards, sailors, pilots).
Self-service, independence, labor education.
Cultural and hygienic skills. Continue to educate children in neatness, the habit of monitoring their appearance. Cultivate the habit of self-washing, washing hands with soap before eating, as they get dirty, after using the toilet.
To consolidate the ability to use a comb, handkerchief; when coughing and sneezing, turn away, cover your mouth and nose with a handkerchief.
Improve the skills of careful eating: the ability to take food little by little, chew well, eat silently, use cutlery (spoon, fork), napkin, rinse your mouth after eating.
Self-service. Improve the ability to dress and undress independently. Teach neatly fold and hang clothes, with the help of an adult, put them in order (clean, dry). Cultivate the desire to be neat, tidy. Teach yourself how to prepare and clean your workplace
after finishing drawing, sculpting, appliqué (wash jars, brushes, wipe the table, etc.)
Socially useful work. To educate in children a positive attitude towards work, a desire to work. To form a responsible attitude to the assigned task (the ability and desire to bring the matter to the end, the desire to do it well).
To cultivate the ability to fulfill individual and collective assignments, to understand the significance of the results of one's work for others; to form the ability to negotiate with the help of the educator on the distribution of team work, to take care of the timely completion of the joint task.
Encourage initiative in helping comrades, adults.
Teach children to independently maintain order in the group room and on the site of the kindergarten: put building material, toys in place; help the teacher glue books, boxes.
To teach children to independently perform the duties of dining room attendants: carefully arrange bread bins, cups and saucers, deep plates, put napkin holders, lay out cutlery (spoons, forks, knives).
labor in nature. Encourage children to take care of plants and animals; water the plants, feed the fish, put food in the feeders (with the participation of the educator).
In the spring, summer and autumn periods, involve children in feasible work in the flower garden (sowing seeds, watering, weeding); in winter - to clear the snow.
Involve children in the work of growing greens for food for birds in the winter; to feed wintering birds.
To form the desire to help the educator put in order the equipment used in work (clean, dry, take to the designated place).
Respect for the work of adults. Introduce children to the professions of loved ones, emphasizing the importance of their work. To form an interest in the professions of parents.
Formation of the foundations of security.
Safe behavior in nature. Continue to acquaint with the diversity of the animal and plant world, with the phenomena of inanimate nature. To form elementary ideas about how to interact with animals and plants, about the rules of behavior in nature.
To form the concepts: "edible", "inedible", "medicinal plants".
Familiarize yourself with dangerous insects and poisonous plants.
Road safety. To develop observation skills, the ability to navigate indoors and on the site of the kindergarten, in the nearest area.
Continue to acquaint with the concepts of "street", "road", "crossroads", "public transport stop" and the elementary rules of behavior on the street. Encourage children to understand the need to follow the rules of the road.
Clarify children's knowledge about the purpose of a traffic light and the work of a policeman.
To acquaint with various types of urban transport, the features of their appearance and purpose (“Ambulance”, “Fire”, Ministry of Emergency Situations, “Police”, tram, trolley bus, bus).
To acquaint with traffic signs "Pedestrian crossing", "Public transport stop".
To form the skills of cultural behavior in public transport.
Safety of own life. Familiarize yourself with the rules of safe behavior during games. Talk about situations that are dangerous to life and health.
To acquaint with the purpose, operation and rules for using household electrical appliances (vacuum cleaner, electric kettle, iron, etc.).
To consolidate the ability to use cutlery (fork, knife), scissors.
Familiarize yourself with the rules of cycling. Introduce the rules of behavior with strangers. Tell children about the work of firefighters, the causes of fires and the rules of behavior in case of fire.
EDUCATIONAL AREA "COGNITIVE DEVELOPMENT"
“Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the 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 relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small motherland and the Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.
Main goals and objectives
Primary ideas about the objects of the surrounding world. To create conditions for expanding children's ideas about the world around them, to develop observation and curiosity.
Learn to distinguish individual parts and characteristic features of objects (color, shape, size), continue to develop the ability to compare and group them according to these features. To form generalized ideas about objects and phenomena, the ability to establish the simplest connections between them.
Encourage children to explore objects on their own using familiar and new ways; compare, group and classify objects by color, shape and size.
Continue to acquaint children with the signs of objects, teach them to determine their color, shape, size, weight. Talk about the materials from which objects are made, about their properties and qualities. Explain the expediency of making an object from a certain material (car body - from metal, tires - from rubber, etc.).
Help children establish a connection between the purpose and structure, purpose and material of objects.
sensory development. Continue to work on sensory development in various activities. To enrich the sensory experience by introducing children to a wide range of objects and objects, with new ways of examining them. To consolidate the previously acquired skills of examining objects and objects.
To improve the perception of children through the active use of all the senses (touch, sight, hearing, taste, smell). Enrich sensory experience and the ability to capture the impressions received in speech.
Continue to introduce geometric shapes (circle, triangle, square, rectangle, oval), colors (red, blue, green, yellow, orange, purple, white, gray).
Develop a sense of touch. To acquaint with various materials by touch, by touching, stroking (characterizing the sensations: smooth, cold, fluffy, hard, prickly, etc.).
To form figurative representations on the basis of the development of figurative perception in the process of various activities.
Develop the ability to use standards as generally accepted properties and qualities of objects (color, shape, size, weight, etc.); select items according to 1-2 qualities (color, size, material, etc.).
Project activity. Develop primary skills in design and research activities, assist in the presentation of its results and create conditions for their presentation to peers. Involve parents in children's research activities.
Didactic games. To teach children games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects by external signs, group; make a whole out of parts (cubes, mosaics, puzzles).
To improve the tactile, auditory, taste sensations of children ("Define by touch (by taste, by sound)"). Develop observation and attention (“What has changed?”, “Who has a ring?”).
Help children learn the rules of the simplest printed board games ("Domino", "Lotto").__
Introduction to sociocultural values
To create conditions for expanding children's ideas about the world around them. To expand the knowledge of children about public transport (bus, train, plane, ship).
Expand your understanding of the rules of conduct in public places.
Form initial ideas about the school.
Continue to acquaint with cultural phenomena (theater, circus, zoo, vernissage), their attributes, people working in them, rules of conduct.
To give elementary ideas about life and the peculiarities of work in the city and in the countryside, based on the experience of children. Continue to introduce various professions (chauffeur, postman, salesman, doctor, etc.); to expand and enrich ideas about labor actions, tools of labor, results of labor.
To form elementary ideas about the change in the types of human labor and life on the example of the history of toys and household items.
To acquaint children with money, the possibilities of its use
Formation of elementary mathematical representations
Quantity and account. To give children an idea that a set (a lot) can consist of elements of different quality: objects of different colors, sizes, shapes; learn to compare parts of a set, determining their equality or inequality based on pairing of objects (without resorting to counting). Introduce expressions into the speech of children: “There are many circles here, some are red, and others are blue; there are more red circles than blue ones, and fewer blue ones than red ones" or "there are equal numbers of red and blue circles".
Learn to count up to 5 (based on visibility), using the correct counting techniques: name the numbers in order; correlate each numeral with only one subject of the group being counted; refer the last numeral to all counted items, for example: "One, two, three - only three circles." Compare two groups of objects, called numbers 1-2, 2-2, 2-3, 3-3, 3-4, 4-4, 4-5, 5-5.
To form ideas about the ordinal account, to teach how to use cardinal and ordinal numbers correctly, to answer the questions “How much?”, “Which one?”, “In which place?”.
Form an idea of equality and inequality of groups based on the score.
Learn to equalize unequal groups in two ways, adding one (missing) item to a smaller group or removing one (extra) item from a larger group.
Count items from a larger number; lay out, bring a certain number of items in accordance with the sample or a given number within 5.
Based on the account, establish equality (inequality) of groups of objects in situations where objects in groups are located at different distances from each other, when they differ in size, in the form of location in space.
Value. Improve the ability to compare two objects in size (length, width, height), as well as learn to compare two objects in thickness by directly superimposing or applying them to each other; reflect the results of comparison in speech using adjectives (longer - shorter, wider - narrower, higher - lower, thicker - thinner or equal (identical) in length, width, height, thickness).
Learn to compare objects according to two signs of size (the red ribbon is longer and wider than the green one, the yellow scarf is shorter and narrower than the blue one). Establish dimensional relationships between 3-5 objects of different lengths (width, height), thickness, arrange them in a certain sequence - in descending order or increase in size. To introduce into the active speech of children concepts denoting the dimensional relationships of objects (this (red) turret is the highest, this (orange) is lower, this (pink) is even lower, and this (yellow) is the lowest, etc.). ).
The form. To develop children's ideas about geometric shapes: a circle, a square, a triangle, as well as a ball, a cube. To teach to highlight the special features of figures with the help of visual and tactile-motor analyzers (the presence or absence of angles, stability, mobility, etc.).
To introduce children to the rectangle, comparing it with a circle, square, triangle. Learn to distinguish and name a rectangle, its elements: angles and sides.
To form the idea that the figures can be of different sizes: large - small cube (ball, circle, square, triangle, rectangle).
Learn to correlate the shape of objects with known geometric shapes: a plate - a circle, a scarf - a square, a ball - a ball, a window, a door - a rectangle, etc.
Orientation in space. Develop the ability to determine spatial directions from oneself, move in a given direction (forward - backward, right - left, up - down); indicate in words the position of objects in relation to oneself (a table is in front of me, a door is to my right, a window is to my left, toys are on the shelves behind me).
To acquaint with spatial relationships: far - close (the house is close, and the birch grows far away).
Orientation in time. Expand children's ideas about the parts of the day, their characteristic features, sequence (morning - afternoon - evening - night).
Explain the meaning of the words: "yesterday", "today", "tomorrow".
Introduction to the natural world. Expand children's understanding of nature.
Introduce pets.
Introduce children to representatives of the class of reptiles (lizard, turtle), their appearance and methods of movement (the lizard has an elongated body, it has a long tail that it can shed; the lizard runs very fast).
Expand children's ideas about some insects (ant, butterfly, beetle, ladybug).
Continue introducing fruits (apple, pear, plum, peach, etc.), vegetables (tomato, cucumber, carrots, beets, onions, etc.) and berries (raspberries, currants, gooseberries, etc.), mushrooms (butter, mushrooms, russula, etc.).
To consolidate children's knowledge about herbaceous and indoor plants (balsam, ficus, chlorophytum, geranium, begonia, primrose, etc.); learn how to take care of them.
Learn to recognize and name 3-4 types of trees (tree, pine, birch, maple, etc.).
Tell children about the properties of sand, clay and stone.
Organize observations of birds arriving at the site (crow, dove, tit, sparrow, bullfinch, etc.), feed them in winter.
Expand children's ideas about the conditions necessary for the life of people, animals, plants (air, water, food, etc.).
Teach children to notice changes in nature. Talk about the protection of plants and animals.
Seasonal observations.
Autumn. To teach children to notice and name changes in nature: it gets colder, precipitation, wind, leaf fall, fruits and root crops ripen, birds fly south.
Establish the simplest connections between the phenomena of animate and inanimate nature (it got colder - butterflies and beetles disappeared; flowers faded, etc.).
Involve in the collection of plant seeds.
Winter. To teach children to notice changes in nature, to compare autumn and winter landscapes.
Observe the behavior of birds on the street. Examine and compare bird tracks in the snow. Help wintering birds, call them.
To expand the ideas of children that in frost water turns into ice, icicles; ice and snow melt in a warm room.
To involve in winter fun: sledding downhill, making crafts from snow.
Spring. Teach children to recognize and name the season; highlight the signs of spring: the sun became warmer, the buds on the trees swelled, grass appeared, snowdrops blossomed, insects appeared.
Tell the children that many indoor plants bloom in spring.
To form ideas about the work carried out in the spring in the garden and in the garden. Learn to observe the planting and germination of seeds.
Involve children in the work in the garden and flower beds.
Summer. To expand children's ideas about summer changes in nature: blue clear skies, the sun shines brightly, heat, people are lightly dressed, sunbathing, swimming.
In the process of various activities, expand children's ideas about the properties of sand, water, stones and clay.
To consolidate knowledge that many fruits, vegetables, berries and mushrooms ripen in summer; animals have babies
EDUCATIONAL AREA "SPEECH DEVELOPMENT"
“Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic 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 analytic-synthetic activity as a prerequisite
literacy education."
Main goals and objectives
Developing speech environment. Discuss with children information about objects, phenomena, events that go beyond their usual immediate environment.
Listen to children, clarify their answers, suggest words that more accurately reflect the peculiarity of an object, phenomenon, state, act; help to express a judgment logically and clearly.
Encourage the development of curiosity.
Help children communicate kindly with their peers, suggest how to please a friend, congratulate him, how to calmly express his dissatisfaction with his act, how to apologize.
Formation of a dictionary. To replenish and activate the vocabulary of children based on deepening knowledge about the immediate environment. Expand ideas about objects, phenomena, events that did not take place in their own experience.
To intensify the use in speech of the names of objects, their parts, the materials from which they are made.
Learn to use the most common adjectives, verbs, adverbs, prepositions in speech.
Introduce nouns denoting professions into the children's dictionary; verbs characterizing labor actions.
Continue to teach children to identify and name the location of an object (left, right, near, near, between), time of day. Help replace demonstrative pronouns and adverbs often used by children (there, there, such, this) with more precise expressive words; use antonyms (clean - dirty, light - dark).
Learn to use nouns with a general meaning (furniture, vegetables, animals, etc.).
Sound culture of speech. To consolidate the correct pronunciation of vowels and consonants, to practice the pronunciation of whistling, hissing and sonorous (r, l) sounds. Develop the articulatory apparatus.
Continue to work on diction: improve the distinct pronunciation of words and phrases.
Develop phonemic awareness: learn to distinguish by ear and name words that begin with a certain sound.
Improve intonation expressiveness of speech.
The grammatical structure of speech. Continue to develop in children the ability to coordinate words in a sentence, use prepositions correctly in speech; form the plural form of nouns denoting cubs of animals (by analogy), use these nouns in the nominative and accusative cases (foxes - foxes, cubs - cubs); correctly use the plural form of the genitive case of nouns (forks, apples, shoes).
Remind the correct forms of the imperative mood of some verbs (Lie down! Lie down! Go! Run! Etc.), indeclinable nouns (coat, piano, coffee, cocoa).
Encourage the word creation characteristic of the fifth year of life, tactfully suggest a generally accepted pattern of a word.
Encourage children to actively use the simplest types of complex and complex sentences in speech.
Connected speech. To improve dialogic speech: to teach to participate in a conversation, it is clear for listeners to answer questions and ask them.
To teach children to tell: describe an object, a picture; exercise in compiling stories based on a picture created by a child using handout didactic material.
Exercise children in the ability to retell the most expressive and dynamic passages from fairy tales.
Fiction
Continue to teach children to listen to fairy tales, stories, poems; memorize small and simple rhymes.
To help them, using different techniques and pedagogical situations, correctly perceive the content of the work, empathize with its characters.
Read at the request of the child a favorite passage from a fairy tale, story, poem, helping to develop a personal attitude to the work.
Maintain attention and interest in the word in a literary work.
EDUCATIONAL AREA "ARTISTIC AND AESTHETIC DEVELOPMENT"
“Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent
creative activity of children (graphic, constructive-model, musical, etc.).
Main goals and objectives
Introduction to art. Introduce children to the perception of art, develop interest in it. Encourage the expression of aesthetic feelings, the manifestation of emotions when looking at objects of folk and decorative art, listening to works of musical folklore.
To acquaint children with the professions of an artist, artist, composer.
Encourage to recognize and name objects and phenomena of nature, the surrounding reality in artistic images (literature, music, fine arts).
To teach to distinguish between genres and types of art: poetry, prose, riddles (literature), songs, dances, music, painting (reproduction), sculpture (fine art), building and construction (architecture).
Learn to identify and name the main means of expression (color, shape, size, rhythm, movement, gesture, sound) and create your own artistic images in visual, musical, constructive activities.
Introduce children to architecture. To form ideas that the houses in which they live (kindergarten, school, other buildings) are architectural structures; houses are different in shape, height, length, with different windows, with a different number of floors, entrances, etc.
Arouse interest in the various buildings located around the kindergarten (houses in which the child and his friends live, school, shops).
To draw the attention of children to the similarities and differences of different buildings, to encourage independent selection of parts of the building, its features.
To consolidate the ability to notice differences in buildings similar in shape and structure (shape and size of entrance doors, windows and other parts).
Encourage the desire of children to depict real and fabulous buildings in drawings, applications.
Organize a visit to the museum (together with parents), talk about the purpose of the museum. To develop interest in visiting the cinema, exhibitions.
To consolidate children's knowledge about the book, book illustration. To acquaint with the library as a storage center for books created by writers and poets.
Cultivate respect for works of art.
Visual Activity
Continue to develop children's interest in fine arts. Cause a positive emotional response to the offer to draw, sculpt, cut and paste.
Continue to develop aesthetic perception, figurative representations, imagination, aesthetic feelings, artistic and creative abilities.
Continue to develop the ability to examine and examine objects, including with the help of hands.
Enrich children's ideas about the fine arts (illustrations for works of children's literature, reproductions of paintings, folk decorative art, small sculpture, etc.) as the basis for the development of creativity. To teach children to highlight and use means of expression in drawing, modeling, and appliqué.
Continue to develop the ability to create collective works in drawing, modeling, and appliqué.
Learn to be friendly when evaluating the work of other children.
Drawing. Continue to develop in children the ability to draw individual objects and create plot compositions, repeating the image of the same objects (tumblers are walking, trees on our site in winter, chickens are walking on the grass) and adding others to them (sun, falling snow, etc.). )
To form and consolidate ideas about the shape of objects (round, oval, square, rectangular, triangular), size, location of parts.
Help children, when conveying a plot, arrange images on the entire sheet in accordance with the content of the action and the objects included in the action. Direct the attention of children to the transfer of the ratio of objects in size: a tree is tall, a bush is lower than a tree, flowers are lower than a bush.
Continue to consolidate and enrich children's ideas about the colors and shades of surrounding objects and objects of nature. Add new ones to already known colors and shades (brown, orange, light green); form an idea of how these colors can be obtained. Learn to mix paints to get the right colors and shades.
Develop a desire to use a variety of colors in drawing, applications, pay attention to the multicolor of the world around.
To consolidate the ability to properly hold a pencil, brush, felt-tip pen, colored chalk; use them when creating an image.
Teach children to paint over drawings with a brush, pencil, drawing lines and strokes in only one direction (top to bottom or left
right); rhythmically apply strokes, strokes throughout the form, without going beyond the contour; draw wide lines with the whole brush, and narrow lines and dots - with the end of the bristle of the brush. To consolidate the ability to cleanly rinse the brush before using paint of a different color. By the end of the year, to form in children the ability to obtain light and dark shades of color by changing the pressure on the pencil.
To form the ability to correctly convey the location of parts when drawing complex objects (doll, bunny, etc.) and correlate them in size.
Introduce children to Gorodets products. Learn to highlight the elements of Gorodets painting (buds, cups, roses, leaves); see and name the colors used in painting.
Modeling. Continue to develop children's interest in modeling; improve the ability to sculpt from clay (from plasticine, plastic mass).
To consolidate the modeling techniques mastered in previous groups; teach pinching with a slight pull of all the edges of a flattened ball, pulling out individual parts from a whole piece, pinching small details (the ears of a kitten, the beak of a bird). Learn to smooth the surface of a molded object, figure with your fingers.
To teach techniques for indenting the middle of a ball, a cylinder to obtain a hollow shape. Learn how to use stacks. Encourage the desire to decorate fashioned products with a pattern using a stack. To fix the techniques of neat modeling.
Application. Raise interest in the application, complicating its content and expanding the possibilities of creating a variety of images.
To form the ability to properly hold scissors and use them. Teach cutting, starting with the formation of the skill of cutting in a straight line, first short and then long strips. To learn how to compose images of various objects from stripes (fence, bench, ladder, tree, bush, etc.). Learn to cut round shapes from a square and oval shapes from a rectangle by rounding the corners; use this technique for images in the application of vegetables, fruits, berries, flowers, etc.
Strengthen the skills of accurate cutting and gluing. Encourage activity and creativity.
Structural Model Activity
Draw the attention of children to various buildings and structures around their home, kindergarten. On walks in the process of playing, consider cars, carts, buses and other modes of transport with children, highlighting their parts, name their shape and location in relation to the largest part.
Continue to develop in children the ability to distinguish and name building parts (cube, plate, brick, bar); learn to use them taking into account the design properties (stability, shape, size). To develop the ability to establish associative links, offering to remember what similar structures the children saw.
To learn to analyze a model of a building: to highlight the main parts, to distinguish and correlate them in size and shape, to establish
the spatial arrangement of these parts relative to each other (in houses - walls, at the top - ceiling, roof; in a car - cabin, body, etc.)
Learn to build buildings from large and small building materials, use parts of different colors to create and decorate buildings.
To teach paper design: bend a rectangular sheet of paper in half, combining sides and corners (album, flags to decorate the site, greeting card), stick to the main shape of the part (to the house - windows, doors, pipe; to the bus - wheels; to the chair - back).
Musical and artistic activity
To continue to develop in children an interest in music, a desire to listen to it, to evoke emotional responsiveness when perceiving musical works.
Enrich musical impressions, contribute to the further development of the foundations of musical culture.
Hearing. To form the skills of a culture of listening to music (not to be distracted, listen to the piece to the end).
To learn to feel the nature of music, to recognize familiar works, to express their impressions of what they heard.
Learn to notice the expressive means of a musical work: quietly, loudly, slowly, quickly. Develop the ability to distinguish sounds in height (high, low within a sixth, seventh).
Singing. To teach children expressive singing, to form the ability to sing long, movingly, in concert (within the re - si of the first octave). Develop the ability to take breath between short musical phrases.
Song creativity. Learn to compose the melody of a lullaby on your own and answer musical questions (“How are you
name?”, “What do you want, kitty?”, “Where are you?”). To form the ability to improvise melodies for a given text.
Musical-rhythmic movements. Continue to develop in children the skill of rhythmic movement in accordance with the nature of the music.
Improve dance movements: straight gallop, spring, circling one by one and in pairs.
To teach children to move in pairs in a circle in dances and round dances, put their feet on the toe and on the heel, clap their hands rhythmically, perform the simplest rearrangements (from the circle in all directions and back), jumps.
Development of dance and game creativity. To promote the development of emotionally figurative performance of musical game exercises (leaves are spinning, snowflakes are falling) and scenes using facial expressions and pantomime (a cheerful and sad bunny, a cunning fox, an angry wolf, etc.).
Teach staging songs and staging small musical performances.
Playing children's musical instruments. To form the ability to play along with the simplest melodies on wooden spoons, rattles, a drum, a metallophone.
EDUCATIONAL AREA "PHYSICAL DEVELOPMENT"
“Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct performance of basic movements that do not harm the body (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; formation of the values of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.)”.
Formation of initial ideas about a healthy lifestyle
To continue acquaintance of children with parts of the body and human senses. To form an idea of the importance of body parts and sensory organs for human life and health (hands do many useful things; legs help move; mouth speaks, eats; teeth chew; tongue helps to chew, speak; skin feels; nose breathes, catches smells; ears hear ).
To educate the need for adherence to the diet, eating vegetables and fruits, and other healthy foods. To form an idea of the substances and vitamins necessary for a person. Expand ideas about the importance of sleep, hygiene procedures, movements, hardening for health.
To acquaint children with the concepts of "health" and "disease".
Develop the ability to establish a connection between the action being performed and the state of the body, well-being (“I brush my teeth, which means they will be strong and healthy”, “I got my feet wet on the street, and I got a runny nose”).
To form the ability to provide elementary assistance to oneself in case of bruises, to seek help from adults in case of illness, injury.
Form ideas about a healthy lifestyle; about the importance of exercise for the human body. Continue to acquaint with physical exercises to strengthen various organs and systems of the body.
Physical Culture
Form the correct posture.
To develop and improve the motor skills of children, the ability to creatively use them in independent motor activity.
To consolidate and develop the ability to walk and run with coordinated movements of the arms and legs. Learn to run easily, rhythmically, energetically pushing off with your toe.
Learn to crawl, crawl, crawl, climb over objects. Learn to climb from one span of the gymnastic wall to another (to the right, to the left).
Learn to vigorously push off and land correctly in jumping on two legs in place and moving forward, to navigate in space. In long and high jumps from a place, learn to combine repulsion with a wave of the arms, and maintain balance when landing. Learn to jump over a short rope.
To consolidate the ability to take the correct starting position when throwing, hit the ball on the ground with the right and left hands, throw and catch it with the hands (without pressing it to the chest).
Teach children to walk in a sliding step, make turns, climb a mountain.
Teach formations, keeping distance while moving. Develop psychophysical qualities: speed, endurance, flexibility, dexterity, etc.
To teach to play a leading role in an outdoor game, to consciously relate to the implementation of the rules of the game.
Outdoor games. Continue to develop the activity of children in games with balls, jump ropes, hoops, etc.
Develop speed, strength, agility, spatial orientation. Cultivate independence and initiative in the organization of familiar games.
Teach to perform actions on a signal.
GAMING ACTIVITY DEVELOPMENT
Creation of conditions for the development of children's play activities. Formation of game skills, developed cultural forms of the game. The development of children's interest in various types of games. Comprehensive upbringing and harmonious development of children in the game (emotional-moral, mental, physical, artistic-aesthetic and socio-communicative).
Development of independence, initiative, creativity, self-regulation skills; formation of a friendly attitude towards peers, the ability to interact, negotiate, independently resolve conflict situations
Role-playing games. Continue work on the development and enrichment of game plots; using indirect methods of guidance, bring children to the independent creation of game ideas. In joint games with the teacher, containing 2-3 roles, improve the ability of children to unite in the game, distribute roles (mother, father, children), perform game actions, act in accordance with the rules and the general game plan.
To teach children to agree on what they will build, distribute material among themselves, coordinate actions and achieve results through joint efforts.
To cultivate friendly relations between children, to develop the ability to reckon with the interests of comrades.
Expand the scope of independent actions of children in choosing a role, developing and implementing a plan, using attributes; to develop the social relations of the players by understanding the professional activities of adults.
Outdoor games. Continue to develop physical activity; dexterity, speed, spatial orientation.
To nurture the independence of children in the organization of familiar games with a small group of peers.
Teach yourself to follow the rules.
To develop the creative abilities of children in games (inventing game options, combining movements).
Theatrical games. Continue to develop and maintain children's interest in theatrical play by acquiring more complex play skills and abilities (the ability to perceive an artistic image, follow the development and interaction of characters).
To teach children to act out simple performances based on familiar literary works; use well-known expressive means (intonation, facial expressions, gesture) to embody the image.
Encourage children to show initiative and independence in choosing a role, plot, means of reincarnation; provide an opportunity for experimentation when creating the same image.
To learn to feel and understand the emotional state of the hero, to engage in role-playing interaction with other characters.
Facilitate the further development of directorial play by providing space, play materials and the opportunity to bring several children together in a long game.
To teach to use figurative toys and bibabo in theatrical games, self-sculpted figures from clay, plastic, plasticine, toys from kinder surprises.
Continue to use the possibilities of the pedagogical theater (for adults) to accumulate emotional and sensory experience, to understand by children the complex of expressive means used in the performance.
Didactic games. To learn to play didactic games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects by external signs, group, make up a whole from parts (cubes, mosaics, puzzles).
Improve tactile, auditory, taste sensations ("Define by touch (by taste, by sound)
Appendix 1 Long-term planning of direct educational activities.
Annex 2 Perspective planning of physical culture.
Annex 3 Perspective plan of work with parents.
Appendix 4 Complex of morning exercises.
Annex 5 Monitoring the achievement by children of the planned results of mastering the work program in educational areas.
Appendix 6 Finger games.
Appendix 7 Role-playing games.
Appendix 8 Didactic games
Elena Alexandrovna Korshikova
The work program of the teacher of the middle group
The work program of the middle group.
Explanatory note.
The work program has been developed for the middle group of a general developmental orientation. The payroll includes pupils 4-5 years old.
The program presents the content of work in educational areas, taking into account the capabilities, inclinations, abilities, interests and needs of children of this age.
The program contains the necessary methods, forms and means to non-violently contribute to the development of the individual, the desire to take the initiative, to find a reasonable and worthy way out of various life situations.
The program is formed on the basis of the requirements of the Federal State Educational Standard for Preschool Education for the structure of the educational program of preschool education and its volume, determines the content and organization of the educational activities of children in the middle group.
Purpose of the work program: create conditions for the development of pupils, opening up opportunities for their positive socialization, development of initiative and creative abilities.
Tasks:
Strengthen health and introduce a healthy lifestyle, develop physical activity,
Create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations,
To develop emotional responsiveness and goodwill, the ability to empathize and display a humane attitude towards others,
Introduce pupils to art and fiction,
Provide psychological and pedagogical support to the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.
Participants in the implementation of the work program are pupils, their parents (legal representatives, teachers.
Takes into account the educational needs and interests of pupils, their families and teachers;
Provides for the choice of content and forms of organization of work with pupils, corresponding to their needs and interests, as well as the capabilities of the teaching staff;
Takes into account the established traditions of MBDOU, groups.
The work program is compiled in accordance with the educational program of the MBDOU, developed on the basis of the "Exemplary basic general educational program of preschool education" edited by L. A. Paramonova.
The implementation of the work program is carried out through the following educational technologies:
Health-saving technologies;
gaming;
ICT - technologies.
The solution of program tasks is provided from 09/01/16 to 05/31/17 in all types of activities (directly educational activities, joint activities of children and adults, independent activities of pupils).
Presentation of the results of the implementation of the work program is carried out in various forms:
Open events;
Exhibitions of children's creativity;
Design elements for the developing subject-spatial environment of the group, the premises of the MBDOU;
Participation in city and all-Russian competitions.
Age features of children 4-5 years old.
The physical abilities of the child increase significantly: coordination improves, movements become more confident. At the same time, there is a constant need for movement. Motility is actively developing. On average, a child grows by 5–7 cm per year and gains 1.5–2 kg of weight. There is a growth and development of all organs and systems of the child's body.
Mental processes develop rapidly: memory, attention, perception and others. They become more conscious, arbitrary: strong-willed qualities develop.
The type of thinking is visual-figurative. The amount of memory increases significantly: the child is able to remember a small poem or an adult's instruction. The arbitrariness and stability of attention increase: preschoolers can concentrate on any type of activity for a short time (15–20 minutes).
Playing activity still remains the main one, but it becomes much more difficult compared to the early age. The number of children participating in communication is increasing. Thematic role-playing games appear. Children 4–5 years old are more likely to communicate with peers of their own gender. Girls are more fond of family and everyday topics (daughters, mothers, a store). Boys prefer to play sailors, soldiers, knights. At this stage, children begin to arrange the first competitions, strive to succeed.
With pleasure they master various types of creative activity. The child likes to engage in plot modeling, appliqué. One of the main activities is visual arts. Drawing becomes one of the means of creative self-expression.
Can compose a short fairy tale or a song, understands what rhymes are, and uses them.
There is an active development of speech abilities. Sound pronunciation is significantly improved, vocabulary is actively growing, reaching about two thousand words or more. Speech age features of children 4–5 years old make it possible to express their thoughts more clearly and fully communicate with their peers.
The child is able to characterize this or that object, describe his emotions, retell a short literary text, answer questions from an adult. At this stage of development, children master the grammatical structure of the language: they understand and correctly use prepositions, they learn to build complex sentences. Connected speech develops.
Contacts with peers are of paramount importance. There is an increased need for recognition and respect from peers. The first friends appear with whom the child communicates most willingly.
In a group of children, competition and the first leaders begin to emerge. Communication with peers is usually situational. Interaction with adults, on the contrary, goes beyond the specific situation and becomes more abstract. During this period, preschoolers have a special need for encouragement and are offended by comments and if their efforts go unnoticed. Children are very emotional about both praise and comments, they become very sensitive and vulnerable.
At this age, there is a significant development of the sphere of emotions. A child can understand the state of mind of a person close to him, learns to empathize.
By the age of 5, the child begins to be interested in questions of sex and their gender.
One of the distinguishing features of this age is a vivid fantasy, imagination. It must be borne in mind that this can give rise to a variety of fears.
Planned results of the development of the program.
Developed basic motor qualities (dexterity, flexibility, speed, strength); maintains static balance (from 15 s); throws up and catches the ball with both hands (from 10 times); jumps in length from a place, landing on both legs without losing balance; runs freely, quickly and with pleasure, deftly runs around the objects encountered without touching them; throws a tennis ball with a comfortable hand for 5-8 m; owns his body well, maintains correct posture; active, eating and sleeping well; possesses elementary skills of a healthy lifestyle (follows the rules of personal hygiene, shows reasonable care in potentially dangerous situations).
Strives to become a member of a collective role-playing game; independently organizes the subject-game environment; in the plots of games, it reflects and refracts the surrounding reality, the content of books read, television programs; uses statements and role-playing conversation with other children; correlates individual desires with the content of the overall game and the role taken on.
The drawing reflects people, everyday scenes, pictures of nature from urban and rural life, fabulous images; uses expressive means (color, shape, composition, rhythm, etc.); creates original drawings (not repeating drawings of others).
Creates structures from different materials according to his own design;
uses different means to achieve the result (schemes, models, drawings, samples, etc.); participates in the creation of various crafts in accordance with their functional purpose (for a holiday, carnival, performance, interior decoration, games, etc.).
Possesses cultural and hygienic skills as elements of a healthy lifestyle (washes himself, combs his hair, wears clothes and shoes neatly, washes his hands after the toilet, street and before eating, etc.); seeks to be involved in the work of adults.
Initiative in communication with teachers, staff of the institution, parents of other children; supports the topic of conversation, answers questions and responds to requests, talks on various topics (everyday, social, educational, personal, etc.); knows how to ask for help and express their needs in an acceptable way; in communication shows respect for an adult.
Able to establish stable contacts with peers (friends appear); shows a sense of self-respect and dignity, can defend his position in joint activities; knows how to negotiate with peers; shows willingness to sympathize, regret, comfort.
Fluent in his native language, speaks in simple common sentences, can construct complex sentences grammatically correctly with the help of an adult; can build a coherent story based on a plot picture (pictures); uses generalizing words, antonyms, comparisons; uses speech to plan actions; shows interest in books and can name several literary works known to him; tells various stories, tries to compose fairy tales, shows interest in playing with rhyme and word; has an elementary idea of linguistic reality (sound, word, sentence).
Knows his first and last name, birthday, parents' names, address; has an idea of Russia as his own country; recognizes and names the symbols of his country (flag, coat of arms, anthem); is interested in objects and phenomena of animate and inanimate nature, shows a careful attitude to nature, establishes simple cause-and-effect; has an idea of seasonal changes in nature, domestic and wild animals; has the skills of rational nature management; knows and names the material from which objects are made (glass, metal, wood, paper, etc.) and the properties of these materials (transparent, hard, cold, smooth, breaks, breaks, etc.); has an idea about the work of the people around him, can name several professions; is oriented in the vehicles of his area, knows the basic rules of behavior on the street and in public transport, understands the meaning of generally accepted symbolic designations (road signs, road markings, traffic lights, transport stops, etc.); understands the words "yesterday", "today", "tomorrow" and some other designations of time (Sunday, vacation, holiday, etc.).
Generalizes representations and systematizes objects according to the selected properties and purpose (arranges at least 10 objects of the same shape in size); unites objects on the basis of common features and designates them with a generalizing concept (clothing, furniture, dishes, etc.); owns logical operations - analyzes, highlights properties, compares, establishes correspondence.
Organization of the educational process during the day.
The duration of direct educational activities per week: 4 hours, the volume of the educational load is 12 lessons per week, the duration of the lesson: 20 minutes.
The content of the educational area "Physical culture" is aimed at forming children's interest and value attitude to physical education through the development of physical qualities (flexibility, endurance, coordination, speed, strength, enrichment of motor experience and the formation of the need for motor activity and physical improvement.
1. Health and emotional well-being of the child
2. Child on the street
3. Child and other people
4. Baby at home
Daily routine for the cold season.
Preparation for breakfast, breakfast 08.30 – 08.50
Free games, preparation for classes 08.50 – 09.00
Classes 09.00 – 10.00
Free games 10.00 – 10.30
Second breakfast 10.30 – 10.50
Preparation for the walk, walk 10.50 – 12.30
Preparation for dinner, lunch 12.30 - 13.00
Getting ready for bed, sleep 13.00 - 15.00
Free games, leisure 15.50 – 16.10
Preparation for the walk, walk 16.10 – 18.30
Preparing for dinner, dinner 18.30 – 18.50
Day regimen for the warm period of the year.
Reception, examination, games, duty 07.00 – 08.20
Preparation for morning exercises, gymnastics 08.20 – 08.30
Preparation for breakfast, breakfast 08.30 – 08.55
Free games, preparation for a walk, preparation for classes on a walk 08.55 – 09.20
Class on the site, walk (games, observations, work) 09.20 - 11.35
Water procedures, preparation for dinner, lunch 11.35 – 12.35
Getting ready for bed, sleep 12.35 – 15.00
Gradual rise, air and water procedures 15.00 – 15.30
Preparation for afternoon tea, afternoon tea 15.30 – 15.50
Preparation for the walk, walk 15.50 – 18.20
Preparing for dinner, dinner 18.20 – 18.40
Free games, going home 18.50 – 19.00
motor mode.
Direct educational activity (physical education) 3 times a week 20 min
Direct educational activities (music classes) 2 times a week 6-8 minutes
Morning exercises Daily 5-6 min
Gymnastics of awakening after daytime sleep Daily 5-6 minutes
Walking along the massage paths in combination with air baths Daily 5-6 minutes
Physical education minutes, finger gymnastics, dynamic pauses Daily in the middle of GCD and as needed 1-3 minutes
Relaxation after training sessions Daily 1-3 minutes
Articulation and mimic gymnastics 1 time per day 3 min
Outdoor games At least 3-4 times a day 6-10 minutes
Physical culture activities 1 time per month 20 min
Health Day 3 times a year
Independent physical activity Daily individually and in subgroups (duration in accordance with the individual characteristics of the pupils)
Independent activity in the sports corner Daily individually and in subgroups (duration in accordance with the individual characteristics of the pupils)
Joint physical culture and health-improving work of MBDOU and the family (participation of parents in sports and health-improving events) Physical culture leisure activities, holidays, sports competitions, Health Days, visiting open classes. Compliance with the motor regime at home.
hardening mode
Air hardening is carried out in the form of local and general effects after daytime sleep, during morning exercises, in everyday games.
Local influence Initial temperature 22 C Final temperature 18-16 C
Total exposure Initial temperature 22 C End temperature 19-20 C
In the warm season, air baths on the site are carried out at an air temperature of at least 18 C. For hardening, walking barefoot in a room at a floor temperature of at least 18 C is used, the duration increases gradually from 3-4 to 15-20 minutes.
Software and methodological support:
Program "Origins" ed. L. A. Paramonova
The program of education and training in kindergarten, ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova
The program "Fundamentals of Safety for Preschool Children" (
The program "Design and art work in kindergarten" (
"From birth to school" The main general educational program of preschool education, ed. N. E. Verasy
The spatial environment on the territory and in the premises of the preschool educational institution.
On the territory of the preschool educational institution: a sports ground, a section of traffic rules, an ecological path, a walking area.
In the premises of the preschool educational institution: a local history studio, a living corner, an art studio, a music room, a gym, a sensory room, a psychologist's office, a speech center, a medical office.
The subject - developing environment in the group provides the opportunity for communication and joint activities of children and adults, the motor activity of children, and the solitude of children.
Interaction with families of pupils.
The main tasks of the work:
establish partnerships with the family of each pupil;
join forces for the development and upbringing of children;
maintain an atmosphere of mutual understanding and mutual support;
to activate and enrich the educational skills of parents;
to maintain their confidence in their own pedagogical abilities;
provide psychological and pedagogical support to the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.
The principles of interaction with parents are:
friendly style of communication between teachers and parents, positive attitude to communication, individual approach, cooperation.
Interaction with society.
In order to expand and deepen the main educational content, increase the level of interaction with the socio-pedagogical environment, interaction is carried out with the following institutions of the social sphere of the city:
Experimental site of the TsVR "Small Academy" (1 time per year)
Puppet Theatre. A. K. Brahman (2 times a year)
Rubtsovsk Drama Theater (1 time per year)
Monitoring of the educational process.
The main task of monitoring is to determine the degree of mastering the educational program by the child and the impact of the educational process organized in a preschool institution on the development of the child.
Monitoring of child development is carried out three times a year (in September, May, a control cut in January). Teachers, psychologists and medical workers participate in the monitoring.
Monitoring of the educational process is carried out by teachers who conduct classes with preschoolers. It is based on an analysis of the achievement of intermediate results by children, which are described in each section of the educational program.
The form of monitoring is mainly the observation of the child's activity during various periods of stay in a preschool institution, the analysis of the products of children's activities and special pedagogical tests organized by the teacher. Data on the monitoring results are entered into the Diagnostic Card as part of the educational program.
The analysis of development maps makes it possible to evaluate the effectiveness of the educational program and the organization of the educational process in the kindergarten group.
Bibliography.
1. Bogateeva A. A. Wonderful paper crafts. M. : Education, 1992.
2. Gudilina S. I. Miracles with their own hands. M. : Aquarium, 1998.
3. Davidchuk A. N. Cognitive development of preschool children in the game. M., 2013.
4. Didactic games and exercises for sensory education of preschoolers. Ed. Wenger L. A. M. : Enlightenment, 1973.
5. Ivanova A. I. Methods of organizing ecological observations and excursions in kindergarten. M. : TC Sphere, 2007.
6. Ivanova AI Ecological observations and experiments in kindergarten. Plant world. M., 2007.
7. Games with rules in kindergarten. Comp. Sorokina A. I. M.: Education, 1970.
8. "Complex-thematic planning of the educational process with children 4-5 years old" edited by N. E. Vasyukova, N. M. Rodina. M. : TC Sphere, 2012.
9. “Communication. Developing communication with children 4-5 years old, edited by L. A. Paramonova. M. : TC Sphere, 2013.
10. Kutsakova L. V. “Classes in designing from building material in the middle group of kindergarten” M .: Mosaic-Synthesis, 2006
11. Mikhailova Z. A. Development of cognitive and research skills. SPb. : CHILDHOOD-PRESS, 2012.
12. Nagibina M. I. Miracles for children from unnecessary things. Yaroslavl: "Academy of Development", 1997.
13. Novikova V. P. "Mathematics in kindergarten" M.: Mosaic-Synthesis, 2003.
14. Paramonova L. A. "Children's creative design" M., 1999.
15. Management of children's games in a preschool. Comp. Tveritina E. N. M.: Education, 1986.
16. Shorygina T. A. Conversations about who lives where. M. : TC Sphere, 2011.
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