Junior group. Working programm
Kolmykova Elizaveta Nikolaevna
Working programm for children 3–4 years old
I. Target section
1.1. Explanatory note
1.2. The goal and objectives for the implementation of basic general education programs.
1.3. Principles and approaches in the organization educational process.
1.4. Age and individual characteristics children younger preschool age.
1.5. Planned results.
2.1. Syllabus implementation of OOP in a general development group for children 3-4 years old.
2.3. Structure of the educational process.
2.4. Forms directly educational activities
2.5. Planning working with children
2.6. Correctional work for children with disabilities
2.7. Interaction with family and society.
III. Organizational section
3.1. Daily regime.
3.2. Motor mode.
3.3. Schedule.
3.4. Traditional events holidays events.
3.5. Organization of a developing subject-spatial environment.
3.6. Educational and methodological support
IV. Appendix to program.
I. TARGET SECTION
1.1. Explanatory note
Work program developed based on basic educational programs Municipal budget preschool educational institution"Kindergarten "Smile" (from 01.09.2015 No. 85) in accordance with the federal state educational standard for preschool education.
Working programm designed for 2016 – 2017 academic year.
This The program has been developed based on the following regulations documents:
Convention on the Rights of the Child.
Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard preschool education" (Registered with the Ministry of Justice of the Russian Federation on November 14, 2013 No. 30384)
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 Moscow from “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, maintenance and organization of the regime work preschool educational organizations" (Registered with the Ministry of Justice of Russia on May 29, 2013 No. 28564)
Decree of the Government of the Russian Federation of August 5, 2013 No. 662 “On monitoring the education system”
Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs preschool education" (Registered with the Ministry of Justice of Russia on September 26, 2013 No. 30038);
1.2. Target:
Creating favorable conditions for a child to fully enjoy preschool childhood, forming the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing for life in modern society, for studying at school, ensuring the safety of a preschooler’s life.
Tasks:
1. Caring for the health, emotional well-being and timely development of each child.
2. Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to grow sociable, kind, inquisitive, proactive, striving for independence and creativity.
3. Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process.
4. Creative organization (creativity) educational process.
5. Variability in the use of educational material, allowing the development of creativity in accordance with the interests and inclinations of each child.
6. Respect for results children's creativity.
7. Unity of approaches to education children in the conditions of a preschool educational institution and family.
8. Compliance in work kindergarten and primary school of continuity, excluding mental and physical overload in the content of education children preschool age, ensuring that there is no pressure of subject-specific learning.
Partials are used programs:
Program artistic education, training and development children 2 – 7 years old"Colored palms". I. A. Lykova.
Program"Mathematical steps" "I'm starting to count" for children 3-4 years old E. V. Kolesnikova.
When organizing the educational process in a group, the following peculiarities:
1) Climatic features:
When organizing the educational process, the climatic features of the region are taken into account. Tambov region - middle zone Russia: the start and end time of certain seasonal phenomena (leaf fall, snow melting, etc.) and the intensity of their occurrence; composition of flora and fauna; length of daylight hours; weather conditions, etc. The main features of climate are: cold winter and dry hot summer.
2) Demographic features:
Analysis social status families revealed that the group raises children from complete (15, from incomplete (3) and large families (2) families. The majority of parents are middle-income, with higher (13) and secondary professional (22) education.
3) National - cultural peculiarities:
Ethnic composition of pupils groups: Russians, training and education in preschool educational institutions is carried out in Russian.
The main contingent of students lives in the city (only three children in the countryside). The implementation of the regional component is carried out through familiarization with the national and cultural characteristics of the city of Kirsanov. Getting acquainted with his native land and its attractions, the child learns to recognize himself as living in a certain time period, in certain ethnocultural conditions. This information is realized through targeted walks, conversations.
1.3. Principles and approaches to organizing educational process:
1. Corresponds to the principle of developmental education, the goal of which is the development of the child.
2. Combines the principles of scientific validity and practical applicability (corresponds to the basic principles of developmental psychology and preschool pedagogy).
3. Meets the criteria of completeness, necessity and sufficiency (allows you to solve set goals and objectives using necessary and sufficient material, getting as close as possible to reasonable "minimum").
4. Ensures the unity of educational, training and developmental goals and objectives of the education process children preschool age, during the implementation of which such knowledge, abilities and skills are formed that are directly related to the development of preschool children.
5. Built taking into account the principle of integration educational areas in accordance with the age capabilities and characteristics of the pupils.
6. Based on the complex thematic principle of constructing the educational process.
7. Provides a solution software educational tasks in the joint activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.
8. Involves building the educational process on age-appropriate forms working with children(a game)
9. Built on the principle of cultural conformity. Takes into account national values and traditions in education.
1.4. Age-related developmental features children 3-4 years old
At the age of 3–4 years, the child gradually leaves the family circle. His communication becomes non-situational. An adult becomes for a child not only a family member, but also a bearer of a certain social function. The child’s desire to perform the same function leads to a contradiction with his real capabilities. This contradiction is resolved through the development of play, which becomes the leading activity in preschool age. The main feature of the game is its convention: performing certain actions with certain objects presupposes their attribution to other actions with other objects. Main content of the game younger preschoolers are actions with toys and substitute objects. The game duration is short. Younger preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age. A child’s visual activity depends on his ideas about the subject. At this age they are just beginning to form.
Graphic images are poor. Some children The images lack detail, others may have more detail in their images. Children can already use color. Great importance for development fine motor skills has molding. Younger preschoolers are able to sculpt simple objects under the guidance of an adult. It is known that the application has positive influence on the development of perception. At this age, children have access to the simplest types of appliqué. Constructive activity in early preschool age is limited to the construction of simple buildings according to a model and design. In early preschool age, perceptual activity develops. Children from using pre-standards - individual units of perception, move on to sensory standards - cultural- developed means of perception. By the end of primary preschool age, children can perceive up to 5 or more shapes of objects and up to 7 or more colors, are able to differentiate objects by size, orient themselves in the space of a kindergarten group, and with a certain organization of the educational process - in the room of everything preschool. Memory and attention develop. At the request of an adult, children can remember 3-4 words and 5-6 names of objects. By the end of primary preschool age, they are able to remember significant passages from their favorite works. Visual and effective thinking continues to develop. At the same time, transformations of situations in some cases are carried out on the basis of targeted tests, taking into account the desired result. Preschoolers are able to establish some hidden connections and relationships between objects. In early preschool age, imagination begins to develop, which is especially clearly manifested in play, when some objects act as substitutes for others. Relationships children subject to rules and regulations. As a result of targeted influence, they can learn a relatively large number of norms, which serve as the basis for evaluating their own actions and the actions of others children. Relationships children clearly manifested in gaming activities. They rather play nearby than actively interact. However, already at this age stable selective relationships can be observed. Conflicts between children arise mainly over toys. The child's position in the peer group is largely determined by the opinion of the teacher. In early preschool age, one can observe a subordination of motives for behavior in relatively simple situations. Conscious control of behavior is just beginning to emerge; In many ways, a child’s behavior is still situational. At the same time, one can also observe cases of the child himself limiting his own motives, accompanied by verbal instructions. Self-esteem begins to develop, and children are largely guided by the teacher’s assessment. Their gender identification also continues to develop, which is manifested in the nature of the toys and stories they choose.
Discussion
Story
Cognitive Development Looking
Observation
Game-experimentation.
Research
Activity
Construction.
Educational game
Excursion
Situational conversation
Story
Integrative activities
Problem situation
Artistic and aesthetic
Development Looking at aesthetically pleasing objects
Organization of exhibitions
Jewelry making
Listening to age-appropriate folk, classical, and children's music
Experimenting with sounds
Musical and didactic game
Learning musical games and dances
Singing together
2.5. Planning working with children.
Comprehensive thematic plan working with children 3-4 years old
Integrating theme of the period Pedagogical objectives Options for final events
Goodbye summer, hello kindergarten! (4th week of August - 1st week of September)
(24.08 - 04.09) Call children the joy of returning to kindergarten. Continue to get acquainted with kindergarten as the closest social environment baby: professions of kindergarten employees (teacher, assistant teacher, music director, doctor, janitor, subject environment, rules of conduct in kindergarten, relationships with peers. Continue to get acquainted with the group environment and kindergarten premises. Offer to look at toys, name their shape, color, structure.
Meet children with each other during games (if the children already know each other, you should help them remember each other). Form friendly, benevolent relationships between children (collective artistic Job, song about friendship, joint games). Entertainment for children, organized by kindergarten staff with the participation of parents. Children do not participate in the preparation, but take an active part in the entertainment (in outdoor games, quizzes).
Autumn (2nd–4th weeks of September)
(07.09 - 25.09) Expand views children about autumn(seasonal changes in nature, people’s clothing, in the kindergarten area, about harvest time, about some vegetables, fruits, berries, mushrooms. Introduce agricultural professions (tractor driver, milkmaid, etc.). Introduce the rules of safe behavior in nature. Foster a caring attitude towards nature. On walk Invite children to collect and examine autumn foliage. Learn poems about autumn. Develop the ability to notice the beauty of autumn nature and observe the weather. Expand knowledge about domestic animals and birds. Introduce some behavioral features of forest animals and birds in autumn.
Encourage drawing, sculpting, appliqué on autumn themes Holiday "Autumn".
Exhibition of children's creativity.
I and my family (1st–2nd weeks of October)
(28.09 - 09.10) Form initial ideas about health and healthy way life.
Form an image of myself.
Develop basic skills in caring for your face and body. Develop ideas about your appearance. Develop gender perceptions.
Encourage them to give their first and last name, the names of family members, and talk about themselves in the first person. Enrich your understanding of your family. Open health day.
Sports entertainment.
My home, my city (3rd week of October - 2nd week of November)
(12.10 -13.11) Introduce the house, household items, furniture, household appliances.
Familiarize yourself with your hometown (village, its name, main attractions. Familiarize yourself with modes of transport, including city transport, rules of behavior in the city, basic rules traffic, traffic lights, overground and underground passages (interaction with parents). Introduce "urban" professions (policeman, salesman, hairdresser, driver, bus driver). A role-playing game based on traffic rules.
New Year's celebration (3rd week of November - 4th week of December)
(16.11 - 31.12_ Organize all types of children's activities (play, communication, work, cognitive-research, productive, musical and artistic, reading) around the theme of the New Year and the New Year's holiday, both in direct educational and independent activities children. New Year's party.
Winter (1st – 4th weeks of January
11.01 - 29.01) Expand your understanding of winter. Introduce winter sports. Form ideas about safe behavior in winter. To develop research and educational interest while experimenting with water and ice. To cultivate a caring attitude towards nature, the ability to notice the beauty of winter nature. Expand your understanding of seasonal changes in nature (changes in weather, plants in winter, behavior of animals and birds). Form initial ideas about places where it is always winter.
Encourage children reflect the impressions received in various directly educational and independent activities children in accordance with their individual and age characteristics. Holiday "Winter".
Exhibition of children's creativity.
Defender of the Fatherland Day (1st–3rd weeks of February)
(01.02 - 19.02) Carry out patriotic education. Introduce "military" professions. Foster love for the Motherland. Form primary gender ideas (instill in boys the desire to be strong, courageous, and become defenders of the Motherland). Holiday dedicated to Defender of the Fatherland Day.
(4th week of February - 1st week of March)
(22.02 - 04.03) Organize all types of children's activities (play, communication, work, cognitive research, productive, musical and artistic, reading) around the theme of family, love for mother, grandmother. Cultivate respect for teachers. March 8.
Exhibition of children's creativity, entertainment, collective creativity, games children
Getting to know folk culture and traditions (2nd–4th weeks of March)
(07.03 - 25.03)
Expand ideas about folk toys (Dymkovo toy, matryoshka, etc.). Introduce folk crafts. Continue to introduce oral folk art. Use folklore when organizing all types of children's activities. Folklore holiday.
Exhibition of children's creativity.
(1st–4th weeks of April)
(04.04 - 29.04) Expand your ideas about spring. To cultivate a caring attitude towards nature, the ability to notice the beauty of spring nature.
Expand your understanding of seasonal changes (changes in weather, plants in spring, behavior of animals and birds). Expand your understanding of the simplest connections in nature (it got warmer - grass appeared, etc.).
Encourage children reflect impressions of spring in different types of artistic activities. Holiday "Spring".
Exhibition of children's creativity.
(1st–4th weeks of May)
(02.05 - 31.05) Expand views children about summer, about seasonal changes (seasonal changes in nature, people’s clothing, in the kindergarten area). To form basic ideas about garden and vegetable plants. To develop research and educational interest while experimenting with water and sand. To cultivate a caring attitude towards nature, the ability to notice the beauty of summer nature. Holiday "Summer".
In the summer, kindergarten works in vacation mode (1st week of June - 3rd week of August).
The work program determines the content and organization of the educational process for preschool children aged 3 to 4 years and is aimed at developing general culture, development of physical, intellectual and personal qualities, formation of prerequisites for educational activities that ensure social success, preservation and strengthening of the health of preschool children, correction of deficiencies in the physical and (or) mental development of children.
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I CONFIRM:
AND ABOUT. Head of MDOBU TsRR
D/s No. 26 “Rosinka”
O.A. Matyukhina
"___"_______________2015
WORKING PROGRAMM
SECOND JUNIOR GROUP No. 6
“CHILD DEVELOPMENT CENTER – KINDERGARTEN No. 26 “ROSINKA”
ARSENYEVSKY CITY DISTRICT
for 2015 – 2016
ACCEPTED
At a meeting of the Council of Teachers
« ____ » ____________ 2015
Protocol No. _____
2015
No. | Page |
|
TARGET SECTION | ||
Explanatory note | ||
1.1.1 | Goals and objectives of the Program implementation | |
1.1.2 | Principles and approaches to the formation of the Program | |
1.1.3 | Characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age | 6-15 |
Planned results of mastering the Program | 15-17 |
|
Description of educational activities in accordance with the areas of child development | 18-28 |
|
Description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of students, the specifics of their educational needs and interests | 28-39 |
|
Interaction between the teaching staff and parents | 39-41 |
|
Design of the educational process | 41-43 |
|
ORGANIZATIONAL SECTION | ||
Logistics of the Program | ||
Provision of methodological materials and means of training and education | 44-62 |
|
Routine and/or daily routine | 63-73 |
|
Features of traditional events, holidays, activities | ||
Features of the organization of a developing subject-spatial environment | 73-76 |
|
BRIEF PRESENTATION | ||
Age and other categories of children for whom the Organization’s Program is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children | ||
Sample Programs Used | ||
Characteristics of interaction between the teaching staff and children’s families | 77-78 |
I Target section
1.1.Explanatory note
The main general educational program of the Children's Educational Institution "Child Development Center - Kindergarten No. 26 "Rosinka" in accordance with the following regulations:
- Federal Law No. 273 of December 29, 2012 “On Education in the Russian Federation”;
- Federal State Standard of Preschool Education (FSES DO), approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155;
- “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational institutions. SanPiN 2.4.1.3049-13" (approved by the Chief State Sanitary Doctor of the Russian Federation on May 13, 2013);
- “Charter of the municipal preschool educational budgetary institution“Child development center – kindergarten No. 26 “Rosinka”, Arsenyevsky urban district.”
The work program determines the content and organization of the educational process for preschool children aged 3 to 4 years and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of the health of preschool children , correction of deficiencies in the physical and (or) mental development of children.
The program is based on sample program“From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva.
1.1.1. Goals and objectives of the program:
Program goals: development of the child’s physical, intellectual, spiritual, moral, aesthetic and personal qualities, creative abilities, as well as the development of prerequisites for educational activities.
The program is aimed at creating conditions for the development of preschool children, opening up opportunities for the positive socialization of the child, his comprehensive personal development, development of initiative and creative abilities based on cooperation with adults and peers in activities appropriate for preschool age.
Tasks:
● protecting and strengthening the physical and mental health of children, including their emotional well-being;
● ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological characteristics (including disabilities health);
● ensuring continuity of basic educational programs of preschool and primary general education;
● creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations to develop the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;
● combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society;
● the formation of a general culture of the personality of pupils, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;
● ensuring variability and diversity of the content of educational programs and organizational forms the level of preschool education, the possibility of developing educational programs of various directions, taking into account the educational needs and abilities of students;
● formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;
● providing psychological and pedagogical support to the family and increasing the competence of parents in matters of development and education, protecting and promoting the health of children;
● identifying directions for systematic interdepartmental interaction, as well as interaction between pedagogical and public associations (including network ones).
1.1.2. Principles and approaches to the formation of the Program
The program is developed taking into account the following basic principles of preschool education:
Full-fledged living by a child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) child development;
Construction of 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 a subject of education (hereinafter referred to as individualization of preschool education);
Assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;
Supporting children's initiative in various activities;
Cooperation between the Organization and the family;
Introducing children to sociocultural norms, traditions of the family, society and state;
Formation of cognitive interests and cognitive actions of the child in various types of activities;
Age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);
Taking into account the ethnocultural situation of children's development.
The main approaches to the formation of the Program are:
- activity approach,involving the child’s development in activities that include such components as self-goal-setting, self-planning, self-organization, self-esteem, introspection;
- individual approach,prescribing flexible use by teachers of various means, forms and methods in relation to each child;
- person-centered approach,which provides for the organization of the educational process based on the recognition of the uniqueness of the child’s personality and the creation of conditions for its development based on the study of inclinations, abilities, interests, and inclinations;
Environmental approachfocusing on the use of the capabilities of the internal and external environment of the educational institution in the upbringing and development of the child’s personality.
Characteristics of the student population
The group is attended by 24 children aged 3-4 years, of which 13 are boys and 11 are girls.
Age features of development of children from 3 to 4 years old.
Separation of oneself from an adult is a characteristic feature of the 3-year-old crisis.
The emotional development of a child of this age is characterized by manifestations of such feelings and emotions as love for loved ones, attachment to the teacher, and a friendly attitude towards others and peers.
The child’s behavior is involuntary, actions and actions are situational.
Children 3-4 years old learn some norms and rules of behavior associated with certain permissions and prohibitions, and can see the inconsistency of another child’s behavior with the norms and rules of behavior.
At 3 years old, the child begins to master gender roles and gender repertoire: girl-woman, boy-man.
A normally developing three-year-old has every opportunity to master self-care skills.
During this period, the child’s need for movement is high (his physical activity accounts for at least half of his waking time).
A certain stock of ideas about the various properties of objects and phenomena is accumulated surrounding reality and about myself.
At the age of 3, some spatial concepts are formed.
The ideas of a child of the fourth year of life about the phenomena of the surrounding reality are determined, on the one hand, psychological characteristics age, on the other - his direct experience.
The attention of children of the fourth year of life is involuntary.
The memory of 3-year-old children is immediate, involuntary and has a vivid emotional coloring.
The thinking of a three-year-old child is visually effective.
At 3 years old, imagination is just beginning to develop, and first of all this happens in play.
In early preschool age, the desire for activity is clearly expressed.
At 3-4 years old, a child begins to communicate more often and more willingly with peers in order to participate in a common game or productive activity.
The main means of communication with adults and peers is speech.
At 3-4 years of age, in a situation of interaction with an adult, interest in books and literary characters continues to form.
Interest in productive activities is unstable.
The musical and artistic activity of children is direct and syncretic in nature.
Sound discrimination and hearing are improved.
1.2. Planned results of mastering the Program
Requirements for the results of mastering the Program are presented in the form of targets for preschool education. The target guidelines for preschool education include the following social and normative characteristics of a child’s possible achievements:
Educational targets:
The child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;
Uses specific, culturally fixed object actions, knows the purpose of household objects (spoons, combs, pencils, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior;
Possesses active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;
Strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
Shows interest in poetry and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art;
The child has developed gross and fine motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).
2.1. Description of educational activities in accordance with the areas of child development
Social and communicative developmentaimed 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; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.
Cognitive developmentinvolves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
Speech developmentincludes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
Artistic and aestheticdevelopment involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).
Physical developmentincludes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).
EDUCATIONAL ACTIVITIES IN ACCORDANCE WITH DIRECTIONS OF DEVELOPMENT OF CHILDREN FROM 3 TO 4 YEARS OLD
Educational area
Main goals and objectives
Socialization, development of communication, moral education. Mastering the norms and values accepted in society, nurturing the child’s moral and ethical qualities, developing the ability to correctly evaluate one’s own actions and the actions of peers.
Development of communication and interaction of the child with adults and peers, development of social and emotional intelligence, emotional responsiveness, empathy, respectful and friendly attitude towards others.
Forming children's readiness for joint activities, developing the ability to negotiate, and independently resolve conflicts with peers.
Child in family and community. Formation of self-image, respectful attitude and sense of belonging to one’s family and to the community of children and adults in the organization; formation of gender and family affiliation.
Self-service, independence, labor education. Development of self-service skills; the formation of independence, purposefulness and self-regulation of one’s own actions.
Education of cultural and hygienic skills.
Formation of positive attitudes towards various types of work and creativity, nurturing a positive attitude towards work and the desire to work.
Fostering a value-based attitude towards one’s own work, the work of other people and its results. Formation of the ability to responsibly relate to the assigned task (the ability and desire to complete the task, the desire to do it well).
Formation of primary ideas about the work of adults, its role in society and the life of each person.
Formation of security fundamentals. Formation of primary ideas about safe behavior in everyday life, society, and nature. Fostering a conscious attitude towards compliance with safety rules.
Formation of a cautious and prudent attitude towards situations that are potentially dangerous for humans and the surrounding natural world.
Formation of ideas about some typical dangerous situations and ways of behavior in them.
Formation of basic ideas about road safety rules; fostering a conscious attitude towards the need to comply with these rules.
Educational area
"COGNITIVE DEVELOPMENT"
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 children's cognitive interests, expansion of experience of orientation in the environment, sensory development, development of curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, rhythm, tempo, causes and effects, etc.).
Development of perception, attention, memory, observation, ability to analyze, compare, highlight characteristic, essential features of objects and phenomena of the surrounding world; the ability to establish the simplest connections between objects and phenomena, to make the simplest generalizations.
Familiarization 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 relationships between the world of objects and the natural world.
Introduction to the social world. Familiarization with the surrounding social world, broadening the horizons of children, forming a holistic picture of the world. Formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays. Formation of citizenship; nurturing love for the Motherland, pride in its achievements, and patriotic feelings. Formation of elementary ideas about planet Earth as the common home of people, about the diversity of countries and peoples of the world.
Introduction to the natural world. Familiarization with nature and natural phenomena. Development of the ability to establish cause-and-effect relationships between natural phenomena. Formation of primary ideas about the natural diversity of planet Earth. Formation of elementary ecological ideas. Forming an understanding that man is part of nature, that he must preserve, protect and protect it, that everything in nature is interconnected, that human life on Earth largely depends on environment. Developing the ability to behave correctly in nature. Fostering a love for nature and a desire to protect it.
Educational area
"SPEECH DEVELOPMENT"
Main goals and objectives
Speech development. Developing free communication with adults and children, mastering constructive ways and means of interaction with others.
Development of all components oral speech children: grammatical structure of speech, coherent speech - dialogical and monologue forms; formation of a dictionary, education of the sound culture of speech.
Practical mastery of speech norms by pupils.
Fiction. Cultivating interest and love for reading; development of literary speech.
Cultivating the desire and ability to listen works of art,
monitor the progress of the action.
Educational area
Main goals and objectives
Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude towards objects and phenomena of the surrounding world, works of art; nurturing interest in artistic and creative activities.
Development of children's aesthetic feelings, artistic perception, figurative ideas, imagination, artistic and creative abilities.
Development of children's artistic creativity, interest in independent creative activities (visual, constructive-model, musical, etc.); satisfying children's need for self-expression.
Introduction to art. Development of emotional sensitivity, emotional response to literary and musical works, the beauty of the surrounding world, works of art.
Introducing children to folk and professional art (verbal, musical, visual, theatrical, architecture) through familiarization with the best examples of domestic and world art; developing the ability to understand the content of works of art.
Formation of elementary ideas about types and genres of art, means of expression in various types of art.
Visual activity. Development of interest in various types of visual activities; improving skills in drawing, modeling, appliqué, and applied arts.
Cultivating emotional responsiveness when perceiving works visual arts.
Fostering the desire and ability to interact with peers when creating collective works.
Constructive modeling activity. Introduction to design; development of interest in constructive activities, familiarity with various types of constructors.
Developing the ability to work collectively, unite your crafts in accordance with a common plan, and agree on who will do what part of the work.
Musical activity. Introduction to the art of music; development of prerequisites for value-semantic perception and understanding of musical art; laying the foundations musical culture, familiarization with elementary musical concepts, genres; nurturing emotional responsiveness when perceiving musical works.
Development of musical abilities: poetic and musical ear, sense of rhythm, musical memory; formation of song and musical taste.
Cultivating interest in musical and artistic activities, improving skills in this type of activity.
Development of children's musical and artistic creativity, implementation of independent creative activity of children; satisfying the need for self-expression.
Educational area
"PHYSICAL DEVELOPMENT"
Main goals and objectives
Formation of initial ideas about a healthy lifestyle.
Formation of children's 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 in basic types of movements, nurturing beauty, grace, expressiveness of movements, and developing correct posture.
Formation of the need for daily physical 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 activities; interest and love for sports.
2.2. Description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of students, the specifics of their educational needs and interests.
Pedagogical interaction between a teacher and a child occurs in a situation of direct pedagogical communication, as well as in a situation of anticipation.
Interaction can take place in the form of direct communication, in the process of direct contact between an adult and a child, or in an indirect, mediated form, carried out through proposed specially motivated actions, through objects of the natural environment, objects of the spatial environment, through other people (children's team, activity partners ) or fairy-tale characters.
FORMS OF WORK WITH CHILDREN FROM 3 TO 4 YEARS OLD IN ACCORDANCE WITH DIRECTIONS OF DEVELOPMENT
Educational area
"SOCIAL-COMMUNICATION DEVELOPMENT"
Forms of children's organization |
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Individual Subgroup group | Group Subgroup Individual | Individual subgroup |
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Educational area
"COGNITIVE DEVELOPMENT"
Forms of educational activities |
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Direct educational activities | Joint activities of the teacher with children | Independent activities of children |
Forms of children's organization |
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Individual Subgroup Group | Group Subgroup Individual | Individual subgroup |
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Taking into account the unique flora and fauna of the Primorsky Territory, its geographical position and the multinationality of the population, the preschool educational institution implements its own program in local history.
Target: developing in children an interest and value attitude towards their hometown and region through solving the following tasks:
- developing love for one’s city, region, and a sense of pride in it;
Formation general ideas about the natural environment ( natural resources, water, atmosphere, soils, flora and fauna of the Primorsky Territory);
Formation of general ideas about the indigenous population of the native land;
Fostering a sense of citizenship.
Forms of working with children
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Educational area
"SPEECH DEVELOPMENT"
Forms of educational activities |
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Direct educational activities | Joint activities of the teacher with children | Independent activities of children |
Forms of children's organization |
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Individual Subgroup group | Group Subgroup Individual | Individual subgroup |
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Educational area
"ARTISTIC AND AESTHETIC DEVELOPMENT"
Forms of educational activities |
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Direct educational activities | Joint activities of the teacher with children | Independent activities of children |
Forms of children's organization |
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Individual Subgroup group | Group Subgroup Individual | Individual subgroup |
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At the request of parents, taking into account the needs and interests of children, the preschool educational institution carries out additional education preschoolers in artistic and aesthetic education in the form of group work.
Forms of working with children
Direct educational activities | Joint activities with a teacher | Joint activities with family |
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Educational area
"PHYSICAL DEVELOPMENT"
Forms of educational activities |
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Direct educational activities | Collaborative activities between teachers and children | Independent activities of children |
Forms of children's organization |
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Individual Subgroup Group | Group Subgroup Individual | Individual Subgroup |
Forms of work |
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Due to the climatic conditions of Arsenyev (high air temperatures (up to +35°C) in the summer, low air temperatures (up to -35°C) in the winter, as well as sharp temperature changes during the day and night) in the preschool educational institution physical education and recreational work is carried out.
Target: ensuring each child’s harmonious development, developing the ability to use the reserves of his body to preserve, strengthen health and improve its level; introducing children to physical education and a healthy lifestyle.
Forms of working with children
Collaborative activities between teachers and children | Independent activities of children | Joint activities with family |
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Methods and technologies used in the pedagogical process.
Personally-oriented technology
Personality-oriented technology is implemented in a developmental environment that meets the requirements of the Federal State Standard.
Conditions are created for personality-oriented interactions with children in the developmental space, allowing the child to show his own activity and realize himself most fully.
Gaming technology
It is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character.
Learning in the form of a game can and should be interesting, entertaining, but not entertaining.
In activities with the help of gaming technologies, children develop mental processes.
Gaming technologies are closely related to all aspects of educational and educational work kindergarten and solving its main tasks.
Problem-based learning technology.
There are four levels of learning problems:
1. The teacher himself poses the problem (task) and solves it himself with active listening and discussion by the children.
2. The teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to independently search for solutions (partial search method).
3. The child poses a problem, the teacher helps to solve it. The child develops the ability to independently formulate a problem.
4. The child poses the problem himself and solves it himself. The teacher does not even point out the problem: the child must see it on his own, and when he sees it, formulate and explore the possibilities and ways to solve it.
As a result, the ability to independently analyze a problem situation and independently find the correct answer is developed.
Technology of project activities
Target:Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.
In the educational process of a preschool educational institution, project activities are in the nature of cooperation, in which children and teachers of the preschool educational institution take part, and parents and other family members are also involved. Parents can not only be sources of information, real help and support for the child and teacher in the process of working on the project, but also become direct participants in the educational process. They can enrich their teaching experience, experience a sense of ownership and satisfaction from their successes and the successes of the child. The main goal of the project method in a preschool institution is the development of a free creative personality, which is determined by the tasks of children's development.
Research technology
The purpose of research activities in kindergarten- to form in preschoolers basic key competencies and the ability for an investigative type of thinking.
Methods and techniques for organizing experimental research
activities:
- heuristic conversations;
- raising and solving problematic issues;
-observations;
-modeling (creating models about changes in inanimate nature);
-experiences;
- recording the results: observations, experiences, experiments, work activities;
- “immersion” in the colors, sounds, smells and images of nature;
-use of artistic words;
- didactic games, educational games and creative development
situations;
- work assignments, actions.
TRIZ elements
The purpose of using TRIZ technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, systematicity, dialecticism, and on the other hand, search activity, the desire for novelty, the development of speech and creative imagination.
TRIZ, as a universal toolkit, is used in all classes. This allows us to form a unified, harmonious, scientifically based model of the world in the child’s mind. A situation of success is created, the results of the decision are exchanged, the decision of one child activates the thought of another, expands the range of imagination, stimulates its development.
TRIZ gives you the opportunity to show your individuality and teaches children to think outside the box.
TRIZ develops such moral qualities, as the ability to rejoice in the successes of others, the desire to help, the desire to find a way out of a difficult situation. TRIZ allows you to gain knowledge without overload, without cramming.
The main means of working with children is pedagogical search. A teacher should not give children ready-made knowledge or reveal the truth to them, he should teach them to find it.
Health-saving technologies
Health-saving educational technologies include all aspects of the teacher’s impact on the child’s health different levels- informational, psychological, bioenergetic.
The following health-saving technologies are distinguished::
1. medical and preventive(technologies for organizing monitoring of the health of preschool children, monitoring children’s nutrition, preventive measures, health-preserving environment in preschool educational institutions);
2. physical education and health(technologies for the development of physical qualities, hardening, breathing exercises, etc.);
3. ensuring the socio-psychological well-being of the child (pedagogical support child development in the pedagogical process of preschool educational institutions);
4. educational(raising a culture of health in preschool children);
5. healthy lifestyle training(technologies for using physical education classes, communicative problem-based games (game training, game therapy),
6.correctional (art therapy, music technology, fairy tale therapy, psycho-gymnastics, etc.)
ICT technology.
The use of ICT is one of the effective ways increasing motivation and individualization of children's learning, developing their creative abilities and creating a favorable emotional background. This promotes conscious assimilation of new knowledge.
Learning becomes more attractive and exciting for children. Preschoolers have better developed involuntary attention, which becomes more concentrated when it is interesting; the material being studied is clear, bright, and evokes positive emotions in the child.
Method - experimentation – effective learning properties of objects, transforming its properties, structure, effectively establishing relationships with other objects, establishing interdependence.
Using this method allows you to control phenomena by causing or stopping these processes. A child can observe and cognize such properties and connections that are inaccessible to direct perception in Everyday life(properties of a magnet, light beam, air movement, state of aggregation water, etc.) Experimentation and elementary experiments help children comprehend the phenomena of the world around them, broaden their horizons, and understand existing relationships. Children develop observation skills, basic analytical skills, the desire to compare, contrast, make assumptions, and justify conclusions.
Modeling- the process of creating a model (sample) of an object of knowledge (or phenomenon) or using an existing model. In it, unlike the object itself, properties and connections are more prominently presented.
Using the model allows you to perform various actions at a convenient time and the required number of times in order to understand and master the educational content. Modeling is based on the process of replacing real objects of cognition with conventional ones - objects or images.
2.3. INTERACTION OF THE TEACHING STAFF WITH THE FAMILIES OF THE PUPILS
The most important condition for ensuring the holistic development of a child’s personality is the development of constructive interaction with the family.
The leading goal is to create the necessary conditions for the formation of responsible relationships with the families of pupils and the development of parental competence (the ability to resolve different types of socio-pedagogical situations related to raising a child); ensuring the right of parents to respect and understanding, to participate in the life of the kindergarten.
Parents and educators need to overcome subordination and monologism in their relationships with each other, give up the habit of criticizing each other, and learn to see each other not as a means of solving their problems, but as full partners and employees.
The main tasks of interaction between the teacher and the family:
studying the attitude of parents to various issues of education, training, development of children, conditions for organizing various activities in kindergarten and family;
acquaintance of parents with the best experience of education in kindergarten and family, as well as with the difficulties that arise in the family and public education of preschoolers;
informing each other about the current tasks of raising and educating children and about the possibilities of the kindergarten and family in solving these problems;
creating conditions for cooperation that is diverse in content and forms, promoting the development of constructive interaction between teachers and parents with children;
attracting families of pupils to participate in joint events organized in the district (city, region);
encouraging parents for their attentive attitude to the various aspirations and needs of the child, creating the necessary conditions for their satisfaction in the family.
General requirements for preparing parents to accompany a preschool child within the framework of his developmental trajectory during the implementation of the approximate basic general education program preschool education are:
- parents have a basic general education program;
- social and personal development;
- cognitive development;
- speech development;
- artistic - aesthetic;
- physical development.
Interaction with parents is carried out through different forms:
- single and group stands;
library methodological literature;
posters of various topics (fire safety, sanitary, hygienic, psychological and pedagogical, etc.);
folders, leaflets, memos, booklets;
an exhibition of children's works on arts and crafts;
banners;
preschooler's portfolio;
viewing photos and videos with recordings of classes, holidays and other educational events;
joint holidays and sports competitions;
hikes and excursions;
joint project activities;
conducting seminars and master classes;
parent meetings, meetings, music rooms;
days open doors;
during daily direct contacts between teachers and parents;
- during informal conversations about children or scheduled meetings with parents;
- when communicating on the phone;
- through the DOW website.
2.4. DESIGN OF THE EDUCATIONAL PROCESS
When organizing the educational process, the unity of educational, developmental and training goals and objectives is ensured, while the set goals and objectives are solved, avoiding overload of children, using the necessary and sufficient material, getting as close as possible to a reasonable “minimum”.
Building the entire educational process around one central theme provides great opportunities for the development of children. Topics help organize information in an optimal way. Preschoolers have numerous opportunities to practice, experiment, develop basic skills, and conceptual thinking.
The thematic principle of constructing the educational process allows one to organically introduce regional and cultural components and take into account the specifics of a preschool institution.
Preschool educational organization to introduce regional and cultural components, he may, at his discretion, partially or completely change topics or names of topics, content of work, time period, etc.
Approximate planning of educational activities
Organization of educational activities |
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Second junior group |
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Mandatory part |
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Physical Culture | 3 |
Outdoor physical education | - |
Music | 2 |
Getting to know your surroundings | 1 |
FEMP | - |
Sensory development | 1 |
Literacy training | |
Speech development | 1 |
Construction | 1 |
Drawing | 1 |
Modeling | - |
Application | - |
Total: | 10 lessons per week |
Part formed by participants in the educational process |
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Local history | |
Development of musical and rhythmic movements | |
Fine Arts (non-traditional techniques of drawing, sculpting, arts and crafts) | 2 |
TOTAL | 12 lessons per week |
Educational activities during regime moments |
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Basic activity |
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Morning exercises | daily |
Complexes of hardening procedures | daily |
Hygiene procedures | daily |
Situational conversations | daily |
Reading fiction | daily |
Duty roster | daily |
Walks | daily |
Type of activity formed by participants in the educational process |
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Corrective gymnastics | daily |
Gymnastics after sleep | daily |
Excursions | - |
Independent activities of children |
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A game | daily |
Independent activity in development centers | daily |
3. ORGANIZATIONAL SECTION
3.1. Material and technical support of the Program.
In accordance with the Federal State Educational Standard, the material and technical support of the program includes an educational and methodological set, equipment, equipment (items).
To organize educational work, the preschool educational institution has a music and physical education hall, a sports ground, a specialized platform “Crossroads”, a flower garden, and equipped walking areas.
The group room is equipped with a set of children's and play furniture, modules for story games, sets for experimentation, sets of gaming and sports equipment, sets for the development of sensory standards, constructive and creative abilities of children.
In the educational process they are used technical means training, such as: video projector, camera, laptop, stereo system, multimedia player, TV with DVD player.
3.2. Routine and/or daily routine.
SAMPLE DAY SCHEDULE FOR CHILDREN FROM 3 TO 4 YEARS OLD
The duration of children's stay in preschool educational institutions is 10.5 hours. The daily routine is built taking into account the age characteristics of the pupils; changes are made to the daily routine with seasonal periods (cold, warm).
Walks in the preschool educational institution are organized twice: in the first and second half of the day, the total duration of walks is 2.5 hours, children walk with their parents in the evening for 1.5 hours, so the duration of the walk is 4 hours. When the air temperature is below - 15 degrees and the wind speed is 7 m/s, the duration of the walk is reduced.
The walk is not carried out when the air temperature is below 15 degrees and the wind speed is more than 15 m/s for children under 4 years old, and for children 5-7 years old when the air temperature is below -20 degrees and the wind speed is more than 15 m/s. In this case, the walk is carried out in a music or physical education hall, and cross ventilation is organized in groups.
Daytime sleep is organized once: for children under 3 years of age, lasting 3 hours. The rise is carried out gradually, as the children wake up. At the end of daytime sleep, hardening procedures are carried out.
Independent activity takes at least 3-4 hours a day in the daily routine. At this time, children play various games, activities, in a corner of nature, and do personal hygiene.
The group conducts direct educational activities. The maximum volume of a weekly educational load complies with SanPiN and federal state educational standards.
Direct educational activities in a general developmental group are carried out from September to May inclusive, its duration is:
in the second younger group (children of the fourth year of life) - 10 lessons not
more than 15 minutes each;
The break between classes is at least 10 minutes.
In the middle of direct educational activities of a static nature, physical education is carried out.
Direct educational activities of the physical culture, health and aesthetic cycle should occupy at least 50% of the total time allocated for educational activities.
In the summer and in the middle of the year (January - February), vacations are organized for pupils, during which they conduct aesthetic and health classes (music, physical education, artistic creativity). The duration of walks, the number of sports and outdoor games, sports festivals, excursions, etc. are increasing.
Daily routine for the cold period
| 7.30-8.10 |
| 8.10-8.30 |
Preparation for educational activities | 8.30-8.45 |
Direct educational activities: Lesson 1 subgroup I subgroup II Lesson 2 subgroup II subgroup I | 8.45-9.00 9.10-9.25 8.45-9.00 9.10-9.25 |
Joint activities of the teacher with children | 9.40-10.00 |
Preparing for the second breakfast, second breakfast (drinking) | 10.00-10.10 |
Preparing for the walk | 10.10-10.35 |
Walk (games, observations, work) | 10.25-11.40 |
Returning from a walk | 11.40-11.50 |
Preparing for lunch, lunch | 11.50-12.15 |
| 12.15-15.00 |
| 15.00-15.20 |
Direct educational activities | 15.20-15.35 |
| 15.35-16.00 |
| 16.00 – 17.00 |
Returning from a walk | 17.00-17.10 |
| 17.10-18.00 |
Approximate daily routine for the warm period
Reception, examination, games, morning exercises | 7.30-8.10 |
Preparation for breakfast, breakfast | 8.10-8.30 |
Independent activities of children | 8.30-8.50 |
Preparing for the walk | 8.50-9.00 |
second breakfast (drink) while walking | 10.00-10.10 |
Walk (joint activity with children for physical education, health, artistic and aesthetic purposes, independent research, play, and work activities for children) | 9.00-11.40 |
Returning from a walk, hygiene procedures | 11.40-11.50 |
Preparing for lunch, lunch | 11.50-12.15 |
Getting ready for bed, naps | 12.15-15.00 |
Lifting, air, water procedures, games | 15.00-15.20 |
Joint activities with children | 15.20-15.45 |
Preparing for afternoon tea, afternoon tea | 15.45-16.00 |
Preparing for a walk, walk (joint physical education and health activities, independent activities of children) | 16.00 – 18.00 |
Games, joint activities, children going home | 17.00-18.00 |
Features of the organization of regime moments
When implementing routine moments, the individual characteristics of children are taken into account.
The kindergarten regime, which is close to the individual characteristics of the child, contributes to his comfort, good mood and activity.
Eating.It is taken into account that children eat at different speeds, so children are given the opportunity to eat at their own pace. After eating, the child can give thanks and engage in independent games.
Walk.To improve children's health, satisfy their need for physical activity, and prevent fatigue, daily walks are organized. Ensure children have sufficient exposure to fresh air during the day.
Daily reading.The daily routine allocates constant time for daily reading to children. We read not only fiction, but also educational books, children's illustrated encyclopedias, stories for children on the history and culture of our native country and foreign countries. Reading books and discussing what they read helps, using the example of literary heroes, to cultivate social and moral qualities in children, avoiding tedious and useless teachings and lectures. At the same time, each child always has a choice: listen or go about their business.
Daytime sleep.Conditions have been created for children to have a good daytime sleep. To do this, a calm, quiet environment is created in the room where children sleep, and a constant flow of fresh air is ensured. In addition, full physical activity during the day and calm, quiet games that relieve overstimulation contribute to falling asleep quickly and deep sleep.
Physical education and health work
Held Full time job to strengthen children's health, harden the body and improve its functions.
Under the guidance of medical personnel, a set of hardening procedures is carried out using natural factors: air, sun, water, taking into account the health status of children and local conditions. When carrying out hardening activities, a differentiated approach to children is carried out, taking into account their individual capabilities.
3.4. Features of traditional events, holidays, events.
Preschool educational institutions have developed traditions of cultural and leisure activities for preschoolers, which provide each child with rest, emotional well-being, and contribute to the formation of the ability to occupy themselves.
Such traditions include:
theatrical performances organized by artists of the regional philharmonic society;
sports competitions;
holidays, dedicated to the Day knowledge, Children's Day, Russia Day, Birthday of the city of Arsenyev;
holidays of the national calendar - Maslenitsa, Neptune Day, Christmas;
matinees dedicated to the New Year, March 8, Mother's Day, Defender of the Fatherland Day, Victory Day;
theater week;
health day;
organization of exhibitions of children's creativity.
3.5. Features of the organization of a developing subject-spatial environment.
The organization of the educational subject-spatial environment of the group is based on the provisions that determine the comprehensive development of the child:
The environment is heterogeneous and consists of various elements necessary to optimize all types of child activities.
The environment allows children to move from one type of activity to another, to perform them as interconnected life moments.
The environment is flexible and controllable from both the child and the adult.
The subject-development environment is adequate to the characteristics of the pedagogical process and the creative nature of each child’s activity.
When creating the subject environment, the personal, that is, ergonomic, anthropometric, and physiological characteristics of children were also taken into account.
Pedagogical support for a child’s developmental capabilities is structured as an optimal organization of a system of connections between all elements of the educational environment, which provide a set of opportunities for personal self-development.
Features of the organization of the subject-spatial environment to ensure the emotional well-being of the child.
To ensure the emotional well-being of children, the environment is inviting, almost homely; children quickly get used to it and freely express their emotions.
The comfort of the environment is complemented by artistic and aesthetic design, which has a positive effect on the child, evokes emotions, bright and unique sensations.
Staying in such an emotional environment helps relieve tension, tightness, and excessive anxiety, and opens up the child’s ability to choose the type of activity, materials, and space.
Features of the organization of the subject-spatial environment for the development of independence.
The environment is variable and consists of various zones (workshops, research areas, art studios, libraries, playrooms, laboratories, etc.), which children can choose at their own discretion. The subject-spatial environment changes in accordance with the interests and projects of children at least once every few weeks. Time is allocated during the day so that children can choose an activity space (zone) of their own choosing.
Features of the organization of the subject-spatial environment for the development of gaming activities.
The play environment stimulates children's activity and is constantly updated in accordance with the children's current interests and initiatives. Playground equipment is varied and easily transformable. Children have the opportunity to participate in the creation and renovation of the play environment. Parents also have the opportunity to contribute to its improvement.
Features of the organization of the subject-spatial environment for the development of cognitive activity.
The environment is rich, provides the child with the opportunity for active exploration and problem solving, and contains modern materials (constructors, materials for the formation of sensory standards, sets for experimentation, etc.).
Features of the organization of the subject-spatial environment for the development of project activities.
Encouraging children to explore and create, teachers provide them with a wide range of exciting materials and equipment. Nature and the immediate environment are important elements of the research environment, containing many phenomena and objects that can be used in the joint research activities of educators and children.
Features of the organization of the subject-spatial environment for self-expression through art.
The educational environment ensures the availability of the necessary materials, the opportunity to engage in various types of activities: painting, drawing, playing musical instruments, singing, designing, acting, dancing, various types of crafts, wood crafts, clay crafts, etc.
Features of the organization of the subject-spatial environment for physical development.
The environment stimulates children's physical activity, their inherent desire to move, learn, and encourage them to play outdoor games. During outdoor games, including spontaneous ones, children have the opportunity to use playground and sports equipment.
The playground provides an environment for the development of gross motor skills.
The playing space (both on the court and indoors) is transformable (changes depending on the game and provides enough space for physical activity).
Municipal preschool educational institution "Child Development Center - Kindergarten "Druzhba" Adopted: Minutes No. 1 Pedagogical Council of the Druzhba Children's School Approved by: Head of the Druzhba Children's School _________O. N. Sedletskaya Order No. 74 of August 28, 2015. Work program for children 3-4 years old, 2015-2016 school year. Teachers: Suzdaleva Tamara Leonidovna, V.K.K. Zorikhina Elena Mikhailovna, 1st candidate 2015 Kachkanar Contents 1. Target section. Mandatory part 1.1 1.2 1.3 1.4. Explanatory note. . Objectives of the junior group program. . Principles and approaches to the education of children of the younger group. . Age characteristics of the contingent of children 3–4 years old, brought up in an educational institution. 1.5. Planned results of mastering the program. The part formed by the participants in educational relations. - Features of the educational process. 2. Content section. Mandatory part. 2.1.Purpose, objectives and content for five educational areas 2.2.Model of educational activities taking into account the Federal State Educational Standard. 2.3. Comprehensive thematic plan. The part formed by the participants in educational relations. 3.Organizational section. 3.1.Daily regime (warm and cold periods) 3.2. Grid of direct educational activities. 3.3. A network of joint educational activities and cultural practices in sensitive moments. 3.4. Grid of children's independent activities. The part formed by the participants in educational relations. - Working with parents. - Subject-developing educational environment of the group. - Software and methodological support. 4. Additional section 5. Brief presentation of the work program 2 of junior group 2 1.1. Explanatory note The work program for the development of children 3-4 years old was developed on the basis of the General Educational Program of Preschool Education of the MDOU TsRR kindergarten "Friendship" In accordance with: 1. Law of the Russian Federation of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (in edition dated May 7, 2013) 2. Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations” 3 - Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 N 1014 “On approval of the procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education”; 4. Federal State Standard for Preschool Education dated October 17, 2013 No. 1155. 5. Taking into account the Model Educational Program for Preschool Education CHILDHOOD: / T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg: Publishing House "Childhood-Press", Publishing House of the Russian State Pedagogical University named after. A.I. Herzen, 2014. – 321 p. The work program ensures the comprehensive development of children aged 3 to 4 years, taking into account their age and individual characteristics in the main areas: * social and communicative development * cognitive development * speech development * artistic and aesthetic development * physical development. The program being implemented is based on the principle of personality-oriented interaction between adults and children. The work program of the junior group consists of three sections and two parts in each section: Target section Content section Organizational section mandatory part; part formed by participants in educational relations. Partial programs 3 used in working with children 3-4 years old Educational area Social and communicative development Methodological support N.N. Avdeeva, O.L. Knyazeva, R.B. Styorkina Process", St. Petersburg, 2002. "Childhood - Tolstikova O. V., Savelyeva O.V. We live in the Urals: an educational program taking into account the specifics of national, sociocultural and other conditions in which educational activities with preschool children are carried out. – Ekaterinburg: State Autonomous Educational Institution of Further Professional Education SO “IRO”. – 2013 Education of safe behavior in everyday life - Pedagogical support of Russia, Moscow 2005 Cautious tales, T.A. Shorygina book lover, Moscow 2003 Rules and road safety O.A. Skorlupova Scriptorium Moscow 2015 movements Familiarization of preschoolers with the surrounding and social reality, junior group N.V. Aleshina LLC TsGL Moscow 2003 The ABC of Communication Childhood-Press St. Petersburg 2001 E.A. Alyabyeva Thematic days and weeks in kindergarten M.Ts Sfera 2015. Cognitive development Dybina O.V. “The unknown is nearby”, Sphere 2013. Dybina O.V. We create, we measure, we transform Sphere 2015. Dybina O.V. What are Sphere 2010 items made of? Dybina O.V. Man-made world Sphere 2014 Mathematics in kindergarten V.P. Novikova Mosaic-Synthesis 2003 Logic and mathematics for preschoolers E.A. Nosova S-P Detstvo-Press 2000 Bondarenko T.M. Practical material on mastering educational areas in the second junior group. Method 2013. Speech development Shipitsyna L.M. ABC of communication. Development of the child’s personality, communication skills with adults and peers. 4 Childhood-Press, 2001. Ushakova O.S. Speech development-Sphere 2014, Zatulina G.Ya. Speech development of preschoolers - Center for Pedagogical Education 2014. N.V. Nishcheva Multicolored fairy tales S-P Childhood-Press 2003 Physical development E.A. Sinkevich Physical education for kids S-P ChildhoodPress 2002 Artistic and aesthetic development of Lykova I.A. “Art activities in kindergarten, UUMK “Colored Palms” - Publishing House “Tsvetnoy Mir”. 2014, Leonova N.N. Artistic creativity according to the program “Childhood” - Teacher 2014. 5 1.2. The purpose and objectives of the work program. The purpose of the program: - to ensure the development of the personality of children of the 2nd junior group in various types of communication and activities, taking into account their age, individual, psychological and physiological characteristics - to create conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creativity through collaboration with adults and peers and age-appropriate activities. Program objectives: - protection and strengthening of the physical and mental health of children, including their emotional well-being; - ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities); - 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 relationships with himself, other children, adults and the world; - formation of a general culture of children’s personality, 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 prerequisites for educational activities; - formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children; - providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health. The program being implemented is based on the interaction between adults and children. on the principle of personality-oriented 1. 3. Principles and approaches to the education of children of the younger group: enrichment of child development; 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 a subject of education; assistance and cooperation between children and adults, recognition of the child as a full participant in educational relations; supporting children’s initiative in various activities; cooperation between teachers of the younger group and families of preschool children; introducing children to sociocultural norms, traditions of the family, society and state; formation of cognitive interests and cognitive actions of the child in various types of activities; 6 age adequacy of preschool education (compliance of requirements, methods with age and developmental characteristics); taking into account the ethnocultural situation of the development of children in the group. conditions, The conceptual basis of the educational program is made up of several pedagogical concepts and theories: 1. Theory of development amplification, author A.V. Zaporozhets. This is a program for the enriched development of children, providing a unified process of socialization and individualization of the individual through the child’s awareness of his needs, capabilities and abilities. 2. Pedagogical concept holistic development of the child as a subject of children's activities, author M.V. Krulecht. The program involves the child mastering the position of a subject in activities that are natural for a preschooler (play, communication with adults and peers, experimentation, artistic and productive activities). The group’s work program is focused on the motto of the educational program “Childhood”: “Feel - Cognize - Create” defines three interconnected lines of child development that determine the content of the educational program, giving it integrity and a unified focus. The line of feelings determines the direction of the emotional development of a preschooler in the program and ensures an emotionally comfortable state in the reference groups of communication with adults and peers, as well as harmony with the objective world. The program sets the task of developing in children, on the basis of different educational content, emotional responsiveness, the ability to empathize, and readiness to demonstrate a humane attitude towards the world around them (nature, children, etc.). The line of cognition is based on the feeling of surprise and admiration for the world that is characteristic of a preschooler. The goal of the program is to promote cognitive activity, curiosity, the desire for independent knowledge and reflection, and the development of children’s mental abilities and speech. In unity with the development of cognition and feelings, the line of creativity is carried out in the program. The goal of the program is to awaken children’s creative activity, stimulate their imagination, and the desire to get involved in creative activities. The entire content of the program is focused on the child, creating an emotionally comfortable state for him and favorable conditions for the development of his individuality and positive personality traits both in kindergarten and at home. Only under the condition of close interaction between kindergarten and family, continuity of preschool public and family education and education is it possible to implement an educational program. Joint events and the organization of parent communication clubs help establish trusting relationships with parents, which has a positive impact on the state of the pedagogical process and improving its quality. Such conceptual foundations of education and the solution of program problems ensure the creation of conditions for each preschooler for the fullest development of his capabilities and abilities. 7 1.4. Age characteristics of the contingent of children 3-4 years old, brought up in an educational institution. Junior preschool age (3-4 years). At the turn of three years, the child’s favorite expression becomes “I myself!” Separating oneself from an adult and at the same time the desire to be like an adult is a characteristic contradiction of the crisis of three years. The emotional development of a child of this age is characterized by manifestations of such feelings and emotions as love for loved ones, attachment to the teacher, and a friendly attitude towards others and peers. The child is capable of emotional responsiveness; he can empathize with another child. In early preschool age, the child’s behavior is involuntary, actions and deeds are situational, the child most often does not imagine their consequences, a normatively developing child is characterized by a feeling of security, a trusting and active attitude towards the environment. Children aged 3-4 years old learn basic norms and rules of behavior associated with certain permissions and prohibitions (“can”, “need”, “don’t”). At 3 years old, a child identifies himself with representatives of his gender. At this age, children differentiate other people by gender and age; recognize children, adults, and elderly people, both in real life and in illustrations. A developing three-year-old child has every opportunity to master self-service skills (becoming the prerequisites for work) - eat, dress, undress, wash yourself, use a handkerchief, comb, towel, and perform your natural needs. By the end of the fourth year of life, the youngest preschooler masters the basic culture of behavior while eating at the table and washing in the toilet. Such skills are based on a certain level of development of the child’s motor sphere, one of the main components of which is the level of development of motor coordination. During this period, the child’s need for movement is high; his physical activity accounts for at least half of his waking time. The child begins to master basic movements, discovering a desire to set goals when performing physical exercises (to run quickly, jump further, accurately reproduce a movement, etc.). A certain stock of ideas about the various properties of objects, phenomena of the surrounding reality and about oneself is accumulated. At this age, with properly organized development, the child should already have formed the basic sensory standards. He is familiar with the primary colors (red, yellow, blue, green). A three-year-old child is able to select the basic shapes of objects: circle, oval, square, rectangle, triangle) according to the model, sometimes making minor mistakes. He knows the words “more”, “less”, and from two objects (sticks, cubes, balls, etc.) he successfully chooses the larger or smaller one. At the age of 3, children practically master the space of their room (apartment), group room in kindergarten, yard where they walk, etc. Based on experience, they develop certain spatial concepts (next to, in front of, on, under). The development of space occurs simultaneously with the development of speech: the child learns to use words denoting spatial relationships(prepositions and adverbs). The child is familiar with the objects of the immediate environment, their purpose (they sit on a chair, drink from a cup, etc.), with the purpose of some public buildings (they buy toys, bread, milk, clothes, shoes in a store, supermarket); has an understanding of familiar means of transportation (car, truck, trolleybus, airplane, bicycle, etc.), some professions (doctor, driver, janitor), 8 holidays ( New Year , your birthday), the properties of water, snow, sand (snow is white, cold, water is warm and water is cold, ice is slippery, hard; wet sand can be sculpted or made into Easter cakes, but dry sand crumbles); distinguishes and names weather conditions (cold, warm, windy, raining). In the fourth year of life, the child distinguishes some fruits and vegetables by shape, color, taste, knows two or three types of birds, some domestic animals, and the most common insects. The attention of children of the fourth year of life is involuntary, however, its stability depends on interest in the activity. Typically, a child of this age can concentrate for 10-15 minutes, but an activity that is attractive to him can last quite a long time. Children's memory is immediate, involuntary and has a vivid emotional coloring. Children retain and reproduce only that information that remains in their memory without any internal effort (poems and songs they liked, 2-3 new words that made them laugh or upset them). The thinking of a three-year-old child is visually effective: the baby solves a problem by directly acting with objects (folding a nesting doll, pyramid, bowl, designing according to a model, etc.). At 3 years old, imagination is just beginning to develop, and first of all this happens in play. The child acts with one object and at the same time imagines another in its place: a stick instead of a spoon, a pebble instead of soap, a chair - a car for traveling, etc. In early preschool age, the desire for activity is clearly expressed. For a child, an adult is the bearer of a certain social function. The child’s desire to perform the same function leads to the development of play. Children master play actions with toys and substitute objects, and acquire primary skills in role-playing behavior. The play of a child in the first half of the fourth year of life is more likely to play side by side than together. Games that arise on the initiative of children reflect the skills acquired in joint games with adults. The plots of the games are simple, undeveloped, containing one or two roles. The inability to explain one’s actions to a play partner or to come to an agreement with him leads to conflicts that children are unable to resolve on their own. Conflicts most often arise over toys. Gradually, by the age of four, the child begins to coordinate his actions, negotiate during joint games, and use speech forms of polite communication. At 3-4 years old, a child begins to communicate more often and more willingly with peers in order to participate in a common game or productive activity. The main means of communication with adults and peers is speech. The vocabulary of a younger preschooler consists mainly of words denoting household items, toys, and people close to him. The child masters the grammatical structure of speech and begins to use complex sentences. Girls in many development indicators (articulation, lexicon, verbal fluency, reading comprehension, and remembering what they see and hear) are superior to boys. At 3-4 years of age, in a situation of interaction with an adult, interest in books and literary characters continues to form. The child’s reading circle is replenished with new works, but already known texts still arouse interest. Interest in productive activities is unstable. The idea is controlled by the image and changes as the work progresses; the image of the shape of objects is mastered. The works are most often schematic, so it is difficult to guess what the child has depicted. Construction is procedural in nature. A child can construct only elementary object structures from two or three parts based on a model. The musical and artistic activity of children is direct and syncretic in nature. The perception of musical images occurs when organizing practical activities (playing a plot, looking at an illustration, etc.). 9 Sound discrimination and hearing are improved: the child differentiates the sound properties of objects, masters sound prestandards (loud-quiet, high-low, etc.). Begins to show interest and selectivity in relation to various types of musical and artistic activities (singing, listening, musical and rhythmic movements). 1.5. Planned results of mastering the program. Social and communicative development The child prefers to communicate with an adult, shares his impressions, feels the need to cooperate with him, and seeks help. Shows kindness towards others, strives to console the offended, please, help. Tries to follow the generally accepted rules of behavior in kindergarten, reacts negatively to obvious violations of the rules. Unites with peers in a group of 2-3 people based on personal sympathies; participates in group games, maintaining positive relationships. Able to organize or support role-playing dialogue in game plots with two characters. Knows how to occupy himself with a game (any kind: director’s, figurative-role-playing, experimental game, etc.). Tries to undress and dress independently, takes care of his appearance , masters the simplest skills of behavior while eating. Cognitive development The child has ideas about the properties of objects (color, shape, size, purpose). Formation of a holistic picture of the world, broadening one’s horizons Knows one’s first and last name, gender, age. Notices seasonal changes occurring in nature. Can explore and construct under the guidance of an adult, uses different methods of examining objects. Distinguishes, correctly names, and uses basic construction parts for their intended purpose; purposefully creates, examines and plays with the simplest buildings. Can count to 3, count 3 objects from a larger quantity. Can recognize and name a circle, triangle, ball, cube (cube), and find objects in the environment that are similar in shape. Able to compare by height and length by application and superposition. Distinguishes spatial relationships from oneself: in front - behind, above - below, right - left. Speech development The child has an age-appropriate active and passive vocabulary (knows the names and purposes of objects in the immediate environment, their qualities, actions with them; names some general concepts (vegetables, fruits, clothes, dishes, animals, birds). In speech more partially correctly agrees adjectives with nouns in gender, number, case, uses simple spatial prepositions; names of animals and their babies in singular and plural forms. Can (independently or with the help of a teacher) carry on a conversation about 10 books read, cartoons watched, when describing objects, paintings, toys or during observations in nature. Able to listen intently, follow the development of an action, understand the content of a work of art. Can remember and reproduce a short poetic text. Artistic and aesthetic development The child shows a steady interest in decorative applied art, small plastic arts, book graphics; knows ways of visual and tactile examination of various objects to enrich perception. Can reflect their ideas and impressions about the world around them in various types of visual activities (drawing, modeling, appliqué) and in the process of artistic work. Creates recognizable images of specific objects and phenomena of the surrounding world; conveys a generalized form and color in accessible artistic ways (constructive, plastic, combined). Can perform metrical pulses in sounding gestures, as well as on small maracas, sticks, accompanying music or poetry; loves to manipulate musical instruments, can play simple sound-visual improvisations. Sings in a natural voice, sings along with pleasure with an adult. Likes to move to music and moves rhythmically at a moderate tempo, changes the nature of movement in accordance with changes in the character or change of parts of the music, rhythmically performs elementary dance movements. Listens when cheerful, active music sounds, and cannot resist moving to it. Physical development The child has a sufficient level of development of physical qualities and basic movements, corresponding to age and gender standards. Shows positive emotions during physical activity and independent motor activity. Able to walk and run, maintaining balance, changing direction at will or on command. Able to jump long from a standing position, pushing off vigorously on two legs while jumping. Can roll the ball from a distance in a given direction, throw the ball with both hands from the chest, hit the ball on the floor, throw the ball up 2-3 times in a row and catch it. Correctly uses personal hygiene items (soap, comb, towel, handkerchief), washes oneself and washes hands with little help from an adult. Has basic ideas about the value of health, the need to observe hygiene rules in everyday life and tries to follow them in his activities. By four years: The child can calmly, without disturbing another child, play nearby, unite in play with a common toy, and participate in simple joint practical activities. Shows a desire for positive actions, but relationships depend on the situation and still require constant attention from the teacher. Actively participates in a variety of activities: games, motor exercises, activities to examine the properties and qualities of objects and their use, drawing, modeling, verbal communication, and creativity. Accepts the goal, in games, in objective and artistic activities, as shown and encouraged by adults, the child brings the work begun to a certain result. Understands that things and objects are made by people and require careful handling. Shows emotional responsiveness, imitating the example of adults, tries to console the offended, treat, please, help. In facial expressions and gestures, he begins to distinguish between the emotional states of people, happy and sad music, the cheerful and sad moods of peers and adults, responds emotionally to the content of what he read, and empathizes with the characters. Willingly engages in joint activities with an adult, imitates his actions, answers the adult’s questions and comments on his actions in the process of playing together and performing routine tasks. Shows interest in peers, in interaction in play, in everyday communication and everyday activities. Masters play actions with toys and substitute objects, develops a play plot from several episodes, and has acquired primary skills in role-playing behavior. He is able to propose his own idea and translate it into a game, drawing, or construction. The vocabulary has increased significantly, the grammatical structure of speech is improved, the child uses not only simple, but also complex sentences. Age-appropriate coordination of movements has been formed. The child shows a positive attitude towards a variety of physical exercises, strives for independence in motor activity, and is selective in relation to certain motor actions and outdoor games. Possesses basic culture of behavior while eating at the table, self-service skills: washing, dressing. Correctly uses personal hygiene items (towel, handkerchief, comb). Shows interest in the world, the need for cognitive communication with adults, asks questions about people, their actions, animals, objects of the immediate environment. Shows a desire for observation, comparison, examination of the properties and qualities of objects, the use of sensory standards (circle, square, triangle), and simple experimentation with objects and materials. In joint cognitive activity with the teacher, he experiences a feeling of surprise, the joy of learning about the world. He knows his first name, surname, gender, age. He is aware of his individual skills and actions, which he has independently mastered (“I know how to build a house”, “I know how to button a jacket myself”, etc.). He recognizes the house, the apartment in which he lives, the kindergarten, the group, his teachers, and the nanny. Knows his family members and immediate relatives. Talks with an adult about his family members, answering questions when looking at a family album or photographs. Names well-known animals and plants in the immediate environment, their actions, and clear signs of appearance. Able to not only combine objects by external similarity (shape, color, size), but also to assimilate generally accepted ideas about groups of objects (clothing, dishes, toys). Participates in elementary research activities to study the qualities and properties of objects of inanimate nature, in feasible activities to care for plants and animals of a corner of nature. He has mastered some norms and rules of behavior associated with certain permissions and prohibitions (“can”, “need”, “cannot”), and can see the discrepancy between the behavior of another child and the norms and rules of behavior. Experiences satisfaction from the approval of correct actions by adults. Listens carefully to the adult’s speech and instructions and accepts the model. Following the adult’s questions, he examines objects, toys, illustrations, listens to the adult’s comments and explanations. 12 1.6.Features of the educational process The process of education and development in kindergarten is continuous, but, nevertheless, the schedule of the educational process is drawn up in accordance with the allocation of two periods: *Cold period: academic year (September-May), a certain daily routine is drawn up and a schedule of organized educational forms. * Summer period (June-August), for which a different daily routine is compiled. When organizing the educational process, the climatic features of the region are taken into account. The time of the beginning and end of certain seasonal phenomena (leaf fall, snow melting, etc.) and the intensity of their occurrence; composition of flora and fauna; length of daylight hours; weather conditions, etc. Winter in the Urals is cold. Spring comes in early April, and summer is rainy, sometimes hot, but short. Autumn comes early, already in the second half of August, and winter comes by the beginning of November. The group's daily routine includes invigorating gymnastics, exercises to prevent flat feet, and breathing exercises. During the cold season, children's exposure to the open air decreases. In the warm season, children’s life activities are mainly organized outdoors. The level of education of pupils, reflecting the main educational achievements of children, is determined taking into account the sequence of the child’s introduction to social experience according to the following components of the possible result of preschool education: - activity-communicative (the level of development of the skill of effectively applying mastered methods, skills in productive activities and areas of relationships with others) ; - subject-information (the degree of knowledge of information that reveals the features of the immediate natural and social environment); - value-orientation (the degree of compliance of individual orientations with accepted norms and rules of life). 2. Content section: 2.1. Goal, objectives and content for five educational areas Direct educational activities are based on the types of activities specified by the teacher in the Federal State Educational Standard for preschool education. organizations Play activity is the leading activity of a preschool child. In organized educational activities, it acts as the basis for the integration of all other activities of a preschool child. In the younger group of kindergarten, play activities are the basis for solving all educational problems. In the network of direct educational activities, play activity is not distinguished as a separate type of activity, since it is the basis for organizing all other types of children's activities. Gaming activities are presented in the educational process in a variety of ways. different forms- these are didactic and plot-didactic, educational, outdoor games, travel games, game problem situations, dramatization games, sketch games, etc. At the same time, enriching the gaming experience of children’s creative games is closely related to the content of directly organized educational activities. The organization of role-playing, directorial, theatrical games and dramatization games is carried out 13 mainly in special moments (in the morning and in the afternoon). Communication activities are aimed at solving problems related to the development of free communication in children and mastering all components of oral speech, mastering the culture of communication and etiquette, and fostering tolerance. In the network of directly organized educational activities, it occupies a separate place, but at the same time, communicative activity is included in all types of children's activities, and it reflects the experience acquired by children in other types of activities. Cognitive and research activities include children’s broad knowledge of living and inanimate nature, objective and social world (the world of adults and children, people’s activities, getting to know the family and relationships of people, the city, the country and other countries), safe behavior, mastering the means and methods of cognition (modeling, experimentation), sensory and mathematical development of children. The perception of fiction and folklore is organized as a process of children listening to works of fiction and educational literature, aimed at developing children’s reading interests, the ability to perceive a literary text and communicate about what they read. Reading can be organized as direct reading (or telling a fairy tale) by the teacher out loud and as listening to an audio recording. The design and visual activities of children are represented by different types of artistic and creative activities (drawing, modeling, appliqué). Artistic and creative activity is inextricably linked with children’s acquaintance with the fine arts and the development of artistic perception. The artistic perception of works of art significantly enriches the personal experience of preschoolers and ensures integration between cognitive-research, communicative and productive activities. Musical activities are organized during music classes, which are conducted by the music director of the preschool educational institution in a specially equipped room. Motor activity is organized in the process of physical education, the requirements for which are agreed upon preschool organization with the provisions of the current SanPiN. Educational activities carried out during regime moments require special forms of work in accordance with the tasks being implemented in the upbringing, training and development of the child. In regime processes, in free children's activities, the teacher creates, as necessary, additional developing problem-game or practical situations that encourage preschoolers to apply their existing experience, show initiative, and be active for independent decision the task that has arisen. Educational activities carried out in the morning include: - observations - in a corner of nature, of the activities of adults (setting the table for breakfast); - individual games and games with small subgroups of children (didactic, developmental, plot, musical, active, etc.); - creation of 14 practical, playful, problem situations and situations of communication, cooperation, humane manifestations, caring for children in kindergarten, manifestations of emotional responsiveness to adults and peers; - work assignments (setting tables for breakfast, caring for indoor plants etc.) ; - conversations and discussions with children based on their interests; - viewing didactic pictures, illustrations, watching video materials of various contents; - individual work with children in accordance with the objectives of different educational areas; - motor activity of children, the activity of which depends on the content of organized educational activities in the first half of the day; - work to educate children in cultural and hygienic skills and a culture of health. Educational activities carried out during a walk include: - outdoor games and exercises aimed at optimizing the physical activity regime and strengthening the health of children; - observations of objects and natural phenomena, aimed at establishing various connections and dependencies in nature, cultivating attitudes towards it; - experimenting with inanimate objects; - role-playing and constructive games (with sand, snow, natural materials); - basic labor activity of children in the kindergarten area; - free communication between the teacher and children. Cultural practices. In the afternoon, a variety of cultural practices are organized, aimed at children demonstrating independence and creativity in various activities. In cultural practices, the educator creates an atmosphere of freedom of choice, creative exchange and self-expression, cooperation between adults and children. The organization of cultural practices is predominantly subgroup in nature. Joint play between the teacher and children (role-playing, directing, dramatization games, construction-constructive games) is aimed at enriching the content of creative games and children mastering the gaming skills necessary for organizing independent play. Situations of communication and accumulation of positive socio-emotional experience are problematic in nature and contain a life problem that is close to preschool children, in the resolution of which they are directly involved. Such situations can be of a real-practical nature (providing assistance to children, elders), a conditional-verbal nature (based on life plots or plots of literary works) and imitative and playful ones. In situations of a conditional verbal nature, the teacher enriches children’s ideas about the experience of resolving certain problems, calls children to an intimate conversation, and connects the content of the conversation with the children’s personal experience. In real-life practical situations, children gain experience in showing a caring, sympathetic attitude towards people, take part in important matters (“We plant seedlings for flowers”, “We decorate the kindergarten for the holiday”, etc. ). Situations can be planned by the teacher in advance, or they can arise in response to events that occur in the group and help resolve emerging problems. The creative workshop provides children with the conditions to use and apply knowledge and skills. The workshops are varied in their themes and content, for example: handicrafts, introduction to folk crafts (“Visiting Folk Crafts”), viewing educational presentations, designing an art gallery, book corner or library (“Printing Workshop”, “Visiting a Fairy Tale” "), games and collecting. The beginning of workshop 15 is usually a task around a word, melody, drawing, object, memory. This is followed by working with a wide variety of materials: words, sound, color, natural materials, diagrams and models. And it is necessary to include children in reflective activities: analysis of their feelings, thoughts, views (“What were you surprised by? What did you learn? What made you happy?” etc.). The result of work in a creative workshop is the creation of homemade books, children's magazines, drawing up travel routes to nature, designing a collection, creating children's handicraft products, etc. Musical, theatrical and literary living room (children's studio) is a form of organizing artistic and creative activities of children, involving organization of perception of musical and literary works, creative activity of children and free communication between the teacher and children on literary or musical material. Sensory and intellectual training is a system of tasks primarily of a playful nature, ensuring the formation of a system of sensory standards (color, shape, spatial relationships, etc.), methods of intellectual activity (the ability to compare, classify, compile serial series, systematize according to some characteristic, etc. ). This includes educational games, logic exercises, and entertaining tasks. Children's leisure is a type of activity purposefully organized by adults for play, entertainment, and relaxation. As a rule, the kindergarten organizes leisure activities “Health and outdoor games”, musical and literary leisure activities. It is possible to organize leisure activities in accordance with the interests and preferences of children (in older preschool age). In this case, leisure time is organized as a circle. For example, for handicrafts, artistic work, etc. Collective and individual labor activity is socially useful and is organized as household work and work in nature. Methods and directions of children's support. Children's initiative is manifested in the free independent activity of children according to their choice and interests. The opportunity to play, draw, design, compose, etc. in accordance with one’s own interests is the most important source of a child’s emotional well-being in kindergarten. Children's independent activity occurs mainly in the morning and in the afternoon. All types of activities of a child in kindergarten can be carried out in the form of independent initiative activities: - independent role-playing, directing and theatrical games; - developing and logic games ; - musical games and improvisations; - speech games, games with letters, sounds and syllables; - independent activity in the book corner; - independent visual and constructive activities of children’s choice; - independent experiments and experiments, etc. Developmental tasks for children of the fourth year of life: *Game Game is the most favorite and natural activity of younger preschoolers. The game accompanies younger preschoolers throughout their entire stay in kindergarten. Funny round dance and simulation games, games with story-based and wind-up toys lift the spirits and bring children closer together. Playful moments during washing, eating, and getting ready for a walk increase children’s interest in performing routine processes and contribute to the development of activity and independence. Tasks for the development of gaming activities: 1. Develop the gaming experience of each child. 2. Support new opportunities for game reflection of the world. 3. Develop interest in creativity in games and playful communication with peers. Contents of educational activities: Role-playing games. Showing interest in the varied content of role-playing games based on the display of family relationships, direct impressions from visiting a store, clinic, events from books read, cartoons, pictures. Reflection in the plot of elementary interaction between adults (mother - daughter, doctor - patient, hairdresser - client, captain - sailor, etc.), inclusion of several interrelated actions in the plot. Mastering the skills to take on a playing role, participate in a simple role-playing dialogue, name your playing role and game actions, answer questions about the game (“What is your daughter’s name? What did you cook for her?”). Participation in basic planning of game actions in a joint game with the teacher (“Perhaps your daughter wants to go for a walk? Where will you go?”). Use in games of various toys, substitute items, clothing attributes (a doctor’s robe and cap, a sailor’s cap, a cap and a policeman's baton. At the prompting of the teacher, use of the deployment of the game in a certain play corner (hair salon, doctor's office). Showing initiative in adding to the play environment, using substitute items, costume details. Mastering methods of playful communication with peers in pairs, in a small group: elementary agree on joint actions (“Let’s roll cars”, “Let’s throw the ball”), on roles (“I will treat, bring your children”). With the support and help of the teacher, enter into playful communication with peers - in pairs, in a small group ; in the second half of the year - independently negotiate with peers about performing familiar game actions in the general game plot. Participation in the creation of buildings from various parts (game modules, large builder, boxes, chairs): buses, trains. Supporting the desire to use the simplest buildings in a game plot, developing the plot with the help of a building (“The doll looks out of the house, goes out for a walk along the path, sits on a bench”). Director's games. Participation in director's games based on the plots of fairy tales, poems, animated films, simple illustrations and pictures. Mastering ways to show scenes using toys, performing simple game tasks (“show how Kolobok ran away from the wolf”, “show how Mashenka went to sleep in Mishutka’s crib”, etc.), using ways to move toys around the play space, actions with two toys (two dolls go for a walk; a wolf is catching up with a bunny; Mashenka is hiding from a bear, etc.), mastering the ways of voicing them - role-playing speech and commentary (“The bear is walking, stomping, stomping,” “the bunny was scared of the wolf and ran away”). Manifestation desire to answer the teacher’s questions about what is happening in the game, what will happen next, to actively respond to the appearance of a new game character, to problematic situations (“Masha was walking through the forest and got lost. Who helped her find her way home?”). Game improvisations. Participation in simulation games, mastering characteristic movements and onomatopoeia based on the teacher’s example: a hen and chickens, a cat and kittens, airplanes, cars, mosquitoes, etc., reflection of characteristic actions (“We are mice, we run quietly and squeak, we looking for cheese and crackers"). Independent reproduction of game actions corresponding to the text of a poem or nursery rhyme; performing various movements to the music: galloping like horses, flying like butterflies. Creating game images in accordance with the different moods of the music, its tempo: depict clumsy bears, funny bunnies, birds, flowers opening under the rays of the sun and falling asleep in the evening. Participation in joint simulation games with peers, support for manifestations of imagination and creativity: snowflakes are spinning, large and small birds are flying, funny and sad butterflies, etc. With the support of the teacher, creating a game image and reflecting it in movements at different paces (“Little legs are running along the path, huge legs are wandering along the road; butterflies are flying - the sun is shining, the rain is pouring - the wings are wet, it is difficult to fly - you need to sit on a flower"). Participation in round dance games organized by the teacher and own initiative , use of items for acting in games. Demonstrating a desire to improvise with finger theater characters (the heads of animals or dolls are put on the fingers), with dolls and mittens (appliqués of animal faces are sewn onto the mitten); convey play actions, accompany them with speech, enter into play dialogue with another child. Game-experimentation with various objects and materials. Games with sand and snow. “We make koloboks”, “We make figures” (children experiment with different molds and materials: wet and crumbly snow, wet and dry sand), “We make paths and patterns from sand” (children sprinkle sand in a thin stream onto the ground, asphalt, colored paper from a small watering can without a tip, a bucket with a hole in the bottom, a bag with a small hole, making different patterns). “Colored snow” (children water the compacted snow with a thin stream of colored water, drawing patterns). “Different feet are running along the path” (children experiment by imprinting traces of different shoes in the snow, leaving footprints of toys with wheels or runners, pretending to be a tractor, trampling narrow and wide paths to toy houses). Games with water and soap foam. “Cheerful Travellers”, “Cheerful Boats” (children throw various objects into a bowl of water, a puddle, a stream - boats, wood chips, boats; watch them, make “waves”, “wind”, send small toys sailing) . “Dives” (children drown small balls, rubber inflatable toys, ping-pong balls in a basin or bathtub, unclench their fingers - and the toys jump out of the water). “What foam!” (children compete to see who can beat the foam better in a basin). “Nimble fingers” (children soak foam sponges of different colors and shapes in water and squeeze them out, pouring water from one basin to another). “Bulbs” (in a bowl of water, children gurgle air from rubber toys and observe the air bubbles, gurgle with different bottles, immersing them in water and filling them with water, observing in which cases more “bulbs” are obtained). Games with paper. “Snowballs” (children crumple up paper, make “snowballs” and throw them); “Brilliant lumps” (children crumple up thin foil, make different lumps and play with them); “Paper whirlwind” (children cut pieces of colored thin paper with scissors and blow it away using the “wind” created by a sheet of thick paper, a fan or breath, watch the “flight”). 18 Games with shadows. The teacher fixes the light source so that a shadow is clearly visible on the wall, and the children experiment with shadows at will: with the reflection of their hands, the movements of various toys, objects. Didactic games. Games with ready-made content and rules Participation together with the teacher in games with objects, educational toys, and pictures. Development of the ability to identify various sensory features in objects and their images (color, size, shape); identify several features in an object: its purpose, parts, material; distinguish between “right” and “wrong” objects (a bucket with and without a bottom, a mitten with and without a finger). With the help of the teacher, accept the game task, perform actions in a certain sequence, begin to act on a signal, act according to the model and in accordance with the game task, understand simple patterns (lead the game character along the playing field according to the direction of the “Smart Paths” arrows), replace real objects geometric shapes. Results of the development of gaming activity: The child’s achievements (What makes us happy) The child reflects different stories in games. Actively masters methods of role-playing behavior: names his role and addresses his peer by the name of the game character. Willingly enters into role-playing dialogue with the teacher and with peers. The child has favorite games and roles that he most willingly performs. Uses a variety of game actions, names them in response to the teacher’s question. In didactic games, he accepts the game task and acts in accordance with it. Shows interest in playful communication with peers. - Causes concern and requires joint efforts of teachers and parents Games are monotonous, the child reproduces the same game actions. Takes initiative when playing together with the teacher. Shows instability in play communication: a friendly attitude is often replaced by conflicts, attempts to take possession of other children’s toys. Play concentration is insufficient: starts play actions and quickly stops them, moves on to new toys and just as quickly leaves the game without developing the plot. In didactic games, he often does not accept the game task and simply manipulates the game material. *Social and communicative development Objectives of educational activities: 1. To promote the establishment of positive contacts between children based on common interests in actions with toys, objects and mutual sympathy. 2.Develop emotional responsiveness, love for parents, affection and trust in the teacher. 3. Help children learn ways to interact with peers in play, in everyday communication and everyday activities (play calmly side by side, exchange toys, unite in pair play, look at pictures together, watch pets, etc. ). 4. Gradually accustom children to follow the basic rules of a culture of behavior. Content of educational activities: Emotions. Understanding and distinguishing individual pronounced emotional states of people (joy, fun, tears, anger). Taking them into account in communication with the support, encouragement or demonstration of an adult: pity, treat, address affectionately. Relationships. An idea of the actions and deeds of adults and children, which show kindness and care for people, family members, as well as animals and plants. Development simple ways communication and interaction: address children by name, agree on joint actions (“let’s feed the dolls”), engage in pair communication. Participation in joint play and everyday activities with the teacher, readiness to answer his questions, act in concert, take into account the advice and suggestions of the teacher. Culture of behavior, communication with adults and peers. An idea of the basic rules of a culture of behavior, an exercise in their implementation (say hello, say goodbye, thank you). Understanding that all children have equal rights to toys, that in kindergarten boys and girls treat each other kindly, share toys, and do not offend each other. Family. An idea of the family, family members, their relationships (parents and children love each other, take care of each other). Answer questions about your family, about joyful family events. Results of educational activities: Achievements of the child (What makes us happy) The child is friendly with others, shows interest in the words and actions of adults, and willingly attends kindergarten. Based on the demonstration and prompting of adults, responds emotionally to the pronounced state of relatives and peers. The child is friendly, plays calmly next to children, enters into communication about toys and play activities. Maintains a prevailing emotionally positive mood, quickly overcomes negative states, and strives for approval of his actions. Speaks about himself in the first person, evaluates himself positively, and shows trust in the world. Causes concern and requires joint efforts of teachers and parents The child shows distrust of others, contacts with peers are short-lived, situational, play activities are monotonous, individual short-term games predominate. Some negative reactions to requests from adults are observed: stubbornness, whims, unmotivated demands. The child reacts to the emotional state of others only at the prompting and demonstration of an adult. The child’s mood is unstable: a calm state alternates with tearfulness, negative manifestations towards peers or adults. 20 *Developing a value-based attitude towards work Objectives of educational activities: 1. Develop interest in the work of adults in kindergarten and in the family, ideas about specific types of household labor aimed at caring for children (washing dishes, cleaning the premises of the kindergarten and the site and etc.). 2. Foster a caring attitude towards objects and toys as the results of adult labor. 3. Introduce children to self-care (dressing, undressing, washing), promote the development of independence, confidence, and positive self-esteem. Contents of educational activities Adult work. Initial ideas that objects are made by people (using the example of a teacher creating various objects for children’s games from different materials using different tools). For example, sewing a hat (dress) for a doll, making toys from paper or waste material. Together with an adult, establish a “goal-result” relationship in work. In the process of observation, the formation of initial ideas about the household work of adults at home and in kindergarten; familiarization with the actions of washing dishes, washing floors, wiping dust, sweeping paths. Self-service. Mastering individual actions, then self-service processes associated with dressing, washing, caring for one’s appearance, and behavior at the table during meals. Accustoming to maintaining order (do not litter, put toys and building materials in place, be neat). Results of educational activities: Achievements of the child (What makes us happy) The child watches with interest the labor actions of adults in creating or transforming objects, connects the goal and the result of the work; names labor actions, tools, some materials from which objects and things are made. Following the example of the teacher, he treats with care the results of the work of adults, imitates labor actions. Shows independence in self-care, washes himself, eats, dresses himself with a little help from an adult. Causes concern and requires joint efforts of teachers and parents The child does not show interest in the work of adults, does not understand the connection between the goal and the result of work; finds it difficult to name labor actions, the material from which the object is made, its purpose. Has a neutral attitude towards the results of the work of adults, does not show a desire to participate in labor activities. The desire for independence in self-care is not expressed, expects constant help from an adult, even in mastered actions, does not pay attention to his appearance: dirty hands, soiled dress, etc. 21 * Formation of the foundations of safe behavior in everyday life, society, nature Objectives of educational activities : 1. Develop interest in the rules of safe behavior. 2. Enrich ideas about the rules for the safe use of objects. 3.Form a cautious and prudent attitude towards situations that are potentially dangerous to humans. Content of educational activities: Mastering the basic rules for safe handling of toys and objects in play, at the table, while dressing, in communicating with children: do not talk with your mouth full, do not wave a fork, do not put small objects in your mouth, do not put them in in the nose or ears, do not scare other children, do not swing a stick at a peer, do not push, go down the stairs holding the railing. In nature: do not approach homeless animals, do not frighten them, do not crush flowers, do not eat berries, plant leaves, etc. without the permission of elders. Do not leave the kindergarten area without the permission of the teacher and parents. Results of educational activities: Achievements of the child (What makes us happy) The child shows interest in the rules of safe behavior. Listens with interest to poems and nursery rhymes about the rules of behavior in the environment, etc. Masters safe ways of handling familiar objects in the immediate environment. Causes concern and requires joint efforts of teachers and parents The child does not show interest in the rules of safe behavior; shows carelessness in relation to surrounding objects. Despite warnings from adults, repeats prohibited actions *Cognitive development Objectives of educational activities: 1. Support children's curiosity and develop children's interest in joint learning with adults and independent knowledge (observe, examine, experiment with a variety of materials). 2. Develop cognitive and verbal skills to identify the properties, qualities and relationships of objects in the surrounding world (objective, natural, social), methods of examining objects (stroke, press, smell, roll, taste, trace the outline with a finger). 3. Form ideas about sensory standards: colors of the spectrum, geometric shapes, relationships in size and support their use in independent activities (observation, experimental games, educational and didactic games and other activities). 4. Enrich ideas about objects in the immediate environment and support the desire to reflect them in various products of children's activities. 22 5. Develop children’s ideas about adults and peers, the characteristics of their appearance, the deeds and good deeds of people, family and family relationships. 6. Expand children’s ideas about kindergarten and its immediate environment. Content of educational activities: Development of sensory culture. Distinguishing the colors of the spectrum - red, orange, yellow, green, blue, purple, black, white, mastering 2-4 words denoting color. Recognition, examination by tactile-motor method and the name of some figures (circle, square, oval, rectangle, triangle, star, cross). Using (with the support of an adult) the simplest methods of examination using different analyzers: examining, stroking, feeling with the palm, fingers along the contour, rolling, throwing, etc. Mastering words denoting the characteristics of objects and examination actions. Comparing (with the help of an adult) two objects according to 1-2 characteristics, highlighting similarities and differences. Mastering the action of combining objects into pairs with pronounced signs of similarity, mastering grouping according to a given object pattern and by word (by color, shape, size, material). Formation of primary ideas about oneself and other people. Showing interest in the activities of children and adults. Distinguishing between children and adults in life and in pictures by age, gender, appearance, and clothing. Mastering the ability to find common and different in the appearance of adults and children of different ages. Mastering words denoting various actions of adults. Mastering the ability to recognize your kindergarten, group, your teachers, and their assistants. Understanding where toys, books, dishes are stored in kindergarten, and what can be used. Mastering the child’s ideas about himself, first name, last name, gender, age, favorite toys, activities. Mastering ideas about the composition of your family, favorite activities of loved ones. Development of skills to recognize the house, apartment in which the child lives, kindergarten group. The child discovers the natural world. Mastering ideas about objects and phenomena of inanimate nature (sun, sky, rain, etc.), about wild and domestic animals, and the features of their way of life. A basic understanding that animals are alive. Distinguishing plants of the immediate natural environment by single bright features (color, size) and their name. Ability to identify parts of a plant (leaf, flower). Knowledge of the basic needs of plants and animals: food, moisture, warmth. Understanding that a person cares for animals and plants, shows emotions and feelings. Commenting on the discovered signs of living plants and people in animals (a sparrow flies, jumps, pecks grains, I run, jump, eat porridge). Accumulation of impressions about striking seasonal changes in nature (in autumn it becomes colder, it rains often, leaves turn yellow and fall off, insects disappear, etc.) d.). Mastering the simplest ways of experimenting with water and sand. First steps into mathematics. 23 We explore and experiment Mastering the ability to use pre-standards (“like a brick”, “like a roof”), standards of shapes: ball, cube, circle, square, rectangle, triangle. Showing interest in games and materials with which you can practically act: apply, combine, lay out in order to obtain any image, change what is received. Mastering simple connections and relationships: more (smaller) in size, the same, more (less) in quantity, the same, same and different in color and size, closer (further), earlier (later). Mastering the ability to navigate in a small space: in front (behind), above (below), right (left). Mastering the ability to perceive and generalize a group of objects by properties (all large; all square and large), equalize groups of objects (the same number), increase and decrease groups of objects (3-5 objects). Mastering overlay techniques and applications. Showing interest in counting small groups of objects (3-5 objects). Mastering words denoting the properties and relationships of objects. Results of educational activities: Achievements of the child (What makes us happy) The child is curious, asks questions “What is it?”, “Who is he?”, “What does he do?”, “What is it called?” Independently finds an object based on the specified characteristics, distinguishes the shape, color, size of objects and objects, and masters several inspection actions. Enjoys participating in experimentation activities organized by adults. Shows emotions of joyful surprise and verbal activity in the process of learning the properties and qualities of objects. Asks questions about people and their actions. Distinguishes people by gender, age (children, adults, elderly people) both in real life and in illustrations. Knows his first and last name, gender, age. Causes concern and requires joint efforts of teachers and parents Inactive in play-experimentation, use of games and game materials, examination, observation Does not take into account the sensory signs of objects in practical activities. Carelessly handles objects and objects of the surrounding world: breaks, throws, picks off plants. Does not show speech activity. Does not show interest in people and their actions. It is difficult to distinguish people by gender and age, both in real life and in illustrations. *Speech development. Objectives of educational activities: 1. Develop the ability to use a friendly, calm tone, speech forms of polite communication with adults and peers: greeting, saying goodbye, thanking, expressing a request, getting to know each other. simple phrases. 4.Develop the ability to use the correct combination of adjectives and nouns in gender and case in speech. 5. Enrich children’s vocabulary by expanding their understanding of people, objects, natural objects in the immediate environment, their actions, and pronounced features. 6.Develop the ability to reproduce the rhythm of a poem and use speech breathing correctly. 7.Develop the ability to hear a specially intoned sound in an adult’s speech. 24 Content of educational activities: Mastery of speech as a means of communication and culture. Mastering skills: on the initiative of an adult, name members of your family, familiar literary characters and their actions in pictures, talk about your favorite toys; simply negotiate with a peer about joint actions in game communication; with the help of the teacher, identify and name the pronounced emotional states of children (rejoicing, laughing, scared, crying), take them into account when communicating: feel sorry for them, cheer them up, use kind words. Mastering and using the basic forms of speech etiquette in communication situations: greeting (hello), request (give, please), gratitude (thank you), introduction (what’s your name, my name.., let’s play); distinguish between forms of address to an adult and a child (hello - hello); Call children in a group by name, use affectionate forms of names. Development of coherent, monologue speech. grammatically correct dialogical and Mastering the skills of dialogical speech: answering questions and requests from an adult; report your impressions and desires; ask questions in a clearly presented communication situation (who is this? What is his name? (etc.)). Mastering monologue speech skills: when asked by the teacher, compose a story based on a picture from 3-4 sentences; together with the teacher, retell well-known fairy tales; recite short poems by heart, listen to children's books read and look at illustrations; agree on adjectives and nouns in gender, number and case; correctly use in speech the names of animals and their cubs in the singular and plural: cat - kitten, kittens; use a simple common sentence in speech; with the help of the teacher, build complex sentences. Enrichment of the active vocabulary. Use in speech: names of objects and objects in the immediate environment, their purpose, parts and properties, actions with them; names of the actions of the hygienic processes of washing, dressing, bathing, eating, caring for one’s appearance (combing one’s hair, hanging clothes neatly) and maintaining order (putting away toys, putting up chairs); names of certain qualities and properties of objects (softness, hardness, smoothness, etc. ; objects tear, break, get wet); materials (clay, sand, paper, fabric); objects and natural phenomena: plants in the immediate environment, vegetables and fruits, domestic animals and some wild animals and their young. Understanding the meaning of general words: toys, clothes, dishes, furniture, vegetables, fruits, birds, animals, beasts, etc. Development of sound and intonation culture of speech, phonemic hearing. Development of skills: correctly pronounce vowel sounds; hard and soft consonant sounds ([m], [b], [p], [t], [d], [n], [k], [g], [x], [f], [v], [l], [s], [ts]); hear a sound specially intoned in the teacher’s speech (a song for putting a doll to sleep - “a-a-a”, a song for the wind - “oo-oo-oo”, a bell - “z-z-z”, a beetle - “z-z-z-z”) g”, motor - “rr-r-r”, pump - “s-s-s”). Development of correct speech breathing, auditory attention, phonemic hearing, motor skills of the speech apparatus; Acquaintance with book culture, children's literature Fostering interest in folklore and literary texts, a desire to listen to them. Developing the ability to reproduce short role-playing dialogues from fairy tales and jokes in dramatization games, to repeat after an adult familiar lines and rhymes from poems, songs, and finger games. Results of educational activities: 25 Achievements of the child (What makes us happy) The child enjoys verbal communication with familiar adults: understands speech addressed to him, answers questions using simple common sentences. Shows verbal activity when communicating with peers; greets and says goodbye to the teacher and children, thanks for lunch, expresses a request. Based on the questions, he composes a story from the picture in 3-4 simple sentences. Names objects and objects in the immediate environment. Speech is emotional, accompanied by correct speech breathing. The child recognizes the content of the listened works from the illustrations and responds to it emotionally. Together with an adult, retells familiar fairy tales and reads short poems. Causes concern and requires joint efforts of teachers and parents The child does not respond to speech addressed to all children in the group and understands speech addressed only to him. Answers questions with a separate word, finds it difficult to formulate thoughts into sentences. In speech, he replaces many words with gestures and uses autonomous speech (“the language of nannies”). Refuses to retell, does not know a single poem by heart. Does not show initiative in communicating with adults and peers. Does not use basic forms of polite verbal communication. Quickly gets distracted when listening to a literary text, poorly remembers its content. * Artistic and aesthetic development. **Art. Objectives of educational activities: 1. To form sensory experience and develop a positive emotional response of children to the aesthetic properties and qualities of objects, to the aesthetic side of natural phenomena and the surrounding world. 2. To develop the ability to carefully examine a picture, a folk toy, recognize familiar objects and objects in the picture, establish a connection between objects and their image in a drawing, modeling; understand the plot, respond emotionally, react, empathize with the characters; draw attention to some means of expression. Contents of educational activities. Activating interest in beautiful toys, elegant household items, clothes, interesting natural phenomena and objects; the urge to pay attention to the variety of sensory attributes of objects and phenomena. Acquaintance with specific examples of folk art: clay toys, toys made of straw and wood, household items and clothing; sculpture of small forms; with children's books (illustrations by artists Yu. Vasnetsov, V. Suteev, Charushin); with picturesque images close to childhood experience. Formation of the image of a human master as a creator of folk toys, illustrations in books, paintings. Development of skills to recognize familiar objects, objects, phenomena in an image, and name them; the ability to examine them carefully; respond emotionally to certain means of expression: the rhythm of spots and lines, the brightness of color; highlight simple elements painting of folk crafts, decoration of toys; convey one’s own attitude to images in facial expressions and gestures. 26 Supporting children to express their preferences in choosing books and toys. Playing with folk toys and elegant objects together with an adult. Development of productive activity and children's creativity Objectives of educational activities: 1. To develop children's interest in participating in educational situations and aesthetic games, the desire to draw, sculpt together with an adult and independently. 2. Develop the ability to create simple images, accept the idea proposed by an adult, reveal it in work, using mastered methods of creating an image, form, and elementary composition. 3. Create conditions for children to master the properties and capabilities of visual materials and tools and develop fine motor skills and the ability to use tools. 4. Encourage independent choice of image methods based on mastered technical techniques. Content of educational activities: Supporting the desire to create images of objects and events in various types of activities, the ability to accept the topic proposed by the teacher. Creating simple images on topics close to personal experience. The gradual transition of children from imitation and repetition of adults to independent creation of images. In drawing: development of skills to rhythmically apply lines, strokes, spots. Getting to know the ways of depicting simple objects, drawing different straight lines in different directions; ways of creating objects of different shapes, combinations of different shapes and lines. Methods of creating an image: based on an arc, images of toys based on round and elongated shapes. In object representation: development of skills to convey general features and some characteristic details of objects, relative similarity in shape, color; highlight the main thing with color, location, size. In a subject image: create an image on the entire sheet, strive to display the horizon line, build a simple composition. In a decorative image: the ability to see the subject and geometric shape , build an elegant pattern on it using rhythm and alternation of shapes and colored spots; to convey as elements of a decorative pattern straight intersecting lines, dots, circles, strokes, alternation of elements, spots; decorate silhouettes of toys cut out by adults with Dymkovo patterns. Ability to select colors (red, blue, green, yellow, white, black) corresponding to the depicted object, create an image using 1, 2 or several colors. Continued mastery of some visual materials. Ability to hold a pencil and brush correctly, adjust pressure, carefully apply paint to the brush, remove excess paint, wash the brush and use a napkin; Maintain free movement of the brush while drawing. Adopting the correct relaxed posture during activity. In appliqué: familiarization with the properties of paper and the sequence of appliqué work. Creating images of familiar objects and decorative compositions using ready-made forms. Creating an image on paper of different shapes (square, circle), subject-based. Introducing the possibilities of using non-visual materials. Correct and careful use of tools: use glue, apply it with a brush, use a napkin. In modeling: acquaintance with the properties of clay, plasticine, salt dough, wet sand, snow. Creation of the simplest forms (ball, circle, cylinder, sausage), 27 of their modifications. Ability to decorate work using stacks, sticks, stamps. Supporting the desire to create interesting images. In construction: to develop the ability to distinguish, name and use simple building parts in construction, to analyze the construction. Using methods of arranging bricks vertically, close to each other, at a certain distance. Construction of furniture, slides, trucks, houses. Acquaintance with the properties of sand and snow, constructing buildings from them. Applying decorative details to buildings made from these materials. The desire of children to take part in the creation of both individual and joint compositions with adults and children in drawings, modeling, appliqué, and design. Playing off buildings, stucco work and incorporating them into the game. Results of educational activities Achievements of the child (What makes us happy): The child willingly participates in situations of an aesthetic orientation. There are favorite books and visual materials. Emotionally responds to interesting images, rejoices at a beautiful object or drawing; enthusiastically examines folk crafts, toys, and illustrations. Creates simple images based on simple shapes; conveys resemblance to real objects. Takes part in the creation of joint compositions, experiences joint emotional experiences. Causes concern and requires joint efforts of teachers and parents The child does not show activity and emotional response when perceiving works of art. Does not feel the desire to draw, sculpt, or design. Reluctantly participates in the creation of creative works jointly with an adult. Fiction. Objectives of educational activities: 1. Enrich the experience of listening to literary works through various small forms of folklore (rhymes, songs, jokes), simple folk and original tales (mainly about animals), stories and poems about children, their games, toys, everyday life activities about animals familiar to children. 2. To cultivate in children an interest in folklore and literary texts and a desire to listen to them carefully. 3. Develop the ability to perceive text, with the help of an adult, understand the content, establish the order of events in the text, help mentally imagine events and characters, establish the simplest connections of the sequence of events in the text. 4. Maintain the desire to respond emotionally to reading and storytelling, actively contribute and empathize with the characters and events depicted. 5. Involve in the performance of poetry, retelling familiar fairy tales and stories. Content of educational activities: Expanding children's reading interests. Manifestation of joy and pleasure from listening and telling literary works, the desire to meet the book again. Perception of a literary text Concentrated listening to an adult reading and telling a story to the end, without being distracted. Manifestation of an emotional response to reading and storytelling by an adult, active empathy for the characters and events depicted. Understanding the content of the work and the sequence of events in the text, identifying the most striking actions and actions of the characters, the desire to give them a basic assessment. Showing interest in illustrations in a children's book. Representation of characters in the imagination both on the basis of illustrations and on the basis of the author’s word. Creative activity based on a literary text Expression of one’s attitude towards literary work , to its heroes: in drawing, when listening, reading text by heart, in simple dramatization games and games with characters from toy tabletop and finger theaters. Results of educational activities. Achievements of the child (What makes us happy) The child willingly responds to the offer to listen to a literary text, he himself asks the adult to read poetry or a fairy tale. Recognizes the content of listened works from illustrations and covers of familiar books. Actively empathizes with the characters of the work, responds emotionally to the content of what is read. Actively and willingly participates in various types of creative activities based on literary text (draws, participates in word games, dramatization games). Causes concern and requires joint efforts of teachers and parents The child does not respond to the invitation to listen to the reading or storytelling of a literary text. Refuses to talk about the content of the work or answers questions in one word only after a personal address from an adult. Does not show pleasure from perceiving a work of art, is reluctant to participate in games with text accompaniment, in theatrical games. Music. Objectives of educational activities: 1. To cultivate auditory concentration and emotional responsiveness to music in children. 2. Support children's experimentation with non-musical (noise, natural) and musical sounds and exploration of the qualities of musical sound: height, duration, dynamics, timbre. Activate the auditory sensitivity of younger preschoolers. Content of educational activities: Distinguishing some properties of musical sound (high - low, loud - quiet). Understanding the simplest connections between a musical image and means of expression (bear - low register). Distinguishing that music can be different in character (cheerful - sad). Comparison of objects with different sounds in the process of manipulation and sound production. Independent experimentation with sounds in different types of activities, research of the quality of musical sound: height, duration. Distinguishing the elementary nature of music, understanding the simplest musical images. Verbal and non-verbal expression of a request to listen to music. 29 Results of educational activities: Achievements of the child (What makes us happy) The child listens to music with interest, remembers and recognizes familiar works. Shows emotional responsiveness and makes initial judgments about the mood of the music. Distinguishes between dance, song, and marching meter rhythms and conveys them in motion. Emotionally responds to the nature of the song and dance. Active in sound exploration games and elementary music playing. Causes concern and requires joint efforts of teachers and parents Unstable, situational interest and desire to participate in musical activities. Music evokes little emotional response. The child finds it difficult to reproduce the rhythmic pattern of music and is not rhythmic. During movements, does not react to changes in music, continues to perform previous movements. Does not intonate, pronounces words in one sound, does not try to listen to an adult’s singing. Physical development. Objectives of educational activities 1. To develop in children the need for physical activity and interest in physical exercise. 2. Purposefully develop physical qualities in children: speed and strength, speed of reaction to signals and action in accordance with them; promote the development of coordination, general endurance, strength, flexibility. 3. Develop in children the ability to coordinate their actions with the movements of others: start and finish exercises at the same time, follow the suggested pace; independently carry out the simplest constructions and reconstructions, confidently, in accordance with the instructions of the teacher. 4. Develop the ability to independently wash, comb your hair, use a handkerchief, toilet, dress and undress with little help, take care of your things and toys 5. Develop skills of cultural behavior while eating, correctly use a spoon, fork, napkin. Contents of educational activities: Motor activity. Ordinal exercises. Formations and formations: free, scattered, in a semicircle, in a column one at a time, in twos (in pairs), in a circle in a column, in pairs, finding their place in space. Turns on the spot by stepping. General developmental exercises. Traditional two-part general developmental exercises with simultaneous and unidirectional movements of the arms and legs, while maintaining the correct body position, with and without objects in various positions (standing, sitting, lying). Start and end of exercises on signal. Basic movements. Walking. Different ways of walking (regular, on toes, in place with high hips, with tasks). Walking without lowering your head, without shuffling your feet, 30 coordinating the movements of your arms and legs. Walking in a “flock”, in a column one at a time, in pairs, in different directions, following the leader along landmarks; with tasks: walking in a circle, “snake”, with stops, with squatting, with changing tempo; walking between lines, cords, along the board, walking and running with changes in pace and direction. Run without lowering your head. Jumping. Standing long jump, deep jump (jumping), simultaneously pushing off with both legs and landing softly on two legs; jumping in place with moving forward, from circle to circle, around objects and between them. Rolling, throwing, throwing. Rolling balls, hitting and catching the ball with your hands, without pressing it to your chest; throwing objects with one or two hands into the distance, at horizontal and vertical targets. Climbing stepladders and vertical stairs with an extended step, climbing over and under objects without touching the floor with your hands. Musical and rhythmic exercises. Sports exercises: riding a tricycle; stepping step and turns on the spot on skis; gliding along icy paths with the help of adults. Outdoor games. Basic rules in outdoor games. Formation in children of the values of a healthy lifestyle, mastering its elementary norms and rules. Elementary skills and personal hygiene skills (washing, dressing, bathing, eating skills, cleaning the room, etc.), helping to maintain, strengthen and preserve health; basic knowledge about the daily routine, about situations that threaten health. Basic algorithms for performing cultural and hygienic procedures. Results of educational activities: Achievements of the child (What makes us happy) The child moves with desire, his motor experience is quite diverse. When performing exercises, demonstrates sufficient coordination of movements in accordance with age capabilities, mobility in joints, quickly responds to signals, switches from one movement to another. Confidently completes tasks, acts at a common pace for everyone; easily finds its place in joint formations and in games. Shows initiative, participates in outdoor games with great pleasure, strictly follows the rules, and strives to play leading roles in the game. Applies cultural and hygienic skills with pleasure, enjoys his independence and results. Listens with interest to poems and nursery rhymes about the processes of washing and bathing. Causes concern and requires joint efforts of teachers and parents. The child is inactive, his motor experience is poor. Performs most exercises with uncertainty, movements are constrained, coordination of movements is low (in walking, running, climbing). It is difficult to act according to the instructions of the teacher, to coordinate his movements with the movements of other children; lags behind the overall pace of exercise. Has no interest in physical exercises or activities with physical education aids. Unfamiliar or has limited understanding of the rules of personal hygiene, the need to maintain a daily routine, and a healthy lifestyle. Experiences difficulties in independently performing the processes of washing, eating, dressing, basic care of one’s appearance, using a handkerchief, and constantly waits for help from an adult. 31 2.2. Model of educational activities taking into account the Federal State Educational Standard. Volume of educational load Quantity Types of educational activities Physical development 3 Cognitive and research (Social / Natural world) 1 Mathematical and sensory development 1 Fine (drawing, modeling, appliqué and design) 3 Communicative (Speech development) 2 Reading fiction In the process of joint activities Music 2 Total 12 When planning the educational process in a younger age group, practical material is used taking into account long-term planning of work to implement the socio-communicative, cognitive, artistic - aesthetic physical development of children in the daily routine, as well as comprehensive thematic planning of classes for the school year. In the Appendix to the Program An approximate comprehensive thematic planning is presented. N.S. Golitsyna Moscow “Scriptorium” /2014/ “Approximate comprehensive thematic planning in kindergarten in accordance with the Federal State Educational Standard for Education” / 2nd junior group/ Comprehensive thematic plan Week 1 2 3 Topic September Winnie the Pooh invites to play. The Petit-Petushka family. Multi-colored mouse houses. A hedgehog walked through the forest and found mushrooms for lunch. Here is our train coming... Cars are driving along the track. The leaves are spinning and flying. Let's help the little bunny. Cowardly hare. Once upon a time there lived a goat with kids. Let's light colorful lanterns for animals. 32 4 1 2 3 4 1 2 3 4 Song of little chickens. The sun is shining in the morning, it's time to go to kindergarten. The birds flew away to warmer climes. Once upon a time there lived a grandfather and a woman. Let's go, let's go to the store. Matryoshka dolls walk along the paths. Siskins sing in the wild. Long live scented soap. Let's help the girl Nyurochka hide. October Let's help Masha make little people from geometric shapes. A treat for the cat's family. Autumn will wake up soon. Brave hedgehog. Grandmother-old lady granddaughter-laughing. A box with magical pictures. Gift from Vaska the cat to children. One, two, three - take it with your right hand. A rich gift for hedgehogs. The sun is shining - this is joy. Our scarlet flowers are opening their petals. Vegetables in the garden. The Adventure of Mishka Ushastik. Treats from kittens. We go, we go, we go. Miracle tree. Peaceful and calm turtle animals. Beautiful wreaths for dolls. Cars and carriages rumble along the rails. How cubs searched for happiness around the world. November Yellowed leaves are flying in the wind. Snail on a green lawn. Fearless little duckling. I really want to know how you like to play? Boat trip. Hello grandfather Mazai. Kolobok is looking for friends. Big girl Masha. A treat for a cheerful hedgehog. The radiant sun smiled at me. Mishka came to visit us. Bunny's good deeds. Alyonka is a brave girl. That's how beautiful it is. A matryoshka gardener came to visit us. Hare family. Hedgehog-hero. Fish, fish, where do you sleep? Let's go with you to the garden. Vegetables. What are they? 33 1 2 3 4 1 2 3 4 1 2 December There was a triangle coming out of the swamp. Winter landscapes. The story that happened to the cockerel. I love my horse. The weather began to make noise and cleared up in the field. Let's build a house for a gnome. A tree that could run. Why is it so dark? Let's take all the animals for a ride in the car. Let's take the cat for a ride in the car. I take one berry and look at another. The adventure of a little bear. In December, in December all the trees are silver. Friendship between a fox and a crane. Santa Claus lit the lights on the tall tree. Friends of Winnie the Pooh. Forest doctor. A month, a month my friend. Let's have a fun, fun New Year. Gingerbread man ruddy side. January Let's play. Beautiful meadow with flowers. Once upon a time there were geometric figures. Day and night - days away. If there was a cow, there would be milk. Help Winnie the Pooh open the box. Let's treat sick animals with fruit. White fluffy snow swirls in the air. I decided to sew a dress for myself this month. Let's build a bus for kittens. Fairy tale, fairy tale show yourself. Let's arrange a room for each bear. I'm swinging and flying at full speed. Beautiful paths for kids. Boots for cats. Journey into a fairy tale. Funny nesting dolls. Exhibition of paintings about winter. Let's please the funny clowns. The little son came to his father. February Beads as a gift to Masha and Dasha. He's big-eared and big-eyed, and he's a lot of scared. Animals on sleds go to the forest for firewood. Visiting a fairy tale. Let's ride the toys in the car. Let's help Winnie the Pooh decipher the drawing. Good Doctor Aibolit. Misha the clubfoot is walking through the forest. 34 3 4 1 2 3 4 1 2 3 Let's help the hedgehogs build a house. Cars and carriages rumble along the rails, carrying a group of children to the village of Skazkino. I really want to know how you like to play. Tell us what your grandmother is like. Caring daughter. What color are our dolls' dresses? Who, who lives in the little house? Why does the ball roll? Sorceress-water. What kind of water is there? Water can be different. It’s so good when the river is both wide and deep. March Travel to the Magic Land with good friends. Let's invite spring to visit. How good it is to be kind. There is a tower in a field. Let's play with the bear. Magic tree. Let's play with our toys. Take care of the birds. Rich gifts for hedgehogs. Children build a house for dolls to live in. Leaves, leaves, golden leaves. Our duck: quack-quack-quack. The smell of spring. Foxy hostess. Let's feed five hungry kittens. We did a good job. Don't joke with fire. The hare is the bear's friend. There lived two goats, one white, the other black. Ice drift began on the river. April Arrow, arrow, spin! Time of day, show yourself. Let's make bowls: a large one for Mikhail Ivanovich, a smaller one for Nastasya Petrovna, a small bear. How Valya helped her brother out. The dog walks along the alley. Puppy and fluffy tabby cat. Save the rabbits from the she-wolf. Rocket travel. Hello, golden sun. Large white ice floes. Red comb cockerel, loud voice. Magic geometric shapes. Walk with dolls. Let's help the ladybug find girlfriends. Magical transformations on the shore. Spring has arrived. 35 4 1 2 3 4 Let's help Winnie the Pooh complete the pictures. The bunnies dance in a circle. Tricky pictures. We go, we go, we go. How the girl saved her brother. May Journey into a fairy tale. The long-awaited meeting of the hedgehog and the mouse. The chicken went out for a walk, to nibble some fresh grass, and behind her were the chickens, dear kids. A flock of birds. Like a hedgehog laughing at a bear. Beads as a gift to Masha and Dasha. Treats for the birds. There lived a little wolf in the forest. Cheerful starling. Chamomiles and dandelions in the meadow. Let's make chains for the teddy bear. Grandfather Hedgehog, don’t go to the bank. How Vasya guarded the ducks. Let's arrange furniture in the doll's room. Gingerbread man - ruddy side. I really want to know how you like to play? A wonderful song by Kotausi. Let's treat Masha's doll's friends with juice. Fly, Hustle-Fly, gilded belly. Golden bristle pig. The part formed by the participants in educational relations. When implementing the content of the variable part of the educational Program, we are guided by the following principles and approaches to the formation of the educational Program: 1. The principle of individualization. 2. The principle of developmental education. 3. The principle of scientific validity. 4.Principle of practical applicability. 5.Comprehensive thematic approach to the content of educational activities. In-depth work on the implementation of the socio-communicative direction of the child’s development, as a priority in the activities of the preschool educational institution, will allow achieving the following results: By the end of preschool age, the child has a sense of self-esteem and is aware of his rights at a level accessible to him. He can show sufficient independence in judgment, in choosing friends and occupation. Shows initiative in various activities: draws according to his own plans; independently chooses a theme, composition, plot, as well as the role and means of expression in artistic, aesthetic, constructive, gaming and other types of activities. Possesses self-service skills (removes toys independently, puts clothes back in place, keeps his “workplace” in order, etc.); uses personal time independently. With a favorable emotional atmosphere, he retains the ability to behave naturally and uninhibitedly. All these qualities are necessary for a child to move into a new social development situation. Personal freedom, independence and initiative help him to get involved in educational activities and take the position of a student. Openness to the world is expressed in the child’s desire to actively explore reality, without fear of failure and failure; feel confident in your abilities. Against this background of general positive self-esteem, the ability to adequately, including critically, evaluate the specific results of one’s own actions and the actions of others is formed. The child enters into dialogue with others on his own initiative; sets the topic of conversation; uses verbal forms of interaction to establish contacts and resolve conflicts; uses elementary forms of speech etiquette; accepts friendly jokes addressed to him; willingly participates in joint activities (role-playing games, dramatizations, choral singing, dancing, etc., in the creation of joint panels, drawings, applications, designs and crafts, etc.); discusses and coordinates with others the concept, plot and distribution of roles; makes his own contribution to collective activities, realizing his interests and aspirations. He is able to evaluate the achievements of others and his own, is tolerant of the mistakes and mistakes of others, and accepts friendly criticism from the outside. The child shares his feelings and experiences with adults; sympathizes with the old, the weak, the sick; treats people with respect and tolerance, regardless of social origin, race and nationality; language, religion, gender, age, personal and behavioral identity; able to provide help and accept it from another. One of the most important goals of lifelong education, including preschool education, is the development of personal responsibility, which is a functional quality of a free person. When favorable conditions are created, by the end of preschool childhood the child begins to demonstrate this quality in various areas of activity. He is already able to feel responsibility for a living being, a job begun, a given word. This feeling gradually develops into a conscious attitude towards learning. Partial Methodological program of the manual * “Basics Workbooks for the safety of preschool children Posters”. O.L.Knyazeva, N.N.Avdeeva, R.B. Sterkina /2002/ The planned result is to develop the child’s skills of reasonable behavior; - teach how to behave adequately in dangerous situations at home and on the street, in public transport, when communicating with strangers; - interaction with fire hazardous and other objects, animals and poisonous plants; - contribute to the formation of the fundamentals 37 *Program “ABC of Communication” L.M. Shipitsina /2003/ * “Art activities in kindergarten” by I.A. Lykov. Game situations of ecological culture, introduction to a healthy lifestyle. - formation in a child active position in relation to learning; -introduction to basic generally accepted norms and rules of relationships with peers and adults (including moral ones); - formation of gender, family, citizenship, patriotic feelings. - Development of creative abilities Brief description of programs Health-preserving program “Fundamentals of the safety of preschool children” Authors: R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva. The goal of the program: to develop in a child the skills of adequate behavior in various unexpected situations, independence and responsibility for his behavior. In the 21st century, humanity faces one of the main problems - comprehensively ensuring the safety of human life. The content of the program includes six sections: “Child and other people”, “Child and nature”, “Child at home”, “Child’s health”, “Child’s emotional well-being”, “Child on the city streets”. When implementing this program, each preschool institution organizes education taking into account the individual and age characteristics of children, sociocultural differences, and the uniqueness of home and living conditions in urban and rural areas. Due to the special importance of protecting the life and health of children, the program requires mandatory compliance with its basic principles. The program has an educational and methodological set: a textbook on the basics of life safety for children of senior preschool age and four colorfully illustrated handout albums for children. Recommended by the Ministry of Education of the Russian Federation. Program “The ABC of Communication” Authors: L.M. Shipitsina, O.V. Zashirinskaya. Target settings of the program: - formation in the child of an active position in relation to learning; -introduction to basic generally accepted norms and rules of relationships with peers and adults (including moral ones); -formation of gender, family, citizenship, patriotic feelings. 38 Objectives: Educational - teaching basic cultural and hygienic skills - mastering means of communication and ways of interacting with adults and peers - teaching the value characteristics of actions and situations. Educational - nurturing an emotional reaction to works of fine art, musical and artistic works, the natural world; - cultivating the ability to manage one’s behavior and plan one’s actions based on primary value concepts, observing basic generally accepted norms and rules of behavior Developmental - development of children’s play activities; -development of free communication with adults and children; - practical mastery of behavioral norms by students. 39 3.Organizational section. 3.1. Mandatory part When organizing the regime, seasonal characteristics are taken into account. Therefore, in kindergarten there are two flexible seasonal modes (warm and cold periods of the year) with a gradual transition from one to the other. The winter period (cold) is defined from the first of September to the thirty-first of May. The summer (warm) period is considered to be the calendar period from the first of June to the thirty-first of August. Daily routine in the 2nd junior group (age from 3 to 4 years) cold period of the year (September-May) No. Activities Reception of children, games Morning exercises. Preparing for breakfast, breakfast Independent activities, games Direct educational activities 1. 2. Preparing for a walk, walk Returning from a walk, preparing for lunch Lunch Preparing for bed, naps Getting up, air procedures, water procedures Afternoon snack Direct educational activities Games, independent activities Reading fiction Preparing for a walk, walk, going home Time 7.00 – 8.00 – 8.10 8.40 - 8.00 8.10 8.40 9.00 9.00 - 9.15 9.25 – 9.40 9.40 - 12.00 12.00 - 12.20 12.20 - 12.50 12 .50 - 15.00 15.00 - 15.20 15.20 - 15.40 15.40 - 15.55 15.55 - 16.10 16.10 - 16.25 16.50 - 19.00 40 Day regimen 2 junior group (age from 3 to 4 years) warm period (June-August) No. 1. Activities Reception, inspection, games, outdoors Time 7.00-8.00 2. Morning outdoor gymnastics 8.00-8.06 3. Preparation for breakfast, sanitary and hygienic measures Breakfast. 8.06 -8.20 8.20-8.50 8.50 -9.10 4. Preparation for direct educational activities, games. 5. Direct educational activities, entertainment, outdoor celebrations 9.10-10.30 6. Games, observations, walks, independent motor activities, excursions. 10.30-11.50 7. Return from a walk. 11.50-12.00 Tempering 12.00-12.15 8. 9. and hygiene procedures, preventive Preparation for lunch. exercises, games. 12.15 – 12.25 Lunch. 12.25 – 12.50 Preparation of the procedure. before bed, hardening and hygiene 12.50-13.00 13.00 - 15.00 Daytime sleep. 10. Gradual rise 15.00-15.05 11. Preparation for afternoon snack, afternoon snack procedures Air-water, hardening 15.50-16.15 15.11 – 15.25 12. Preparation for a walk, walk, games, independent motor activity, going home. 17.00-19.00 41 3.2. Direct educational grid No. 1. Motor activity 2. 2.1. Communicative activity Development of speech 3. 5. Cognitive - research activity Study of objects of living and inanimate nature, experimentation. Understanding the objective and social world, mastering safe behavior. Mathematical and sensory development Visual activities (drawing, modeling, appliqué) Musical activities 6. Reading fiction 3.1. 3.2. 4. Type of activity Total activity per week. Number of educational situations and activities per week 3 physical education classes 1 educational situation, as well as in all educational situations. 1 educational situation per week 1 educational situation 3 educational situations 2 music classes 1 educational situation per week 12 educational situations and activities 3.3. A network of joint educational activities and cultural practices in special moments. Forms of educational activities in the daily routine Number of forms of educational activities and cultural practices per week Communication The situation of communication between the teacher and children and the accumulation of positive social and emotional experience. Conversations and conversations with children based on their interests Game activities, including plot-based role-playing games with rules and other types of games. Individual games with children (role-playing, directing, dramatization games, construction and constructive games). Joint play between the teacher and children (plot-role-playing, director's play, dramatization play, construction-constructive games). Leisure health and outdoor games Outdoor games Cognitive - research activities Experiences, experiments, observations, including environmental ones Daily Daily Daily 2 times a week 1 time in 2 weeks Daily 1 time in 2 weeks 42 Forms of creative activity that ensures the artistic and aesthetic development of children . Musical and theatrical living room Creative workshop (drawing, modeling, artistic work based on interests) Reading literary works Self-service and basic household work. Self-service Work assignments (individually and by subgroups) Work assignments (general and joint work) 1 time in 2 weeks Daily Daily Daily - It is important to note that children’s independent activities (games, preparation for educational activities, personal hygiene) in the daily routine should be allocated at least 3-4 hours. 3.4. A grid of children’s independent activities in restricted moments. Regular moments Games, communication, activities based on interests during the morning reception Independent games in the 1st half of the day Preparation for a walk, independent activities during a walk Independent games, leisure, communication and activities based on interests in the 2nd half of the day Preparation for a walk, independent activities during a walk Preparing for a walk, independent activities during a walk Games before going home Distribution of time during the day From 10 to 50 minutes 20 minutes From 60 minutes to 1 hour 30 minutes 40 minutes 40 minutes From 40 minutes From 15 to 50 minutes 43 Teacher interaction with parents of children of the 2nd junior group. One of the important principles of the technology for implementing the “Childhood” program is the joint upbringing and development of preschool children with parents, the involvement of parents in the educational process of preschool educational institutions. At the same time, the teacher himself determines what tasks he can more effectively solve when interacting with the family, how to maintain business and personal contacts with parents, and involve them in the process of joint education of preschoolers. Tasks of interaction between teachers and families of preschool children. 1. To acquaint parents with the features of the physical, social-personal, cognitive and artistic development of children of primary preschool age and their adaptation to the conditions of preschool education. 2. Help parents in mastering methods of strengthening the health of the child in the family, promoting his full physical development, mastering cultural and hygienic skills, rules of safe behavior at home and on the street. 3. Introduce parents to the special role of family and loved ones in the social and personal development of preschool children. Together with parents, develop the child’s friendly attitude towards adults and peers, emotional responsiveness to loved ones, and self-confidence. 4. Together with parents, promote the development of children's independence, simple self-care skills, invite parents to create conditions for the development of independence of the preschooler at home. 5. Help parents in enriching the child’s sensory experience, developing his curiosity, and accumulating his first ideas about the objective, natural and social world. 6. To develop parents’ interest in joint games and activities with the child at home, to introduce them to ways of developing the child’s imagination and creative manifestations in various types of artistic and play activities. Forms of work with parents - Questioning parents - Consultations - Involving parents in joint activities (assistance in making stands, attributes) - Conducting musical, sports activities, matinees with the participation of parents. - Design of photo albums about the life of children in kindergarten - Organization of exhibitions - Creative evenings (musical lounge) Content of work with families in educational areas Educational areas Speech development Interaction with parents * Familiarization of parents with the main indicators of speech development of children ( sound culture speech, phonetic, grammatical, lexical side of speech, 44 connected speech). *Involving parents in reading according to recommended lists of works of fiction *Organizing the participation of living rooms, etc. Artistic and aesthetic development in literary festivals, *Introducing parents to the main indicators of the artistic and aesthetic development of children *Organizing meetings with the music director. *Involving parents in the design of creative works, crafts, and making costumes for theatrical activities. *Organization of participation in creative competitions , exhibitions, holidays. Physical development *Introducing parents to the main indicators of children's physical development *Organizing meetings with a physical education instructor. *Individual discussion with parents of the results of examination of children’s physical development *Involvement of parents in participation in joint sports events. in carrying out *Organization of participation in competitions, olympiads. Cognitive development *Introducing parents to the main indicators of children's cognitive development. *Involving parents in organizing and conducting educational games at home. *Organization of participation in educational entertainment. Social and communicative development * Familiarization of parents with the main indicators of social and communicative development of children * Organization of meetings by employees of the Ministry of Emergency Situations and Traffic Police. with a teacher-psychologist, *Organization of participation in the creation of a subject-spatial environment and work activity. – 45 Subject-developing educational environment of the group. Each group purchased many games and aids in accordance with modern requirements, equipped development centers for all types of children's activities: 1. Center for movement and life safety 2. Center for play 3. Center for research 4. Center for design 5. Center for art Construction of a subject-spatial environment in a group allows you to organize the independent activities of children and performs educational, developmental, nurturing, stimulating, organizational, and communicative functions. For the development of children, the functional significance of the developmental environment was expanded and replenished: games of a developmental nature were acquired; albums, the book corner was replenished with new books. There are also materials for construction: plastic construction sets with a variety of ways to attach parts; construction kits with parts of different shapes and sizes; soft modules; boxes large and small; drawers; waste material: cubes, small toy characters (kittens, dogs, etc.), cars, for playing with. Materials for manual labor: various types of paper (colored, corrugated, napkins, cardboard, postcards, etc.); foam rubber, natural materials; tools: scissors with blunt ends; glue; brushes The developing educational environment in the group is mobile. A subject-based developmental environment in a group provides the opportunity for each child to choose activities based on his interests and allows him to interact with peers or act individually. 46 METHODOLOGICAL SUPPORT OF THE PROGRAM Babaeva T. I., Rimashevskaya L.S. How to develop cooperation and relationships among preschoolers in kindergarten. Game situations, games, sketches. – St. Petersburg: Detstvo-Press, 2012. Verbenets A.M., Solntseva O.V., Somkova O.N. Planning and organization of the educational process of a preschool institution according to the approximate basic general education program “Childhood”. Educational and methodological manual. / Scientific ed. A.G. Gogoberidze. – St. Petersburg: Detstvo-Press, 2013. Preschooler 4-5 years old. How to work according to the “Childhood” program. / Comp. and ed. T.I. Babaeva, M.V. Krulekht, Z.A. Mikhailova. – St. Petersburg: Detstvo-Press, 2010. Preschooler 5-7 years old in kindergarten. How to work according to the “Childhood” program. / Comp. and ed. A.G. Gogoberidze, T.I. Babaeva, Z.A. Mikhailova. – St. Petersburg: Childhood-Press, 2010. Methodological advice for the “Childhood” program. / Rep. ed. T.I. Babaeva, Z.A. Mikhailova. – St. Petersburg: Detstvo-Press, 2010. Mikhailova Z.A., Babaeva T.I., Klarina L.M., Serova Z.A. Development of cognitive research skills in older preschoolers. – St. Petersburg: Detstvo-Press, 2012. Mikhailova Z.A., Game tasks for preschoolers. Educational and methodological manual. – St. Petersburg: Detstvo-Press, 2009. Junior preschooler in kindergarten. How to work according to the “Childhood” program. Educational and methodological manual. / Comp. and ed. T.I. Babaeva, M.V. Krulekht, Z.A. Mikhailova. – St. Petersburg: Detstvo-Press, 2010. Monitoring in kindergarten Scientific and methodological manual. / Scientific ed. A.G. Gogoberidze. – St. Petersburg: Detstvo-Press, 2011. Novitskaya V.A., Rimashevskaya L.S., Khromtsova T.G. Rules of behavior in nature for preschoolers: Toolkit. – St. Petersburg: Detstvo-Press, 2011. List of equipment, educational, methodological and gaming materials for preschool educational institutions. 1st and 2nd junior groups. Toolkit. / Ed. A.G. Gogoberidze. – M.: Center for Pedagogical Education, 2008. List of equipment, educational, methodological and gaming materials for preschool educational institutions. Middle group. Toolkit. / Ed. A.G. Gogoberidze. – M.: Center for Pedagogical Education, 2008. 47 5. Brief presentation of the work program 2 of the junior group The work program was developed on the basis of the General Educational Program of Preschool Education of the MDOU TsRR kindergarten “Druzhba”. In accordance with: - Federal law RF dated December 29, 2012 N 273-FZ “On education in the Russian Federation”; - SanPin 2.4.1.3049-13; - Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 N 1014 “On approval of the procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education”; -Federal state standard of preschool education dated October 17, 2013 No. 1155. - Taking into account the Model educational program for preschool education CHILDHOOD: / T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg: Publishing House "Childhood-Press", Publishing House of the Russian State Pedagogical University named after. A.I. Herzen, 2014. – 321 p. The purpose of the program: - to ensure the development of the personality of children of the 2nd junior group in various types of communication and activities, taking into account their age, individual, psychological and physiological characteristics - to create conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creativity through collaboration with adults and peers and age-appropriate activities. Program objectives: - protection and strengthening of the physical and mental health of children, including their emotional well-being; - ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities); - 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 relationships with himself, other children, adults and the world; - formation of a general culture of children’s personality, 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 prerequisites for educational activities; - formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children; - providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health. 48 The work program is implemented throughout the entire stay of children in preschool educational institutions and is aimed at the comprehensive development of children 3-4 years old, taking into account their age and individual characteristics and consists of three sections: target, content and organizational. *Target section includes: explanatory note, goals, objectives of the program, principles and approaches to its formation, characteristics of the developmental characteristics of children of primary preschool age (3-4 years old), as well as the planned results of mastering the program (in the form of targets). *The content section represents general content Programs that ensure the full development of children, which includes: - a description of educational activities in preschool educational institutions in accordance with the areas of child development presented in five educational areas; - description of variable forms, methods, methods and means of implementation, taking into account age characteristics. *The organizational section contains a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, daily routine and routine, features of traditional events, holidays, activities, features of the organization of the subject-spatial environment and social partnership with parents. 49
IIjunior group
Planned intermediate results of the Program implementation
Intermediate results of mastering the Program are formulated in accordance with Federal State Requirements (FGT) through revealing the dynamics of the formation of integrative qualities of pupils in each age period of mastering the Program in all areas of child development.
By the age of four, with successful completion of the Program, the next level of development of the child’s integrative qualities is achieved.
Integrative quality “Physically developed,
mastered basic cultural and hygienic skills"
Anthropometric parameters (height, weight) are normal.
Masters age-appropriate basic movements.
The need for motor activity has been formed: shows positive emotions during physical activity and in independent motor activity.
Shows interest in participating in joint games and physical exercises.
Uses physical education equipment outside of class (during free time).
Performs age-appropriate hygiene procedures independently.
On his own or after a reminder from an adult, he follows basic rules of behavior when eating and washing.
Has a basic understanding of the value of health, the benefits of hardening, and the need to observe hygiene rules in everyday life.
Integrative quality “Curious, active”
Shows interest in various types of games and participation in joint games. He is interested in himself (who am I?), information about himself, about his past, about the changes happening to him.
Interested in objects in the immediate environment, their purpose, properties.
Shows interest in animals and plants, their characteristics, and the simplest relationships in nature; participates in seasonal observations.
Asks questions to an adult, an older child, listens to the teacher's story about funny incidents from life.
Loves to listen to new fairy tales, stories, poems; participates in discussions.
Participates in conversations while looking at objects, paintings, illustrations, observing living objects; after watching performances and cartoons.
Active in creating individual and collective compositions in drawings, modeling, appliqué; enjoys participating in exhibitions of children's work.
Tries to sing, sing along, move to the music.
Shows interest in participating in holidays, productions, joint leisure and entertainment.
Integrative quality “Emotionally responsive”
Knows how to show goodwill, kindness, and friendliness towards others. Responds to the emotions of loved ones and friends, barks attempts to feel sorry for a peer, hug him, or help.
Emotionally and interestedly follows the development of action in games - dramatizations and puppet shows created by adults and older children.
Listening to new fairy tales, stories, poems, follows the development of the action, empathizes with the characters of fairy tales, stories, stories, tries to recite nursery rhymes and short poems by heart with expression,
Shows emotional responsiveness to works of fine art, to the beauty of surrounding objects (toys), objects of nature (plants, animals), and experiences a feeling of joy; tries to depict simple objects and phenomena in drawing, modeling, and appliqué, conveying their figurative expressiveness.
Shows emotional responsiveness to age-appropriate musical works, distinguishes between cheerful and sad melodies, and tries to expressively convey playful and fairy-tale images.
Tries to reflect received impressions in speech and productive activities.
Integrative quality “Mastered the means of communication and ways of interacting with adults and peers”
Able to establish contacts in everyday life, in independent games through speech, and interact with peers
Able to team up with peers to play in a group of 2-3 people based on personal sympathies, choose a role in a role-playing game; demonstrates the ability to interact and get along with peers in short joint games.
Knows how to share his impressions with teachers and parents.
In case of a problem situation, he can turn to a familiar adult and responds adequately to the adult’s comments and suggestions.
Addresses the teacher by name and patronymic.
Integrative quality “Able to manage one’s behavior and plan one’s actions based on primary value concepts, observing basic generally accepted norms and rules of behavior”
Has a positive attitude towards observing basic rules of behavior in kindergarten and on the street; on proper interaction with plants and animals; reacts negatively to obvious violations of the rules he has learned.
Able to act together in outdoor games and physical exercises, to coordinate movements. Ready to follow basic rules in joint games.
Can communicate calmly, without shouting. Situationally shows a friendly attitude towards others, the ability to share with a friend; has experience in correctly assessing good and bad deeds. He understands that he needs to live together, use toys and books together, and help each other.
Observes the rules of basic politeness. On his own or after a reminder he says “thank you”, “hello”, “goodbye”, “good night” (in the family, in the group).
Knows how to notice disorder in clothes and eliminate it with a little help from adults.
Knows that it is necessary to maintain order and cleanliness in the premises and area of the kindergarten, and after playing, put away toys and building materials.
After the explanation, he understands the actions of the characters (works, performances) and the consequences of these actions.
Integrative quality “Able to solve intellectual and personal tasks (problems) appropriate for age”
Strives to independently carry out basic tasks, shows a desire to participate in the care of plants and animals in the corner of nature and on the site. Able to independently complete basic tasks (put away toys, organize materials for classes).
Can independently select attributes for a particular role; supplement the play environment with missing items and toys.
Uses different methods of examining objects, including simple experiments.
Able to establish the simplest connections between objects and phenomena and make the simplest generalizations.
Shows a desire to build buildings according to his own plans.
Knows how to occupy himself with games and independent artistic activities.
Integrative quality “having primary ideas about oneself,
family, society, state, world and nature"
Has primary ideas about himself: knows his name, age, gender. Has primary gender ideas (men are brave, strong; women are gentle, caring).
Calls his family members and their names. Knows the name hometown(village).
Familiar with some professions (teacher, doctor, salesman, cook, driver, builder).
Integrative quality “Having mastered the universal prerequisites
educational activities"
Has the simplest skills of organized behavior in kindergarten, at home, on the street. Able to independently carry out basic tasks and overcome minor difficulties.
In case of a problematic situation, seek help.
Experiences positive emotions from correctly solved cognitive problems, from cognitive-research and productive (constructive) activities.
In a dialogue with a teacher, he is able to hear and understand the question asked, and does not interrupt the adult speaking.
Shows interest in books and looking at illustrations.
Integrative quality “Mastered the necessary skills and abilities”
The child has developed the skills and abilities necessary to carry out various types of children's activities.
Educational field "Health"
Accustomed to neatness (notices disorder in clothes, eliminates it with a little help from adults).Possesses the simplest skills of behavior while eating and washing.
Educational field "Physical education".
Able to walk straight, without shuffling his feet, maintaining the direction given by the teacher.
Able to run, maintaining balance, changing direction and running pace in accordance with the instructions of the teacher.
Maintains balance when walking and running on a limited plane, when stepping over objects.
Can crawl on all fours, climb ladders and gymnastic walls in any way.
Pushes off energetically in jumps on two legs, long jumps at least 40 cm from a standing position.
Can roll the ball in a given direction from a distance of 1.5 m, throw the ball with both hands from the chest, from behind the head; hit the ball on the floor, throw it up 2-3 times in a row and catch it; throw objects with the right and left hands at a distance of at least 5 m.
Educational field "Socialization"
Can take on a role and briefly interact with peers in the game on behalf of the hero.
Able to combine several game actions into a single storyline; reflect in the game actions with objects and relationships between people.
Able to adhere to game rules in didactic games.
Able to follow the development of theatrical action and respond emotionally to it (puppet, drama theaters).
At the request of an adult and independently, acts out small excerpts from familiar fairy tales.
Imitates the movements, facial expressions, and intonation of the characters being portrayed. Can take part in conversations about the theater (theater-actors-spectators, behavior of people in the auditorium).
Educational field "Labor"
Able to dress and undress independently in a certain sequence. Can help set the table for dinner. Feeds fish and birds (with the help of a teacher).
Educational field "Security"
Complies with basic rules of behavior in kindergarten. Observes basic rules of interaction with plants and animals.
Has a basic understanding of traffic rules.
Educational area "Cognition"
Productive (constructive) activity.Knows, names and correctly uses parts of building materials. Knows how to place bricks and plates vertically. Modifies buildings by adding or replacing some parts with others.
Formation of elementary mathematical concepts.Able to group objects by color, size, shape (select all red, all large, all round objects, etc.).
With the help of an adult, he can form groups of homogeneous objects and select one object from the group.
Able to find one or many identical objects in the environment.
Correctly determines the quantitative relationship between two groups of objects; understands the specific meaning of the words: “more”, “less”, “the same”.
Distinguishes between circles, squares, triangles, objects with corners and steep shapes.
Understands the meaning of the designations: top - bottom, front - back, left - right, on, above - below, top - bottom (stripe).
Understands the meaning of words: “morning”, “evening”, “day”, “night”.
Formation of a holistic picture of the world.Names familiar objects, explains their purpose, identifies and names characteristics (color, shape, material). Orientation in the premises of the kindergarten. Names your city (town, village).
Knows and names some plants, animals and their young. Highlights the most characteristic seasonal changes in nature. Shows respect for nature.
Educational field "Communication"
Looks at the pictures.
Answers various questions from adults regarding their immediate environment. Uses all parts of speech, simple unextended sentences and sentences with homogeneous members.
Educational field "Reading fiction"
Retells the content of the work based on the pictures in the book and the teacher’s questions.
Name the work (in a free version) after listening to an excerpt from it. Can recite a short poem by heart with the help of an adult.
Educational field "Artistic creativity"
Drawing.Depicts individual objects, simple in composition and simple in content.
Selects colors that match the depicted objects.
Uses pencils, markers, brushes and paints correctly.
Modeling.Knows how to separate small lumps from a large piece of clay and roll them out with straight and circular movements of the palms.
Sculpts various objects consisting of 1-3 parts, using a variety of sculpting techniques.
Application.Creates images of objects from ready-made figures. Decorates paper blanks of various shapes.
Selects colors that match the depicted objects and at your own discretion; knows how to use materials carefully.
Educational field "Music"
Listens to a piece of music until the end. Recognizes familiar songs.
Distinguishes sounds by height (within an octave). Notices changes in sound (quiet - loud).
Sings without falling behind or ahead of others.
Knows how to perform dance movements: spinning in pairs, stamping feet alternately, moving to music with objects (flags, leaves, handkerchiefs, etc.). Distinguishes and names children's musical instruments (metallophone, drum, etc.).
Abstract to the work program for children of primary preschool age 3-4 years
Educator: Makhneva V. A.
The work program is intended for organizing educational activities with children of the second youngest group (children 3-4 years old). The work program for children of primary preschool age 3-4 years old was developed in accordance with the main educational program of the MKDOU combined type kindergarten No. 4 in Revda in accordance with
Charter and regulatory documents of preschool educational institution No. 4 in Revda;
SanPin 2.4.1.3049-13;
Federal State Standard for Preschool Education dated October 17, 2013 No. 1155.
Developed taking into account the Model educational program for preschool education CHILDHOOD: / T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg: Publishing House “Childhood-Press” LLC, Publishing House of the Russian State Pedagogical University named after. A.I. Herzen, 2014. - 321 pp.;
The program brings to the fore the developmental function of education, ensuring the development of the child’s personality and focusing on his individual characteristics.
When developing the program, we took into account a comprehensive solution to the problems of protecting the lives and strengthening the health of children, comprehensive education, and enrichment of development through the organization of various types of children's activities.
The program comprehensively presents all the main content areas of a child’s upbringing, education and development.
The goal of the program is to create favorable conditions for a child to fully enjoy preschool childhood, form the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, prepare the child for life in modern society, and ensure the safety of the child’s life.
1. Target section
1.1. Required part:
Explanatory note.
The purpose and objectives of the program implementation.
Principles of program formation.
Basic approaches to program development.
Age characteristics of children of a specific age.
Planned results of mastering the program (in the form of targets).
2.1. Mandatory part.
child (goal, objectives, planning, methodological support):
Educational field “Social and communicative development”.
Educational field "Cognitive development"
Educational field "Speech development".
Educational field “Artistic and aesthetic development”.
Educational field "Physical development".
2.2. The part formed by the participants in educational relations.
3. Organizational section.
3.1. Mandatory part
Daily regime.
Volume of educational load.
Comprehensive - thematic plan (content of sections and topics in accordance with the main educational program).
Social partnership with parents.
Conditions for the implementation of the work program (developing subject-spatial environment, visual material on complex thematic planning, developmental environment of the group site, methodological support).
3.2. The part formed by the participants in educational relations.
3.3 Additional section
3.4 Presentation of the program for parents
1. Target section
1.1 Mandatory part
Explanatory note
The work program was developed on the basis of the General Educational Program of Preschool Education of MKDOU Kindergarten No. 4 in Revda in accordance with:
With the Charter and regulatory documents of preschool educational institution No. 4 in Revda;
Federal Law of the Russian Federation of December 29, 2012 N 273-FZ “On Education in the Russian Federation”;
SanPin 2.4.1.3049-13;
Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 N 1014 “On approval of the procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education”;
With the Federal State Standard of Preschool Education dated October 17, 2013 No. 1155.
Taking into account the exemplary educational program of preschool education: CHILDHOOD: Approximate educational program of preschool education / T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg: Publishing House “Childhood-Press” LLC, Publishing House of the Russian State Pedagogical University named after. A.I. Herzen, 2014. - 321 pp.;
The working educational program is developed for the organization pedagogical activity in the second junior group, ensuring guarantees of the quality of education, creating conditions for the practical mastery of the tasks of educational areas in accordance with the Federal State Educational Standard for Education, ensuring individual development and unlocking the creative potential of each child. The work program was developed for the 2014-2015 academic year and ensures the unity of educational, developmental and training goals and objectives of the process of education and development of children aged 3-4 years, taking into account their age and individual characteristics in the main areas: physical, social - communicative, cognitive, speech, artistic, aesthetic and musical development.
Goal and objectives of the program:
Target- creating a positive mood in children younger age, maintaining the desire for independence, organizing work in such a way that games are the content of children's life. This goal is realized through the high-quality implementation of the tasks of the general education program of preschool education of Preschool Educational Institution No. 4 in Revda, taking into account the priority areas of this group.
Tasks:
To promote favorable adaptation in kindergarten, the establishment of positive relationships with the teacher and children in the group;
Ensure the physical development of children, timely mastery of ATS and basic cultural and hygienic skills;
To promote the development of cognitive activity - ideas about people, objects, phenomena, etc.
To promote the development of independence, mastery of various methods of action, acquisition of self-service skills, play activities and communication;
To foster a friendly attitude in children towards their surroundings;
Develop creative expression, experience of success and joy from the implementation of your plans;
Develop relationships between children and the ability to act in concert;
To form ideas about a healthy lifestyle through the inculcation of cultural and hygienic skills, learning to care for one’s body, the formation of basic ideas about the structure of one’s own body, the purpose of organs, and the development of a conscious attitude towards one’s health;
To instill in children a love for their mother, their home, their loved ones, their native nature, their native city.
The program provides equal starting opportunities for children to study in a general education institution.
Principles of program formation:
The working educational program is developed in accordance with the principles and approaches defined by the Federal State Educational Standard for Education:
The principle of developmental education, the goal of which is the development of the child;
The principle of scientific validity and practical applicability;
The principle of the criterion of completeness, necessity and sufficiency;
The principle of unity of educational, developmental and training goals and objectives of the educational process of preschool children, in the process of implementation of which such knowledge, abilities and skills are formed that are directly related to the development of preschool children;
The principle of integration of educational areas in accordance with the age capabilities and characteristics of students, the specifics and capabilities of educational areas;
The principle of complex thematic construction of the educational process;
The principle of child development, taking into account the age-related patterns of his mental development at each age stage;
The principle of implementation of qualitative, age-related, cultural-historical, personal and activity-based approaches.
Basic approaches to program development.
When choosing teaching methods, preference is given to developmental methods that contribute to the formation of the cognitive, artistic, aesthetic, and social spheres of development. Direct educational activities with children, based on play activities, are carried out frontally and individually, depending on the program content - this is required condition organization of life in the second junior group. The relationship between an adult and a child develops in the direction of providing the preschooler with greater independence (“I am myself!”) and enriching his activities with new content (taking into account the “three-year crisis”). The implementation of program tasks occurs through the use of the main educational unit of the pedagogical process - a developing situation - a form of joint activity of the teacher and children, which is planned and organized by the teacher in order to solve certain problems of development and education, taking into account the age characteristics and interests of children, preference is given to the game structure of the entire lifestyle children.
Major changes occur in the development of speech: the vocabulary increases significantly, the grammatical structure of speech improves, and elementary statements about the environment appear.
The need for cognitive communication with adults begins to actively manifest itself, as evidenced by the numerous questions that children ask.
The purposefulness of actions increases.
Interest in communicating with peers develops.
Children actively master methods of play activity - play actions with toys and substitute objects, and acquire primary role-playing skills.
Particular attention is paid to familiarization with various methods of examining the shape, color, size and other characteristics of an object, and the use of sensory standards;
Independence is formed in joint activities with adults and directly in personal experience.
Age and individual characteristics of children 3 - 4 years old
The emotional development of a child of this age is characterized by manifestations of such feelings and emotions as love for loved ones, attachment to the teacher, and a friendly attitude towards others and peers. The child is capable of emotional responsiveness - he can empathize with another child.
In early preschool age, the child’s behavior is involuntary, actions and deeds are situational, the child most often does not imagine their consequences, a normatively developing child is characterized by a feeling of security, a trusting and active attitude towards the environment.
Children 3-4 years old learn basic norms and rules of behavior associated with certain permissions and prohibitions (“dos”, “needs”, “don’ts”).
By the end of the fourth year of life, the youngest preschooler masters the basic culture of behavior while eating at the table and washing in the toilet
During this period, the child’s need for movement is high (his physical activity accounts for at least half of his waking time). The child begins to master basic movements, discovering a desire to set goals when performing physical exercises (to run quickly, jump further, accurately reproduce a movement, etc.).
In the fourth year of life, play becomes the leading activity of preschoolers. The main content of the game is actions with toys and substitute objects. The plots of the games are very simple and undeveloped. Younger preschoolers play nearby rather than actively interact. Conflicts between children arise mainly over toys. The child's position in the peer group is largely determined by the opinion of the teacher.
A child’s visual activity depends on his ideas about the subject. These ideas are just beginning to form; graphic images are poor. Modeling is of great importance for the development of fine motor skills of younger preschoolers. At this age, children are able to master the simplest types of appliqué. Constructive activity is limited to the construction of simple buildings according to the model and design.
Younger preschoolers actively master sensory standards of shape, color, and size. By the end of primary preschool age, children can perceive up to 5 or more shapes of objects and up to 7 or more colors, and navigate the space of a kindergarten group. Memory and attention develop. By the end of primary preschool age, children can remember significant passages from their favorite works. Visual and effective thinking continues to develop. Preschoolers are able to establish some simple connections between events, objects or phenomena.
In early preschool age, imagination begins to develop, which is especially clearly manifested in play. A child’s behavior is largely situational. Self-esteem begins to develop, and children are largely guided by the teacher’s assessment. Their gender identification also continues to develop, which is manifested in the nature of the toys and stories they choose.
Planned results of mastering the program (in the form of targets).
Social and communicative development
· The child prefers to communicate with an adult, shares his impressions, feels the need to cooperate with him, and seeks help.
· Shows kindness towards others, strives to console the offended, please, and help.
· Tries to follow the generally accepted rules of behavior in kindergarten, reacts negatively to obvious violations of the rules.
· Unites with peers in a group of 2-3 people based on personal sympathies; participates in group games, maintaining positive relationships.
· Able to organize or support role-playing dialogue in game plots with two characters.
· Knows how to occupy himself with a game (any kind: director’s, figurative-role-playing, game-experimentation, etc.).
· Tries to undress and dress independently, takes care of his appearance, and masters the simplest skills of behavior while eating.
Cognitive development
· The child has ideas about the properties of objects (color, shape, size, purpose).
· Formation of a holistic picture of the world, broadening one’s horizons
· Knows his first and last name, gender, age.
· Notices seasonal changes occurring in nature.
· Can explore and construct under adult guidance,
uses different methods of examining objects.
· Recognizes, correctly names, and uses basic building parts for their intended purpose; purposefully creates, examines and plays with the simplest buildings.
· Able to recognize and name a circle, triangle, ball, cube (cube), and find objects in the environment that are similar in shape.
· Able to compare by height and length by application and superposition.
· Distinguishes spatial relationships from oneself: in front - behind, above - below, right - left.
Speech development
· The child has an age-appropriate active and passive vocabulary (knows the names and purposes of objects in the immediate environment, their qualities, actions with them; names some general concepts (vegetables, fruits, clothes, dishes, animals, birds).
· In speech, for the most part, correctly agrees adjectives with nouns in gender, number, case, uses simple spatial prepositions; names of animals and their young in singular and plural forms.
· Can (on his own or with the help of a teacher) maintain a conversation about books read, cartoons watched, when describing objects, paintings, toys or during observations in nature.
· Able to listen intently, follow the development of action, and understand the content of a work of art.
· Can remember and reproduce a short poetic text.
Artistic and aesthetic development
· The child shows a strong interest in arts and crafts, small plastic arts, and book graphics; masters methods of visual and tactile examination of various objects to enrich perception.
· Can reflect his ideas and impressions about the world around him in various types of visual activities (drawing, modeling, appliqué) and in the process of artistic work.
· Creates recognizable images of specific objects and phenomena of the surrounding world; conveys a generalized form and color in accessible artistic ways (constructive, plastic, combined).
· Can perform metrical pulses in sounding gestures, as well as on small maracas, sticks, accompanying music or poetry; loves to manipulate musical instruments, can play simple sound-image improvisations.
· Likes to move to music and moves rhythmically at a moderate tempo, changes the nature of movement in accordance with changes in the character or change of parts of the music, rhythmically performs elementary dance movements.
· Listens when cheerful, active music sounds, and cannot resist moving to it.
Physical development
· The child has a sufficient level of development of physical qualities and basic movements, corresponding to age and gender standards.
· Shows positive emotions during physical activity, in
independent motor activity.
· Able to walk and run, maintaining balance and changing direction
movements at will or on command.
· Able to jump long from a standing position, energetically pushing off on two legs while jumping.
· Able to roll the ball from a distance in a given direction,
throw the ball with both hands from the chest, hit the ball on the floor, throw
the ball up 2-3 times in a row and catches it.
Uses personal hygiene items correctly (soap, comb,
towel, handkerchief), washes oneself and washes hands when
little help from an adult.
· Has a basic understanding of the value of health,
the need to observe hygiene rules in everyday life and tries to follow them in his activities.
1.2. The part formed by the participants in educational relations.
Planned results of mastering the Program - targets at the stage of completion of preschool education:
Formation in children of primary ideas about the sights of their hometown;
Formation of ideas about the nature of the Sverdlovsk region;
Development of cognitive interest in the history of the native city;
Fostering love for home, family, respect for parents and their work.
Integration of educational areas is carried out through the use of cross-cutting forms, methods and techniques within one age group, determined by the age characteristics of children, principles of organization and leadership. They are the same for all directions and combine components into unified system. The basis for organizing the educational process is a complex thematic principle with leading gaming activities, and the solution of program tasks is carried out in various forms of educational activities carried out in special moments, as well as in the independent activities of children.
2.1 Mandatory part
Educational activities in accordance with areas of development
child (goal, objectives, planning, methodological support):
Educational field “Social and communicative development”.
Objectives of educational activities:
To promote the establishment of positive contacts between children based on common interests in activities with toys, objects and mutual sympathy.
Develop emotional responsiveness, love for parents, affection and trust in the teacher,
Help children learn ways to interact with peers in play in everyday communication and everyday activities (play calmly side by side, exchange toys, team up in pairs play, look at pictures together, watch pets, etc.).
Gradually accustom children to follow the basic rules of culture of behavior in kindergarten.
Emotions. Understanding and distinguishing individual distinct emotional states people (joy, fun, tears, anger). Taking them into account in communication with the support, encouragement or demonstration of an adult: pity, treat, address affectionately.
Relationships. An idea of the actions and deeds of adults and children, which show kindness and care for people, family members, as well as animals and plants. Mastering simple ways of communication and interaction: addressing children by name, agreeing on joint actions (“Let’s feed the dolls”), engaging in pair communication.
Participation in joint play and everyday activities with the teacher, willingness to answer his questions, act in concert, take into account the advice and suggestions of the teacher.
Culture of behavior, communication with adults and peers. An idea of the basic rules of a culture of behavior, an exercise in their implementation (say hello, say goodbye, thank you). Understanding that all children have equal rights to toys, that in kindergarten boys and girls treat each other kindly, share toys, and do not offend each other.
Family. An idea of the family, family members, their relationships (parents and children love each other, take care of each other). Answer questions about your family, about joyful family events.
The Book of Enoch is a mysterious source of magical and religious knowledge
Ezra, third book Time and place of writing
Sentences with direct speech