REVIEWED APPROVED
at a meeting of the pedagogical council Head
Protocol No. _____________ __________
dated "__"__________2015 Order No.____________
from "__"____________2015
WORK PROGRAM
in educational field " Cognitive development»,
(Cognitive development (Acquaintance with the natural world) / Introducing to sociocultural values).
in the middle group "Sun"
(for children 4-5 years old)
From birth to school. Approximate basic general education program for preschool education teacher
/ Ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. – M., MOSAIC – SYNTHESIS. 2014
Compiled by:
Shygyrdan 2015
I . Target section
1.1. Explanatory note
Work program developed for the middle group “Sun” of the MBDOU “Kindergarten “Sandugach”.
Approximate basic general education program for preschool education “From birth to school,” ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva is integral component The educational program of a preschool educational institution characterizes the system of organizing the educational activities of teachers, determines value and target guidelines, the educational model and the content of education.
The program was developed in accordance with the Federal State Educational Standard for Preschool Education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 and taking into account the approximate basic general education program of preschool education “From birth to school,” ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva.
The development of the Program is regulated by a legal and documentary framework, which includes:
Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;
Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 “On approval of the federal state educational standard for preschool education” and its appendix;
Constitution of the Russian Federation, art. 43, 72;
Convention on the Rights of the Child (1989);
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26, Moscow “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”(Registered with the Ministry of Justice of Russia on May 29, 2013 No. 28564);
Order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. 1014“On approval of the Procedure for organizing and implementing educational activities for basic general education programs - educational programs for preschool education” (Registered with the Ministry of Justice of Russia on September 26, 2013 No. 30038);
Municipal Charter budgetary preschool educational institution"Kindergarten "Sandugach"Shygyrdan village, Batyrevsky district.
1.2. Purpose of the work program
Development of children's interests, curiosity and cognitive motivation;creative activity.
1.3. Tasks of the work program:
2. 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 effects, etc. ).
3. Formation of ideas about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
5. Formation of a conscious attitude towards compliance with traffic rules.
1.4. Principles and approaches to formation work program
When constructing a work program, the following principles are taken into account:
Corresponds to the principle of developmental education, the goal of which is the development of the child;
Combines the principles of scientific validity and practical applicability (the content of the work program must comply with the basic provisions developmental psychology and preschool pedagogy)
Meets the criteria of completeness, necessity and sufficiency (allow you to solve set goals and objectives only using necessary and sufficient material, get as close as possible to a reasonable “minimum”);
Ensures the unity of educational, developmental and training goals and objectives of the education process for preschool children, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;
It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of students, the specifics and capabilities of educational areas;
Based on the complex thematic principle of constructing the educational process;
Provides software solution educational objectives in joint activities of adults and children and independent activities of children, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;
It involves building the educational process on age-appropriate forms of working with children. The main form of work with preschool children and the leading activity for them isgame.
Ensures the implementation of the educational process in two main organizational models, including: joint activities of adults and children, independent activities of children;
Takes into account the gender specifics of development of preschool children;
The program is aimed at interacting with the family in order to achieve the full development of the child, creating equal conditions for the education of preschool children, regardless of the family’s material wealth, place of residence, linguistic and cultural environment, and ethnicity.
1.5. Brief description of the age characteristics of children in the middle group
Role interactions appear in the play activities of middle preschool children. They indicate that preschoolers are beginning to separate from the accepted role. During the game, roles may change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation between playful and real interactions of children.
Visual arts are undergoing significant development. The drawing becomes substantive and detailed. A graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, and sometimes clothing and details. The technical side of visual arts is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc.
Design becomes more complicated. Buildings can include 5-6 parts. Design skills according to one’s own design are developed, as well as planning a sequence of actions.
The child’s motor sphere is characterized by positive changes in fine and gross motor skills. Develops dexterity and coordination of movements. Children at this age are better than younger preschoolers at maintaining balance and stepping over small obstacles. Ball games will become more difficult.
By the end of middle preschool age, children's perceptions become more developed. They are able to name the shape that this or that object resembles. They can isolate simple forms from simple forms and recreate complex objects from complex objects. Children are able to organize groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Orientation in space is improved.
Memory capacity increases. Children remember up to 7-8 names of objects. Voluntary memorization begins to take shape, they remember the instructions of adults, they can learn a short poem, etc.
Imaginative thinking begins to develop. Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to a diagram and solve maze problems. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, it is difficult to take the position of another observer and internally make a mental transformation of the image.
For children of this age, the well-known phenomena of J. Piaget are especially characteristic: preservation of the amount of volume and size. For example, if you present them with three black paper circles and seven white paper circles and ask: “Which circles are more, black or white?”, the majority will answer that there are more white ones. But if you ask: “Which are more – white or paper?”, the answer will be the same – more white.
The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.
The stability of attention increases. The child has access to concentrated activity for 15-20 minutes. He is able to retain a simple condition in memory when performing any action.
In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals and intonationally highlight the speech of certain characters. The rhythmic structure of speech and rhyme are of interest.
The grammatical side of speech develops. Preschoolers engage in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult it becomes non-situational.
The content of communication between a child and an adult changes. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leading one. The information that a child receives during communication may be complex and difficult to understand, but it arouses his interest. Children develop a need for respect from an adult; their praise turns out to be extremely important for them. This leads to their increased sensitivity to comments. Increased sensitivity is an age-related phenomenon.
Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. Regular play partners appear. Leaders begin to emerge in groups. Competition appears. The latter is important for comparing oneself with another, which leads to the development of an image. I'm a child, it's detailing.
The main achievements of age are associated with the development of play activity; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development imaginative thinking and imagination, egocentric cognitive position; development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of the need for respect from an adult, the emergence of resentment.
1.6. Form of training organization
Direct educational activities in the form of specially organized training are carried out in the first half of the day, lasting no more than 20 minutes (in accordance with the “Sanitary and epidemiological requirements for the design, maintenance and organization of the operating hours of preschool organizations”, Resolution No. 91 of July 22, 2010 ( SanPiN 2.4.1.2660 – 10 (as amended by the Resolution of the Chief government doctor RF dated December 20, 2010 3,164).
1.7. Planned results of mastering the program
Names familiar objects, explains their purpose, identifies and names characteristics (color, shape, material).
Orientation in the premises of the kindergarten.
Names his city and can tell about it.
Has an idea about the Russian army, knows some military professions.
Knows and names some plants, animals and their young.
Highlights the most characteristic seasonal changes in nature.
Shows respect for 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.
Distinguishes and names special types of transport, explains their purpose.
Understands the meaning of traffic lights and names some road signs.
Familiar with some professions (teacher, doctor, salesman, cook, driver, builder).
II . Content section
2.1. Contents of the work curriculum
Formation cognitive actions, the formation of consciousness.
To develop the ability to focus attention on objects and phenomena of the subject-spatial development environment; establish the simplest connections between objects and phenomena, make the simplest generalizations.
Creation favorable conditions for raising a tolerant personality - instilling love and respect for people of other nationalities, for their cultural values.
Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world.
Mandatory content of education.
Formation of a system of knowledge about the environment and oneself: about external physical differences from other people based on basic characteristics (height, hair color, gender, voice); formation of a primary system of knowledge about a person; development of the ability to determine the ownership of personal items.
Image of I. Continue to form elementary representations about the child’s growth and development, changes in his social status in connection with the start of kindergarten.
Gradually form an image of yourself. Tell children a variety of information directly related to them (you are a boy, you have gray eyes, you like to play, etc.), including information about the past (you couldn’t walk or talk; you ate from a bottle) and about the changes that happened to them (now you know how to behave correctly at the table, draw, dance; you know “polite " words). Form initial ideas about a person, primary gender ideas (boys are strong, skillful; girls are gentle, feminine).
Family. Talk with the child about his family members, strengthen the ability to say their names.
Kindergarten. Through the involvement of children in the life of the group, we continue to normalize the sense of community and importance of each child for the kindergarten. Encourage children (it is advisable to involve parents as well) to participate as much as possible in the design of the group, the creation of its symbols and traditions. Introduce the traditions of kindergarten. Introduce the rights (to play, a friendly attitude, new knowledge, etc.) and responsibilities (to eat, dress independently, put away toys, etc.) of children in the group.
Remind the names and patronymics of kindergarten workers (music director, nurse, manager, senior teacher, etc.). Develop the ability to greet teachers and children and say goodbye to them.
Continue to introduce children to objects in their immediate environment and their purpose. Develop the ability to determine the color, size, shape, weight (light, heavy) of objects; their location in relation to oneself (far, close, high).
Introduce materials (wood, paper, fabric, clay) and their properties (strength, hardness, softness).
To develop the ability to group (tea, tableware, kitchen utensils) and classify (dishes, clothes) well-known objects.
To introduce the theater through mini-plays and performances, as well as through dramatization games based on works of children's literature.
Familiarize yourself with the immediate environment (the main objects of urban infrastructure): house, street, store, clinic, hairdresser.
Introduce professions that a child can understand (doctor, policeman, salesperson, teacher).
Content generated by participants in educational relations.
Development of play activities that reflect the surrounding reality of the Czech Republic, the world of adults, the formation of ideas about work and professions of adults working in their hometown; children of other nationalities of the peoples of the Volga region, native nature, social life.
Formation of ideas about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
Mandatory content of education.
Expand children's understanding of plants and animals. Continue to introduce domestic animals and their cubs, the characteristics of their behavior and nutrition.
Introduce children to the inhabitants of this corner of nature: aquarium fish and ornamental birds (budgies, canaries).
Expand your understanding of wild animals (bear, fox, squirrel, hedgehog, etc.). Introduce the frog.
Develop the ability to observe birds flying to the site (crow, pigeon, tit, sparrow, bullfinch), and feed them in winter.
Expand children's understanding of insects (butterfly, chafer, ladybug, dragonfly).
Develop the ability to distinguish and name by appearance: vegetables (cucumber, tomato, carrot, turnip), fruit (apple, pear), berries (raspberries, currants).
Introduce some plants of the area: trees, flowering herbaceous plants (dandelion, coltsfoot).
Introduce indoor plants (ficus, geranium). Give an idea that plants need soil, water and air to grow.
To introduce the characteristic features of successive seasons and the changes that occur in connection with this in the life and activities of adults and children.
Give an idea of the properties of water (flows, overflows, heats up, cools), sand (dry - crumbles, wet - molds), snow (cold, white, melts from heat).
To form ideas about the simplest relationships in living and inanimate nature. Introduce the rules of behavior in nature (do not tear plants unnecessarily, do not break tree branches, do not touch animals, etc.).
Seasonal observations.
Autumn. Develop the ability to notice changes in nature: it becomes colder, it rains, people put on warm clothes, leaves begin to change color and fall, birds fly away to warmer climes.
Expand the understanding that vegetables and fruits are harvested in the fall. Develop the ability to distinguish the most common vegetables and fruits by appearance, taste, shape and name them.
Winter. Expand your understanding of the characteristic features of winter nature (cold, it's snowing; people wear winter clothes).
Organize observations of birds flying to the site and feed them. To develop the ability to notice the beauty of winter nature: trees covered in snow, fluffy snow, transparent pieces of ice, etc.
Encourage children to participate in sledding downhill, making snow crafts, and decorating snow buildings.
Spring . Continue to introduce the characteristic features of spring nature: the sun shines brighter, the snow begins to melt, becomes loose, grass has grown, leaves have blossomed on the trees, butterflies and chafers appear.
Expand children's understanding of the simplest connections in nature: the sun began to warm up - it became warmer - grass appeared, birds began to sing, people replaced warm clothes with lighter ones.
Show how seeds of flowering plants and vegetables are planted in garden beds.
Summer. Expand your understanding of summer changes in nature: hot, bright sun, plants bloom, people swim, chicks appear in nests.
Give children basic knowledge about garden and vegetable plants. Reinforce knowledge that many fruits, vegetables and berries ripen in the summer.
To form a system of knowledge that living nature is humans, plants and animals; that all living things breathe, feed, develop and reproduce, and need certain conditions for growth and development (light, heat, air, nutrition, care); about the relationship between living and inanimate nature.
Content generated by participants in educational relations.
Familiarization with the nature of the native land, the formation of an ecological culture.
Familiarizing children with the peculiarities of life and everyday life of the peoples inhabiting the Republic of Chuvashia, holidays, and events in the social life of the republic.
Formation of knowledge about the small homeland and Fatherland, ideas about the sociocultural values of our people, about domestic traditions and holidays.
Mandatory content of education.
Formation of a system of knowledge about the Republic of Chuvashia, about multinationality.
Cultivating cognitive interest and feelings of admiration for the results of cultural creativity of representatives of different nations living in the Chuvash Republic and the city of Novocheboksarsk.
Introduce children to fiction of different genres; show interest in the works of Chuvash, Russian and other peoples living in the Chechen Republic, oral folk art: fairy tales, traditions, legends, proverbs, sayings.
To form a holistic picture of the world, expand children’s horizons, the culture of knowledge and intellectual activity, make wide use of the possibilities of folk and museum pedagogy.
Content generated by participants in educational relations.
Expanding children's knowledge about their native land - Cheboksary; nurturing interest in native natural phenomena.
Familiarizing children with the peculiarities of life and everyday life of the peoples inhabiting the Republic of Chuvashia, holidays, and events in the social life of the republic. Introduce the traditions of kindergarten.
Give ideas about your native country, about your native culture.
Formation of a conscious attitude towards compliance with traffic rules.
Mandatory content of education.
Developing the ability to group vehicles by purpose and highlight their structures. Consolidating knowledge about parts of the street: buildings, road, sidewalk, lawn, pedestrian crossing; idea of traffic lights and traffic signals.
Systematization of knowledge about the rules of behavior for pedestrians on the road.
Content generated by participants in educational relations.
Familiarization with zebra crossings, traffic lights and the rules of behavior on the street: speak quietly, keep clean.
Transferring to children knowledge about things that are understandable to them dangerous situations, taking place at home, in kindergarten and on the streets of their hometown.
2.2. Forms, methods, methods and means of program implementation
Independent activitychildren
Forms of children's organization
Individual
Subgroup
Group
Group
Subgroup
Individual
Individual
Subgroup
Role-playing game
Consideration
Observation
Reading
Experimentation game
Educational game
Targeted walks
Integrative activities
Construction
Story
Conversation
Creating Collections
Project activities
Experimentation
Problem situation
Game - journey
Role-playing game
Consideration
Observation
Reading
Experimentation game
Educational game
Situational conversation with children
Excursion
Integrative activities
Construction
Research activities
Story
Conversation
Creating Collections
Project activities
Experimentation
Problem situation
In all types of independent children's activities
2.3. Syllabus in the educational field "Cognitive Development"
(Acquaintance with the natural world, development of cognitive research) in the middle group.
Quantity per week
Quantity per month
Quantity per year
Duration no more
Cognitive development (Acquaintance with the natural world) / Introduction to sociocultural values
2.4. Ways and directions of supporting children's initiatives
In order to support the initiative of children 4-5 years old in implementing the content of the work program on cognitive development, the use of modern pedagogical technologies is provided: A.I. Savenkova “Educational research for children 3-8 years old”
The following methods are also envisaged:
Modeling.
Experimentation.
Research activities.
Design.
Design and research activities.
Method of “Unraveling Knowledge”.
"Active listening" method.
TRIZ method.
Trial and error method.
A special role in the development of children’s activity is given to different types of games: didactic, developmental, etc.
2.5. Interaction with family
The most important condition necessary for creating a social situation for the development of children is interaction with parents on issues of the child’s education and their direct involvement in educational activities.
Target
Creation in kindergarten of the necessary conditions for the development of responsible and interdependent relationships with the families of pupils, ensuring the holistic development of the child’s personality, the competence of his parents, which consists in the ability to resolve different types of socio-pedagogical situations related to raising a child.
Tasks interaction between kindergarten and family:
Studying the attitude of teachers and parents to various issues of education, training, development of children, conditions for organizing various activities in kindergarten and family.
Acquaintance of teachers and parents with the best experience in raising preschool children in kindergarten and family, revealing the means, forms and methods of developing the integrative qualities of the child, as well as familiarization 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 at different age stages of their development and about the possibilities of the kindergarten and family in solving these problems.
Long-term plan for interaction with parents
MonthsEvent name
September
Family newspaper competition “How we vacationed in the summer”
Family evening "Housewarming party for the guys"
Consultation “Children at the dacha”
October
Consultation “The influence of outdoor games on the mental development of children”
Photo stand “My Grandmother”
November
Exhibition of works “The city where I live”
December
Consultation “Seven parental misconceptions about frosty winter”
January
Tips for parents “Play with your child”
February
Photo exhibition “My Dad is Defender of the Fatherland”
March
Exhibition of children's works "My Mommy"
Consultation “How to spend a weekend with a child”
April
Creation of a corner of Chuvash culture
May
Tree Festival
Photo exhibition “The Life of a Child in Kindergarten”
III . Organizational section.
3.1. Approximate comprehensive - thematic planning
The thematic principle of constructing the educational process makes it possible to easily introduce regional and ethnocultural components and take into account the specifics preschool.
The comprehensive thematic planning proposed in the Program should be considered as exemplary. To introduce a regional and cultural component, to take into account the characteristics of its preschool institution, a preschool educational institution has the right, at its discretion, to partially or completely change topics or names of topics, content of work, and time period.
One topic is given at least one week. The theme is reflected in the selection of materials found in the group and development corners.
My kindergarten
To develop cognitive motivation and interest in school and books in children. Form friendly, friendly relationships between children. Continue to introduce the kindergarten as the child’s immediate social environment (pay attention to the changes that have occurred: the fence is painted, new tables have appeared), expand the understanding of the professions of the kindergarten staff (teacher, assistant teacher, music director, doctor, janitor, cook, etc.)
Holiday "Day of Knowledge". Children do not prepare a holiday, but actively participate in competitions and quizzes; demonstrate their abilities.
Expand your understanding of types of transport and their purpose. Expand your understanding of the rules of conduct in the city and basic traffic rules.
Plot-role-playing game based on traffic rules
My home, my city
Introduce your hometown (village). To form initial ideas about the native land, its history and culture. Cultivate love for your native land.
Expand your understanding of health and a healthy lifestyle. Expand children's ideas about their family. Form initial ideas about family relationships (son, daughter, mother, father, etc.). Strengthen children’s knowledge of their first name, last name and age; parents' names. Introduce children to their parents' professions. Cultivate respect for the work of loved ones.
Form a positive self-esteem, self-image (help each child as often as possible to make sure that he is good, that he is loved). Develop children's ideas about their appearance. Cultivate emotional responsiveness to the condition of loved ones, the formation of a respectful, caring attitude towards elderly relatives.
Open health day.
Expand children's ideas about autumn. Develop the ability to establish the simplest connections between the phenomena of living and inanimate nature (it got cold - butterflies disappeared, flowers faded, etc.), conduct seasonal observations. Expand ideas about agricultural professions and the profession of a forester. Expand knowledge about vegetables and fruits (local, exotic). Expand your understanding of the rules of safe behavior in nature. Foster a caring attitude towards nature. Form elementary ecological ideas,
Holiday "Autumn".
Exhibition of children's creativity.
My city, my country
Continue to introduce your hometown. To form initial ideas about the native land, its history and culture. Cultivate love for your native land. Expand your understanding of professions. Introduce you to some outstanding people who glorified Russia
All professions are important
Expand your understanding of professions.
Kindness rules the world
Teach children politeness, the need to say hello, say goodbye, politely express your request, and thank them for the service provided.
Expand children's understanding of winter. Develop the ability to establish simple connections between living and inanimate phenomena. Develop the ability to conduct seasonal observations and notice the beauty of winter nature. Introduce winter sports. Form ideas about safe behavior of people in winter. Reinforce knowledge about the properties of snow and ice. Expand your understanding of places where it is always winter, of the animals of the Arctic and Antarctic.
Holiday
Exhibition
children's creativity.
New Year's holiday
Organize all types of children's activities (play, communication, work, cognitive research, productive, musical, artistic, reading) around the theme of the New Year and the New Year holiday.
New Year holiday, Exhibition
children's creativity.
Winter fun
Introduce winter sports. Form ideas about safe behavior of people in winter. Expand your understanding of places where it is always winter, about the animals of the Arctic and Antarctic.
Holiday
Exhibition
children's creativity.
The unknown is nearby
To develop research and educational interest while experimenting with water and ice. Reinforce knowledge about the properties of snow and ice.
Objects of the immediate environment
Familiarize children with the purpose of household items (stool, chair, armchair) and develop the ability to identify some of the features of objects. Introduce the classification of utensils.
Defender of the Fatherland
Introduce children to military professions (soldier, tank driver, pilot, sailor, border guard); with military equipment (tank, airplane, military cruiser); with the flag of Russia. Foster love for the Motherland.
Carry out gender education (to form in boys the desire to be strong, courageous, to become defenders of the Motherland; to instill in girls respect for boys as future defenders of the Motherland). Introduce Russian history through familiarity with epics about heroes.
Exhibition of children's creativity.
Organize all types of children's activities (play, communication, work, cognitive - research, productive, musical - artistic, reading) around the theme of family, love for mother, grandmother. Cultivate respect for teachers. Expand gender perceptions. Involve children in making gifts for mother, grandmother, teachers,
Expand children's ideas about spring. Develop the ability to establish simple connections between the phenomena of living and inanimate nature, and conduct seasonal observations. Expand your understanding of the rules of safe behavior in nature. Foster a caring attitude towards nature.
Form elementary ecological ideas. Form ideas about the work carried out in the spring in the garden.
Involve children in feasible labor in the kindergarten area, in the flower garden.
Holiday
Exhibition
children's creativity.
Getting to know folk culture and traditions
Expand ideas about folk toys ( Dymkovo toy, matryoshka, etc.).3introduce folk crafts. Continue to introduce oral folk art. Use folklore when organizing all types of children's activities.
Folklore holiday. Exhibition
children's creativity.
Victory Day
Carry out patriotic education. Foster love for the Motherland. Form ideas about the holiday dedicated to Victory Day. Foster respect for war veterans.
Exhibition
children's creativity.
Summer is coming
Expand children's ideas about summer. Develop the ability to establish simple connections between the phenomena of living and inanimate nature, and conduct seasonal observations. Introduce summer sports. Form ideas about safe behavior in the forest.
Holiday "Summer"
Sports holiday. Exhibition
children's creativity.
During the summer, the kindergarten operates in holiday mode
3.2. Contents of psychological and pedagogical work
Basic
directions
(task groups
educational
area in
in accordance with
Theme and form
means, methods and techniques for organizing educational activities
Mandatory part of educational content
Direct educational activities
Educational activities during restricted periods
(in calendar terms)
Joint activities between adults and children
Independent activities of children
September
“Hello, kindergarten”
Game situation “All about kindergarten”.
O.V. Dybina “Acquaintance with the subject and social environment” p.53
Game situation.
Continue to introduce children to the kindergarten, to the groups and rooms in the kindergarten building. Bring up
love for the kindergarten, respect for its workers and their work. Form the concepts “I am a kindergarten student”, “kindergarten is my home”.
Foster respect for the work of adults.
Looking at the illustrations
S/r game "Kindergarten".
Tour of the kindergarten
Safety Week
Formation of cognitive actions, formation of consciousness.
Game “Road Rules. Traffic light"
N.E.Veraksy “Complex knowledge” p.149
Game situation.
Artistic word.
Introduce some road signs, consolidate knowledge about traffic lights; develop the ability to draw a plot composition; develop the skill of navigating by road signs and traffic lights.
Clarifying children's knowledge about the purpose of traffic lights and the work of a policeman; development of observation skills.
Listening to the song “If I Were a Machine.”
Drawing a traffic light.
P/i "Sparrows and the car."
Examination of road signs.
Reading a poem by M. Druzhinina.
Organize a tour to the traffic light at the intersection. Watch for pedestrians crossing the road.
My city
Formation of primary ideas about the small homeland.
Game "Travel with a Newbie"
Artistic word.
Continue to introduce your hometown. To form initial ideas about the native land, its history and culture. Cultivate love for your native land.
Examination of the set of postcards “Novocheboksarsk”
City tour.
I am a man
"I am a man."
Game situation.
To develop the ability to realize one’s own importance among people; be able to see the similarities and differences between people, the differences between humans and animals.
To form children’s ideas about themselves as a person, about different stages of human development (infant, child - preschooler, teenager, adult and old person); develop self-examination skills.
Cultivate interest and a friendly attitude towards peers.
Activate the child’s mental analytical activity - self-knowledge of one’s own personality.
D/i “Who is this?”
D/i "Human Development".
Autumn, seasonal changes
Getting to know the signs of autumn.
Description of the pictures.
Develop the ability to observe changes in nature, describe autumn from a picture.
Continue to develop the ability to establish simple connections between the phenomena of living and inanimate nature; consolidate knowledge of the signs of autumn.
Observing the signs of autumn.
D/i “Summer or Autumn”.
Drawing "Autumn in the forest."
Examination of the plot pictures “Seasons”. Listening to the song “Autumn” (music by I. Kishko, lyrics by T. Volgina).
Maintain interest in the plants of Chuvashia,
draw children's attention to the beauty of the autumn garden on the territory of the kindergarten (birch leaves in golden autumn all golden yellow)
Formation of cognitive actions.
Formation of primary ideas about the features of nature.
Game situation “What has autumn brought us?”
O.A. Solomennikova “Acquaintance with nature in kindergarten” p.28
Game situation.
Expand children's understanding of vegetables, consolidate
knowledge about seasonal changes in nature. Give an idea of the benefits of natural vitamins.
Develop logical thinking.
Observing vegetables in the garden.
S/r game "Vegetable shop".
D/i "What's superfluous."
Introduce some types of vegetables: shape, color, taste (eggplant, zucchini, radish, lettuce, turnips, peas, onions) growing in Chuvashia
Formation of cognitive actions.
Formation of primary ideas about objects of the surrounding world (shape, color, size, part and whole).
Formation of primary ideas about the features of nature.
Game "Favorite Fruits".
N.E. Veraksy “Complex knowledge” p.69
Game situation.
Strengthen the ability to describe fruits and compare them. To develop the ability to use nouns with a general meaning.
Continue to introduce fruits; ability to paint.
Looking at pictures of fruits.
D/i “In the garden or in the vegetable garden.”
S/r game “Fruit stall”.
Draw the children's attention to the apple tree growing on the territory of the kindergarten.
Trees and bushes
Formation of primary ideas about objects of the surrounding world (shape, color, size, part and whole).
Game “Passing an ecological trail.”
O.A. Solomennikova “Acquaintance with nature in kindergarten” p.33
Game situation.
Artistic word.
Observation.
Expand children's understanding of autumn changes in nature. Show the objects of the ecological trail in the autumn. Develop a caring attitude towards surrounding nature. Give basic ideas about the relationship between man and nature.
Tree watching while walking.
P/n “Run to the named tree.”
D/i “Which tree is the leaf from?”
Coloring leaves.
Work on the site: collecting fallen leaves.
To maintain interest in the plants of Chuvashia, to develop the ability to highlight parts of a tree on a visual example.
Houseplants
Formation of primary ideas about objects of the surrounding world
The world of indoor plants.
O.A. Solomennikova “Acquaintance with nature in kindergarten” p.57
Game situation.
Artistic word.
To develop the ability to distinguish indoor plants by appearance.
Expand children's understanding of indoor plants: their benefits and structure. Strengthening the ability to water plants.
Caring for indoor plants in a corner of nature,
viewing the album “Indoor Flowers”,
S/r game “Flower Shop”,
learning Tokmakova’s poem “Flowers”.
Create a desire to be on duty in a corner of nature, to care for indoor plants.
Formation of knowledge about the small homeland and Fatherland, ideas about the sociocultural values of our people, about domestic traditions and holidays.
Game – journey “My Country”.
A teacher's story about Russia.
Game situation.
Artistic word.
To give ideas about the Motherland, to cultivate love for one’s native country. Formation of understandable ideas for preschoolers about public holidays.
Developing curiosity.
Looking at illustrations about Russia.
Drawing the Russian flag.
Listening to “Songs about the Motherland” by I. Dunaevsky.
Formation of cognitive actions, formation of consciousness.
Formation of primary ideas about oneself, other people,
Game "My Family".
O.V. Dybina “Acquaintance with the subject and social environment” p. 19
Game situation.
Artistic word.
Introduce the concept of “family”. To give children initial ideas about family relationships:
each child is simultaneously a son (daughter), grandson (granddaughter), brother (sister); mom and dad - daughter and son of grandparents. Cultivate a sensitive attitude towards close people - family members.
Develop thinking; cultivate respect for family.
S/r game "Family".
Examination of plot paintings.
Conversation “What we do together.”
Finger game "Who lives in the family."
Teach children to pronounce family members in the Chuvash language.
Cultivate respect and love for parents, brothers and sisters.
Professions
Formation of primary ideas about other people and objects of the surrounding world.
Conversation about professions.
N.E.Veraksy “Complex knowledge” p.222
Reading poems about different professions.
Games “Who needs these items?”
“What are the objects for?”
Expanding preschoolers’ ideas about the work of adults and different professions. Forming interest in the professions of parents, emphasizing the importance of their work.
Continued acquaintance with professions; cultivate a love of work in adults.
Examination of the illustrations “Professions”.
Role-playing games.
Observing the work of a janitor while walking.
Strengthen knowledge about parents' professions
Our good deeds
Formation of cognitive actions, formation of consciousness.
Formation of primary ideas about oneself, other people,
Let's be polite.
A conversation about politeness.
Game situation.
Artistic word.
Teach children politeness, the need to say hello, say goodbye, politely express your request, and thank them for the service provided.
Continue to form a friendly relationship between children.
Finger game "Friendship".
D/i “Let’s dress the doll for a walk.”
D/i “Kind words”.
Domestic and wild animals
Game "Autumn Gatherings".
Conversation about animals.
O.A. Solomennikova “Acquaintance with nature in kindergarten” p. 38, p. 41
Game situation.
Artistic word.
Meeting animals.
Familiarization with the color characteristics of animals at different times of the year.
Familiarize yourself with the names of animals and their habitats. Develop an interest in the natural environment. Foster a caring attitude towards animals.
Continue to introduce the diversity of the animal world.
P/i "Homeless Hare".
Examination of illustrations “Wild Animals”.
Making riddles.
Fix the names of domestic and wild animals in our region,
give children the knowledge that among wild animals there are forest orderlies.
Formation of cognitive actions.
Development of imagination and creative activity.
Formation of primary ideas about the features of nature.
Game situation “Visiting Grandfather the Naturalist.”
O.A. Solomennikova “Acquaintance with nature in kindergarten” p.50
Observation.
Artistic word.
Expand children's understanding of winter phenomena in nature. To develop the ability to observe natural objects in winter. Give basic concepts about the relationship between man and nature.
Involving children in participating in winter fun: sledding downhill, skiing, making fakes out of snow.
Watching for signs of winter.
Drawing winter patterns.
Making riddles.
P/n “Like snow on a hill...”.
Work on site: snow removal.
Introduce Chuvash signs and sayings about winter
While walking, draw children's attention to the beauty of nature and the changes around them.
Health
Formation of cognitive actions, formation of consciousness. Formation of primary ideas about oneself and other people.
Game “I take care of my health. I will help myself."
Game situation.
Foster a culture of communication and behavior.
To develop children's cognitive interest in a healthy lifestyle.
Clarify and consolidate the concepts of “vegetables”, “fruits”, “vitamins”, explain the benefits of eating vegetables and fruits.
Strengthen cultural skills and knowledge of life and health protection. Continue to familiarize children with the parts of the human body and sense organs.
S/r "Hospital".
D/i “What is this for?”
Conversation about the meaning of body parts.
Consideration of the thematic painting “Me and my body.”
Properties of snow
Formation of cognitive actions.
Experimental game “Why did the Snow Maiden melt?”
O.A. Solomennikova “Acquaintance with nature in kindergarten” p.45
Making riddles.
Artistic word.
To develop the ability to see the beauty of the surrounding nature; introduce the properties of snow.
Continue to expand the idea that snow melts in a warm room.
Experience with snow.
Drawing snowflakes.
Watching the falling snow while walking.
New Year
Formation of cognitive actions, formation of consciousness.
Game “New Year Holiday. Decorated Christmas tree"
N.E. Veraksy “Complex knowledge” p.157
Game situation.
Artistic word.
Introduce the traditions of the New Year holiday; develop the ability to describe Christmas tree decorations.
Examination of the plot picture “New Year tree”.
Drawing a Christmas tree with lights.
Learning songs about the New Year holiday.
Expand your understanding of places where it is always winter, about the animals of the Arctic and Antarctic.
Winter fun
Formation of cognitive actions, formation of consciousness.
Winter fun.
Children's story about their favorite winter activities.
N.E.Veraksy “Complex knowledge” p.174
Game situation.
Develop the ability to talk about winter fun.
Introduce winter sports. Form ideas about safe behavior of people in winter.
Develop thinking and attention.
Memorizing the poem by O. Vysotskaya “On a Sleigh.”
Drawing a snowman.
Listening to P. Tchaikovsky’s play “January”.
Organize games during the walk - fun that are already familiar to children, in order to create an emotional response.
(tools, electrical appliances).
Formation of primary ideas about objects of the surrounding world
Household appliances.
Looking at pictures of household appliances.
Game “What is this for?”
Familiarity with the purpose, operation and rules for using household electrical appliances (vacuum cleaner, electric kettle, iron, etc.).
Develop thinking and attention.
S/r game "Let's help mom."
Excursion to the laundry.
Making riddles.
Formation of cognitive actions.
Formation of primary ideas about objects of the surrounding world
Game "Journey to the past of the chair."
O.V. Dybina “Acquaintance with the subject and social environment” p.43
Making riddles.
Looking at pictures of furniture.
Familiarization with the parts that make up an object.
Familiarize children with the purpose of household items (stool, chair, armchair) and develop the ability to identify certain features of objects (parts, shape).
Develop a retrospective view of objects.
D/i "What's superfluous."
Looking at the album "Furniture".
Modeling (table, chair, bed).
Game situation “Let's arrange a room for the doll.”
Formation of cognitive actions.
Formation of primary ideas about objects of the surrounding world
Game "Dishes".
N.E.Veraksy “Complex classes” p.106
Examination of a plot picture depicting children arranging dishes on the table for dinner.
Classification of dishes.
Familiarization with the characteristics of the material from which the dishes are made.
Expand your vocabulary on the topic “Dishes”; introduce the classification of utensils; to develop the ability to use the name of dishes in the singular and plural in the nominative and genitive cases, to describe them.
Continue to teach children how to use cutlery correctly.
S/r game “In the cafe”.
Looking at illustrations.
D/i “Name what kind of dishes.”
Modeling "Plate".
Introduce some items of dishes from national cuisine. Develop cultural and hygienic skills
Develop the ability to keep dishes clean.
Defender of the Fatherland Day
Formation of knowledge about the small homeland and Fatherland, ideas about the sociocultural values of our people, about domestic traditions and holidays.
Game situation “Our Army”.
O.V. Dybina “Acquaintance with the subject and social environment” p.37
Artistic word.
Give children an idea of the soldiers who protect our Motherland; clarify the concept of “defenders of the Fatherland” (soldiers who guard, defend their people, their Motherland; every nation, every country, including Russia, has an army, the Russian army has more than once defended its people from invaders).
Introduce children to some military professions (sailors, tank crews, pilots, border guards). Foster pride in our warriors.
P/i "Strelok".
"Hit the target."
Listening to the song "Good Soldiers".
Drawing up a layout of the “Russian Army”.
Introduce the types of military professions in your hometown and their activities. Talk about the dependence of the peace of all people on military professions.
I will grow up healthy
Formation of cognitive actions, formation of consciousness.
Formation of primary ideas about oneself, other people, objects of the surrounding world.
Game "Wonderful Doctor".
O.V. Dybina “Acquaintance with the subject and social environment” p.34
Game situation.
To give children an idea of the importance of the work of doctors and nurses, their caring attitude towards children and people. Note that the result of work is achieved through attitude to work (business and personal qualities). Show that the products of the work of a doctor and a nurse reflect their feelings, personal qualities, and interests.
Continue to expand understanding of the importance of sleep, hygiene procedures, movements, and hardening for health.
A tour of the nurse's office.
Game situation “At a doctor’s appointment.”
International Women's Day
Formation of knowledge about the sociocultural values of our people, about domestic traditions and holidays.
Mom's day.
Conversation about the holiday.
Reading poems about mother and grandmother.
Looking at photographs of mothers and grandmothers.
Give the concept of the holiday International Women's Day.
Cultivate love and respect for mother and grandmother.
S/r game "Mother's Daughters".
Drawing “Bouquet for Mom.”
Learning songs for the holiday.
Organize a preliminary conversation “Tell me about your mother”
Formation of cognitive actions.
Formation of primary ideas about objects of the surrounding world (shape, color, size, part and whole).
Formation of primary ideas about the features of nature.
Introduction to flowers.
Flower structure.
Comparison of garden, forest and meadow flowers.
Conversation about the meaning of flowers.
N.E.Veraksy “Complex knowledge” p.38
Familiarize yourself with the names of flowers and their structure.
Development of the ability to recognize and name flowers.
Looking at illustrations of flowers.
Listening to a musical composition
flowers", music K. Delibes.
Observation of
flowers while walking.
Give children knowledge about the many varieties of meadow flowers in the region
Formation of cognitive actions.
Formation of primary ideas about objects of the surrounding world
Formation of primary ideas about the features of nature.
“Spring is coming to us.”
A conversation about the signs of spring.
Teacher's story about spring.
Comparison of spring and winter characteristics.
Develop the ability to notice changes in nature, compare the weather in spring and winter.
Develop the ability to recognize and name the seasons.
Listening to the song “Winter has passed” (music by N. Metlova, lyrics by M. Klokova).
Looking at illustrations depicting spring.
Watching for signs of spring while walking.
To consolidate the signs of spring characteristic of Chuvashia,
pay attention to the changes in the spring on the city streets and in the grove.
Pay attention to the transformations that are visible on the territory of the kindergarten.
Nature around us
Formation of primary ideas about objects of the surrounding world
Formation of primary ideas about the features of nature
Game situation
"Ecological trail in spring."
O.A. Solomennikova “Acquaintance with nature in kindergarten” p.66
Show objects of the ecological trail in spring. Develop a caring attitude towards the environment. Give basic ideas about the relationship between man and nature.
Expand your understanding of seasonal changes in nature.
Looking at illustrations. Bird watching. Examination of trees growing on the site. Memorizing a poem.
Drawing. Listening to a song.
Properties and qualities of objects
Formation of cognitive actions.
Formation of primary ideas about objects of the surrounding world (shape, color, size, material).
Experimental game “In the World of Glass”.
O.V. Dybina “Acquaintance with the subject and social environment” p.36
Teacher's story.
Game situation.
Help children identify the properties of glass (durable, transparent, colored, smooth). Cultivate a caring attitude towards things. Develop curiosity.
Continued acquaintance with the characteristics of objects, improvement in determining their shape, color, size
Making riddles
Our kindergarten
Formation of primary ideas about other people, objects of the surrounding world Formation of primary ideas about the small homeland
Formation of knowledge about the small homeland and Fatherland, ideas about the sociocultural values of our people, about domestic traditions and holidays.
“Our kindergarten is so good - better than a garden you won't find it."
O.V. Dybina “Acquaintance with the subject and social environment” p.27
Conversation about kindergarten.
Looking at photographs of kindergarten workers.
Listening to the song "Kindergarten".
Culture and traditions of the Chuvash people.
A story about a teacher about the culture of the Chuvash people.
Examining the Narspi doll in Chuvash attire.
Clarify children's knowledge about kindergarten. (A large, beautiful building with many cozy groups, two halls (music and physical education), a spacious kitchen where chefs prepare food, a medical office where children are treated). Kindergarten reminds big family, where everyone takes care of each other. Expanding knowledge about people of different professions working in kindergarten.
Create children's ideas about Chuvash culture; show the beauty of the sound of Chuvash speech, the beauty of the costume, embroidery.
Consolidating the child’s ideas about himself as a member of a team, developing a sense of community with other children.
Arouse interest in the Chuvash language.
Tour of the kindergarten site.
Drawing "Kindergarten".
Review of the album "Professions".
Drawing Chuvash patterns.
Looking at illustrations.
Fix the name of the kindergarten, the name of the group.
Organize a mini excursion in groups.
To develop the ability to examine dolls in national Russian and Chuvash clothing and call them by name and nationality.
Introduce children to the appearance of ancient Chuvash clothing.
Formation of knowledge about the small homeland and Fatherland, ideas about the sociocultural values of our people, about domestic traditions and holidays.
Conversation about games.
Familiarization with the rules of safe behavior during games. Formation of the ability to observe the rules of cultural behavior during the game.
Development of children's play activities.
Observing the games of older children.
P/n “Freeze.”
Introduce Tatar folk games to children
World of music and theater
Formation of knowledge about our small homeland, ideas about the sociocultural values of our people, about domestic traditions and holidays.
"Visiting the music director."
O.V. Dybina “Acquaintance with the subject and social environment” p.41
Game situation.
Examination of musical instruments.
Games on musical instruments.
Surprise moment.
Introduce children to business and personal qualities musical director. To lead to an understanding of the holistic image of the music director.
Develop an emotionally friendly attitude towards the music director.
Excursion to the music hall.
Modeling "Rattles".
Singing songs.
Develop interest in Tatar music
Victory Day
Formation of knowledge about the small homeland and Fatherland, ideas about the sociocultural values of our people, about domestic traditions and holidays.
“Bow to you veterans.”
Conversation, teacher's story, examination of illustrations.
Carry out patriotic education. Foster love for the Motherland. Form ideas about the holiday dedicated to Victory Day.
Foster respect for war veterans.
Introduce veterans to fellow countrymen
Transport
Formation of primary ideas about objects of the surrounding world. Formation of a conscious attitude towards compliance with traffic rules.
Ground transport.
Fixing the names of ground transport.
Looking at a toy car.
Task "Which is faster."
Game “Describe the transport”.
Conversation about types of transport.
Introduce ground transport, its types, their components, develop the ability to compare types of ground transport and describe them.
Continue to expand children's knowledge about public transport
S/r game "Bus"
Transport surveillance
Drawing a car
Strengthen your knowledge of the modes of transport in your hometown,
to educate through game images the rules of behavior in public transport. Give children the knowledge that their health depends on following traffic rules.
Summer, seasonal changes, insects
Formation of cognitive actions.
Formation of primary ideas about the features of nature.
Game “Visiting the Mistress of the Meadow.”
O.A. Solomennikova “Acquaintance with nature in kindergarten” p.59
Game situation.
Develop a caring attitude towards the environment. Develop the ability to guess riddles about insects. Reinforce knowledge about the structure of insects.
Expand children's understanding of the diversity of insects.
Watching insects on a walk.
Review of the album "Insects".
Drawing "Butterflies".
Consolidate knowledge of insects of Chuvashia
Work in the garden and vegetable garden.
Formation of cognitive actions.
Formation of primary ideas about the features of nature.
Game "Planting Onions".
O.A. Solomennikova “Acquaintance with nature in kindergarten” p.54
Game situation.
Expand children's understanding of the conditions necessary for the growth and development of a plant (soil, moisture, heat and light). Give basic concepts about natural vitamins. Develop labor skills and abilities.
Making riddles.
Planting onions.
Drawing a bow.
Rabat in the kindergarten garden
3.3. Cultural and leisure activities
The development of cultural and leisure activities of preschoolers according to their interests allows each child to be provided with rest (passive and active), emotional well-being, and contributes to the formation of the ability to occupy themselves.
Features of traditional events, holidays, activities September – Knowledge Day, City Day. October – International Day of Older Persons, Autumn holiday. November – National Unity Day, Mother's Day. December – New Year's holiday. February – Defender of the Fatherland Day, Maslenitsa. March is International Women's Day. April – Aviation and Cosmonautics Day. May – Victory Day. June – Children's Day, Father's Day. July – Family Day. Based on the above listed traditional events, holidays, activities, a comprehensive thematic plan and a plan for cultural and leisure activities were built.
3.4. Organization of a developing subject-spatial environment
The group's developmental environment meets the requirementsSanPiN 2.4.1.3049-13, Federal State Educational Standard for Educational Education and the “From Birth to School” program, and provides the opportunity for communication and joint activities of children and adults, physical activity of children, as well as opportunities for privacy. The developing subject-spatial environment is content-rich, transformable, semi-functional, variable, accessible and safe.
The developing subject-spatial environment of a preschool organization should be:
content-rich, developing; transformable; multifunctional; variable; accessible; safe; health-saving; aesthetically attractive.Basic principles of organizing the environment: The equipment of the corners should change in accordance with the thematic planning of the educational process.
The following may serve as development centers:
corner for role-playing games;
dressing corner (for theatrical games);
Book Corner;
area for board and printed games;
exhibition (children's drawings, children's creativity, products of folk craftsmen, etc.);
corner of nature (observations of nature);
sports corner;
corner for playing with sand;
corners for various types of independent activities for children - constructive, visual, musical, etc.;
play corner (with toys, building materials).
3.5. Educational, methodological and information support for the program.
Colored and simple pencils. Equipment for experiments and experiments (magnifying glass, mirrors, jars, glasses, flasks, bowls, etc.).
Series “The World in Pictures” (subject world)
Transport. - M.: Mosaic-Sintez, 2005-2010. Household appliances. - M.: Mosaic-Sintez, 2005-2010. Cloth. - M.: Mosaic-Sintez, 2005-2010.
Pets. - - M.: Mosaika-Sintez, 2005-2010.
Vegetables and fruits. - - M.: Mosaika-Sintez, 2005-2010.
What is good and what is bad. - M.: Mosaic-Sintez, 2005-2010.
Toys.
- M.: Mosaika-Sintez, 2005-2010.
Indoor plants. - M.: Mosaic-Sintez, 2005-2010.
Professions. - M.: Mosaic-Sintez, 2005-2010.
Seasons. - M.: Mosaika-Sintez, 2010.
Road signs. - M.: Mosaic-Sintez, 2005-2010.
Trees. - M.: Mosaic-Sintez, 2005-2010.
Birds. - M.: Mosaic-Sintez, 2005-2010.
Series of presentations in accordance with the calendar and thematic plan
Literature.
1. Approximate basic general educational program of preschool education “From birth to school” / edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva / - M.: MOSAIKA-SYNTHEZ, 2014. – 336 p.
2.Federal state educational standard for preschool education.” 10/17/2013 No. 1155.
3.Law “On Education” of the Russian Federation. 09/01/2013 No. 273
4.UN Convention on the Rights of the Child, 1989.
5.World Declaration on the Survival, Protection and Development of Children, 1990.
6.Davydov V.V., Petrovsky V.A. et al. The concept of preschool education // Preschool education. -1989. -No. 5.
7.UN Children's Fund UNICEF. Declaration of the Rights of the Child, 1959.
8. Decree of the Government of the Russian Federation of January 18, 2012 No. 2562 “On approval Model provision about a preschool educational institution."
9. Solomennikova O.A. Classes on the formation of elementary environmental concepts in the middle group. M.: Mozaika-Sintez, 2010
10. Dybina O.V. Lesson on familiarization with the outside world in the middle group of kindergarten. - M.: Mozaika-Sintez, 2010.
11. Dybina O.V. Familiarization with the subject and social environment in the middle group of kindergarten. - M.: Mosaic - Synthesis. – 2012 – 80 p.
12.The world around us. Integrated classes for children aged 4-7 years. M.P. Kostyuchenko.Volgograd. 2013.
13.Program for raising a preschool child. Under supervision O.V. Dragunova. - Cheboksary: Chuvash Book Publishing House, 1995.
14. Dybina O.V., Rakhmanova N.P. and others. The unknown is nearby: Experiences and experiments for preschoolers. – M.: TC Sfera, 2010.
15. Savenkov A.I. Development of children's research abilities. //Preschool education -2004. -No. 7.
Preview:
Sorokina Irina Alekseevna
Municipal preschool educational institution
“Kindergarten No. 189 “Sun” combined type
PROGRAM
additional education on cognitive development
"Young Explorer"
Developer: Sorokina I.A.
Senior teacher MBDOU No. 189
Kamen - on - Ob
2007
- Explanatory note
1.1. Concept
- 1.2. Relevance
- 1.3. Novelty
- 1.4. Target
- 1.5. Tasks
- 1.6. Age of children
- 1.7 Duration of the program
- 1.8. Forms and mode of classes
- 1.9. Expected results
- 1.10 Pedagogical diagnostics (see Appendix 1)
- 1.11. Forms for summarizing the results of the program
- Educational and thematic plan(see Appendix 2)
- Brief description of topics
3.1.Compliance with the requirements of the state educational standard
3.2 Continuity
4. Techniques and methods for organizing the educational process
4.1. Didactic material, technical equipment of classes
5. References
- Explanatory note
- Program concept
The humanistic function of education contributes to the renewal of pedagogical technologies. Pedagogical technologies put teachers in a position of creativity and reflection, mastering ways of individually designing their activities. Personally oriented technologies are designed to reveal the individual creative potential of the child and stimulate his creative activity. They are focused not on volitionally attracting the child’s attention, but on orientation and appeal to his emotional and motivational sphere. Humanistic technologies take into account the fact that children have an incompletely formed logical apparatus; this determines their playful and entertaining character.
The desire to observe and experiment, to independently seek new information about the world are the most important features of normal child behavior.
Research and search activity is the natural state of a child. Children's need for exploratory research is biologically determined. Any healthy child already from birth - a researcher. He is determined to understand the world, he wants to know it. It is this internal desire for research that gives rise to exploratory behavior and creates the conditions for the child’s psychological development to initially unfold in the process of self-development.
3knowledge obtained as a result of one’s own research search is much stronger than that obtained through reproductive means. The more varied and interesting the search activity, the more new information the child receives, the faster and more fully he develops.
Search activity is fundamentally different from any other in that the image of the goal that defines this activity has not yet been formed. During the search, it is clarified and clarified. This leaves a special imprint on all actions included in the search activity: they are extremely flexible, mobile and of a trial nature.
Exploratory learning involves the following:
- the child identifies and poses a problem that needs to be resolved;
- offers possible solutions;
- tests these possible solutions against the data;
- draws conclusions in accordance with the result of the check;
- applies conclusions to new data;
- makes generalizations.
The program is built on the following principles:
- The principle of the optimal relationship between the processes of development and self-development
- The principle of compliance of the development environment with the characteristics of self-development and development
- The principle of inconsistency in the content of knowledge acquired by children as the basis for self-development and development
- The principle of “developing intrigue”
- The principle of the formation of creativity at all stages of education and upbringing
- The principle of an active approach to personal development
- The principle of orientation towards the variety of forms of implementation of search and cognitive activity
- The principle of a systematic approach to combining areas of work, selecting program content, and formulating search and cognitive activities
- The principle of using cognitive tools (manuals, maps, diagrams, equipment with intellectual content)
1.2. Relevance
A.N. Poddyakov defines exploratory behavior as one of the fundamental forms of interaction of living beings with the real world, aimed at its knowledge, and as an essential characteristic of human activity.
Children's experimentation, as one of the leading methods of shaping the cognitive sphere of a preschooler, makes it possible to come to amazing discoveries and at the same time develops the courage of children's thinking, which is necessary in the development of the personality as a whole.
- Novelty
A system of search and research activities has been developed and tested as a source of independent knowledge of the world
- Purpose of the program
To develop and maintain interest in research and discovery, to help master methods of practical interaction with the environment, ensuring the formation of the child’s worldview and his personal growth.
1.5. Program objectives
1. Formation of dialectical thinking in preschool children, i.e. the ability to see the diversity of the world in a system of relationships and interdependencies.
2. Development of one’s own cognitive experience in a generalized form using visual aids (standards, symbols, conditional substitutes, models).
3. Expand the prospects for the development of children’s search and cognitive activity by including them in thinking, modeling and transformative actions.
4. Support children’s initiative, intelligence, and independence.
Legislative and regulatory support for the program:
- Law of the Russian Federation “On Education” dated February 10, 1992. No. 3266-1
- Model regulation “On preschool education”
- Letter from the Ministry of Education of the Russian Federation dated March 14, 2000. No. 65/32-16 “On hygienic requirements for the maximum load of preschool children in organized forms of education”
- Letter from the Ministry of Education of the Russian Federation dated June 18, 2003. No. 28-02-484/16 “Requirements for the maintenance of children and registration of educational programs for additional education of children”
- Charter of the preschool educational institution
- Preschool development program
- Regulations on circle work
- Order on organizing a circle group preschool work
- Rules and regulations for labor protection, life and health of children
- Age of children
The age of children participating in the implementation of this program is 5-7 years.
This is determined by the phase nature of the child’s own activity. In this phase, i.e. at 5-7 years old, a preschooler is especially susceptible to the influences of an adult. The more successfully various forms of interaction between a child and an adult – the bearer of the highest form of development – develop, the more meaningful the child’s own activity becomes.
- Duration of the program
The duration of the program is 2 years. There are 2 stages of work:
- Stage 1 – with children 5 – 6 years old;
- Stage 2 – with children 6 – 7 years old.
- Forms and mode of classes
The program is implemented in the “Young Researcher” club classes. Club classes are held once a week. The day of classes is chosen based on the intensity of the load on the children in accordance with “happy free work” with Montessori material.
The duration of classes for children 5–6 years old is no more than 20 minutes, for children 6–7 years old no more than 25 minutes. A flexible form of organizing experimental activities allows you to take into account the individual characteristics of each child, health, mood, level of establishing cause-and-effect relationships, identifying patterns and other factors. The composition of the group of simultaneously working children may change depending on the above reasons.
The kit for each experiment is available ready-made. The teacher makes a presentation of each experiment. This could be an individual presentation, an individual show, a circle. Each experimental set can be accompanied by instructional cards, made in the form of sequential drawings or with brief verbal instructions (for reading children). All experiments are accompanied by drawing up a protocol. Children 5–6 years old use the simplest option: fill out the table (put any sign); children 6 - 7 years old (who can read) - briefly write down the result in a prepared form or sketch it.
- Expected results
After each stage of the circle’s work, children are expected to acquire certain knowledge, skills and abilities:
- rapid inclusion in an active cognitive process;
- independent use of the material;
- setting a goal and finding ways to achieve it;
- independence in the search for discoveries;
- manifestation of volitional efforts (perseverance) in achieving the set goal;
- persistence in defending your opinion;
- expanding children's horizons;
- development critical thinking and speech;
- development of finger muscles;
- manifestations of search activity and the ability to extract information about an object during it.
- Pedagogical diagnostics
(see Appendix No. 1)
- Forms for conducting program implementation results
- Days of presentation of the results of experiments to preschool children and their parents;
- Creative report of the teacher - the leader of the circle at the “Fair of Pedagogical Findings”.
- Educational and thematic plan
(see Appendix No. 2)
- Brief description of topics
Stage 1 (5-6 years)
Lesson 1: Choosing a name for the circle. Get children interested in a new activity. Arouse desire through experimental activities.
Lesson 2: Introductory. Introduction to the laboratory. Organization of the experiment.
Lesson 3: Experiment with water “Floats or sinks”
Lesson 4: Experiment with water “What color is the water” No. 1
Lesson 5: Experiment with water “What color is the water” No. 2
Lesson 6: Experiment with water “What does water smell like”
Lesson 7: Experiment with water “What shape does water have”
Lesson 8: Experiment with water “In which direction does the water press”
Lesson 9: Experiment with water “Water as a solvent”
Lesson 10: Experiment with water “Experiment with water “Precipitation in fresh and salt water”
Lesson 11: Experiment with water “Disturbance of balance”
Lesson 12: Experiment with water “Measuring water temperature”
Lesson 13: Experiment with water “Ice - solid water”
Lesson 14: Experiment with water “Snow turns into water”
Lesson 15: Experiment “How to get away with it”
Lesson 16: Experiment with water “When freezing, water moves stones”
Lesson 17: Experiment with water “Saturated solutions”
Lesson 18: Experiment with water “Change in the volume of water due to heating”
Lesson 19: Experiment with water “Water in a spacesuit”
Lesson 20: Experiment with water “Bottomless glass”
Lesson 21: “Floating Paper Clip” Experiment
Lesson 22: Experiment “Oncoming traffic”
Lesson 23: Experiment “Movement of arcs from each other”
Lesson 24: Experiment “Water Candlestick”
Lessons 25 – 27: Experience “Water and Sound”
Lesson 28: Experiment “How to get water for drinking”
Lesson 29 - 31: Experiment with air “Air is everywhere”
Lesson 32: Experiment “Lemon inflates a balloon”
Lesson 33 – 34: Experiment with air “Air work”
Lesson 35: Experiment with air “Air pressure”
Lesson 36: Experiment with air “Expansion of hot air and its movement”
Stage 2 (6 – 7 years):
Lesson 1: Introductory. Establish rules for working in the laboratory.
Lesson 2: Experiment with fire “It burns - it doesn’t burn”
Lesson 3: Experiment with fire “Working with fire”
Lesson 4: Experiment “Living Shadow”
Lesson 5: Working with floor scales. Acquaintance.
Lesson 6 – 7: Weighing objects on floor scales
Lesson 8: Experiment “Record weight”
Lesson 9 – 10: Experiment with a magnet “Magnetic task”
Lesson 11: Experiment with magnet “Dancing paper clips”
Lesson 12: Experiment “Flying Butterfly”
Lesson 13: Experiment with a magnet “Magnet and Arrow”
Lesson 14: Magnet trick
Lesson 15: Experiment with a magnet “The force of attraction of magnets”
Lesson 16: Experiment with a magnet “All bodies are attracted to each other”
Lesson 17: Scientific experiment “Snow Flowers”
Lesson 18: Scientific experiment “Hanging without a rope”
Lesson 19: Scientific experiment “Broken pencil”
Lesson 20: scientific experiment “Restless grains”
Lesson 21: Experiment “Submarine made from grapes”
Lesson 22: Experiment “Submarine from an egg”
Lesson 23: Scientific experiment “Vaults and tunnels”
Lesson 24: Experiment “Where did the ink go”
Lesson 25: Experiment “How to pierce a balloon without harming it”
Lesson 26: Concept of electric charges
Lesson 27: Scientific experiment “Dancing foil”
Lesson 28: Experiment for a big story “Looking at substances”
Lesson 29: Experiment for the big story “Volcanic eruption”
Lesson 30: Experiment for the big story “Mountain formation”
Lesson 31: Experience for the big story “The Flood”
Lesson 32: Experiment with plants “Where do plants come from”
Lesson 33: “Why green plants growing in the ocean do not live deeper than 100m”
Lesson 34: Experiment with plants “How a plant looks for light”
Lesson 35: Experiment with plants “How plants feed”
Lesson 36: Experiment with plants “How plant stems wither”
3.1. Compliance with the requirements of the state educational standard
The work of the “Young Researcher” circle is based on regulatory documents, including:
- Appendix 2 to Order of the Ministry of Education of the Russian Federation dated August 22, 1996 No. 448 “Temporary (approximate) requirements for the content and methods of education and training implemented in a preschool educational institution”;
- Charter of the MDOU “Kindergarten No. 189 “Solnyshko”.
3.2. Continuity
The club program includes:
- The maturity of the preschooler’s experimentation activities;
- Formation of the child’s personality;
- The basis for further acquaintance of elementary school children with natural science concepts.
- Techniques and methods for organizing the educational process
The circle uses research teaching methods:
- Reproductive methods: explanatory and illustrative (the teacher communicates ready-made information through various means) and reproductive (the teacher creates conditions for the formation of skills through exercises);
- Productive methods: partial search or heuristic (dividing a large problem into a series of smaller subtasks, each of which is a step towards solving the problem) and research (the path to knowledge through one’s own, creative search)
4.1. Didactic material and technical equipment of classes
Main equipment:
- assistant devices(magnifying glasses, scales, sand scales, compass, magnets, telescope, etc.);
- various vesselsfrom various materials, different volumes and shapes;
- various natural materials; recycled material(wire, pieces of leather, fabric, plastic, etc.);
- technical materials(nuts, paper clips, bolts, nails, etc.);
- different types of paper; dyes(food and non-food);
- medical materials(pipettes, measuring spoons, syringes, etc.);
- other materials(mirrors, flour, salt, sugar, sieve, candles, etc.).
Additional equipment:
- special clothes(robes, aprons);
- containers for bulk and small items;
- cards-schemes conducting an experiment;
- individual experiment diaries;
- rules for working with material;
- individual diaries.
- References
- “Education program in the kindergarten of the school for free personal development based on the pedagogical technology of Maria Montessori”;
- “Child in the world of search” by O.V. Dybina, N.P. Rakhmanov, V.V. Shchetinin;
- “Methodology for conducting educational research in kindergarten” A.I. Savenkov;
- “Organization of experimental activities of preschool children” by L.N. Prokhorov;
- “Children's research as a method of teaching older preschoolers” A.I. Savenkov.
Appendix No. 1
Pedagogical diagnostics
Indicators of the level of children's mastery of experimental activities are:
Levels | Attitude towards experimental activities | Goal setting | Planning | Implementation | Reflection |
High | The cognitive attitude is stable. The child shows initiative and creativity in solving problematic problems. | Sees the problem independently. Actively makes assumptions. Puts forward hypotheses, assumptions, ways to solve them, making extensive use of argumentation and evidence | Independently plans upcoming activities. Consciously selects objects and materials for independent activities in accordance with their qualities, properties, and purpose. | Acts systematically. Remembers the purpose of the work throughout the entire activity. In dialogue with adults, explains the course of activities. Gets the job done. | Formulates in speech whether the result has been achieved or not, notices the incomplete correspondence of the obtained result to the hypothesis. Able to establish a variety of temporary, sequential, causal relationships. Draws conclusions. |
Average | In most cases, the child shows active cognitive interest. | Sees the problem sometimes on his own, sometimes with a little help from an adult. The child makes assumptions, builds a hypothesis independently or with a little help from others (peers or an adult). | Takes an active part in planning activities together with an adult. | Independently prepares material for experimentation, based on their qualities and properties. Shows persistence in achieving results while keeping the purpose of the work in mind. | Can formulate conclusions independently or based on leading questions. Gives reasons for his opinions and uses evidence with the help of an adult. |
Short | In most cases, the child does not show active cognitive interest. | Doesn't see the problem on his own. The child does not make assumptions, cannot build a hypothesis on his own or with a little help from others (peers or an adult). | Passive when planning activities together with an adult. | Independently prepares material for experimentation, but does not take into account their qualities and properties. Does not show persistence in achieving results. | Cannot formulate conclusions independently based only on leading questions. |
Children's mastery of the above knowledge, skills and abilities is recorded in the table at the beginning and end of the year.
Appendix No. 2
Educational and thematic plan
Lesson number | List of topics | Number of classes | |
Theoretical | Practical |
||
Stage 1 (5 – 6 years): | |||
Choosing a name for the circle. Get children interested in a new activity. Arouse desire through experimental activities. | |||
Introductory. Introduction to the laboratory. Organization of the experiment | |||
Experiments with water | |||
"Swims or Sinks" | |||
4 – 5 | "What color is the water" | ||
"What does water smell like" | |||
“What shape does water have?” | |||
“In which direction does the water press?” | |||
"Water as a solvent" | |||
“Experiment with water “Precipitation in fresh and salt water” | |||
"Imbalance" | |||
"Measuring water temperature" | |||
"Ice is solid water" | |||
"Snow turns to water" | |||
"How to get away with it" | |||
"When water freezes, it moves stones" | |||
"Saturated solutions" | |||
"Change in water volume" | |||
"Water in a spacesuit" | |||
"Bottomless glass" | |||
"Floating Paper Clip" | |||
"Oncoming traffic" | |||
"Moving Away" | |||
"Water Candlestick" | |||
25 - 27 | "Water and Sound" | ||
"How to get water for drinking" | |||
Experiments with air | |||
29 - 31 | "Air is everywhere" | ||
"Lemon Inflates a Balloon" | |||
33 - 34 | "The work of air" | ||
"Air pressure" | |||
"Expansion of hot air and its movement" | |||
Stage 2 (6 – 7 years): | |||
Introductory. Establish rules for working in the laboratory | |||
Experiments with fire | |||
"It burns - it doesn't burn" | |||
"Working with Fire" | |||
"Living Shadow" | |||
Experiments with floor scales | |||
“Working with floor scales. Acquaintance" | |||
6 - 7 | "Weighing Objects" | ||
"Record weight" | |||
Experiments with a magnet | |||
9 - 10 | "Magnetic task" | ||
"Dancing Paper Clips" | |||
"Flying Butterfly" | |||
"Magnet and Arrow" | |||
"Magnet trick" | |||
"The force of attraction of magnets" | |||
"All bodies attract each other" | |||
Scientific experiments | |||
"Snow Flowers" | |||
"Hanging without a rope" | |||
"Broken Pencil" | |||
"Restless grains" | |||
"Grape Submarine" | |||
Submarine made from an egg" | |||
"Vaults and Tunnels" | |||
“How to puncture a balloon without harming it” | |||
"The concept of electric charges" | |||
"Dancing Foil" | |||
Experiments for a big story | |||
"Looking at Substances" | |||
""Volcanic eruption" | |||
"Orogeny" | |||
"The Flood" | |||
Experiments with plants | |||
"Where did plants come from" | |||
“Why green plants growing in the ocean do not live deeper than 100m” | |||
"How a plant seeks light" | |||
"How do plants eat" | |||
“How plant stems wither” |
Experience technology
- Theoretical interpretation of experience
- Conditions for the occurrence of experience
- Justification of relevance and prospects
- Theoretical basis of experience
- Novelty of experience
- Leading pedagogical idea
- Efficiency
- Experience technology
- Targeting
- Experience technology
2.1.Program of the “Young Researcher” circle
2.2. Monitoring the effectiveness of children's additional education based on experimental activities
MONITORING
the effectiveness of additional education for children in experimental activities
MBDOU "Kindergarten No. 189 "Sun"
Kamen-on-Obi
Relevance:
“...Give them (children) the right to explore something on their own - only then will they begin to really learn something. Everything else is senseless violence against a child.” M.A. Balaban.
The Federal State Educational Standard for Pre-2013 considers the formation of a child’s cognitive interests and cognitive actions in various types of activities as the main principle of preschool education.
Explanatory note:
The relevance of the problem of improving the quality of preschool education at the present stage is confirmed by the state’s interest in the issues of education and development of preschool children. An example is the adoption of the Federal State Educational Standard for Preschool Education (FSES DO). This document regulates the educational activities of preschool educational organizations (PEO) and allows for a different consideration of issues of cognitive development of preschool children.
The Federal State Educational Standard for Pre-2013 considers the formation of a child’s cognitive interests and cognitive actions in various types of activities as the main principle of preschool education. In addition, the standard is aimed at developing the intellectual qualities of preschoolers. This document interprets cognitive development as an educational area, the essence of which is revealed as follows: the 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 oneself, other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and consequences, etc.), about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
A relevant method of cognitive development of preschool children is experimentation, which is considered as a practical activity of a search nature, aimed at learning the properties, qualities of objects and materials, connections and dependencies of phenomena. In experimentation, the preschooler acts as a researcher who independently and actively explores the world around him, using various forms of influence on it. In the process of experimentation, the child masters the position of the subject of cognition and activity. A child learns about the world in the process of any of his activities, but it is in cognitive and exploratory activities that a preschooler gets the opportunity to directly satisfy his inherent curiosity (why? why? how does the world work?)
“How, why and why?” - a variable part of the work program, the development of which was carried out in accordance with federal state standards of preschool education and is intended for children from 3 to 7 years old.
This work program is based on the program:
- “From birth to school” edited by N.E. Veraks
- The educational program of the MKDOU kindergarten No. 4 No. Raduga" in the town of Nema - in accordance with the Federal State Educational Standard for preschool education.
Target: development of children's cognitive activity through experimental activities.
Tasks:
Educational:
- To develop children’s ability to see and identify the problem of an experiment.
- Develop the ability to accept and set the goal of an experiment.
- To develop the ability to select tools and materials for independent activities.
- To develop children’s ability to establish cause-and-effect relationships
- Introduce the child to the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, etc.).
- Introduce the main types and characteristics of movement: speed, directions.
Educational:
- Develop cognitive activity in the process of experimentation.
- Generate interest in search activities.
- Develop personal qualities: dedication, perseverance, determination, curiosity, activity.
- Develop ideas about basic physical phenomena: magnetic and terrestrial attraction, electricity, reflection and refraction of light, etc.
Educational:
- To foster independence in everyday life, in various types of children's activities.
- Develop the ability to strictly follow the required sequence of actions.
- Develop the ability to organize your work place and clean up after yourself.
- Foster a caring attitude towards nature.
- To develop experience in following safety rules when conducting experiments.
The principles are based on:
- The principle of psychological comfort.
- The principle of conformity to nature.
- The principle of a differentiated approach.
- The principle of integration.
- The principle of science.
- The principle of accessibility.
- The principle of the developmental effect of content. Systematic principle.
Planned results:
The child can:
- see and define a problem, accept and set a goal, solve problems, analyze an object or phenomenon, highlight essential features and connections, compare various facts, put forward various hypotheses, select tools and materials for independent activities, carry out experiments, draw certain conclusions;
- show initiative, independence, cooperate with others, defend your point of view, coordinate it with others;
- construct your answers to questions grammatically correctly, ask questions, follow the logic of your statements, construct demonstrative speech;
- take a lively, interested part in the educational process.
Approximate types of integration of the “Cognitive Development” area in the program:
Research activities ensure the development of children's personality, motivation and abilities in all educational areas:
"Cognitive Development"
"Social and communicative development"
"Artistic and aesthetic development"
"Physical development".
Children's experimentation is closely related to such activities as: observation, work, speech development, visual activity, formation mathematical representations.
The development of speech can be clearly seen at all stages of the experiment - when forming a goal, during a discussion of the methodology and progress of the experiment, when summing up the results and verbally reporting what was seen.
The connection between children's experimentation and visual activity is also two-way. The more strongly a child’s visual abilities are developed, the more accurately the result of a natural history experiment will be recorded. At the same time, the more deeply a child studies an object in the process of becoming familiar with nature, the more accurately he will convey its details during visual activity.
3blocks:
1. Wildlife - characteristic features of the seasons, the diversity of living organisms, how they adapt to the environment, etc.;
2. Inanimate nature - air, water, soil, light, color, heat, etc.;
3. Man is an organism; man-made world: materials and their properties, transformation of objects and phenomena, etc.
Objectives of experimental research activities for children of the younger group:
- To foster in children an interest in natural phenomena. Give basic ideas about the properties of sand, water, stones, and air.
- To develop children's cognitive activity, voluntary attention, memory, speech, fine motor skills hands and tactile - kinetic sensitivity.
- Show the relationship between man and nature. To foster a culture of behavior in children in nature. Teach to be careful and respect the natural environment.
with younger children
|
Month |
Subject |
Forms of activity |
|
September |
"Air is Everywhere"
|
Problem situation “What’s in the bag?” Observing leaves on trees. Observation of flying objects. Game "Paper Whirlwind". |
|
"Radiant Sun"
|
Reading the fairy tale “The Tale of a Ray of Sunshine” Game exercise “Hide in the shadows” Drawing "Sun", Problem situation “The doll is cold.” |
|
|
"Water, water..."
|
“Water, water, wash my face” Conducting the “I see you” experiment Game "Funny Boats" Problem situation “The doll is sick” |
|
|
"The pranks of winter-winter"
|
Conversation “Where is the water” Experience "Let's warm the snowflake" "Colored Ice" Game "Hide the toy" Drawing “White snow fluffy” |
|
|
“Paper, its qualities and properties”
|
Problem situation “What’s rustling?” “Such different paper” Paper “dog” design (origami) Snowball game (made of paper). |
|
|
"Snow-snowball"
|
“Making a snowman” (dry-wet snow) “Whose trace?” Working with an encyclopedia (animal tracks). ICT cartoon “Masha and the Bear” series - “Footprints in the snow” |
|
|
"My body"
|
"What are eyes for" "Helping Hands" Monitoring the work of the janitor. Didactic game “Recognize by smell” |
|
|
"Grow, grow, sprout"
|
“A poplar branch meets spring” Experiment “Friendship of a bean with water” Caring for indoor flowers. |
|
|
"Sand and its properties"
|
Reading the fairy tale "Masha and the Bear" Problem situation “How to help Masha?” Individual conversations “Do you guys like to pour sand?” |
Objectives of experimental research activities for children of the middle group:
- To cultivate in children a love of nature and interest in its diverse phenomena.
- Expand children's knowledge about living and inanimate nature. Continue to introduce the properties of water, air, sand, clay.
- Develop cognitive activity in children. Ability to analyze and draw conclusions. Continue to develop fine and gross motor skills, attention, memory, and speech of children.
- Through interaction with other types of activities, systematize children’s elementary ecological ideas.
Long-term work planning
on experimental research activities
with middle school children.
|
Month |
Subject |
Forms of activity |
|
September |
"Sand Country"
|
Problem situation “How to get clean sand?” Construction of a sand castle. Drawing on the sand. "Colored Sand" |
|
"Air"
|
Observations of the rotation of the turntable, the movement of the flag. Determine the direction of the wind. “The air works” (sailing ships, hot air balloons, etc.) Games “My funny ringing ball”, “Whose boat is faster?” |
|
|
"Properties of materials (wood)"
|
Conversation “What are we made of?” (chair, table, etc.) "Let's swim across the river" D/I “Find an object made of wood.” D/i “Good-bad”. Playing with wooden spoons. |
|
|
Joint experimentation “Floats and sinks” "Changes Shape" "Water mill" “I am a magician” (dry napkin in a glass) |
|
|
“Can water be solid?”
|
Observation "Frozen water" Joint experiment “Melting Ice” “Is the blanket warm?” |
|
|
"Magnet Tricks"
|
Conversation “Magic Item” Experiment “Why does a paper clip move?” "Useful" magnets The game “Whose catch is bigger?” |
|
|
Joint experimentation “Light - heavy” "Smooth - rough" Review of the encyclopedia of stones. |
|
|
"Magic Glass"
"Light - Shadow"
|
Looking at reflections in a mirror. "Catch the Sun Bunny" "Light Everywhere" Observation “When does the shadow appear?” Game "Catch Your Shadow" P/game “Day - Night” |
|
|
"Device - helpers"
Plants |
Problem situation “How to see him?” "Big Insects" |
Objectives of experimental research activities for children of the senior group:
- To educate a preschooler’s ecological culture through a love of nature and knowledge of the world around him.
- Expand children's understanding of the properties of water, air, sand, clay and the diversity of inanimate nature.
- To develop the ability to establish relationships between certain natural phenomena, to develop thinking, and the ability to draw independent conclusions.
- Demonstrate to children the dependence of plant growth on the composition of the soil, the presence of light, water and heat.
- Cultivate a desire to protect the earth and clean it of garbage.
Long-term planning of work on experimental research activities with children of the senior group.
|
Month |
Subject |
Forms of activity |
|
September |
"The Adventures of a Grain of Sand"
« Amazing clay »
|
"The Adventure of a Grain of Sand and Sugar" Research project “What are we made of?” (dishes) Presentation “Journey to a career” "Building a strong house" Modeling “Let's Help Fedora” |
|
"Amazing Sounds"
"Air is invisible"
|
“What does it sound like?” "The Sound of a Glass of Water" Listening to the sounds of nature. Musical instruments. Game situation “Who’s there?” Conversation: “Invisible air.” Experiments: "Rocket Ball", "Air Expansion", "Magic Glass", "Heavy Newspaper or Air Pressure". |
|
|
"Water Magician"
"World of Stone" |
Conversation: “Water Sorceress” |
|
|
"Transformations of a droplet"
"Look how big it is"
|
Collaborative experimentation “What kind of cloud is this?” "Liberation from Ice Captivity" "Why does snow warm" Examine a snowflake through a magnifying glass. View the presentation “The Three States of Water.” Reading G. Oster's fairy tale “38 Parrots” “Measuring the length of the carpet” "Whose path is longer" |
|
|
"I am a man"
|
Experiments: “Fashionable hairstyle” Conversation “Basic systems of our body” Problem situation “How to help the cook?” Drawing “Our body” Didactic game “Healthy food”. |
|
|
"Visiting Carnation and Pencil"
|
Conversation: “Magic” properties of a magnet. Experiments: “Attracting objects to a magnet”, “Light everywhere”, “Magic disk”, “Attracting objects to a magnet through objects”. |
|
|
"Miracles of Plants"
|
Experiments: “Plants “drink” water”, "Breath of a Leaf" “Do the roots need air?” "Plant care." "Vegetable garden on the window." “How Cipollino made friends with water” Work in an environmental diary (experience “Check whether light is needed for plant life”). |
|
|
"The earth is our common home"
|
Teacher's story: “What sets objects in motion?” Conversation “What is a globe” Drawing “Portrait of the Earth”. Experiments: “The rotation of the Earth around the Sun”, “Builders of the soil”, “Through sand and clay”, “Looking for air in the soil”. Work in an environmental diary (experience “What is the importance of soil for plants”). |
|
|
“Sunny, sunshine, look out the window” |
Conversations and reasoning with children: “How is light produced? The meaning of light in human life? Experiments: "Impact" sunlight for life on Earth" |
Objectives of experimental research activities for children of the preparatory group:
- To cultivate an ecological culture in children through love and interest in nature, through knowledge of the world around them.
- To form in children a simple idea of solar system. Continue to involve children in research activities. Develop thinking and memory. Develop the ability to set a goal, find ways to implement it and draw independent conclusions.
- Through experiments, give children elementary ideas about some physical properties objects (magnet, compass, thermometer). Clarify ideas about the properties of water, air, sand, clay, soil. Introduce children to the protective properties of snow.
- To help children understand the place of man in nature, and to show the results of the positive and negative impact of man on nature.
Long-term planning of work on experimental research activities with children of the preparatory group.
|
Month |
Subject |
Forms of activity |
|
September |
"Sun - Star"
“Soil - living, non-living”
|
Educational conversation “Day - Night”; Experiment “Far - Close”; Experiment “The closer, the faster”; Didactic game "Day - Night". Conversation “What is soil?” Reading educational literature “Tales of the Magic Pantry”; Experiment “Such a different land”; Experiment “Earth after rain”; |
|
“Air is a necessary condition for life on earth”
"Minerals"
|
Experiment “How to see air?”; Experiment “How to hear the air?”; Experiment "Air Movement". "Why do we breathe" “Looking at material with a magnifying glass”; Obtaining information about minerals from the encyclopedia. |
|
|
"World of Fabric"
"Reflections" |
Conversation “doll clothes” Didactic game “We are fashion designers” Surprise moment "Unusual letter" “How to raise one?” |
|
|
"Water in human life"
"World of Plastics"
|
Conversation “What is water for?” “Let’s give Ivanushka clean water” “How to remove water from the table” Looking at illustrations of wastewater treatment plants Search method for determining the properties and qualities of plastic |
|
|
"Earth Magnet"
|
Experiment “how to see attraction” Games with magnets |
|
|
"Electricity"
|
Experience "Revived Hair" Conversation “Electrical Appliances” Game situation “Buying a household appliance” “A stone born of a tree. Coal and chalk" "The History of the Light Bulb" "Pantry of the Earth" “Why are mountains destroyed?” Vulcan Experience |
|
|
"World of Metals"
"See the world through a magnifying glass"
|
Examination of metal objects, identifying their properties. Didactic game “What is it made of?” "An Unusual Letter" Game situation “Find the object” |
|
|
“Vegetation - meaning in the lives of people and animals”
|
Experiment “What does a plant breathe?” Conversation “Forest Defender” Germination of peas, beans and cereals seeds; Examination of leaves (types of venation: palmate, parallel) “This is such a necessary word - oxygen” |
|
|
Monitoring |
Literature:
- N.E. Veraksa, O.R. Galimov “Cognitive and research activities of preschool children.” For classes with children 4-7 years old.--- M.: Mozaika-Sintez, 2014.—80 p.
- E.V. Lyskova “Development of cognitive and research activities in preschool children.” From work experience. ---SPb.: Publishing House "CHILDHOOD-PRESS", 2013.--- 128 p.
- O.V. Dybina “Child in the world of search: A program for organizing the search activities of preschool children / edited by O.V. Dybina. - M.: TC Sfera, 2009, __64 p. —(DOW programs).
- O.V. Dybina What objects are made of: Games - activities for preschoolers. - 2nd ed., revised, - m.: TC Sfera, 2014.--- 128P. (Child in the world of search).
- O.V. Dybina Man-made world: Games - activities for preschoolers. - 2nd ed., additional. and corrections, - M.: TC Sfera, 2014.--- 128P. (Child in the world of search).
- O.V. Dybina What objects are made of: Games - activities for preschoolers. - 2nd ed., revised, - M.: TC Sfera, 2014.--- 128P. (Child in the world of search).
- O.V. Dybina Introducing adults to the world: Games - cooking classes for children / Edited by O.V. Dybina.-M..: TC Sfera, 2014.--- 128P. (Child in the world of search).
- O.V. Dybina We create, change, transform: Games - activities for preschoolers. - 2nd ed., revised, - M.: TC Sfera, 2015.--- 128P. (Child in the world of search).
- Zubkova N.M. A cart and a small cart of miracles. Experiences and experiments for children from 3 to 7 years old.—SPb.: Rech, 2013. --- 64S., illus.
- Teacher’s work program: daily planning according to the program “From birth to school” edited by N.E. Veraksa, ... first junior group / author - compiler N.N. Gladysheva (and others). - Volgograd: Teacher, 2015, -2015, --216 p.
- Complex classes according to the program “From birth to school” edited by N.E. Veraksa, ... first junior group / author - compiler N.N. Gladysheva (and others). - Volgograd: Teacher, 2015, -2015, --292 p.
1.1. Regulatory – legal framework
— Federal Law of December 29, 2012 No. 273 – Federal Law “On Education in the Russian Federation”;
- 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 structure, content and organization of the operating mode of preschool educational organizations”;
— “Federal state educational standards for preschool education.” Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155. Moscow.
- by order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013. No. 1014 “On approval of the procedure and implementation of educational activities for the main general educational programs of preschool education”, the main educational program of MBOU Secondary School No. 70 (preschool groups), Charter of MBOU Secondary School No. 70.
1.2. Contents of the educational process in the preparatory group.
The content of the work program corresponds to the basic principles of developmental psychology and preschool pedagogy and ensures the unity of educational, developmental and training goals and objectives. When choosing teaching methods, preference is given to developmental methods that contribute to the formation of the cognitive, social sphere of development.
The content of the educational process is structured in accordance with the approximate basic general educational program of preschool education “Childhood”: Approximate basic general educational program of preschool education. T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg - 2014.
A distinctive feature of the program is that it is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the child’s behavior, activities and attitude to the world. The program was developed in accordance with the Federal State Educational Standard for preschool education. The “Childhood” program effectively implements the ideas of developmental education continuously and successively from preschool preparation to graduation secondary school.
The work program of the preparatory group of MBOU Secondary School No. 70 in Lipetsk ensures the development of the personality, motivation and abilities of children, taking into account their age and individual characteristics in the direction of: cognitive development
1.3. Tasks.
Objectives of educational activities
— Develop independence, initiative, creativity in cognitive and research activities, support manifestations of individuality in the child’s research behavior, selectivity of children’s interests.
— Enrich ideas about people, their moral qualities, gender differences, social and professional roles, rules of relationships between adults and children
— Contribute to the development of children’s self-confidence, awareness of the growth of their achievements, self-esteem,
— Develop tolerance towards people of different nationalities.
1.4. Age and individual characteristics of children in the seventh year of life.
A child on the threshold of school (6-7 years old) has stable social and moral feelings and emotions, high self-awareness and realizes himself as a subject of activity and behavior. The child’s behavior begins to be regulated by his ideas about what is good and what is bad. The development of moral ideas is directly related to the ability to emotionally evaluate one’s actions. The child experiences a feeling of satisfaction, joy when he does the right thing, good, and embarrassment, awkwardness when he breaks the rules or acts badly. Children's general self-esteem is a global, positive, undifferentiated attitude towards themselves, formed under the influence of the emotional attitude of adults. By the end of preschool age, significant changes occur in the emotional sphere. On the one hand, children of this age have a richer emotional life, their emotions are deep and varied in content. On the other hand, they are more restrained and selective in emotional manifestations. By the end of preschool age, they form generalized emotional representations, which allows them to anticipate the consequences of their actions. This significantly affects the effectiveness of voluntary regulation of behavior - a child can not only refuse unwanted actions or behave well, but also perform an uninteresting task if he understands that the results obtained will bring benefit, joy, etc. to someone.
For children aged 6-7 years, communication among themselves becomes of great importance. Their selective relationships become stable, and it is during this period that children's friendships begin. Children continue to actively cooperate, but at the same time they also have competitive relationships - in communication and interaction they strive, first of all, to prove themselves, to attract the attention of others to themselves. By the age of 6-7 years, a child is confident in the culture of self-care and the culture of health. In games, children 6-7 years old are able to reflect quite complex social events - the birth of a child, a wedding, a holiday, war, etc.
Children of this age can take on two roles during the game, moving from playing one to playing the other. They can interact with several play partners, playing both the main and subordinate roles.
Further development of the child’s motor skills continues, building up and independent use motor experience. Ideas about yourself, your physical capabilities, and physical appearance expand. Walking and running improve, steps become uniform, their length increases, and harmony appears in the movements of the arms and legs. The child is able to move quickly, walk and run, hold correct posture. On their own initiative, children can organize outdoor games and simple competitions with peers.
At the age of 6-7 years, children’s ideas about the shape, color, and size of objects expand and deepen. The child is already purposefully and consistently examining the external features of objects. At the same time, he focuses not on individual characteristics, but on the entire complex (color, shape, size, etc.).
By the end of preschool age, the stability of involuntary attention increases significantly, which leads to children being less distractible. The concentration and duration of a child’s activity depends on its attractiveness to him. Boys' attention is less stable. At the age of 6-7 years, children’s memory capacity increases, which allows them to involuntarily remember a fairly large amount of information. Girls are distinguished by a greater volume and stability of memory. The imagination of children of this age becomes, on the one hand, richer and more original, and on the other, more logical and consistent. It no longer resembles the spontaneous fantasy of young children. When coming up with a game plot, drawing theme, stories, etc., children 6-7 years old not only retain the original idea, but can think about it before starting the activity. At this age, the development of visual-figurative thinking continues, which allows the child to solve more complex problems using generalized visual aids (diagrams, drawings, etc.) and generalized ideas about the properties of various objects and phenomena.
The ability to successfully perform classification actions is largely due to the fact that in the seventh year of life speech is increasingly included in the thinking process. The child’s (following the adult’s) use of words to denote the essential characteristics of objects and phenomena leads to the emergence of the first concepts. Children’s speech skills allow them to fully communicate with different groups of people (adults and peers, acquaintances and strangers). Children not only pronounce correctly, but also distinguish phonemes (sounds) and words well. Mastery of the morphological system of language allows them to successfully form fairly complex grammatical forms of nouns, adjectives, and verbs. In his speech, the older preschooler increasingly uses complex sentences(with coordinating and subordinating connections). Increases at 6-7 years vocabulary. During the dialogue, the child tries to answer questions comprehensively, asks questions that are understandable to the interlocutor, and coordinates his remarks with those of others. Another form of speech is also actively developing - monologue. Children can retell or tell stories consistently and coherently. By the end of preschool childhood, the child is formed as a future independent reader. A craving for a book, its content, aesthetic and formal aspects is the most important result of the development of a preschool reader. Musical and artistic activity is characterized by great independence. The development of cognitive interests leads to the desire to gain knowledge about types and genres of art (the history of the creation of musical masterpieces, the life and work of composers and performers).
In productive activities, children know what they want to portray and can purposefully follow their goal, overcoming obstacles and without abandoning their plan, which now becomes proactive. They are able to portray anything that arouses their interest. The created images become similar to the real object, are recognizable and include many details. The techniques of drawing, sculpting, and appliqué are being improved and complicated. Children are able to construct buildings from a variety of building materials according to diagrams, photographs, given conditions, and their own ideas, supplementing them with architectural details; make toys by folding paper in different directions; create figurines of people, animals, heroes of literary works from natural materials. The most important achievement of children in this educational field is mastery of composition.
1.5. Information about the pupils.
Contingent of pupils:
In total, 23 pupils attend the Ladushki preparatory group.
The group operates on a five-day work week with 12-hour stays for children
(from 7.00 to 19.00 hours).
Information about the families of the pupils:
22 children are being raised in two-parent families;
Single-parent family-1
Large families - 2
There are no families at risk.
1.6. Features of the educational process.
When organizing the educational process, the principles of integration of educational areas are taken into account in accordance with the age capabilities and characteristics of students (physical development, social and communicative development, cognitive development, speech development, artistic and aesthetic development).
The organization of the educational process is based on a comprehensive thematic principle with leading gaming activities, and the solution of program problems is carried out in different forms joint activities of adults and children, as well as in independent activities of children. The following are used as adequate forms of work with preschool children: experimentation, conversations, observations, solving problem situations, games, etc. Project activities are being introduced into the educational process.
Educational activities, depending on the program content, are carried out frontally, in subgroups or individually. Teachers are given the right to vary the location of direct educational activities depending on the educational, developmental and educational tasks set, and the interests of the children.
Due to the fact that in preschool groups the gym is combined with a music hall, work on the physical development of children, under favorable weather conditions, is carried out year-round on the sports ground of preschool groups. The educational process is carried out according to two modes in each age group, taking into account the warm and cold periods of the year.
In order to provide graduates of preschool institutions with equal starting opportunities for studying in primary school in preschool groups, following conditions:
— selection of programs and technologies, methods and techniques pedagogical activity carried out on the basis of an analysis of the level of development of children in the group;
— educators and specialists working with children 6-7 years old are familiar with the peculiarities of organizing the educational process in schools, attend lessons, invite primary school teachers to preschool groups, conduct joint events as part of the implementation of the tasks of continuity between preschool and primary general education.
— organizing walks for children of senior preschool age provides the opportunity to provide individual assistance to the child in physical, social-personal, cognitive-speech and artistic-aesthetic development;
— a counseling system has been organized for parents of pupils on the main areas of child development; interaction with children’s families on the implementation of the basic general education program of preschool education is carried out from 7.00 to 8.30 and from 17.00 to 19.00.
1.7. Daily routine, structure of OD (schedule of classes, motor mode).
Cold season
Time Regular moments Activities of children and teachers
07.00 – 08.40 Reception of children, examination, duty Individual work with children, games
08.25 – 08.35 Morning exercises Physical activity 10 min
08.35 – 08.40 Hygiene procedures Education of cultural and hygienic skills.
08.40–09.00 Breakfast Fostering a culture of eating.
09.00 – 09.30
09.40 – 10.10
10.20 – 10.50 NOD According to schedule
(during breaks – physical activity for 10 minutes
10.50 – 12.30 Preparation for the walk, walk. Motor activity
Independent activities, games.
12.30 – 12.40 Return from a walk or game
12.40 – 13.10 Preparation for lunch, lunch Education of culture. skills, food culture
13.10 – 15.00 Daytime nap. Getting ready for bed, music therapy
15.00 – 15.10 Rising, aerial procedures.
Invigorating gymnastics. Aerial procedures, physical activity
15.10 – 15.30 Afternoon snack Education of cultural and hygienic skills
15.40 – 16.10 NOD, leisure. Implementation of GCD in an individual form.
16.10 – 16.55 Independent activity of children. Games
16.55 – 17.15 Preparation for dinner, dinner Education cult. gig. Skills
17.15 – 19.00 Preparing for a walk, walk, going home Games, conversations with parents.
Warm season
Activities of children and teachers Time
Reception of children on the street, games, morning exercises in the fresh air, independent activities
Preparation for breakfast, breakfast
Independent activities, games, music. classes
Preparing for a walk, walk (games, work, observations), outdoor exercise
Returning from a walk, independent activity, preparing for lunch
Dinner
Getting ready for bed, sleep
Lifting, hardening procedures, independent activity.
Preparing for afternoon tea, afternoon tea
Games, independent activities, reading. literature
Preparing for dinner, dinner
Preparing for a walk, walking, going home
08.30 — 09.00
09.00 — 09.50
09.50- 12.10
12.20 – 12.50
12.50– 15.00
15.00- 15.30
15.30 – 15.50
15.50 – 17.20
17.00 — 17.20
17.00 – 19.00
1.8.Organization of the subject-spatial environment.
When a child enters the preparatory group, his psychological position begins to change: for the first time he begins to feel like the eldest among the kindergarten children. It is important to support this feeling by organizing the environment in which the child will actively demonstrate cognitive activity, independence, responsibility, and initiative. The teacher should more often involve older preschoolers in creating the environment, asking for their opinion on upcoming actions to change the environment, and involve them in the process of change itself.
A characteristic feature of older preschoolers is the emergence of interest in problems that go beyond personal experience. Through books and objects, the child gets acquainted with animals and plants of distant countries, with the customs and appearance of different peoples and eras, with diverse genres of painting and other types of art.
The group space should preferably be “divided” into small semi-enclosed micro spaces (in which 3-6 people can be present at the same time), placing the racks facing the walls and securing them well. Children, together with the teacher, according to their own plans, change the spatial organization of the environment several times a year. Small screens, wooden or metal frames and pieces of fabric, large modular material or ordinary cardboard boxes are also suitable for this purpose. large size, painted or covered with film.
The object-based play environment is built so that children can participate in a wide variety of games: role-playing games, construction games, stage games, theater games, folk games, round dance games, educational games, games with ready-made content and rules, outdoor games and sports entertainment.
IN role-playing games children reflect various subjects: everyday (shop, family), work (building a house, doctor, school), public (holidays, travel), the content of their favorite literary works and films. The attributes of games for older preschoolers are more detailed. The size of equipment and toys is better small - for games on the table. Large floor equipment is also acceptable if children play actively and for a long time. Most of the equipment is stored in boxes that have a picture and an inscription to recognize the game; children independently determine which games they will play. Only those games that children play are “expanded”; games can last several days or even weeks. The group should contain a box with waste material, plastic and cardboard packaging, waste paper, fabric, fur, leather, cardboard and other materials for making the missing attributes during the game. It is advisable to include albums, homemade books describing the sequence of making various toys to expand the content of games, scissors, glue, tape, felt-tip pens and other materials.
You need a place to act out the scenes in a director's play (this can be made from a large cardboard box by cutting out two surfaces like a stage), a set of toy characters about the size of an adult's palm, scrap materials and tools, as well as some sample diagrams, photographs of scenery and dolls.
In the group, a special place and equipment are allocated for the game room. These are didactic, educational and logical-mathematical games aimed at developing the logical action of comparison, logical operations of classification, seriation, recognition by description, reconstruction, transformation, orientation according to a scheme, model, and the implementation of control and verification actions (“Does this happen?” “Find the artist’s mistakes”), following and alternating, etc. For example, for the development of logic these are games with Dienesh’s logic blocks, “Logic Train”, “Logic House”, “4th Extra”, “Find the Differences”.
Printed notebooks and educational books for preschoolers are required. Games for developing counting and computational skills are also presented.
It has been noticed that older preschoolers who know how to play different games with rules successfully master educational activities at school. There is a huge variety of games with rules, including lotto, dominoes, and route games (“walkers”).
Main principle selection - games should be interesting for children, be competitive in nature, and evoke a desire to play without the participation of an adult.
An important task is the development of phonemic hearing. For this purpose, the teacher can invite children throughout the day to select objects and toys whose names begin with a certain sound, or this sound is in the middle or end of a word. To develop coherent speech, stimulate imagination and creativity, 5-6 frames (cardboard or wooden) and many pictures cut out from old magazines are placed in the literacy center. Let the child rummage through the pile, select several different pictures and put them in frames in a certain sequence, come up with and tell a story based on these pictures.
Visual arts are one of the most favorite activities for older preschoolers. In addition to the usual materials (paper, cardboard, pencils, felt-tip pens, paints, brushes), it is necessary to include diagrams of ways to create images using a variety of techniques. It is advisable to have step-by-step maps that reflect the sequence of actions to create any image from clay, paper, or other materials. Books and albums of homemade products will also help preschoolers in making any designs and crafts. A place should be set aside nearby or in other places in the group to display the works created by the children. You can mount children's works not only on the walls, but also hang them from the ceiling using threads, filling the air space of the group with works.
Organization of independent daily activities labor activity dictates the need to create creative workshops that allow children to work with fabric, wood, paper, fur and other materials.
When organizing children's experimentation, there is a new task: to show children various possibilities tools that help us understand the world, for example, a microscope. If conditions in kindergarten allow, it is advisable for older preschoolers to allocate a separate room for experiments using technical means. And in the group, leave only a small part of the equipment for experimenting with materials, balls, suspensions, water, and natural materials.
Constructive activities play an important role in the development of a child. To do this, the group’s environment includes construction sets and construction sets made of different materials (plastic, wood, metal), floor and tabletop, with a variety of methods for attaching parts, with different thematic focus. In addition to the sets themselves, it is necessary to include in the group environment a variety of sample diagrams of buildings, photo albums (with photographs architectural structures and children's buildings), notebooks for sketching diagrams of structures created by children.
Along with fiction, the book corner should contain reference, educational literature, general and thematic encyclopedias for preschoolers. It is advisable to arrange the books in alphabetical order, as in a library, or by topic (natural history literature, folk and original fairy tales, literature about the city, country, etc.).
It should be remembered that the spine of a 5-7 year old child is very sensitive to deforming influences. In those parts of the group where children maintain static poses for a long time, it is necessary to consider warm-up methods (darts, ring throws, skittles, serso, basketball hoops, targets and balls for throwing, bell pendants for pulling, hoops for climbing). The teacher supports the child’s attempts to properly organize his own activities, teaches the elements of warm-up and relaxation with the help of special attributes.
Older preschoolers begin to intensify their interest in future schooling. It is advisable to allocate a study area so that the group environment is close to the classroom learning environment: put tables in rows, hang a blackboard. In the future, this will help to adapt to the classroom learning environment to a certain extent.
An important task is the development of reflection and the formation of adequate self-esteem. It is necessary to show children the growth of their achievements, to make them feel joy and pride from successful independent actions. To do this, it is important to record the child’s progress with drawings or pictograms.
The ability to plan will be very useful for a child both at school and in life. The plan is recorded in different ways, written down by the teacher, indicated by signs, pictures). To do this, you need to have a list of children’s names in the group, placing a card with a plan next to each name. This can be easily done with tape, or by fixing a piece of white wallpaper on the wall (on which to write), and scroll the wallpaper to a clean spot as necessary.
It is necessary to develop the child’s ideas about his own capabilities and strengths, to teach him to know himself using self-observation. There are various ways to do this. For example; “I’m growing” tags are a reason for discussion about who is taller, who is shorter, how many centimeters the child has grown in a month, in three months, who is growing faster, who is slower. It is advisable to discuss with your children every month a topic related to the child and his interests. For example, “My family”, “Self-portrait”, “What I like and don’t like”, “I can do it, I want to learn...”, “My favorite holiday”, “What I like and don’t like about myself”, “My friends ", "My dream", "How I spend my day off" and others. These topics must not only be discussed, but also written down, sketched, and photographed. You can involve parents in this by offering to create a family newspaper. Such newspapers are hung in the group, children look at them with pleasure, compare their ideas, hobbies, and preferences with others.
Older preschoolers are attracted to the possibilities of changing their image and appearance. To do this, you can add mirrors, makeup paints, thread wigs, old tights, and parts of adult clothing to the group. For example, such as a hat, tie, long fluffy skirt, sunglasses, shawl, flight attendant's cap, captain's cap.
For older preschoolers, opportunities to learn about their native land and country are expanding. The group includes the coat of arms of the city, the region in which the children live, the coat of arms and the flag of the country. Newspapers are produced about how preschoolers travel to their native places with their parents, what impressions they had during these travels, and what they remember most. The map of the country marks the location of the kindergarten, as well as those places (in the country, in the world) that the children of the group have visited. And next to it you can attach children’s stories about these places, about the people and their customs, and photographs. Together with your children, you can make layouts that reflect the content that preschoolers are learning about (village, ancient settlement, Peter's Assembly).
In older preschool age, the teacher continues to expand the area of children’s social and moral orientations and feelings. The group has a place in which pictures with various situations are constantly posted, reflecting people’s actions and options for responding to it (“+” is correct, perhaps “-” it is undesirable to do this). Games are offered in which children construct emotional manifestations of people, for example, “Emotion Constructor”. It requires a base (lining) and a set of parts that make up a person’s face: the oval of the face, eyebrows, eyes, nose, mouth. Details are presented in 4-5 options. The child “picks” a person’s face and identifies it emotional state, age, gender, character, makes up a creative story about the resulting image.
II. Volume of educational load.
Calendar training schedule
Contents Group
Senior preschool age (from 6 to 7 years old)
Number of groups 1
Adaptation period -
Beginning of the school year 09/01/2014
End of the academic year 05/30/2015
Vacation period 12/29/2014
09.01.2015
Duration of the academic year
(week), total, including:
37 weeks
1st half 17 weeks
2nd half 20 weeks
Duration of the school week 5 days
Number of ODs per week 14
OD duration 30 min.
The maximum break between ODs is 10 minutes.
Volume of weekly educational load (LO)
(excluding additional educational services): 7 hours.
1 half day 7 o'clock.
2 half day -
Summer health period from 06/01/2015 to 08/31/2015
Group of senior preschool age with general developmental orientation
from 6 to 7 years old
Educational activity Duration of educational activity Number of educational activities per week
Communication (speech and literacy) 30 min 2
Formation of elementary mathematical concepts 30 min 1
Formation of a holistic picture of the world 30 min 2
Physical culture 30 min 3
Music 30 min 2
Artistic creativity (drawing/sculpting/appliqué) 30 min 3
Design/manual labor 30 min 1
Volume of weekly educational load (WED) (excluding additional educational services): 1 half day 7 hours 14
2nd half day — —
only 7 hours 14
Total 7 hours 14
III. Prospectively - thematic planning with final events.
Subject
Subtopic.
Final event options
Interaction with parents
September
1 week Autumn.
1.Day of Knowledge.
2. Golden autumn has come to visit us.
3.What autumn gave us.
4.People’s work in the fall.
5.Nature in autumn
1. Folklore festival “Why I love autumn”
2. Exhibition of crafts made from natural materials.
3. Involving parents in decorating the hall for Knowledge Day.
4. Joint production of crafts from natural materials.
September
Week 2 Nature's Pantry.
1.Vegetables, fruits.
2. Vitamins strengthen the body.
3. Mushroom kingdom.
4. Green pharmacy.
5.Dangerous gifts of nature (HG).
1. Educational game - journey “For health to plants”
2.Theatrical performance “I want to be friends with nature”
3. Making a herbarium of medicinal plants.
September
Week 3 Family and family traditions.
1. Our first and last names.
2.Professions of my parents.
3. How we relax.
4.My grandparents.
5.Traditions in our family.
1.Creating a family album “Mom, Dad, Me - a friendly family.”
2. Musical entertainment “Family is happiness, family is joy, family is life on earth”
3. Drawing up a family tree “Me and my family”
4.Round table “Parents are an example for a child”
September
Week 4 My city.
1. History of the emergence and development of the city.
2. Memorable places of your hometown.
3. Folk crafts of our region.
4.Natural and animal world of the Lipetsk region.
5. Famous people of our region.
1. Excursions to memorable places of the city.
2. Quiz “Hometown Experts”
3. Creation of the album “My family’s contribution to the development of the city”
October
1 week Home country
1.The country we live in
2. Culture and traditions of the Russian people
3. Moscow is the capital of Russia
4. The theme of the Motherland in Russian literature
5.The nature of our country.
1. Exhibition of works “My Motherland”
2. Reading competition “My native land”
Making joint works with children for the exhibition “My Homeland”
October
Week 2 Safety Week.
1. Take care of yourself.
2. Let's talk about safety.
3.What to do if you are lost.
4.Help services.
5.How to behave on the street.
1. Entertainment “Safe World”.
2. Exhibition of drawings “I am a pedestrian”.
3. Making joint works with children for the exhibition “The Road through the Eyes of Children”
4. Conversation with parents “Safety on the streets”
October
Week 3 Nature corner in kindergarten.
1.Why are plants needed?
2. How to care for plants.
3. Indoor flowers.
4.A plant is a living being
5.Our aquarium.
1.Theatrical leisure “Green Friend”
2.Exhibition of crafts " Beautiful fish in the aquarium."
Photo exhibition “My home corner of nature”
October
Week 4 Adult work. Professions. We help adults.
1. Travel to the country of professions.
2. Supervision of the work of the seller, cashier, driver.
3.Professions of rescuers.
4.Professions of my parents.
Project “All works are good”
Parents' help in creating the project.
October
5 week Kindergarten
1Kindergarten - the country of childhood
2. Who looks after us in kindergarten.
3.My favorite toys.
4.What do I like to do in kindergarten?
5. Me and my friends.
Creation of the album “Kindergarten - a magical country”
Participation in the creation of the album “Kindergarten - a magical country”
November
1 week Nature is around us.
1.Living and inanimate nature.
2.Nature of Russia.
3. How a person protects nature.
4. Natural phenomena.
5. Animals from different countries.
Quiz "Take care of your planet."
Release of the environmental newspaper “Touch Nature with Your Heart”
November
Week 2 Our good deeds. Lessons on politeness and etiquette.
1. Magic words.
2. Let's compliment each other!
3. What is friendship?
4. Our mood.
5.Good deeds.
1. Dramatization of the fairy tale “Two Greedy Little Bears”
2.Leisure “Friendship Lesson”
Issue of the newspaper “Culture of Behavior”
November
Week 3 week Arts and crafts.
1.Russian folk toys.
2.Golden Khokhloma.
3. Gzhel.
4. Dymkovo fishery.
5. Cheerful town.
1. Entertainment “City of Masters”
Making crafts with children for the Russian Matryoshka exhibition
November
Week 4 Friends of Sports.
1.Sport is life.
2.What sports do you know?
3.Favorite sport.
4.We are friends with physical education.
5.Olympics.
1. Game-competition “Name the sport”
2. Consultation for parents “Sport is very important for life.”
3. Leisure “Mom, Dad, I am a sports family”
December
1 week Winter-winter.
1. The time of year is winter.
2.Winter fun.
3. Ice is solid water.
4. Winter transformations.
5.Safety rules in winter.
1. Entertainment “Oh, you winter - winter”
2. Physical education “Winter-winter”
Participation in the entertainment “Oh, you Zimushka-winter”
December
Week 2 The world of objects, technology, mechanisms, inventions.
1.Technology as a human assistant.
2.We are inventors.
3.Dangerous items at home.
4.Household appliances.
5. Travel into the past of objects.
Project "Technology of the Future"
Parents' assistance in implementing the project.
December
Week 3 We are friends of wintering birds.
1. Wintering birds.
2.How to help birds in winter.
3. Poultry dining room.
4.Making bird feeders.
5.Take care of the birds.
Project “How our feathered friends live in winter”
Help in making feeders.
December
Week 4 Getting ready for the New Year holiday. Winter miracles.
1. The history of the New Year.
2. Getting ready for the New Year.
3. New Year's costumes.
4. Hello, fairy tale!
5. What is “Yuletide”?
1.Exhibition of drawings “New Year is coming to us”
2. Holiday "New Year's Carnival"
3.Help parents in organizing the New Year's party.
4. Participation in the holiday.
January
Week 2 Game week.
1.What games do you know?
2.My favorite games.
3. Sports games.
4.Summer and winter games.
5.Games with family.
Game-dramatization based on the fairy tale “How the sun and frost quarreled”
Consultation for parents “Game as a form of organizing the life and activities of children”
January
Week 3 Folk culture and traditions.
1. Life and traditions of the Russian people.
2.Russian folk holidays.
3.National Russian costume.
4.Russian folk art.
5.Russian hut.
1. Exhibition of drawings “Russian folk tales”.
2.KVN “Journey to the World of the Past”
3.Creation of the album “Clothing of Russian people in the old days.”
January
Week 4 Week of knowledge, or Miracles in a sieve.
1. Natural resources of the earth.
2. How the caves appeared.
3.What are houses needed for? What are they?
4.Who are insects? Why do insects have whiskers?
5.What types of dolls are there?
Quiz “I want to know everything”
Consultation for parents “Raise your children to be inquisitive”
February
1 week Art and culture.
1.Who are artists?
2.What are graphics and painting?
3.What do you know about museums?
4.What is music?
5.Architecture.
Exhibition of items from home collections “What Museum Objects Tell You About”
Visiting museums with children
February
Week 2 Traveling across countries and continents.
1.What is travel?
2. Our Earth.
3. Travel to the North Pole.
4. Trip around the world.
5. Travel to Africa.
Design of a world map depicting heroes of works of art - representatives of different countries, photographs summer holiday from family albums. Consultation for parents “Travel with children”
February
Week 3 Defenders of the Fatherland.
1.Our Motherland.
2. Defenders of our Motherland (from a hero to an artilleryman).
3.Our Army is strong.
4.Military equipment.
5. Military parade.
Entertainment "Defender of the Fatherland Day"
Participation in entertainment dedicated to Defender of the Fatherland Day
February
Week 4 Traffic rules. Country “Traffic lights”
1. A pedestrian crosses the street.
2. Observations of vehicle movement.
3. Road safety.
4. Monitoring the work of the traffic police.
5.Road signs.
Entertainment according to traffic rules “Best pedestrian”
Consultation “Children’s safety on the road”
March
1 week International Women's Day.
March 1.8 is the first spring holiday.
2. Dear mommy, my mommy.
3.My beloved grandmother.
4.How are you like your mother?
5.What does mom love most?
1. Making gifts for mom.
2. Holiday “Mom’s holiday”
Participation in the holiday
March
Week 2 Spring has arrived!
1. Travel to the spring forest.
2. Poems about spring.
3.What is spring.
4.Life of animals and birds in spring.
5. Spring worries of a person.
Vernissage “Red spring is coming and singing a song”
Help in making birdhouses
March
Week 3 Man and the animal world.
1.Wild animals.
2. Pets.
3.Do you know how to handle animals?
4. The work of a farmer, livestock breeder.
5.Dangerous contacts with animals.
1. Exhibition of children's works “My Favorite Animal”
2.Project “Fauna of Russia”
Help in creating a project.
March
Week 4 Book Week.
1.What is an epic?
2.What is a fairy tale?
3. Poetic genre.
4.Why do we need a library?
5.Book production.
1. Excursion to the library.
2.Literary leisure “Visiting Charles Perrault”
Making baby books with children and organizing an exhibition in kindergarten.
April
1 week Health Week
1. The world of a healthy lifestyle.
2. Maintain your health yourself.
3. Our organs.
4.Healthy eating.
5. Medicinal plants.
Entertainment "April Fool's Day"
Consultation for parents “How to keep children healthy”
April
Week 2 Outer space.
1.Cosmonautics Day.
2.Conquest of space.
3. Earth and other planets.
4.Profession: astronaut.
5. Stars and constellations.
1. Quiz “Space flights”
2.Exhibition of crafts “This mysterious space”
Making crafts with children for an exhibition.
1.Introduction to the holiday.
2. The earth is our common home.
3. Red Book of Animals and Plants.
4.Forest and man.
5.Environmental protection.
1. Production of the “Red Book”
2.KVN “We are friends of nature”
Help in producing the “Red Book”
April
Week 4 Unity and friendship of the peoples of planet Earth.
1. Peace on the entire planet.
2.Children of different countries, customs.
3.About friendship and friends.
4. We are all different, we are all equal.
5.Where I would like to visit.
Entertainment "Country of Igralia"
Create a book with the customs and costumes of different peoples.
April
Week 5 In the garden, on the river, in the river, lake, swamp
1.What is a river, lake.
2. What is a swamp
3. Water inhabitants.
4. Plants of ponds.
5. Around the world trip
KVN “Who lives in the garden, in the meadow” Consultation for parents “Caution, water”
May
1 week Day Great Victory.
1. The Great Patriotic War.
2. Story - conversation about Victory Day.
3.Acquaintance with the branches of the military.
4. Great commanders of Russia.
5. What is heroism?
Holiday “Victory Day is remembered by grandfathers”
Participation in the holiday “Victory Day is remembered by grandfathers”
May
Week 2 Experiments and Experiments
1.Clean and dirty air.
2.What is it made of?
3.Paper production.
4. Actions of a magnet.
5.Why do objects move?
Entertainment “A magician has come to us”
Help in creating a corner for experimentation.
May
Week 3 Children's rights.
1.Convention on the Rights of the Child.
2.Your rights.
3.Your responsibilities.
4.What does the word “protection” mean?
5.What rights were violated in famous fairy tales.
Project “My favorite activity”
Consultation for parents "Child's rights"
May
Week 4 Back to school soon
1.What is school for?
2.What do I expect from school?
3.How to be a good student?
4.How to find many friends.
5. School life.
Design and presentation of the guide “What a first-grader needs to know (how to become a first-grader?)
Help in preparing the guidebook.
To develop independence, initiative, creativity in cognitive and research activities, to support manifestations of individuality in the child’s research behavior, and the selectivity of children’s interests.
— Improve cognitive skills: notice contradictions, formulate a cognitive task, use different ways of checking assumptions, use variable methods of comparison, relying on a system of sensory standards, organize, classify objects of reality, apply the results of cognition in different types of children's activities.
— Develop the ability to engage in collective research, discuss its progress, agree on joint productive actions, put forward and prove their assumptions, present joint results of knowledge.
— To foster a humane and value-based attitude towards the world based on the child’s awareness of certain connections and dependencies in the world, and a person’s place in it.
-Enrich ideas about people, their moral qualities, gender differences, social and professional roles, rules of relationships between adults and children
-Promote the development of children's self-confidence, awareness of the growth of their achievements, self-esteem,
— Develop self-control and responsibility for your actions and actions.
— Enrich ideas about one’s hometown and country, develop civic and patriotic feelings.
— To form ideas about the diversity of countries and peoples of the world, some national characteristics people.
— Develop interest in individual facts of the history and culture of the native country, form the principles of citizenship.
-Develop tolerance towards people of different nationalities.
Contents of educational activities
Development of sensory culture
Distinguishing and naming all colors of the spectrum and achromatic colors; 5-7 additional tones of color, shades of color, mastering the ability to mix colors to obtain the right tone and shade.
Distinguishing and naming geometric shapes (rhombus, trapezoid, prism, pyramid, cube, etc.), identifying the structure of flat and three-dimensional geometric shapes. Mastering the classification of figures according to external structural features (triangular, pentagonal, etc. Understanding the relationship (with the help of a teacher) between flat and three-dimensional geometric figures.
Comparison of several objects according to 4-6 main characteristics, highlighting similarities and differences. Understanding the characteristics of the properties of materials (different types of paper, cardboard, fabrics, rubber, plastic, wood, metal), consciously choosing them for productive activities.
Formation of primary ideas about oneself and other people
People (adults and children). Understanding the diversity of people's social and professional roles. Mastering the rules and norms of communication and interaction with children and adults in various situations.
Understanding the expectations of adults regarding children - their behavior, knowledge, actions, personal qualities, learning at school.
Mastering universal human norms of behavior - children everywhere respect their elders, love their parents, take care of children, protect all living things, and protect the weak.
Mastering the child’s ideas about himself - his name, patronymic, surname, nationality, age, date of birth, address of residence. Mastering ideas about your family: name, patronymic, professions of parents and immediate relatives, memorable events, family traditions. Mastering ideas about the characteristics of your body that need to be taken into account in everyday life.
Formation of primary ideas about the Small Motherland and Fatherland, the diversity of countries and peoples of the world.
Mastering ideas about your hometown - its coat of arms, street names, some architectural features, attractions Understanding the purpose public institutions, different types of transport. Mastering ideas about the places of work and recreation of people in the city, about the history of the city and outstanding citizens, and the traditions of city life.
Mastering ideas about the native country - its state symbols, the president, the capital and large cities, and natural features. Showing interest in striking facts from the history and culture of the country and society, some outstanding people of Russia. Mastering poems, songs, traditions of different peoples of Russia, folk crafts. Demonstrations of desire to participate in the celebration of public holidays and social events of the country and city.
Mastering ideas about planet Earth as the common home of people, the diversity of countries and peoples of the world - elementary ideas about the diversity of countries and peoples of the world; features of their appearance (race), national clothes, typical activities. The realization that all people strive for peace, want to make their country rich, beautiful, protect nature, and honor their ancestors. Mastering some national melodies, songs, fairy tales, dances of the peoples of the world. Awareness of the need to show tolerance towards people of different nationalities.
A child discovers the natural world
Observation as a way of understanding the diversity of the natural world on Earth (plants, mushrooms, animals, the nature of the native land and different climatic zones), highlighting the features of their appearance and life activity, individual originality and uniqueness. Ideas about celestial bodies and luminaries.
Independent (individual and in a group with peers) experimentation to identify the properties and qualities of objects and materials of inanimate nature (light, stones, sand, clay, earth, air, water, etc.) using different methods of testing assumptions, formulating results.
Comparison of objects and natural phenomena according to many signs of similarity and difference, their classification.
Identification of favorable and unfavorable states of plants (withered, yellowed, etc.) and selection of appropriate methods of assistance.
Development of ideas about the life of plants and animals in their environment, about the variety of signs of adaptation to the environment in different climatic conditions(in hot climates, in desert conditions, cold climates).
Establishing the cyclical nature of seasonal changes in nature (the cycle of the year, as a successive change of seasons).
Ideas about the growth, development and reproduction of animals and plants as a sign of life. The sequence of stages of growth and development, its cyclicity using specific examples.
Generalization of ideas about living nature (plants, animals, humans) based on essential features (move, eat, breathe, grow and develop, reproduce, feel).
Accumulation of ideas about the city as a community of plants, animals and humans, about planet Earth and the near-Earth space. Understanding that the Earth is a common home for all plants, animals, and people.
Mastering the behavioral characteristics of a cultured person in nature (a person knows and follows the rules of behavior aimed at preserving natural objects and his own health), about human environmental activities (He protects forests from fires, plants young trees in cleared areas, creates nature reserves).
Disclosure of the diversity of nature's values for human life and the satisfaction of its various needs (aesthetic value, practical, health-improving, educational, ethical). An elementary understanding of the intrinsic value of nature (plants and animals do not live for humans, every living creature has the right to life).
Making assumptions about the causes of natural phenomena, reasoning about the beauty of nature, sharing guesses about the meaning of nature for humans, composing creative stories, fairy tales on environmental topics.
Conscious application of the rules of interaction with plants and animals when carrying out various activities.
First steps into mathematics. We explore and experiment.
Mastering the ability to characterize an object, phenomenon, event from a quantitative, spatio-temporal point of view, to notice similarities and differences in shapes and sizes, to use signs, diagrams, and symbols, both generally accepted and those proposed by children.
Showing a special interest in numbers, as signs of numbers, in their writing, and use in various types of practical activities. Mastering the composition of numbers within the first ten.
Mastering the ability to compose and solve simple arithmetic problems involving addition and subtraction.
Demonstration of the ability to practically establish connections and dependencies, simple patterns of transformation, changes (including cause-and-effect in rows and columns); solving logical problems.
Demonstration of the ability to foresee the final result of proposed changes and express the sequence of actions in the form of an algorithm.
Type of activity: FCCM
September
Date Topic Title Source
1. Theme “My hometown Lipetsk” A. A. Vakhrushev “Hello, world!”
2. Theme “Soon to school” Gorbatenko O.F. “Comprehensive classes for children 4-7 years old.” –Volgograd: Teacher, 2013.
3. Topic “Who am I?” Blinova G.M. "Cognitive development of children 5-7 years old." – M.: TC Sfera, 2006. – P. 4-7.
4. Topic “Reading O. Driz “When a man is six” O. V. Driz “When a man is six.”
October
Date Topic Title Source
1. Theme “Animals are our friends” Semenak S.I. "Lessons of goodness." – M.: Arkti, 2002.
2. “Take care of nature” A. A. Vakhrushev “Hello, world!”
3. “Journey to the Past” A. A. Vakhrushev “Hello, world!”
4. Theme “On our streets there are cars, cars...” Belyaevskova G.D. “Road rules for children 3-7 years old” - Volgograd: Uchitel, 2013.
November
Date Topic Title Source
1. Theme “Late Autumn” Gladysheva N.N. “Teacher’s work program” - Volgograd: Teacher: IP Grinin L.E., 2014.
2. Topic “Plant Kingdom: Trees, Shrubs, Herbs” Dybina O.V. "The unknown is near." – M.: Sphere shopping center, 2001.
3. “I am a citizen of Russia” A. A. Vakhrushev “Hello, world!”
4. Theme “Good and evil deeds” Semenak S.I. "Lessons of goodness." – M.: Arkti, 2002.
December
Date Topic Title Source
1. Theme “Winter” O.A. Skorolupova "Winter". – M.: Publishing house “Scriptorium 2003”, 2010.
2. Topic “What is culture” Nikolaeva S.O. “Classes on the culture of behavior with preschoolers and primary schoolchildren” - M.: Vlados, 2005
3. Topic: “We are friends of wintering birds.” A. A. Vakhrushev “Hello, world!”
4. Theme “Getting ready for the New Year” Gorbatenko O.F. “Comprehensive classes for children 4-7 years old.” –Volgograd: Teacher, 2013.
January
Date Topic Title Source
1. Theme “Magic Circle” Dybina O.V. "The unknown is near." – M.: Sphere shopping center, 2001
2. Theme “Culture of the native Lipetsk region” Zhukova R.A. “Legal education” - Volgograd: ITD “Corypheus”.
3. Topic “Freezing of liquids” Dybina O.V. "The unknown is near." – M.: Sphere shopping center, 2001
February
Date Topic Title Source
1.Theme “In the theater” Nikolaeva S.O. “Classes on the culture of behavior with preschoolers and primary schoolchildren” - M.: Vlados, 2005.
2. “Getting ready to go...” “Travel across countries and continents” A. A. Vakhrushev “Hello, world!”
Gladysheva N.N. “Teacher’s work program” - Volgograd: Teacher: IP Grinin L.E., 2014.
3. Theme “Russian heroes” Mulko I.F. Development of ideas about man in history and culture" - M.: TC Sfera, 2005.
4. Topic “Road Safety” Volchkova V.N. “Cognitive development” - Voronezh: TC “Teacher”, 2005.
March
Date Topic Title Source
1. Theme “Woman is a hard worker” Gorbatenko O.F. “Comprehensive classes for children 4-7 years old.” –Volgograd: Teacher, 2013.
2. Theme “Our Earth” Volchkova V.N. “Cognitive development” - Voronezh: TC “Teacher”, 2005.
3. Theme of “Doctor of the Forest” Voronkevich O.A. “Welcome to ecology!” - St. Petersburg: “Childhood-press”, 2006.
4. Topic “Great people. A.S. Pushkin" Gorbatenko O.F. “Comprehensive classes for children 4-7 years old.” –Volgograd: Teacher, 2013.
April
Date Topic Title Source
1. Theme “Sport is health” Volchkova V.N. “Cognitive development” - Voronezh: TC “Teacher”, 2005.
2. Theme “This mysterious space” by V.N. Volchkova. “Cognitive development” - Voronezh: TC “Teacher”, 2005.
3.Theme “Earth. Space" Dybina O.V. "The unknown is near." – M.: Sphere shopping center, 2001
4. Topic “Learning to understand the feelings of other people” Semenak S.I. "Lessons of goodness." – M.: Arkti, 2002.
5. Theme “Natural Fossils of the Earth” Gorbatenko O.F. “Comprehensive classes for children 4-7 years old.” –Volgograd: Teacher, 2013.
Date Topic Title Source
1. Theme “Great Victory Day” Gladysheva N.N. “Teacher’s work program” - Volgograd: Teacher: IP Grinin L.E., 2014.
2. Theme “Invisible - Air” by V.N. Volchkova. “Cognitive development” - Voronezh: TC “Teacher”, 2005.
3.Theme “I have the right” Zhukova R.A. “Legal education” - Volgograd: ITD “Corypheus”.
4. Theme “Soon to school” Zhukova R.A. “Legal education” - Volgograd: ITD “Corypheus”.
Type of activity: FEMP(formation of elementary mathematical concepts)
September
Date Topic title Source of methodological literature
1. “Numbers 1-5 Repetition” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (125 pp.)
2. “Numbers 1-5 Repetition” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (128 pp.)
3. “Number 6. Digit 6” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (133 pp.)
4. “Number 6. Digit 6” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (137 pp.)
October
1. “Longer, shorter” L.G. Peterson “One step, two steps...” Practical course in mathematics for preschoolers. - “Yuventa”, 2011. (141 pp.)
2. “Measuring length” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (143 pp.)
3. “Measuring length” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (147 pp.)
4. “Measuring length” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (150 pp.)
5. “Number 7. Number 7” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (154 pp.)
November
Date Topic Title Source
1. “The number is 7. Number 7" L.G. Peterson "One step, two steps..." Practical mathematics course for preschoolers. - "Yuventa", 2011. (160 pp.)
2. “Number 7. Number 7” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (160 pp.)
3. “Heavier, lighter.” Compare by mass" L.G. Peterson "One step, two steps..." Practical mathematics course for preschoolers. - "Yuventa", 2011. (160 pp.)
4. “Measuring mass” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (160 pp.)
December
1. “Measuring mass” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (175 pp.)
2. “Number 8. Digit 8” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (179 pp.)
3. “Number 8. Number 8” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (183 pp.)
4. “Number 8. Number 8” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (187 pp.)
January
1.“Volume. Comparison by volume" L.G. Peterson "One step, two steps..." Practical mathematics course for preschoolers. - "Yuventa", 2011. (192 pp.)
2. “Measurement of volume” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (196 pp.)
3. “Number 9. Number 9” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (200 pp.)
February
1. “Number 9. Number 9” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (204 pp.)
2. “Number 9. Number 9” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (208 pp.)
3. “Area. Measuring area" L.G. Peterson "One step, two steps..." Practical mathematics course for preschoolers. - "Iuventa", 2011. (212 pp.)
4. “Area. Measuring area" L.G. Peterson "One step, two steps..." Practical mathematics course for preschoolers. - "Iuventa", 2011. (212 pp.)
March
1. "Number 0. Digit 0"
L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (220 pp.)
2. “Number 0. Digit 0” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (225 pp.)
3. “Number 10” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (229 pp.)
4. “Ball.” Cube Parallelepiped" L.G. Peterson "One step, two steps..." Practical mathematics course for preschoolers. - "Yuventa", 2011. (233 pp.)
April
1 .“Ball.” Cube Parallelepiped" L.G. Peterson "One step, two steps..." Practical mathematics course for preschoolers. - "Yuventa", 2011. (233 pp.)
2. “Number 10” by L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (229 pp.)
3. “Pyramid. Cone. Cylinder" L.G. Peterson "One step, two steps..." Practical mathematics course for preschoolers. - "Iuventa", 2011. (237 pp.)
4. “Pyramid. Cone. Cylinder" L.G. Peterson "One step, two steps..." Practical mathematics course for preschoolers. - "Iuventa", 2011. (237 pp.)
5. “Symbols” L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011. (242 pp.)
May
1. Consolidation of the material covered by L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011
2. Consolidation of the material covered by L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011
3. Consolidation of the material covered by L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011
4. Consolidation of the material covered by L.G. Peterson “One step, two steps...” Practical mathematics course for preschoolers. - “Yuventa”, 2011
Type of activity: experimental - experienced
Month Game-experimentation
September“Why is it dirty in autumn?”
“Making Koloboks”
"Jolly Boats"
“What foam!”
October
"Shiny Lumps"
"Dives"
"Different feet run along the path"
"Wonderful bag"
November
"Shadow Games"
"Bulbochki"
"Shadow Games"
"Colored water"
December
"Snowballs"
"Making figures"
“Where does the wind blow?”
“Let’s decorate the Christmas tree with icicles”
January"Colored Snow"
"The snowball is melting"
February"Footprints in the Snow"
"Paper Whirlwind"
“What is the nose for?”
“Where does the wind live?”
March"Ears on top of your head"
"Warm Pebble"
“We make patterned paths from sand”
"Nimble fingers"
April“Let’s dry the handkerchief”
"Happy Travellers"
“What are eyes for?”
May"Sunny bunnies"
"The Power of the Wind"
"Helping hands"
Type of activity: nature
September
Date Topic Title Source
1. Topic “Conversation about summer”
2. Topic “What kinds of insects are there?”
T. M. Bondarenko “Practical material on the development of educational fields”
3.Theme “Planet Earth is in danger”
T. M. Bondarenko “Practical material on the development of educational fields”
4. Topic “What is nature? Living and inanimate nature"
T. M. Bondarenko “Practical material on the development of educational fields”
October
Date Topic Title Source
1. Topic “Medicinal plants - means of healing the body”
T. M. Bondarenko “Practical material on the development of educational fields”
2. Topic “Charging the aquarium”
T. M. Bondarenko “Practical material on the development of educational fields”
3. Topic “Why polar bears don’t live in the forest”
T. M. Bondarenko “Practical material on the development of educational fields”
4. Topic “How plants prepare for winter”
T. M. Bondarenko “Practical material on the development of educational fields”
November
Date Topic Title Source
1. Topic “Conversation about a mole”
T. M. Bondarenko “Practical material on the development of educational fields”
2. Topic “Moisture-loving and drought-resistant indoor plants”
T. M. Bondarenko “Practical material on the development of educational areas
3.Theme “Inhabitants of our corner of nature”
T. M. Bondarenko “Practical material on the development of educational fields”
4. Topic “Conversation about autumn”
T. M. Bondarenko “Practical material on the development of educational fields”
December
Date Topic Title Source
1. Topic “Conversation about the forest” T. M. Bondarenko “Practical material on the development of educational areas”
2. Topic “Oak and Pine” by T. M. Bondarenko “Practical material on the development of educational fields”
3. Topic “Wolf and fox forest predators” T. M. Bondarenko “Practical material on the development of educational areas”
4. Topic “Observing cats and kittens” by T. M. Bondarenko “Practical material on mastering educational areas”
January
Date Topic Title Source
1. Topic “Who is the boss in the forest” T. M. Bondarenko “Practical material on the development of educational areas”
2. Topic: Conversation “I am a man” by T. M. Bondarenko “Practical material on mastering educational fields”
3. Topic “Comparison of wild and domestic animals” T. M. Bondarenko “Practical material on the development of educational areas”
4. Topic Conversation “What do we know about birds” T. M. Bondarenko “Practical material on the development of educational areas”
February
Date Topic Title Source
1. Topic “A story about ecological pyramids” by T. M. Bondarenko “Practical material on the development of educational areas”
2. Topic “Bactrian camel of the desert” T. M. Bondarenko “Practical material on the development of educational areas”
3. Topic “Winter quarters of animals” T. M. Bondarenko “Practical material on the development of educational areas”
4. Topic “How to recognize winter” T. M. Bondarenko “Practical material on mastering educational fields”
March
Date Topic Title Source
1. Topic “Water around us” T. M. Bondarenko “Practical material on the development of educational areas”
2. Topic “Properties of water” T. M. Bondarenko “Practical material on the development of educational areas”
3. Topic “Who lives in water” T. M. Bondarenko “Practical material on the development of educational areas”
4. Topic “What grows in water” T. M. Bondarenko “Practical material on the development of educational areas”
April
Date Topic Title Source
1. Topic “Spring care for indoor plants” T. M. Bondarenko “Practical material on the development of educational areas”
2. Topic “Conversation about earthworms” by T. M. Bondarenko “Practical material on the development of educational areas”
3. Topic “The Red Book is a danger signal” T. M. Bondarenko “Practical material on the development of educational fields”
4. Conversation “My native land - protected places” by T. M. Bondarenko “Practical material on the development of educational areas”
May
Date Topic Title Source
1. Topic “Acquaintance with the properties of air” T. M. Bondarenko “Practical material on the development of educational areas”
2. Topic “Noses are needed not only for beauty” T. M. Bondarenko “Practical material on mastering educational fields”
3. Topic “The Sun is a Big Star” by T. M. Bondarenko “Practical material on the development of educational fields”
4. The topic “Conversation about spring” summarizing T. M. Bondarenko “Practical material on the development of educational areas”
Type of activity: Cognition (design/manual labor)
September
1. “Giraffe” T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-232 p.
2. “Airplanes” by T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. OO "Poznanie" LLC "Metoda", 2013-234 p.
3. “The Pincushion” by T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. OO "Poznanie" LLC "Metoda", 2013-246 p.
4. “Microdistrict of the city” Kutsakova L.V. “Construction and artistic work in kindergarten.” – M.: TC Sfera, 2005. – P. 95-96.
October
1. “House of my dreams” Kutsakova L.V. “Construction and artistic work in kindergarten.” – M.: TC Sfera, 2005. – P. 95. 240 p.
2. Volumetric straw toy “Bull” T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-235 s.T.M.
3. Composition “Flowers in a Vase” by T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-236 p.
4. “The Vessel” by T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-238 p.
5. Toy from a whole shell “Fish” T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-237 p.
November
1. Weaving braids from straw “Pleteshok” T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-239 p.
2. “Freight transport” T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-243 p.
3. Planar composition of plants on a circle. T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-240 p.
4. “Puppy” T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-242 p.
December
1. Origami “Herringbone” T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-233 p.
2. “The Bridge” by T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-248 p.
3. Mosaic plot made from eggshells “Chicken hatched from an egg” by T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-249 p.
4. “Christmas tree toys” Lishtvan “Design”, pp. 132-135.
January
1. “Bunny” (Magic stripes) T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-244 p.
2. Panel of scraps “Boat” by T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-251 p.
3. “Two-story building” T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-252 p.
February
1. “The Gnome” by T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-250 p.
2. “Theater” by T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-256 p.
3. “Planes for pilots - defenders of the Fatherland” T.M. Bondarenko “Organization of direct educational activities in the preparatory group of a kindergarten”, - Voronezh: IP Lakotsenina N.A., 2012. - P. 234-235.
4. “Bags for secrets” T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-255 p.
March
1. “Napkin” T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-258 p.
2. “Pigtail” (oblique weaving) T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-259 p.
3. “Flowers from cotton pads” Teacher’s notes.
4. “Fairytale House” by T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-261 p.
April
1. Origami “Amanita” T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-263 p.
2. “Cockerel” (chasing) T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-262 p.
3. “Composition of fruit seeds” T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-265 p.
4. “Railway Station” T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-265 p.
5. “Dove” by Lykova I.A. "Artistic work in kindergarten." – M.: Publishing House “Tsvetnoy Mir”, 2012. – P. 56.
May
1. Rag doll “Twist” T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-266 p.
2. Origami “Kolobok” T.M. Bondarenko Practical material on mastering educational areas in the preparatory group of a kindergarten. NGO "Poznanie" LLC "Metoda", 2013-268 p.
3. “House for a doll” T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-270 p.
4. “Souvenir from branches and roots” T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO “Poznanie” LLC “Metoda”, 2013-269 p.
IV. Planned results of mastering the program by children aged 6-7 years
Child's achievements
(“What makes us happy”) Causes concern and requires joint efforts of teachers and parents
— He is distinguished by his breadth of outlook, shares his impressions interestingly and enthusiastically.
— Organizes and carries out educational and research activities in accordance with his own plans.
— Shows interest in objects of the surrounding world, symbols, signs, models, tries to establish various relationships; owns a system of standards and carries out sensory analysis, highlighting differences in similar objects and similarities in different objects. -Can purposefully observe objects for a long time, highlight their manifestations and changes over time.
— Shows cognitive interest in his family, social phenomena, and the life of people in his native country. Asks questions about the past and present life of the country.
- Talks about himself, some of his character traits
— Cognitive activity is reduced, cognitive interest does not appear.
— The horizons are limited, the ideas are poor and primitive.
— Speech passivity is characteristic during the process of examination and experimentation.
— Has a meager amount of ideas about himself and his loved ones, and is reluctant to answer questions about them.
— Social ideas about the social world, people’s lives and about oneself are limited and superficial.
- Shows no interest in the present and past life of his native country, does not seek to discuss these topics.
— Has extremely limited social ideas about the world, other countries, the life of different peoples.
V. Social partnership with parents
The implementation of the program is fully possible only if there is close interaction between the kindergarten and the family. Joint events help to establish trusting relationships with parents, which has a positive impact on the state of the pedagogical process.
Purpose of the work– to make parents active participants in the pedagogical process, providing them with assistance in realizing responsibility for the upbringing and education of children.
The joint activities of the family and the preschool educational institution are based on the following principles:
— a unified approach to the process of raising a child;
— openness of the preschool institution for parents;
— mutual trust in the relationship between teachers and parents;
- respect and goodwill towards each other;
— differentiated approach to each family;
- equal responsibility of parents and teachers.
Functions of an educational institution working with a family:
familiarizing parents with the content and methodology of the educational process;
psychological and pedagogical education of parents;
involving parents in joint activities with children and teachers;
assistance to families experiencing any difficulties.
The system of interaction with parents includes:
— familiarization of parents with the results of the work of the preschool educational institution at general parent meetings, analysis of the participation of the parent community in the life of the preschool educational institution;
— familiarizing parents with the content of the preschool educational institution’s work aimed at the physical, mental and social development of the child;
— participation in drawing up plans: sports and cultural events, the work of the Parents Council,
— purposeful work promoting public preschool education in its various forms;
— training in specific techniques and methods for raising and developing a child in various types of children’s activities at workshops, consultations and open classes.
An important part of the system interaction between preschool educational institutions and families is not only participation in the upbringing and development of children, but also in self-government - open viewings of various types of activities, individual and group thematic meetings of parents with representatives of the administration.
VI. List of literature and logistics
Author Title Publisher
Bondarenko T.M. Practical material on mastering educational areas in the preparatory group of a kindergarten. Educational field “Artistic creativity”: A practical guide for senior educators and teachers of preschool educational institutions Voronezh: LLC “Metoda”, 2013
Bondarenko T.M. Practical material on mastering educational areas in the preparatory group of a kindergarten. Educational field “Cognition”: A practical guide for senior educators and teachers of preschool educational institutions Voronezh: LLC “Metoda”, 2013
T. R. Kislova “On the road to the ABC” Methodological recommendations for educators and speech therapists; under scientific Ed. R. N. Buneeva, E. V. Buneeva Ed. 4, -M.: Balass, 2011.-208 p. (Educational system “School 2100”. Comprehensive program “Kindergarten 2100”)
A. A. Vakhrushev, E. E. Kochemasova, I. V. Maslova, Yu. I. Naumova, Yu.A. Akimova, I.K. Belova, M.V. Kuznetsova Hello, world!. Methodological recommendations for educators, teachers and parents. M.: Balass, 2013.- 496 p. (Educational system “School 2100”)
T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others. One is a step, two is a step…. M.: Yuventa Publishing House, 2011.-256 p.
T. A. Falkovich, L. P. Barylkina Childhood: An exemplary educational program for preschool education in St. Petersburg: Publishing House “Childhood-Press” LLC, Publishing House RGPU named after. A.I. Herzen, 2014. – 321
L.G. Gorkova, L.A. Obukhova Speech development, preparation for mastering writing M.: VAKO, 2005.- 288 pp. (Preschoolers: we teach, develop, educate).
E. V. Barinova Scenario for classes on the integrated development of preschool children M.: VAKO, 2005-160 p. (Preschoolers: teach, develop, educate).
I. A. Ponomareva, V. A. Pozina Getting to know in polite words: a manual on children's etiquette for teachers of kindergartens and early development schools Rostov n/D: Phoenix, 2012.-93 p.
I. L. Geichenko, O. G. Isavnina Classes on the formation of elementary mathematical representations M.: MOZAYKA-SYNTHESIS, 2012.-64 p.
T. P. Tryasorukova Proverbs and sayings for preschool children St. Petersburg: LLC PUBLISHING HOUSE "CHILDREN'S PRESS", 2012.- 64 p.
A. A. Zaitseva Finger gymnastics - for girls and boys Rostov n/d: Phoenix, 2012.- 31 p.
T.B. Sergeants Modular origami: heroes of favorite fairy tales M.: Eksmo, 2013.- 64 p.
Auto. comp. S. D. Tomilova A complete reader for preschoolers with methodological tips for teachers and parents M.: Iris-press, 2004.- 144 p.
N.N. Gladysheva, Yu. B. Serzhantova Teacher’s work program: daily planning according to the “Childhood” program. Moscow: AST, 2013. – 702 p.
E. A. Martynova, I. M. Suchkova Detailed long-term planning for the program “Childhood” Volgograd: Teacher: IP Grinin L. E., 2014. – 445 p.
PROGRAM
on the development of cognitive activity of preschool children
through experimental activities
municipal budgetary preschool educational institution kindergarten No. 79 “Sadko”
The program is based on the educational program of MBDOU No. 79 “Sadko” for the 2017-2018 academic period
Implementation period: 2 years
Children's age: 5 – 6 years old, 6-7 years old.
Surgut, 2017
Introduction. Regulatory and legal framework. | ||
Explanatory note | ||
1.1. | Goals and objectives of the Program | |
1.2. | Principles and approaches to the formation of the Program | |
Information about implementation features | ||
Age characteristics of children 5-7 years old | ||
Expected Results | ||
Model for organizing experimentation | ||
2.2. | Implementation mechanism | |
Structure of the event | ||
Organizational section | ||
3.1. | Organization of a subject-spatial development environment for experimental activities | |
Long-term plancognitive activity of pupils 5-6 years old | ||
Long-term plancognitive activity of pupils 6-7 years old | ||
3.4. | Long-term planworking with parents (1 year)_ | |
Long-term planworking with parents (2 year) | ||
3.6. | Age and other categories of children for whom the Organization’s Program is focused, including categories of children with disabilities | |
3.7. | List of used literature |
INTRODUCTION
Regulatory framework
This program is developed in accordance with the following regulatory documents:
International level:
the UN Convention on the Rights of the Child and other international legal instruments;
Declaration of the Rights of the Child Proclaimed by General Assembly resolution 1386 (XIV) of November 20, 1959
Federal level:
The Constitution of the Russian Federation;
Federal Law “On Education in the Russian Federation” dated December 29, 2012 N 273-FZ (as amended on June 29, 2015);
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 N 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, maintenance and organization of the operating mode of preschool educational organizations” (together with “SanPiN 2.4.1.3049-13. Sanitary -epidemiological rules and regulations...") (registered with the Ministry of Justice of Russia on May 29, 2013 N 28564), (as amended on April 4, 2014);
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 Russia dated August 30, 2013 No. 1014 “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education” (registered with the Ministry of Justice of Russia on September 26, 2013 No. 30038);
Order of the Ministry of Education and Science of the Russian Federation dated June 14, 2013 No. 462 “On approval of the Procedure for conducting self-examination educational organization"(registered with the Ministry of Justice of the Russian Federation on June 27, 2013, No. 28908);
Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education” (registered with the Ministry of Justice of Russia on November 14, 2013 N 30384).
Regional level:
Law of Khanty-Mansiysk Autonomous Okrug - Ugra dated 07/01/2013 N 68-oz (as amended on 03/28/2014) “On education in the Khanty-Mansiysk Autonomous Okrug - Ugra” (adopted by the Khanty-Mansiysk Duma Autonomous Okrug- Ugra 06/27/2013) and other regional regulatory documents.
Municipal level:
By resolution of the City Administration dated June 21, 2013. No. 4297 “On approval of the procedure for staffing municipal educational institutions of the city that implement the basic general educational program of preschool education”
Resolution of the city administration No. 1986 dated March 26, 2014. “On amendments to the resolution of the City Administration dated December 20, 2012 No. 9788 “On approval of the quality standard municipal services“Preschool education in educational institutions implementing a preschool education program”
Local level:
Charter of MBDOU No. 79 “Sadko” and other local acts of MBDOU.
I. Explanatory note
The Federal Law “On Education in the Russian Federation” dated December 27, 2012 No. 273 identifies the main guidelines for updating the content of education within a preschool institution. It provides guidance on the personal uniqueness of each child, on the development of each person’s abilities, broadening the child’s horizons, transforming the subject environment, ensuring children’s independent and joint activities in accordance with their desires and inclinations.
According to the Order of the Ministry of Education and Science of the Russian Federation (dated October 17, 2013 N 1155, Moscow “On approval of the federal state educational standard for preschool education,” the content of the educational field “Cognitive Development” includes experimental activities of preschool children.
The program for the development of research activities of preschool children (hereinafter referred to as the Program) was developed in accordance with the educational program of MBDOU No. 79 “Sadko” for 2017-2018, in accordance with the introduction of the Federal State Educational Standard for preschool education. By the senior preschool age, cognitive-research activity is isolated into the special activity of the child with its own cognitive motives, a conscious intention to understand how things work.things, learn new things about the world, streamline your ideas about any area of life.The skills and abilities of a researcher acquired in children's games and in specially organized activities are easily instilled and transferred in the future to all types of activities. It is important to remember that the most valuable and lasting knowledge is not that which is acquired by memorization, but that which is acquired independently, in the course of one’s own creative research. The most important thing is that it is much easier for a child to study science by acting like a scientist (conducting research, conducting experiments, etc.) than to receive knowledge obtained by someone in a ready-made form. Training should be “problematic”, that is, it should contain elements of research. It must be organized according to the laws of scientific research; it must be built as an independent creative search. Then learning is a creative activity, then it contains everything that can captivate, interest, and awaken a thirst for knowledge.The teacher’s task is not to suppress this activity, but, on the contrary, to actively help. Experiments are not an end in themselves, but only a way to familiarize themselves with the world in which children will live.
I believe that insufficient attention is paid to research activities in our kindergarten, and I would like to delve deeper into its essence. The main advantage of using the experimentation method in kindergarten is that during the experiment, children receive real ideas about various aspects of the object being studied, their memory is enriched, and their mental processes are activated through the operation of analysis and synthesis, comparison, classification, and generalizations. Speech develops, discovered patterns and conclusions are formed, independence, goal-setting, work skills are formed, health is improved by increasing the general level of motor activity. Allows the child to model in his mind a picture of the world based on his own observations, experiences, establishing relationships, patterns. In accordance with the requirements of the Federal State Educational Standard, kindergarten teachers are recommended to organize daily situations that provoke the cognitive activity of pupils. One form of such influence is experimentation. It helps maintain children's interest in the learning process, makes learning easier, easily supporting children's voluntary attention.Over time, each teacher who supports the experimentation method accumulates extensive experience in using it in different types of activities.
Relevance of the programThe problem is that at the present stage high demands are placed on preschool graduates. The child must be inquisitive, active, physically developed, emotionally responsive, and it is in childhood experimentation that the child’s integrative qualities develop.There is a demand for a creative personality capable of active knowledge of the environment, manifestation of independence, and research activity. Therefore, already at preschool age it is necessary to lay the fundamental foundations of a personality that exhibits an active research and creative attitude to the world.Children's experimentationas a form of activity is not widely used in practice, although it is an effective means of developing important personality qualities, such as creative activity, independence, self-realization, and the ability to work in a team. Such qualities contribute to children’s successful learning at school, and participation in pedagogical process on an equal basis with adults - the opportunity to design their life in the space of a kindergarten, while showing ingenuity and originality. The work program ensures the diversified development of children aged 5 to 7 years, taking into account their age and individual characteristics in the main areas: social-communicative, cognitive, speech, artistic-aesthetic and physical. Experimental activities are aimed at the child’s need to understand the world around him, at new impressions that underlie the emergence and development of inexhaustible research (search) activity. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops. Understanding the importance of experimentation for the development of a child in kindergarten, a program has been developed for children of senior preschool age. It is structured in such a way that children can receive new information, new knowledge, obtain creative products and develop creative imagination. Interest in experimental activities is ensured through motivation, imagery and emotionality. The leading idea of the program is to organize feasible, interesting and age-appropriate experimental activities for the formation of natural science concepts of preschoolers.
The novelty of this programis the integrated use of elements of previously known and modern methods of children's experimentation, the structuring of practical and diagnostic material specifically for older preschoolers.
“Social-communicative” and “Speech development”(development of free communication with adults and peers about the process and results of constructive model activities);
"Cognitive Development"(formation of a holistic picture of the world and expansion outlook).
The program is based onmethodological manual by E. A. Martynova, I. M. Suchkova “Organization of experimental activities of children 2 - 7 years old” and manual by O. V. Dybina V. V. Shchetinina, “The Unknown is Nearby”.
Partial programs used:
“Fundamentals of the safety of preschool children” by R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva;
“Our home is nature” by N. A. Ryzhova;
“Sociocultural origins” by I.A. Kuzmina, A.V. Kamkina;
1.1 . Goal and objectives of the Program: Creating conditions for the formation of the foundations of cognitive activity, a holistic worldview of a preschool child through experimental activities.
Program Objectives:
1.Develop children of senior preschool age cognitive abilities (analysis, synthesis, classification, comparison, generalization), satisfy children's curiosity, intellectual and creative potential.
2. To promote the development of cognitive, search activity in preschool children, the desire for independent knowledge and decision, including pupils in thinking, modeling and transformative actions.
3. Expand children’s understanding of the world around them through familiarization with basic knowledge from various fields of science.
4. To form ways of cognition in preschoolers through sensory en 1. 3. To develop thinking, speech and judgment in the process of cognitive and research activities: in making assumptions, selecting verification methods, achieving results, their interpretation and application in activities.
5. Support children's initiative, intelligence, inquisitiveness, criticality, and independence.
6. Activate speech and enrich vocabulary children.
1.2. Principles for the formation of the Program
The Program brings to the fore the developmental function of education, ensuring the development of the child’s personality and orienting the teacher to his individual characteristics, which corresponds to the modern scientific “Concept of Preschool Education” (authors V.V. Davydov, V.A. Petrovsky, etc.) on recognition self-values of the preschool period of childhood.
The program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children’s knowledge and subject-centrism in teaching
When developing the program, we took into account the principles and approaches of its formation, defined by the main goal of the educational system, laid down in the Model General Education Program of Preschool Education “From Birth to School”, ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva, which takes into account the basic principles of preschool education specified in the Federal State Educational Standard for Preschool Education:
1) full experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;
2) 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 (individualization of preschool education);
3) assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;
4) supporting children’s initiative in various activities;
5) cooperation between the kindergarten and the family;
6) introducing children to sociocultural norms, traditions of the family, society and state;
7) formation of cognitive interests and cognitive actions of the child in various types of activities;
8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);
9) taking into account the ethnocultural situation of children’s development.
The program is formed on the basis integrated approach in solving problems of protecting the lives and strengthening the health of children, in organizing various types of children's creative activity. A special role in the Program is given to play activities as leading ones in preschool childhood (A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, etc.).
The program is based on the principle of cultural conformity: taking into account national values and traditions in education, introducing the child to the main components of human culture (knowledge, morality, art, work).
Educational process:
- corresponds to the principle of developmental education, the goal of which is the development of the child;
- combines the principles of scientific validity and practical applicability;
- ensures the unity of educational, developmental and training goals and objectives of the education process for preschool children;
- is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;
- is based on a comprehensive thematic principle of constructing the educational process;
- provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments;
- involves building the educational process on age-appropriate forms of work with children; the main form of work with preschoolers and the leading type of their activity is play;
It is built taking into account continuity between all age preschool groups and between kindergarten and primary school.
1.3. Information about the specifics of the Program implementation:
table No. 1
Total duration of implementation of the original program (number of years) | 2 years |
Year of study (first, second) | first |
Age of pupils | 5-6 years; 6-7 years. |
Number of students in the current academic year | |
Number of hours per week | 5-6 years – 1 academic hour; 6-7 years – 1 academic hour. |
Total hours per year | 5-6 years – 36 academic hours; 6-7 years – 36 academic hours. |
Classes are held with a group of children aged 5-7 years once a week, the duration of classes is 30 minutes. A total of 31 lessons per year.
1.4. Age characteristics of children of senior preschool age 5-7 years.
It is well known that an essential aspect of preparing a child for school is instilling in him an internal need for knowledge, manifested in cognitive interest.
This is explained by the fact that older preschoolers are characterized by visual-effective and visual-figurative thinking, and experimentation, like no other method, corresponds to these age-related characteristics. In preschool age he is the leader, and in the first three years he is practically the leader. the only way knowledge of the world.
A preschool child is already a researcher in himself, showing a keen interest in various types of research activities, in particular experimentation.
By older preschool age, the possibilities of search and research activities aimed at “discovering” new things, which develop productive forms of thinking, increase noticeably. In this case, the main factor is the nature of the activity.
At an older age, many children think about such physical phenomena as the freezing of water in winter, the propagation of sound in air and water, the different colors of objects in the surrounding reality, and the opportunity to achieve the desired color themselves in classes. fine arts, “walk under the rainbow”, etc.
The verbal and logical thinking of children of the seventh year of life is formed based on visually effective and visually figurative methods of cognition. An experiment independently conducted by a child allows him to create a model of a natural scientific phenomenon and summarize the results obtained in an effective way, compare them, classify them and draw conclusions about the value significance of physical phenomena for a person and himself.
1.5. Expected results:
- The pupils’ emotional and value-based attitude towards the nature of their native land has been developed.
2.1. Model for organizing experimentation
To achieve the goals and objectives, it is necessary to implement the following actions:
- Creation of the center for experimental search activities “Pochemuchka”
- Organization of educational experimental and search space in the group;
- Teaching students research skills;
- Creating a sustainable interest in experimental activities among students and their parents.
2.2.. Program implementation mechanism:
- Joint activities between the teacher and the child.
- Independent activities of children.
- Frontal exercises.
- KVN, entertainment.
- Observations in nature.
- Looking at albums, educational literature and photographs.
- Conversations on the topic of the experiment.
- Target walk.
- Excursion etc.
2.3. Structure of the event:
- Setting, formulating a problem (cognitive task);
- Making assumptions, selecting verification methods put forward by children;
- Hypothesis testing (scientifically based, quite probable assumption, however, requiring special proof)
- Summing up, conclusion;
- Recording results;
- Questions from children.
To positively motivate the activities of preschoolers, various incentives are used:
- external stimuli (novelty, unusualness of the object);
- mystery, surprise;
- motive of help;
- cognitive motive (why is this so?)
- situation of choice;
III. Organizational section.
3.1.Organization of a subject-spatial development environment for experimental activities.
For a successful educational process in this area, the subject-development environment in the group was transformed and a mini-laboratory “Amazing Experiments” was created.
Main equipment and materials:
- Helper devices: magnifying glass, cup scales, hourglass, various magnets, binoculars.
- Transparent and opaque vessels of different configurations and different volumes: plastic bottles, glasses, ladles, buckets, funnels.
- Natural materials: pebbles of different colors and shapes, minerals, clay, earth of different compositions, coal, coarse and fine sand. bird feathers, shells, pine cones, nut shells, pieces of tree bark, leaves, twigs, fluff, moss, fruit and vegetable seeds.
- Waste material: pieces of leather, foam rubber, fur, scraps of fabric, corks, wire, wooden, plastic, metal objects, molds - inserts from sets of chocolates.
Technical materials:
- nuts, screws, bolts, nails.
- Different types of paper: regular landscape and notebook paper, tracing paper, sandpaper.
- Dyes: berry syrup, watercolors.
- Medical materials: pipettes, flasks, test tubes, spatulas. Wooden stick, cotton wool, beakers, funnels, syringes (plastic without needles), gauze, measuring spoons.
- Other materials: mirrors, balloons, wooden toothpicks, vegetable oil, flour, salt, colored and transparent glasses, molds, trays, stacks, rulers, sieve, basin, matches, threads. Buttons of different sizes, needles, pins, cocktail straws.
Game equipment:
- The material at the center of experimental search activity must correspond to the average level of development of the child. It is also necessary to have materials and equipment to conduct more complex experiments designed for gifted children and children with a high level of development.
- Setting up a laboratory does not require large financial investments. The laboratory is organized with the help of parents.
- Expected results:
- The necessary conditions have been created for the formation of the foundations of a preschooler’s holistic worldview through experimental activities.
- Pupils have children's ideas about the world around them.
- Preschoolers have developed the skills to observe, analyze, compare, identify characteristic, essential features of objects and phenomena, and generalize them based on these features.
- Parents are interested in the experimental and exploratory activities of their children.
The pupils’ emotional and value-based attitude towards the nature of their native land has been developed. Implementation effectiveness
It promotes the development of independence, initiative and gives children the opportunity to realize the abilities that they have. A subject-development environment improves the child’s experience of emotional and practical interaction with people around him, and also helps to increase the cognitive activity of all children in the group.
3.2. Long-term plan for cognitive activity of pupils aged 5-6 years
table No. 2
months | GCD | Educational areas | Collaboration with parents |
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Theme "Flowering plants" Target: systematize children's knowledge about the growth and development of a plant from seed to seed. To instill in children a desire to plant flowers and create beauty around them. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Observation cycle for flowering plants Experiment “What blooms in September on our site” (experiment No. 62); Experiment “What happened before the flower, what will happen next” (experiment No. 63) | Labor in nature: collecting seeds of flowering garden plants; Drawing “My favorite flowers”; | Promotion "Beautiful flowerbed" |
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Topic: “Getting to know the wind” Target: Introduce children to a natural phenomenon - wind (Appendix No. 1) | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Experience: "How the Wind is Born" (experiment No. 32), Making turntables Game "What if?" | Inflating balloons"Funny faces" Drawing “Draw the wind” | Reading "The Tale of the Wind" Experience “How to hear the air?” (experiment No. 31), |
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Target: determine the conditions under which the plant will grow; cultivate a desire to watch growth using the example of onions | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Experience: “Planting Onions” (No. 55) “Experience: Do the roots need air (No. 56) p/r game “Grow, grow, little onion?” | Watching onions grow p/r game “Grow, grow, onion” | Interviewing children parents |
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Topic: “Snow and its properties” Target: To form ideas about snow, its properties, that snow and ice are frozen water (Appendix No. 1) | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Conversation: “What is snow?” Review of the album “Winter” Experience: “Snow and its properties” (experiment No. 32), TRIZ game “Is snowfall good or bad?” | Watching snowflakes. Game "Snowflakes" Modeling "Snowman" (from snow) | Conversation “How are snowflakes born?” Target: Form ideas about the beauty of snow and ice, develop cognitive activity. |
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Topic: “Ice and its properties” Target: To form children’s ideas about ice, its properties, and that ice is frozen water. (Appendix No. 1) | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Drawing “Winter fun” Experience: " Ice is lighter than water" (experiment No. 33). Multi-colored icicles" (experiment No. 34) | Consideration snowflakes through a magnifying glass Game “Follow the footprints in the snow”; inventing riddles; | Applique made from waste material “Winter Hut” together with parents |
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Topic: “How to hear the air?” Target: To form children’s ideas about the phenomena of winter weather, with the properties of air (Appendix No. 1) | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Making colored ice cubes Experience: “Colorful icicles" (experiment No. 34) | Constructionpaper snowflakes Give kids snowflakes | Making up riddles about snow, ice, frost, recording them in the “Album of Nature” |
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Topic “Plant Life”: Purpose: to help establish that the plant produces oxygen; understand the need for respiration for plants. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Conversation “Awakening of Nature”; Game: What if...? Experience: “What does the plant secrete?” (experiment No. 56); Experience: “Do plants have respiratory organs?” (experiment No. 57) | Observation of plant life; Draw your favorite tree | The game is fun "Funny Tricks" Target : develop children's curiosity, observation, and activate their thinking processes. |
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Topic: “Hello ray of sunshine!” Target: introduce children to the sun's rays, the role of the sun (Appendix No. 1) | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | P/n “Catch up with the sunny bunny” Experience: "Colored Lights" (experiment No. 36) | S/r game “Journalist” the presenter’s story about what he likes about inanimate nature and why | Application "Rainbow", learn the rhyme with your parents: “Every hunter wants to know where the pheasant sits” |
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Topic: “Who lives in the house - in nature” Target: introduce dandelion to different stages development. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Reading a poem“Dandelion” M. Polyanskaya. Experience: “Meet Dandelion”! (experiment No. 53) (experience of the second part of experiment No. 54) P\i "Dandelions" | Observation for dandelions and for mother and stepmother. P\i Sun and dandelions"; Drawing "Dandelions" | Selection of fiction: riddles, poems, stories |
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Theme: “Journey along the ecological trail: primroses” Target: to form an idea of garden primroses, reinforcing the signs of early spring. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Labor in nature: planting flower seedlings; Experiment “Let's not forget the forget-me-nots” (experiment No. 65) Reading the poem “Gifts of Spring” by M. Skrebtsova. | Observation for primroses; Physical exercise “A dandelion is blooming” | Summer observations behind nature. |
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Topic: “Water is a worker” Target: To form children’s basic ideas about the use of water and its power. (Appendix No. 1) | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Conversation: " Who needs water? Experience: “What dissolves in water?” (experiment No. 20) Experience “Water Filtration” (Experiment No. 38) | Water games and mechanical toys. Consideration water droplets through a magnifying glass Useful and fun games with water: “Bathing toys”; “We help mom do the laundry” | Pick up Poems with children about natural phenomena related to water (dew, snow, ice, rain) Experience: “Can water evaporate?” (experience 31) |
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Topic: “The Journey of a Droplet” Target: give children an idea of the water cycle in nature (Appendix No. 1) | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Designing on a theme"Squirter" Learn a poemN. Grigorieva “Song of the Rain” Didactic game “Journey of a droplet” | S/r game "Shop" Experience: "We save water" (experiment No. 39), P/game “Droplets go in circles” | Holiday "Neptune's Day" Drawing Paintings "Seascape" P/i "Water Carriers" |
3.3.. Long-term plan for cognitive activities with pupils aged 6-7 years
table No. 3
Months | GCD | Educational areas | Joint activities between adults and children | Independent activities of children | Collaboration with parents |
Theme: "Sand" Target: expand children's understanding of the properties of sand. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Reading “On the Sand” by L. Kvitko; Experience: "Amazing Sand" (experience No. 40) Experience: "Sand Travels Through the Desert" (experiment No. 41) | Experience: "Sand Games" (experiment No. 22), Drawing on sand “Sand Country”; P/i "Grains of Sand" | Game "Magic sieve" Target: introduce children to the method of separating pebbles from sand. |
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Topic: "Soil" Target: learn to identify and compare dry and wet soil. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Conversation “The influence of soil composition on plant growth» Experiment: “Dry and wet soil” (experiment No. 52) | Labor in nature: loosening the soil of indoor plants | Experience: « How does water move in the soil? (experiment No. 43), |
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Topic: “Everything about everything” Target: develop children’s cognitive activity in the process of independently performing experiments. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Teacher's story about oil. Experience: “How can you measure length?” (experiment No. 45) Experience: “Smell, taste, touch, listen” “experience No. 1) | S/R game “Scientist” "Draw the Rain" | Conversation “Why do they fly into space on a rocket?” |
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Topic: “The world is a magnet” Target: expand the logical and natural science experience of children associated with identifying such properties of materials as stickiness, the ability to stick and stick, and the properties of magnets to attract iron. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Experience: “How do magnets work?!” (experiment No. 44), | Board game : “Catch, fish, both small and great” | Experiment “Earth is a magnet” (experiment No. 46), |
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Theme "Our Christmas tree" Target: introduce the Christmas tree that grows on the territory of the kindergarten; clarify knowledge about the features of the appearance of the Christmas tree | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Observation “Let's look at our Christmas tree”; “What does a Christmas tree smell like?” How does spruce differ from deciduous trees? | Volumetric applique “Our Christmas tree”; | Exhibition from waste material “Unusual Christmas trees” |
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Topic: "Stones" Target: introduce stones of different shapes and textures. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Experience: “How amazing!” (experiment No. 49) | "Educational game "Pebbles" | Reviewing encyclopedias about stones Experience "Comparison of Clay and Stone" (experiment No. 50), |
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Theme: "Fire" Target : deepen children’s understanding of the role of fire in human life; | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Reading the myth of Prometheus Experience: " !" (experiment No. 49) Conversation: “Fire – a human companion and assistant or a natural disaster” | Dramatization of the fairy tale "Cat's House" Game "Good - Bad" | Reading a fairy tale “How fire became friends with man”; selection of riddles Family wall newspaper“Fire is an enemy, fire is a friend” |
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Topic "Items" Target: introduce the properties and changes in the shapes of objects. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Experience: " The secret of the pine cone" (experiment No. 59); Experience: “Soap is a magician” (experience No. 60); Experience: “How to replace dough?" (experiment No. 61) | Observation for the growth of spruce plants | Collection of natural material for experiments |
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Topic: “Space Universe. Stars" Target: clarify and expand ideas about space, arouse cognitive interest. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Conversation " Universe. Stars" Game - improvisation"Inhabitants of Space" | P/n "Planets by Place" Artistic creativity (applique) “Space” | Experience: "The stars always shine" (experiment No. 52), |
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Theme: "Clouds" Target: to develop the ability to see the beauty of the sky, teach to make discoveries; develop creative imagination (Appendix No. 1) | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Conversation about clouds; Game “What will happen if...?” | Drawing (technique blots) "Clouds" | Reading “Clouds” by Y. Akim |
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Topic: “Journey into the world of glass things” Target: introduce glassware, the process of its manufacture, and develop cognitive activity. | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Experience: "Country of Recognition" (experience No. 55) Game "Wonderful bag" | Looking at objects through colored glass | Album addition“The amazing is nearby» |
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Theme "Man" Target: show how a person hears sound, introduce the structure of the eye, the function of its parts | Cognitive Social-communicative Speech Artistic and aesthetic Physical education | Conversation “Keep your health since childhood” Experience: “Let's check your hearing” (experiment No. 57); Experience “Our helpers are the eyes” (Experience No. 58); | Modeling "Man" Studying the human model | Conversation on the topic "Health" |
3.4. Long-term plan for working with parents (1 year)
table No. 4
p/p | Forms of work | Subject | Goals and objectives | Date |
Parents meeting | “Cultivating curiosity and cognitive activity through the means of nature” | To attract the attention of parents to the organization of experimental activities for preschoolers. | September |
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Memo | “Development of cognitive activity of preschool children” | October |
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Consultation | "Center for Experimental and Search Activities at Home" | To acquaint parents with modern forms and methods of work aimed at the cognitive and exploratory development of children. | November |
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Excursion to the Museum Center | "Riches of Ugra" | Expand parents' knowledge about the riches of their native land. Develop interest in the world around you and a sense of pride in your region. | December |
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Creation of a mini-museum | "Sea Fantasies" | Encourage parents to create a mini-museum “Sea Fantasies” in the group. | January |
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Workshop | "The world of mine hobbies" | Involve parents in making toys from natural sea materials (shells, pebbles). To promote the development of imagination, artistic and aesthetic taste. | February |
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Quiz | "How? How many? Why?" | Expand parents' understanding of natural objects and phenomena. Develop observation skills and cognitive interest in nature. | March |
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Photo exhibition | "Behind the beauty in nature" | Invite parents to participate in the photo exhibition. Develop observation skills, the ability to see the amazing in ordinary objects of inanimate nature. | April |
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Labor landing | “Our blooming garden will become "Sadko" | To attract the attention of parents to the improvement of the territory of the kindergarten. Develop a desire to help, creating beauty with your own hands. | May |
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10 | Discussion | "Rules of reasonable behavior in nature" | Discuss rules of behavior in nature with parents. Develop the need to be active defenders of it. | |
11 | Excursion | "On a visit to Vodyany" | Show the autumn beauty of your native nature. Develop an effective attitude towards nature, environmentally conscious behavior while relaxing on the shore of a reservoir. | |
12 | Round table | “I want to know everything” | Invite parents to watch the TV shows “Galileo”, “Around the World”, “I Want to Know Everything” with their children. |
3.5. Long-term plan for working with parents (2 years)
table No. 5
№ p/p | Forms of work | Subject | Goals and objectives | Date |
1 | Questionnaire | “The role of the family in the development of a child’s search activity” | To identify parents’ attitudes towards children’s search activities. | |
2 | Parents meeting | “Phenological observations in the development of search and research activities of preschool children” | Draw the attention of parents to phenological observations. | |
3 | Discussion | "Features of children's experimentation" | Discuss with parents the conditions necessary for children's experimentation. Identify features during the discussion. | |
4 | Riddles competition | “The droplet is walking in circles” | Involve parents in choosing riddles about the sorceress - water. | |
5 | Exhibition | "The Tale of the Underwater Kingdom" | Involve parents in replenishing the “Sea Fantasies” mini-museum with exhibits. Stimulate cognitive activity. | |
6 | Round table | “The educational potential of reading natural history literature to a child” | Concentrate the attention of parents on natural history literature for preschool children; its role in the development of a comprehensive human personality. | |
7 | Quiz | “The snow is already melting, streams are flowing...” | Draw the attention of parents to spring processes in nature. Develop observation and search activity. | |
8 | Memo | "Save water!" | Call parents to responsibility for environmentally sound behavior in relation to natural resources (water). | |
9 | Exhibition stones | “The amazing is nearby!” | Invite parents to participate in an exhibition with amazing natural objects (stones). Develop search activity. | |
10 | Game-entertainment | Earth Day | Activate parents' emotional experiences from joint activities. To form a sustainable interest in the phenomena of social life and natural objects. | |
11 | Consultation | Useful and fun games with water! | Expand parents’ knowledge about the properties of water that are beneficial to people’s health; role of hardening; games that promote the acquisition of new knowledge about it. | |
12 | Photo album | “How we vacationed in the summer” | Involve parents in creating a photo album. Develop a desire to participate in the life of the group. |
3.6. Age and other categories of children for whom the Organization’s Program is focused, including categories of children with disabilities.
Our children's center has been working for several years with children with disabilities who attend general development groups. We try to include these children on an equal basis with everyone else in a variety of activities. We would like to dwell in more detail on the inclusion of children with disabilities in experimental research activities. All children are talented in their own way, so we approach each child with disabilities not from the position that he cannot due to his characteristics, but from the position that he can, despite the existing impairments. Since children with special needs educational needs indicative research activities aimed at studying the properties and qualities of objects are difficult; they require a larger number of practical tests and research in solving the problem. We teach children to accompany their actions with speech, to summarize, to give a verbal report, to record the results of research using a drawing or a card with a symbol, and at later stages of work, to draw up instructions for themselves and for others, i.e. we teach planning actions. Our kindergarten has all the conditions for children's experimental and research activities. There is a laboratory in which the guys and I conduct experiments with snow, water, soil, sand, air, conduct research on the movement of water and air in nature, and study the conditions necessary for plant life. The group has collections of indoor plants, minerals, and collections of flower and tree seeds. Children enjoy looking at these collections and learning to classify them. To carry out research activities during a walk, the group has a portable container. Before the walk, the guys and I put everything in it that will be useful for the next study. Experimental research activities help children identify a problem and solve it through a series of actions. We give them the opportunity to act independently (the “I do and I understand” principle). A child experiencing difficulties must work in pairs or in a group with children who are capable of this task. Children with special needs try to keep up with their friends. Parents provide great assistance in working with children with special educational needs. We showed them with examples that it is necessary to provide the child with the opportunity to act independently - even if not everyone succeeds right away, this will help to develop initiative, a creative attitude to business, and freedom of behavior. It is various joint projects with parents and children that give very good results. After all, while working on a joint project, parents and children become closer emotionally and psychologically, this gives the child the opportunity to feel like an “adult”, and dad and mom get to know him better. In the “Me and Parent” category, children can defend the project together with a family member. This gives him more confidence in his abilities and gives him the opportunity to better reveal his abilities. In the senior group, children with special needs defended their projects together with their parents, and already in the preparatory group, some were able to independently present a project. When children with disabilities are included in experimental research activities, their interest in wildlife and natural science increases, they show initiative and independence in cognitive and research activities, are interested in cause-and-effect relationships and try to independently come up with explanations for natural phenomena. All this helps to develop mental processes: attention, memory, perception, thinking, speech in children with disabilities. The use of experimental research activities also contributes to social and communicative development. The children learn the rules of behavior, the culture of communication, and feel comfortable among their peers. Children learn mutual assistance and tolerance.
3.7.List of references used:
- Baranova E.V. Developmental activities and games with water in kindergarten and at home. - Yaroslavl: Academy of Development, 2009. - 112 p.: ill. – (Kindergarten: day by day. To help teachers and parents).
- Dybina O.V. , Poddyakov N.N., Rakhmanova N.P., Shchetinina V.V., Child in the world of search: search activity of preschool children / Ed. O.V. Dybina. – M.: TC Sfera, 2005. – 64 p.
- Dybina O.V. Rakhmanova N.P., Shchetina V.V. The unknown is nearby: entertaining experiences and experiments for preschoolers / Ed. O.V. Dybina. – M.: TC Sfera, 2004. – 64 p.
- Korotkova N.A. Cognitive and research activities of older preschoolers/ / J. Child in kindergarten. 2003. No. 3, 4, 5. 2002. No. 1
- Nikolaeva S.N. Introducing preschoolers to inanimate nature. Nature management in kindergarten. Methodical manual. – M.: Pedagogical Society of Russia, 2005. – 80 p.
- Novikovskaya O.A. A collection of developing games with water and sand for preschoolers. – St. Petersburg: “CHILDHOOD – PRESS”, 2006. – 64 p.
- Organization of experimental activities of preschool children: Methodological recommendations / Ed. Edited by L.N. Prokhorova. – M.: ARKTI, 2003. – 64 p.
- Solovyova E. How to organize children’s search activities // Preschool education. 2005. No. 1.
- Tugusheva G.P., Chistyakova A.E. Experimental activities of children of middle and senior preschool age: Methodological manual. – SPb.: DETSTVO-PRESS, 2007. – 128 p.
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