1.1. Regulatory framework
Working programm middle group“Golden Key” of the municipal budgetary preschool educational institution “Kindergarten of general developmental type No. 16” “Victoria” of the Chistopol municipal district of the Republic of Tatarstan was developed in accordance with the regulatory documents of the Russian Federation and the Republic of Tatarstan:
3. The procedure for organizing and implementing educational activities in general education programs preschool education, approved by order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014
4. National doctrine of education in the Russian Federation for the period until 2025.
5. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education”
6. Federal state educational standard for preschool education (registered with the Ministry of Justice of the Russian Federation on November 14, 2013 No. 30384)
7. DRAFT Methodological recommendations for organizing a subject-spatial developmental educational environment in educational organizations implementing educational programs for preschool education in preparation for the introduction of the Federal State Educational Standard for preschool education
8. Letter of the Ministry of Defense of the Russian Federation No. 06-1844 dated December 11, 2006 “On approximate requirements for programs additional education children."
9. “On approval of the rules for the provision of paid services in the field of preschool and general education (Decree of 07/05/2001. No. 505)”;
10. RESOLUTION of the Chief State Sanitary Doctor of the Russian Federation “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» dated May 15, 2013 No. 26 OB
11. Action plan to ensure the introduction of the Federal State Educational Standard for Education dated December 31, 2013.
12. Law of the Republic of Tatarstan No. 16 of 03.03.2012 “On the state languages of the Republic of Tatarstan and other languages in the Republic of Tatarstan.”
14. The Charter of the MBDOU (07.10.2011 approved by Resolution of the Executive Committee of the Chistopol Municipal District of the Republic of Tatarstan No. 1043).
1.2. Goals and objectives of the program implementation.
Purpose of the program: positive socialization and comprehensive development of a child of early and preschool age in age-appropriate children's activities.
Tasks:
1) protection and strengthening of the physical and mental health of children, including their emotional well-being;
2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);
3) ensuring continuity of goals, objectives and content of education implemented within the framework of educational programs different levels(hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);
4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;
5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society;
6) the formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites educational activities;
7) ensuring variability and diversity of the content of the Program organizational forms preschool education, the possibility of creating programs of various directions, taking into account the educational needs, abilities and health status of children;
8) the formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;
9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.
To implement the national-regional component, it is used “Regional program of preschool education” by R.K. Shaekhova. The activities of adults and children to implement the regional component are organized during the day in two main models - joint activity of adults and children and independent activity of children. Solving the goals and objectives of education outlined in the Work Program is possible only with the purposeful influence of the teacher on the child from the first days of his stay in a preschool educational institution.
The program is aimed at comprehensive physical, social-personal, cognitive-speech, artistic and aesthetic development and provides enrichment child development through familiarization with the origins of national culture, local history, and the study of the Tatar (Russian) language.
1.3. Principles and approaches to the formation of the Program
1) The principle of developmental education, according to which the main goal of preschool education is the development of the child.
2) The principle of scientific validity and practical applicability.
3)Principle of Content Integration preschool education in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas.
4) Complex thematic principle building the educational process.
When organizing the educational process, it is necessary to ensure the unity of educational, developmental and training goals and objectives, while the set goals and objectives should be solved, avoiding overloading children, on the necessary and sufficient material, getting as close as possible to a reasonable “minimum”. Building the educational process on a comprehensive thematic principle, taking into account the integration of educational areas, makes it possible to achieve this goal.
Building the entire educational process around one central theme provides great opportunities for children's development. Themes help organize information in the optimal way. Preschoolers have numerous opportunities to practice, experiment, develop basic skills, and conceptual thinking.
The thematic principle of constructing the educational process makes it easy to introduce a regional component and take into account the specifics of a preschool institution.
The introduction of similar topics in different age groups ensures the achievement of unity of educational goals and continuity in child development throughout preschool age, the organic development of children in accordance with their individual capabilities.
One topic is given at least one week.
The work program is compiled taking into account comprehensive thematic planning.
EKATERINBURG CITY ADMINISTRATION DEPARTMENT
Municipal budgetary preschool institution kindergarten No. 277
Working programm
teacher of secondary group No. 5 “Strong”
(age 4-5 years)
Compiled by:
Bazerova Razina Rasilevna,
teacher of MBDOU No. 277
Yekaterinburg city
| Target section | ||
| Explanatory note (goals and objectives of the program; principles and approaches to the formation of the program) | ||
| Planned results of mastering the program (targets) | ||
| Educational field "Social and communicative development" | ||
| Educational area « Cognitive development» | ||
| Educational field "Speech development" | ||
| Educational field "Artistic and aesthetic development" | ||
| Educational area « Physical development» | ||
| Working with families of pupils | ||
| Basic curriculum | ||
| Comprehensive thematic planning | ||
| Organizational section | ||
| Organization of life and upbringing of children. Daily regime. | ||
| Organization of the subject-spatial environment in the middle group. | ||
| Software | ||
1. Target section
1.1. Explanatory note
The work program for the development of children in the middle group, hereinafter referred to as the Program, was developed in accordance with the basic educational program MBDOU children's garden No. 277 based on approximate total educational program preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, in accordance with the introduction of the Federal State Educational Standard for Preschool Education (approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155, registered with the Ministry of Justice of Russia on November 14, 2013 No. 30384).
The program determines the content and organization of the educational process of secondary group No. 5 “Krepyshi”, municipal budgetary preschool educational institution kindergarten No. 277, covers the entire complex of content and organization of life and education of children 4-5 years old in preschool conditions, planning cultural, leisure, and joint activities teacher and preschool children, interaction with families of pupils.
The program is based on the principle of personality-oriented interaction between an adult and children of the middle group and ensures the physical, social-communicative, cognitive, speech and artistic-aesthetic development of children aged 4 to 5 years, taking into account their age and individual characteristics.
The content of the educational process in the middle group is structured in accordance with the Program “From Birth to School” edited by N.E. Veraksy, M.A. Vasilyeva, T.S. Komarova, includes elements of the program of artistic education, training and development of children 2-7 years old “Colored Palms” by I.A. Lykova, as well as methodological recommendations for the “Success” program by N.V. Fedina, N.O. Berezina, Burlakova I.A., Dronova T.N., Grizik T.N., Stepanova M.A. The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics (clause 2.1 of the Federal State Educational Standard for Education) and provides psychological and pedagogical support for positive socialization and individualization, the development of the personality of preschool children (clause 2.3 of the Federal State Educational Standard for Education). ).
The Program comprehensively presents all the main content areas of upbringing and education of a child from 3 to 5 years old.
This Program has been developed in accordance with the following regulatory documents:
Law of the Russian Federation “On Education in the Russian Federation” No. 273-FZ dated December 29, 2012;
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, registered with the Ministry of Justice of Russia on November 14, 2013 No. 30384).
Sanitary epidemiological requirements to the design, content and organization of the regime of preschool educational institutions. SanPiN 2.4.1.3049-13.
Goals and objectives of activities to implement the Program
Purpose of the Program- creation of favorable conditions for a child to fully enjoy preschool childhood, formation of the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for studying at school, ensuring the safety of a preschooler’s life, speech correction child development.
Objectives of the Program:
Protecting the lives and strengthening the physical and mental health of children.
Construction of a comprehensive thematic model of the educational process.
Ensuring the cognitive, social and moral, artistic, aesthetic, speech and physical development of children.
Ensuring rational organization and implementation of priority areas in preschool educational institutions.
Creating an atmosphere in the group of a humane and friendly attitude towards all students.
Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process.
Stimulating and enriching development in all types of activities (cognitive, gaming, productive and labor).
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.
When developing the Program, we took into account a comprehensive solution to the problems of protecting the lives and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. 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.).
Thus, development within the framework of the Program acts as the most important result success in raising and educating children.
The Program comprehensively presents all the main content areas of a child’s upbringing and education from birth to school.
The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education and makes up for the shortcomings of spiritual, moral and emotional education. Education is seen as a process of introducing a child to the basic components human culture(knowledge, morality, art, work).
The main criterion for selecting program material is its educational value, the high artistic level of the cultural works used (classical and folk - both domestic and foreign), the possibility of developing the child’s comprehensive abilities at each stage of preschool childhood (E. A. Flerina, N. P. Sakulina, N. A. Vetlugina, N. S. Karpinskaya).
Program "From birth to school":
Corresponds to the principle of developmental education, the goal of which is the development of the child;
Combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the basic principles of developmental psychology and preschool pedagogy);
Meets the criteria of completeness, necessity and sufficiency (allowing you to solve your goals and objectives using a reasonable “minimum” of material);
Ensures the unity of educational, developmental and training goals and objectives of the educational process for children aged 4-5 years, during the implementation of which such qualities are formed that are key to development;
It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;
Based on the complex thematic principle of constructing the educational process;
Provides software solution educational objectives in joint activities of adults and children and independent activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;
It involves building the educational process on age-appropriate forms of working with children. The main form of work with preschoolers and their leading activity is play;
The “Success” program for the first time takes into account the features of gender education, the main goal of which is to master the ways of communication and interaction with peers of the opposite sex, as well as the formation of one’s own gender identity (awareness of oneself as a representative of a certain sex).
The program completely changes the nature of the relationship between the teacher and students. They are partners in interesting, entertaining activities. And although this partnership does not imply the establishment of complete equality (the adult still remains the more experienced and wise “partner”), it excludes manipulation of the child, because the child is not an object of control, but an equal, developing person.
Educational work is carried out not in traditional educational classes, which are often not very interesting for a preschool child (“it is necessary to study” in them, otherwise adults will be unhappy!), but in the course of organizing children's activities. The significance and interest in these types of activities is ensured by the construction of the educational process based on the calendar of holidays (events). After all, events, unlike educational activities, can be looked forward to, prepared for, and lived through with your family, peers, and teachers. The themes of holidays (events) are understandable to children and evoke in them a positive emotional attitude, which is necessary for the emergence of appropriate motivation in the educational process.
Events that shape a child’s sense of citizenship (Russia Day, Defender of the Fatherland Day);
Phenomena of moral life (Days of “thank you”, kindness, friends);
Phenomena of the surrounding nature (Days of water, earth, birds, animals);
World of Art and Literature (Days of Poetry, Children's Books, Theater); -traditional holiday events of the family, society and state (New Year, Spring and Labor Day, Mother's Day);
The most important professions (Days of teacher, doctor, postman, builder).
The game in the “Success” program is allocated the most productive time in the first half of the day, because the game (story-based, with rules) is the leading activity of preschool age. At the same time, the program fully ensures the formation of prerequisites for future educational activities, the solution of such complex problems as the formation complete picture world, the outlook of modern preschoolers.
The program is structured in such a way that the teacher has the opportunity, in the course of everyday educational work, to take into account the individual characteristics and pace of individual development of children.
And finally, the most important thing. The program is aimed at ensuring that every child in kindergarten felt successful. Success is both the recognition of others and the approval of achievements. But success doesn't just appear out of nowhere. magic wand. Success is also the result of properly organized, full development of children.
The Colored Palms program is aimed at the aesthetic development of children. In aesthetic development, the central ability is the ability to perceive a work of art and independently create an expressive image, which is distinguished by originality (subjective novelty), variability, flexibility, and mobility. These indicators relate to both the final product and the nature of the activity process, taking into account the individual characteristics and age capabilities of children.
Artistic activity- activity specific in its content and forms of expression, aimed at the aesthetic development of the world through art.
Artistic activity- the leading method of aesthetic education of preschool children, the main means of artistic development of children from a very early age. Consequently, artistic activity acts as the meaningful basis of a child’s aesthetic attitude and is a system of specific (artistic) actions aimed at perception, cognition and creation of an artistic image (aesthetic object) for the purpose of aesthetic exploration of the world.
A modern view of the aesthetic education of a child presupposes the unity of the formation of an aesthetic attitude to the world and artistic development through the means of different types of fine and decorative arts in aesthetic activities.
Age characteristics of children 4-5 years old.
AGE FEATURES OF PSYCHOPHYSICAL DEVELOPMENT OF CHILDREN 4–5 YEARS OLD
Role interactions appear in the play activities of middle preschool children. They indicate that preschoolers begin to separate themselves 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. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, and sometimes clothing and its 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 in maintaining balance and stepping over small obstacles. Ball games become more difficult.
By the end of middle preschool age, children's perception becomes more developed. They are able to name the shape that this or that object resembles. They can isolate simple forms from complex objects and recreate complex objects from simple forms. 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: children are able to accept a memorization task, remember instructions from adults, and can learn a short poem etc.
Imaginative thinking begins to develop. Children are able to use simple diagrammatic 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 for them 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: conservation of quantity, 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. Such features as organization and randomness 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 rhymes are of interest.
Developing grammatical side speech. 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 extra-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. Play partners appear. Leaders begin to emerge in groups. Competitiveness and competitiveness appear. The latter is important for comparing oneself with another, which leads to the development of the child’s self-image and its 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 but design, planning; improvement of perception, development of imaginative thinking and imagination, egocentricity of cognitive nozinin; development of memory, attention, speech, cognitive motivation; the formation of the need for respect from an adult, the emergence of touchiness, competitiveness, and competition with peers; further development of the child’s self-image, its detailing.
1.2. Planned results
The specifics of preschool childhood (flexibility, plasticity of the child’s development, a high range of options for its development, its spontaneity and involuntary behavior) do not allow requiring a preschool child to achieve specific educational results and necessitates the need to determine the results of mastering the educational program in the form of target guidelines.
The targets for preschool education presented in the Federal State Educational Standard for Preschool Education should be considered as social-normative age characteristics of a child’s possible achievements. This is a guideline for teachers and parents, indicating the direction educational activities adults.
The targets outlined in the Federal State Educational Standard for Education are common to the entire educational space of the Russian Federation, however, each sample programs has its own distinctive features, its own priorities, targets that do not contradict the Federal State Educational Standard for Education, but can deepen and complement its requirements.
Thus, the targets of the “From Birth to School” program are based on the Federal State Educational Standard for Educational Education and the goals and objectives outlined in the explanatory note to the “From Birth to School” program, and in the part that coincides with the Standards, they are given according to the text of the Federal State Educational Standard.
In the “From Birth to School” program, as well as in the Standard, targets are given for young children (at the stage of transition to preschool age) and for older preschool age (at the stage of completing preschool education).
The child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions.
Uses specific, culturally fixed object actions, knows the purpose household items(spoons, combs, pencils, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior; demonstrates neatness skills.
Shows a negative attitude towards rudeness and greed.
Observes the rules of basic politeness (either independently or when reminded, says “thank you,” “hello,” “goodbye,” “good night” (in the family, in the group)); has primary ideas about the basic rules of behavior in kindergarten, at home, on the street and tries to follow them.
Possesses active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys. Speech becomes a full-fledged means of communication with other children.
Strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult. Emotionally responds to a game proposed by an adult and accepts the game task.
Shows interest in peers; observes their actions and imitates them. Knows how to play next to peers without disturbing them. Shows interest in playing together in small groups.
Shows interest in the natural world around him and participates with interest in seasonal observations.
Shows interest in poems, songs and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art.
Follows the actions of the puppet theater characters with understanding; shows a desire to participate in theatrical and role-playing games.
Shows interest in productive activities (drawing, modeling, design, appliqué).
work on the development of educational areas.
Development of children's play activities;
Introducing basic generally accepted norms and rules of relationships with peers and adults (including moral ones);
Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community.
Development of gaming activities
To develop preschoolers’ interest in various types of games and independence in choosing games; encourage active activity.
To develop in children the ability to follow the rules of behavior during the game.
Role-playing games
Continue work on developing and enriching game plots; Using indirect methods of guidance, lead children to independently create game plans.
In joint games with the teacher, containing 2-3 roles, improve the ability to unite in the game, distribute roles (mother, father, children), perform game actions, act in accordance with the rules and the general game plan. Develop the ability to select objects and attributes for the game, develop the ability to use buildings of varying structural complexity from building material.
To develop in children the ability to agree on what they will build, distribute material among themselves, coordinate actions and achieve results through joint efforts.
Expand the scope of children’s independent actions in choosing a role, developing and implementing a plan, and using attributes; develop social relationships of players through comprehension professional activity adults.
Outdoor games
Foster independence in organizing familiar games with a small group of peers. Accustom to independent implementation rules
Develop children's creative abilities in games (inventing game options, combining movements).
Theatrical games
Continue to develop and maintain children’s interest in theatrical play by acquiring more complex gaming skills (the ability to perceive an artistic image, monitor the development and interaction of characters).
Conduct studies to develop the necessary mental qualities (perception, imagination, attention, thinking), performing skills (role-playing, the ability to act in an imaginary plan) and sensations (muscular, sensory), using musical, verbal, visual images.
Develop the ability to perform simple performances based on familiar literary works; use well-known images to embody the image means of expression(intonation, facial expressions, gesture).
Encourage children to show initiative and independence in choosing a role, plot, and means of transformation; provide the opportunity for experimentation when creating the same image.
Learn to feel and understand the emotional state of the hero, to enter into role-playing interactions with other characters.
To promote the diversified development of children in theatrical activities by tracking the number and nature of the roles performed by each child.
Promote the further development of director's play by providing space, play materials and the opportunity to bring several children together in long-term play.
To teach children to use figurative toys and bibabo in theatrical games.
Continue to use the capabilities of the pedagogical theater (for adults) to accumulate emotional and sensory experience, and for children to understand the complex of expressive means used in the performance.
Didactic games
Introduce didactic games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects based on external characteristics, grouping, and composing a whole from parts (cubes, mosaics, puzzles).
Encourage children's desire to master the rules of the simplest board games (Dominoes, Lotto).
Introduction to basic generally accepted norms and rules relationships with peers and adults (including moral ones).
To promote the formation of a personal attitude towards compliance (and violation) of moral norms: mutual assistance, sympathy for the offended and disagreement with the actions of the offender; approval of the actions of the one who acted fairly (divided the cubes equally) and gave in at the request of a peer.
Continue to work on forming friendly relationships between children (in particular, with the help of stories about what is good about each student in the group); self-image (help each child as often as possible to make sure that he is good and that he is loved).
To cultivate modesty, responsiveness, the desire to be fair, strong and courageous; teach to feel a sense of shame for an unseemly act. Remind children of the need to say hello, say goodbye, call preschool workers by name and patronymic, not interfere in the conversation of adults, politely express your request, and thank them for the service provided.
Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community
Image of I. Form ideas about the growth and development of the child, his past, present and future (“I was little, I’m growing, I’ll be an adult”). To deepen children’s understanding of their rights and responsibilities in the kindergarten group, at home, on the street, in nature.
Shape primary gender ideas(boys are strong, brave; girls are gentle, feminine).
Cultivate a respectful attitude towards peers of the same and opposite sex.
Family. Deepen children's understanding of the family (its members, family relationships) and its history. To give an idea that a family is everyone who lives with the child. Be interested in what responsibilities the child has around the house (put away toys, help set the table, etc.).
Kindergarten. To consolidate the child’s idea of himself as a member of a team, to develop a sense of community with other children. Continue to introduce children to the kindergarten and its staff. Involve in discussion of the design of the group room and locker room. Improve the ability to freely navigate the premises of the kindergarten.
Home country . Continue to cultivate love for your native land; tell children about the most beautiful places in their hometown (village), its attractions.
Give children understandable ideas about public holidays. Tell children about the Russian army, about the soldiers who protect our Motherland (border guards, sailors, pilots).
Sensory development;
Development of cognitive research and productive (constructive) activities;
Formation of elementary mathematical concepts;
Formation of a holistic picture of the world, broadening the horizons of children;
Sensory development.
Continue work on sensory development in various activities. Enrich sensory experience by introducing children to a wide range of objects and objects, new ways of examining them. Reinforce previously acquired examination skills.
Improve children's perception through the active use of all senses (touch, vision, hearing, taste, smell). Enrich sensory experience and the ability to record received impressions in speech. Support attempts to independently examine objects using familiar new ways; compare, group and classify objects.
Continue to form figurative ideas based on the development of figurative perception in the process of various types of activities.
Develop the ability to use standards as socially designated properties and qualities of objects (color, shape, size, weight, etc.); select items based on 1-2 qualities (color, size, material, etc.).
Development of cognitive-research and productive (constructive) activities.
Draw children's attention to various buildings and structures around their crowbars, kindergarten. During walks while playing, look at cars, carts, buses and other types of transport with children, highlighting their parts, naming their shape and location in relation to the largest part.
Continue to develop the ability to distinguish and name construction objects (cube, plate, brick, block); learn to use them taking into account their structural properties (stability, shape, size). Develop the ability to establish associative connections by asking them to remember what similar structures children have seen.
Develop the ability to analyze a building sample: identify the main parts, distinguish and correlate them by size and shape, establish the spatial arrangement of these parts relative to each other (in houses - walls, at the top - ceiling, roof; in a car - cabin, body, etc. ).
Develop the ability to independently measure buildings (in height, length and width), to follow the design principle set by the teacher (“Build the same house, but tall”).
Offer to construct buildings from large and small building materials, use parts of different colors to create and decorate additions. Develop ideas about architectural forms.
Teach paper design techniques: bend a rectangular sheet of paper in half, matching the sides and corners (album, flags for decorating a site, greeting card), glue parts to the main shape (to a house - windows, doors, pipes; to a bus - wheels; to a chair – back).
Involve children in making crafts from natural materials: bark, branches, leaves, cones, chestnuts, nut shells, straw (boats, hedgehogs, etc.). Learn to use glue and plasticine to secure parts; use reels, boxes of different sizes and other items in crafts.
Develop the child’s research activity, provide assistance in documenting its results and create conditions for its presentation to peers. Involve parents in participating in the child’s research activities.
Formation of elementary mathematical concepts
Quantity and count
Give children the idea that a set (“many”) can consist of elements of different quality: objects of different colors, sizes, shapes; develop the ability to compare parts of a set, determining their equality or inequality based on composing pairs of objects (without resorting to counting). Introduce expressions into children’s speech: “There are many circles here, some are red, others are blue; there are more red circles than blue ones, and fewer blue circles than red ones” or “there are equal numbers of red and blue circles.”
Learn to count to 5 (based on visualization), using the correct counting techniques: name the numbers in order; correlate each numeral with only one item of the group being counted; relate the last numeral to all counted objects, for example: “One, two, three - only three circles.” Compare two groups of objects called numbers 1-2, 2-2, 2-3, 3-3, 3-4, 4-4, 4-5, 5-5.
Form an idea of equality and inequality of groups based on counting: “Here are one, two bunnies, and here are one, two, three Christmas trees. There are more Christmas trees than bunnies; 3 is more than 2, and 2 is less than 3."
To develop the ability to equalize unequal groups in two ways, by adding one (missing) object to a smaller group or removing one (extra) object from a larger group (“To 2 bunnies they added 1 bunnie, there were 3 bunnies and 3 Christmas trees. There were an equal number of Christmas trees and bunnies – 3 and 3" or "There are more Christmas trees (3), and fewer bunnies (2). They removed 1 Christmas tree, 2 of them became nicer, There were an equal number of Christmas trees and bunnies (2 and 2).
Develop the ability to count objects from a larger quantity; lay out, bring a certain number of items in accordance with a pattern or a given number within 5 (count out 4 cockerels, bring 3 bunnies).
Based on counting, establish the equality (inequality) of groups of objects in situations where objects in groups are located at different distances from each other, when they differ in size, in the shape of their location in space.
Magnitude
Improve the ability to compare two objects by size (length, width, height), as well as compare two objects by thickness by directly superimposing or applying them to each other; reflect the results of comparison in speech using adjectives: longer - shorter, wider - narrower, higher - lower, thicker - thinner or equal (identical) in width, height, thickness.
To develop children’s ability to compare objects based on two signs of size (the red ribbon is longer and wider than the green one, the yellow scarf is shorter and narrower than the blue one).
Develop the ability to establish dimensional relationships between 3-5 objects of different lengths (width, height), thickness, arrange them in a certain sequence - in descending or increasing order of size; introduce into children’s active speech concepts denoting the dimensional relationships of objects (“this (red) turret is the highest, this (orange) is lower, this (pink) is even lower, and this (yellow) is the lowest,” etc. .).
Form
To develop children's understanding of geometric shapes: circle, square, triangle, as well as ball and cube. To develop the ability to identify special features of figures using visual and tactile-motor analyzers (presence or absence of angles, stability, mobility).
Introduce children to a rectangle, comparing it with a circle, square, triangle.
Learn to distinguish and name a rectangle, its elements: angles and sides.
Form the idea that figures can be of different sizes: large - small cube (ball, circle, square, triangle, rectangle).
Develop the ability to correlate the shape of objects with those known to children geometric shapes: plate - circle, scarf - square, ball - ball, window, door - rectangle, etc.
Orientation in space
Develop the ability to determine spatial directions from oneself, move in a given direction (forward - backward, right - left, up - down); denote in words the position of objects in relation to oneself (there is a table in front of me, a door to my right, a window to my left, toys on the shelves behind me).
Introduce spatial relationships: far - close (the house is close, but the birch tree grows far away).
Time orientation
Expand children's understanding of the parts of the day, their characteristic features, sequence (morning - day - evening - night). Explain the meaning of the words: yesterday, today, tomorrow.
Formation of a holistic picture of the world, expansion of horizons.
Subject and social environment.
Create conditions for expanding children's understanding of the world around them.
Continue to introduce the characteristics of objects, improve the ability to determine their color, shape, size, weight. Develop the ability to compare and group objects according to these characteristics. Tell children about the materials from which objects are made, their properties and qualities. Explain the feasibility of making an object from a certain material (car bodies are made of metal, tires are made of rubber, etc.).
Help establish a connection between the purpose and structure, purpose and material of objects.
Expand children's knowledge about public transport(bus, train, plane, ship).
Expand your understanding of the rules of behavior in public places.
Form initial ideas about the school.
Through project activities, excursions, games, works of literature, continue to get acquainted with cultural phenomena (theater, circus, zoo, vernissage), their attributes, people working in them, rules of behavior.
To give basic ideas about life and the peculiarities of work in the city and in rural areas, based on the experience of children. Expand your understanding of professions.
Introduce children to money and the possibilities of using it.
To form elementary ideas about changes in the types of human labor and life using the example of the history of toys and household items.
Getting to know nature.
Expand children's understanding of nature.
Introduce pets, inhabitants of a corner of nature (aquarium fish, hamster, budgies, canaries, etc.).
Introduce representatives of the class of reptiles (lizard, turtle), their appearance and methods of movement (the lizard has an oblong body, it has a long tail, which it can shed; the lizard runs very fast).
Expand children's understanding of certain insects (ant, butterfly, beetle, ladybug).
Continue to introduce fruits (apple, pear, plum, peach), vegetables (tomato, cucumber, carrots, beets, onions) and berries (raspberries, currants, gooseberries), and mushrooms (butterfly, honey mushrooms, russula, etc.).
To consolidate children's knowledge about herbaceous and indoor plants, their names (impatiens, ficus, chlorophytum, geranium, begonia, primrose, etc.); introduce ways to care for them.
Learn to recognize and name 3-4 types of trees (fir tree, pine, birch, maple, etc.). Tell children about the properties of sand, clay and stone.
Organize observations of birds flying to the site (crow, pigeon, tit, sparrow, bullfinch), feed them in winter.
Expand children's understanding of the conditions necessary for the life of people, animals, plants (air, water, food, etc.).
Develop children's ability to notice changes in nature.
Teach children about the protection of plants and animals.
Seasonal observations.
Autumn. To develop children’s ability to notice and name changes in nature: colder weather, precipitation, wind, leaf fall, fruits and roots are ripening, birds fly south. To develop the ability to establish the simplest connections between the phenomena of living and inanimate nature (it got colder, butterflies and beetles disappeared; flowers faded, etc.).
Encourage children to take part in collecting plant seeds.
Winter. Develop the ability to notice changes in nature, compare autumn and winter landscapes.
Watch with children the behavior of birds on the street and in a corner of nature.
Encourage children to examine and compare bird tracks in the snow.
Provide assistance to wintering birds and name them.
Expand the understanding that in cold weather water turns into ice, icicles, ice and snow melt in a warm room.
Invite to participate in winter fun: sledding downhill, skiing, making crafts from snow.
Spring. Develop the ability to recognize and name the seasons; highlight signs of spring (the sun became warmer, the buds on the trees swelled, grass appeared, snowdrops blossomed, insects appeared).
Tell children that many indoor plants bloom in spring.
To form ideas about the work carried out in the spring in the garden.
Learn to observe the planting and germination of seeds.
Involve children in working in the garden and flower beds.
Summer. Expand children's ideas about summer changes in nature: blue clear sky, the sun is shining brightly, heat, people are lightly dressed, sunbathing, swimming.
In the process of various activities, expand your understanding of the properties of sand, water, stones and clay.
To consolidate knowledge that many fruits, vegetables, berries and mushrooms ripen in the summer; Animals have babies growing up.
Development of free communication with adults and children;
Development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogical and monologue forms) in various forms and types of children's activities;
Practical mastery of speech norms by pupils.
Development of free communication with adults and children
Discuss with children information about objects, phenomena, events that go beyond their usual immediate environment.
Listen to children, clarify their answers, suggest words that more accurately reflect the characteristics of an object, phenomenon, state, or action; help to express a judgment logically and clearly.
Promote the development of curiosity.
Help children communicate kindly with their peers, suggest how to please a friend, congratulate him, how to calmly express your dissatisfaction with his actions, how to apologize.
Help children express their point of view and discuss with peers various situations.
Development of all components of oral speech, practical mastery of speech norms.
Formation of a dictionary
Replenish and activate vocabulary based on deepening children's knowledge of their immediate environment. Expand ideas about objects, phenomena, events that did not take place in preschoolers’ own experience.
Intensify the use in speech of the names of objects, their parts, materials from which they are made.
Develop the ability to use the most common adjectives, verbs, adverbs, and prepositions in speech.
Introduce nouns denoting professions into the children's dictionary; verbs characterizing labor actions.
Improve children's ability to determine and name the location of an object (left, right, next to, near, between), time of day. Help replace demonstrative pronouns and adverbs often used by children (there, there, such, that) with more precise expressive words; use antonym words (clean - dirty, light - dark).
Learn to use nouns with a general meaning (furniture, vegetables, animals, etc.).
Sound culture of speech
Fasten correct pronunciation vowels and consonants, practice the pronunciation of whistling, hissing and sonorant (r, l) sounds. Develop the articulatory apparatus.
Continue to work on diction: improve the clear pronunciation of words and phrases.
Develop phonemic awareness: learn to distinguish by ear and name words that begin with a certain sound.
Improve intonation expressiveness of speech.
Grammatical structure of speech
Develop the ability to coordinate words in a sentence, correctly use prepositions in speech; form the plural form of nouns denoting young animals (by analogy), use these nouns in the nominative and accusative cases (fox cubs - fox cubs, bear cubs - bear cubs); correctly use the plural form of the genitive case of nouns (forks, shoes). Recall the correct forms of the imperative mood of some verbs (Lie down! Lie down! Ride! Run! etc.), indeclinable nouns (coat, piano, coffee, cocoa).
Encourage the word creation characteristic of children of the fifth year of life, tactfully suggest a generally accepted word pattern,
Encourage active use in speech of the simplest types of compound and complex sentences.
Connected speech
Improve dialogical speech: teach to participate in a conversation, it is clear for listeners to answer and ask questions.
Develop children's ability to tell stories: describe an object, a picture; practice composing stories based on a picture created by a child using didactic handouts.
Strengthen the ability to retell the most expressive and dynamic passages from fairy tales.
This educational area is aimed at developing in children an aesthetic attitude and artistic and creative abilities in visual arts.
To support children’s interest in folk and decorative art (Dymkovo, Filimonovskaya, Bogorodskaya toy, Semyonovskaya or Polkhov-Maidanskaya matryoshka dolls), introduce them to works of different types of fine art (painting, still life, book graphics); encourage children's interest in visual arts.
Expand the topics of children’s work in accordance with the content of the section “Cognitive Development”; maintain the desire to depict familiar everyday and natural objects (dishes, furniture, transport, vegetables, fruits, flowers, trees, animals), as well as natural phenomena (rain, snowfall) and bright events social life (holidays); teach independently, find simple plots in the surrounding life, fiction; help choose the plot of collective work.
Draw children's attention to the figurative expressiveness of various objects in art, the natural and everyday environment (things created by the hands of folk craftsmen, architectural structures, natural landscapes, specially designed premises, furniture, dishes, clothing, toys, books, etc.); learn to notice general outlines and individual details, contour, color, pattern; show what parts make up multi-figure compositions, how different the same object looks from different sides.
Encourage children to embody their ideas, experiences, feelings, thoughts in artistic form; support personal creativity.
Learn to convey the characteristic features of the depicted objects (a city house is tall, multi-story, stone, and a village house is low, one-story, wooden).
Familiarize yourself with the color scheme, composition options and different positions of the image on a sheet of paper.
To develop in children the ability to convey the same form or image in different techniques (depict the sun, a flower, a bird in a drawing).
Combine various visual arts techniques (graphics, painting, for example, the plots “Our Garden”, “Our Aquarium”).
Maintain interest in the content of new words: “artist”, “museum”, “exhibition”, “painting”, “sculpture”, etc.;
Conduct collective work (“Colored Umbrellas”), teach how to coordinate your actions with the actions of other children (under the guidance of an adult).
Consult parents on how to organize their child’s visual arts activities at home.
Show respect for the child’s artistic interests and works, and treat the results of his creative activity with care.
Create conditions for independent artistic creativity.
In didactic games with artistic content, teach to distinguish color contrasts; propose to place colors according to the degree of intensity (up to 5 light shades), according to the order of placement of colors in the rainbow, on the color model (spectral circle), observing the transitions from one color to another.
Create conditions for free, independent, diverse experimentation with artistic materials, visual techniques, teach children to create images and simple plots from life or from imagination, conveying the main features of the depicted objects, their structure and color; help to perceive and more accurately convey the shape of objects through an outlining gesture; learn to coordinate the movements of the drawing hand (wide movements when drawing on a large space of a paper sheet, small ones for drawing details, rhythmic ones for drawing patterns); vary shapes, create multi-figure compositions using colored lines, strokes, spots, geometric shapes.
Accumulation and enrichment of children’s motor experience (mastery of basic movements);
Formation in pupils of the need for motor activity and physical improvement.
Development of physical qualities, accumulation and enrichment of motor experience
Form correct posture.
Strengthen and develop the ability to walk and run, coordinating the movements of the arms and legs. Develop the ability to run easily, rhythmically, energetically pushing off with your toes.
Train yourself to perform actions when given a signal. Practice formations and maintaining distance while moving.
Strengthen the ability to crawl, crawl, climb, climb over objects.
Develop the ability to climb from one span of a gymnastic wall to another (right, left).
Strengthen the ability to push off energetically and land correctly in jumps on two legs in place and moving forward, orientate in space.
In standing long and high jumps, develop the ability to combine take-off with a swing of the arms, and maintain balance when landing. Develop the ability to jump over a short rope.
Strengthen the ability to take the correct starting position when throwing, hit the ball on the ground with your right and left hands, throw and catch it with your hands (without pressing it to your chest).
Develop physical qualities: flexibility, agility, speed, endurance, etc.
Strengthen the ability to ride a tricycle in a straight line, in a circle.
Improve the ability to ski with a sliding step, perform turns, and climb a mountain.
Formation of the need for physical activity and physical improvement.
To develop skills and abilities to correctly perform movements in various forms of organizing children’s motor activity. To cultivate beauty, grace, expressiveness of movements.
Develop and improve children’s motor skills and abilities, the ability to creatively use them in independent motor activities.
Consolidate the ability to play a leading role in outdoor play, and be conscious of following the rules of the game.
To teach children to independently and creatively use physical education equipment and attributes for outdoor games during walks.
Once a month, conduct physical exercise for 20 minutes; twice a year – physical education holidays (winter and summer) lasting 45 minutes.
Continue to develop children's activity in games with balls, jump ropes, hoops, etc.
Develop speed, strength, agility, spatial orientation. Foster independence and initiative in organizing familiar games.
Train yourself to perform actions when given a signal.
In all forms of organizing motor activity, develop in children organization, independence, initiative, and the ability to maintain friendly relationships with peers.
Sample list basic movements, sports games and exercises.
Basic movements
Walking. Walking is normal, on toes, on heels, on the outer sides of the feet, walking with high knees, small and wide steps, side steps (to the right and left). Walking in a column one at a time, two at a time (in pairs). Walking in a straight line, in a circle, along the boundaries of the hall, in a snake (between objects), scattered. Walking while performing tasks (sit down, change the position of your hands); walking alternating with running, jumping, changing direction, pace, changing the guide. Walking between lines (distance 10-15 cm), along a line, along a rope (diameter 1.5-3 cm), on a board, gymnastic bench, beam (stepping over objects, turning, with a bag on your head, placing your foot toes, arms to the sides). Walking on a ribbed board, walking and running up and down on an inclined board (width 15-20 cm, height 30-35 cm). Stepping over the slats of a ladder raised 20-25 cm from the floor, over a medicine ball (alternately through 5-6 balls placed at a distance from each other), with different hand positions. Circling in both directions (hands on the belt).
Run. Running is normal, on your toes, with high knees, small and wide steps. Running in a column (one by one, two by two); running in different directions: in a circle, in a snake (between objects), scattered. Running with a change of pace, with a change of leader. Continuous running at a slow pace for 1-1.5 minutes. Running a distance of 40-60 m at an average speed; shuttle run 3 times 10 m; 20 m run (5.5-6 seconds; by the end of the year).
Crawling, climbing. Crawling on all fours in a straight line (distance 10 m), between objects, on a snake, on a horizontal and inclined board, on a bench, on a gymnastic bench on your stomach, pulling yourself up with your arms. Crawling on all fours, leaning on the feet and palms; crawling under a rope, an arc (height 50 cm) with the right and left side forward. Climbing through a hoop, climbing over a beam, a gymnastics bench. Climbing a gymnastic wall (climbing from one flight to another to the right and left).
Jumping. Jumping in place on two legs (20 jumps 2-3 times, alternating with walking), moving forward (distance 2-3 m), turning in a circle. Jumping: legs together, legs apart, on one leg (right and left alternately). Jumping over a line, alternately through 4-5 lines, the distance between which is 40-50 cm. Jumping over 2-3 objects (alternately through each) with a height of 5-10 cm. Jumping from a height of 20-25 cm, in length from a place (not less than 70 cm). Jumping with a short rope.
Rolling, throwing, catching, throwing. Rolling balls and hoops between objects. Throwing the ball to each other from below, from behind the head and catching it (at a distance of 1.5 m); throwing the ball with two hands: from behind the head and with one hand over obstacles (from a distance of 2 m). Throwing the ball up onto the ground and catching it with both hands (3-4 times in a row), hitting the ball on the ground with the right and left hands (at least 5 times in a row). Throwing objects at a distance (at least 3.5-6.5 m), at a horizontal target (from a distance of 2-2.5 m) with the right and left hands, at a vertical target (height of the target center 1.5 m) from a distance of 1 .5-2 m.
Group exercises with transitions. Form a column one at a time; in a line, in a circle; formation into a column of two or three; alignment by landmarks; turns right, left, around; opening and closing.
Rhythmic gymnastics. Performing familiar, previously learned exercises and cyclic movements to music.
General developmental exercises
Exercises for the hands, development and strengthening of the muscles of the shoulder girdle. Raise your arms forward, to the sides, up (at the same time, alternately move your arms behind your back from the following positions: arms down, arms on the belt, arms in front of the chest; swing your arms back and forth; perform circular movements arms bent at the elbows). Place your hands behind your head, spread them to the sides and lower them. Raise your arms up through your sides, pressing your back tightly against the back of the chair (against the wall); lift the stick (hoop) up, lower it by the shoulders; clench and unclench your hands; Rotate your hands from the original position of the hand forward, to the sides.
Exercises to develop and strengthen back muscles and spinal flexibility. Turn to the sides, keeping your hands on your belt, spreading them to the sides; lean forward, touching your toes with your fingers. Bend over while performing the task: putting and picking up objects from different starting positions (legs together, legs apart). Bend to the sides, keeping your hands on your belt. Roll the ball around yourself from the starting position (sitting and kneeling); transfer objects from one hand to another under a raised leg (right and left); while sitting, raise both legs above the floor; raise, bend, straighten and lower your legs to the floor from the starting positions lying on your back, sitting. Turn from your back to your stomach, holding an object in outstretched arms. Raise your arms, shoulders and head outstretched forward while lying on your stomach.
Exercises to develop and strengthen the abdominal and leg muscles. Rise on your toes; alternately place your foot forward on your heel, on your toe; perform floods; half squats (4-5 times in a row); squats, keeping your hands on your belt, stretching your arms forward to the sides. Alternately raise your legs with your knees bent. Walk on a stick or a rope, resting your toes on the floor and your heels on the stick (rope). Grasp and move objects from place to place with your feet.
Static exercises. Maintaining balance in different poses: standing on your toes, arms up; standing on one leg, hands on the belt (5-7 seconds).
Sport exercises
Outdoor games
With running: “Planes”, “Colored Cars”, “At the Bear in the Forest”, “Bird and Cat”, “Find Yourself a Mate”, “Horses”, “Ring the Rattle - “Homeless Hare”, “Traps”.
With jumping: “Hares and the Wolf”, “Fox in the Chicken Coop”, “Grey Bunny Washing Up”
With crawling and climbing: “The Shepherd and the Flock”, “Migration of Birds”, “Kittens and Puppies”
With throwing and catching: “Toss - catch”, “Knock down the club”, “Ball over the net”.
For orientation in space, for attention: “Find where it’s hidden”, “Find and remain silent”, “Who left?”, “Hide and seek”.
Folk games: “At the Bear in the Forest”, etc.
2.3 Working with the family of pupils
The leading goals of interaction between the kindergarten and the family are to create in the kindergarten the necessary conditions for the development of responsible and interdependent relationships with families of pupils, ensuring the holistic development of the preschooler’s personality, increasing the competence of parents in the field of education.
Main forms of interaction with family:
Getting to know the family: meeting-acquaintances, visiting families, questioning families.
Informing parents about the progress of the educational process: open days, individual and group consultations, parent meetings, design of information stands, organization of exhibitions children's creativity, inviting parents to children's concerts and holidays, creating reminders.
Education of parents: organization of “mother/father school”, “school for parents” (lectures, seminars, workshops), conducting master classes, trainings, creating a library (media library).
Joint activities: involving parents in organizing music and poetry evenings, living rooms, competitions, family Sunday subscription concerts, weekend routes (to the theatre, museum, library, etc.), family associations (club, studio, section), family holidays, walks , excursions, family theater, participation in children's research and project activities.
Educational field "Physical development"
1. Explain to parents how the family’s lifestyle affects the child’s health.
2. Inform parents about factors influencing physical health child (calm communication, nutrition, hardening, movement). Talk about the effects of negative factors (hypothermia, overheating, overfeeding, etc.) that cause irreparable harm to the baby’s health. Help parents maintain and strengthen the physical and mental health of their child.
3. Orient parents to read literature with their child on preserving and promoting health, viewing relevant fiction and animated films.
4. Introduce parents to health-improving activities carried out in kindergarten.
5. Explain the importance of children attending sections and studios aimed at improving the health of preschoolers. Together with parents and with the participation of the medical and psychological service of the kindergarten, create individual health programs for children and support the family in their implementation,
6. Explain to parents (through the design of the appropriate section in the “corner for parents”, at parent meetings, in personal conversations, by recommending relevant literature) the need to create prerequisites in the family for the full physical development of the child.
7. Orient parents to develop a positive attitude towards physical education and sports in their child; habits of doing morning exercises every day (this is best done by personal example or through joint morning exercises); stimulating the child’s motor activity through joint sports activities (skiing, skating, fitness), joint outdoor games, long walks in the park or forest; creating a sports corner at home; buying your child sports equipment (ball, jump rope, skis, skates, bicycle, scooter, etc.); joint reading of literature on sports; watching relevant feature and animated films.
8. Inform parents about the current tasks of physical education of children at different age stages of their development, as well as about the possibilities of the kindergarten in solving these problems.
9. Introduce the best experience of physical education of preschool children in the family and kindergarten, demonstrating the means, forms and methods of developing important physical qualities, nurturing the need for motor activity.
10. Create conditions in kindergarten for joint physical education and sports activities with parents, opening various sections and clubs (for tourism, swimming, etc.). Invite parents to participate in physical education festivals and other events organized in kindergarten (as well as in the region or city) together with their children.
Educational field Social and communicative development"
1. Study the features of communication between adults and children in the family. Draw the attention of parents to the possibilities of developing the child’s communication sphere in the family and kindergarten.
2. Recommend parents to use every opportunity to communicate with the child, the reason for which can be any events and associated emotional states, the child’s achievements and difficulties in developing interaction with the world, etc.
3. Show parents the value of dialogical communication with the child, which opens up the opportunity to understand the world around them, exchange information and emotions. Develop communication skills in parents using family assemblies, communication trainings and other forms of interaction. Show the importance of kind, warm communication with a child, avoiding rudeness; Demonstrate the value and appropriateness of both business and emotional communication. Encourage parents to help their child establish relationships with peers and younger children; suggest how to more easily resolve a conflict (disputed) situation.
4. Involve parents in collaboration of various contents and forms (participation in the activities of family and parent clubs, maintaining family calendars, preparing concert numbers (parents - child) for parent meetings, leisure activities for children), promoting the development of free communication between adults and children in accordance with the cognitive needs of preschoolers.
To acquaint parents with the achievements and difficulties of public education in kindergarten.
5. Show parents the importance of mother, father, as well as grandparents, teachers, children (peers, younger and older children) in the development of the child’s interaction with society, understanding of social norms of behavior. Emphasize the value of every child for society, regardless of his individual characteristics and ethnicity.
6. To interest parents in the development of children’s play activities, ensuring successful socialization and mastering gender behavior.
7. Help parents realize the negative consequences of destructive communication in the family, which excludes people close to the child from the context of development. Create motivation among parents to preserve family traditions and the birth of new ones.
8. Support the family in building the child’s interaction with unfamiliar adults and children in kindergarten (for example, at the stage of mastering a new subject-developmental environment of a kindergarten, group - when entering kindergarten, moving to a new group, changing teachers and other situations), outside it (for example, during project activities).
9. Involve parents in drawing up a cooperation agreement, program and plan for interaction between family and kindergarten in raising children. Accompany and support the family in the implementation of educational influences.
Educational field "Cognitive development".
1. Draw the attention of parents to the possibilities of the child’s intellectual development in the family and kindergarten.
2. Orient parents to the development of the child’s need for cognition and communication with adults and peers. Draw their attention to the value of children's questions. Encourage them to find answers to them through joint observations, experiments, reflections with the child, reading fiction and educational literature, watching feature films and documentaries.
3. Show the benefits of walks and excursions for obtaining a variety of impressions that evoke positive emotions and sensations (visual, auditory, tactile, etc.). Plan together with parents and offer ready routes weekend to historical, memorable places, places of rest for townspeople (villagers).
4. Involve parents in joint research, design and productive activities with their children in kindergarten and at home, which contribute to the emergence of cognitive activity. Hold competitions and quiz games with your family.
Educational field "Speech development"
Show parents the value of home reading, which is a way to develop the child’s passive and active vocabulary and verbal creativity.
1. Recommend to parents works that define the circle family reading in accordance with the age and individual characteristics of the child. Show methods and techniques for introducing a child to fiction.
2. Draw the attention of parents to the possibility of developing the child’s interest in the course of familiarization with fiction when organizing family theaters, involving him in play activities, drawing. To guide parents in choosing feature and animated films aimed at developing the child’s artistic taste.
3. Together with parents, hold competitions, literary lounges and quizzes, theater workshops, meetings with writers, poets, and children’s library workers, aimed at children’s active learning of literary heritage. Maintain family contacts with the children's library.
4. Involve parents in project activities (especially at the stage of designing albums, newspapers, magazines, books illustrated together with children). Encourage support for children's writing.
Educational field "Artistic and aesthetic development"
1. Using the example of the best examples of family education, show parents the relevance of developing interest in the aesthetic side of the surrounding reality and the early development of children’s creative abilities. To introduce the possibilities of the kindergarten, as well as nearby institutions of additional education and culture in the artistic education of children.
2. Support parents’ desire to develop artistic activity children in kindergarten and at home; organize exhibitions of family art, highlighting the creative achievements of adults and children.
3. Involve parents in active forms of joint activities with children that contribute to the emergence of creative inspiration: classes in art studios and workshops (drawing, painting, sculpture, etc.), creative projects, excursions and walks. To encourage parents to jointly examine buildings, decorative and architectural elements that attracted the child’s attention on walks and excursions; show the value of communication about what you saw, etc.
4. Organize family visits to the museum of fine arts, exhibition halls, children's art gallery, workshops of artists and sculptors.
2.4. Basic curriculum for the 2016-2017 academic year
| Middle group (4-5) years old |
|
| Start school year | |
| Adaptation period | individually |
| End of the school year | |
| Operating mode | From 7.30 to 18.00 |
| Total duration of the academic year, including: | |
| 1st half of the year | |
| 2nd half of the year | |
| Duration of the school week | |
| Mandatory part programs | |
| Part of the program formed by participants in the educational process | |
| Total per week GCD | |
| Volume of GCD for the mandatory part | |
| Part formed by the participants of the OP | |
| Timing of monitoring | introductory - September, final - May |
| GCD duration | |
| Maximum number of GCDs during the day | Morning - 2 |
| Maximum permissible volume of sample. loads in accordance with the requirements of San.Pin2.4.1-13 dated May 15, 2013. | Does not exceed 40 minutes |
| List of holidays held for preschool children | Holiday "Day of Knowledge" Holiday "Autumn" Holiday "New Year's Masquerade" Holiday "Winter Fun" Holiday "Defender of the Fatherland Day" Folklore holiday "Maslenitsa" Holiday "Spring is Red" Holiday "Victory Day" Holiday "Summer" |
2.5. Comprehensive thematic planning
| Subject | Detailed content of the work | Final events |
| Day of Knowledge(1st week of September) | Development of cognitive motivation and interest in books in children. Formation of friendly, friendly relationships between children. Continued acquaintance with kindergarten as the child’s immediate social environment, with a subject-spatial environment | Holiday "Day of Knowledge". Children do not prepare a holiday, but actively participate in competitions and quizzes and show their abilities |
| Autumn(2nd week of September - 1st week of October) | Expanding children's ideas about autumn. Developing the ability to establish simple connections between living and inanimate phenomena and conduct seasonal observations. Expanding ideas about agricultural professions and the profession of a forester. Expanding ideas about vegetables, fruits (local, exotic). Expanding ideas about the rules of safe behavior in nature. Fostering a caring attitude towards nature. Formation of elementary ecological ideas. | Holiday "Autumn" Exhibition of children's creativity |
| I'm in the worldsheep (2nd-4th weeks of October) | Expanding ideas about health and a healthy lifestyle. Expanding children's ideas about their family. Formation of initial ideas about family relationships (son, daughter, mother, father, etc.). Consolidating children’s knowledge of their first name, last name, age; parents' names. Acquaintance children with parents' professions Fostering respect for the work of close adults. Formation of positive self-esteem, development of ideas about one’s appearance. Cultivating emotional responsiveness to the state of loved ones. Formation of a respectful, caring attitude towards elderly relatives. | Open health day |
| My city, my country (1st-2nd weeks of November) | Getting to know your hometown. Formation of initial ideas about the native land, its history and culture. Fostering love for one's native land. Expanding understanding of types of transport and its purpose. Expanding ideas about the rules of behavior in the city, basic traffic rules. Expanding ideas about professions. | Sports festival |
| New Year's holiday (3rd week of November - 4th week of December) | Organization of all types of children's activities (play, communication, work, cognitive research, productive, musical and artistic, reading) around the theme of the New Year and the New Year's holiday. | Holiday "New Year" Exhibition of children's creativity |
| Winter (1st-4th weeks of January) | Expanding children's understanding of winter. Developing the ability to establish simple connections between living and inanimate phenomena. Developing the ability to conduct seasonal observations, notice the beauty of winter nature, reflect it in drawings and modeling. Introduction to winter sports. Formation of ideas about safe behavior of people in winter. Formation of research and educational interest during experimentation with water and ice. Consolidating knowledge about the properties of snow and ice. Expanding ideas about places where it is always winter, about animals of the Arctic and Antarctic. | Holiday "Winter Fun" |
| Day Defender of the Fatherland (1st - 3rd week of February) | Introducing children to “military” professions, military equipment, with the flag of Russia. Fostering love for the Motherland. Implementation of gender education. Introduction to Russian history through familiarity with epics about heroes. | Holiday "Defender of the Fatherland Day" Exhibition of children's creativity |
| Organization of all types of children's play activities. communicative. labor, cognitive-research, productive, musical-artistic, reading) around the theme of family, love for mother, grandmother. Fostering respect for teachers and other kindergarten employees. Expanding gender perceptions. Involving children in making gifts for mother, grandmother, and teachers. | ||
| Acquaintance with folk culture and traditions (2nd-3rd weeks of March) | Expanding ideas about folk toys. Acquaintance with folk crafts. Involving children in creating patterns of Dymkovo and Filimonov painting. Continued acquaintance with oral folk art. The use of folklore in organizing all types of children's activities. | Folklore holiday. Exhibition of children's creativity. |
| Spring (4th week of March - 3rd week of April) | Expanding children's ideas about spring. Developing the ability to establish simple connections between living and inanimate phenomena. Development of the ability to conduct seasonal observations. Expanding ideas about the rules of safe behavior in nature. Fostering a caring attitude towards nature. Formation of elementary ecological ideas. Formation of ideas about the work carried out in the garden and vegetable garden. Involving children in feasible labor in the kindergarten area, in the flower garden. | Holiday "Spring" Exhibition of children's creativity |
| Victory Day (4th week of April - 1st week of May) | Implementation of patriotic education. Fostering Love for the Motherland. Formation of ideas about the holiday dedicated to Victory Day. Fostering respect for war veterans. | Holiday dedicated to Victory Day. Exhibition of children's creativity. |
| Summer (2nd-4th weeks of May) | Expanding children's ideas about summer. Developing the ability to establish simple connections between living and inanimate phenomena. Development of the ability to conduct seasonal observations. Expanding ideas about the rules of safe behavior in nature. Fostering a caring attitude towards nature. Formation of elementary ecological ideas. Introduction to summer sports. | Holiday "Summer" Sports holiday. Exhibition of children's creativity. |
| During the summer, the kindergarten operates in holiday mode (1st week of June – 3rd week of August) |
||
3. Organizational section
3.1. Organization of life and upbringing of children
A number of new features appear in the behavior and activities of children of the fifth year of life, manifested in physical, intellectual, social-emotional development.
The physical capabilities of children have increased: their movements have become much more confident and varied. Preschoolers have an urgent need to move. Therefore, in the middle group it is especially important to establish a reasonable motor mode, to fill children’s lives with a variety of outdoor games, game tasks, dance movements to music, and round dance games.
Emotionally charged activity becomes not only a means of physical development, but also a way of psychological relief for children of middle preschool age, who are characterized by rather high excitability.
Children actively demonstrate a desire to communicate with peers. The teacher uses this desire to establish friendly connections between children, uniting children into small subgroups based on common interests, mutual sympathy. By participating in games, the teacher helps children understand how to reach an agreement, choose the right toys, and create a play environment.
New features appear in the communication of 4-5 year old children with their teacher. Preschoolers willingly cooperate with adults in practical matters, but at the same time they actively strive for cognitive, intellectual communication. In his cognitive interests, the child begins to go beyond the specific situation.
The age of “why” is manifested in numerous questions from children to the teacher: “Why?”, “Why?”, “For what?”. At the level of cognitive communication, children experience an urgent need for respectful treatment from an adult. A teacher’s friendly, interested attitude towards children’s issues and problems, and a willingness to discuss them as equals helps, on the one hand, to support and direct children’s cognitive activity in the right direction, and on the other hand, it strengthens preschoolers’ trust in adults.
A child of the fifth year of life is highly active. This creates new opportunities for the development of independence in all areas of his life. The development of independence in cognition is facilitated by children mastering a system of various research activities, techniques of simple analysis, comparison, and the ability to observe. Paying attention to the development of children's independence, the teacher widely uses individual approach techniques, following the rule: do not do for the child what he is able to do on his own. But at the same time, the teacher proceeds from the real level of skills, which can vary significantly among different children.
Children aged 4-5 years clearly show interest in the game. The game becomes more complex in content, number of roles and role-playing dialogues. Play continues to be the main form of organizing children's lives. The teacher gives preference to the play structure of the entire lifestyle of preschoolers. The teacher’s task is to create opportunities for varied play activities through an appropriate subject-development environment: a variety of toys, substitute items, materials for play creativity, rational placement of play equipment.
A notable feature of children is their imagination; they often confuse fiction and reality. Game motivation is actively used by the teacher in organizing children's activities. All types of developing educational situations take place either in the form of a game or are composed of game techniques and actions. Due to the features visual-figurative thinking middle preschooler, preference is given to visual, playful and practical methods; the teacher’s words are accompanied by various forms of visualization and practical activities of children.
Children of this age are experiencing an awakening interest in the rules of behavior, as evidenced by numerous complaints and statements from children to the teacher that someone is doing something wrong or not fulfilling some requirement. Therefore, among educational techniques, a large place belongs to the personal example of the teacher, as well as projective assessments - assessments for the expected future correct actions of the child.
Children are actively developing and maturing emotional sphere: feelings become deeper, more stable; the previous joyful feeling from communicating with others gradually develops into a more complex feeling of sympathy and affection. By supporting them, the teacher specially creates situations in which preschoolers gain the experience of friendly communication and attention to others. A special feature of age is the vulnerability of a 4-5 year old child. In the fifth year of life, children begin to realize their gender identity. The teacher’s task is to gradually form ideas about the behavior of a boy or girl and their relationships.
Children's vocabulary increases to 2000 words or more. In conversation, the child begins to use complex phrases and sentences. Children love to play with words, they are attracted to rhymes, the simplest of which children easily remember and compose similar ones.
The teacher develops children's aesthetic senses. Much attention is paid to the development of creative abilities - in play, in visual, musical, theatrical and performing activities. The attentive, caring attitude of the teacher towards children, the ability to support them, the caring attitude of the teacher towards children, the ability to support their cognitive activity and develop independence, the organization of various activities form the basis for the proper upbringing and full development of children in the middle group of kindergarten.
Approximate daily routine
in the middle group (4-5 years old)
MBDOU kindergarten No. 277
for the cold season
| Games, independent activities | |
| Walk | |
| Games, children going home |
Approximate daily routine
in the middle group (4-5 years old)
MBDOU kindergarten No. 277
for the summer
| Reception of children, morning exercises, duty | |
| Preparation for breakfast, breakfast | |
| Games, independent activities | |
| Organized educational activities | |
| Games, preparation for a walk, walk (games, observations, work) | |
| Returning from a walk, playing, preparing for lunch | |
| Gradual rise of children, aerial procedures, preparation for afternoon snack | |
| Games, independent activities | |
| Reading fiction | |
| Walk | |
| Games, children going home |
3.2 Organization of a developing subject-spatial environment
in the middle group No. 5
in accordance with the Federal State Educational Standards for Preschool Education and the General Educational Institution for Preschool Education
teacher Bazerova Razina Rasilevna
(analytical report)
The organization of the developmental environment in secondary group No. 5 is structured in such a way as to make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity. The conditions created by the teacher in the group not only ensure the protection and strengthening of the physical and mental health of children, their emotional well-being, but also correspond to the specifics of preschool age.
Subject-spatial environment of this group:
- gaming activity
The play area is equipped with corners and attributes for role-playing games, selected taking into account the age and individual characteristics of children, dolls, cars, toy wild and domestic animals. The furniture in the play area is functional, which allows you to vary the space of the area. In the play area there is a dressing room and a theater that helps stimulate creative ideas and individual creative expressions.
- cognitive activity
Didactic games introduce children to the rules of the road, and the road markings on the playing field (carpet) simulate transport route city and teaches children to act in difficult situations on the road.
The mini-library is a rack with shelves for books and illustrations for fairy tales and works. A mini-library is located next to the creativity center so that children can look at books and draw illustrations for them here. All books and illustrations are updated 1-2 times a month. New books are displayed in accordance with the reading program;
– research and creative activity of all pupils, experimentation with materials available to children
A corner of nature is located directly next to the window. Its goal is to enrich children’s ideas about the diversity of the natural world, to cultivate love and respect for nature, and to form the principles of an ecological culture. Children learn to summarize the results of their observations of natural objects by keeping a weather calendar;
-motor activity, including the development of gross and fine motor skills
– The group has a physical education “Health Corner” for independent physical activity children, the corner is aesthetically designed, appropriate for the age of the children, a sufficient amount of equipment, ensures physical activity of children during the day;
To provide a wealth of sensory impressions, a corner for sensorimotor development, the “Workshop,” has been created, also intended for the development of fine motor skills and tactile sensations. Here children learn to fasten buttons, tie ribbons, shoelaces, etc.
– In the “Construction Corner” center there are materials for construction, as well as games for orientation in space. Construction materials are classified by shape and size and stored in specially designated boxes. Large floor building materials are placed in the play area, the free space on the carpet makes it possible to build structures that children love to play with. To play with ready-made buildings, there are sets of various small toys.
Transformable
In the group, furniture and equipment are installed so that each child can find a convenient and comfortable place to study from the point of view of his emotional state: sufficiently distant from children and adults or, conversely, allowing him to feel close contact with them, or providing for equal contact and freedom. For this purpose, various furniture is used, including multi-level furniture: a sofa, armchairs. They are quite easy to move and arrange in different groups. This organization of space allows the teacher to get closer to the child’s position.
Multifunctional
The multifunctionality of the environment in this group gives each child the opportunity to diversify the use of various components of the object environment, for example, children's furniture. The objects do not have a rigid fastening, including natural materials, and are suitable for use in various types of children's activities (including as substitute objects in children's play).
Variable
The group has various spaces available (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure children's free choice.
Game material is periodically changed, new items are introduced to stimulate the play, motor, cognitive and research activity of children.
The group space uses variable and replaceable decoration elements: seasonal branches in a vase, material on an educational wall, a library and a book exhibition.
Available
Pupils of the group have free access to games, toys, materials, and aids that provide all basic types of children's activities. The entire group space is accessible to children; they know perfectly well where to get paper, paints, pencils, natural material, costumes and attributes for stage games. There is a corner of privacy where you can leaf through your favorite book, look at photographs in a family album and just sit and relax from the children's group.
Safe.
The materials and equipment of the group are in good working order, all elements of the environment meet the requirements for ensuring the reliability and safety of their use.
Supporting individuality and initiative children occurs through the creation of conditions for children’s free choice of activities, participants in joint activities. The subject-spatial environment of the group is organized in such a way that each child has the opportunity to do what he loves, allows children to unite in small subgroups based on common interests, in accordance with their interests and desires, to freely engage in different activities at the same time, without interfering with each other. activities.
The group has created conditions for the child could express his feelings and thoughts.
The goal of the creativity center “Isostudio” is to develop the creative potential of children, the formation of aesthetic perception, imagination, artistic and creative abilities, independence, and activity. In this center, children usually spend a lot of time drawing, creating crafts from plasticine, cutting out paper, etc.
It has a board for drawing with chalk and various materials. Samples of decorative drawing are presented separately in the albums “Gorodets Painting”, “Haze”, “Gzhel”, “Khokhloma”, there are rigid templates for tracing contours, didactic games for developing a sense of color and composition.
To develop children's musical abilities, the Musical Corner music center has various musical instruments, a radio tape recorder for listening to music.
3.3. Software
1. “From birth to school.” Exemplary general education program for preschool education/Ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. - M.: MOSAIC-SYNTHESIS, 2014.
3. Approximate comprehensive thematic planning for the program “From birth to school.” Middle group. - M.: Mosaic-Sintez, 2013
4. Complex classes according to the program “From birth to school”, ed.
N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. Middle group / auto - comp. T.V. Kovrigina, M.V. Kosyanenko, O P. Pavlova. - Volgograd: Teacher, 2014.
5. I.A. Lykova, V.A. Shipunova. Folk calendar. Summer is red. Autumn is golden. Winter is a charmer. Spring is beautiful. - M.: Publishing House “Tsvetnoy Mir”, 2013.
6. I.A. Lykova, E.I., Kasatkina, S.N. Peganova Girls play: a gender approach in education. - M. Publishing house "Color World", 2013.
7. I.A. Lykova, E.I. Kasatkina, S.N. Peganova Boys are playing: a gender approach in education. - M. Publishing house "Color World", 2013
8. Komarova T.S., Komarova I.I., Tulikov A.V. and others. Information and communication technologies in preschool education. - M.: Mosaic-Sintez, 2011
9. Komarova T.S., Zatsepina M.B. integration in the system of educational work of the kindergarten. A manual for teachers of preschool institutions. - M.: Mosaic-Sintez, 2010
10. Integration of educational areas in the pedagogical process of preschool educational institutions: A manual for teachers of preschool institutions / Ed. O.V. Dybina. - M.: Mosaic-Sintez, 2012
11. Veraksa N.E., Veraksa A.N. Child development in preschool childhood. A manual for teachers of preschool institutions. - M.: Mosaic-Synthesis, 2008
Educational field "Physical education"
1. Theoretical and methodological foundations of physical education and development of children of early and preschool age: a textbook for students. Institutions of secondary prof. education / ed. S.O. Filippova. - M.: Publishing center"Academy", 2012.
2. S.S. Prishchepa Physical development and health of children 3-7 years old. - M.: Sphere shopping center, 2009
3. I. Anferova “Physical subject-based activities with children 3-4 years old. - M.: Sphere shopping center, 2012
4. M.Yu. Kartushina “Physical education subject classes with children 5-6 years old. -M.: Sphere shopping center, 2012
5. L.G. Gorkova, L.A. Obukhova. Physical education classes in preschool educational institutions: Main types, lesson scenarios. - M.: 5 for knowledge, 2007.
6. Physical education and cognitive development of a preschooler / Comp. K.Yu. Belaya, V.N. Zimonina. M.: School Press, 2007.
7. E.V.. Sulim. Physical education classes in kindergarten: game stretching. - M.: Sphere shopping center, 2012 Babina K.S. Complexes of morning exercises in kindergarten
8. Penzulaeva L.I. Physical education classes in kindergarten. Middle group. - M.: Mosaic-Sintez, 2014
9. Outdoor sports activities for children 3-7 years old / auto comp. E.I. Podolskaya. - Volgograd: Teacher: IP Grinin L.E., 2014
10. Voronova E.K. Formation of motor activity of children 5-7 years old: relay race games / E.K. Voronova. - Volgograd: Teacher, 2012
11. Davydova M.A. Sports activities for preschoolers: 4-7 years. - M.: VAKO, 2007
12. I.E. Kharchenko Sports events in kindergarten. - M.: Sphere shopping center, 2013 "
13. Agapova I.A., Davydova M.A. Sports tales and holidays for preschoolers. - M.: ARKTI, 2010
14. Project activities in kindergarten: sports social project / author-comp. E.V. Ivanova. - Volgograd: Teacher, 2015
15. Butsinskaya P.P. General developmental exercises in kindergarten.
M.: Education, 2003
16. Stepanenkova E.Ya. Methods of conducting outdoor games. - M.: Mosaic-Sintez, 2009
17. Stepanenkova E.Ya. Collection of outdoor games. For working with children 2-7 years old. / Auto-stat. E.Ya. Stepanenkova - M.: Mozaika-Sintez, 2011
18. Kozak Big Book games from 3 to 7 years. - Volgograd: Teacher, 2008
19. Penzulaeva L.I. Outdoor games and game exercises in kindergarten. -M.: VLADOS, 2003
20. Penzulaeva L.I. Outdoor games and play exercises for children 5-7 years old. - M.: VLADOS, 2002
21. Outdoor themed games for preschoolers / Comp. T.V. Lisina, G.V. Morozova. - M.: Sphere shopping center, 2014
22. Timofeeva E.A. Outdoor games with children of primary preschool age. - M.: Education, 2003
23. Dmitriev V.N. Outdoor games. - M.: SME Publishing House, 2001
24. Novikova I.M. Formation of ideas about a healthy lifestyle in preschool children. - M.: Mosaic-Sintez, 2011
25. Formation of a healthy lifestyle in preschool children: planning, work system / author-comp. T.G. Karepova. - Volgograd: Teacher, 2014
26. Lobodin V.T., Fedorenko A.D., Aleksandrova G.V. In the land of health. Program of environmental and health education for preschool children. - M.: Mosaic-Sintez, 2011
27. Makhaneva M.D. Raising a healthy child: a manual for practical workers in preschool institutions. - M.: ARKTI, 2000
28. Golubeva L.G. Gymnastics and massage for the little ones. - M.: Mosaic-Sintez, 2011
29. Kravchenko I.V. Dolgova T.L. Walks in kindergarten. Junior and middle groups. Toolkit. / Ed. G.M. Kiseleva,
L.I. Ponomareva. - M.: Sphere shopping center, 2011
30. SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode in preschool organizations»
Educational field "Social and communicative development"
1. Aleshina N.V. Introducing preschoolers to their hometown: Lesson notes. - M.: Sphere shopping center, 2000
2. Danilina G.N. For preschoolers - about the history and culture of Russia. - M.:
ARCTI, 2003
3. Sushkova I.V. Social and personal development. - M.: Sphere shopping center, 2008
4. A.V. Kalinchenko, Yu.V. Miklyaeva, V.N. Sidorenko Gaming development
activities of preschoolers: Methodological manual. - M.: Iris-press, 2004
5. Gubanova N.F. Play activities in kindergarten. - M.: Mosaic-
Synthesis, 2013
6. Gubanova N.F. Development of gaming activities. System of work in the first junior group of kindergarten. - M.: Mosaic-Sintez, 2013
7. Gubanova N.F. Development of gaming activities. System of work in the middle group of kindergarten. - M.: Mosaic-Sintez, 2013
8. For preschoolers about defenders of the fatherland. Methodological manual on patriotic education in preschool educational institutions. / ed. L.A. Kondrykinskaya.
M.: TC Sfera, 2005
9. Grishina G.N. Favorite children's games. - M.: Sphere shopping center, 2004
10. Ethics days in kindergarten. Planning, games, fairy tales, poems. - M.: Sphere shopping center, 2011
11. Dodokina. N.V., Evdokimova E.S. Family theater in kindergarten: Joint activities of teachers, parents and children. - M.: ARKTI,
12. Durova N.V. A very important conversation. Conversations and lessons with children about ethical behavior. - M.: ARKTI, 2007 13.3vorygina E.V. Children's first story-based games: A manual for kindergarten teachers. - M.: Education, 1999
14. Petrova V.I., Stulchik T.D. Ethical conversations with children 4-7 years old. - M. Mosaic-Sintez, 2012
15. Thematic weeks in kindergarten./author-comp. T.N. Sergeeva. - M.: ARKTI, 2013
16. Kutsakova L.V. Moral and labor education of a preschool child. For working with children 3-7 years old. A manual for teachers of preschool institutions. - M.: Mosaic-Sintez, 2008
17. Komarova T.S., Kutsakova L.V., Pavlova L.Yu. Labor education. Program and methodological recommendations. - M.: Mosaic-Synthesis,
18. E.A. Alyabva Fostering a culture of behavior in children 5-7 years old: Methodological manual. M.: Sphere shopping center, 2009
19. How to teach a child to be attentive and tolerant of people: A manual for preschool teachers and child psychologists / Author-comp. V.G. Maralov. - M.: ARKTI, 2009
20. Semenaka S.I. We teach children friendly behavior:
Notes and materials for classes for 5-7 years. - M.: ARKTI, 2010
21. Observation and work in nature. A manual for kindergarten teachers. M.: Education, 1999
22. Safety on streets and roads: A manual for working with children of senior preschool age / N.N. Avdeeva, O.L.
Knyazeva, R.B. Sterkina, M.D. Makhaneva. - St. Petersburg: “Childhood-Press”,
23. Lessons on traffic rules / Comp. ON THE. Izvekova, A.F.
Medvedeva, L.B. Malyushkina. - M.: Sphere shopping center, 2009
planning. Classes. Leisure. - “Publishing house Scriptorium 2003”,
25. We teach preschool students the rules of the road:
Practical guide / Ed. L.A. Sorokina. - M.: ARKTI, 2011
26. Stepanenkova E.Ya., Filenko M.F. Preschoolers about traffic rules. A manual for kindergarten teachers. - M.: Education, 1999
27. Three traffic lights: Familiarization of preschoolers with the rules of the road: For working with children 3-7 years old. - M.: Mosaic-Synthesis, 2008
28. Saulina T.F. Introducing preschoolers to the rules of the road: For classes with children 3-7 years old. - M.: Mosaic-Sintez, 2014
29. Lykova I.A., Shipunova V.A. Road ABC. Children's safety: Educational and methodological manual for teachers, practical guide for parents. M.: Publishing house "Color World",
30. Belaya K.Yu. Forming the basics of safety in preschoolers. - M.: Mosaic-Sintez, 2014
31. Methodological manual for teaching children fire safety measures
safety for preschool teachers - Vidnoye, 1998
32. Life Safety. Middle group. Entertaining materials / Comp. L.B. Poddubnaya. - Volgograd: ITD “Corypheus”, 2008
33. Life Safety. Middle group. Development of classes./ Comp. M.A. Fisenkko. - Volgograd: ITD “Corypheus”, 2008
34. Fire safety. Lesson developments. Middle group. / Author-comp. T.V. Ivanova. - Volgograd: ITD “Corypheus”, 2011
35. Lykova I.A., Shipunova V.A. Dangerous objects, creatures and phenomena. Children's safety: educational and methodological manual for teachers, practical guide for parents. M.: Publishing House "Tsvetnoy Mir", 2013
36. Lykova I.A., Shipunova V.A. The ABCs of safe communication and behavior. Children's safety: educational and methodological manual for teachers, practical guide for parents. M.:
Publishing house "Color World", 2013
37. Lykova I.A., Shipunova V.A. Fire is a friend, fire is an enemy. Children's safety: educational and methodological manual for teachers, practical guide for parents. M.: Publishing House "Tsvetnoy Mir", 2013
38. E.K. Rivina We introduce preschoolers to family and ancestry. A manual for teachers and parents. For working with children 2-7 years old. - M.: Mosaic-Sintez, 2008
Educational field "Cognitive development"
1. Veraksa N.E., Veraksa A.N. Cognitive development in preschool childhood: Textbook. M.: Mosaika-Sintez, 2012
2. 1000 developmental activities with children 5-6 years old / edited by Paramonova L. A. - Yaroslavl: “Academy of Development”, 2001
3. Aleshina N.V. Familiarizing preschoolers with their surroundings. M:: TsTL, 2004
4. Grizik T.I. The child discovers the world. - M.: ARKTI, 2009
5. Gor’kova L.G., Kochergina A.V., Obukhova L.A. Scenarios for classes with children on environmental education for preschoolers. - M.: GNOM Publishing House, 2011
6. Nikolaeva S.N. Story games in environmental education preschoolers. - M.: GNOM Publishing House, 2011
7. A.I. Ivanova Ecological observations and experiments in kindergarten: The World of Plants. - M.: Sphere shopping center, 2007
8. I.V. Kolomina Education of the fundamentals of ecological culture in kindergarten: Lesson scenarios. - M.: Sphere shopping center, 2003
9. Zhuravleva JI.C. Sunny path. Classes on ecology and familiarization with the surrounding world. For working with children 5-7 years old. - M.: Mozaika-Sintez, 2006
10. Ryzhova N.A. Not just fairy tales. Ecological stories, fairy tales and holidays. - M.: LINKA-Press, 2001
11. Shishkina V.A. Walks in nature: Educational method. A manual for preschool teachers. education institutions / V.A. Shishkina, M.N. Dedulevich. M.: Education, 2003
12. Solomennikova O.A. Classes on the formation of elementary environmental concepts in the second junior group of kindergarten. Lesson notes. - M.: Mosaic-Sintez, 2013
13. Solomennikova O.A. Classes on the formation of elementary ecological concepts in the middle group of kindergarten. Lesson notes. - M.: Mosaic-Sintez, 2013
M. Teplyuk S.N. Walking activities with kids: A manual for teachers of preschool institutions. For working with children 2-4 years old. - M.: Mosaic-Synthesis, 2012
15. Dybina O.B. Child and the world. Program and methodological recommendations. - M.: Mosaic-Sintez, 2008
16. Dybina O.B. Familiarization with the subject and social environment. First junior group. - M.: Mosaic-Sintez, 2013
17. Dybina O.B. Familiarization with the subject and social environment. Middle group. - M.: Mosaic-Sintez, 2014
18. Dybina O.V., Rakhmanova N.P., Shchetinina V.V. The unknown is near. Experiences and experiments for preschoolers. M.: Mosaika-Sintez, 2010
19. Organization of experimental activities of preschool children: Methodological recommendations / Under the general editorship. L.N. Prokhorova. - M.: ARKTI, 2010
20. Research activities on walks: environmental activities with children 5-7 years old / author-comp. M.P. Kostyuchenko. - Volgograd: Teacher,
21. Experimental activities in preschool educational institutions. Lesson notes. / comp. N.V. Nishcheva. - St. Petersburg: Publishing House “Childhood-Press” LLC, 2013
22. Arapova-Piskareva N.A. Formation of elementary mathematical concepts in kindergarten. Program and methodological recommendations. - M.: Mosaic-Sintez, 2008
23. Pomoraeva I.A., Pozina V.A., Classes on the formation of elementary mathematical concepts in the middle group of kindergarten: Lesson plans. - M.: Mosaic-Sintez, 2012
24. Pomoraeva I.A., Pozina V.A., Classes on the formation of elementary mathematical concepts in the kindergarten preparatory group: Lesson plans.
25. Perova M.N. Didactic games and exercises in mathematics. - M.: Education, 1999
26. Richterman T.D. Formation of ideas about time in preschool children: A book for kindergarten teachers. - M.: Education, 1999
27. Smolentseva A. A. Plot-didactic games with mathematical content. A manual for educators. Ed. Poddyakova N.N. - M.: Education, 1999
28. Taruntaeva T.V. Development of elementary mathematical concepts in preschool children. - M.: Education, 2001
29. Wenger L.A., Pilyugina N.P. Didactic games and exercises for sensory education of preschoolers. - M.: Education, 2002
30. Mikhailova Z.A. Entertaining game tasks for preschoolers: A manual for kindergarten teachers. _ M.: Education, 1999
31. Althauz D., Doom E. Color - shape - quantity: Experience in the development of cognizance. Abilities of preschool children. age / ed.
V.V. Yurtaikina. - M.: Education, 2004
Educational field "Speech development"
1. Zatulina G.Ya. Notes complex classes on speech development in the middle group. Tutorial. - M., Center for Teacher Education, 2009
2. Bondarenko A.K. Didactic games in kindergarten: Methodological manual for educators. - Voronezh: Shopping Center “Teacher”, 2001
3. Bondarenko A.K. Verbal games in kindergarten: A manual for educators. - Voronezh: Shopping Center “Teacher”, 2001
4. Varenitsa E.Yu. Day after day we talk and grow. A manual for the development of young children. M.:. Mosaic-Synthesis, 2009
5. Varentsova N.S. Teaching preschoolers literacy. A manual for teachers. For classes with children 3-7 years old. – M.: Mozaika-Sintez, 2012
6. Gerbova V.V. Speech development in kindergarten. Middle group. -M.: Mosaic-Synthesis. 2014
7. Durova N.V. Phonemics: how to teach children to hear and pronounce sounds correctly. - M.: School-Press. 2001
8. Kirillova E.V. The development of phonemic awareness in young children. - M.: Enlightenment. 1000
9. V.A. Petrova Classes on speech development for children under three years old. - M.: Enlightenment.
10. Korotkova E.P. Teaching preschool children storytelling: A manual for kindergarten teachers. garden - M.: Education, 2002
11. Maksakov A.I., Tumanova G.A. Learn by playing. Games and exercises with sounding words. - M.:. Enlightenment, 2006
12. Paramonova L.G. Poems for speech development. - M.: ARKTI, 2009
13. Development of speech and creativity in preschool children. Ed. O.S. Ushakova. - M. TC Sfera, 2002
14. Savelyeva E.A. Thematic riddles and fun games for fingers - Volgograd: ITD "Corypheus", 2010
15. Savina L.P. Finger gymnastics. - Volgograd: ITD “Corypheus”, 2010
16. Tkachenko E.A. Themed games and fun riddles for your fingers.
M.: Education, 2003
17. Ushakova O.S. Think of a word: Speech games and exercises for preschoolers. - M.: Education, 2005
18. Gritsenko Z.A. Tell the children a fairy tale... Methods for introducing children to reading. - M.: Linka-Press, 2003
19. Book for reading in kindergarten and at home. Reader for 4-5 years / comp.
20. A book for reading in kindergarten and at home. Reader for 5-7 years / comp.
V.V. Gerbova, N.P. Ilchuk, - M.: Onyx Publishing House, 2006
21. Ushakova O.S., Gavrish N.V. Introducing preschoolers to literature: Lesson notes. M.: Sphere shopping center, 2000
22. Gurovich L.M. and others. The child and the book: A manual for kindergarten teachers. St. Petersburg: Publishing house "Aktsident", 2000
Educational field "Artistic and aesthetic development"
1. Baranova E.V., Savelyeva A.M., From skills to creativity: teaching drawing techniques to children 2-7 years old. Educational and methodological manual. M.: Mosaika-Sintez, 2009
2. O.A. Solomennikova The joy of creativity. Introducing children aged 5-7 years to folk art. - M.: Mosaic-Sintez, 2012
3. T.S. Komarova. Children's artistic creativity. Methodological manual for educators and teachers. - M.: Mosaic-Sintez, 2008
4. Komarova T.S. Visual activities in kindergarten. - M.: Pedagogical Society of Russia, 2001
5. T.S. Komarova, A.V. Razmyslova Color in children's fine arts. - M.: Pedagogical Society of Russia, 2002
6. T.S. Komarova, M.B. Zatsepina Artistic culture. Integrated classes for children aged 5-7 years. A book for preschool teachers, additional education teachers and primary school teachers. - M.: ARKTI, 2001
7. Komarova T.S., Savenkov A.I. Collective creativity of preschool children. - M.: Mosaic-Sintez, 2009
8. Komarova T.S. Visual arts classes in the middle group of kindergarten. Lesson notes. - M.: Mosaic-Sintez, 2012
9. Gribovskaya A.A. Teaching preschoolers decorative drawing, modeling, and appliqué. - M.: ARKTI, 2011
10.Acquaintance with folk fine and applied arts in preschool educational institutions: Scenarios of integrated classes in preparatory groups for school / Author-comp. AL i. Chusovskaya. – M.: ARKTI, 2011
11. Kazakova R.G. Drawing classes for preschoolers. - M.: Sphere shopping center, 2009
12. Lykova I.A. Didactic games and activities. Integration of artistic and cognitive activities of preschool children. - M.: “Karapuz-Didactics”, 2009
13. Lykova I.A. We sculpt, we fantasize, we play. A book for activities with preschool children. - M.: “Karapuz-Didactics”, 2012
14. Kurochkina N.A. Children about book graphics. - St. Petersburg: Aksident, 2002
15. Kurochkina N.A. Getting to know still life. - St. Petersburg: Aksident, 2002
16. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture: Program. - St. Petersburg: Aksident, 2001
17. Introducing children to Russian folk art: Lesson notes and scripts for calendar and ritual holidays. / Auto-stat.
L.S. Kuprina, T.A. Budarina, O.A. Markeeva, O.N. Korepanova and others - St. Petersburg: “Childhood-Press”, 2003
18. Brykina E.K. Children's creativity in working with various materials. A book for preschool teachers, primary school teachers, and parents. - M.: Pedagogical Society of Russia, 2002
19.1 Tsvaiko G.S. Visual arts classes in kindergarten. Middle group: Program, notes. - M.: Vlados, 2002
20. Shvaiko G.S. Visual arts classes in kindergarten.
21. D.N. Koldina Drawing with children 3-4 years old: Lesson notes. - M.: Mosaic-Sintez, 2008
22. D.N. Koldina Drawing with children 4-5 years old: Lesson notes. - M.: Mosaic-Sintez, 2008
23. D.N. Koldina Drawing with children 5-6 years old: Lesson notes. - M.: Mosaic-Sintez, 2008
24. T.N. Doronova, S.G. Jacobson Teaching children 2-4 years old to draw, sculpt, and appliqué in games. - M.: Education, 2004
25. K.K. Utrobina, G.F. Utrobin Fascinating drawing using the poking method with children 3-7 years old: Draw and learn about the world around us. - M.: Publishing House GNOM and D, 2004
26. Bogateeva Z.A. Applique classes in kindergarten. - M.:
Enlightenment, 2000
27. Malysheva A.N. Application. - M.: Education, 2000
Municipal budgetary educational institution
"Secondary school No. 10
Municipal Municipality "Akhtubinsky District"
preschool groups
"APPROVED"
Director of MBOU "Secondary School No. 10"
Municipal Municipality "Akhtubinsky District"
S.A. Kandili
Order No. ____________
dated_______________2017
WORKING PROGRAMM
middle group teacher
Artyukhova N.A.
for the 2017-2018 academic year
Minutes of the pedagogical council
No.___from_________________
Verkhniy Baskunchak
EXPLANATORY NOTE
This work program has been developed on the basis of the educational program Preschool groups of the Municipal Budgetary Educational Institution “Secondary School No. 10” in accordance with the Federal State Educational Standard for the structure of the main general education program of preschool education for children of secondary preschool age.
The work program determines the content and organization of educational activities for children in the middle group, and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of children’s health.
The implementation of the work program is carried out in the process of various activities:
1. Educational activities carried out in the process of organizing various types of children's activities (playing, communicative, labor, cognitive-research, productive, musical and artistic, reading)
2. Educational activities carried out during regime moments
3.
4. Interaction with children's families to implement the work program.
Thus, the solution to program problems is carried out in the joint activity of adults and children and the independent activity of children, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.
This work program was developed in connection with the implementation of the Federal State Educational Standard in the educational process of preschool educational institutions.
Program implementation period - 1 year (2017 - 2018 academic year)
Relevance
The work program is intended for organizing educational activities with children of the middle group (children 4 - 5 years old).
The basis of the approximate work program is the selection of material for detailed long-term planning, compiled according to the preschool education program “From Birth to School” edited by N.E. Veraksy, T.S. Komarova, M. A. Vasilyeva.
The program brings to the fore the developmental function of education, ensuring the development of the child’s personality and focusing on his individual characteristics.
When developing the program, we took into account a comprehensive solution to the problems of protecting the lives and strengthening the health of children, comprehensive education, and enrichment of development through the organization of various types of children's activities.
The program comprehensively presents all the main content areas of a child’s upbringing, education and development.
Purpose of the program- creating favorable conditions for a child to fully enjoy preschool childhood, forming the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing the child for life in modern society, ensuring the safety of the child’s life.
The main form of educational activity is an entertaining activity, during which a variety of games, exercises and game situations, demonstration pictures and tables, and handouts are widely used.
Children’s knowledge, skills and abilities are consolidated in the process everyday communication with preschoolers, during walks, games, independent activities.
Goals and objectives of the work program.
1) increasing the social status of preschool education;
2) ensuring by the state equal opportunities for every child to receive quality preschool education;
3) security state guarantees level and quality of preschool education based on unity mandatory requirements to the conditions for the implementation of educational programs of preschool education, their structure and the results of their development;
4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.
Presenter purpose The work program is to create favorable conditions for a child to fully enjoy preschool childhood, form the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, prepare for life in modern society, for studying at school, ensuring the safety of life of a preschooler. These goals are realized in the process of various types of children's activities.
Tasks of the work program.
1) protecting and strengthening the physical and mental health of children, including their emotional well-being;
2) ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);
3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);
4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;
5 ) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society;
6) the formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;
7) ensuring variability and diversity of the content of Programs and organizational forms of preschool education, the possibility of creating Programs of various directions, taking into account the educational needs, abilities and health status of children;
8) formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;
9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.
Tasks of the preschool educational institution:
1. Promote the natural process of mental and physical development of children through the organization of gaming, communication, cognitive-research, labor, motor, reading fiction, musical, artistic, and productive activities;
2. Provide psychological and pedagogical support for the development of educational fields;
3. Implement forms of organizing joint adult-children (partnership activities) in the course of direct educational activities (DEA), independent activities (SD), regime moments, and work with parents.
Principles and approaches to the formation of a work program.
When constructing a work program, the following principles are taken into account:
1) corresponds to the principle of developmental education, the goal of which is the development of the child;
2) combines the principles of scientific validity and practical applicability (the content of the work program must correspond to the basic principles of developmental psychology and preschool pedagogy);
3) meets the criteria of completeness, necessity and sufficiency (allows you to solve set goals and objectives only using necessary and sufficient material, comes as close as possible to a reasonable “minimum”);
4) 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; 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;
5) is based on a comprehensive thematic principle of constructing the educational process;
6) provides for the solution of program educational tasks in joint activities
adults and children and children’s independent activities not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;
7) 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 is play;
8) ensures the implementation of the educational process in two main organizational models, including: joint activities of adults and children, independent activities of children;
9) takes into account gender specificity development of preschool children;
10) is aimed at interacting with the family in order to achieve the full development of the child, creating equal conditions education of preschool children, regardless of the family’s material wealth, place of residence, linguistic and cultural environment, and ethnicity.
Regulations.
The work program has been developed in accordance with the following regulatory documents:
In the field of education at the federal level:
1. Law of the Russian Federation “On Education” of July 10, 1992. No. 3266-1. With changes and additions made Federal laws dated January 13, 1996 No. 12-FZ; dated November 16, 1997 No. 144-FZ; dated July 20, 2000 No. 102-FZ; dated August 7, 2000 No. 122-FZ (extract);
2. Sanitary and epidemiological requirements for the design, content and organization of the regime of preschool educational institutions . SanPin 2.4.1.2660-10;
3. Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;
5. Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPin 2.4.1.3049.13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”;
6. 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”;
7. Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the Federal State Educational Standard for Preschool Education”
Age characteristics of children 4-5 years old.
Role interactions appear in the play activities of middle preschool children. They indicate that preschoolers begin to separate themselves 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. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, and sometimes clothing and its 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. Are being formed
design skills according to one’s own design, 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 in maintaining balance and stepping over small obstacles. Ball games become more difficult.
By the end of middle preschool age, children's perception becomes more developed. They are able to name the shape that this or that object resembles. They can isolate simple forms from complex objects and recreate complex objects from simple forms. 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: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.
Imaginative thinking begins to develop. Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to 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 for them 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: conservation of quantity, 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 rhymes are of interest.
The grammatical aspect 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 extra-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. Increased sensitivity to comments appears. 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. Competitiveness and competitiveness appear.
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 of imaginative thinking and imagination, self-centered 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 touchiness, competitiveness, competition with peers, the further development of the child’s self-image, its detailing.
Planned results of mastering the program.
Specifics of preschool childhood (flexibility, plasticity of development
child, the high range of options for its development, its spontaneity and involuntary behavior) does not allow requiring a preschool child to achieve specific educational results and necessitates the determination of the results of mastering the educational program in the form of targets.
The targets for preschool education presented in the Federal State Educational Standard for Preschool Education should be considered as social-normative age characteristics of a child’s possible achievements. This is a guideline for teachers and parents, indicating the direction of the educational activities of adults.
The targets outlined in the Federal State Educational Standard for Education are common to the entire educational space of the Russian Federation, however, each of the exemplary programs has its own distinctive features, its own priorities, targets that do not contradict the Federal State Educational Standard for Education, but can deepen and complement its requirements.
Middle age education targets:
the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;
uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior;
has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;
strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
shows interest in peers; observes their actions and imitates them;
shows interest in poems, songs and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art;
The child has developed gross motor skills and strives to master different kinds movements (running, climbing, stepping, etc.).
Targets at the stage of completion of preschool education:
The child masters the basic cultural means, methods
activities, shows initiative and independence in different
types of activities - play, communication, cognitive research
activities, design, etc.; able to choose his own occupation and participants in joint activities.
The child has a positive attitude towards the world, towards
to different types of work, to other people and to oneself, has a sense of
self-esteem; actively interacts with peers and
adults, participates in joint games.
Able to negotiate, take into account the interests and feelings of others,
empathize with failures and rejoice in the successes of others, adequately expresses one’s feelings, including a sense of self-confidence, tries to resolve
conflicts. Able to express and defend his position on various issues.
Able to collaborate and perform both leadership and executive functions in collaborative activities.
Understands that all people are equal regardless of their social status
origin, ethnicity, religious and other beliefs, their physical and mental characteristics.
Shows empathy towards other people, willingness
come to the aid of those who need it.
Shows the ability to hear others and the desire to be understood
The child has a developed imagination, which is realized in
different types of activities, and above all in the game; masters different forms and types of games, distinguishes between conventional and real situations; can
obey different rules and social norms. Able to recognize various situations and assess them adequately.
The child has a fairly good command of oral speech and can express
your thoughts and desires, use speech to express your thoughts,
feelings and desires, constructions speech utterance in a communication situation, identifying sounds in words, the child develops the prerequisites for literacy.
The child has developed gross and fine motor skills; he is mobile,
Liv, masters basic movements, can control and control his movements.
The child is capable of volitional efforts and can follow social
norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene skills.
Shows responsibility for the work started.
The child shows curiosity, asks questions of adults and
peers, is interested in cause-and-effect relationships, tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Possesses basic knowledge about yourself, about the natural and social world in which
he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; capable of making his own decisions, relying on his knowledge and skills in various activities.
Open to new things, that is, he shows a desire to learn new things and independently acquire new knowledge; has a positive attitude towards learning
Shows respect for life (in its various forms) and care for
environment. Emotionally responds to the beauty of the surrounding world, works of folk and professional art (music, dance, theatrical activities, visual arts, etc.).
Shows patriotic feelings, feels proud of his country, its achievements, has an idea of its geographical diversity, multinationality, major historical events.. Has primary ideas about himself, family, traditional family values, including traditional gender orientations,
shows respect for one's own and the opposite sex.
Complies with basic generally accepted norms, has primary
value ideas about “what is good and what is bad”,
strives to do well; shows respect for elders and care for
Has basic ideas about a healthy lifestyle. Perceives a healthy lifestyle as a value.
EDUCATIONAL ACTIVITIES IN ACCORDANCE
WITH DIRECTIONS OF DEVELOPMENT OF CHILDREN AGED 4-5 YEARS OLD
The content of psychological and pedagogical work with children 4-5 years old is given in educational areas: “”, “Cognitive development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”. The content of the work is focused on the diversified development of preschool children, taking into account their age and individual characteristics. The tasks of psychological and pedagogical work on the formation of physical, intellectual and personal qualities of children are solved in an integrated manner during the development of all educational areas, along with tasks reflecting the specifics of each educational area, with mandatory psychological support.
At the same time, the solution of program educational tasks is provided not only within the framework of direct educational activities, but also during regime moments - both in the joint activities of adults and children, and in the independent activities of preschoolers.
Educational area
"SOCIAL-COMMUNICATIVE
DEVELOPMENT"
“Socio-communicative development is aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; formation of independence, focus and self-regulation own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.”
MAIN GOALS AND OBJECTIVES
Socialization, development of communication, moral education. Assimilation of norms and values accepted in society, education
moral and moral qualities of the child, developing the ability to correctly evaluate their actions and the actions of their peers.
Development of communication and interaction of the child with adults and peers, development of social and emotional intelligence, emotional responsiveness, empathy, respectful and friendly attitude towards others.
Forming children's readiness for joint activities, developing the ability to negotiate, and independently resolve conflicts with peers.
Child in family and community. Formation of self-image, respectful attitude and sense of belonging to one’s family and to the community of children and adults in the organization; formation of gender and family affiliation.
Self-service, independence, labor education. Development of self-service skills; the formation of independence, purposefulness and self-regulation of one’s own actions.
Education of cultural and hygienic skills.
Formation of positive attitudes towards various types of work and creativity, nurturing a positive attitude towards work and the desire to work.
Fostering a value-based attitude towards one’s own work, the work of other people and its results. Formation of the ability to responsibly relate to the assigned task (the ability and desire to complete the task, the desire to do it well).
Formation of primary ideas about the work of adults, its role in society and the life of each person.
Formation of security fundamentals. Formation of primary ideas about safe behavior in everyday life, society, and nature. Fostering a conscious attitude towards compliance with safety rules.
Formation of a cautious and prudent attitude towards situations that are potentially dangerous for humans and the surrounding natural world.
Formation of ideas about some typical dangerous situations and methods of behavior in them.
Formation of basic ideas about road safety rules; fostering a conscious attitude towards the need to comply with these rules.
Socialization, development of communication,
moral education
Contribute to the formation of the child’s personal attitude towards compliance (and violation) of moral norms: mutual assistance, sympathy for the offended and disagreement with the actions of the offender; approval of the actions of the one who acted fairly, gave in at the request of a peer (divided the cubes equally).
Continue to work on developing friendly relationships between children, draw children’s attention to good deeds each other.
Teach collective games and the rules of good relationships.
To cultivate modesty, responsiveness, the desire to be fair, strong and courageous; teach to feel a sense of shame for an unseemly act.
Remind children to say hello, goodbye, and name
employees of a preschool institution by name and patronymic, do not interfere in the conversation of adults, politely express your request, thank for
the service provided.
Child in family and community
Image of I. Form ideas about the growth and development of the child, his past, present and future (“I was little, I’m growing, I’ll be an adult”). To form children’s primary ideas about their rights (to play, a friendly attitude, new knowledge, etc.) and responsibilities in the kindergarten group, at home, on the street (to eat, dress independently, put away toys, etc.).
To form in every child the confidence that he is good and that he is loved.
Form primary gender ideas (boys are strong, brave; girls are gentle, feminine).
Family. Deepen children's understanding of the family and its members. Give initial ideas about family relationships (son, mother, father, daughter, etc.).
Be interested in what responsibilities the child has around the house (put away toys, help set the table, etc.).
Kindergarten. Continue to introduce children to the kindergarten and its staff. Improve the ability to freely navigate the premises of a kindergarten. Strengthen in children the skills of caring for things, teach them to use them for their intended purpose, and put them in their place.
Introduce the traditions of kindergarten. To consolidate the child’s idea of himself as a member of a team, to develop a sense of community with other children. To develop the ability to notice changes in the design of a group and a hall, a kindergarten section (how beautiful bright, elegant toys, children’s drawings, etc. look). Involve in discussion and feasible participation in the design of the group, in the creation of its symbols and traditions.
Self-service, independence,
labor education
Cultural and hygienic skills. Continue to instill in children neatness and the habit of taking care of their appearance.
Develop the habit of washing yourself, washing your hands with soap before eating, when dirty, and after using the toilet.
Strengthen the ability to use a comb and handkerchief; When coughing and sneezing, turn away and cover your mouth and nose with a handkerchief.
Improve the skills of careful eating: the ability to take food little by little, chew well, eat silently, correctly use cutlery (spoon, fork), napkin, rinse your mouth after eating.
Self-service. Improve your skills on your own
dress, undress. Learn to neatly fold and hang clothes, and with the help of an adult, put them in order (clean, dry).
Cultivate the desire to be neat and tidy.
Accustom yourself to preparing your workplace and cleaning it after finishing classes in drawing, modeling, appliqué (washing jars, brushes, wiping the table, etc.)
Socially useful work. Nurture positive behavior in children
attitude to work, desire to work. Form a responsible attitude towards the assigned task (the ability and desire to complete the task, the desire to do it well).
To develop the ability to carry out individual and collective assignments, to understand the significance of the results of one’s work for others; to develop the ability to negotiate with the help of the teacher about the distribution of collective work, to take care of the timely completion of a joint task.
Encourage initiative in helping comrades and adults.
To teach children to independently maintain order in the group room and in the kindergarten area: to put away building materials and toys; help the teacher glue books and boxes.
Teach children to independently perform the duties of dining room attendants: carefully arrange bread bins, cups and saucers, deep plates, place napkin holders, lay out cutlery (spoons, forks, knives).
Labor in nature. Encourage children's desire to care for plants and animals; water the plants, feed the fish, wash the drinking bowls, pour water into them, put food in the feeders (with the participation of the teacher).
In the spring, summer and autumn, involve children in all possible work in the garden and flower garden (sowing seeds, watering, harvesting); V winter period- to clearing snow.
Involve children in the work of growing greens to feed birds in the winter; for feeding wintering birds.
Develop a desire to help the teacher put in order what is used in labor activity equipment (clean, dry, take to a designated place).
Respect for the work of adults. Introduce children to the professions of loved ones, emphasizing the importance of their work. To form an interest in the professions of parents.
At the end of the year, children can:
treat your clothes with care, be able to put them in order;
independently maintain order in the premises and area of the kindergarten;
care for birds and plants in the group room and on the site;
independently clean your workplace after finishing classes and perform the duties of canteen attendants.
Forming the foundations of security
Safe behavior in nature. Continue to introduce the diversity of animals and flora, with phenomena of inanimate nature.
To form basic ideas about ways of interacting with animals and plants, about the rules of behavior in nature.
Form the concepts: “edible”, “inedible”, “medicinal plants”.
Introduce dangerous insects and poisonous plants.
Road safety. Develop observation skills, the ability to navigate the premises and area of the kindergarten, and the surrounding area.
Continue to introduce the concepts of “street”, “road”, “intersection”, “public transport stop” and basic rules of behavior on the street. Make children aware of the need to follow traffic rules.
Clarify children's knowledge about the purpose of traffic lights and the work of a policeman.
To introduce various types of urban transport, the features of their appearance and purpose (“Ambulance”, “Fire”, Emergencies Ministry vehicle, “Police”, tram, trolleybus, bus).
Introduce traffic signs " Crosswalk", "Public transport stop".
Develop skills of cultural behavior in public transport.
Safety of your own life. Introduce the rules of safe behavior during games. Talk about situations that are dangerous to life and health.
Introduce the purpose, operation and rules for using household electrical appliances (vacuum cleaner, electric kettle, iron, etc.).
Strengthen the ability to use cutlery (fork, knife), scissors.
Introduce the rules of cycling.
Introduce rules of conduct with strangers.
Tell children about the work of firefighters, the causes of
fires and rules of conduct in case of fire.
At the end of the year, a child in the middle group may know:
Low level. Knows what kind of transport is moving on the road. Knows its parts; knows how to navigate in space. Knows the purpose of traffic lights in general.
Intermediate level. Knows what kind of transport moves on the road (carriageway) and railway. Knows the components of transport. Familiar with the work of a driver and driver. Knows about the rules of conduct on the roadway, on the sidewalk, on the street, in transport; on a winter road, knows the purpose of each traffic light color.
High level. It is oriented in that cars move along the roadway, and pedestrians walk along the sidewalk. Knows the purpose of the traffic light and all its signals, orients himself well in space. Has an idea of types of transport and the peculiarities of their movement. Has an idea of the purpose of specialized transport: fire truck, police car, ambulance. Knows how to behave correctly in all types of public transport. Knows what rules of safe behavior must be followed on the road. It is oriented in that the movement of cars can be one-way or two-way, and the roadway of the street in two-way traffic can be divided by a line. Knows that there is a “safety island” on the road and has an idea of its purpose. He knows what city he lives in and what his address is. Knows the safe way from kindergarten to home. Focused on the fact that there are many road signs on the roads. Knows and explains the purpose of such road signs as “Pedestrian crossing”, “Underground crossing”, “Overground crossing”, “Two-way traffic”, “Caution, children!”.
Educational area
"COGNITIVE DEVELOPMENT"
“Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.”
MAIN GOALS AND OBJECTIVES
Formation of elementary mathematical concepts. Formation of elementary mathematical concepts, primary ideas about the basic properties and relationships of objects in the surrounding world: shape, color, size, quantity, number, part and whole, space and time.
Development of cognitive and research activities. Development of children's cognitive interests, expansion of experience of orientation in the environment, sensory development, development of curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, rhythm, tempo, causes and effects, etc.).
Development of perception, attention, memory, observation, ability to analyze, compare, highlight characteristic, essential features of objects and phenomena of the surrounding world; the ability to establish the simplest connections between objects and phenomena, to make the simplest generalizations.
Familiarization with the subject environment. Familiarization with objective world(name, function, purpose, properties and qualities of the item); perception of an object as a creation of human thought and the result of labor.
Formation of primary ideas about the diversity of the subject environment; that a person creates an objective environment, changes and improves it for himself and other people, making life more convenient and comfortable. Development of the ability to establish cause and effect
connections between the world of objects and the natural world.
Introduction to the social world. Familiarization with the surrounding social world, broadening the horizons of children, forming a holistic picture of the world. Formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays. Formation of citizenship; nurturing love for the Motherland, pride in its achievements, and patriotic feelings. Formation of elementary ideas about planet Earth as the common home of people, about the diversity of countries and peoples of the world.
Introduction to the natural world. Familiarization with nature and natural phenomena. Development of the ability to establish cause-and-effect relationships between natural phenomena. Formation of primary ideas about the natural diversity of planet Earth. Formation of elementary ecological ideas. Forming an understanding that man is part of nature, that he must preserve, protect and protect it, that everything in nature is interconnected, that human life on Earth largely depends on the environment. Developing the ability to behave correctly in nature. Fostering a love for nature and a desire to protect it.
IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS OLD)
Formation of elementary mathematical concepts
Quantity. Give children the idea that a set (“many”) can consist of elements of different quality: objects of different colors, sizes, shapes; learn to compare parts of a set, determining their equality or inequality based on pairing objects (without resorting to counting). Introduce expressions into children’s speech: “There are many circles here, some are red, others are blue; there are more red circles than blue ones, and fewer blue circles than red ones” or “there are equal numbers of red and blue circles.”
Learn to count to 5 (based on visualization), using the correct counting techniques: name the numbers in order; correlate each numeral with only one item of the group being counted; relate the last numeral to all counted objects, for example: “One, two, three - only three mugs.” Compare two groups of objects called numbers 1-2, 2-2, 2-3, 3-3, 3-4, 4-4, 4-5, 5-5.
To form ideas about ordinal counting, to learn how to correctly use cardinal and ordinal numbers, to answer the questions “How much?”, “Which one?”, “In which place?”.
Form an idea of equality and inequality of groups based on counting: “Here are one, two bunnies, and here are one, two, three Christmas trees. There are more Christmas trees than bunnies; 3 is more than 2, and 2 is less than 3."
Learn to equalize unequal groups in two ways, adding one (missing) object to a smaller group or removing one (extra) object from a larger group (“To 2 bunnies they added 1 bunnie, there were 3 bunnies and 3 Christmas trees. There are equal numbers of Christmas trees and bunnies - 3 and 3" or: "There are more Christmas trees (3), and fewer bunnies (2). They removed 1 Christmas tree, and there were also 2 of them. There were equal numbers of Christmas trees and bunnies: 2 and 2").
Count items from a larger quantity; lay out, bring a certain number of items in accordance with a pattern or a given number within 5 (count out 4 cockerels, bring 3 bunnies).
Based on counting, establish the equality (inequality) of groups of objects in situations where objects in groups are located at different distances from each other, when they differ in size, in the shape of their location in space.
Magnitude. Improve the ability to compare two objects by size (length, width, height), as well as learn to compare two objects by thickness by directly superimposing or applying them to each other; reflect the comparison results in speech using adjectives (longer - shorter, wider - narrower, higher - lower, thicker - thinner or equal (identical) in length, width, height, thickness).
Learn to compare objects based on two dimensions (the red ribbon is longer and wider than the green one, the yellow scarf is shorter and narrower than the blue one).
Establish dimensional relationships between 3-5 objects of different lengths (width, height), thickness, arrange them in a certain sequence - in descending or increasing order of size. Introduce into children’s active speech concepts denoting the dimensional relationships of objects (this (red) turret is the highest, this (orange) is lower, this (pink) is even lower, and this (yellow) is the lowest," etc. ).
Form. To develop children's understanding of geometric shapes: circle, square, triangle, as well as ball and cube.
Learn to identify special features of figures using visual and tactile-motor analyzers (presence or absence of angles, stability, mobility, etc.).
Introduce children to a rectangle, comparing it with a circle, square, triangle. Learn to distinguish and name a rectangle, its elements: angles and sides.
Form the idea that figures can be of different sizes: large - small cube (ball, circle, square, triangle, rectangle).
Learn to correlate the shape of objects with known geometric shapes: a plate is a circle, a scarf is a square, a ball is a sphere, a window, a door is a rectangle, etc.
Orientation in space. Develop the ability to determine spatial directions from oneself, move in a given direction (forward - backward, right - left, up - down); denote in words the position of objects in relation to oneself (there is a table in front of me, a door to my right, a window to my left, toys on the shelves behind me).
Introduce spatial relationships: far - close (the house is close, but the birch tree grows far away).
Time orientation. Expand children's understanding of the parts of the day, their characteristic features, sequence (morning - day - evening - night).
Explain the meaning of the words: “yesterday”, “today”, “tomorrow”.
By the end of the year, five-year-old children can:
distinguish what parts a group of objects is made of, name their characteristic features (color, shape, size);
compare two groups by individually correlating objects (making pairs);
lay out 3-5 objects of various sizes (length, width, height) in ascending (descending) order; talk about the size of each item in the row;
distinguish and name triangle, circle, square, rectangle; ball, cube, cylinder; know their characteristic differences;
find objects in the environment that are similar to familiar figures;
determine the direction of movement from yourself (right, left, forward, backward, up, down);
distinguish between left and right hands;
identify parts of the day.
Development of cognitive and research activities
Cognitive and research activities. Continue to introduce children to generalized methods of studying various objects using specially developed systems of sensory standards, and help them master perceptual actions. To develop the ability to obtain information about a new object in the process of its practical research.
Develop the ability to perform a series of sequential actions in accordance with the task and the proposed activity algorithm. Learn to understand and use models proposed by adults in cognitive and research activities.
Sensory development. Continue work on sensory development in various activities. Enrich sensory experience by introducing children to a wide range of objects and objects, with new ways of examining them.
Strengthen previously acquired skills in examining objects and objects.
Improve children's perception through the active use of all senses (touch, vision, hearing, taste, smell).
Enrich sensory experience and the ability to record received impressions in speech.
Continue to introduce geometric shapes (circle, triangle, square, rectangle, oval), colors (red, blue, green, yellow, orange, purple, white, gray).
Develop your sense of touch. To become familiar with various materials by touch, by touching, stroking (characterizing sensations: smooth, cold, fluffy, hard, prickly, etc.).
Form figurative ideas based on the development of figurative perception in the process of various types of activities.
Develop the ability to use standards as generally accepted properties and qualities of objects (color, shape, size, weight, etc.); select items based on 1-2 qualities (color, size, material, etc.).
Project activities. Develop primary skills in design and research activities, provide assistance in formalizing its results and creating conditions for their presentation to peers. Involve parents in participating in children's research activities.
Didactic games. Teach children games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects by external characteristics and group; make a whole from parts (cubes, mosaics, puzzles).
Improve children's tactile, auditory, and taste sensations (“Identify by touch (by taste, by sound)”). Develop observation and attention (“What has changed?”, “Who has the ring?”).
Help children master the rules of the simplest printed board games (“Dominoes”, “Loto”).
Familiarization with the subject environment
Create conditions for expanding children's ideas about objects in the world around them. Talk about the items children need in different types of activities (play, work, drawing, appliqué, etc.).
Continue to introduce children to the characteristics of objects, encourage them to determine their color, shape, size, weight. Talk about the materials (glass, metal, rubber, leather, plastic) from which objects are made, their properties and qualities. Explain the feasibility of production
an object made of a certain material (car bodies are made of metal, tires are made of rubber, etc.).
To form elementary ideas about changes in the types of human labor and life using the example of the history of toys and household items.
Introduction to the social world
Expand your understanding of the rules of behavior in public places.
Expand children's knowledge about public transport (bus, train, plane, ship).
Form initial ideas about the school.
Continue to introduce cultural phenomena (theater, circus, zoo, opening day), their attributes, people working in them, rules of behavior.
Talk about the most beautiful places in your hometown (village),
its attractions. Give children understandable ideas about public holidays. Talk about the Russian army, about the soldiers who protect our Motherland (border guards, sailors, pilots).
Give basic ideas about life and the peculiarities of work in the city and in rural areas (based on the experience of children). Continue to introduce various professions (driver, postman, salesman, doctor, etc.); expand and enrich ideas about labor actions, tools of labor, and results of labor.
Introduce children to money and the possibilities of using it.
Continue to cultivate love for your native land; tell children about the most beautiful places in their hometown (village), its attractions.
Give children understandable ideas about public holidays.
Talk about the Russian army, about the soldiers who protect our Motherland (border guards, sailors, pilots).
Introduction to the natural world
Expand children's understanding of nature. Introduce pets, ornamental fish (goldfish, except veiltail and telescope, crucian carp, etc.), birds (budgies, canaries, etc.).
Introduce children to representatives of the reptile class (lizard, turtle), their appearance and methods of movement (the lizard has an oblong body, it has a long tail, which it can shed; the lizard runs very fast).
Expand children's understanding of certain insects (ant, butterfly, beetle, ladybug).
Expand your understanding of fruits (apple, pear, plum, peach, etc.), vegetables (tomato, cucumber, carrots, beets, onions, etc.) and berries (raspberries, currants, gooseberries, etc.), mushrooms (butter, honey mushrooms , russula, etc.).
To consolidate children's knowledge about herbaceous and indoor plants (impatiens, ficus, chlorophytum, geranium, begonia, primrose, etc.); introduce ways to care for them.
Learn to recognize and name 3-4 types of trees (fir tree, pine, birch, maple, etc.).
In the process of experimental activities, expand children’s understanding of the properties of sand, clay and stone.
Organize observations of birds flying to the site (crow, pigeon, tit, sparrow, bullfinch, etc.), feed them in winter.
To consolidate children's ideas about the conditions necessary for the life of people, animals, plants (air, water, food, etc.).
Teach children to notice changes in nature.
Talk about protecting plants and animals.
Seasonal observations
Autumn. Teach children to notice and name changes in nature: it gets colder, precipitation, wind, leaves fall, fruits and roots ripen, birds fly south.
Establish the simplest connections between the phenomena of living and inanimate nature (it got colder - butterflies and beetles disappeared; flowers faded, etc.).
Involve in collecting plant seeds.
Winter. Teach children to notice changes in nature, compare autumn and winter landscapes.
Observe the behavior of birds on the street and in a corner of nature.
Examine and compare bird tracks in the snow. Provide assistance to wintering birds and name them.
Expand children's understanding that in cold weather water turns into ice and icicles; ice and snow melt in a warm room.
Invite them to participate in winter fun: sledding downhill, skiing, making crafts from snow.
Spring. Teach children to recognize and name the seasons; highlight the signs of spring: the sun became warmer, the buds on the trees swelled, grass appeared, snowdrops blossomed, insects appeared.
Tell children that many indoor plants bloom in spring.
To form children’s ideas about the work carried out in the spring in the garden. Learn to observe the planting and germination of seeds.
Involve children in working in the garden and flower beds.
Summer. Expand children's ideas about summer changes in nature: blue clear sky, the sun is shining brightly, heat, people are lightly dressed, sunbathing, swimming.
In the process of various activities, expand children's understanding of the properties of sand, water, stones and clay.
To consolidate knowledge that many fruits, vegetables, berries and mushrooms ripen in the summer; Animals have babies growing up.
By the end of the year, children can:
name a variety of objects that surround them indoors, on the site, on the street; know their purpose, name the properties and qualities available for perception and examination;
show interest in objects and phenomena that they did not (do not have) the opportunity to see;
talk with pleasure about family, family life, traditions; actively participate in activities prepared in a group, in a preschool educational institution, in particular aimed at pleasing adults, children (adult, child);
write a story about your hometown (town, village);
talk about the desire to acquire a certain profession in the future (to become a policeman, firefighter, military man, etc.);
know the meaning of money and use analogues of banknotes in the game;
participate in observations of plants, animals, birds, fish and in feasible labor to care for them; share your knowledge about living and nonliving things; do not tear or break plants, treat living beings with care, do not harm them;
talk about seasonal changes in nature.
independently repeat the experiments done together with adults;
draw up a plan for research work, make diagrams and sketches;
compare the results of observations, compare, analyze, draw conclusions and generalizations.
Educational area
"SPEECH DEVELOPMENT"
“Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.”
MAIN GOALS AND OBJECTIVES
Speech development. Development of free communication with adults and children,
mastery in constructive ways and means of interaction with others.
Development of all components of children's oral speech: grammatical structure of speech, coherent speech - dialogic and monologue forms; formation of a dictionary, education of the sound culture of speech.
Practical mastery of speech norms by pupils.
Fiction. Cultivating interest and love for reading; development of literary speech.
Cultivating the desire and ability to listen to works of art and follow the development of the action.
IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS OLD)
Speech development
Developmental speech environment. Discuss with children information about objects, phenomena, events that go beyond their usual immediate environment.
Listen to children, clarify their answers, suggest words that more accurately reflect the characteristics of an object, phenomenon, state, or action; help to express a judgment logically and clearly.
Promote the development of curiosity.
Help children communicate kindly with their peers, suggest how to please a friend, congratulate him, how to calmly express your dissatisfaction with his actions, how to apologize.
Formation of a dictionary. Replenish and activate children's vocabulary based on deepening knowledge about their immediate environment. Expand ideas about objects, phenomena, events that did not take place in their own experience.
Intensify the use in speech of the names of objects, their parts, and the materials from which they are made.
Learn to use the most common adjectives, verbs, adverbs, and prepositions in speech.
Introduce nouns denoting professions into the children's dictionary; verbs characterizing labor actions.
Continue to teach children to identify and name the location of an object (left, right, next to, near, between), time of day. Help replace demonstrative pronouns and adverbs often used by children (there, there, such, that) with more precise expressive words; use antonym words (clean - dirty, light - dark).
Learn to use nouns with a general meaning (furniture, vegetables, animals, etc.).
Sound culture of speech. Reinforce the correct pronunciation of vowels and consonants, practice the pronunciation of whistling, hissing and sonorant (r, l) sounds. Develop the articulatory apparatus.
Continue to work on diction: improve the clear pronunciation of words and phrases.
Develop phonemic awareness: learn to distinguish by ear and name words that begin with a certain sound.
Improve intonation expressiveness of speech.
The grammatical structure of speech. Continue to develop in children the ability to coordinate words in a sentence and correctly use prepositions in speech; form the plural form of nouns denoting young animals (by analogy), use these nouns in the nominative and accusative cases (fox cubs - fox cubs, bear cubs - bear cubs); correctly use the plural form of the genitive case of nouns (forks, apples, shoes).
Remind the correct forms of the imperative mood of some verbs (Lie down! Lie down! Go! Run! etc.), indeclinable nouns (coat, piano, coffee, cocoa).
Encourage the word creation characteristic of the fifth year of life, tactfully suggest a generally accepted word pattern.
Encourage children to actively use the simplest types of compound and complex sentences in speech.
Coherent speech. Improve dialogical speech: learn to participate in a conversation, answer and ask questions in a clear way for listeners.
Teach children to tell: describe an object, a picture; practice composing stories based on a picture created by a child using didactic handouts.
To train children in the ability to retell the most expressive and dynamic passages from fairy tales.
significantly increase your vocabulary, in particular, through words denoting objects and phenomena that have not occurred in the child’s own experience;
actively use words denoting an emotional state (angry, sad), ethical qualities (cunning, kind), aesthetic characteristics, various properties and qualities of objects. Understand and use antonym words; form new words by analogy with familiar words (sugar bowl - suharnitsa);
meaningfully work on your own pronunciation, highlight the first sound in a word;
comprehend cause-and-effect relationships; use compound and complex sentences;
talk in detail, with detail and repetition, about the content of the plot picture, with the help of an adult, repeat samples of the description of the toy, dramatize (dramatize) excerpts from familiar works;
tell incredible stories, which is a consequence rapid development fantasies;
actively accompany your activities with speech (games, everyday activities and other activities).
Introduction to fiction
Continue to teach children to listen to fairy tales, stories, poems; remember small and simple rhymes.
Help them using different techniques and pedagogical situations, correctly perceive the content of the work, empathize with its characters.
At the child’s request, read out a favorite passage from a fairy tale, short story, or poem, helping to develop a personal relationship with the work.
Maintain attention and interest in the word in a literary work.
Continue to create interest in the book. Offer children illustrated editions of familiar works. Explain how important drawings are in a book; show how much interesting things can be learned by carefully looking at book illustrations. Introduce books designed by Yu. Vasnetsov, E. Rachev, E. Charushin.
By the end of the year, children in the middle group can:
express a desire to listen to a certain literary work;
look at illustrated editions of children's books with interest;
name your favorite fairy tale, read your favorite poem, and, under the supervision of an adult, choose a driver using a counting rhyme;
with the help of an adult, dramatize (stage) short fairy tales;
children try to meaningfully answer the questions “Did you like the work?”, “Who did you especially like and why?”, “Which passage should I read again?”
Educational area
"ARTISTIC AND AESTHETIC DEVELOPMENT"
“Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).”
MAIN GOALS AND OBJECTIVES
Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude towards objects and phenomena of the surrounding world, works of art; nurturing interest in artistic and creative activities.
Development of children's aesthetic feelings, artistic perception, figurative ideas, imagination, artistic and creative abilities.
Development of children's artistic creativity, interest in independent creative activities (visual, constructive-model, musical, etc.); satisfying children's need for self-expression.
Introduction to art. Development of emotional sensitivity,
emotional response to literary and musical works, the beauty of the surrounding world, works of art.
Introducing children to folk and professional art (verbal, musical, visual, theatrical, architecture) through familiarization with the best examples of domestic and world art; developing the ability to understand the content of works of art.
Formation of elementary ideas about types and genres of art, means of expression in various types of art.
Visual activity. Development of interest in various types of visual activities; improving skills in drawing, modeling, appliqué, and applied arts.
Cultivating emotional responsiveness when perceiving works of fine art.
Fostering the desire and ability to interact with peers when creating collective works.
Constructive modeling activity. Introduction to design; development of interest in constructive activities, familiarity with various types of constructors.
Developing the ability to work collectively, unite your crafts in accordance with a common plan, and agree on who will do what part of the work.
Musical activity. Introduction to the art of music;
development of prerequisites for value-semantic perception and understanding
musical art; formation of the foundations of musical culture, familiarization with elementary musical concepts and genres; nurturing emotional responsiveness when perceiving musical works.
Development of musical abilities: poetic and musical ear, sense of rhythm, musical memory; formation of song and musical taste.
Cultivating interest in musical and artistic activities, improving skills in this type of activity.
Development of children's musical and artistic creativity, implementation of independent creative activity of children; satisfying the need for self-expression.
IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS OLD)
Introduction to art
To introduce children to the perception of art, to develop interest in it.
Encourage the expression of aesthetic feelings, the manifestation of emotions when viewing objects of folk and decorative art, listening to works of musical folklore.
Introduce children to the professions of an artist, artist, composer.
Encourage to recognize and name objects and phenomena of nature and the surrounding reality in artistic images (literature, music, fine arts).
Learn to distinguish between genres and types of art: poetry, prose, riddles (literature), songs, dances, music, paintings (reproductions), sculpture (fine arts), buildings and structures (architecture).
Learn to identify and name the basic means of expressiveness (color, shape, size, rhythm, movement, gesture, sound) and create your own artistic images in visual, musical, and constructive activities.
Introduce children to architecture. Form the idea that the houses in which they live (kindergarten, school, other buildings) are architectural structures; houses are different in shape, height, length, with different windows, with different numbers of floors, entrances, etc.
Arouse interest in various buildings located around the kindergarten (houses in which the child and his friends live, school, cinema).
Draw children's attention to the similarities and differences of different buildings, encourage them to independently highlight parts of the building and its features.
Strengthen the ability to notice differences in buildings that are similar in shape and structure (shape and size of entrance doors, windows and other parts).
Encourage children's desire to depict real and fairy-tale buildings in drawings and applications.
Organize a visit to the museum (together with parents), talk about the purpose of the museum.
Develop interest in visiting puppet theaters and exhibitions.
To consolidate children's knowledge about books and book illustrations. Introduce the library as a storage center for books created by writers and poets.
Introduce works of folk art (rhymes, fairy tales, riddles, songs, round dances, chants, products of folk arts and crafts).
Cultivate a caring attitude towards works of art.
Visual activities
Continue to develop children's interest in visual arts.
Evoke a positive emotional response to the offer to draw, sculpt, cut and paste.
Continue to develop aesthetic perception, figurative ideas, imagination, aesthetic feelings, artistic and creative abilities.
Continue to develop the ability to examine and examine objects, including using your hands.
Enrich children's understanding of fine arts(illustrations for works of children's literature, reproductions of paintings, folk decorative art, small sculptures, etc.)
as the basis for the development of creativity. Teach children to identify and use means of expression in drawing, modeling, and appliqué.
Continue to develop the ability to create collective works in drawing, modeling, and appliqué.
Strengthen the ability to save correct posture when drawing: do not hunch over, do not lean low over the table, towards the easel; sit freely without straining. Teach children to be neat: keep their workplace in order, and remove everything from the table after finishing work.
Teach to be friendly when evaluating the work of other children.
Drawing. Continue to develop in children the ability to draw individual objects and create plot compositions, repeating the image of the same objects (roly-polys are walking, trees on our site in winter, chickens walking on the grass) and adding others to them (the sun, falling snow, etc.). ).
Form and consolidate ideas about the shape of objects (round, oval, square, rectangular, triangular), size, and arrangement of parts.
When conveying the plot, help children arrange images on the entire sheet in accordance with the content of the action and the objects included in the action. Direct children's attention to conveying the relationship of objects in size: a tall tree, a bush below a tree, flowers below a bush.
Continue to consolidate and enrich children’s ideas about the colors and shades of surrounding objects and natural objects. Add new ones to already known colors and shades (brown, orange, light green); form an idea of how these colors can be obtained.
Learn to mix paints to get the right colors and shades.
To develop a desire to use a variety of colors in drawing and appliqué, to pay attention to the multicolored world around us.
Strengthen the ability to correctly hold a pencil, brush, felt-tip pen, colored chalk; use them when creating an image.
Teach children to paint over drawings with a brush or pencil, drawing lines and strokes in only one direction (top to bottom or left to right); rhythmically apply strokes and strokes throughout the entire form, without going beyond the contour; draw wide lines with the entire brush, and narrow lines and dots with the end of the brush bristles. Strengthen the ability to cleanly rinse your brush before using paint of a different color. By the end of the year, develop in children the ability to obtain light and dark shades of color by changing the pressure on the pencil.
Develop the ability to correctly convey the location of parts when drawing complex objects (doll, bunny, etc.) and correlate them by size.
Decorative drawing. Continue to develop the ability to create decorative compositions based on Dymkovo and Filimonov patterns. Use Dymkovo and Filimonov products for the development of aesthetic perception of beauty and as models
to create patterns in the style of these paintings (toys fashioned by children and silhouettes of toys cut out of paper can be used for painting).
Introduce children to Gorodets products. Learn to highlight elements of Gorodets painting (buds, flowers, roses, leaves); see and name the colors used in painting.
Modeling. Continue to develop children's interest in modeling; improve the ability to sculpt from clay (plasticine, plastic mass). Reinforce the modeling techniques mastered in previous groups; teach pinching with a slight pull on all the edges of a flattened ball, pulling out individual parts from a whole piece, pinching small parts (ears on a kitten, beak on a bird). Learn to smooth the surface of a sculpted object or figurine with your fingers.
Teach techniques for pressing the middle of a ball or cylinder to obtain a hollow shape. Introduce techniques for using stacks. Encourage the desire to decorate sculpted products with a pattern using stacks.
Reinforce the techniques of careful sculpting.
Application. Cultivate interest in the application by complicating its content and expanding the possibilities of creating a variety of images.
To develop in children the ability to hold and use scissors correctly. Teach cutting, starting with developing the skill of cutting in a straight line, first short and then long strips. Learn to compose images from stripes various items(fence, bench, ladder, tree, bush, etc.). Learn to cut round shapes from a square and oval shapes from a rectangle by rounding the corners; use this technique to depict vegetables, fruits, berries, flowers, etc. in appliqué.
Continue to expand the number of objects depicted in the application (birds, animals, flowers, insects, houses, both real and imaginary) from ready-made forms. Teach children to transform these shapes by cutting them into two or four parts (a circle into semicircles, quarters; a square into triangles, etc.).
Strengthen the skills of neat cutting and pasting.
Encourage activity and creativity.
By the end of the year, children can:
highlight the expressive means of Dymkovo and Filimonov toys, show interest in book illustrations;
in drawing:
depict objects and phenomena, using the ability to convey them expressively by creating distinct forms, choosing colors, carefully painting, using different materials: pencils, paints (gouache), felt-tip pens, colored greasy crayons, etc.;
convey a simple plot by combining several objects in a drawing, placing them on the sheet in accordance with the content of the plot;
decorate the silhouettes of toys with elements of Dymkovo and Filimonov painting.
highlight elements of Gorodets painting (buds, flowers, roses, leaves); see, name the colors used in painting;
create images of different objects and toys, combine them into a collective composition; use all the variety of learned techniques;
in the application:
hold the scissors correctly and cut with them in a straight line, diagonally (square and rectangle), cut a circle from a square, an oval from a rectangle, smoothly cut and round corners;
carefully paste images of objects consisting of several parts;
select colors in accordance with the color of objects or at your own request;
make patterns from plant shapes and geometric shapes;
Constructive modeling activities
Draw children's attention to various buildings and structures around
their home, kindergarten. On walks while playing, consider with children
cars, trolleys, buses and other types of transport, highlighting their parts,
name their shape and location in relation to the largest part.
Continue to develop in children the ability to distinguish and name construction parts (cube, plate, brick, block); teach to use
them taking into account their structural properties (stability, shape, size).
Develop the ability to establish associative connections by asking them to remember what similar structures children have seen.
Learn to analyze a building sample: identify the main parts, distinguish and correlate them by size and shape, establish the spatial arrangement of these parts relative to each other
(in houses - walls, at the top - ceiling, roof; in a car - cabin,
body, etc.).
Learn to independently measure buildings (in height, length and width), to follow the design principle given by the teacher (“Build the same house, but tall”).
Learn to build buildings from large and small construction materials
material, use parts of different colors to create and decorate buildings.
Teach paper construction: bend a rectangular sheet of paper in half, aligning the sides and corners (album, flags for decoration
plot, greeting card), glue to the main form of the part
(to the house - windows, doors, pipe; to the bus - wheels; to the chair - backrest).
Involve children in making crafts from natural materials:
bark, branches, leaves, cones, chestnuts, nutshells, straw (boats, hedgehogs, etc.). Learn to use glue to secure parts,
plasticine; use coils and boxes of different sizes in crafts
and other items.
By the end of the year, children can:
in design:
children's knowledge and ideas about constructed objects expand;
ideas about the activities of people related to construction, the creation of equipment, objects, things are expanding;
children learn to analyze buildings, designs, drawings;
children develop ideas about building parts, their names and properties (shape, size, stability, methods of connection, fastening);
children learn to transform buildings according to different parameters, to build according to verbal instructions;
constructive skills are improved (they combine parts, combine them in shape, connect them in different ways, applying them, attaching them, experimenting with them);
spatial orientation skills develop (front, back, inside, etc.);
children create buildings according to individual and joint plans and play with them;
creativity and invention develops;
aesthetic taste is formed in the harmonious combination of elements when designing buildings and crafts;
children practice making simple flat toys from paper strips by folding them in half and decorating them with cut out paper elements;
learn to make basic origami toys;
practice making crafts from waste (boxes) and natural materials;
learn to use scissors and glue;
business and play communication between children develops;
children are taught to be neat and tidy in their work.
Musical activities
Continue to develop in children an interest in music, a desire to listen to it,
cause emotional responsiveness when perceiving musical
works.
Enrich musical impressions, promote further
development of the foundations of musical culture.
Hearing. To develop the skills of a culture of listening to music (not
distract yourself, listen to the piece to the end).
Learn to feel the character of music, recognize familiar works,
express your impressions of what you listened to.
Learn to notice expressive means piece of music:
quiet, loud, slow, fast. Develop the ability to distinguish sounds
in height (high, low within the sixth, seventh).
Singing. Teach children expressive singing, develop the ability
sing drawn out, movingly, consistently (within the D - B of the first octave). Develop the ability to take breath between short musical phrases. Learn to sing a melody clearly, soften the ends of phrases, pronounce words clearly, sing expressively, conveying the character of the music.
Learn to sing with and without instrumental accompaniment (with the help of a teacher).
Song creativity. Learn to independently compose the melody of a lullaby and answer musical questions (“What’s your name?”,
“What do you want, kitty?”, “Where are you?”). Develop the ability to improvise melodies to a given text.
Musical and rhythmic movements. Continue to form
Children have the skill of rhythmic movement in accordance with the nature of the music.
Learn to independently change movements in accordance with the two- and three-part form of music.
Improve dance movements: straight gallop, spring,
circling alone and in pairs.
Teach children to move in pairs in a circle in dances and round dances, put their feet on their toes and heels, clap their hands rhythmically, perform simple formations (from the circle scattered and back), and jumps.
Continue to improve children's basic movement skills
(walking: “solemn”, calm, “mysterious”; running: light, swift).
Development of dance and gaming creativity. To promote the development of emotional and imaginative performance of musical and playful exercises (leaves spinning, snowflakes falling) and skits using facial expressions and pantomime (happy and sad bunny, cunning fox, angry wolf, etc.).
To teach dramatization of songs and production of small musical
performances.
Playing children's musical instruments. Build skill
play along with simple melodies on wooden spoons, rattles, drums, metallophones.
By the end of the year, children can:
listen carefully to a piece of music, feel its character; express your feelings with words, drawings, movement;
recognize songs by melody;
distinguish sounds by height (within the sixth - seventh);
sing slowly, pronounce words clearly; start and finish singing together;
perform movements that correspond to the nature of the music, independently changing them in accordance with the two-part form of the musical work;
perform dance movements: springing, jumping, moving in pairs in a circle, circling alone and in pairs;
perform movements with objects (with dolls, toys, ribbons);
stage (together with the teacher) songs and round dances;
play the simplest melodies on a metallophone using one sound.
Educational area
"PHYSICAL DEVELOPMENT"
“Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting correct formation musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation good habits and etc.)".
MAIN GOALS AND OBJECTIVES
Formation of initial ideas about a healthy lifestyle. Formation of children's initial ideas about a healthy lifestyle.
Physical Culture. Preservation, strengthening and protection of children's health; increased mental and physical performance, prevention of fatigue.
Ensuring harmonious physical development, improving skills in basic types of movements, nurturing beauty, grace, expressiveness of movements, and developing correct posture.
Formation of the need for daily physical activity.
Development of initiative, independence and creativity in motor activity, the ability to self-control, self-esteem when performing movements.
Development of interest in participation in outdoor and sports games and physical exercises, activity in independent motor activities; interest and love for sports.
IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS OLD)
Formation of initial ideas
about a healthy lifestyle
Continue to familiarize children with the parts of the human body and sense organs.
To form an idea of the meaning of body parts and organs
senses for human life and health (hands do many useful things; legs help move; mouth speaks, eats; teeth chew; tongue helps chew, speak; skin feels; nose breathes, catches smells; ears hear).
Foster the need to adhere to a diet, eat vegetables and fruits, and other healthy foods.
Form an idea of the substances a person needs
and vitamins. Expand understanding of the importance of sleep for health,
hygiene procedures, movements, hardening.
Introduce children to the concepts of “health” and “illness”.
Develop the ability to establish connections between actions performed
and the state of the body, well-being (“I brush my teeth - that means they will be strong and healthy”, “I got my feet wet on the street, and my
a runny nose has started."
To develop the ability to provide basic assistance to oneself in case of bruises, to seek help from adults in case of illness or injury.
Form ideas about a healthy lifestyle; about the meaning
physical exercises for the human body. Continue to introduce physical exercises to strengthen various organs and systems of the body.
Physical Culture
Form correct posture.
Develop and improve children’s motor skills and abilities, the ability to creatively use them in independent motor activities.
Strengthen and develop the ability to walk and run with coordinated
movements of the arms and legs. Learn to run easily, rhythmically, energetically pushing off with your toes.
Learn to crawl, crawl, climb, climb over objects. Learn to climb from one span of a gymnastic wall to another (right, left).
Learn to push off energetically and land correctly when jumping on two legs in place and moving forward, to navigate in space. In standing long and high jumps, learn to combine take-off with a swing of the arms, and maintain balance when landing. Learn
jumping over a short rope.
Strengthen the ability to take the correct starting position when
throwing, hitting the ball on the ground with the right and left hand, throwing and catching
with his hands (without pressing him to his chest).
Learn to ride a two-wheeled bicycle in a straight line, in a circle.
Teach children to ski with a sliding step, perform turns,
ascend a mountain.
Teach formations and maintaining distance while moving.
Develop psychophysical qualities: speed, endurance, flexibility, agility, etc.
Learn to play a leading role in outdoor play and be conscious of following the rules of the game.
In all forms of organizing motor activity, develop
Children have organization, independence, initiative, ability
maintain friendly relationships with peers.
Outdoor games. Continue to develop children's activity in games
with balls, jump ropes, hoops, etc.
Develop speed, strength, agility, spatial orientation.
Foster independence and initiative in the organization
familiar games.
Train yourself to perform actions when given a signal.
By the end of the fifth year, children can:
walk and run, observing correct technique movements;
climb the gymnastic wall without missing the slats, climbing from one flight to another; crawl in different ways: leaning on your hands, knees and toes, on your feet and palms; on your stomach, pulling yourself up with your arms;
take the correct starting position when jumping from a standing position, land softly, and long jump from a standing position to a distance of at least 70 cm;
catch the ball with your hands from a distance of up to 1.5 m; take the correct starting position when throwing, throw objects in different ways with the right and left hand; hit the ball on the ground (floor) at least five times in a row;
perform exercises for static and dynamic balance;
line up in a column one at a time, in pairs, in a circle, in a line;
slide independently along ice paths (length 5 m);
ski at a sliding step for a distance of up to 500 m, perform a turn by stepping, climb a hill;
ride a two-wheeled bicycle, make turns to the right and left;
navigate in space, find the left and right sides;
come up with options for outdoor games, perform movements independently and creatively;
perform simulation exercises, demonstrating beauty, expressiveness, grace, and plasticity of movements.
Mastering and improving skills in basic types of movements, outdoor games and sports exercises should be provided for in all forms of work organized by the teacher: in physical education classes, on a morning walk, during individual work on an evening walk.
The invariant part of the curriculum for educational work in the middle group is compiled on the basis of the approximate basic educational program of preschool education “From birth to school”, edited by N.E. Veraksa, T. S. Komarova, M.A. Vasilyeva 2015 and provides a mandatory amount of knowledge, skills and abilities for children 4-5 years old.
For children in the middle group, from September to May, 10 lessons per week lasting 20 minutes are held. Number of classes in curriculum complies with Sanitary and Epidemiological Rules and Standards (SanPin 2.4.1.2660-10).
In accordance with the order of the Ministry of Education of Russia, the Ministry of Health of Russia and the Russian Academy of Education dated July 16, 2002 No. 2715/227/166/19 “On improving the process of physical education in educational institutions of the Russian Federation,” the volume of physical activity in organized forms of health-improving and educational activities has been increased to 8 hours a week, taking into account the psychophysiological characteristics of children and the time of year. A rational combination of different types of physical education classes represents a whole range of health-improving, educational and educational activities.
The educational process in the middle group is built taking into account the contingent of students, their individual and age characteristics, and the social order of the parents.
When organizing the educational process, the unity of educational, developmental and training goals and objectives is ensured, while the set goals and objectives are solved, avoiding overload of children, using the necessary and sufficient material, getting as close as possible to a reasonable “minimum”. Building the educational process on a comprehensive thematic principle, taking into account the integration of educational areas, makes it possible to achieve this goal.
WORKING WITH PARENTS.
"Social and communicative development"
To interest parents in the development of children's play activities, ensuring successful socialization and the assimilation of gender behavior.
Introducing parents to situations that are dangerous to the child’s health (at home, in the country, on the road, in the forest, near a pond) and how to behave in them.
To study the traditions of labor education in the families of pupils.
"Cognitive Development"
To orient parents to the child’s development of the need for cognition and communication with adults and peers.
"Speech development"
Develop communication skills in parents using family round tables and communication trainings.
Prove to parents the value of reading at home.
"Artistic and aesthetic development"
To support the desire of parents to develop the artistic activities of children in kindergarten and at home.
To reveal the possibilities of music as a means of beneficial effects on the mental health of a child.
"Physical development"
Informing parents about factors affecting the child’s physical health (calm communication, nutrition, hardening, movement).
Involving parents in participating in physical education celebrations and other events with their children).
Daily regime
Cold season
| Time | Regime moments | |
| Admission of children. |
||
| "Bon appetit!" | Breakfast. Fostering a food culture |
|
| “I learn by playing” | Independent play activities, preparation for classes. |
|
| "Want to know everything!" | Direct educational activities |
|
| Preparing for the walk, second breakfast | ||
| “Take a walk and take a closer look!” | Walk a: games, observations, work |
|
| Dinner. Fostering a food culture. |
||
| Preparation for sleep | Self-care skills training |
|
| Dream |
||
| Afternoon snack. Fostering a food culture. |
||
| “The book is a source of knowledge” | Reading fiction |
|
| Self-care skills training |
||
| Games for children's interests | ||
| Children going home |
||
Warm period of the year
| Time | Regime moments | |
| We are happy to see you! Play together! Individual correctional work | Admission of children. Independent play activity . |
|
| “Guys run like rabbits in the morning to exercise” | Morning corrective gymnastics. |
|
| “Wash your face, don’t be lazy - sit down and have breakfast clean!” | Preparing for breakfast, developing cultural and hygienic skills. |
|
| "Bon appetit!" | Breakfast. Fostering a food culture |
|
| “I learn by playing” | Independent play activity. |
|
| Preparing for the walk | Self-care skills training |
|
| “Take a walk and take a closer look!” | Walk: games, observations, air, sun treatments |
|
| “It’s vitamin time, so we’ll drink juices!” | Fostering a food culture |
|
| Returning from a walk. “Wash your face, don’t be lazy - sit down for lunch clean!” | Self-care skills training. Education of cultural and hygienic skills |
|
| “It’s time for lunch, so it’s time for us to go to the table.” | Dinner. Fostering a food culture. |
|
| Preparation for sleep | Self-care skills training |
|
| “This is a time of silence, we should all sleep soundly” | Dream using music therapy and reading. literature. |
|
| “This is a time for health. Toughen up, kids! | Hardening procedures. Invigorating gymnastics after sleep. |
|
| “This time is yogurt, this time is our afternoon tea!” | Afternoon snack. Fostering a food culture. |
|
| “This is the time for books and educational conversations” | Conversations with children on patriotic education, life safety, social development |
|
| “Well, in the evening we went for a walk again” | Self-care skills training |
|
| Games for children's interests, working with parents | ||
| Going home |
||
DurationOrganizededucational activities:
For children from 4 to 5 years old - no more than 20 minutes
The maximum permissible amount of educational load in the first half of the day:
In the junior and middle groups it does not exceed 30 and 40 minutes, respectively.
In the middle of the time allotted for organized educational activities, physical education minutes are held.
Breaks between periods of organized educational activities are at least 10 minutes.
Educational activities that require increased cognitive activity and mental stress of children are organized in the first half of the day.
Form of organization of classes: from 3 to 7 years (frontal).
The educational process uses an integrated approach, which allows flexible implementation of various types of children's activities in the daily routine.
The organization of life activities includes both forms of children’s activities organized by teachers together with children (school activities, entertainment, leisure, holidays), and independent activities of children.
Partial programs are an addition to the Model Basic General Education Program for Preschool Education “From Birth to School” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva and constitute no more than 40% of the total academic load.
There are no classes held during the summer. At this time, the duration of walks increases, and sports and outdoor games, sports festivals, excursions, etc. are also held. Regulations for direct educational activities
| Pedagogical event | ||
| Educational activities within the educational field “Cognitive Development” | ||
| Educational activities within the educational field “Speech Development” | ||
| Educational activities within the educational field “Artistic and Aesthetic Development” (applied activities) | ||
| Educational activities within the educational field “Artistic and Aesthetic Development” ( musical activity)» | ||
| Educational activities within the educational field “Physical Development” | 2 + 1 (in air) |
|
Educational activities during regime moments
| Hygienic procedures | daily |
| Situational conversations during routine moments | daily |
| Reading fiction | daily |
| Duty roster | daily |
| Walks | daily |
| Independent activities of children | daily |
| daily |
|
| Independent activities of children in development centers (corners) | daily |
Comprehensive thematic planning
| Block | weeks | Subject | Holidays. |
|
| September | Me and kindergarten | We came to kindergarten. Our group. | Day of Knowledge. |
|
| Autumn colors | The birds have sat down. | Crane Day. |
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| We welcome the golden autumn. Trees and shrubs | ||||
| Vitamins in the garden and on the tree. | Preschool Worker's Day. |
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| Animals of our forests. | Teacher's Day. |
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| My family. Our favorites. | ||||
| MONITORING | ||||
| Where does the Motherland begin? | ||||
| My village. | National Unity Day. |
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| We want to be healthy. Safety. | Police Day. |
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| The world around us | Properties of wood, glass. | Father Frost's birthday. |
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| Let's help mom. | Mothers Day. |
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| Our favorite kindergarten. | Kindergarten birthday. |
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| Winter New Year holidays | Hello, winter-winter. | New Year. |
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| We learn songs, dances and poems for the New Year. We prepare gifts and decorate the kindergarten. |
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| New Year's Eve. |
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| Winter fun. |
||||
| Let's meet a fairy tale. |
||||
| In the world art | Dymkovo toy | |||
| Folklore | ||||
| In the human world. Health and sports. | Transport. | |||
| We want to be healthy. | Health Day. |
|||
| Our dads our mothers | People of brave professions. | Defender of the Fatherland Day. |
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| I love my mother. | ||||
| Let's welcome spring | Spring has come, nature is waking up. | |||
| In the world of theater. | April Fool's Day. |
|||
| The earth is ours | Luntik and his friends. | Cosmonautics Day. |
||
| Children are friends of nature, let's protect it. | Earth Day. |
|||
| MONITORING | ||||
| We love to work | Holidays of our lives. Labour Day. Victory Day. | Labour Day. Victory Day. |
||
| Human and the natural world | Wild and garden flowers. Insects. | |||
| We welcome guests (etiquette). | International Family Day. |
|||
| We've grown up a little. |
MONITORING CHILD DEVELOPMENT.
Monitoring of child development is carried out twice a year (November, April). The main task of monitoring is to determine the degree to which a child has mastered the educational program and the impact of the educational process organized in a preschool institution on the development of a preschooler.
Monitoring of the educational process is carried out by tracking the results of mastering the educational program, and monitoring of child development is carried out on the basis of assessing the development of the child’s integrative qualities.
Monitoring the educational process
Monitoring of the development of the educational program is carried out by the teacher on the basis of observation and analysis of the products of children's activities.
| baby name | Level of mastery of necessary skills and abilities by educational area |
||||||||||||||
| Physical development | Social and communicative development | Cognitive development | Speech development | Artistic and aesthetic development |
|||||||||||
Monitoring of child development is carried out using the observation method, criterion-based diagnostic techniques and test methods by teachers, psychologists, and medical workers.
| F.I. baby | Level of development of integrative qualities |
||||||||
| Physically developed, mastered basic cultural and hygienic skills | Curious, active | Emotionally responsive | Mastered the means of communication and ways of interacting with adults and peers | Able to manage his behavior and plan his actions, observing basic generally accepted norms and rules | Able to solve intellectual and personal problems appropriate for age | Having primary ideas about oneself, family, society, state, world and nature | Having mastered the universal prerequisites for educational activities | Final result |
|
Development level assessment:
1 point - requires specialist attention;
2 points - corrective work of the teacher is required;
3 points - average level of development;
4 points - level of development above average;
5 points - high level of development.
System of physical education and health work with children
| Kinds | Features of the organization |
|
| Medical and preventive |
||
| Hardeningin accordance with medical indications |
||
| extensive washing after a nap (washing hands up to the elbows) | daily |
|
| walking on wet paths after sleep | daily |
|
| contrast dousing of legs | daily |
|
| dry rubbing | daily |
|
| walking barefoot | daily |
|
| lightweight clothing | daily |
|
| vitamin therapy | 2 times a year (autumn, spring) |
|
| fortification of 3 dishes | daily |
|
| consumption of phytoncides (onions, garlic) | Autumn-winter period |
|
| mouth rinse after eating | daily |
|
| garlic beads | daily, according to epidemiological indications |
|
| Physical education and recreation |
||
| corrective exercises (improving posture, flat feet, vision) | daily |
|
| visual gymnastics | daily |
|
| finger gymnastics | daily |
|
| daily |
||
| dynamic pauses | daily |
|
| relaxation | 2-3 times a week |
|
| music therapy | daily |
|
| Educational |
||
| instilling cultural and hygienic skills | daily |
|
Motor mode
| Forms of organization | Middle group |
| Organized activities | 6 o'clock in Week |
| Morning exercises | |
| Exercise after nap | 5-10 minutes |
| Dosed running | 3-4 minutes |
| Outdoor games | at least 2-4 times a day |
| 10-15 minutes |
|
| Sport games | |
| Sport exercises | Targeted training at least once a week |
| 8 - 15 minutes |
|
| Exercise while walking | Daily with subgroups |
| 10 - 12 minutes |
|
| 1-2 times a month |
|
| Sports holidays | 2 - 4 times a year |
| Health Day | At least once a quarter |
| 1 day per month |
|
| Health Week | At least once a quarter |
| Independent motor activity | Daily |
Subject-spatial developmental educational environment
| Development direction | Center | The main purpose | Equipment |
| Physical development | Physical education | Expanding individual and motor experience in independent activities. | Ring throwing, darts, flags for exercises and outdoor games, bags of cereals and sand, skittles, braided braids, ribbed boards, climbing frames, small plastic balls, basketball ball, soccer ball, jump ropes, tennis balls, massage mats, elastic bands , plumes, rattles for charging. |
| Cognitive development | Expansion of cognitive experience, its use in work activities. | Containers for measuring, pouring (flasks and cups), an apron and scarf, watering can, figurines of domestic and wild animals, insects, fish, a collection of shells, a library of educational natural history literature, models of vegetables and fruits, a globe, printed board games (“botanical lotto” ", "where we grow", "animals and their young", "collect mushrooms", "zoological lotto"), |
|
| Educational games | Expanding children's cognitive and sensory experiences. | Small mosaic, beads for stringing, lacing, didactic turtle, printed board games (“what’s what”, “Colors”, “similar - dissimilar”, “collect pictures”, “what is made of what”, “contours”, “ associations”, “dress up the bears”, Dienesh’s logical blocks, |
|
| Design | Floor wooden and plastic construction set, “Unicube”, “Fold the Pattern”, soft construction set, “Geokont”, “Lego” construction set - large and small, metal construction set, wooden cubes, “Daisies”, “Gears”, “Tubes” construction set |
||
| Speech development | Book corner | Developing the ability to independently work with a book and “obtain” the necessary information. | Children's books (fairy tales, nursery rhymes, stories, riddles, etc.), portraits of writers and poets, children's magazines, illustrations for works |
| Social and communicative development | Role-playing games | The child’s implementation of acquired and existing knowledge about the world around him in the game. Accumulation of life experience. | Doll corner - table, stools, sofa, two armchairs, kitchen with a set of dishes, telephone, telephone shelf, dolls, doll strollers. Hairdresser - dressing table with mirror, combs, cape, photos of hairstyles, jars and boxes of creams, hairdryer. Store - jars, bottles and food boxes, cash register, grocery bags, money. Hospital - bottles, jars and medicine boxes, doctor and nurse clothes, syringe, themed set. |
| Security | Expansion of cognitive experience, its use in everyday activities. | Materials related to the topics of life safety and traffic rules, roadway layout, illustrations of road signs, a baton, a policeman’s cap, printed board games (“road signs”, “traffic safety”, “traffic lights”, “we are rushing to school”). |
|
| Patriotic education | Expanding children's knowledge of local history and accumulating cognitive experience. | A game " State symbols Russia", illustrations depicting the city, country, photo of the president, state flag of the country, photo albums of the city |
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| Artistic and aesthetic development | Theatrical | Development of the child’s creative abilities, the desire to express himself in dramatization games. | Masks fairy tale characters and animals, vegetables, bibabo dolls, table theater. |
| "Creative workshop" | Living, transforming cognitive experience into productive activity. Development of manual skills and creativity. Developing the position of a creator. | Colored paper, colored cardboard, crepe paper, paper napkins, foil, white paper, velvet paper, rhinestones, sequins, beads, natural material (cones, seeds, dry leaves, etc.), plasticine, coloring books, paints, brushes, felt-tip pens, stencils, colored pencils, glue stick, PVA glue, scissors. |
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| Musical | Development of creative abilities in independent-rhythmic activity. | Piano, drum, metallophone - 2 pcs., rattles, tambourines, guitars, wooden spoons, music. Center, audio recordings of children's songs, sounds of nature. |
Literature
Aleshina N.V. Familiarization of preschoolers with the environment and social reality. Middle group. - M. Elise Trading, TsGL, 2004. - 128 p.
Gerbova V.V. Speech development in kindergarten. Middle group. - M.: Mosaika-Sintez, 2015. - 80 pp.: color. on
Dybina O.V. Familiarization with the subject and social environment. Middle group. - M.: MOSAIC-SYNTHESIS, 2014. - 96 p.
Koldina D.N. Application for children 4-5 years old. Lesson notes. - M.: MOSAIC-SYNTHESIS, 2011. - 48 pp.: color. on
Kolesnikova E.V. Mathematics for preschoolers 4-5 years old: Scenarios for classes on the development of mathematical concepts. - M.: TC Sfera, 2002. - 80 p.
Komarova T.S. Visual activities in kindergarten: Middle group. - M.: Mosaika-Sintez, 2015. - 96 pp.: color. on
Complex classes according to the program “From birth to school”, ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. Middle group / auto-composition BEHIND. Efanova. - Volgograd: Teacher, 2015. - 303 p.
Complex classes for children of middle and senior preschool age under the section “ Social world» / auto-comp. O.F. Gorbatenko. - Volgograd: Teacher, 2007. - 188 p.
Lykova I.A. Visual activities in kindergarten: planning, lesson notes, methodological recommendations. Middle group. - M.: “KARAPUZ-DIDACTICS”, 2007. - 144 p.
Marudova E.V. Familiarization of preschoolers with the world around them. Experimentation. - St. Petersburg. PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2013. - 128 p.
Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical concepts: Middle group. - M.: Mozaika-Sintez, 2015. - 64 p.
Teacher’s work program: daily planning according to the program “From birth to school” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. Middle group / auto-composition N.N. Gladysheva. - Volgograd: Teacher, 2015. - 391 p.
Developmental activities with children 4-5 years old / Ed. L.A. Paramonova. - Ed. 2nd, rev. - M.: OLMA Media Group, 2014. - 592 p.
Solomennikova O.A. Introduction to nature in kindergarten: Middle group. - M.: MOSAIC-SYNTHESIS, 2015. - 96 p.
Reader for the middle group / comp. M.V. Yudaeva. - Samovar-books LLC, 2015. - 208 p.
Elena Aleksandrovna Korshikova
Work program for a middle group teacher
Work program for the middle group.
Explanatory note.
The work program was developed for the middle group with a general developmental focus. The roster includes pupils aged 4–5 years.
The program presents the content of work in educational areas, taking into account the capabilities, inclinations, abilities, interests and needs of children of a given age.
The program contains the necessary methods, forms and means that allow non-violent promotion of personal development, the desire to take initiative, to find a reasonable and worthy way out of various life situations.
The program is formed on the basis of the requirements of the Federal State Educational Standard for Preschool Education for the structure of the educational program of preschool education and its volume, determines the content and organization of educational activities for children in the middle group.
Purpose of the work program: create conditions for the development of students, opening up opportunities for their positive socialization, development of initiative and creative abilities.
Tasks:
Strengthen health and introduce a healthy lifestyle, develop physical activity,
Create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations,
Develop emotional responsiveness and goodwill, the ability to empathize and demonstrate a humane attitude towards others,
Introduce students to art and fiction,
Provide psychological and pedagogical support to the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.
Participants in the implementation of the work program are students, their parents (legal representatives, teaching staff.
Takes into account the educational needs and interests of students, their family members and teachers;
Provides for the choice of content and forms of organizing work with students that correspond to their needs and interests, as well as the capabilities of the teaching staff;
Takes into account the established traditions of MBDOU and groups.
The work program is compiled in accordance with the educational program of the MBDOU, developed on the basis of the “Approximate basic general educational program for preschool education” edited by L. A. Paramonova.
The work program is implemented through the following educational technologies:
Health-saving technologies;
Gaming;
ICT – technologies.
The solution of program problems is provided from 09/01/16 to 05/31/17 in all types of activities (direct educational activities, joint activities of children and adults, independent activities of pupils).
The results of the implementation of the work program are presented in various forms:
Open events;
Exhibitions of children's creativity;
Elements of design of the developing subject-spatial environment of the group, premises of the MBDOU;
Participation in city and all-Russian competitions.
Age characteristics of children 4-5 years old.
The child’s physical capabilities increase significantly: coordination improves, movements become more confident. At the same time, the constant need to move remains. Motor skills are actively developing. On average, a child grows 5–7 cm per year and gains 1.5–2 kg of weight. All organs and systems of the child’s body grow and develop.
Mental processes develop rapidly: memory, attention, perception and others. They become more conscious and voluntary: volitional qualities develop.
The type of thinking is visual-figurative. The memory capacity increases significantly: the child is able to remember a short poem or an instruction from an adult. Voluntariness and stability of attention increase: preschoolers can concentrate on any type of activity for a short time (15–20 minutes).
Gaming activity still remains the main activity, but it becomes significantly more complicated compared to an early age. The number of children participating in communication is increasing. Thematic role-playing games appear. Children 4–5 years old are more likely to communicate with peers of the same sex. Girls prefer family and everyday topics (mothers and daughters, shopping). Boys prefer to play sailors, military men, and knights. At this stage, children begin to organize their first competitions and strive to succeed.
They enjoy mastering various types of creative activities. The child likes to do plot modeling and appliqué. One of the main ones is visual activity. Drawing becomes one of the means of creative self-expression.
Can compose a short fairy tale or song, understands what rhymes are and uses them.
Active development is taking place speech abilities. Sound pronunciation improves significantly, vocabulary actively grows, reaching approximately two thousand words or more. Speech age characteristics children 4–5 years old allow them to more clearly express their thoughts and fully communicate with peers.
The child is able to characterize this or that object, describe his emotions, retell a small artistic text, answer the adult’s questions. At this stage of development, children master the grammatical structure of the language: they understand and correctly use prepositions, learn to construct complex sentences. Coherent speech develops.
Contacts with peers are of paramount importance. There is an increased need for recognition and respect from peers. The first friends appear with whom the child communicates most willingly.
Competition and the first leaders begin to emerge in the group of children. Communication with peers is, as a rule, situational in nature. Interaction with adults, on the contrary, goes beyond the specific situation and becomes more abstract. During this period, preschoolers experience a special need for encouragement and are offended by comments and if their efforts go unnoticed. Children are very emotional about both praise and comments; they become very sensitive and vulnerable.
At this age, significant development of the sphere of emotions occurs. The child can understand state of mind a person close to him, learns to empathize.
By the age of 5, a child begins to be interested in issues of sex and his or her gender identity.
One of the distinctive features of this age is vivid fantasy and imagination. It must be borne in mind that this can give rise to a variety of fears.
Planned results of mastering the program.
Basic motor qualities are developed (agility, flexibility, speed, strength); maintains static balance (from 15 s); throws and catches the ball with both hands (from 10 times); jumps long from a standing position, landing on both feet without losing balance; runs freely, quickly and with pleasure, deftly runs around objects without touching them; throws a tennis ball with a comfortable hand at 5-8 m; has good control of his body, maintains correct posture; active, eats and sleeps well; has basic skills of a healthy lifestyle (observes the rules of personal hygiene, exercises reasonable caution in potentially dangerous situations).
Strives to become a participant in a collective role-playing game; independently organizes the subject-game environment; in the plots of games reflects and refracts the surrounding reality, the content of books read, television programs; uses statements and role-playing conversations with other children; correlates individual desires with the content of the general game and the role taken.
The drawing reflects people, everyday scenes, pictures of nature from urban and rural life, fairy-tale images; uses expressive means (color, shape, composition, rhythm, etc.); creates original drawings (not repeating drawings of others).
Creates designs from different materials according to his own plans;
uses different means to achieve results (diagrams, models, drawings, samples, etc.); participates in the creation of various crafts in accordance with their functional purpose (for a holiday, carnival, performance, interior decoration, games, etc.).
Possesses cultural and hygienic skills as elements of a healthy lifestyle (washes your face, combs your hair, wears clothes and shoes neatly, washes your hands after using the toilet, going outside and before eating, etc.); strives to be involved in the work of adults.
Takes initiative in communicating with teachers, institution staff, and parents of other children; maintains the topic of conversation, answers questions and responds to requests, converses in various topics(household, social, educational, personal, etc.); knows how to ask for help and express his needs in an acceptable form; in communication shows respect for adults.
Capable of establishing stable contacts with peers (friends appear); shows a sense of self-respect and dignity, can defend his position in joint activities; knows how to negotiate with peers; shows a willingness to sympathize, regret, and console.
Fluent in their native language, expresses themselves in simple common sentences, can construct complex sentences grammatically correctly with the help of an adult; can construct a coherent story based on story picture(pictures); uses generalizing words, antonyms, comparisons; uses speech to plan actions; shows interest in books and can name several literary works known to him; tells various stories, tries to compose fairy tales, shows interest in playing with rhyme and words; has a basic understanding of linguistic reality (sound, word, sentence).
Knows his first and last name, birthday, parents' names, address; has an idea of Russia as his own country; recognizes and names the symbols of his country (flag, coat of arms, anthem); is interested in objects and phenomena of living and inanimate nature, shows respect for nature, establishes simple cause-and-effect relationships; has an idea of seasonal changes in nature, domestic and wild animals; has skills in environmental management; knows and names the material from which objects are made (glass, metal, wood, paper, etc.) and the properties of these materials (transparent, hard, cold, smooth, breaks, tears, etc.); has an idea of the work of the people around him, can name several professions; navigates the vehicles of his area, knows the basic rules of behavior on the street and in public transport, understands the meaning of generally accepted symbolic designations (road signs, road markings, traffic lights, traffic stops, etc.); understands the words “yesterday”, “today”, “tomorrow” and some other time designations (Sunday, vacation, holiday, etc.).
Summarizes ideas and systematizes objects according to selected properties and purpose (arranges at least 10 objects of the same shape by size); combines objects based on common characteristics and designates them with a general concept (clothing, furniture, dishes, etc.); masters logical operations - analyzes, identifies properties, compares, establishes correspondence.
Organization of the educational process during the day.
Duration of direct educational activity per week: 4 hours, the volume of educational load is 12 lessons per week, duration of the lesson: 20 minutes.
The content of the educational field “Physical Education” is aimed at developing in children an interest and value attitude towards physical education through the development of physical qualities (flexibility, endurance, coordination, speed, strength, enrichment of motor experience and the formation of the need for motor activity and physical improvement.
1. Health and emotional well-being of the child
2. Child on the street
3. Child and other people
4. Child at home
Daily routine for the cold season.
Preparation for breakfast, breakfast 08.30 – 08.50
Free games, preparation for classes 08.50 – 09.00
Classes 09.00 – 10.00
Free games 10.00 – 10.30
Second breakfast 10.30 – 10.50
Preparing for the walk, walk 10.50 – 12.30
Preparation for lunch, lunch 12.30 – 13.00
Getting ready for bed, sleep 13.00 – 15.00
Free games, leisure time 15.50 – 16.10
Preparing for the walk, walk 16.10 – 18.30
Preparation for dinner, dinner 18.30 – 18.50
Daily routine for the warm season.
Reception, inspection, games, duty 07.00 – 08.20
Preparation for morning exercises, exercises 08.20 – 08.30
Preparation for breakfast, breakfast 08.30 – 08.55
Free games, preparation for a walk, preparation for activities during a walk 08.55 – 09.20
Lesson at the site, walk (games, observations, work) 09.20 – 11.35
Water procedures, preparation for lunch, lunch 11.35 – 12.35
Getting ready for bed, sleep 12.35 – 15.00
Gradual rise, air and water procedures 15.00 – 15.30
Preparation for afternoon tea, afternoon tea 15.30 – 15.50
Preparing for the walk, walk 15.50 – 18.20
Preparation for dinner, dinner 18.20 – 18.40
Free games, going home 18.50 – 19.00
Motor mode.
Direct educational activities ( physical education classes) 3 times a week 20 min
Direct educational activities (music classes) 2 times a week 6-8 min
Morning exercises Daily 5-6 min
Gymnastics for waking up after a nap Daily 5-6 min
Walking along massage paths in combination with air baths Daily 5-6 minutes
Physical education sessions, finger exercises, dynamic pauses Daily in the middle of NOD and as needed 1-3 minutes
Relaxation after training sessions Daily 1-3 min
Articulation and facial gymnastics 1 time per day 3 min
Outdoor games At least 3-4 times a day 6-10 min
Physical education once a month 20 min
Health Day 3 times a year
Independent motor activity Daily individually and in subgroups (duration in accordance with the individual characteristics of the pupils)
Independent activity in the sports corner Daily individually and in subgroups (duration in accordance with the individual characteristics of the pupils)
Joint physical education and recreational work of MBDOU and family (participation of parents in physical education and recreational activities) Physical education, holidays, sports competitions, Health Days, attendance at open classes. Maintaining physical activity at home.
Hardening mode
Air hardening is carried out in the form of local and general effects after daytime sleep, during morning exercises, and in everyday games.
Local impact Initial temperature 22 C Final temperature 18-16 C
General impact Initial temperature 22 C Final temperature 19-20 C
In the warm season, air baths on the site are carried out at an air temperature of at least 18 C. For hardening, walking barefoot indoors at a floor temperature of at least 18 C is used, the duration increases gradually from 3-4 to 15-20 minutes.
Software and methodological support:
Program "Origins" ed. L. A. Paramonova
Program of education and training in kindergarten, ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova
Program “Basics of safety for preschool children” (
Program “Construction and artistic work in kindergarten” (
“From birth to school” Basic general education program for preschool education, ed. N. E. Verasy
Spatial environment on the territory and premises of the preschool educational institution.
On the territory of the preschool educational institution: a sports ground, a traffic rules area, an ecological trail, a walking area.
In the premises of the preschool educational institution: a local history studio, a living corner, an art studio, a music room, a gym, a sensory room, a psychologist’s office, a speech center, a medical office.
The subject-development environment in the group provides the opportunity for communication and joint activities of children and adults, physical activity of children, and privacy for children.
Interaction with families of pupils.
Main tasks of the work:
establish partnerships with the family of each student;
join efforts for the development and education of children;
maintain an atmosphere of mutual understanding and mutual support;
activate and enrich the educational skills of parents;
support their confidence in their own teaching capabilities;
provide psychological and pedagogical support to the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.
The principles of interaction with parents are:
friendly style of communication between teachers and parents, a positive attitude to communication, individual approach, cooperation.
Interaction with society.
In order to expand and deepen the basic educational content, increase the level of interaction with the socio-pedagogical environment, interaction is carried out with the following institutions social sphere of the city:
Experimental site of the CVR “Malaya Academy” (once a year)
Puppet Theater named after. A.K. Brahmana (2 times a year)
Rubtsovsky Drama Theater (once a year)
Monitoring the educational process.
The main task of monitoring is to determine the degree to which a child has mastered the educational program and the impact of the educational process organized in a preschool institution on the child’s development.
Monitoring of child development is carried out three times a year (in September, May, control section in January). Teachers, psychologists and medical workers are involved in monitoring.
Monitoring of the educational process is carried out by teachers conducting classes with preschoolers. It is based on an analysis of children’s achievement of intermediate results, which are described in each section of the educational program.
The form of monitoring is primarily observation of the child’s activity during various periods of stay in a preschool institution, analysis of the products of children’s activities and special pedagogical tests organized by the teacher. Data on monitoring results are entered into the Diagnostic Card as part of the educational program.
Analysis of development maps allows us to evaluate the effectiveness of the educational program and the organization of the educational process in the kindergarten group.
Bibliography.
1. Bogateeva A. A. Wonderful paper crafts. M.: Education, 1992.
2. Gudilina S.I. Miracles with your own hands. M.: Aquarium, 1998.
3. Davidchuk A. N. Cognitive development of preschoolers in the game. M., 2013.
4. Didactic games and exercises for sensory education of preschoolers. Ed. Wenger L.A.M.: Education, 1973.
5. Ivanova A.I. Methodology for organizing environmental observations and excursions in kindergarten. M.: TC Sfera, 2007.
6. Ivanova A.I. Ecological observations and experiments in kindergarten. World of plants. M., 2007.
7. Games with rules in kindergarten. Comp. Sorokina A. I. M.: Education, 1970.
8. “Complex thematic planning of the educational process with children 4-5 years old” edited by N. E. Vasyukova, N. M. Rodina. M.: TC Sfera, 2012.
9. “Communication. Developmental communication with children 4-5 years old” edited by L. A. Paramonova. M.: TC Sfera, 2013.
10. Kutsakova L. V. “Classes on designing from building materials in the middle group of kindergarten” M.: Mozaika-Sintez, 2006
11. Mikhailova Z. A. Development of cognitive and research skills. St. Petersburg : CHILDREN'S PRESS, 2012.
12. Nagibina M.I. Miracles for children from unnecessary things. Yaroslavl: “Academy of Development”, 1997.
13. Novikova V. P. “Mathematics in kindergarten” M.: Mozaika-Sintez, 2003.
14. Paramonova L. A. “Children’s creative design” M., 1999.
15. Management of children's games in a preschool institution. Comp. Tveritina E. N. M.: Education, 1986.
16. Shorygina T. A. Conversations about who lives where. M.: TC Sfera, 2011.