Preschool education work program early age. Program for young children "baby"
municipal autonomous preschool educational
institution kindergarten No. 53 of the city of Novosibirsk
WORKING PROGRAMM
organization of group activities early age
for 2016 - 2017 academic year
Compiled by: Fomina O. S.
Novosibirsk, 2016
| ICHAPTER. EXPLANATORY NOTE | |
| Regulations. | |
| 1.1. Goals and objectives of the implementation of the working program. | |
| 1.2. Principles and approaches to the formation of the working Program. | |
| 1.3. The main characteristics of the developmental features of young children. | |
| 1.4. Planned results of mastering the work program by young children. | |
| IICHAPTER. DESIGN OF EDUCATIONAL ACTIVITIES | |
| 2.1. Educational activities in accordance with the directions child development. | |
| 2.1.1. Educational area "Social and communicative development" | |
| 2.1.2. Educational area "Cognitive development" | |
| 2.1.3. Educational area "Speech development" | |
| 2.1.4. Educational area "Artistic and aesthetic development" | |
| 2.1.5. Educational area "Physical development" | |
| 2.2. Interaction with families of pupils | |
| 2.2.1. Interaction with parents (legal representatives of pupils) | |
| 2.2.2. The main forms of interaction with the parents of pupils | |
| 2.2.3. Plan of work with parents in the early age group for the educational | |
| 2.3. Variable part. | |
| 2.3.1. Ecological circle "Know-it-alls" | |
| 2.3.2. Theatrical circle "Tales with the brownie Kuzey". | |
| IIISECTION ORGANIZATION OF EDUCATIONAL ACTIVITIES. | |
| 3. Logistics support of the working program | |
| 3.1. Methodical materials, means of education and upbringing in the early age group | |
| 3.1.1. Material support for the variable part of the program | |
| 3.2. Organization of life in the early age group | |
| 3.2.1. Daily regime | |
| 3.3. Designing educational activities in accordance with the directions of development of young children | |
| 3.3.1. Model for the implementation of educational areas during the day | |
| 3.3.2. Security educational process. | |
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| 3.4. Organization of the developing object-spatial environment | |
| Literature |
ICHAPTER. EXPLANATORY NOTE.
Regulations.
The work program for young children is a normative document of the educator and a condition for the implementation of the main educational program MADOU No. 53. The main general educational program (hereinafter referred to as the work Program) of a preschool educational institution was developed in accordance with international legal acts:
the Convention on the Rights of the Child (approved by the UN General Assembly on November 20, 1989, entered into force for the USSR on September 15, 1990);
Declaration of the Rights of the Child (proclaimed by resolution 1286 General Assembly UN of 11/20/1959);
Laws of the Russian Federation and documents of the Government of the Russian Federation:
Article 30 Constitution of the Russian Federation Articles 7, 9, 12, 14, 17, 18, 28, 32, 33
the federal law“On Education in the Russian Federation” No. 273-FZ of December 29, 2012;
“On the Basic Guarantees of the Rights of the Child in the Russian Federation” dated July 24, 1998 (as amended and supplemented);
"National Doctrine of Education" (approved by the Decree of the Government of the Russian Federation of June 30, 2000);
Documents of the Federal Services:
“Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational organizations. SanPiN 2.4.1.3049-13" (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26);
Regulatory documents of the Ministry of Education of Russia:
Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Education Programs - Educational Programs of Preschool Education”;
Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education”.
The program defines the goal, objectives, content, technology and organization educational process in the early age group No. 1 "Lily of the valley" in the conditions of work of a preschool institution on a five-day working week from 7.00 to 19.00, i.e. 12-hour stay of the child in kindergarten with days off - Saturday and Sunday. This group has a general developmental focus.
The program includes three sections: an explanatory note, the design of the educational process and the organization of the educational process, each of which reflects the mandatory and formed parts. The compulsory part of the program is 60% of its total volume; formed part - no more than 40%.
The program ensures the development of the personality of preschool children in various types communication and activities, taking into account their age, individual and psychological and physiological characteristics and is aimed at solving the problems of the Federal State Educational Standard.
The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).
The program is aimed at:
Creation of conditions for the development of young children, opening up opportunities for positive socialization of the child, his comprehensive personal development, development of initiative and creative abilities through cooperation with adults and peers and activities corresponding to preschool age;
Creation of a developing educational environment.
The program was approved by the preschool educational institution independently in accordance with the Federal State Educational Standard. The educational process is carried out in accordance with the directions of the development of the child, presented in five educational areas:
Social and communicative development;
cognitive development;
Speech development;
Artistic and aesthetic development;
Physical development.
The educational process is carried out in Russian.
The Work Program is an integral part of the main general educational Program of MADOU No. 53, which is based on the Program edited by N. E. Veraksa "From Birth to School".
The Work Program is implemented in joint forms of interaction between children and adults in the process of regime moments and educational activities.
Educational activities are carried out in individual, subgroup and group forms in various types of activities: communicative (communication and interaction with adults and peers), cognitive research (research of objects of the surrounding world and experimentation with them), as well as speech (speech games, situational conversations, perception of fiction and folklore), self-service and elementary household work (indoors and outdoors), construction from various materials, including constructors, modules, visual activity (drawing, modeling), musical (perception of musical works, singing, musical and rhythmic movements , playing children's musical instruments) and motor (mastery of basic movements) in various forms.
The Work Program is based on the principle of personality-oriented interaction between an adult and children.
Goals and objectives of the implementation of the work program.
presenter target work program - creating favorable conditions for a full-fledged life of a child of preschool childhood, the formation of the foundations of the basic culture of the individual, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for schooling, ensuring the safety of the life of a preschooler.
Achievement of the goals ensures the solution of the following tasks:
Protect and promote the physical and mental health of children, including their emotional well-being;
To create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations for the development of the abilities and creativity of each child, as well as to intensify cognitive activity by involving children in children's experimentation;
To form a culture of the personality of children, to develop their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, to form the prerequisites for educational activities;
Improve speech skills and abilities, based on introducing children to theatrical activities;
Ensure variability and diversity of the content of educational programs and organizational forms the level of preschool education, the possibility of developing educational programs of various directions, taking into account the educational needs and abilities of children;
Provide psychological and pedagogical support to families and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health;
The work program is formed taking into account the principles of the Federal State Educational Standard of preschool education, the main general educational program of MADOU No. 53.
Principles and approaches to the formation of the working Program.
The principal foundations of the program include a number of approaches.
Ecological and cultural approach in personality-oriented education. The educational process acts as a developing ecological and cultural environment, which is understood as a synthesized system of values - cultural, cognitive, humanistic, moral, aesthetic.
An activity approach that allows children to reveal their natural inclinations and abilities through participation in various activities. At the same time, the child does not passively learn the cultural norms of behavior and actions, but actively participates in their construction, bringing them to the level of an act.
An integrated approach that ensures the development of children in all five complementary educational areas.
The educational process is based on the following principles, which are taken into account in the education, upbringing of children and in the design of the developing environment:
The principle of developmental education, according to which the main goal of preschool education is the development of the child.
The principle of scientific validity and practical applicability - the content of the program corresponds to the main provisions of developmental psychology and preschool pedagogy.
The principle of integration of the content of preschool education is understood by us as a state (or a process leading to such a state) of connectedness, interpenetration and interaction of individual educational areas, ensuring the integrity of the educational process in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas.
The complex-thematic principle of building the educational process, focused on combining a complex of various types of specific children's activities around a single topic in close relationship and interdependence with the integration of children's activities.
The principle of variability - children develop the ability in simple and complex situations to make an independent choice based on agreed rules.
The mini-max principle ensures the progress of each child at its own pace and focuses on building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education.
The principle of creativity focuses on the acquisition by children during the game and any type of activity of their own experience of creative activity.
The principle of natural conformity ensures the formation of gender-role behavior in the children's community and life.
The principle of cultural conformity, which builds the content of the program, is aimed at the consistent assimilation of national and cultural traditions and the development of value orientations and meanings on this basis in the process of joining the world of the Don region and hometown.
1.3. The main characteristics of the developmental features of young children.
In the third year of life, children become more independent. Objective activity continues to develop, situational business communication between a child and an adult; perception, speech, initial forms of voluntary behavior, games, visual-effective thinking are improved. The development of objective activity is connected with the condition of cultural modes of action with various objects. Correlative and instrumental actions develop. The ability to perform instrumental actions develops arbitrariness, transforming natural forms of activity into cultural ones based on the model proposed by adults, which acts as not only an object for imitation, but also model that regulates the child's own activity.
In the course of joint substantive activities with adults speech comprehension continues to develop. The word is separated from the situation and acquires an independent meaning. Children continue to master the names of the surrounding objects, learn to fulfill simple verbal requests from adults within the visible visual situation. The number of words understood increases significantly. The regulation of behavior is improved as a result of adults turning to the child, who begins to understand not only the instructions, but also the story of adults.
Active speech of children develops intensively. By the age of three, they master basic grammatical structures, try to build simple sentences, and use almost all parts of speech in conversation with adults. The active dictionary reaches approximately 1,000 - 1,500 words.
By the end of the third year of life speech becomes a means of communication between the child and peers. At this age, new activities are formed in children: playing, drawing, designing.
The game is procedural in nature, the main thing in it is the actions that are performed with game objects that are close to reality. In the middle of the third year of life, actions with substitute objects appear.
The appearance of visual activity proper is due to the fact that the child is already is able to formulate the intention to portray any object. Typical is the image of a person in the form of a "cephalopod" - a circle and lines extending from it.
In the third year of life, visual and auditory orientations are improved, which allows children to accurately perform a number of tasks: to make a choice from 2-3 objects in shape, size and color; distinguish melodies; sing.
Improved auditory perception in the first place phonemic awareness. By the age of three, children perceive all the sounds of their native language, but pronounce them with great distortion.
The main form of thinking becomes visual-effective. Its peculiarity lies in the fact that the problem situations that arise in the life of a child are resolved through real action with objects.
Children of this age are characterized by unconsciousness of motives, impulsiveness and dependence of feelings and desires on the situation. Children are easily infected by the emotional state of their peers. However, during this period involuntary behavior begins to take shape. It is due to the development of instrumental actions and speech.
Children develop feelings of pride and shame, elements of self-awareness associated with identification with the name and gender begin to form. Early life ends in crisis three years. The child is aware of himself as a separate person, different from the adult. An image of I is formed in him. The crisis is often accompanied by a number of negative manifestations: negativism, stubbornness, impaired communication with adults, etc. The crisis can last from several months to two years.
1.4. Planned results of mastering the work program by children of early childhoodage.
The planned results of the development of the Program by children are carried out on the basis of the targets of the Federal State Educational Standard of DO and the main Program implemented in the early age group in all educational areas of children's development. Indicators of mastering the Program by children in educational areas correspond to the tasks presented in each educational area of the standard.
1.4.1. Targets for early childhood education:
The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
The child uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
The child owns active and passive speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
The child strives to communicate with adults and actively imitates them in movements and actions; there are games in which the child reproduces the actions of an adult;
The child shows interest in peers; observes their actions and imitates them;
The child is interested in poems, songs and fairy tales, looks at pictures, strives to move to the music; shows an emotional response to various works of culture and art;
The child has developed large motor skills, he seeks to master various types of movements (running, climbing, stepping over, etc.).
| Educational area | Indicators of mastering the program by children in educational areas |
| Social and communicative development | Complies with elementary generally accepted norms of behavior in kindergarten, on the street. Possesses basic self-service skills. Maintains order in the group. Follows the basic rules of behavior on the street. Respectfully treats adults. She tries to dress herself. Performs simple tasks. Takes care of plants and pets together with adults. Knows some modes of transport. Carefully play in the sandbox. |
| cognitive development | Possesses elementary knowledge about the properties of objects, their shape, color, size and quantity. Distinguish the concept of "one", "many", "big", "small", "close", "far". They can name everything that surrounds them in a group of furniture, toys. Establish causal relationships between the world of objects and the natural world. Formed primary ideas about the small homeland and Fatherland. Elementary ideas about the planet Earth have been formed. Possess elementary ecological ideas. Carefully and with love treat everything around. |
| Speech development | Speech is developed appropriately for this age. Understand the speech of an adult without visual accompaniment. By verbal direction, find objects in a group. Sufficiently developed vocabulary of nouns, verbs, adjectives, adverbs. Nouns and pronouns agree with verbs. Use verbs in the future and past tense. They answer simple questions. They love to listen to fairy tales, they know some nursery rhymes by heart. |
| Artistic and aesthetic development | They are interested in art, they are familiar with the Dymkovo toy, matryoshka, Vanka-Vstanka. Aesthetic perception of surrounding objects is developed. Labyrinths and lines are carefully traced along the contour with one or the other hand. Distinguish colors. Draw different lines (long, short, vertical, horizontal, oblique), cross them. Maintain correct posture while drawing. Hold the pencil and brush correctly. They know how to break off a piece of plasticine from a large piece. They know how to roll sticks and sausages, roll koloboks, flatten them. They know how to build elementary buildings according to the model. Familiar with the simplest plastic constructors. They know how to design turrets, houses, cars. Perform simple dance moves. |
| Physical development | Formed initial ideas about a healthy lifestyle. They walk and run without bumping into each other. Freely creep under the crossbar. They jump on two legs in place, moving forward. They play mobile games with simple content. |
IICHAPTER. EDUCATIONAL PROCESS DESIGN.
2.1. Educational activities in accordance with the directions
child development.
When carrying out educational activities, the directions of the development of the child, presented in five educational areas, determined by the Federal State Educational Standard for Preschool Education, are taken into account.
1. Social and communicative development;
2. Cognitive development;
3. Speech development;
4. Artistic and aesthetic development;
5. Physical development.
2.1.1. Educational area "Social and communicative development"
Social and communicative development is aimed at mastering the norms and values accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy; formation of readiness for joint activities with peers; the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in a preschool educational organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.
Target: mastering the initial ideas of a social nature and the inclusion of children in the system of social relations; the formation of the foundations for the safety of one's own life and the formation of the prerequisites for ecological consciousness of the safety of the world around; the formation of a positive attitude towards work through familiarizing children with the work of adults and the direct participation of children in feasible labor activities in kindergarten and at home.
Tasks:
To form the initial instrumental activity, ensuring the development of manual skills, fine motor skills, and the improvement of visual-motor coordination;
To promote the development of children's play through the transfer to the child of the experience of reproducing a game action, using a variety of substitute objects for this. This allows the child to form the ability to transfer actions from one object to another, which stimulates the child's participation in the game and leads to the appearance of the function of replacing one object with others;
Contribute to the formation of the purposefulness of the child's activities through acquaintance with goals that are accessible to him human activity;
In productive forms (drawing, modeling, designing) to help the child formulate his own goal, corresponding to his personal interests and reflecting his emotional impressions, and achieve it;
To form a productive goal-setting or image of the goal, ensuring that the child determines (thinks through and pronounces) by whom and how that result will be used productive activity, which an adult will create with the feasible participation of the child, to form cultural hygiene and self-service skills in children;
To teach children to understand and correctly use pronouns, including the pronoun I;
To teach to call each other and adults by their names and respond to their own name;
Give an idea of polite forms of request, gratitude;
Learn to label your own and other people's actions with words; characterize the state and mood of real people and literary characters (sick, crying, laughing); note the features of actions and relationships between adults and peers, literary heroes(helps, regrets, takes away);
Create conditions under which the child can achieve his goal by verbally addressing an adult or a peer; always listen carefully to children; actively respond to all their requests, suggestions, questions; use in the work tasks such as “show”, “bring”, “do this and that”;
Transmit traditional culture in communication with children;
Develop confidence in yourself and your abilities; to develop activity, initiative, independence;
To promote the formation of socially valuable relationships with peers;
Build positive relationships with peers;
Promote the development of empathy;
To form an idea of equality as the norm of relations with peers;
Prevent negative behavior;
Provide each child with physical safety from peers;
Form ideas about undesirable and unacceptable forms of behavior. Achieve children to distinguish between prohibited and undesirable behavior (“it is impossible” and “it is not necessary”);
Lay the foundations of a trusting relationship with adults, building trust and attachment to the caregiver;
To form an attitude to the world around, maintaining a cognitive interest in the surrounding reality.
2.1.2. Educational area "Cognitive development"
Cognitive development: the natural world and the human world.
Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world, about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features its nature, about the diversity of countries and peoples of the world.
Goals and objectives:
To promote the development of research activities in the framework of the implementation of the subject-manipulative game;
Through manipulation and experimentation (with objects of the man-made world and inanimate nature), observation of objects and natural phenomena enrich children's ideas;
Encourage children to a variety of actions with objects aimed at familiarizing themselves with their qualities and properties (inserting and withdrawing, taking apart, opening and closing, etc.);
Activate the practical experience of children through playing the "problems" of toys and household items;
Expand and enrich children's ideas about objects in the immediate environment (to distinguish between some signs (for example, soft, white, sonorous), actions (for example, runs, jumps), states (sick, cries, laughs), etc.);
To consolidate the primary ideas of children about the functionality of objects;
To acquaint with the subject content of group rooms, a site;
Correlate the real objects surrounding the child;
To form a cognitive attitude to the world around by supporting the curiosity and initiative of children in the knowledge of the world.
Cognitive development: mathematical representations.
Cognitive development, in addition to developing the interests of children,
curiosity and cognitive motivation, involves the formation of cognitive actions and ideas about the properties and relationships of objects in the surrounding world - shape, color, size, material, sound, rhythm, tempo, quantity, part and whole, movement and rest, etc.
Goals and objectives:
Contribute to the formation of the operation of seriation (ordering by size) at the level of practical action, providing children with the necessary number of toys (pyramids on a cone base, nesting dolls, molds-liners);
To form ideas about the color, shape, size of objects using special didactic toys that can give children reference ideas;
Based on perception, offer to carry out the simplest classifications, for example, by color, size;
To create conditions for the development of age-specific visual-effective thinking, taking into account the fact that for young children, knowledge of the world around them occurs in the process of subject manipulations:
Provide a diverse subject environment that allows you to actively explore the internal structure of various objects (inserts, composite toys, various pyramids, cubes);
Provide children with a variety of containers that can be filled and emptied (jars, boxes, handbags and wallets, empty bottles);
Make sounding toys with children (“noise makers” and “rattlers” from empty bottles, small tightly closed containers, filling them with various seeds, metal objects, sand);
To create conditions for the repeated repetition of the so-called direct and reverse actions is the basis for the formation of the reversibility of thinking.
To create conditions for the study of the principles of movement.
Create conditions that allow each child to learn to correlate and select objects in shape, color, size;
Create situations for understanding the simplest words denoting quantity: many - few, empty - full, as well as a generalized size characteristic: large - small;
To teach to distinguish by eye, without recalculation, one and two objects;
Learn to show the simplest geometric shapes - a circle, a triangle, a ball, a cube;
Learn to show the primary colors - red, blue, yellow;
Create the prerequisites for the formation of an idea of an ordered sequence, introducing children to cumulative fairy tales, songs and nursery rhymes with a cyclic plot;
To acquaint children with the concepts of the same, the same, the same, the other, a few, more, a piece.
Maintain interest in assembling structures from various materials and creating structures and compositions, and not necessarily of a subject-imitation plan.
2.1.3. Educational area "Speech development"
Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.
Purposefully enrich the dictionary by expanding the passive vocabulary, translating words into active speech:
Encourage to name real objects, objects, phenomena surrounding the child; their images in the illustrations;
To learn to designate in words some signs of familiar objects (soft, white, sonorous);
To form the ability to designate one's own and other people's actions with words;
Correlate the verbal designation of the action with their own movements and actions with objects and toys; understand the actions shown in the picture (who is doing what? - the boy is jumping, the girl is sleeping, the bird is flying);
To develop the ability to characterize, through the word, the state and mood of real people and literary characters (sick, crying, laughing);
Encourage to note the features of the actions and relationships of surrounding adults and peers, literary heroes (helps, regrets, takes away);
Expand the vocabulary denoting the whole and separate parts of objects and objects (for a mouse - head, ears, nose, mustache, back, paws, tail; for a saucepan - handles, lid, bottom);
Encourage any attempt to repeat individual words after the teacher;
Contribute to the development of the grammatical structure of speech:
Practice understanding and correct use spatial prepositions (on, under) and adverbs (forward, backward, next);
Encourage the use of diminutive names in speech (car, duck, dog);
Help to coordinate words in sentences. Encourage attempts to build sentences (phrases) consisting of two or three words;
Develop pronunciation side speeches:
Promote the development of speech hearing;
Encourage them to pronounce after the teacher, and then independently onomatopoeia to animals (ko-ko, mu-mu, meow-meow) and objects (train: woo);
Develop phonemic awareness. Distinguish two or three words by ear and find the corresponding pictures (objects);
Differentiate similar-sounding onomatopoeia (ku-ku - ko-ko; mu-mu - mur-mur; ha-ha - ah-ah, etc.);
Develop auditory attention through games and game exercises;
Ensure communicative development by improving dialogical speech as a means of communication:
Create conditions under which the child can achieve his goal by verbally addressing an adult or peer;
Introduce the simplest forms into the life of the group speech etiquette(greeting, farewell, request) in accordance with the speech capabilities of children; to form the ability to perform elementary actions according to a monosyllabic instruction (“Bring the ball”, “Take a spoon”, “Throw it in the basket”, etc.); to acquaint children with book culture, children's literature, to introduce them to the world of the artistic word: to tell folk and author's tales; introduce nursery rhymes, songs, small author's poems into the daily life of children; arouse children's interest in books, their examination both together with adults and independently; involve children in all possible participation in the telling of an adult (gestures, facial expressions, actions, onomatopoeia, individual words in accordance with the context).
2.1.4. Educational area "Artistic and aesthetic development"
Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulating empathy for the characters works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).
The main goal of musical development is to introduce the child to the world of music, the desire to respond emotionally to it; develop interest in music, musical and creative abilities, create prerequisites for the development of musical and aesthetic consciousness.
Goals and objectives: contribute to the formation of the purposefulness of the child's activity: in productive forms (drawing, modeling, designing) to help the child formulate and realize his own goal, corresponding to his personal interests and reflecting his emotional impressions; acquaint with a variety of visual and constructive materials, create conditions for their independent study (paints, crayons, felt-tip pens, plasticine, paper of various textures, brushes, stamps, etc.); give an idea of the different methods of sound extraction:
To acquaint with sounded toys and the simplest noise musical instruments;
Provide opportunities to act with these toys and instruments (press keys, pull strings, blow whistles, hit the drum with your palm or a special stick), extract various sounds, develop ideas about how to obtain different sound effects;
Make sounding toys together with children - “noise makers” and “rattlers” from improvised means;
Teach children to sing the simplest children's songs;
To create conditions for the expressive free movement of children to music of different character.
To acquaint children with the best examples of book graphics, the works of illustrators;
Introduce children to the world of children's fiction:
Use nursery rhymes, songs, small author's poems in the daily life of children;
Do not refuse children to repeatedly repeat the same well-known work;
Involve children in all possible participation in the telling of an adult (gestures, facial expressions, actions, onomatopoeia, individual words in accordance with the context);
To acquaint with works of arts and crafts;
To enrich the experience of auditory perception of music, the sound of various instruments, the sounds of nature, the voices of birds and animals.
Awaken emotional responsiveness to the aesthetic side of the surrounding reality, creating favorable conditions for perception and contemplation, draw children's attention to the beauty of nature, painting, arts and crafts, book illustrations, music.
2.1.5. Educational area "Physical development"
Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility, contributing to the correct formation of the musculoskeletal system of the body;
Development of balance, coordination of movement, large and small motor skills of both hands, as well as with the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastery of moving games with rules;
Formation of purposefulness and self-regulation in the motor sphere; the formation of the values of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).
Goals and objectives:
Promote full physical development:
Support the need for independent motor activity and enrich the motor experience of children;
Provide the necessary motor mode during the day: create conditions for active movement in a group, on a site;
Create conditions for ball games;
Enrich the experience of children with outdoor games, movement to the music;
Ensure life safety:
Strictly comply with sanitary norms and rules for protecting the life and health of children;
Provide a rational daily routine, balanced quality nutrition, mandatory daytime sleep;
Strictly maintain the necessary duration of stay of children in the fresh air;
Observe the ventilation mode;
Improve children's health:
Create an atmosphere in kindergarten psychological comfort, successful adaptation of the child to kindergarten;
Create conditions for hardening the body of children: dress according to the weather, use sportswear and shoes for physical education, lightweight clothing in the kindergarten, subject to the temperature regime;
Temper children using environmental factors in the following sequence according to the degree of exposure: air, water, sun;
To carry out individual strengthening measures and disease prevention by the medical staff.
Involve children in exercises in walking, running, jumping, balance, climbing, crawling, crawling, as well as rolling, throwing, throwing;
Encourage children to make movements that work different muscle groups.
Form the foundations of a culture of health;
to instill the simplest cultural and hygienic skills and self-service skills:
Patiently and gradually teach children to properly wash and dry their hands, use the toilet, dress and undress;
By personal example, teach children to a neat appearance and standards of behavior;
Teach children to distinguish between personal items (comb, toothbrush, mouthwash cup, etc.).
At an early age, the child masters various forms of tool activity, object-manipulative play expands as a form of cognitive activity, experimentation with materials and substances (sand, water, dough, etc.), situational-personal communication with an adult, joint games and communication with peers, motor activity, perception of works of art (fine, musical), literature.
2.2. Interaction with families of pupils.
2.2.1. Interaction with parents (legal representatives of pupils).
The main tasks of the interaction of the kindergarten with the families of pupils:
Studying the attitude of teachers and parents to various issues of upbringing, education, development of children, the conditions for organizing various activities in kindergarten and the family;
Acquaintance of teachers and parents with the best experience education of young children in kindergarten and family, revealing the means, forms and methods of developing important integrative qualities of the child, as well as familiarity with the difficulties that arise in the family education of preschoolers;
Informing each other about the urgent tasks of raising and educating children at different age stages of their development and about the possibilities of the kindergarten and the family in solving these problems;
Creation in the kindergarten of conditions for cooperation diverse in content and forms, contributing to the development of constructive interaction between teachers and parents with children, the emergence of a sense of unity, joy, pride in the results obtained;
Involving families of pupils to participate in joint events with teachers organized in the district (city, region);
Encouragement of parents for being attentive to the various aspirations and needs of the child and creating the necessary conditions for their satisfaction in the family.
These tasks determine the main directions and forms of interaction between the kindergarten and the family.
2.2.2. The main forms of interaction with the parents of pupils:
Getting to know the family: meetings - dating, visiting families, questioning parents .
Informing parents about the progress of the educational process: open days, individual and group consultations, parent meetings, design of information stands, organization of exhibitions of children's creativity, invitation of parents to children's concerts and holidays, creation of memos, online magazines, correspondence e-mail.
Education of parents: organization of a “mother / father school”, “Schools for parents” (lectures, seminars, workshops), holding master classes, trainings, creating a library
Cooperative activity: involvement of parents in the organization of evenings of music and poetry, competitions, family concerts, weekend routes (to the theater, museum, etc.), family associations (club, studio, section), family holidays, walks, excursions, family theater, participation in children's research and project activities.
2.2.3. Plan of work with parents in the early age group for the academic year.
Target: Combining the efforts of the family and kindergarten for the upbringing and development of a preschooler.
Tasks:
1. Distribute pedagogical knowledge among parents;
2. Provide practical assistance in raising children;
3. Contribute to the establishment of a trusting relationship of parents to the educators of the group: adequately respond to the recommendations of the educators of the group, make efforts to establish partnerships with educators to solve the problems of raising a child.
Annual plan of work with parents(See Appendix No. 1).
2.3. Variable part.
2.3.1. Ecological circle "Know-it-alls"
Explanatory note.
A child from an early age is a natural explorer of the world around him. The world opens up to the child through the experience of his personal sensations, actions, experiences. An important place in educational work is occupied by familiarization of children with the world around them. For the successful development of children, it is important that they early childhood acquired vital information about the surrounding objects and phenomena.
"How more baby saw, heard and experienced, the more he knows and learned, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative, research activity will be, ”wrote Lev Semyonovich Vygotsky.
The pronounced curiosity of the child is the most important indicator of his successful mental development. Kids are very happy with their discoveries, they enjoy it, they are delighted, they share their impressions with adults.
The relevance of the experimentation method lies in the fact that it gives children real ideas about the various aspects of the object being studied, about its relationship with other objects and with the environment. During the experiment, the child's memory is enriched, his thought processes are activated.
In group No. 1 "Lily of the Valley", a corner of children's experimentation was developed and organized to solve this issue. Classes in this corner are held in the form of circle activities (Club "Know-it-alls") with a group of children (10 people) with a frequency of one lesson per week in the afternoon ( long term plan experimental and experimental activities of young children for a year, see Appendix 2). This circle is an integral component of the variable part of the work program.
The purpose of this circle activity: The development of the cognitive sphere of young children through the acquisition of vital ideas about the world around them through experimentation.
tasks:
Develop attention, visual and auditory sensitivity.
Develop fine motor skills.
Arouse interest in children to participate in research and experiments.
To form ideas about the properties and qualities of the objective world, about animate and inanimate nature in the process experimental activities.
Develop skills and abilities in children
Develop the ability to work in teams and small groups.
To enrich the emotional sphere of children, to promote the formation of a respectful attitude towards each other.
Instill in children a love for nature.
Expected results:
Expanded horizons, in particular, they have knowledge about wildlife, about the relationships that take place in it; about objects of inanimate nature (water, air, sun, etc.) and their properties; about the properties of various materials (rubber, iron, paper, glass, etc.);
Cognitive activity is developed, they show interest in search and research activities.
Children show activity, independent thinking, creativity;
Children experience joy, surprise and delight from their small and big discoveries, which give them a sense of satisfaction from the work done.
The emotional sphere, creative abilities are developed, primary labor skills are formed;
Gently pour sand, pour water;
Are able to cooperate with peers;
Cognitive development: experimentation, construction from improvised material, playing with sand, water, etc.
Social and communicative development: solving problem situations, fostering friendly relationships, performing various labor assignments.
Speech development: development of the ability to respond to a conversation, evoke a joyful mood, reading poetry, fairy tales.
Artistic and aesthetic development: musical accompaniment, drawing, modeling.
Physical development: physical education minutes.
Working methods:
Individual.
Group.
Visual.
Forms of work:
Experimentation;
Conversations, work with visual material;
2.3.2. Theatrical circle "Tales with the brownie Kuzey".
Explanatory note.
Books surround a person from early childhood. At first, these are books - pictures, then funny poems, nursery rhymes, fairy tales, jokes, and then children's magazines. More often these are stories, stories that a mother or grandmother reads to a child before going to bed, and sometimes a fascinating journey into the magical world of a fairy tale. And always behind this is a smart, kind, bright book, the memories of which a person will carry through his whole life.
Importance for the development of the child, has a fairy tale. The fairy tale absorbs and preserves folk wisdom, universal values and ideals. The need to introduce children to fairy tales is undeniable. The book improves the child's mind, helps to master speech, learn the world.
A fairy tale is a fictional story with a happy ending and the obligatory victory of good over evil. Most often in fairy tales there is magic and various incredible adventures in ordinary life. The inaccessible becomes accessible, the unreal becomes real. That is why both children and adults love to read fairy tales.
To evoke more emotions from a fairy tale, to feel it, to understand its deep meaning, it must be interpreted. For this, theatrical activities are widely used. Theatrical activity allows you to form the experience of social skills. Thanks to a theatrical fairy tale, a child learns the world not only with his mind, but also with his heart. This is of great help to the circle on theatrical activities, developed in group No. 1 "Lily of the valley" "Tales with brownie Kuzey." Classes in this circle are held with a group of children (10 people) with a frequency of one lesson per week in the afternoon (For a long-term plan for the year, see Appendix 3). This circle is an integral component of the variable part of the work program.
Purpose of this circle: the formation and improvement of speech skills, as well as the emotional sphere of children through their involvement in theatrical activities.
Achieving the goal ensures the solution of the following tasks:
Develop children's communication skills;
Develop memory, imagination, fantasy;
Develop interest in theatrical gaming activities;
To form a positive attitude towards fairy tales;
Enrich the emotional sphere of children;
Cultivate a moral orientation (friendship, kindness, honesty, mutual assistance, etc.);
Expected results:
The speech of children becomes the main means of communication with peers and adults;
They know how to build the simplest dialogues with fairy-tale characters;
Well developed memory, imagination, fantasy;
Show interest in fiction;
Developed emotional sphere, creative abilities;
Children empathize with the characters of the fairy tale;
Experience the joy of a theatrical display of a fairy tale;
Friendly relations between children are formed in the group;
In the process of work, the integration of all educational areas is ensured:
Cognitive development: acquaintance with the animal world, design;
Socio-communicative development: Solving problem situations, active communicative activity, finger games, sedentary games;
Speech development: Development of the ability to respond to a conversation, evoke a joyful mood, reading fairy tales;
Artistic and aesthetic development: listening to fairy tales, musical accompaniment, drawing, modeling;
Physical development: Physical education minutes;
Working methods:
Group;
Visual;
Forms of work:
staging of fairy tales;
Reading fiction;
Drawing, modeling;
IIICHAPTER. ORGANIZATION OF THE EDUCATIONAL PROCESS.
3. Logistics support of the working Program.
A large role in the effectiveness of the quality of the educational process is given to the logistics of the preschool educational institution and the equipment of the educational process of the group.
The recreation of the group includes: a room for games and activities, a bedroom, a washroom - a toilet room, a kitchen, a reception room, a wheelchair room, an entrance hall.
The area of the group room is 162.16 sq. m, one child accounts for 8.1 sq. m.
The group has all conditions for full development children. Various zones and corners have been designed and are functioning: a creative corner, a theatrical corner, "Little Builders", a sports corner, a garage, a house, a dressing corner, "Young Naturalist", "My First Book", a corner of solitude, mobile corners (barbershop, shop, " Dr. Aibolit").
On the territory of the institution there are various types of trees and shrubs, lawns, flower beds and flower beds. On the site of the group there are equipped areas for walking, gaming complexes.
The premises are provided with a thermal regime. The air temperature in the group is 22 - 24 degrees. Air temperature control is carried out using a household thermometer at a height of 1 m from the floor. For air exchange in the premises, supply and exhaust ventilation is provided, the group has a ventilation schedule. In summer, in warm, hot weather, one-sided air aeration is provided.
3.1. Methodical materials, means of training and education in the early age group.
For the implementation of the educational process, there is a software and methodological set: programs, teaching aids, reference and encyclopedic literature, educational and visual aids (demonstration and handouts), sets of modern educational games.
All literature complies with federal requirements and is recommended by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions.
A list of methodological aids that ensure the implementation of educational activities in an early age group.
| Development direction | Teaching aids | Visual and didactic aids |
| Physical development | Solyanik EN Developing games for children of early age. - St. Petersburg: OOO "PUBLISHING HOUSE" CHILDHOOD-PRESS", 2014 | Sports toys: aimed at strengthening the muscles of the arm, forearm, the development of coordination of movements (tops, balls, hoops, skittles); contributing to the development of running skills, jumping, strengthening the muscles of the legs, torso (wheelchairs, skipping ropes), soft module, arches; |
| cognitive development. Construction; Acquaintance with the environment moral education | Litvinova O. E. Construction with children of early preschool age. Summary of joint activities with children 2-3 years old: textbook.-method. allowance. - St. Petersburg: LLC "PUBLISHING HOUSE" CHILDHOOD-PRESS ", 2015. Solomennikova OA Acquaintance with nature in kindergarten: the second group of early age. - M.: MOSAIC-SYNTHESIS, 2016. Pomoraeva IA Formation of elementary mathematical representations. The second group of early age. - M.: MOSAIC-SYNTHESIS, 2014. | planar geometric figures, cubes, pyramids, balls; Models of vegetables, fruits and other toys: plot (figurative) toys: dolls, figurines depicting people and animals, vehicles, dishes, furniture, etc.; didactic toys: folk toys (roly-poly, pyramids), mosaics, board games; fun toys: funny figurines of people, animals, fun toys with mechanical devices; building materials: sets of building materials, constructors, lightweight modular material; experiment equipment, play equipment, etc. Didactic material to introduce children to the seasons (four seasons) |
| Speech development. Implementation of speech tasks; Acquaintance with fiction; | Gerbova VV Development of speech in kindergarten: the second group of early age. - M .: Mosaic-Synthesis, 2015 Tomilova S.D. A complete reader for preschoolers with methodological tips for teachers and parents. Book 1. Moscow: ATS Publishing House, 2015. Tomilova S.D. A complete reader for preschoolers with methodological tips for teachers and parents. Book 2. Moscow: ATS Publishing House, 2015. | Tomilova S.D. A complete reader for preschoolers with methodological tips for teachers and parents. Book1. Moscow: ATS Publishing House, 2015. Tomilova S.D. A complete reader for preschoolers with methodological tips for teachers and parents. Book 2. Moscow: ATS Publishing House, 2015. Manakova M.V. It is necessary, it is necessary to wash! We learn right. Rostov-on-Don, Prof-Press Publishing House, 2015. Manakova M.V. I am a well-bred child. Good manners for kids. Rostov-on-Don: Prof-Press Publishing House, 2015. means of visualization (planar visibility): didactic pictures (series of paintings "The Seasons"), subject pictures. |
| Socio-communicative development. moral education; Communicative activity; Labor education; Safety | Gerbova VV Development of speech in kindergarten: the second group of early age. - M .: Mosaic-Sintez, 2015. Teplyuk S. N. Games-classes for a walk with kids: For classes with children 2-4 years old. - M.: MOSAIC-SYNTHESIS, 2015. - "Child safety" - folding bed Pogudkina I. S. Developing games, exercises, complex classes for young children (from 1 year to 3 years old) - St. Petersburg: PUBLISHING HOUSE "CHILDHOOD-PRESS", 2015. Gorbushina S. B. Game dedactic aids for the development of fine motor skills and cognitive processes in preschoolers. - St. Petersburg: OOO "PUBLISHING HOUSE" CHILDHOOD-PRESS", 2016 | Photo album of the native city. homemade toys from different materials (paper, cardboard, thread, fabric, wool), semi-formed (boxes, corks, plastic bottles), natural (cones, shells, pebbles); family album, photos; Lotto: "fruits", "berries", "flowers", "animals", "toys", "professions"; "Child safety" - a folding bed; |
| Artistic and aesthetic development. Artistic creativity; productive activity | Lykova I. A. Visual activity in kindergarten. First junior group. (Educational area "Artistic and aesthetic development"): teaching aid. - M.: Tsvetnoy Mir Publishing House, 2014. Koldina D.N. Drawing with children 2-3 years old. - M.: MOSAIC-SYNTHESIS, 2015 | musical toys: imitating in form and sound musical instruments (accordions, drums, pipes, etc.); plot toys: sets of bells, bells; theatrical toys: puppets-theatrical characters, puppets-gloves, bibabo; sets of plot figurines, costumes and costume elements, attributes, decoration elements, masks, props; sound equipment (audio equipment): radio receiver |
3.1.1. Material support for the variable part of the program.
1. Vinogradova N.F. "Mystery stories about nature", "Ventana-Graf", 2007
2. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2
3. Prokhorova L.M. Organization of experimental activities of preschoolers: guidelines. M.: Arkti, 2008. - 64 p.
4. Ryzhova L.V. Methods of children's experimentation. St. Petersburg: Childhood - Press, 2014. - 208 p.
5. Zubkova N.M. WHO and the little cart of miracles. Experiments and experiments for children from 2 to 7 years. St. Petersburg: Speech, 2006. - 30 p.
6. Tomilova S.D. "Complete reader for preschoolers" Moscow: AST, 2015.-702.
7. Gerbova, V. V. A book for reading in kindergarten and at home (2-4 years) [Text] / V. V. Gerbova. - M. : Mosaic-Sintez, 2015. - 256 p.
8. Fesyukova, L. B. We educate with a fairy tale. Conversations on pictures [Text] / L. B. Fesyukova. - M.: Sfera, 2014. - 48 p.
9. E.V. Zvorygin "The first plot games of kids".
10. Antipina E.A. Theatrical activity in kindergarten. - M., 2003. - 134 p.
11. Antipina E.A. Theatrical activity in kindergarten: games, exercises, scenarios - M .: TC Sphere, 2006. - 128 p.
12. Artemova L.V. Theatrical games for preschoolers. - M., 1991. - 174 p.
13. Bardesheva T. We tell poems with our hands // Hoop. - 1998. - No. 5.
3.2. Organization of life activity in the early age group.
3.2.1. Daily regime.
The cyclic nature of life processes necessitates the implementation of a regimen that is a rational order of the day, optimal interaction and a certain sequence of periods of rise and fall in activity, wakefulness and sleep. The daily routine in the group is organized taking into account physical and mental performance, as well as emotional reactivity in the first and second half of the day.
When organizing the daily routine, repeating components are taken into account:
meal times;
laying down for daytime sleep;
the total length of time the child spends outdoors and indoors and during exercise.
Daily routine in cold and warm periods
| Get up, morning toilet | |
| In a preschool | |
| Reception of children, independent activity | |
| Independent activity | |
| Organized educational activities (by subgroups) | |
| Preparing for a walk | |
| Walk | |
| Return from a walk, independent activity, preparation for dinner | |
| Sleep preparation, naps | |
| Gradual rise, independent activity | |
| Independent activity, organized educational activity (by subgroups) | |
| Preparing for a walk | |
| Walk | |
| Return from a walk, independent activity, preparation for dinner | |
| Self-employment, going home | |
| Walk | |
| Return home, light dinner, calm games, hygiene procedures | |
| Night sleep | 20.30-6.30 (7.30) |
Daily routine in summer
| Time | Primary activity |
| Reception of children on the street, games, morning exercises (on the street) |
|
| Preparing for breakfast, breakfast |
|
| Joint activity, independent activity |
|
| Dinner preparation, lunch |
|
| Sleep preparation, sleep |
|
| Gradual rise, gymnastics, water procedures, games |
|
| Preparing for afternoon tea |
|
| Joint activity, walk |
|
| Preparing for dinner, dinner |
|
| Children leaving home |
Mode of physical activity
| Forms of work | Types of occupations | Number and duration of classes (in minutes) |
| Physical education | a) indoors | 2 times per week |
| b) on the street | 1 time per week |
|
| Physical culture and health-improving work in the daily routine | a) morning exercises | Daily |
| b) outdoor and sports games and exercises for a walk | Daily 2 times (morning and evening) |
|
| c) physical education minutes (in the middle of a static lesson) | 3 daily depending on the type and content of classes |
|
| Leisure | a) physical education | 1 time per month |
| b) physical culture holiday | ||
| c) health day | 1 time per quarter |
|
| Independent motor activity | a) independent use of physical culture and sports and gaming equipment | Daily |
3.3. Designing educational activities in accordance with the directions of development of young children.
Educational activities in accordance with the directions of development of young children are carried out in the form of joint activities, during regime moments, in directly organized and independent activities of children.
The planning and implementation of various cultural practices (educational areas) is based on a complex thematic principle that ensures the unification of a complex of various types of specific children's activities around a single “theme”. The topics are determined by “thematic weeks”, “group and kindergarten events”, “project implementation”, “seasonal phenomena in nature”, “holidays” and “traditions” of the group.
Educational activities are carried out from September 1 to May 31, with subsequent obligatory organization summer recreational work for group children.
September is reserved for the adaptation of children to the conditions of kindergarten. To acquaint with the kindergarten as the closest social environment (room and equipment of the group: personal locker, crib, toys, etc.). Get to know the children and the teacher.
Work Program Curriculum designed in accordance with federal normative documents.
The curriculum includes five educational areas that provide social and communicative, cognitive, speech, artistic and aesthetic and physical development children.
Social and communicative development - moral education, communicative activity, game activity, labor education, safety.
Cognitive development - the child and the world around, FEMP, design.
Speech development - development of speech, reading fiction.
Artistic and aesthetic development - drawing, modeling, art work, applique, music.
Physical development - physical culture.
List of types of continuous educational activities in the early age group (teaching load for a five-day week).
| Activities | Number of lessons per week |
| Physical culture indoors | |
| Physical culture on a walk | |
| cognitive development | |
| Speech development | |
| Drawing | |
| Application | |
| Total per week | |
| Total per month |
The volume of the teaching load during the week is determined in accordance with the sanitary and epidemiological requirements for the arrangement, maintenance and organization of the operating mode of preschool institutions (SanPiN 2.4.1.3049-13), as well as the instructive-methodical letter of the Ministry of Education of the Russian Federation dated 14.03.2000 No. 65 / 23-16.
In the invariant part of the curriculum, the OD is no more than 60%.
According to the plan, the variable (modular) part is about 40% and includes a regional content component, entertaining activities in accordance with the interests and needs of children.
On all types of GCD, which are held in subgroups, 10-minute dynamic pauses are provided. During this time, children move from one room to another, perform exercises for relaxation and stress relief, for the development of fine motor skills of the hands ( finger gymnastics), self-massage of fingers, hands under the guidance of kindergarten teachers and specialist teachers.
Continuous educational activities of the early age group are carried out in the first half of the day.
To prevent fatigue in children, it is combined with educational activities in physical education, music, artistic creativity.
3.3.1. Model for the implementation of educational areas during the day.
objective activity and games with compound and dynamic toys
experimenting with materials and substances (sand, water, dough, etc.),
communication with an adult and joint games with peers under the guidance of an adult;
self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music, fairy tales, poems, looking at pictures, physical activity;
Physical development
Game conversation with movement elements
Game
Morning exercises
Exercises
Experimentation
Situational conversation
Story
Social and communicative development
actions with a variety of toys imitating adult tools;
participation in labor activities, supplying the kids with the necessary equipment;
plot games based on purposeful play action with toys organized by the educator (heal, feed, put to bed, cook food, repair a car, etc.);
with the voluntary participation of the child, create simple designs familiar to him, drawings, which he is subsequently able to reproduce himself;
Constructive and productive activities with an adult
cognitive development
Review
Observation
Game-experimentation.
Research
activities
Construction.
Developing game
Story
Integrative activity
Conversation
Speech development
observation and elementary labor in nature;
fun games and round dance games for the development of communication;
listening to fiction using bright colorful pictures;
staging and elementary dramatization of literary works;
games for the development of fine motor skills of hands;
didactic games and exercises;
household and game situations;
elementary experimentation.
Artistic and aesthetic development
examination of aesthetically attractive objects;
game;
organization of exhibitions;
production of jewelry;
listening to age-appropriate folk, classical, children's music;
experimenting with sounds;
musical and didactic game;
learning musical games and dances;
singing together.
3.3.2. Ensuring the educational process.
Based on the OOP preschool educational institution and the requirements of SanPin, to ensure the educational process, the following were developed:
GCD grid;
Cyclogram of joint activities;
Calendar thematic planning;
Comprehensive thematic planning;
See Appendix No. 4, 5, 6, 7.
Approximate list of entertainment and holiday.
Holidays. New Year, "Autumn", "Spring", "Summer", "Mother's holiday".
Theatrical performances. Performances using finger, table, puppet theater. Staging performances, staging fairy tales, poems and other literary works, as well as songs.
Singing games, dramatization of songs, sports entertainment, fun- magic tricks, surprise moments, fun with paints and pencils. Folklore: nursery rhymes, invocations.
3.3.4. group traditions.
The traditional organizational basis for the implementation of the complex-thematic principle of constructing the PEP is an exemplary complex-thematic planning, the topics of which are focused on all areas of the development of a young child and are devoted to various aspects of human existence:
phenomena of the moral life of the child (Days of "thank you", kindness, friends, etc.);
the surrounding nature (water, land, birds, animals, etc.);
the world of art and literature (children's book, theater, etc.);
festive events traditional for the family, society and state (New Year, Spring Festival, Mother's Day);
the most "important" professions (educator, doctor, postman, builder, etc.);
these holidays can be replaced by other socially and personally significant for the participants of the educational process International and Russian holidays or events;
the recommended time for the celebration does not always coincide with the official date of the celebration; in order to optimize the organization of the educational process, it is distributed over the weeks of the month; the actual date of the holiday is determined independently;
the period of preparation for each holiday is determined independently by us;
Preparation for the holidays is a description of the means of solving the problems of psychological and pedagogical work and achieving the planned results of mastering the working Program.
3.4. Organization of the developing object-spatial environment.
The developing space of the game room consists of several components. The group has all the conditions for the full development of children. Various zones and corners are designed and functioning. A distinctive feature of the centers is that, along with traditional manuals and equipment (a set of musical instruments, a puppet table theater, paints, albums, pencils, etc.), they place materials that maximize the creative expression of children .
Musical, theatrical centers: microphone (dummy), non-traditional types of theater (glove, finger, table, bibabo), non-standard musical instruments - noisemakers, rustlers, jingles.
Creativity corner include:
"Shelf of beauty", the purpose of which is admiring beautiful things, objects of arts and crafts. For the development of visual creativity, children are invited to use various materials: plasticine, dough, natural material, leather; various means (crayons, gouache, brushes, feathers, seals, threads, etc.).
Cognitive zone. The main goal of the educational space is to provide information for the child from different areas of culture - mathematics, natural sciences, human social life, ecology, and stimulate the cognitive activity of children. Includes Young Naturalist Experimentation Corners, Nature, Library and Collections. The objective world of this zone ensures the realization of the cognitive needs of children in active and diverse activities.
To achieve this goal, mathematical centers are equipped with working materials: pyramids, cubes, balls - of different sizes and colors, plane geometric figures. There are didactic and educational games in mathematics in convenient for moving containers.
play space realizes the basic need of a preschooler - play. During the simulation of various life situations, relationships between people, children not only acquire initial social skills, new knowledge about the world around them, but also learn to resolve conflict situations negotiate, establish new contacts. Realizing the importance given space for the full development of the child, a significant place in the group is given to the organization of the playing space. In the play center of each group there are toys and materials simulating family relationships (dolls, doll furniture, dishes) and relationships outside the home (cars, animals, a set of a doctor, a hairdresser, etc.).
Emotional zone designed for children's recreation, independent games and relaxation, emotional and aesthetic development of children. This corner is presented in the form of a tent, where soft pillows, a telephone for “communication with parents”, favorite books, and a soft toy are placed.
Motor zone. In this corner there are attributes for physical education: jump ropes, hoops, balls of different sizes, ribbons, gymnastic sticks.
It is important to note that the subject environment has the character of an open, non-closed system, capable of change, adjustment and development, stimulating the activity of the child.
To do this, we take into account the following approaches in this aspect:
Accounting for seasonal phenomena (we hang snowflakes in winter, dandelions in summer, colorful leaves in autumn);
Accounting for historical, social, personal events (March 8, Defender of the Fatherland Day, elements of jewelry appear in the decoration of the group; on days of personal events associated with children's birthdays, the group is decorated with balls and multi-colored ribbons) - these unusual elements of the developing subject environment have a great emotional impact on the child, contribute to the creation of an atmosphere of psychological comfort.
When designing a developing space, it is necessary to be guided,first of all, on the implementation of the principles of an individual approach to the child:
1. Organization of "privacy zones". The full-fledged emotional and personal development of the child requires the mandatory design of "privacy zones" in the group - special places where the child can store his personal property: his favorite toy, postcard, etc. Of great importance is the presence in the group of a place where photos of children and their families are posted. Systematic exhibitions of children's works contribute to the development of positive self-esteem and self-confidence. Products of children's creativity are placed in locker rooms, in ecological centers, in the corners of fine arts.
2. Age and sex-role addressing of equipment and materials. Following this principle, nursery group role-playing games, motor centers (wheelchairs, soft modules), sensory centers (inserts, bushings, pyramids, knockers, etc.) are widely represented.
Considering the gender-role characteristics of children, play spaces are allocated in the group for both boys (various equipment, a set of tools, etc.) and girls (handbags, hats, a beauty salon, etc.).
When building the developing space of the group, along with factory-made items, hand-made manuals are also used: layouts, didactic games, attributes for role-playing games. All components of the developing environment are colorful, neat, attract the attention of children, safe to play. They are located in the field of view of the child, in places accessible to him.
One of the important problems in the improvement of children is the creation of a health-saving developing environment. The group is equipped with a "mini-center" of physical culture and health, equipped with a set of games and sports equipment, which contributes to the physical development of children and the organization of high-quality tempering activities. Based on the sanitary and epidemiological rules and norms recommended by the program, conditions are provided for independent physical activity of children.
Selected taking into account sanitary and psychological and pedagogical requirements, the furniture and play equipment in the group are installed so that the child can find a convenient and comfortable place to study, based on the emotional state: sufficiently remote from children and adults or, conversely, allowing to feel close contact with them, or providing for contact and freedom in equal measure. For this purpose, various furniture is used, including multi-level furniture: soft modules that are easy to move. Properly selected and arranged furniture, rationally used space of a group room allow you to save space, create comfort and bring a “flavor” to the interior of the room.
Literature
From birth to school. Approximate general educational program of preschool education (pilot version) / Ed. N. E. Veraksy, T.S. Komarova, M.A. Vasilyeva. - 2nd ed., corrected. - M.: MOSAIC-SYNTHESIS, 2014.
Planning in a modern preschool educational institution. Ed. N.V. Miklyaeva. -M.: Sphere, 2013.-128s.
Express constructor of the educational program. N.V. Miklyaev. / Ed. T.V. Tsvetkova-M.: SC Sphere, 2015.-128p.
Approximate advanced planning educational process in different age groups of preschool educational institutions. M.A. Kalinina. / St. Petersburg: LLC "Publishing House" Childhood-Press ", 2015.-176p.
Application No. 1
Plan of work with parents for the academic year.
| Forms of holding | date | Responsible |
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| SUBJECT: "Welcome to Kindergarten TARGET: Joint inclusion of teachers and parents in the educational process. Organization and holding of the first group meeting "Let's get acquainted" Comprehensive study of the families of pupils. Design of parental corners. | Round table. Questioning. | September | Fomina O. S. Zhuravleva O. N. |
| SUBJECT:"Adaptation period in kindergarten" TARGET: To acquaint parents with the features of the adaptation period, to promote the creation of conditions at home for the successful adaptation of children in kindergarten. "Baby at Home" "Striving for Independence" Exhibition of literature on the topic Creating a photo album "our first days in the garden" | Questionnaire Consultation Literature Photo album | Fomina O. S. Zhuravleva O. N nurse Shcherbakova L.P. |
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| SUBJECT: "The art of education in the family" TARGET: Improving the pedagogical skills of parents and determining the role of the family in raising a child. "What kind of parent are you?" Rights and obligations of parents parenting tips | Literature | Fomina O. S. Zhuravleva O. N |
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| SUBJECT: "Healthy baby" TARGET: Work out a scheme of interaction with parents on preventive work to protect and promote the health of children. Problems of health improvement of preschool children. “Healthy child in the family”. "Vitamins and Minerals". Visiting families at home to identify the necessary conditions for the development of children | Questionnaire photostand Consultation | Fomina O. S. Zhuravleva O. N |
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| SUBJECT: "ABC of Communication" TARGET: Revealing the most effective ways creating a favorable atmosphere in the family. Verbal ways to encourage and support a child. Play therapy for children and adults. Design of the exhibition "Family through the eyes of a child" Working with parents according to the “Atmosphere in a group” method. | Folder-slider Consultation | Fomina O. S. Zhuravleva O. N |
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| SUBJECT: "The development of cultural and hygienic skills of children of primary preschool age." TARGET: To develop cultural and hygienic skills in children. questioning Parent meeting "Education of hygiene skills in children." Visiting the families of pupils in order to correct the existing conditions for the development of preschoolers. Building a culture of food. Exhibition of methodological literature | Parent meeting (KVN) home visit | Fomina O. S. Zhuravleva O. N |
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| SUBJECT: "The emotional well-being of the child in the family." TARGET: Psychological and pedagogical family support in the formation of relationships between parents and children. The main causes of emotional distress in children. Presentation of family experience (Osipova). Joint holiday "mom, dad, I am a friendly family" | Consultation Round table Family kvn | Fomina O. S. Zhuravleva O. N |
| SUBJECT: "We all come from childhood" TARGET: Involve parents in the process of raising their children, arming them with knowledge and skills on the issue of play activities for preschoolers What do our children play? Exhibition of Literature on the Subject Why does a child need to play Home Security | Questionnaire Exhibition Consultation Consultation | Fomina O. S. Zhuravleva O. N |
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| SUBJECT: "Our results" TARGET: To acquaint parents with successes in the upbringing and education of preschool children. Satisfaction of parents with the work of a preschool institution. Round table "Our results" | Questionnaire tea drinking | Fomina O. S. Zhuravleva O. N |
Application No. 2
The work plan of the "Know-it-alls" circle for pupils of the early age group "Lily of the Valley"
| Month | 1 Week | 2 weeks | 3 week | 4 week |
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| September | Adaptation |
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| "Vodichka-vodichka" C: Teach children how to handle water. To give an idea that you can wash yourself with water, lower it into it and catch various objects. To cultivate cultural and hygienic skills and the desire to play together. | "We wash and dry Masha's handkerchief" C: To give an idea that any things will become cleaner if they are washed in water, and also that things dry after washing. | "Properties of Water" D / and "Transparent - color", "Hide and seek" C: To give an idea that water has no color, but it can be colored. | "Water Experiments" D / and "Sinking - not sinking" C: To give an idea that some objects sink, and some remain afloat. |
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| "Water Experiments" D / and "What will happen" C: Explain that some substances dissolve in water. | "Merry Foam" C: To acquaint children with the properties of foam: “airy”, “light”, “white”, | "Blow Bubbles" C: develop the ability to compare, tactile sensations, speech breathing, emotional perception, consolidate children's ideas about the properties of foam: "airy", "light". | "Foam Experiments" D / and "fill the mold with foam", "Multi-colored foam" C: Develop tactile sensations, tactile senses. Develop cognitive activity and curiosity. |
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| "Properties of Water" D / and "Freeze", "Melt", "Cold-warm". C: To give an idea that water can turn into ice and back into water, while the water has a different temperature. | "What is Air" C: To give an idea that the air fills the whole space and it is not visible. | "Properties of Air" D / and “Let's get air into a glass”, “Let's let air out of a glass” C: To give an idea that air does not let water through, but water can displace air. | "Let's make a breeze", "Sail the boat" C: Give an idea that the wind is the movement of air .. Give an idea that objects can move with the help of air. |
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| Holidays | "Paper" C: To acquaint with the properties of paper, that it is light, can be thin and thick. | "Paper properties" D / and “Knem the paper”, “Tear the paper” C: Give an idea that paper can wrinkle and tear. |
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| "Sand" C: Give an idea of what sand is dry and wet. | "Sprinklers" C: Give an idea that dry sand can crumble. | "Let's bake a meal" C: To give an idea that wet sand takes any desired shape. | C: To give an idea that footprints and prints remain on wet sand. |
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| "Wash the stones" C: | "Light heavy" C: To give an idea that stones are heavy and light. | "What shape is the stone?" C: To give an idea that the stones have a different shape. | "Wash the stones" C: To give an idea that stones sink in water because they are heavy. |
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| "Ice figurines" C: Fix the properties of water. Develop cognitive activity and curiosity. | "Balloon and Orange" C: Develop cognitive activity and curiosity. | "Shadow by the Flame" C: Develop cognitive activity and curiosity. | "Fireball" C: Develop cognitive activity and curiosity. |
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| "Ice Gems" C: Develop cognitive activity and curiosity. | "Home Rain" C: Show and explain the natural phenomenon - rain " | "Cauliflower" C: Develop cognitive activity and curiosity. | "Floating Egg" C: Develop cognitive activity and curiosity. |
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Application No. 4
Cyclogram of joint activities.
| Monday | Tuesday | Wednesday | Thursday | Friday |
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| Ifloor. | 1. Didactic game for the development of speech (sound culture of speech, vocabulary formation, grammatical structure speech, connected speech). 2. Joint activity for the development of fine motor skills. | 1. Didactic game for the development of sensory skills (olfactory, tactile sensations). 2. Conversation about cultural and hygienic skills (KHS). 3. Familiarization with the objects of the immediate environment (examination of paintings, toys). | 1. Didactic game (cognitive activity - life safety). 2. Skills of cultural behavior (moral education). | 1. Didactic game for the development of attention, memory, imagination, thinking. 2. Learning poems, nursery rhymes, invocations. | 1. Didactic game for the development of fine motor skills. |
| IIfloor. | 1. Didactic game for the development of sensory skills (color, shape, size). 2. Reading fiction. | 1. Joint activity in the corner of visual activity | 1. Experimental activities (water, sand, stones, waste material). 2. Didactic game for the formation of elementary mathematical concepts (number, shape, orientation in space, magnitude) 3. Entertainment, leisure (sports, music ....) | 1. Club activities 2. Role-playing game 3. Collaborative design activities | 1. Household work 2. Theatrical activities 3. Didactic games in the musical corner (repetition of songs, listening). |
Application No. 5
Calendar thematic planning.
| Month | Topic general | A week | Theme of the week |
| September | Hello Kindergarten! | our group (Adaptation) |
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| (adaptation) |
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| Let's be polite |
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| "I and my family" |
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| October | golden" | Signs of autumn |
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| Signs of autumn |
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| Gifts of autumn |
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| Gifts of autumn |
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| November | "Who Surrounds Me" | Pets |
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| poultry |
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| Wild animals |
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| forest birds |
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| December | "Hello, winter-winter" | Signs of winter |
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| Trees, forest |
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| Winter fun |
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| New Year |
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| January | "My home, my city" | Holidays |
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| The house I live in |
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| All professions are important |
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| February | "Visiting a fairy tale" | We honor a fairy tale (reading, artistic work) |
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| Let's play a fairy tale (theatricalization) |
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| Folk toy |
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| Folk toy |
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| March | "Holiday every day" | Mom's holiday |
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| To grandma for pancakes |
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| All will heal, heal, good doctor Aibolit. |
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| My favorite toys (December-February p. 293) |
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| April | "I welcome spring" | signs of spring |
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| Vodichka-vodichka |
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| We are explorers |
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| We are explorers |
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| "Merry Kaleidoscope" | Safety |
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| Hello summer |
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| Hello summer |
Application No. 6
Complex-thematic planning.
| Subject | Final event |
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| Hello Kindergarten. September | 1. Creation of conditions for the successful adaptation of children to the conditions of the kindergarten. 2. Acquaintance of children with the premises and equipment of the group room (personal locker, crib, toys), with the rules of behavior in kindergarten (do not push, do not run up the stairs). Formation of ideas about politeness: the ability to say hello, say goodbye, thank you. 3. Formation of an emotionally positive attitude towards the kindergarten, teacher, other children (desire to go to kindergarten, call the teacher by name and patronymic, show interest in the actions of peers, play side by side without interfering with each other, do not take away toys, do not quarrel). 4. To introduce children to each other during the games, to form friendly, benevolent relations between children. Educating every child with the confidence that adults love him, like all other children. 5. To form elementary skills in caring for your face and body. Develop ideas about your appearance. To form the initial skills of role-playing behavior, to learn to associate plot actions with the role. 6. Encourage them to give their first and last name, the names of family members, to speak about themselves in the first person. Enrich ideas about your family. Consolidate knowledge of your name, the names of family members. Formation of primary ideas about family traditions, responsibilities. 7. Development of ideas about the positive aspects of the kindergarten, its commonality with the house and differences from the home environment. | |
| "Golden Autumn" | 1. To form elementary ideas about autumn (seasonal changes in nature, people's clothes, in the kindergarten area). 2. Give primary ideas about harvesting, about some vegetables, fruits, berries, mushrooms. Collect colorful leaves with children on walks, examine them, compare in shape and size. 3. Acquaintance with the variety of colors of golden autumn, the formation of skills to peer, admire, enjoy the beauty of autumn nature. | |
| "Who Surrounds Me" | 1. Formation of initial ideas about the animal world, development of the ability to recognize domestic, some wild animals, their cubs in the pictures. 2. Consolidation of ideas about how living animals and birds differ from toy ones. 3. Raising a caring attitude towards animals. 2. To get acquainted with the peculiarities of the behavior of forest animals and birds. | |
| "Hello, Zimushka - winter!" | 1. Formation of elementary ideas about winter: it is snowing, snowflakes are spinning, it is getting cold, frost, snowdrifts. 2. Expansion of children's ideas about the features of the life of people and animals in winter. 3. Acquaintance with winter activities according to age. 4. Organize all types of children's activities (playing, communicative, labor, educational, research, productive, musical and artistic, reading) around the theme of the New Year and New Year's holiday. | |
| "My house, my city" | 1. Creation of conditions for familiarizing children with household items (name toys, pieces of furniture, clothes, utensils). 2. Formation of orientation in the immediate environment (recognize your house and apartment, kindergarten and group room, name your family members and group staff). 3. Acquaintance with the name of the city in which the children live, the name of their street. | |
| "Visiting a fairy tale" | 1. Acquaintance with folk art on the example of fairy tales. 2. Formation of skills to listen to fairy tales that are small in volume and simple in content. 3. Learn to pronounce onomatopoeic words. 4. Formation of the ability to recognize characters in fairy tales in toys and pictures and name them. 5. Arouse interest in the theatrical game through the first experience of communicating with the character, expanding contact with adults. 6. Formation of elementary ideas in children about folk art on the example of folk toys, household items. 7. The use of folklore in the organization of all types of children's activities. 8. Introducing children to the world of art. Raising interest in displaying the environment (nature, toys, folk art, song folklore) | |
| "Holiday every day" | 1. Formation of primary value ideas about the family, family traditions 2. Raising a sense of love and respect for mother, grandmother, the desire to help them, take care of them. 3. Formation of ideas about how important the work of mothers in cooking for the whole family is, what delicious dishes they cook. Cultivate a respectful attitude towards the work of the mother. 4. Development of interest in studying oneself, one's physical abilities, one's health. 5. Creation of conditions for introducing children to the implementation of hygienic and tempering procedures. 6. Formation of elementary cultural and hygienic skills. 7. Expanding the circle of children's ideas about the toy, about the materials from which it is made, about the ways of interacting with it. Education of respect for toys. 8. Development of the emotional-volitional sphere when interacting with toys. | |
| "I welcome spring" | 1. Formation of elementary ideas about spring: seasonal changes in nature, people's clothes (the sun shines brightly, it rains, the earth and water are warmed by the sun, they become warm, there is a lot of young tender greenery on trees, bushes). 2. Acquaintance with some features of the behavior of animals and birds in the spring. 3. Formation of elementary ideas about the properties of water (water can be cold, warm, hot; water is clear; water can be poured; some objects sink in water, and some do not sink, we wash ourselves with water, wash clothes, cook food, swim in the lake in summer etc.). 4. Formation of primary ideas about safety in nature 5. Enrichment of the direct sensory experience of children in various activities. 6. Formation in children of a system of exploratory actions adequate to the subject and setting | |
| "Merry Kaleidoscope" | 1. Familiarization with the elementary rules of behavior in kindergarten (do not push, do not run up the stairs, play side by side without interfering with each other, leave the kindergarten only with your parents, do not take treats from strangers). 2. Formation of elementary ideas about the rules of the road (cars drive on the roadway, the traffic light regulates traffic, the road can only be crossed with adults), about the rules of behavior on the bus (children can ride on the bus only with adults, obey adults). 3. Introduction to the rules of interaction with plants and animals (you can’t tear any plants and eat, feed animals only with the permission of adults). 4. To form elementary ideas about summer (seasonal changes in nature, people's clothes, in the kindergarten area). Expand knowledge about domestic animals and birds, about vegetables, fruits, berries. To acquaint with some features of the behavior of forest animals and birds in summer. To acquaint with some animals of hot countries. |
Tatiana Romanova
The work program of the early development group of young children not attending kindergarten
Program additional education. Early Development Group"Baby-1" For children from 1.5 to 3 years
Early Development Program(GKP) "Baby-1"
1.1. Explanatory note….
1.2. Age psychophysical features young children...
1.3. Planned results for the development of children programs additional education « Early Development Group» ….
2.2. Calendar-thematic planning ….
Explanatory note
When entering a preschool educational institution, all children experience adaptive stress. Adaptive capabilities of the child early age limited, so the baby's abrupt transition to a new social situation and a long stay in a stressful state can lead to emotional disturbances or a slowdown in the pace of psychophysical development. A change of environment may be accompanied by an increase in anxiety, unwillingness to communicate with others, isolation, and a decrease in activity.
Children early age emotional and impressionable. They tend to quickly become infected with strong, both positive and negative emotions. The surrounding reality acts as a long-term stressor that depletes the adaptive energy supply. This disorganizes the psyche and behavior. To relieve stress, children are forced to use various methods of psychological protection.
The important point is that in early childhood children are subjected to particularly intense restrictions by adults. The child is forced to adapt to influences that interfere with his natural development resorting to psychological defense mechanisms.
These features formed the basis for the construction work program of the early childhood development group, Not attending kindergarten.
Real program compiled on the basis of an exemplary general educational programs preschool education "Birth to School"/ Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva; early childhood education and development programs"First steps" M. I. Lisina.
Target programs- assisting children in adapting to the conditions of a preschool educational institution.
Tasks programs
1. Wellness:
Provide a complete physical child development, timely mastery of basic movements and hygienic skills by them, using health-saving principles of organization and conduct of the educational process;
Maintain and improve physical and mental health children providing emotional well-being and taking into account individual capabilities children.
2. Educational:
Call at children joy from communication with others;
encourage children to independent activity;
Build these qualities personalities: communication, initiative;
To form the basis of knowledge and skills of safe behavior in everyday life and in society;
Expand your horizons children acquainting with surrounding objects, phenomena;
Pay attention to objects and phenomena of the surrounding nature, highlight their properties, shape, structure and color.
3. Educational:
Contribute to the favorable adaptation of children to new social conditions, the establishment of friendly relations, with peers, with surrounding adults;
Contribute to the stability of emotionally positive well-being and activity of each child;
Contribute development cognitive activity children, develop interest in cooperation, arbitrariness, ability for creative self-expression through participation in playful and productive activities;
develop curiosity.
Planned development results programs are expressed in the Education Targets for Infant and early age.
Targets include the following social and normative age characteristics of possible achievements child:
1. The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;
2. Uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;
3. Owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
4. 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;
5. Shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;
6. In a child developed gross motor skills, he strives to master various types of movement (running, climbing, walking, etc.).
Educational activities children by area of development
1. Socio-communicative development
2. Cognitive development
3. Speech development
4. Artistic and aesthetic development
5. Physical development
Classes with didactic material
P / s "White Bunny sits"
P / s "Hares and Fox"
We collect the pyramid
S/r game "Family"
Examination of illustrations and dummies of vegetables and fruits (wooden, plastic, foam rubber).
Color caps»
"Colored cube with holes for figures".
S/r game "Ship" (large building material)
"Teremok", "Ship", "Little Red Riding Hood" (lacing).
Lacing patterns with holes, selecting laces by color.
"Funny castles".
Assemble pets in two parts" (cow, dog, cat, horse)
D \ and according to the principle "Assemble the whole from the parts".
"Dress Masha and Misha".
Doll games.
Calendar-thematic plan for speech development
A game "What lies where?"
"Staging a fairy tale "Teremok"
A game "Let's get acquainted!"
"Father Frost"
P / s "Traffic light"
"Consideration of the plot picture "Make a car".
P / s "At the bear in the forest".
"D / y "How can you make a bear cub happy?"
Reading poems by A. Barto "Toys".
"Di "Orders". D\y "Up down".
"Di "Orders", "Horses".
Calendar-thematic plan for familiarization with the outside world
"Meet the Dolls".
Familiarize yourself with the ethics of greeting. Cultivate cultural communication skills.
doll games
"Wonderful basket".
P / s "Vegetables"
"Ducks, ducks..."
Reading familiar jokes.
"Carrot from a Bunny"
P / s "A gray bunny is sitting"
"Holiday for the boys"
S/r game "Puppet Party"
"Magic Box".
Ball games.
"One-Many"
Pyramid games.
"Big small"
Bear games.
Calendar-thematic plan for familiarization with fiction
Examining a doll in a winter coat or fur coat.
Reading a fairy tale "Kids and the Wolf".
Conversation "Adults must be obeyed..."
Telling a tale "Teremok".
Di "Who lives in the forest?"
“Reading a poem by S. Kaputikyan "Masha has lunch".
S/r game "Let's feed the doll lunch".
“Reading a poem by A. and P. Barto. "Girl - revushka".
introduce children with product A. and P. Barto "Girl - revushka". To help kids understand how funny a capricious person looks who doesn’t like everything.
Behavior talk children in a group.
“Reading the tale of L. N. Tolstoy "Three Bears".
Di "wild animals".
"Reading a German folk song "Three funny brothers"
Reading rhymes and poetry.
"Repetition of a fairy tale "Turnip" D\u "Who eats what".
“Reading the story of L. N. Tolstoy "The cat was sleeping on the roof"
Reading stories.
Calendar-thematic plan for the musical development
1. Listening to music. Perception of musical works.
3. Musical-rhythmic movements. Exercises.
4. Dances.
Dance "Dance of the Beasts" music V. Kurochkina.
6. Listening to music.
8. Musical-rhythmic movements: exercises, dances, games.
9. Petrushka Puppet Theatre.
10. Perception of musical works.
13. Song creativity.
14. Game exercises.
15. Etudes - dramatizations.
16. Round dances and dances.
17. Character dances.
Calendar-thematic plan for development of movement skills
"Sparrows - jumpers".
P / s "Sparrows and a cat"
P / s "Forest Bugs"
"Hen with chickens".
P / s "Chickens and a cat"
"Circus"
P / s "Horses"
"Let's visit"
P\u003e "walk the path".
"Jumping gallop"
P\u003e "Monkeys"
"Ball rolling to each other"
P\u003e "Jump over the stream"
"Let's go for a walk".
P\u003e "Go across the bridge"
"Exercise with balls"
P\u003e "Geese-geese..."
"Ribbon Exercises"»
P\u003e "Sun and Rain"
"Hoop Exercises"
P\u003e "Tram"
Calendar-thematic plan for design
1. "Magic Bricks"
Di "Collect the suitcase"
2. "Cock and Mashenka".
3. "Machine yard in the country"
4. "Guests came to Mashenka".
5. "Masha is leaving the dacha"
P / s "Train".Reading poems about a locomotive.
6. "Doll Machine"
7. "Magic Cubes".
8. "Cylinder"
9. "Turret"
10. "House"
Reading nursery rhymes about home, family.
11. "Amazing Buildings"
Calendar-thematic plan for drawing
1. "funny pencils"
2."Tassel walks : top-top-top…”
3."It is snowing"
4. "On a flat path..."
5. “Sewed Tanya a sundress…”
6. "The sun is shining".
7. "Drips of rain"
8. "Magic Threads"
9. “Here are colored pencils for you, kids!”
10. "Shoulder blades".
11. "Tassel walks : top-top-top…”
12. "We're big now"
Calendar-thematic plan for modeling
1."That's some plasticine!"
2."Plasticine mosaic".
3."Seeds for the Birds".
4-5. "Grandfather planted a turnip ..."
6."Pancakes for Katya"
7-8. "Let's bake bagels, kalachi ..."
9. "Gingerbread for a bear"
10. "Pies for the cat"
11. "Sculpting peas"
The game is the most accessible type of activity for children, a way of processing impressions and knowledge received from the outside world. The game clearly manifests the features of the child's thinking and imagination, his emotionality, activity, developing need for communication. We turn to the issues of the game as a means of educating and developing young children. Games for children are a complex, multifunctional and educational process, and not just entertainment or a fun pastime. Thanks to games, the child develops new forms of response and behavior, he adapts to the world around him, and also develops, learns and grows up. Therefore, this topic is relevant, since the importance of games for young children is very high, since it is during this period that the main processes of a child’s development take place. Already from the first years of his life, a child must be able to play. This is forgotten today by many parents who use modern methods of early child development. Parents try to teach their child to read early, who has not yet learned to sit properly, thinking that he will grow up smart and intelligent. However, it has been proven that speech, memory, the ability to concentrate, attention, observation and thinking develop precisely in games, and not in the learning process. Two or three decades ago, when there were not so many educational toys, and the school played the main role in teaching children, it was here that they were taught to read, write, count, and games were the main factor in the development of the child. Since then, everything has changed dramatically and now, in order for a child to be taken to a good and prestigious school, he sometimes has to pass difficult exams. This gave birth to a fashion for educational toys and educational programs for preschool children. In addition, in preschool institutions, the main emphasis is on preparing the child for school curriculum, and games, which are the basis of children's development, are assigned a secondary role.
Modern psychologists are concerned that learning is becoming more and more pervasive in a child's life, sometimes taking up the bulk of his time. They urge children to keep their childhood and the opportunity to play games. One of the reasons for this trend is that there is no one with whom the child can constantly play, and games are not so interesting when you play alone. Parents spend most of their time at work, if there are brothers or sisters, then they can also be, for example, at school, the child is left to himself, and even if he has thousands of toys, he will soon lose interest in them. After all, the game is a process, not a number of toys. Children's games take place not only with the use of toys, children's imagination will help turn an airplane or a bird into a flying horse, and a folded sheet of paper into a house. Rules are not unimportant in games for children, in the game they explain to the child that there are special rules that determine how you can and how you can not play, how you should and how you should not behave. Getting used to playing by the rules from childhood, the child will continue to try to comply with social norms in the future, and it will be difficult for a child who has not developed such a habit to adapt to them, and he may not understand why to adhere to such strict restrictions. its possibilities, which are not yet realized in real life. It's like looking into the future. In the game, the child is stronger, kinder, more enduring, smarter than in many other situations. And it's natural. The child must necessarily correlate his desires with the desires of other children, otherwise he simply will not be accepted into the game. He can be stubborn with parents, with educators, but not with partners in the game. The game forms the child's communication skills, the ability to establish certain relationships with peers. But the game affects not only the development of the personality as a whole, it also forms individual cognitive processes, speech, and arbitrariness of behavior. In fact, we all know how difficult it is for a child to control himself, especially his movements, when it is necessary, for example, to sit still for at least a few minutes or stand still, maintaining the same posture. It turned out that in the game, playing the role of a sentry, children can maintain the same position for up to 9-10 minutes. It is often enough to tell a clumsy and stubbornly unwilling to move child that now he is a bunny and must jump so that the fox does not hear how all his movements become light, soft, quiet.
Play, especially collective play, requires the child to mobilize all his strengths and abilities: both physical and mental. The game makes high demands on the development of the child’s speech: after all, he must explain what and how he would like to play, agree with other children who can play what role, be able to pronounce his text so that others understand it, etc.
The child's imagination develops rapidly in the game: he must be able to see a spoon instead of a stick, an airplane instead of 3 chairs, a house wall instead of cubes. The child thinks and creates, planning the general line of the game and improvising in the course of its implementation.
Thus, we see that the game is not originally inherent in the child. It is itself a product of the development of society. The game does not arise spontaneously, but develops in the process of education, thereby being a powerful means of educating and developing a child.
On January 1, 2014, the Federal State Educational Standard for Preschool Education came into force. As the main principle of preschool education, the standard puts forward "full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development." In addition, the text of the standard states that the implementation of the Program should be carried out “in forms specific to children of this age group, primarily in the form of a game ...”. Considering the specific content of the 5 educational areas indicated in the standard, it should be noted that it depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development ).
At an early age (1 year - 3 years) such content will be: “objective activity and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity. That is, the content of education for children of early childhood (0-3 years old) is built on five educational areas and is aimed at revealing the potential of the child through the formation of key competencies.
A number of researchers (N.M. Aksarina, L.S. Vygotsky, A.V. Zaporozhets and others) believe that early age is a period of rapid formation of all psychophysiological processes characteristic of a person. Timely started and correctly carried out education of young children is an important condition for their full development.
The pedagogical process at an early age is based on the idea of child development, taking into account the sensitive periods associated with the acquisition of speech, sensory and motor skills.
The mental development of the child is formed in the process of his activity. Play and actions with objects are the main activities of children in the second and third years of life. This activity of the child differs from classes in that it arises at the initiative of the child himself. The game occupies a large place in the life of a child: all the time not occupied by sleep, feeding, classes, the baby plays. This is his natural state. The game gives him a lot of joy, accompanied by positive emotions: he is surprised, rejoices at receiving new information, achieving the desired result, communicating with adults and peers. The game is the way of children to the knowledge of the world around them.
The child in the game gets acquainted with the properties of objects, while “experimenting” a lot, showing initiative, creativity. During the game, attention, imagination, memory, thinking are formed, such important qualities as activity, independence in solving game problems. It is in the game that the first positive relationships with peers are formed: interest in the games of other children, the desire to join in their game, the first joint games, and in the future - the ability to reckon with the interests of peers.
During independent activities, children develop positive relationships and emotional and business ties with adults. They are drawn to those who work with them, play; quickly adopt the tone of an adult’s attitude towards them (attention, affection, sympathy) and themselves begin to show mutual feelings. Already in the second year of life, children very sensitively listen to the teacher's assessment of their activities and are guided by it.
For the educator, the organization of independent play activities for children is one of the most difficult sections of work, since, on the one hand, he must skillfully guide his game without suppressing the child’s initiative, and on the other hand, teach the child to play independently. The educator will be able to correctly organize independent play activities only if he knows well not only the features of the mental development of the child of the age with which he works, but also the features of the development of children of the whole group.
In order for the pedagogical process in kindergarten to ensure the creation of "favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations", it is necessary to make the game a leading link in the organization of children's lives.
To accomplish this important task, it is necessary to solve a number of organizational issues, namely: determining the place of the game as a form of organizing the life of children in kindergarten among other forms of education and training; fixing the time for games in the kindergarten mode and determining the content of children's play activities; finally, great importance acquires the question of the equipment of games in accordance with their changes during the day and year, the interests of children and their age.
According to the Federal State Educational Standard, the subject-play environment in the early age group can be organized as follows:
1. a corner of theatrical activity - a corner of disguise
A beautiful screen for showing performances, toys of the "BI-BA-BO" series (cat, dog, hare, fox, wolf, bear), table-top plane theater for the fairy tales "Turnip", "Gingerbread Man", "Ryaba Hen". Various theatrical costumes , hats, crowns, scarves, caps, wreaths, animal masks, aprons, beads and other decorations.
2. sensory development area
Material for children to master ideas about the shape, color, size, nature of the surface of objects (pyramids, nesting dolls, boxes of different colors, insert toys, a set of "small and large", mosaic, abacus with labyrinths). Various didactic games for mastering actions with certain objects, teaching the culture of communication
3. design corner
Various building materials: soft modules, wooden cubes, "bricks", plates, building material kits.
4. sports corner
Bright multi-colored balls of different sizes, skittles, soft stuffed cubes, rolling toys, jump ropes (children step over or jump over them). Dry pool with many colorful soft massage balls. Sports inflatable complex.
5. visual activity corner
Here the child can independently sculpt, draw. The corner contains large stencils of various animals, vegetables, dishes, clothes, fruits and pencils, coloring books, plasticine, crayons, felt-tip pens and a “magic screen”
6. music corner
Rattles, maracas (also made from Kinder surprises), wooden spoons, trumpet, tambourine, drum, guitar, harmonica, piano. Boys love musical wheels.
7. artistic and speech corner
Bright pictures, books.
8. ecological corner
Houseplants. dry aquarium. Sand box with small toys, pebbles.
Then a comprehensive method of leading the game in early age groups will include such components as:
systematic enrichment of children's life experience;
joint educational games of a teacher with children aimed at transferring game experience to children;
timely change in the gaming environment, taking into account the enriching life experience and gaming experience;
activating communication between an adult and children in the process of their game, aimed at encouraging and independent application children of new ways of solving game problems, on the reflection in the game of new aspects of life.
Bibliography:
1. The upbringing and development of children from 1 year to 2 years. Toolkit for teachers of preschool educational institutions. M .: "Enlightenment", 2007.
2. Didactic games and activities with young children / Ed. S.L. Novoselova. M, 2008.
3. Nosova E.A. Didactic games - classes in the preschool educational institution. - M .: Childhood - Press, 2001.
4. Learning through play. R.R. Fewell, P.F. Vadazi. St. Petersburg, 2005.
5. First steps./Comp. K. Belova. – M.: Linka – Press, 2009.
6. Samoukina N.V. The games they play. - Dubna, 2000.
7. Smirnova E. Early age: games that develop thinking// preschool education. - 2009. - No. 4. - p.22.
8. Boguslavskaya Z.M., Smirnova E.O. Educational games for children of primary preschool age: Book. for kindergarten teacher. - M.: Enlightenment, 1991.- 207 p.
9. Boguslavskaya Z.M., Smirnova E.O. Educational games for preschool children.- M .: Education, 1992.- 143 p.
10. Bolotina L.R. Preschool pedagogy / L.R. Bolotina. - M .: Education, 1997. - 163 p.
11. Early childhood education. A guide for nursery workers. Ed. G.M. Lyamina.- M.: Enlightenment, 1974.- 240 p. from ill.
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EKATERINA BALYASOVA
Even for the smallest child, sensory experience is of great importance in his life. Already in early childhood, familiarization with the properties of objects plays a decisive role. The success of physical, aesthetic, mental education depends on the level of sensory development of children, that is, on how perfectly the child sees, hears, and feels the environment. Sensory education serves as the basis for cognition of the world, and the first step is only sensory experience. In the period of early age, sensory education consists in the special creation by adults of conditions for children to perform practical actions.
Goal: Creating conditions for the development of preschoolers in the educational areas of the Federal State Educational Standard in accordance with the specific features and requirements of the educational program "FROM BIRTH TO SCHOOL"
Creating an atmosphere of emotional comfort;
Creation of conditions for physical development;
Creation of conditions for creative self-expression;
Creation of conditions for cognitive activity of children;
Creation of favorable conditions for contemplation, perception;
To focus the attention of children on the beauty of painting, nature, book illustrations, arts and crafts, music.
Welcome to my group.
During early childhood, babies learn about the world around them. As an educator, my task is to make this environment interesting, bright, and memorable for the child.
One of the determining factors in the upbringing of children is the subject-developing environment.
The group room of my group is conditionally divided into five areas, which allows you to use this room in the best possible way.
1. Socio-communicative development.
GAME ZONES FOR ORGANIZING STORY GAMES.
2. Cognitive development.
Corner of construction and constructive games.
Corner of sensorimotor development
Corner (box) of experimentation
3. Speech development.
4. Physical development.
5. Artistic and aesthetic development.
The aesthetic environment created by the work of educators causes children and their parents to have a positive emotional attitude towards kindergarten and a desire to attend it. The group enriches our kids with new knowledge and impressions, encourages active creative activity, and contributes to their diversified development.
Thank you for your attention.
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