Municipal budgetary preschool educational institution
"Kindergarten No. 353 in Chelyabinsk"

Parents Questionnaire No. 1
« Let's get acquainted"

OUR FAMILY

Dear Parents! We ask you to answer a number of questions that will help us get to know your family and further cooperate for the benefit of the child (we guarantee the confidentiality of information).

tell about your family

1. Full name child ______________________________________________________________________

2. Date of birth (day, month, year) ______________________________________________________

3. Home address ___________________________________________ phone __________________

4. Housing conditions (check): rent, hostel, 1-room, 2-room, 3-room. and more

5. Material conditions (mark): good, satisfied, dissatisfied.

6. Information about the parents

MOTHER:

FULL NAME. _______________________________________________________________________________

Age _______________ Education ____________________________________________________

Place of work _________________________________________ tel .____________________________

Position _____

What help can you provide d / s .________________________________________________________

FATHER:

FULL NAME. _______________________________________________________________________________

Age ____________ Education _______________________________________________________

Place of work ________________________________ tel ._____________________________________

Hobbies, interests ___________________________________________________________________

What help can you provide d / s ________________________________________________________

6. Other family members (name, age, place of work, study)

children
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Grandmothers and grandfathers
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7. What are the traditions of your family (joint trips, excursions, celebrating holidays and birthdays, visiting theaters, exhibitions, evening readings, joint activities, joint solutions to the child's problems, etc.)
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8. Who is primarily involved in raising a child in your family?

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9. Your perspective on parenting (qualities that you would like to develop in him)
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10. The principles of upbringing in the family (strict, demanding, soft, democratic, use persuasion, fulfill the child's wishes, allow him to do as he wants)

penalties _______________________________________________________________________

incentives _______________________________________________________________________

11. Do you and your child need consultations from a psychologist, speech therapist, pediatrician, teachers? (underline the necessary and indicate the topics of interest for the consultation)

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12. Do you need additional paid education services? If so, in which ones?

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13. What do you like most about your child?
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14. What saddens you the most about your child?
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15. What role do you assign to the family in the upbringing, education and development of the child?
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16. What kind of help do you expect from kindergarten?
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Thank you for your sincere answers!

P / p No. Name of the child, telephone Date of Birth Home address Name of parents Family social status
Zakharov Nikita 8-983-601-36-26 14.08.2010 Chupino village, P. Morozov st., 11/1 Zakharova Galina Andreevna Zakharov Sergey Alexandrovich Full
Krestinin Vladislav 8-902-254-47-27 8-902-254-33-24 18.10.2010 Large Full
Kuzmin Kirill 8-904-54-822 02.12.2010 Chupino village, Oktyabrskaya st., Large Full
Lukin Semyon 8-904-177-07-96 26.01.2011 village Pylaeva, st. Khalturina, 7/1 Lukina Olga Gennadievna Lukin Alexander Alexandrovich Large full
Varanitsa Dasha 8-922-037-79-32 27.03.2011 Chupino village, Oktyabrskaya st., 24/2 Varanitsa Tatiana Vladimirovna Varanitsa Sergey Bogdanovich Large full
Rakultseva Evelina 8-950-203-16-46 8-952-139-25-88 19.04.2011 village Pylaeva, st. 50 years of October, 19 Rakultseva Olga Mikhailovna Incomplete
Koryakina Sofia 8-908-905-01-85 22.04.2011 Pylaeva village, 50 years of October st., 42/1 Koryakina Elena Aleksandrovna Koryakin Mikhail Sergeevich Full
Emelyanov Vitaly 8-952-744-81-96 21.05.2011 village Pylaeva, st. 50 years of October, 1 Emelyanova Ekaterina Sergeevna incomplete
Khalilov Maxim 8- 912-052-88-17 19.05.2011 Chupino village, Oktyabrskaya st., 66 Khalilova Anastasia Mananov Artur Zainulovich Large full
Shiryaeva Alina 8-982-616-79-01 18.06.2011 Large full
Fedotovskikh Oksana 8-953-009-68-21 14.02.2012 village Chupino, st. Kuznetsova, 49 Fedotovskikh Yana Valerievna Fedotovskikh Alexey Sergeevich Full
Kuzmin Danil 8-904-54-94-822 07.02.2012 Chupino village, Oktyabrskaya st., Kuzmina Daria Valerievna Kuzmin Vladimir Sergeevich Large Full
Chupina Ulyana 8-922-218-85-82; 4-51-25 27.03.2012 Chupino village, Oktyabrskaya st., 72 Ivacheva Svetlana Alexandrovna Chupin Maxim Anatolievich Large full
Shiryaeva Angelina 8-982-616-79-01 26.05.2012 Chupino village, P. Morozov st., 2/1 Shiryaeva Natalia Nikolaevna Shiryaev Evgeny Sergeevich Large full
Shikovskaya Alena 8-953-607-53-10 27.05.2012 village Pylaeva, st. Khalturina, 30 Shikovskaya Taisya Aleksandrovna Shikovsky Gennady Yurievich Large full
Krestinin Egor 8-902-254-47-27 8-902-254-33-24 26.08.2012 Chupino village, Oktyabrskaya st., 4 Krestinina Svetlana Sergeevna Romanenko Andrey Anatolievich Large Full

Age features of children 4-5 years old

Role interactions appear in the play activity of children of middle preschool age.

They indicate that preschoolers are beginning to separate themselves from the accepted role.

In the course of the game, the roles can change.

Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game.

There is a separation of play and real interactions of children.

The visual activity received significant development. The drawing becomes substantive and detailed.

A graphic image of a person is characterized by the presence of torsos, eyes, mouth, nose, hair, sometimes clothing and its details.

The technical side of the visual activity is being improved. Children can draw basic geometric shapes, cut with scissors, paste images on paper, etc. Construction becomes more difficult. Buildings can include 5-6 parts. Design skills are formed according to their own design, as well as planning a sequence of actions. The child's motor sphere is characterized by positive changes in fine and gross motor skills. Dexterity and coordination of movements are developed. Children at this age are better than younger preschoolers, keep balance, step over small obstacles. Ball games are getting harder.

By the end of the middle preschool age, children's perception becomes more developed. They turn out to be able to name the form that this or that object looks like. Can isolate in complex objects

simple shapes and from simple shapes to recreate complex objects. Children are able to arrange groups of objects according to sensory characteristics - size, color; highlight parameters such as height, length and width.

Orientation in space is being improved.

The amount of memory is increasing. Children memorize up to 7-8 names of objects. Voluntary memorization begins to take shape: children are able to accept a memorization task, remember the instructions of adults, can learn a short poem, etc.

Figurative thinking begins to develop. Children are able to use simple schematized images to solve simple problems. Preschoolers can build according to the scheme, solve labyrinth problems. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult for them to take the position of another observer and, in the inner plan, make a mental transformation of the image.

For children of this age, well-known phenomena are especially characteristic

J. Piaget: preservation of quantity, volume and size. For example, if they are shown three black paper circles and seven white paper circles and ask: "Which circles are more - black or white?", 98 99 most will answer that there are more whites. But if you ask: "Which is more - white or paper?", The answer will be the same - more white.

The imagination continues to develop. Such features as originality and arbitrariness are formed. Children can independently come up with a small fairy tale on a given topic.

The stability of attention increases. Concentrated activity for 15–20 minutes is available to the child. He is able to keep in memory when performing any actions, a simple condition.

In the middle preschool age, pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonationally highlight the speech of certain characters. Interest is aroused by the rhythmic structure of speech, rhyme.

The grammatical side of speech is developing. Preschoolers are engaged in word creation based on grammar rules. The speech of children when interacting with each other is situational, and when communicating with an adult it becomes out of situational.

The content of communication between a child and an adult changes. It goes beyond the specific situation in which the child finds himself.

The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it piques his interest.

Children develop a need for respect from an adult; for them, his praise turns out to be extremely important. This leads to their increased sensitivity to comments. Increased sensitivity is an age-related phenomenon.

Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. Permanent game partners appear. Leaders begin to emerge in groups. Competitiveness and competitiveness appear. The latter is important for comparing oneself with another, which leads to the development of the child's self-image, its detailing.

The main achievements of age are associated with the development of play activities; the emergence of role and real interactions; with the development of visual activity; by design, planning; improvement of perception, development of figurative thinking and imagination, egocentricity of the cognitive position; development of memory, attention, speech, cognitive motivation; the formation of a need for respect on the part of an adult, the appearance of touchiness, competition, competition with peers; further development of the child's self image, its detailing.

Targets at the stage

completion of preschool education

The child masters the main cultural means, methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research, construction, etc.; able to choose his occupation, participants in joint activities.

The child has a positive attitude towards the world, towards different types of work, other people and himself, has a feeling

self-esteem; actively interacts with peers and adults, participates in joint games.

Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of faith in himself, tries to resolve conflicts. Knows how to express and defend his position on various issues.

Able to collaborate and perform both leadership and executive functions in joint activities.

Understands that all people are equal regardless of their social origin, ethnicity, religious and other beliefs, their physical and mental characteristics.

Shows empathy towards other people, willingness to help those who need it.

Demonstrates the ability to hear others and the desire to be understood by others.

The child has a developed imagination, which is realized in various types of activity, and above all in the game; owns different forms and types of play, distinguishes between conventional and real situations; knows how to obey different rules and social norms. Knows how to recognize various situations and assess them adequately.

The child has a good command of oral speech, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, build a speech utterance in a communication situation, highlight sounds in words, the child develops the prerequisites for literacy

The child has developed large and fine motor skills; he is mobile, enduring, owns the basic movements, can control his movements and control them.

The child is capable of volitional efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene skills.

Shows responsibility for the work started.

The child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for the phenomena of nature and the actions of people; inclined to observe, experiment. Possesses initial knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc.; able to make their own decisions, based on their knowledge and skills in various activities.

He is open to new things, that is, he shows a desire to learn new things, to acquire new knowledge on his own; has a positive attitude towards learning at school.

Shows respect for life (in its various forms) and care for the environment. 20 21

Emotionally responds to the beauty of the surrounding world, works of folk and professional art (music, dance, theatrical activities, visual activities, etc.).

Shows patriotic feelings, feels pride in his country, its achievements, has an idea of ​​its geographical diversity, multinationality, major historical events.

Has primary ideas about himself, family, traditional family values, including traditional gender orientations, shows respect for his own and the opposite sex.

Observes elementary generally accepted norms, has primary value ideas about "what is good and what is bad",

strives to do well; shows respect for elders and care for younger ones.

Has an initial understanding of a healthy lifestyle. Perceives a healthy lifestyle as a value.

The intermediate results of the development of the Program are formulated in accordance with the Federal State Educational Standard through the disclosure of the dynamics of the formation of integrative qualities of pupils in each age period of the development of the Program in all areas of child development.

By the age of five, with the successful development of the Program, the next level of development of the child's integrative qualities is reached.

Integrative quality"Physically developed,

mastered the basic cultural and hygienic skills "

Anthropometric indicators (height, weight) are normal.

Owns age-appropriate basic movements.

The need for motor activity is formed: it shows positive emotions during physical activity, in independent motor activity.

Shows an interest in participating in joint games and physical exercises.

Uses exercise equipment outside of class (in free thundering).

Performs age-appropriate hygiene procedures on his own.

On his own or after a reminder, an adult observes the elementary rules of behavior while eating, washing.

Has elementary ideas about the value of health, the benefits of hardening, the need to follow the rules of hygiene in everyday life.

Integrative quality "Inquisitive, active"

Shows interest in various types of games, to participate in joint games.

He is interested in himself (who am I?), Information about himself, about his past, about the changes taking place with him.

Interested in objects of the immediate environment, their purpose, properties.

Shows interest in animals and plants, in their features, in the simplest relationships in nature; participates in seasonal observations.

Asks questions to an adult, an older child, listens to the teacher's story about funny incidents in life.

Likes to listen to new fairy tales, stories, poems; participates in discussions.

Participates in conversations while examining objects, paintings, illustrations, observing living objects; after watching performances, cartoons.

Active in the creation of individual and collective compositions in drawings, modeling, applications; takes part in exhibitions of children's works with pleasure.

He tries to sing, sing along, move to the music.

Shows interest in participating in celebrations, performances, joint leisure and entertainment.

Integrative quality "Emotionally responsive"

Knows how to show benevolence, kindness, friendliness towards others. It responds to the emotions of close people and friends, barks attempts to pity a peer, hug him, help.

Emotionally interested follows the development of action in games-dramatizations and puppet shows, created by the forces of adults and older children.

Listening to new fairy tales, stories, poems, follows the development of the action, empathizes with the characters of fairy tales, stories, stories, tries to recite nursery rhymes and small poems with expression,

Shows emotional responsiveness to works of fine art, to the beauty of surrounding objects (toys), objects of nature (plants, animals), feels a sense of joy; tries to depict simple objects and phenomena in drawing, modeling, application, conveying their figurative expressiveness.

Shows emotional responsiveness to age-appropriate musical compositions, distinguishes between funny and sad melodies, tries to expressively convey playful and fabulous images.

Attempts to reflect received impressions in speech and productive activities.

Integrative quality "Mastering the means of communication

and ways of interacting with adults and peers "

Knows how in everyday life, in independent games through speech, to establish contacts, interact with peers

Knows how to unite with peers to play in a group of 2-3 people on the basis of personal sympathy, choose a role in a role-playing game; shows the ability to interact and get along with peers in a short joint game.

Knows how to share his impressions with educators and parents.

In the event of a problematic situation, he can turn to a familiar adult, he adequately reacts to the comments and suggestions of an adult.

Addresses the teacher by name and patronymic.

Integrative quality "Able to manage his behavior and plan his actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior"

Has a positive attitude towards adherence to basic rules of conduct in kindergarten and on the street; on the correct interaction with plants and animals; reacts negatively to obvious violations of the rules learned by him.

Knows how to act together in outdoor games and physical exercises, to coordinate movements. I am ready to follow the elementary rules in joint games.

Can communicate calmly, without yelling. Situationally shows a benevolent attitude towards others, the ability to share with a friend; has a track record of correctly assessing good and bad deeds. He understands that he must live together, use toys, books together, help each other.

Observes the rules of elementary courtesy. On his own or after a reminder, he says “thank you”, “hello”, “goodbye”, “good night” (in a family, in a group).

Knows how to notice disorder in clothes and fix it with a little help from adults.

Knows that it is necessary to maintain order and cleanliness in the room and on the site of the kindergarten, after the game, put toys and building materials in place.

After explaining, he understands the actions of the characters (works, performances) and the consequences of these actions.

Integrative quality “Able to solve intelligent

and personal tasks (problems) adequate for age "

She strives to independently carry out elementary assignments, shows a desire to participate in caring for plants and animals in a corner of nature and on a site. Able to independently complete an elementary assignment (remove toys, arrange materials for classes).

Can independently select attributes for a particular role; complement the game environment with missing items, toys.

Uses various methods of examining objects, including the simplest experiments.

Able to establish the simplest connections between objects and phenomena, to make the simplest generalizations.

Shows a desire to construct buildings according to his own design.

Knows how to occupy himself with games, independent artistic activities.

Integrative quality "primary

about yourself, family, society, state, world and nature "

Has a primary idea of ​​himself: knows his name, age, gender. Has primary gender perceptions (men are brave, strong; women are gentle, caring).

Calls his family members, their names. Knows the name of his hometown (village).

Familiar with some professions (educator, doctor, salesman, cook, chauffeur, builder).

The integrative quality "Mastering the universal

prerequisites for educational activities "

Has the simplest skills of organized behavior in kindergarten, at home, on the street.

Able to independently carry out elementary assignments, overcome minor difficulties.

In case of a problematic situation, he asks for help.

Experiencing positive emotions from correctly solved cognitive tasks, from cognitive-research and productive (constructive) activities.

In dialogue with a teacher, he knows how to hear and understand the question asked, does not interrupt the adult speaking.

Shows interest in books, in viewing illustrations.

Integrative quality "Having mastered the necessary skills and abilities"

The child has formed the skills and abilities necessary for the implementation of various types of children's activities.

Accustomed to neatness (notices disorder in clothes, eliminates it with a little help from adults).

Possesses the simplest skills of behavior while eating, washing.

Educational area "Physical development".

Knows how to walk straight without shuffling, keeping the direction set by the teacher.

Knows how to run, maintaining balance, changing direction, pace of running in accordance with the instructions of the teacher.

Keeps balance when walking and running on a limited plane, when stepping over objects.

Can crawl on all fours, climb a ladder, a gymnastic wall in an arbitrary way.

Vigorously pushes off in jumping on two legs, jumps in length from a place at least 40 cm.

Can roll the ball in a given direction from a distance of 1.5 m, throw the ball with both hands from the chest, from behind the head; hit the ball on the floor, throw it up 2-3 times in a row and catch it; throw objects with the right and left hand at a distance of at least 5 m.

Educational area "Social and communicative development"

Can take on a role, briefly interact with peers in the game on behalf of the hero.

Knows how to combine several game actions into a single storyline; to reflect in the game actions with objects and relationships of people.

Able to adhere to game rules in didactic games.

Able to follow the development of theatrical action and respond emotionally to it (puppetry, drama theaters).

At the request of an adult and independently plays out small excerpts from familiar fairy tales.

Imitates movements, facial expressions, intonation of the characters portrayed. Can take part in conversations about the theater (theater-actors-spectators, behavior of people in the auditorium).

Knows how to dress and undress independently in a certain sequence.

May help set the table for dinner.

Feeds fish and birds (with the help of a teacher)

Observes the elementary rules of conduct in kindergarten. Observes the elementary rules of interaction with plants and animals.

Has a basic understanding of the rules of the road.

Educational area "Cognitive development"

Productive (constructive) activity. Knows, names and correctly uses the details of the building material. Knows how to place bricks, plates vertically. Modifies buildings by adding or replacing some parts with others.

Formation of elementary mathematical concepts. Knows how to group objects by color, size, shape (select all red, all large, all round objects, etc.).

With the help of an adult, he can compose a group of similar objects and single out one object from the group.

Knows how to find one and many identical objects in the environment.

Correctly determines the quantitative ratio of two groups of objects; understands the specific meaning of the words: "more", "less", "the same".

Distinguishes between a circle, a square, a triangle, objects with angles and a steep shape.

Understands the meaning of designations: top - bottom, front - back, left - right, on, above - below, top - bottom (strip).

Understands the meaning of the words: "morning", "evening", "day", "night".

Formation of a holistic picture of the world. Names familiar objects, explains their purpose, highlights and names features (color, shape, material).

It is oriented in the premises of the kindergarten.

Names his city (village, village).

Knows and names some plants, animals and their babies.

Highlights the most characteristic seasonal changes in nature.

Shows respect for nature.

Educational area "Speech development"

Examines plot pictures.

Answers a variety of adult questions regarding the immediate environment.

Uses all parts of speech, simple uncommon sentences and sentences with homogeneous members.

Retells the content of the work based on the drawings in the book, on the questions of the educator.

Names the work (in free form) after listening to an excerpt from it.

Educational area " artistic and aesthetic development "

Painting. Depicts individual objects, simple in composition and uncomplicated in content plots.

Matches colors that match the depicted objects.

Uses pencils, markers, brushes and paints correctly.

Modeling. Knows how to separate small lumps from a large piece of clay, roll them out with straight and circular movements of the palms.

Sculpts various objects, consisting of 1-3 parts, using a variety of sculpting techniques.

Application. Creates images of objects from ready-made shapes.

Decorates paper blanks of various shapes.

Selects colors that match the depicted objects and at his own request; knows how to use materials carefully.

Listens to a piece of music to the end.

Recognizes familiar songs.

Distinguishes sounds by pitch (within an octave).

Notices changes in sound (soft - loud).

Sings, not lagging behind and not ahead of others.

Knows how to perform dance movements: spinning in pairs, stamping alternately with your feet, moving to the music with objects (flags, leaves, handkerchiefs, etc.).

Distinguishes and names children's musical instruments (metallophone, drum, etc.) \\

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