Explanatory note

. Vygotsky , -

Explanatory note

This program is aimed at comprehensive development child, on the development of touch and fine motor skills necessary for performing objective-practical actions. Classes are aimed at developing cognitive processes, communication skills, emotional-volitional sphere and fine motor skills.

Relevance, pedagogical feasibility of the program

Early age is a very special period of formation of all organs and systems and, as L.S. quite rightly wrote . Vygotsky , - “early age is sensitive in everything.”

Working with children early age teachers experience the greatest difficulties. So, if in traditional forms of work, health care and the formation of cultural and hygienic skills were in the foreground in nursery groups, now the use of a spoon and a napkin is taught in the family (or can be taught). Therefore, there is a need to highlight aspects of social and personal development and educational aspects in the content of work with children. At the present stage, the problem of sensory education has acquired acute resonance. There is an urgent pedagogical need to find effective ways to create pedagogical conditions.

Sensory education is the development of a child’s perception and the formation of his ideas about the external properties of objects: their shape, color, size, position in space, smell, taste, and so on. Knowledge begins with the perception of objects and phenomena of the surrounding world.

Sensory development is a condition for successful mastery of any practical activity. And the origins of sensory abilities lie in the general level of sensory development achieved in early preschool age. The period of the first 3 years is the period of the most intensive physical and mental development of children. At this age, under appropriate conditions, the child develops various abilities: speech, improvement of movements. Moral qualities and character traits begin to take shape. The child’s sensory experience is enriched through touch, muscle sense, vision, the child begins to distinguish the size, shape and color of an object.

The age of early childhood is most favorable for improving the functioning of the senses and accumulating ideas about the world around us.

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Municipal autonomous preschool educational institution

Child Development Center – kindergarten"Alyonushka"

I affirm:

Manager

MADO CRR – kindergarten

"Alyonushka"

OV Mironov

PROGRAM

additional education

"Develop it"

for children 3-4 years old

Educator: Shashina OV

2016

Explanatory note

This program is aimed at the comprehensive development of the child, at the development of the sense of touch and fine motor skills necessary for performing subject-related practical actions. Classes are aimed at developing cognitive processes, communication skills, emotional-volitional sphere and fine motor skills.

Relevance, pedagogical feasibility of the program

Early age is a very special period of formation of all organs and systems and, as L.S. quite rightly wrote. Vygotsky, - “early age is sensitive in everything.”

Teachers experience the greatest difficulties when working with young children. So, if in traditional forms of work, health care and the formation of cultural and hygienic skills were in the foreground in nursery groups, now the use of a spoon and a napkin is taught in the family (or can be taught). Therefore, there is a need to highlight aspects of social and personal development and educational aspects in the content of work with children. At the present stage, the problem of sensory education has acquired acute resonance. There is an urgent pedagogical need to find effective ways to create pedagogical conditions.

Sensory education is the development of a child’s perception and the formation of his ideas about the external properties of objects: their shape, color, size, position in space, smell, taste, and so on. Knowledge begins with the perception of objects and phenomena of the surrounding world.

Sensory development is a condition for successful mastery of any practical activity. And the origins of sensory abilities lie in the general level of sensory development achieved in early preschool age. The period of the first 3 years is the period of the most intensive physical and mental development of children. At this age, under appropriate conditions, the child develops various abilities: speech, improvement of movements. Moral qualities and character traits begin to take shape. The child’s sensory experience is enriched through touch, muscle sense, vision, the child begins to distinguish the size, shape and color of an object.

The age of early childhood is most favorable for improving the functioning of the senses and accumulating ideas about the world around us.

The importance of sensory educationis that it:

Is the basis for intellectual development;

Organizes the child’s chaotic ideas obtained during interaction with the outside world;

Develops observation skills;

Prepares for real life;

Positively affects the aesthetic sense;

Is the basis for the development of imagination;

Develops attention;

Gives the child the opportunity to master new ways of subject-matter cognitive activity;

Ensures the assimilation of sensory standards;

Ensures the development of skills in educational activities;

Affects the expansion of the child’s vocabulary;

Affects the development of visual, auditory, motor, figurative and other types of memory.

Thus, the relevance lies in the fact that a person’s knowledge of the surrounding world begins with “living contemplation”, with sensation (reflection of individual properties of objects and phenomena of reality with direct impact on the senses) and perception (reflection in general of objects and phenomena of the surrounding world, acting at the moment on the senses). It is known that the development of sensations and perceptions creates the necessary prerequisites for the emergence of all other, more complex cognitive processes (memory, imagination, thinking).

Developed sensory skills are the basis for improving practical activities modern man. As B.G. rightly notes. Ananyev, “the most far-reaching successes of science and technology are designed not only for the thinking, but also for the feeling person.”

Target:

Development and improvement of sensory processes (sensation, perception, representation) in children of primary preschool age.

Tasks:

To develop in children of primary preschool age the ability to perceive and imagine objects and phenomena that contribute to the improvement of the processes of drawing, modeling and speech development, and to highlight the most essential, characteristic (signs, qualities) in them.

Learn to apply acquired knowledge in practical and educational activities.

To develop children's attention and mental operations (comparison, analysis, synthesis, generalization).

Methods:

Game method (didactic games).

Visual method (examination of teaching aids and objects).

Practical - showing ways of working with objects, experimenting.

Forms of organization of activities:

group;

subgroup;

individual.

The result of the workaccording to this program it should be:

1.Development of fine motor skills and coordination of fingers to a level appropriate for a given age.

2. Mastery of different types of manual skills.

3. Mastering techniques for working with various non-traditional materials.

4. Creative application of studied techniques, techniques and materials in artistic activity.

5. Mastering the norms of ethical behavior.

6.Knowledge of primary colors, geometric shapes, sizes.

The main form is a circle activity, which smoothly turns into gaming activities. Club classes are held once a week in the afternoon. The duration of the lesson is 15 minutes.

The program provides for classes in subgroups, which is due to the need to take into account the individual characteristics of children. All classes are conducted in a playful way.

The structure of the circle lesson is variable, where it is expected to get acquainted with new material, mastering new techniques, playing with crafts, which allows you to introduce the child deeper and wider into the world of things and objects around him.

Long-term plan for sensory education for 2016 – 2017 academic year with children 2 ml. groups.

September		"Getting to know the office"	Develop tactile sensitivity and complexly coordinated movements of fingers and hands.	A vessel with sand, water, semolina, peas, small toys; sheet of paper, pencil.
		"Wonderful chest"
October	1st week		"Balloons"	Introduce children to six colors by matching them with patterns. The names of the six colors of the spectrum are “red”, “orange”, “yellow”, “green”, “blue”, “violet”.	Flannelgraph, narrow strips of paper or cardboard in six colors. Six circles of the same colors (diameter 10 cm). These are strings and balls. A strip of white paper with colored stripes glued on - strings in spectral order, six circles of the same colors.
	2nd week	“Match the flags to the houses”		Draw children's attention to the color properties of objects, showing that color is a sign of different objects and can be used to designate them.	Didactic pictures, pencils, paper.
	3rd week	GCD "Rainbow"		Continue teaching children with the color system. Introduce children to a new color - blue. Cultivate perseverance and accuracy.	Letter, picture “Rainbow”. Handout: sheets of paper with an unfinished rainbow applique, strips of seven colors for each child to complete the rainbow, glue, brushes.
	4th week	“Find the doll by color”		Strengthen in children the ability to identify color, navigate the seven colors of the spectrum, and compare color images.	Didactic pictures, gouache and brushes, sheets of paper
NOVEMBER	1st week	"Big small"		Getting to know the signs: big - small. Practice distinguishing objects, naming them, and systematizing them.	1 small and 1 large doll and matching clothes for them; 1 large and 1 small pebble; 1 small and 1 large button; large and small boxes; another didactic material, which can be used to familiarize yourself with the basic shapes of objects and their characteristics.
	2nd week	“Which box?”		Strengthen knowledge about the size of objects
	3rd week	"Rug".		Learn to recognize and name geometric shapes.	The design of a machine made up of geometric shapes. Rug made of geometric shapes
	4th week	"Geometric Lotto"		Reinforce the knowledge and names of geometric shapes.	Cards on which geometric shapes are depicted in a row (one-color outlines)
DECEMBER	1st week	"Beads"
	2nd week	"Winter evening"		Learn to lay out a pattern of pasta, string it on a string, and decorate an object.	Various pasta painted in different colors, cardboard, plasticine, laces.
	3rd week	Get it right		Learn to sort by color and shape.	Colored pasta, cardboard, plasticine.
	4th week	"Christmas tree"		Learn to decorate a Christmas tree with colorful figures, fix the color and shape.	Christmas tree template covered with plasticine, various colorful figures, pasta, beads.
JANUARY	1st week	"Journey to a Forest Clearing"		Introduce the width of an object	Cords for depicting rivers.
	2nd week	“Identify by touch.”		Develop tactile sensations. Strengthen the ability to recognize an object by touch and name its signs.	A bag, paired objects that differ in one feature (buttons large and small, rulers wide and narrow, etc.).
	3rd week			Develop tactile sensations. Learn to identify what various objects are made of.	A bag, a glass glass, a wooden block, an iron spatula, a plastic bottle, a fluffy toy, leather gloves, a rubber ball, clay vase and etc.
	4th week	“Hide the fungus behind the tree”		Fix children's attention on the fact that color can be used to depict different objects; learn to alternate objects by color.	didactic pictures, music center, screen.
FEBRUARY	1st week	“Treat the dolls with candy”		Consolidate knowledge about the size of objects (height)	Pinocchio, dolls, candy, cabinets, different in height.
	2nd week			Practice laying out multi-colored ribbons of different lengths from the shortest to the longest.	Multi-colored ribbons of different lengths.
	3rd week	"Firework"			Napkin, corrugated paper, foil, toilet paper
	4th week	"Find the Kitten"		Strengthen the ability to navigate in space by determining location in words.	Kitten, the whole group.
MARCH	1st week	"Mimosa"		Introduce children to the properties of paper, teach them to crumple, tear, roll paper into a ball, and twist it into a flagellum.
	2nd week	"Taste it"		Strengthen the ability to distinguish fruits and vegetables by taste.	Shawl, apple, lemon, grapes, banana, tomato, carrot.
	3rd week	"What floats"		Reinforce knowledge of the properties of stones. Compare a stone with a wooden stick: which is lighter, which is heavier, which sinks in water, which floats.	A basin of water, stones, wooden sticks.
	4th week	GCD "Teremok"		Teach children how to relate objects by size (overlay and application), to designate the sizes of objects in words. Strengthen the ability to group geometric shapes by shape. Cultivate a desire to engage.	Letter, screen, bear, fox, wolf, hare, mouse, squares of different sizes.
APRIL	1st week	“Teach a hare to build a fence”		Practice children in laying out rows.	Hare, stripes different in height, identical in color.
	2nd week	"Magical forest"		Practice children comparing objects by height and thickness. Strengthen the ability to use the terms in speech: “tallest, higher, lower, lowest, thickest, thinner, thinnest.” »	Trees vary in height and thickness.
	3rd week	"Present"		Learn to compare two or more objects by length. Strengthen knowledge about animals of the north.	Card with drawn polar bears, gifts-scarves according to the number of bears, different in length.
	4th week	"Visiting the bear"		Learning to compare the shape of objects with a standard shape. Learning to identify size parameters of objects. Cultivate a desire to engage	Two physical education benches of different heights, depicting a bridge over a river, a bear toy.
MAY	1st week	postcard		Develop fine motor skills, creativity, imagination, interest.	Colored paper, glue, cardboard.
	2nd week	Experience "Colorful water".		Reinforce knowledge about the properties of water.	A bowl of water, disposable cups, a spoon, gouache.
	3rd week	"Warm - cold"		To consolidate children's knowledge about the properties of water: clear, warm, cold.	Water in buckets: warm, cold, disposable cups.
	4th week	"Sun"		Learn to connect the ends into a ring, twist into a flagellum.	Napkin, corrugated paper, foil, toilet paper.

Bibliography

1. Toolkit Sensory development of early preschool children. Toolkit. Creative center Sfera. -M., 2012
2. Nurturing a child’s sensory culture from birth to 6 years. Book for kindergarten teachers / L. A. Wenger, E.G. Pilyugina, N.B. Wenger / Ed. L.A. Wenger. – M.: Education, 1988.
3. Internet resources.
4. Lyamina G.M., Gerbova V.V., Romanovskaya E.M. and others. Raising young children. M.: 1976, pp. 81-82, 162-163.
5. Bashaeva T.V. Development of perception in children. Color, shape, sound. A popular guide for parents and teachers. - Yaroslavl: Academy of Development, 1997.
6. Borisenko, M. G., Our fingers play (Development of fine motor skills). [Text] / M.G. Borisenko, N.A. Lukina - St. Petersburg. "Parity", 2002.

Vygodsky L.S. Imagination and creativity in childhood. – M.: “Enlightenment”, 1991.

Didactic games and exercises

to reinforce the concept of form.

• “What figures does the machine consist of?”Children must determine from the drawing what geometric shapes are included in the design of the machine, how many squares, circles, etc. it contains.
• "Rug". The child is asked to examine a rug made of geometric shapes and a set of components of this rug. Among the elements of this set, you should find the part that is not in the rug.
• “Which box?”Distribute five types of toys of different sizes into five boxes depending on size.
• "The longest, the shortest."

Games to develop tactile sensations.

• “Identify by touch.”The bag contains paired items that differ in one feature (large and small buttons, wide and narrow rulers, etc.). You need to recognize the object by touch and name its characteristics: long - short, thick - thin, large - small, narrow - wide, etc.
• “Guess by touch what this object is made of.”The child is asked to determine by touch what various objects are made of: a glass glass, a wooden block, an iron spatula, a plastic bottle, a fluffy toy, leather gloves, a rubber ball, a clay vase, etc.
• "The longest, the shortest."Lay out multi-colored ribbons of different lengths from shortest to longest. Name the ribbons by length: which is the longest, which is the shortest, longer, shorter, focusing on color. Options: compare ribbons according to several criteria (length and width, width and color, etc.). For example: “the green ribbon is the longest and narrowest, and the red ribbon is short and wide.”
• “Further is closer.”Using a drawing of a forest, children determine which trees are closer and which are farther away.

Didactic games and exercises for fixing colors.

• “Which color is missing?”Children are shown several flags of different colors. Children name the colors and then close their eyes. The teacher removes one of the flags. Determine which color is gone.
• “What color is the object?”To play, you must have cards with images of the outlines of objects and colored cards. The child is asked to place a card of the required color under the card with the outline of the object. For example, under a card with a picture of a tomato - a red card, a cucumber - green, a plum - blue, a lemon - yellow, etc. Options: choose an object according to a color sample: the teacher shows a card with an image of an object of any color (red mittens, blue socks, etc.), children must show cards depicting shades of a given color.
• “Get a garland.”The teacher shows an element - a sample of a part of the garland on which a certain alternation of colors is given. From memory, children collect garlands from multi-colored circles in accordance with the pattern.
• “Weave a rug from colored stripes.”Children look at a pattern of a rug made of colored stripes, then weave a rug from memory, repeating the alternation of colors in the pattern.
• "Fold the rainbow." Prepare colored arcs, cut them in half. Collect one half of the rainbow yourself, and let your child assemble the other. Offer to name the colors (red, orange, yellow, green, blue, indigo, violet).
• "Inseparable colors."The teacher names an object that contains different colors in constant combination, and the children name them. For example, the teacher says: “Rowan”, the children answer: “The leaves are green, the berries are red.” (Chamomile - white petals, yellow middle, birch - white trunk, green leaves, etc.).
• “What colors are used?”By showing children images of objects of different colors and their shades, teach them to distinguish two shades of the same color, practice using words denoting color shades: dark red, bright yellow, light brown, etc. Options: children are shown a panel with an applique image of a rooster. The teacher says: when they cut out and pasted this rooster, they used paper (fabric) of five colors, but each color had two shades: light (bright) and dark. Invites you to carefully examine the details and find similar colors, but different shades.
• “Let’s clarify the color of the object.”The teacher displays tables with images of two plants that are similar in color: tomato and carrot, poppy and rose hip, forget-me-not and plum, rose and lilac, cornflower and eggplant, etc. He suggests naming similar colors of both plants: forget-me-nots are blue, and plums are blue; poppy is red, rosehip is pink, etc. Children learn to distinguish between similar colors: red - orange, red - pink, blue - blue, etc.
• "Meadows with Velcro."The first “clearing” with contour images of four geometric shapes: a circle, a square, an equilateral triangle, and a rectangle. Velcro is sewn into the middle of each figure. The second “clearing” with four sectors of yellow, red, blue and green. Each sector has Velcro. The set also includes: to the first “clearing” - geometric figures of corresponding shapes - geometric figures, on the other side - circles, to the second - circles of primary colors, a piece of carpet on which these figures are stuck (on one side - geometric figures, on the other side - circles).
• The child is first asked to show geometric shapes by name, and then remove them from the carpet and attach them to “clearing” No. 1, aligning them along the contour. The game with “clearing” No. 2 and circles is played in a similar way. For a child from 3 years old, in the proposed “clearing” No. 2, white and black are added to the four primary colors.

1.	Target section…………………………………………………..	3
1.1.	Explanatory note………………………………………………………………	3
1.2.	Goals and objectives of the program………………………………………………………...	3
1.3.	Principles and approaches to the formation of the program……………	5
1.4.	Age and individual characteristics of children participating in the implementation of this additional program……………………………………………………………….
1.5.	Planned results……………………………………………………………	8
1.6.	Quality assessment system educational activities...	8
1.7.	Control of work results……………………………………………………….	8
2.	Content section………………………………………...	9
2.1.	Description of educational activities………………………..	9
2.2.	Thematic planning……………………………………..	10
2.3.	Calendar and thematic planning………………………..	12
2.4.	Means, forms, ways of implementing the program…………….	19
2.5.	Features of interaction with families of pupils………	20
2.6.	Forms of interaction with family………………………………………………………	20
3.	Organizational department………………………………………...	20
3.1.	Organization of classes………………………………………………………...	20
3.2.	Material and technical support of the program……………	21
3.3.	Diagnostic technique………………………………………………………………	21
3.4.	Methodological support of the program………………………….	22

1. Target section

1.1. Explanatory note

The additional educational program “Entertaining Mathematics” is implemented as part of the cognitive development of preschool children and is aimed at developing mental operations and general intellectual development in children.

The work program is drawn up taking into account the basic principles, requirements for the organization and content of educational activities in preschool educational institutions, and the age characteristics of children 3-4 years old.

The teacher’s task is to develop these abilities, to provide an opportunity little man explore the world at every stage of his growing up. But we must remember that mathematical development is a long and very labor-intensive process for preschoolers, since the formation of basic techniques of logical cognition requires not only high mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality.

The relevance of the program is due to the fact that preschool children spontaneously show interest in mathematical categories, which help them better navigate things and situations, organize and connect them with each other, form concepts and thinking in general. And, since play activity predominates in children at preschool age, the process of development of elementary mathematical representations Children will be more effective when using gaming methods and techniques in direct educational activities.

The main emphasis in teaching is given to preschoolers independently solving assigned problems, their choice of techniques and means, and checking the correctness of the solution. Classes also involve various forms of uniting children (pairs, small groups) depending on the goals of cognitive activity.

The methodology of this program takes into account the age characteristics of preschoolers and the didactic principles of developmental education. Developmental tasks are solved taking into account the individuality and pace of development of each child.

1.2. Goals and objectives of the program:

Program goals:

Disclosure of the main directions of mathematical development of children 3-4 years old, in accordance with the requirements of the Federal State Educational Standard for Education;

Introduction to mathematical knowledge taking into account the age characteristics of children;

Creating favorable conditions for the formation of mathematical concepts in order to develop the prerequisites for educational activities, theoretical thinking, and the development of mathematical abilities;

Introducing the child into the world of mathematics through the expansion of problem-search tasks, familiarization with the environment, play activities, artistic expression, experimentation, project method;

Formation of mathematical culture.

Tasks:

Educational:

Promote the development of mental operations (analysis, synthesis, comparison, logical thinking and creative thinking, the ability to think flexibly and originally);

Create conditions not only for acquiring knowledge, skills and abilities, but also for developing mathematical abilities;

Develop initiative and independence;

Ensure variability and diversity of the content of the Program and organizational forms of its assimilation;

Learn to apply acquired knowledge in different types activities (game, communication, etc.);

Form and develop techniques of mental activity (analysis and synthesis, comparison, generalization, classification, modeling), constructive skills (flat modeling);

Develop basic graphic skills;

Ensure increased competence of teachers and parents in matters of child mathematical development

Developmental :

Develop logical thinking;

Develop the need to think actively;

Development of spatial orientation: learn to navigate in a limited area; arrange objects and their images in the indicated direction, reflect their spatial location in speech.

- development of time orientation: learn to use words and concepts in speech: first, then, before, after, earlier, later, at the same time;

Development of fine motor skills of the hands.

Educational:

To give children the opportunity to feel the joy of learning, the joy of acquiring new knowledge, in other words, to give children knowledge with joy, to instill a taste for learning.

Develop in children the habit of being fully involved in the lesson (in the learning process, which is achieved thanks to the interest and positive emotions of the child).

1.3. Principles and approaches to program development:

Accessibility (appropriate for age and individual characteristics);

Visibility (availability of a sample for performing the work);

Democracy and humanism (interaction between teacher and child, realization of creative needs);

Step-by-step “From simple to complex” (having learned basic skills, the child applies his knowledge in performing complex tasks).

1.4. Age and individual characteristics of children participating in the implementation of this additional program

Preschool age is a period of intensive formation of the child’s psyche. Significant changes are taking place in all areas of mental development. They occur due to many factors: speech and communication with adults and peers, various forms knowledge and inclusion in various types of activities (play, productive, everyday). Along with changes, complex social forms of the psyche arise, such as personality and its structural elements (character, interests, etc., abilities and inclinations. Close relationships begin to be established between cognitive processes.

Speech. In children aged 3-4 years, intensive speech formation occurs, which occurs in the process of joint activity with an adult. Speech rebuilds all mental processes: perception, thinking, memory, feelings, etc. Mastering speech allows a child to control his behavior, think, fantasize, build an imaginary situation, and be aware of his actions.

Children's speech mainly continues to be situational and dialogical, but becomes more complex and expanded. The vocabulary of speech changes: the proportion of verbs, adjectives and other parts of speech increases compared to nouns. The length of sentences increases, complex sentences. There is one more feature in the speech of children of the fourth year of life: when doing something, children often accompany their actions with a quiet speech that is incomprehensible to others. This “self-talk” is of great importance for children's development. With their help, the child keeps in mind the goals he has set for himself, makes new plans, thinks about ways to achieve them, and finally performs in words actions that he omits in reality.

Perception. The perception of a preschool child is involuntary. Children do not know how to control their perception, they cannot independently analyze this or that object. In objects, preschoolers notice not the main features, not the most important and significant, but what clearly distinguishes them from other objects: color, size, shape. Thus, the perception of a 3-4 year old preschooler is objective in nature, that is, the properties of an object, for example color, shape, taste, size, etc., are not separated from the object by the child. He sees them merged with the object, considers them inseparably belonging to him. When perceiving, he does not see all the characteristics of an object, but only the most striking ones, and by them he distinguishes the object from others. For example: grass is green, lemon is sour and yellow. Acting with objects, the child begins to discover their individual qualities and comprehend the variety of properties. This develops his ability to separate properties from an object, to notice similar qualities in different objects and different ones in one.

Imagination. In the fourth year of life, the child’s imagination is still poorly developed. A child can easily be persuaded to act with objects, transforming them (for example, to use a stick as a thermometer, but the elements of “active” imagination, when the child is captivated by the image itself and the opportunity to act independently in an imaginary situation, are just beginning to form and manifest themselves. In younger preschoolers, an idea is often born after the action is completed. And if it is formulated before the start of the activity, it is very unstable. The idea is easily destroyed or lost during its implementation, for example, when encountering difficulties or when the situation changes. The very emergence of the idea occurs spontaneously, under the influence of the situation, subject.Kids do not yet know how to direct their imagination.

In preschool age, imagination is mostly involuntary; the child does not have a consciously set goal to create any image. The subject of fantasy becomes something that greatly excited, captivated, and amazed him: a fairy tale he read, a cartoon he saw, a new toy. Throughout preschool age, the imagination needs external support, the function of which can be performed by various real objects, toys, roles taken on by the child in the game, illustrations to literary works, etc.

Attention. The level of a child’s academic performance and the productivity of educational activities largely depend on the degree of attention formation. Characteristic feature The attention of a preschool child is that it is caused by externally attractive objects. Attention remains focused as long as interest in perceived objects remains: objects, events, people. Attention in preschool age rarely arises under the influence of any set goal, that is, it is involuntary. Involuntary attention arises as if by itself, without any effort of will. What is vivid and emotional is fixed in the minds of young children. The child is unable to maintain his attention on any one object for a long time; he quickly switches from one activity to another.

The level of attention development is still low. The child is easily distracted and can quit what he has started and do something else. Children's ability to manage their attention is very limited. It is difficult to direct the child's attention to an object using verbal instructions. To switch his attention from object to object, it is often necessary to repeat the instruction repeatedly.

Thinking. At three or four years old, a child tries to analyze what he sees around him; compare objects with each other and draw conclusions about their interdependencies. In everyday life and in the classroom, as a result of observations of the environment, accompanied by explanations from an adult, children gradually gain an elementary understanding of the nature and life of people. The child himself strives to explain what he sees around him.

In all types of activities of a preschooler, mental operations develop, such as generalization, comparison, abstraction, classification. The first mental operations - comparison and generalization - are formed in the child when mastering objective, mainly instrumental actions. Children can compare objects by color and shape, and identify differences in other ways. They can generalize objects by color (it's all red), shape (it's all round), size (it's all small).

Memory. The memory of a 3-4 year old preschooler is involuntary and characterized by imagery. The child does not set conscious goals for himself to remember anything. Memorization and recollection occur independently of his will and consciousness. Only that which was directly related to his activities, that was interesting and emotionally charged is remembered well. However, what is remembered lasts for a long time.

The main type of child’s memory is figurative memory. These are ideas about surrounding people and their actions, about household objects, about fruits and vegetables, about animals and birds, about space and time, etc. A high level of development of involuntary memory is an important prerequisite for the development of voluntary memory processes, the richer the experience and knowledge children imprinted involuntarily, the easier it is for the development of voluntary memory. The most favorable conditions for mastering voluntary memorization and reproduction are created in the game, when memorization is a condition for the child to successfully fulfill the role he has taken on. The number of words that a child remembers when acting, for example, as a buyer executing an order to buy in a store certain items, turns out to be higher than the number of words memorized at the direct request of an adult.

Voluntary memorization at 3-4 years of age can also be mechanical in nature. Rote memorization is based on repeated repetition; it does not rely on understanding the material being memorized. Children easily remember meaningless material, for example, counting rhymes, verbal puns, insufficiently understandable phrases, poems, and also resort to literal reproduction of material that is not always meaningful.

So, in the preschool period, the formation and development of basic cognitive processes occurs. This happens thanks to the participation of adults who organize, control and evaluate the child’s behavior and activities and act as a source of diverse information.

1.5. Planned results

As a result of the program, children will be able to:

The ability to find many objects and one object in the environment;

The ability to compare groups of objects containing up to 5 objects, based on pairing, to express in words which objects are more (less) and which are equal;

Ability to hold a pencil correctly in your hand;

Ability to draw straight and wavy lines;

Ability to distinguish between right and left hands;

The ability to continue a series of objects or figures that differ in one characteristic;

The ability to independently compose such series;

The ability to correlate the writing of numbers 1 - 5 with the number and order of objects;

The ability to correctly establish spatial relationships: on - above - below, above - below, outside - inside, behind - in front;

The ability to recognize and name a square, circle, triangle, ball, cube, and to find objects in the environment that are similar in shape.

1.6. System for assessing the quality of educational activities:

Forms for summarizing the results of the program:

Open days for parents;

Demonstration of fragments of lessons with the participation of children at general parent-teacher meetings in a preschool institution;

Carrying out creative events from the series “Entertaining Mathematics”;

Demonstration of results productive activity children.

1.7. Control of work results:

Final classes;

Diagnostics;

Parent survey.

2.1. Description of educational activities

The intellectual development of preschool children is the central task of educators and parents.

Mathematics plays an important role in the intellectual development of a child. It sharpens the mind, develops flexibility of thinking, and teaches logic. To successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and convincingly, guess, show mental effort, and think logically.

The program is aimed at mastering the skills of 3-4 year old children to compare and generalize groups of objects based on several characteristics, to find similarities and differences in these groups of objects. Children learn to identify dependencies between objects by quantity, location and other characteristics. The content of the program promotes the development of thinking, independence, initiative, creative imagination, the development of fine motor skills, and counting within five.

Module 1 "Numbers"

Concept natural number is one of the basic concepts of mathematics. This concept is revealed on a concrete basis as a result of practical handling of sets and quantities: in the process of counting objects and in the process of measuring quantities.

Module 2 "Magnitude"

Improve children's knowledge of size, height, length, width, thickness. Children learn to identify, along with others, that property of an object, which is a quantity.

Module 3 “Elements of Geometry”

At the stage of preschool education, children form ideas about such flat geometric figures as a circle, square, triangle, rectangle, as integral objects, without highlighting their essential features. They examine and try to trace straight and curved lines and segments. Children learn to recognize and name these geometric figures by repeatedly performing practical actions to divide sets of these figures into classes, building various patterns (patterns) from them, and searching for a given figure among the many figures.

Module 4 “Introduction to spatial and temporal relationships”

In all areas human activity the ability to navigate in space and time is important

Children learn to read spatial plans based on substitution and modeling, learn to find their place on the plan, determine their position in space relative to another person or object, arrange objects in a drawing and in a table according to the given relationships between them. Children form temporary representations of “morning–day–evening–night”; “yesterday”, “today”, “tomorrow”, “earlier”, “later”. They learn to navigate the sequence of days of the week, seasons and months associated with each season, and compose stories based on plot pictures.

2.2 Thematic planning

Month, number	Subject	Number of hours
		Children's activities	Joint activities with parents (open events)
	Big small	1
	Colors	1
	"Many", "one", "none"	1
	Multi-colored pencils	1
	Yellow	1
	Lock color	1
	Green color	1
	Fixing color (grass, cactus)	1
	Circle	1
	Dotted line	1
	Red color	1
	Drawing lines	1
		1
	Sunshine and rain (dotted line)	1
	Blue color	1
		1
	Oval	1
			1
	Dividing objects into groups	1
	Clothes (dashed lines)	1
	Orange color	1
	Space	1
	Triangle	1
	To the right is glory	1
	Blue	1
	Left-right	1
	Square	1
	Big-little, find a pair	1
		1
	funny sticks	1
	Purple	1
	funny sticks	1
	Rectangle	1
		1
			1
	Paths (snail and turtle)	1
		1
	Fairy tale	1
		1
	Tracks (airplane)	1
		1
		1
		1
	Outline objects	1
	The concept of “front-behind”. Counting to five.	1
	Trace the objects	1
		1
	Paths (birds)	1
49.	Counting pieces	1
	Entertainment for children and parents “Tracks (dolphin and fish)”		1
	Number and figure 1	1
	Trace the circle	1
	The concept of “high-low”, “equal in height”	1
	Glomeruli	1
55.	Number and figure 2	1
	Paths (bee and mouse). Repeating the circle shape	2
	The concept of “long-short”, (equal in length)	1
	Repeating the oval shape	1
	Number and figure 3	1
		1
	The concept of “wide narrow”, “equal in width”	1
	Repetition of the "square" figure.	1
	Number and figure 4	1
	Repeating the rectangle shape. Figures	2
		1
		1
	Number and figure 5	1
	Butterflies	1
	Consolidation of knowledge	1
	Entertainment for children and parents “Funny Clowns”		1
TOTAL:		68	4
TOTAL:		72

2.3 Calendar and thematic planning

No.	Topic name	Software	Equipment
September
1	Big small	Introduce children to the size “big-small”. Teach children to find objects of different sizes.
2	Colors	Tell your child what a rainbow is. What colors does it consist of? What colors follow each other? Development of fine motor skills of the hands.	Demonstration (illustrative) and printed material, simple and colored pencils.
3	"Many", "one", "none"	Introduce children to the concepts of “many”, “one”, “none”. Teach children to correctly name numbers: one, one, many, none.	Demonstration (illustrative) and printed material, simple pencil.
4	Multi-colored pencils	Continue to introduce children to flowers. Explain to the children: to prevent the pictures from turning out ugly, you must not go beyond the outline of the picture when completing the task. Development of fine motor skills of the hands.	Demonstration (illustrative) and printed material, multi-colored pencils.
5	Yellow	Continue to introduce children to the color yellow. Learn to correctly name adjectives: yellow melon, yellow chicken, yellow ball, yellow sun, etc.
6	Lock color	Consolidating knowledge of the color yellow. Development of fine motor skills of the hands.	Demonstration (illustrative) and printed material. Colour pencils.
7	Green color	Continue introducing children to the color green.	Demonstration (illustrative) and printed material, red pencil.
8	Fixing color (grass, cactus)	Consolidating knowledge of the color green. Learn to name adjectives correctly: green grass, green cactus. Explain to the children that they should draw grass in the form of short green lines. Development of fine motor skills of the hands.	Demonstration (illustrative) and printed material, green pencil.
October
9	Circle	Continue to introduce children to the circle shape. Teach children to trace a circle. Development of fine motor skills of the hands.	Demonstration (illustrative) and printed material
10	Dotted line	Teach children the concept of a dotted line, tracing along a dotted line. Development of fine motor skills of the hands.	Demonstration (illustrative) and printed material. Simple pencil
11	Red color	Continue introducing children to the color red.	Demonstration (illustrative) and printed material, blue pencil.
12	Drawing lines	Teach children the concept of a dotted line, tracing along a dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, simple pencil.
13	Selection of items based on specified characteristics	Teach children to find an object based on a given sign.	Demonstration (illustrative) and printed material, simple pencil.
14	Sunshine and rain (dashed line)		Demonstration (illustrative) and printed material, yellow and blue pencils.
15	Blue color	Consolidating knowledge of the color blue.
16	Fixing blue (elephant, water in a fountain)	Consolidating knowledge of the color blue. Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.
november
17	Oval	Continue to introduce children to the oval shape.	Demonstration (illustrative) and printed material, simple pencil.
18	Entertainment for children and parents “Zoo”		Demonstration (illustrative) and printed material, simple pencil.
19	Dividing objects into groups	Teach children to divide objects into groups according to a single characteristic. Children need to understand that a large group can be divided into smaller groups.	Demonstration (illustrative) and printed material, simple pencil.
20	Clothes (dashed lines)	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, simple pencil.
21	Orange color	Reinforcing knowledge of the color orange	Demonstration (illustrative) and printed material, blue pencil.
22	Space	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, orange pencil.
23	Triangle	Consolidating knowledge of the shape of a triangle.	Demonstration (illustrative) and printed material, simple pencil.
24	Left-right.	Introduce children to the left-right spatial unit. Teach children to constantly associate the name of the hand with the actions it performs. Teach children to navigate on a sheet of paper.	Demonstration (illustrative) and printed material. Colour pencils.
December				Blue
25	Blue	Introducing the color blue.	Demonstration (illustrative) and printed material, red pencil.
26	Left-right	Continue to introduce children to the right-left spatial unit. Teach children to constantly associate the name of the hand with the actions it performs. Teach children to navigate on a sheet of paper.
27	Square	Consolidating knowledge of the “square” shape.	Demonstration (illustrative) and printed material, colored pencils.
28	Big or small, find a pair.	Continue to introduce children to the size “big-small”. Teach children to find objects of different sizes. Introduce the concept of steam	Demonstration (illustrative) and printed material, colored pencils.
29	Dividing geometric shapes into groups	Continue to teach children to divide objects into groups according to a single characteristic.	Demonstration (illustrative) and printed material, colored pencils.
30	funny sticks
31	Purple	Introduce children to the color purple.	Demonstration (illustrative) and printed material, red pencil.
32	funny sticks	Teach children to add objects from counting sticks.	Demonstration (illustrative) and printed material, counting sticks, colored pencils.
January
33	Rectangle	Continue to introduce children to the rectangle shape	Demonstration (illustrative) and printed material, colored pencils.
34	Paths (car, motorcycle, bicycle)	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, simple pencil.
35	Entertainment for children and parents “Repetition of figures”	Collaborative work between parents and children. Introduce parents to the work of the circle.	Various geometric shapes. Demonstration (illustrative) and printed material, colored pencils.
36	Paths (snail and turtle)	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, simple pencil.
37	The concept of “more”, “less”, “equally”	Introduce children to the concepts of “more”, “less”, “equally”.	Demonstration (illustrative) and printed material, simple pencil.
38	Fairy tale	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, simple pencil.
39	The concept of “left-right” Counting to two.	Continue to introduce the meaning from left to right. Teach children to constantly associate the name of the hand with the actions it performs. Teach children to navigate on a sheet of paper. Teach counting to two.	Demonstration (illustrative) and printed material, simple pencil.
40	Tracks (airplane)	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, simple pencil.
February
41	The concept of “left-right” Counting to three.	Continue to introduce the meaning from left to right. Teach children to constantly associate the name of the hand with the actions it performs. Teach children to navigate on a sheet of paper. Teach counting to three.	Demonstration (illustrative) and printed material, simple pencil.
42	Paths (frog, hedgehog, goat)	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, simple pencil.
43	The concept of "top-bottom". Count to four	Introduce children to the concept of “up and down”. Teach counting to four.	Demonstration (illustrative) and printed material, simple pencil.
44	Outline objects
45	The concept of "front-behind". Count to five.	Introduce children to the concept of “front and back.” Teach counting to five.	Demonstration (illustrative) and printed material, simple pencil.
46	Trace the objects	Continue teaching children to trace objects along the contour.	Demonstration (illustrative) and printed material, colored and simple pencils.
47	Counting items in different directions. The concepts of “on”, “above”, “under”, “for”, “between”, “in front”.	Learn to count objects in different directions. Introduce the concepts of “on”, “above”, “under”, “for”, “between”, “in front”.	Demonstration (illustrative) and printed material, colored and simple pencils.
48	Paths (birds)	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, simple pencil.
March
49	Counting pieces	We create a composition from figures: a circle. We consolidate knowledge of shape, color, size.	Geometric shapes: circles in black, white and blue. Sheets of white paper according to the number of children, glue, napkins. An example of a teacher.
50	Entertainment for children and parents Tracks (dolphin and fish)	Collaborative work between parents and children. Introduce parents to the work of the circle. Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, simple pencil.
51	Number and figure 1	Introduce children to numbers and the number 1.	Demonstration (illustrative) and printed material, simple pencil.
52	Trace the circle	Continue teaching children to trace objects along the contour. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, colored and simple pencils.
53	The concept of “high-low”, “equal in height”.	Introduce children to the concept of “high-low”, “equal in height”.	Demonstration (illustrative) and printed material, colored and simple pencils.
54	Glomeruli	Teach children to make circular movements with a pencil. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, colored and simple pencils.
55	Number and figure 2	Introduce children to numbers and the number 2.	Demonstration (illustrative) and printed material, simple pencil.
56	Paths (bee and mouse).	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, simple pencil.
April
57	Repeating the circle shape	Repeating the circle shape.	Demonstration (illustrative) and printed material, colored and simple pencils.
58	The concept of “long-short”, “equal in length”.	Introduce children to the concept of “long-short”, “equal in length”.	Demonstration (illustrative) and printed material, colored and simple pencils.
59	Repeating the oval shape	Repeating the oval shape	Demonstration (illustrative) and printed material, colored and simple pencils.
60	Number and figure 3	Introduce children to numbers and the number 3.	Demonstration (illustrative) and printed material, colored and simple pencils.
61	Repeating the triangle shape	Repeating the triangle shape	Demonstration (illustrative) and printed material, colored and simple pencils.
62	The concept of “wide-narrow”, “equal in width”	Introduce children to the concept of “wide-narrow”, “equal in width”	Demonstration (illustrative) and printed material, colored and simple pencils.
63	Repetition of the "square" figure.	Repetition of the "square" figure.	Demonstration (illustrative) and printed material, colored and simple pencils.
64	Number and figure 4	Introduce children to numbers and the number 4.	Demonstration (illustrative) and printed material, colored and simple pencils.
May
65	Repeating the rectangle shape.	Repetition and consolidation of knowledge of the “rectangle” figure.	Demonstration (illustrative) and printed material, colored and simple pencils.
66	Figures	Repetition and consolidation of knowledge of all geometric shapes.	Demonstration (illustrative) and printed material, colored and simple pencils.
67	The concept of “thick-thin”, “equal in thickness”.	Introduce children to the concept of “thick-thin”, “equal in thickness”.	Demonstration (illustrative) and printed material, colored and simple pencils.
68	Spring (trees, flowers, butterflies)	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, colored and simple pencils.
69	Number and figure 5	Introduce children to numbers and the number 5.	Demonstration (illustrative) and printed material, colored and simple pencils.
70	Butterflies	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, colored and simple pencils.
71	Consolidation of knowledge	We create a composition of shapes: circle, oval, triangle. We consolidate knowledge of shape, color, size.	Demonstration (illustrative) and printed material, colored and simple pencils.
72	Entertainment for children and parents Funny clowns	Continue teaching children to trace along the dotted line. We develop fine motor skills of the hands.	Demonstration (illustrative) and printed material, colored and simple pencils.

2.4. Means, forms, methods of program implementation

Methods used:

Reproductive (reproducing);

Illustrative (the explanation is accompanied by a demonstration of visual material);

At the beginning of each lesson, several minutes are devoted to theoretical conversation, the lesson ends with viewing of works and their discussion.

During the training period, the material gradually becomes more complex. Classes based on the method are widely used, when the teacher, together with the students, performs the work, consistently commenting on all stages of its implementation, asking leading and control questions as the work progresses, finding student mistakes and suggesting ways to correct them. Visualization is the most direct path to learning in any field, especially in mathematics.

Methodology of organization work of preschool children on training entertaining mathematics is based on the principles of didactics: systematicity, consistency, accessibility, taking into account the age and individual characteristics of children. The quality of children's work depends on:

Competent methodological guidance from adults;

The level of mental development of the child, the development of ideas, memory, imagination (the ability to analyze a sample, plan stages of work, adequately evaluate the result of one’s work, etc.);

The degree of development in children of specific practical skills and abilities to work with material;

Development in the child of such qualities as perseverance, determination and attentiveness, curiosity, mutual assistance, etc.

Forms of work:

Conversations, work with visual material;

Practical exercises to develop the necessary skills.

2.5. Features of interaction with families of pupils

The purpose of working with families of pupils under this program is to support the desire of parents to develop the artistic activities of children in kindergarten and at home

Main goals:

Informing each other about the possibilities of cognitive development of children in kindergarten and family settings;

Creating conditions in kindergarten for cooperation that is diverse in content and forms, promoting the development of constructive interaction between teachers and parents with children;

Involving families of pupils to participate in joint events with teachers organized in a group, preschool educational institution;

Encouraging parents for their attentive attitude to the various aspirations and needs of the child, creating necessary conditions for their satisfaction in the family.

2.6. Forms of interaction with family

Areas of work	Forms of work
Mutual knowledge and mutual information	acquaintance meetings, family surveys, open days, individual and group consultations, design of information stands, organization of exhibitions of children's creativity, creation of reminders, correspondence by e-mail
Continuing education for raising adults	lectures, seminars, workshops, parent and general kindergarten meetings, master classes, games
Joint activities of teachers, parents, children	promotions, family living rooms, festivals, question and answer evenings, holidays, project activities

3. Organizational department

3.1. Organization of classes

The program is designed for one year of study (for children from 3 to 4 years old). Classes in this program are held twice a week in the afternoon, lasting no more than 15 minutes. The total number of classes is 72 hours, of which 68 hours are allocated to children's activities to implement educational goals and 4 hours to joint child-adult activities with parents, as a form of reporting on the implementation of this program.

3.2. Material and technical support of the program:

Demonstration material;

Didactic material;

Colored counting sticks;

Volumetric geometric shapes;

Handouts and printed materials;

Colored, simple pencils.

3.3. Diagnostic technique:

Questions for diagnostics of mastering this program

1. distinguish geometric shapes by pattern: square, circle, triangle, rectangle, oval;

2. recognize familiar objects by shape and size;

3. group objects according to a pattern;

4. distinguish between the main colors of the spectrum: red, orange, yellow, green, blue, indigo, violet, white and black;

5. recognize familiar objects by color;

6. group objects according to a pattern;

7. distinguish between large and small objects, long and short, thick and thin, wide and narrow;

8. group objects according to a pattern;

9. count within 5;

10. ability to draw straight and curved lines;

11. navigate in space, know the concepts of “above”, “below”, “right”, “left”, “above”. "under", etc.

Assessment of knowledge:

1 point – the child does not complete tasks, does not follow the teacher’s instructions and does not accept help;

2 points – the child completes tasks mainly with the help of the teacher;

3 points – the child completes the tasks correctly, independently.

Calculation of results:

5–8 points – low level

9 – 12 points – average level

13 – 15 points – high level.

3.4. Methodological support of the program:

2. Volodina N.V. I find out the numbers: for children 3-4 years old Part 1 and 2. M.: Eskmo Publishing House LLC, 2017.- (Lomonosov School)

3. Volodina N.V. Developing fine motor skills: for children 3-4 years old Part 1 and 2. M.: Eskmo Publishing House LLC, 2017. - (Lomonosov School)

4. Ponomareva A.V. Developing fine motor skills: for children 3-4 years old. M.: “Eskmo”, 2016.- (Presidential School)

The work program determines the content and organization of the educational process for preschool children aged 3 to 4 years and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, formation of prerequisites for educational activities that ensure social success, preservation and strengthening of the health of preschool children, correction of deficiencies in physical and (or) mental development children.

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I CONFIRM:

AND ABOUT. Head of MDOBU TsRR

D/s No. 26 “Rosinka”

O.A. Matyukhina

"___"_______________2015

WORKING PROGRAMM

SECOND JUNIOR GROUP No. 6

“CHILD DEVELOPMENT CENTER – KINDERGARTEN No. 26 “ROSINKA”

ARSENYEVSKY CITY DISTRICT

for 2015 – 2016

ACCEPTED

At a meeting of the Council of Teachers

« ____ » ____________ 2015

Protocol No. _____

2015

No.		Page
	TARGET SECTION
	Explanatory note
1.1.1	Goals and objectives of the Program implementation
1.1.2	Principles and approaches to the formation of the Program
1.1.3	Characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age	6-15
	Planned results of mastering the Program	15-17
	Description of educational activities in accordance with the areas of child development	18-28
	Description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of pupils, their specifics educational needs and interests	28-39
	Interaction between the teaching staff and parents	39-41
	Design of the educational process	41-43
	ORGANIZATIONAL SECTION
	Logistics of the Program
	Security teaching materials and means of training and education	44-62
	Routine and/or daily routine	63-73
	Features of traditional events, holidays, activities
	Features of the organization of a developing subject-spatial environment	73-76
	BRIEF PRESENTATION
	Age and other categories of children for whom the Organization’s Program is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children
	Sample Programs Used
	Characteristics of interaction between the teaching staff and children’s families	77-78

I Target section

1.1.Explanatory note

The main general educational program of the Children's Educational Institution "Child Development Center - Kindergarten No. 26 "Rosinka" in accordance with the following regulations:

• Federal Law No. 273 of December 29, 2012 “On education in Russian Federation»;
• Federal State Standard of Preschool Education (FSES DO), approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155;
• “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational institutions. SanPiN 2.4.1.3049-13" (approved by the Chief State Sanitary Doctor of the Russian Federation on May 13, 2013);

- “Charter of the municipal preschool educational budgetary institution“Child development center – kindergarten No. 26 “Rosinka”, Arsenyevsky urban district.”

The work program determines the content and organization of the educational process for preschool children aged 3 to 4 years and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of the health of preschool children , correction of deficiencies in the physical and (or) mental development of children.

The program is formed on the basis of the exemplary program “From birth to school” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva.

1.1.1. Goals and objectives of the program:

Program goals: development of the child’s physical, intellectual, spiritual, moral, aesthetic and personal qualities, creative abilities, as well as the development of prerequisites for educational activities.

The program is aimed at creating conditions for the development of preschool children, opening up opportunities for the positive socialization of the child, his comprehensive personal development, development of initiative and creative abilities based on cooperation with adults and peers in activities appropriate for preschool age.

Tasks:

● protecting and strengthening the physical and mental health of children, including their emotional well-being;

● ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological characteristics (including disabilities health);

● ensuring continuity of basic educational programs of preschool and primary general education;

● creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations to develop the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;

● combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, and society;

● the formation of a general culture of the personality of pupils, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;

● ensuring variability and diversity of the content of educational programs and organizational forms of the level of preschool education, the possibility of creating educational programs of various directions, taking into account the educational needs and abilities of students;

● formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;

● providing psychological and pedagogical support to the family and increasing the competence of parents in matters of development and education, protecting and promoting the health of children;

● identifying directions for systematic interdepartmental interaction, as well as interaction between pedagogical and public associations(including network).

1.1.2. Principles and approaches to the formation of the Program

The program is developed taking into account the following basic principles of preschool education:

Full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;

Construction of educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education (hereinafter referred to as individualization of preschool education);

Assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;

Supporting children's initiatives in various types activities;

Cooperation between the Organization and the family;

Introducing children to sociocultural norms, traditions of the family, society and state;

Formation of cognitive interests and cognitive actions of the child in various types of activities;

Age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);

Taking into account the ethnocultural situation of children's development.

The main approaches to the formation of the Program are:

- activity approach,involving the child’s development in activities that include such components as self-goal-setting, self-planning, self-organization, self-esteem, introspection;

- individual approach,prescribing flexible use by teachers of various means, forms and methods in relation to each child;

- person-centered approach,which provides for the organization of the educational process based on the recognition of the uniqueness of the child’s personality and the creation of conditions for its development based on the study of inclinations, abilities, interests, and inclinations;

Environmental approachoriented towards using the capabilities of internal and external environment educational institution in the upbringing and development of the child’s personality.

Characteristics of the student population

The group is attended by 24 children aged 3-4 years, of which 13 are boys and 11 are girls.

Age features of development of children from 3 to 4 years old.

Separation of oneself from an adult is a characteristic feature of the 3-year-old crisis.

The emotional development of a child of this age is characterized by manifestations of such feelings and emotions as love for loved ones, attachment to the teacher, and a friendly attitude towards others and peers.

The child’s behavior is involuntary, actions and actions are situational.

Children 3-4 years old learn some norms and rules of behavior associated with certain permissions and prohibitions, and can see the inconsistency of another child’s behavior with the norms and rules of behavior.

At 3 years old, the child begins to master gender roles and gender repertoire: girl-woman, boy-man.

A normally developing three-year-old has every opportunity to master self-care skills.

During this period, the child’s need for movement is high (his physical activity accounts for at least half of his waking time).

A certain stock of ideas about the various properties of objects, phenomena of the surrounding reality and about oneself is accumulated.

At the age of 3, some spatial concepts are formed.

The ideas of a child of the fourth year of life about the phenomena of the surrounding reality are determined, on the one hand, by the psychological characteristics of his age, on the other, by his direct experience.

The attention of children of the fourth year of life is involuntary.

The memory of 3-year-old children is immediate, involuntary and has a vivid emotional coloring.

The thinking of a three-year-old child is visually effective.

At 3 years old, imagination is just beginning to develop, and first of all this happens in play.

In early preschool age, the desire for activity is clearly expressed.

At 3-4 years old, a child begins to communicate more often and more willingly with peers in order to participate in a common game or productive activity.

The main means of communication with adults and peers is speech.

At 3-4 years of age, in a situation of interaction with an adult, interest in books and literary characters continues to form.

Interest in productive activities is unstable.

The musical and artistic activity of children is direct and syncretic in nature.

Sound discrimination and hearing are improved.

1.2. Planned results of mastering the Program

Requirements for the results of mastering the Program are presented in the form of targets for preschool education. The target guidelines for preschool education include the following social and normative characteristics of a child’s possible achievements:

Educational targets:

The child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;

Uses specific, culturally fixed object actions, knows the purpose household items(spoons, combs, pencils, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior;

Possesses active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;

Strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;

Shows interest in poetry and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art;

The child has developed gross and fine motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).

2.1. Description of educational activities in accordance with the areas of child development

Social and communicative developmentaimed at mastering the norms and values ​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; formation of independence, focus and self-regulation own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.

Cognitive developmentinvolves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Speech developmentincludes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Artistic and aestheticdevelopment involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; music perception, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

Physical developmentincludes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation musculoskeletal system the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).

EDUCATIONAL ACTIVITIES IN ACCORDANCE WITH DIRECTIONS OF DEVELOPMENT OF CHILDREN FROM 3 TO 4 YEARS OLD

Educational area

Main goals and objectives

Socialization, development of communication, moral education. Mastering the norms and values ​​accepted in society, nurturing the child’s moral and ethical qualities, developing the ability to correctly evaluate one’s own actions and the actions of peers.

Development of communication and interaction of the child with adults and peers, development of social and emotional intelligence, emotional responsiveness, empathy, respectful and friendly attitude towards others.

Forming children's readiness for joint activities, developing the ability to negotiate, and independently resolve conflicts with peers.

Child in family and community. Formation of self-image, respectful attitude and sense of belonging to one’s family and to the community of children and adults in the organization; formation of gender and family affiliation.

Self-service, independence, labor education. Development of self-service skills; the formation of independence, purposefulness and self-regulation of one’s own actions.

Education of cultural and hygienic skills.

Formation of positive attitudes towards various types of work and creativity, nurturing a positive attitude towards work and the desire to work.

Fostering a value-based attitude towards one’s own work, the work of other people and its results. Formation of the ability to responsibly relate to the assigned task (the ability and desire to complete the task, the desire to do it well).

Formation of primary ideas about the work of adults, its role in society and the life of each person.

Formation of security fundamentals. Formation of primary ideas about safe behavior in everyday life, society, nature. Fostering a conscious attitude towards compliance with safety rules.

Formation of a cautious and prudent attitude towards situations that are potentially dangerous for humans and the surrounding natural world.

Formation of ideas about some typical dangerous situations and ways of behavior in them.

Formation of basic ideas about safety rules traffic; fostering a conscious attitude towards the need to comply with these rules.

Educational area

"COGNITIVE DEVELOPMENT"

Main goals and objectives

Formation of elementary mathematical concepts. Formation of elementary mathematical concepts, primary ideas about the basic properties and relationships of objects in the surrounding world: shape, color, size, quantity, number, part and whole, space and time.

Development of cognitive and research activities. Development of children's cognitive interests, expansion of experience of orientation in the environment, sensory development, development of curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, rhythm, tempo, causes and effects, etc.).

Development of perception, attention, memory, observation, ability to analyze, compare, highlight characteristic, essential features of objects and phenomena of the surrounding world; the ability to establish the simplest connections between objects and phenomena, to make the simplest generalizations.

Familiarization with the subject environment. Familiarization with the objective world (name, function, purpose, properties and qualities of the object); perception of an object as a creation of human thought and the result of labor.

Formation of primary ideas about the diversity of the subject environment; that a person creates an objective environment, changes and improves it for himself and other people, making life more convenient and comfortable. Development of the ability to establish cause-and-effect relationships between the world of objects and the natural world.

Introduction to the social world. Familiarization with the surrounding social world, broadening the horizons of children, forming a holistic picture of the world. Formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays. Formation of citizenship; nurturing love for the Motherland, pride in its achievements, and patriotic feelings. Formation of elementary ideas about planet Earth as the common home of people, about the diversity of countries and peoples of the world.

Introduction to the natural world. Familiarization with nature and natural phenomena. Development of the ability to establish cause-and-effect relationships between natural phenomena. Formation of primary ideas about the natural diversity of planet Earth. Formation of elementary ecological ideas. Forming an understanding that man is part of nature, that he must preserve, protect and protect it, that in nature everything is interconnected, that human life on Earth largely depends on the environment. Developing the ability to behave correctly in nature. Fostering a love for nature and a desire to protect it.

Educational area

"SPEECH DEVELOPMENT"

Main goals and objectives

Speech development. Developing free communication with adults and children, mastering constructive ways and means of interaction with others.

Development of all components of children's oral speech: grammatical structure of speech, coherent speech - dialogical and monologue forms; formation of a dictionary, education of the sound culture of speech.

Practical mastery of speech norms by pupils.

Fiction. Cultivating interest and love for reading; development of literary speech.

Cultivating the desire and ability to listen works of art,

monitor the progress of the action.

Educational area

Main goals and objectives

Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude towards objects and phenomena of the surrounding world, works of art; nurturing interest in artistic and creative activities.

Development of children's aesthetic feelings, artistic perception, figurative ideas, imagination, artistic and creative abilities.

Development of children's artistic creativity, interest in independent creative activities (visual, constructive-model, musical, etc.); satisfying children's need for self-expression.

Introduction to art. Development of emotional sensitivity, emotional response to literary and musical works, the beauty of the surrounding world, works of art.

Introducing children to folk and professional art (verbal, musical, visual, theatrical, architecture) through familiarization with the best examples of domestic and world art; developing the ability to understand the content of works of art.

Formation of elementary ideas about types and genres of art, means of expression in various types of art.

Visual activities. Development of interest in various types of visual activities; improving skills in drawing, modeling, appliqué, and applied arts.

Cultivating emotional responsiveness when perceiving works of fine art.

Fostering the desire and ability to interact with peers when creating collective works.

Constructive modeling activity. Introduction to design; development of interest in constructive activities, familiarity with various types of constructors.

Developing the ability to work collectively, unite your crafts in accordance with a common plan, and agree on who will do what part of the work.

Musical activity. Introduction to the art of music; development of prerequisites for value-semantic perception and understanding of musical art; formation of the foundations of musical culture, familiarization with elementary musical concepts and genres; nurturing emotional responsiveness when perceiving musical works.

Development of musical abilities: poetic and musical ear, sense of rhythm, musical memory; formation of song and musical taste.

Cultivating interest in musical and artistic activities, improving skills in this type of activity.

Development of children's musical and artistic creativity, implementation of independent creative activity of children; satisfying the need for self-expression.

Educational area

"PHYSICAL DEVELOPMENT"

Main goals and objectives

Formation of initial ideas about a healthy lifestyle.

Formation of children's initial ideas about a healthy lifestyle.

Physical Culture. Preservation, strengthening and protection of children's health; increasing mental and physical performance, preventing fatigue.

Ensuring harmonious physical development, improving skills in basic types of movements, nurturing beauty, grace, expressiveness of movements, and developing correct posture.

Formation of the need for daily physical activity.

Development of initiative, independence and creativity in motor activity, ability to self-control, self-esteem when performing movements.

Development of interest in participation in outdoor and sports games and physical exercises, activity in independent motor activities; interest and love for sports.

2.2. Description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of students, the specifics of their educational needs and interests.

Pedagogical interaction between a teacher and a child occurs in a situation of direct pedagogical communication, as well as in a situation of anticipation.

Interaction can take place in the form of direct communication, in the process of direct contact between an adult and a child, or in an indirect, mediated form, carried out through proposed specially motivated actions, through objects of the natural environment, objects of the spatial environment, through other people (children's team, activity partners ) or fairy-tale characters.

FORMS OF WORK WITH CHILDREN FROM 3 TO 4 YEARS OLD IN ACCORDANCE WITH DIRECTIONS OF DEVELOPMENT

Educational area

"SOCIAL-COMMUNICATION DEVELOPMENT"

Forms of children's organization
Individual Subgroup group	Group Subgroup Individual	Individual subgroup
Experimentation Game situation Didactic game Theatrical game Solving problem situations Conversation with children Reading Conversation after reading Consideration Dramatization game Tabletop theater show Learning poems Project activities Creating Collections Viewing and analysis of cartoons, videos, TV shows	The situation of communication during sensitive moments Didactic game Reading Conversation after reading Observation Work Walking game Situational conversation Word game Excursion Conversation with children Learning poems and nursery rhymes Project activities Multi-age communication Orders Viewing multimedia presentations, videos Simulation of game situations on the layout Thematic leisure	Role-playing game Game communication Dramatization game Didactic game Solving problem situations Outdoor game with text Round dance game with singing All types of independent children's activities that involve communication with peers

Educational area

"COGNITIVE DEVELOPMENT"

Forms of educational activities
Direct educational activities	Joint activities of the teacher with children	Independent activities of children
Forms of children's organization
Individual Subgroup Group	Group Subgroup Individual	Individual subgroup
Role-playing game Consideration Observation Reading Educational game Excursion Integrative activities Construction Story Conversation Creating Collections Project activities Experimentation Problem situation Modeling	Role-playing game Consideration Observation Reading Experimentation game Educational game Excursion Integrative activities Construction Research activities Story Conversation Creating Collections Project activities Experienced Problem situation Modeling	Simulation of situations Reviewing encyclopedias Games with building materials Didactic games Board-printed games Project activities Observations Story game

Taking into account the unique flora and fauna of the Primorsky Territory, its geographical location and the multinational population, the preschool educational institution is implementing its own program in local history.

Target: developing in children an interest and value attitude towards their hometown and region through solving the following tasks:

- developing love for one’s city, region, and a sense of pride in it;

Formation of general ideas about the environment natural environment (natural resources, water, atmosphere, soils, flora and fauna of the Primorsky Territory);

Formation of general ideas about the indigenous population of the native land;

Fostering a sense of citizenship.

Forms of working with children

Conversations Learning small folklore forms and poems Listening to music Excursions Observation Modeling Solving problem situations Productive activity Project activities Experimental activities View and analyze multimedia video presentations	Director's play Looking at illustrations Experimental activities Looking at photos and albums Round dance games Outdoor games Musical entertainment and celebrations Story game Didactic game Theatrical activities Meetings with interesting people	Consultations Conversations Creative exhibitions Collecting Organization of mini-museums Excursions Research activities Joint projects

Educational area

"SPEECH DEVELOPMENT"

Forms of educational activities
Direct educational activities	Joint activities of the teacher with children	Independent activities of children
Forms of children's organization
Individual Subgroup group	Group Subgroup Individual	Individual subgroup
Reading Discussion Story Conversation Retelling Learning poems, nursery rhymes, sayings A game Dramatization Quiz Modeling Coming up with new stories Project activities	Situational conversation with children Game (role-playing, theatrical, director's) Productive activity Conversation Writing riddles Problem situation Using different types of theater Word game Finger game Project activities Coming up with new stories	Game (didactic, role-playing, theatrical, director's) Exercises to develop the articulatory apparatus Exercises to develop fine motor skills of the hands Breathing exercises Productive activity Examination (series of paintings, albums, narrative paintings, illustrations) Independent activity in the book corner and drama corner

Educational area

"ARTISTIC AND AESTHETIC DEVELOPMENT"

Forms of educational activities
Direct educational activities	Joint activities of the teacher with children	Independent activities of children
Forms of children's organization
Individual Subgroup group	Group Subgroup Individual	Individual subgroup
Making jewelry, decorations, gifts, game items Experimentation Games (didactic, construction, role-playing) Themed leisure activities Project activities Creating Collections Listening to music Experimenting with sounds Musical didactic. a game Noise orchestra Singing together Improvisation Musical exercise Chant Motor plastic dance etude Creative task Improvisation concert Dance music story game	Observation Examination of aesthetically attractive natural objects A game Game exercise Problem situation Sand construction Decorative painting Creation of mini-museums Discussion (works of art, means of expression, etc.) Creating Collections Project activities Listening to music that accompanies routine moments	Decoration of personal items Games (didactic, construction, role-playing, director's, round dance) Examination of aesthetically attractive objects of nature, everyday life, works of art Independent visual activity

At the request of parents, taking into account the needs and interests of children, the preschool educational institution carries out additional education preschoolers in artistic and aesthetic education in the form of group work.

Forms of working with children

Direct educational activities	Joint activities with a teacher	Joint activities with family
Drawing using various techniques Making paper crafts using various techniques (origami, quilling, paper-plastic, etc.) Making crafts from different material(natural material, fabric, beads, salt dough, clay, plasticine, improvised material) Decorative painting Learning musical games and dances Collaborative and individual musical performance Reading works of fiction Plastic studies Learning excerpts from works of art Dramatization game	Observations Excursions Creation of mini-museums Vernissage (exhibition of works of decorative and applied art, reproductions of paintings) Concerts and themed events Theatrical performances Dramatization Dramatization game Project activities Modeling Different types of theater	Consultations Conversations Stand design Joint project activities Concerts and themed events Theme evenings Competitions and exhibitions of children's creativity

Educational area

"PHYSICAL DEVELOPMENT"

Forms of educational activities
Direct educational activities	Collaborative activities between teachers and children	Independent activities of children
Forms of children's organization
Individual Subgroup Group	Group Subgroup Individual	Individual Subgroup
Forms of work
Corrective gymnastics Performing basic types of movements Outdoor game Control and diagnostic activities Modeling Sports competitions Relay game Project activities	Game conversation with elements of movements Morning exercises Joint activities of adults and children of a thematic nature Game of different mobility Mini hikes Walk Relay game Sports and physical education leisure and holidays Riding a scooter, bicycle, sled, etc. Sports competitions Project activities Sport exercises Different types of gymnastics (after sleep, corrective, breathing, etc.)	In all types of independent activities of children Outdoor game

Due to the climatic conditions of Arsenyev (high air temperatures (up to +35◦C) in summer, low temperatures air (up to -35◦C) in winter, as well as sudden temperature changes during the day and night), physical education and recreational work is carried out in the preschool educational institution.

Target: ensuring each child’s harmonious development, developing the ability to use the reserves of his body to preserve, strengthen health and improve its level; introducing children to physical culture and a healthy lifestyle.

Forms of working with children

Collaborative activities between teachers and children	Independent activities of children	Joint activities with family
Conversations Reading fiction Morning exercises Gymnastics after sleep Types of corrective gymnastics Acupressure Hardening activities Exercises to develop motor skills Elements of art therapy Mini hikes Experimentation Sports and physical education activities Outdoor games Sports competitions Project activities	Physical activity during the day A game Morning exercises Independent sports games and exercises Walking along massage paths Barefoot	Consultations Conversations Seminars Workshops Mini Pods Joint holidays and entertainment Sports festivals Joint projects Health days

.

Methods and technologies used in the pedagogical process.

Personally-oriented technology

Personality-oriented technology is implemented in a developmental environment that meets the requirements of the Federal State Standard.

Conditions are created for personality-oriented interactions with children in the developmental space, allowing the child to show his own activity and realize himself most fully.

Gaming technology

It is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character.

Learning in the form of a game can and should be interesting, entertaining, but not entertaining.

In activities with the help of gaming technologies, children develop mental processes.

Gaming technologies are closely related to all aspects of educational and educational work kindergarten and solving its main tasks.

Problem-based learning technology.

There are four levels of learning problems:

1. The teacher himself poses the problem (task) and solves it himself with active listening and discussion by the children.

2. The teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to independently search for solutions (partial search method).

3. The child poses a problem, the teacher helps to solve it. The child develops the ability to independently formulate a problem.

4. The child poses the problem himself and solves it himself. The teacher does not even point out the problem: the child must see it on his own, and when he sees it, formulate and explore the possibilities and ways to solve it.

As a result, the ability to independently analyze a problem situation and independently find the correct answer is developed.

Technology of project activities

Target:Development and enrichment of social and personal experience through the inclusion of children in the sphere of interpersonal interaction.

In the educational process of a preschool educational institution, project activities are in the nature of cooperation, in which children and teachers of the preschool educational institution take part, and parents and other family members are also involved. Parents can not only be sources of information, real help and support for the child and teacher in the process of working on the project, but also become direct participants in the educational process. They can enrich their teaching experience, experience a sense of ownership and satisfaction from their successes and the successes of the child. The main goal of the project method in a preschool institution is the development of a free creative personality, which is determined by the tasks of children's development.

Research technology

The purpose of research activities in kindergarten- to form in preschoolers basic key competencies and the ability for an investigative type of thinking.

Methods and techniques for organizing experimental research

activities:

- heuristic conversations;

- raising and solving problematic issues;

-observations;

-modeling (creating models about changes in inanimate nature);

-experiences;

- recording the results: observations, experiences, experiments, work activities;

- “immersion” in the colors, sounds, smells and images of nature;

-use of artistic words;

- didactic games, educational games and creative development

situations;

- work assignments, actions.

TRIZ elements

The purpose of using TRIZ technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, systematicity, dialecticism, and on the other hand, search activity, the desire for novelty, the development of speech and creative imagination.

TRIZ, as a universal toolkit, is used in all classes. This allows us to form a unified, harmonious, scientifically based model of the world in the child’s mind. A situation of success is created, the results of the decision are exchanged, the decision of one child activates the thought of another, expands the range of imagination, stimulates its development.

TRIZ gives you the opportunity to show your individuality and teaches children to think outside the box.

TRIZ develops such moral qualities as the ability to rejoice in the successes of others, the desire to help, and the desire to find a way out of a difficult situation. TRIZ allows you to gain knowledge without overload, without cramming.

The main means of working with children is pedagogical search. A teacher should not give children ready-made knowledge or reveal the truth to them, he should teach them to find it.

Health-saving technologies

Health-saving educational technologies include all aspects of the teacher’s influence on the child’s health at different levels - informational, psychological, bioenergetic.

The following health-saving technologies are distinguished::

1. medical and preventive(technologies for organizing monitoring of the health of preschool children, monitoring children’s nutrition, preventive measures, health-preserving environment in preschool educational institutions);

2. physical education and health(technologies for the development of physical qualities, hardening, breathing exercises, etc.);

3. ensuring the socio-psychological well-being of the child(pedagogical support for child development in the pedagogical process of preschool educational institutions);

4. educational(raising a culture of health in preschool children);

5. healthy lifestyle training(technologies of use physical education classes, communicative problem-based games (game training, game therapy),

6.correctional (art therapy, music technology, fairy tale therapy, psycho-gymnastics, etc.)

ICT technology.

The use of ICT is one of the effective ways increasing motivation and individualization of children's learning, developing their creative abilities and creating a favorable emotional background. This promotes conscious assimilation of new knowledge.

Learning becomes more attractive and exciting for children. Preschoolers have better developed involuntary attention, which becomes more concentrated when it is interesting; the material being studied is clear, bright, and evokes positive emotions in the child.

Method - experimentation– effective study of the properties of objects, transformation of its properties, structure, effectively establishing relationships with other objects, establishing interdependence.

Using this method allows you to control phenomena by causing or stopping these processes. A child can observe and cognize such properties and connections that are inaccessible to direct perception in Everyday life(properties of a magnet, light beam, air movement, state of aggregation water, etc.) Experimentation and elementary experiments help children comprehend the phenomena of the world around them, broaden their horizons, and understand existing relationships. Children develop observation skills, basic analytical skills, the desire to compare, contrast, make assumptions, and justify conclusions.

Modeling- the process of creating a model (sample) of an object of knowledge (or phenomenon) or using an existing model. In it, unlike the object itself, properties and connections are more prominently presented.

Using the model allows you to perform various actions at a convenient time and the required number of times in order to understand and master the educational content. Modeling is based on the process of replacing real objects of cognition with conventional ones - objects or images.

2.3. INTERACTION OF THE TEACHING STAFF WITH THE FAMILIES OF THE PUPILS

The most important condition for ensuring the holistic development of a child’s personality is the development of constructive interaction with the family.

The leading goal is to create the necessary conditions for the formation of responsible relationships with the families of pupils and the development of parental competence (the ability to resolve different types socio-pedagogical situations related to raising a child); ensuring the right of parents to respect and understanding, to participate in the life of the kindergarten.

Parents and educators need to overcome subordination and monologism in their relationships with each other, give up the habit of criticizing each other, and learn to see each other not as a means of solving their problems, but as full partners and employees.

The main tasks of interaction between the teacher and the family:

studying the attitude of parents to various issues of education, training, development of children, conditions for organizing various activities in kindergarten and family;

introducing parents to best experience education in kindergarten and family, as well as with difficulties arising in the family and public education of preschoolers;

informing each other about the current tasks of raising and educating children and about the possibilities of the kindergarten and family in solving these problems;

creating conditions for cooperation that is diverse in content and forms, promoting the development of constructive interaction between teachers and parents with children;

attracting families of pupils to participate in joint events organized in the district (city, region);

encouraging parents for their attentive attitude to the various aspirations and needs of the child, creating the necessary conditions for their satisfaction in the family.

The general requirements for preparing parents to accompany a preschool child within the framework of his developmental trajectory when implementing an approximate basic general education program for preschool education are:

- parents have a basic general education program;

• social and personal development;
• cognitive development;
• speech development;
• artistic - aesthetic;
• physical development.

Interaction with parents is carried out through different forms:

• single and group stands;

library of methodological literature;

posters of various topics (fire safety, sanitary, hygienic, psychological and pedagogical, etc.);

folders, leaflets, memos, booklets;

an exhibition of children's works on arts and crafts;

banners;

preschooler's portfolio;

viewing photos and videos with recordings of classes, holidays and other educational events;

joint holidays and sports competitions;

hikes and excursions;

joint project activities;

conducting seminars and master classes;

round tables;

parent meetings, meetings, music rooms;

open days;

during daily direct contacts between teachers and parents;

• during informal conversations about children or scheduled meetings with parents;
• when communicating on the phone;
• through the DOW website.

2.4. DESIGN OF THE EDUCATIONAL PROCESS

When organizing the educational process, the unity of educational, developmental and training goals and objectives is ensured, while the set goals and objectives are solved, avoiding overload of children, using the necessary and sufficient material, getting as close as possible to a reasonable “minimum”.

Building the entire educational process around one central theme provides great opportunities for the development of children. Topics help organize information in an optimal way. Preschoolers have numerous opportunities to practice, experiment, develop basic skills, and conceptual thinking.

The thematic principle of constructing the educational process allows one to organically introduce regional and cultural components and take into account the specifics of a preschool institution.

To introduce regional and cultural components, a preschool educational organization may, at its discretion, partially or completely change topics or names of topics, content of work, time period, etc.

Approximate planning of educational activities

Organization of educational activities
	Second junior group
Mandatory part
Physical Culture	3
Outdoor physical education	-
Music	2
Getting to know your surroundings	1
FEMP	-
Sensory development	1
Literacy training
Speech development	1
Construction	1
Drawing	1
Modeling	-
Application	-
Total:	10 lessons per week
Part formed by participants in the educational process
Local history
Development of musical and rhythmic movements
Fine Arts (non-traditional techniques of drawing, sculpting, arts and crafts)	2
TOTAL	12 lessons per week
Educational activities during regime moments
Basic activity
Morning exercises	daily
Complexes of hardening procedures	daily
Hygiene procedures	daily
Situational conversations	daily
Reading fiction	daily
Duty roster	daily
Walks	daily
Type of activity formed by participants in the educational process
Corrective gymnastics	daily
Gymnastics after sleep	daily
Excursions	-
Independent activities of children
A game	daily
Independent activity in development centers	daily

3. ORGANIZATIONAL SECTION

3.1. Material and technical support of the Program.

In accordance with the Federal State Educational Standard, the material and technical support of the program includes an educational and methodological set, equipment, equipment (items).

To organize educational work, the preschool educational institution has a music and physical education hall, a sports ground, a specialized platform “Crossroads”, a flower garden, and equipped walking areas.

The group room is equipped with a set of children's and play furniture, modules for story games, sets for experimentation, sets of gaming and sports equipment, sets for the development of sensory standards, constructive and creative abilities of children.

In the educational process, technical teaching aids are used, such as: video projector, camera, laptop, stereo system, multimedia player, TV with DVD player.

3.2. Routine and/or daily routine.

SAMPLE DAY SCHEDULE FOR CHILDREN FROM 3 TO 4 YEARS OLD

The duration of children's stay in preschool educational institutions is 10.5 hours. The daily routine is built taking into account the age characteristics of the pupils; changes are made to the daily routine with seasonal periods (cold, warm).

Walks in the preschool educational institution are organized twice: in the first and second half of the day, the total duration of walks is 2.5 hours, children walk with their parents in the evening for 1.5 hours, so the duration of the walk is 4 hours. When the air temperature is below - 15 degrees and the wind speed is 7 m/s, the duration of the walk is reduced.

The walk is not carried out when the air temperature is below 15 degrees and the wind speed is more than 15 m/s for children under 4 years old, and for children 5-7 years old when the air temperature is below -20 degrees and the wind speed is more than 15 m/s. In this case, the walk is carried out in a music or physical education hall, and cross ventilation is organized in groups.

Daytime sleep is organized once: for children under 3 years of age, lasting 3 hours. The rise is carried out gradually, as the children wake up. At the end of daytime sleep, hardening procedures are carried out.

Independent activity takes at least 3-4 hours a day in the daily routine. At this time, children play various games, activities, in a corner of nature, and do personal hygiene.

The group conducts direct educational activities. Maximum weekly volume educational load complies with SanPiN and federal state educational standards.

Direct educational activities in a general developmental group are carried out from September to May inclusive, its duration is:

in the second younger group (children of the fourth year of life) - 10 lessons not

more than 15 minutes each;

The break between classes is at least 10 minutes.

In the middle of direct educational activities of a static nature, physical education is carried out.

Direct educational activities of the physical culture, health and aesthetic cycle should occupy at least 50% of the total time allocated for educational activities.

In the summer and in the middle of the year (January - February), vacations are organized for pupils, during which they conduct aesthetic and health classes (music, physical education, artistic creativity). The duration of walks, the number of sports and outdoor games increases, sports holidays, excursions, etc.

Daily routine for the cold period

	7.30-8.10
	8.10-8.30
Preparation for educational activities	8.30-8.45
Direct educational activities: Lesson 1 subgroup I subgroup II Lesson 2 subgroup II subgroup I	8.45-9.00 9.10-9.25 8.45-9.00 9.10-9.25
Joint activities of the teacher with children	9.40-10.00
Preparing for the second breakfast, second breakfast (drinking)	10.00-10.10
Preparing for the walk	10.10-10.35
Walk (games, observations, work)	10.25-11.40
Returning from a walk	11.40-11.50
Preparing for lunch, lunch	11.50-12.15
	12.15-15.00
	15.00-15.20
Direct educational activities	15.20-15.35
	15.35-16.00
	16.00 – 17.00
Returning from a walk	17.00-17.10
	17.10-18.00

Approximate daily routine for the warm period

Reception, examination, games, morning exercises	7.30-8.10
Preparation for breakfast, breakfast	8.10-8.30
Independent activities of children	8.30-8.50
Preparing for the walk	8.50-9.00
second breakfast (drink) while walking	10.00-10.10
Walk (joint activity with children of a physical education, health, artistic and aesthetic orientation, independent research, play, work activity children)	9.00-11.40
Returning from a walk, hygiene procedures	11.40-11.50
Preparing for lunch, lunch	11.50-12.15
Getting ready for bed, naps	12.15-15.00
Lifting, air, water procedures, games	15.00-15.20
Joint activities with children	15.20-15.45
Preparing for afternoon tea, afternoon tea	15.45-16.00
Preparing for a walk, walk (joint physical education and health activities, independent activities of children)	16.00 – 18.00
Games, joint activities, children going home	17.00-18.00

Features of the organization of regime moments

When implementing routine moments, the individual characteristics of children are taken into account.

The kindergarten regime, which is close to the individual characteristics of the child, contributes to his comfort, good mood and activity.

Eating.It is taken into account that children eat at different speeds, so children are given the opportunity to eat at their own pace. After eating, the child can give thanks and engage in independent games.

Walk.To improve children's health, satisfy their need for physical activity, and prevent fatigue, daily walks are organized. Ensure children have sufficient exposure to fresh air during the day.

Daily reading.The daily routine allocates constant time for daily reading to children. We read not only fiction, but also educational books, children's illustrated encyclopedias, stories for children on the history and culture of our native country and foreign countries. Reading books and discussing what they read helps, using the example of literary heroes, to cultivate social and moral qualities in children, avoiding tedious and useless teachings and lectures. At the same time, each child always has a choice: listen or go about their business.

Daytime sleep.Conditions have been created for children to have a good daytime sleep. To do this, a calm, quiet environment is created in the room where children sleep, and a constant flow of fresh air is ensured. In addition, full physical activity during the day and calm, quiet games that relieve overstimulation contribute to falling asleep quickly and deep sleep.

Physical education and health work

Constant work is being carried out to strengthen the health of children, harden the body and improve its functions.

Under the guidance of medical personnel, a set of hardening procedures is carried out using natural factors: air, sun, water, taking into account the health status of children and local conditions. When carrying out hardening activities, a differentiated approach to children is carried out, taking into account their individual capabilities.

3.4. Features of traditional events, holidays, activities.

Preschool educational institutions have developed traditions of cultural and leisure activities for preschoolers, which provide each child with rest, emotional well-being, and contribute to the formation of the ability to occupy themselves.

Such traditions include:

theatrical performances organized by artists of the regional philharmonic society;

sports competitions;

holidays dedicated to Knowledge Day, Children's Day, Russia Day, Birthday of the city of Arsenyev;

holidays of the national calendar - Maslenitsa, Neptune Day, Christmas;

matinees dedicated to the New Year, March 8, Mother's Day, Defender of the Fatherland Day, Victory Day;

theater week;

health day;

organization of exhibitions of children's creativity.

3.5. Features of the organization of a developing subject-spatial environment.

The organization of the educational subject-spatial environment of the group is based on the provisions that determine the comprehensive development of the child:

The environment is heterogeneous and consists of various elements necessary to optimize all types of child activities.

The environment allows children to move from one type of activity to another, to perform them as interconnected life moments.

The environment is flexible and controllable from both the child and the adult.

The subject-development environment is adequate to the characteristics of the pedagogical process and the creative nature of each child’s activity.

When creating the subject environment, the personal, that is, ergonomic, anthropometric, and physiological characteristics of children were also taken into account.

Pedagogical support for a child’s developmental capabilities is structured as an optimal organization of a system of connections between all elements of the educational environment, which provide a set of opportunities for personal self-development.

Features of the organization of the subject-spatial environment to ensure the emotional well-being of the child.

To ensure the emotional well-being of children, the environment is inviting, almost homely; children quickly get used to it and freely express their emotions.

The comfort of the environment is complemented by artistic and aesthetic design, which has a positive effect on the child, evokes emotions, bright and unique sensations.

Staying in such an emotional environment helps relieve tension, tightness, and excessive anxiety, and opens up the child’s ability to choose the type of activity, materials, and space.

Features of the organization of the subject-spatial environment for the development of independence.

The environment is variable and consists of various zones (workshops, research areas, art studios, libraries, playrooms, laboratories, etc.), which children can choose at their own discretion. The subject-spatial environment changes in accordance with the interests and projects of children at least once every few weeks. Time is allocated during the day so that children can choose an activity space (zone) of their own choosing.

Features of the organization of the subject-spatial environment for development play activity.

The play environment stimulates children's activity and is constantly updated in accordance with the children's current interests and initiatives. Playground equipment is varied and easily transformable. Children have the opportunity to participate in the creation and renovation of the play environment. Parents also have the opportunity to contribute to its improvement.

Features of the organization of the subject-spatial environment for the development of cognitive activity.

The environment is rich, provides the child with the opportunity for active exploration and problem solving, and contains modern materials (constructors, materials for the formation of sensory standards, sets for experimentation, etc.).

Features of the organization of the subject-spatial environment for the development of project activities.

Encouraging children to explore and create, teachers provide them with a wide range of exciting materials and equipment. Nature and immediate surroundings - important elements research environments containing many phenomena and objects that can be used in joint research activities of educators and children.

Features of the organization of the subject-spatial environment for self-expression through art.

The educational environment provides necessary materials, the opportunity to engage in various activities: painting, drawing, playing musical instruments, singing, designing, acting, dancing, various types of crafts, wood crafts, clay crafts, etc.

Features of the organization of the subject-spatial environment for physical development.

The environment stimulates children's physical activity, their inherent desire to move, learn, and encourage them to play outdoor games. During outdoor games, including spontaneous ones, children have the opportunity to use playground and sports equipment.

The playground provides an environment for the development of gross motor skills.

The playing space (both on the court and indoors) is transformable (changes depending on the game and provides enough space for physical activity).

Municipal preschool educational institution "Child Development Center - Kindergarten "Druzhba" Adopted: Minutes No. 1 Pedagogical Council of the Druzhba Children's School Approved by: Head of the Druzhba Children's School _________O. N. Sedletskaya Order No. 74 of August 28, 2015. Work program for children 3-4 years old, 2015-2016 school year. Teachers: Suzdaleva Tamara Leonidovna, V.K.K. Zorikhina Elena Mikhailovna, 1st candidate 2015 Kachkanar Contents 1. Target section. Mandatory part 1.1 1.2 1.3 1.4. Explanatory note. . Objectives of the junior group program. . Principles and approaches to the education of children of the younger group. . Age characteristics of the contingent of children 3–4 years old, brought up in an educational institution. 1.5. Planned results of mastering the program. The part formed by the participants in educational relations. - Features of the educational process. 2. Content section. Mandatory part. 2.1.Purpose, objectives and content for five educational areas 2.2.Model of educational activities taking into account the Federal State Educational Standard. 2.3. Comprehensive thematic plan. The part formed by the participants in educational relations. 3.Organizational section. 3.1.Daily regime (warm and cold periods) 3.2. Grid of direct educational activities. 3.3. A network of joint educational activities and cultural practices in sensitive moments. 3.4. Grid of children's independent activities. The part formed by the participants in educational relations. - Working with parents. - Subject-developing educational environment of the group. - Software and methodological support. 4. Additional section 5. Brief presentation of the work program 2 of junior group 2 1.1. Explanatory note The work program for the development of children 3-4 years old was developed on the basis of the General Educational Program of Preschool Education of the MDOU TsRR kindergarten "Friendship" In accordance with: 1. Law of the Russian Federation of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (in edition dated May 7, 2013) 2. Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, maintenance and organization of the operating mode of preschool educational organizations" 3. - Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 N 1014 “On approval of the procedure for organizing and implementing educational activities in the main general educational programs– educational programs of preschool education”; 4. Federal state standard preschool education dated October 17, 2013 No. 1155. 5. Taking into account the Model educational program for preschool education CHILDHOOD: / T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg: Publishing House "Childhood-Press", Publishing House of the Russian State Pedagogical University named after. A.I. Herzen, 2014. – 321 p. The work program ensures the comprehensive development of children aged 3 to 4 years, taking into account their age and individual characteristics in the main areas: * social and communicative development * cognitive development * speech development * artistic and aesthetic development * physical development. The program being implemented is based on the principle of personality-oriented interaction between adults and children. The work program of the junior group consists of three sections and two parts in each section:  Target section  Content section  Organizational section  mandatory part;  part formed by participants in educational relations. Partial programs 3 used in working with children 3-4 years old Educational area Social and communicative development Methodological support N.N. Avdeeva, O.L. Knyazeva, R.B. Styorkina Process", St. Petersburg, 2002. "Childhood - Tolstikova O. V., Savelyeva O.V. We live in the Urals: an educational program taking into account the specifics of national, sociocultural and other conditions in which educational activities with preschool children are carried out. – Ekaterinburg: State Autonomous Educational Institution of Further Professional Education SO “IRO”. – 2013 Education of safe behavior in everyday life - Pedagogical support of Russia, Moscow 2005 Cautious tales, T.A. Shorygina book lover, Moscow 2003 Rules and road safety O.A. Skorlupova Scriptorium Moscow 2015 movements Familiarization of preschoolers with the surrounding and social reality, junior group N.V. Aleshina LLC TsGL Moscow 2003 The ABC of Communication Childhood-Press St. Petersburg 2001 E.A. Alyabyeva Thematic days and weeks in kindergarten M.Ts Sfera 2015. Cognitive development Dybina O.V. “The unknown is nearby”, Sphere 2013. Dybina O.V. We create, we measure, we transform Sphere 2015. Dybina O.V. What are Sphere 2010 items made of? Dybina O.V. Man-made world Sphere 2014 Mathematics in kindergarten V.P. Novikova Mosaic-Synthesis 2003 Logic and mathematics for preschoolers E.A. Nosova S-P Detstvo-Press 2000 Bondarenko T.M. Practical material on mastering educational areas in the second junior group. Method 2013. Speech development Shipitsyna L.M. ABC of communication. Development of the child’s personality, communication skills with adults and peers. 4 Childhood-Press, 2001. Ushakova O.S. Speech development-Sphere 2014, Zatulina G.Ya. Speech development of preschoolers - Center for Pedagogical Education 2014. N.V. Nishcheva Multicolored fairy tales S-P Childhood-Press 2003 Physical development E.A. Sinkevich Physical education for kids S-P ChildhoodPress 2002 Artistic and aesthetic development of Lykova I.A. “Art activities in kindergarten, UUMK “Colored Palms” - Publishing House “Tsvetnoy Mir”. 2014, Leonova N.N. Artistic creativity according to the program “Childhood” - Teacher 2014. 5 1.2. The purpose and objectives of the work program. The purpose of the program: - to ensure the development of the personality of children of the 2nd junior group in various types of communication and activities, taking into account their age, individual, psychological and physiological characteristics - to create conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creativity through collaboration with adults and peers and age-appropriate activities. Program objectives: - protection and strengthening of the physical and mental health of children, including their emotional well-being; - ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities); - creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world; - formation of a general culture of children’s personality, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities; - formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children; - providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health. The program being implemented is based on the interaction between adults and children. on the principle of personality-oriented 1. 3. Principles and approaches to the education of children of the younger group:  enrichment of child development;  building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education;  assistance and cooperation between children and adults, recognition of the child as a full participant in educational relations;  supporting children’s initiative in various activities;  cooperation between teachers of the younger group and families of preschool children;  introducing children to sociocultural norms, traditions of the family, society and state;  formation of cognitive interests and cognitive actions of the child in various types of activities; 6  age adequacy of preschool education (compliance of requirements, methods with age and developmental characteristics);  taking into account the ethnocultural situation of the development of children in the group. conditions, The conceptual basis of the educational program is made up of several pedagogical concepts and theories: 1. Theory of development amplification, author A.V. Zaporozhets. This is a program for the enriched development of children, providing a unified process of socialization and individualization of the individual through the child’s awareness of his needs, capabilities and abilities. 2. Pedagogical concept of the holistic development of the child as a subject of children's activities, author M.V. Krulecht. The program involves the child mastering the position of a subject in activities that are natural for a preschooler (play, communication with adults and peers, experimentation, artistic and productive activities). The group’s work program is focused on the motto of the educational program “Childhood”: “Feel - Cognize - Create” defines three interconnected lines of child development that determine the content of the educational program, giving it integrity and a unified focus. The line of feelings determines the direction of the emotional development of a preschooler in the program and ensures an emotionally comfortable state in the reference groups of communication with adults and peers, as well as harmony with the objective world. The program sets the task of developing in children, on the basis of different educational content, emotional responsiveness, the ability to empathize, and readiness to demonstrate a humane attitude towards the world around them (nature, children, etc.). The line of cognition is based on the feeling of surprise and admiration for the world that is characteristic of a preschooler. The goal of the program is to promote cognitive activity, curiosity, the desire for independent knowledge and reflection, and the development of children’s mental abilities and speech. In unity with the development of cognition and feelings, the line of creativity is carried out in the program. The goal of the program is to awaken children’s creative activity, stimulate their imagination, and the desire to get involved in creative activities. The entire content of the program is focused on the child, creating an emotionally comfortable state for him and favorable conditions for the development of his individuality and positive personality traits both in kindergarten and at home. Only under the condition of close interaction between kindergarten and family, continuity of preschool public and family education and education, it is possible to implement an educational program. Joint events and the organization of parent communication clubs help establish trusting relationships with parents, which has a positive impact on the state of the pedagogical process and improving its quality. Such conceptual foundations of education and the solution of program problems ensure the creation of conditions for each preschooler for the fullest development of his capabilities and abilities. 7 1.4. Age characteristics of the contingent of children 3-4 years old, brought up in an educational institution. Junior preschool age (3-4 years). At the turn of three years, the child’s favorite expression becomes “I myself!” Separating oneself from an adult and at the same time the desire to be like an adult is a characteristic contradiction of the crisis of three years. The emotional development of a child of this age is characterized by manifestations of such feelings and emotions as love for loved ones, attachment to the teacher, and a friendly attitude towards others and peers. The child is capable of emotional responsiveness; he can empathize with another child. In early preschool age, the child’s behavior is involuntary, actions and deeds are situational, the child most often does not imagine their consequences, a normatively developing child is characterized by a feeling of security, a trusting and active attitude towards the environment. Children aged 3-4 years old learn basic norms and rules of behavior associated with certain permissions and prohibitions (“can”, “need”, “don’t”). At 3 years old, a child identifies himself with representatives of his gender. At this age, children differentiate other people by gender and age; recognize children, adults, and elderly people, both in real life and in illustrations. A developing three-year-old child has every opportunity to master self-service skills (becoming the prerequisites for work) - eat, dress, undress, wash yourself, use a handkerchief, comb, towel, and perform your natural needs. By the end of the fourth year of life, the youngest preschooler masters the basic culture of behavior while eating at the table and washing in the toilet. Such skills are based on a certain level of development of the child’s motor sphere, one of the main components of which is the level of development of motor coordination. During this period, the child’s need for movement is high; his physical activity accounts for at least half of his waking time. The child begins to master basic movements, discovering a desire to set goals when performing physical exercises (to run quickly, jump further, accurately reproduce a movement, etc.). ). A certain stock of ideas about the various properties of objects, phenomena of the surrounding reality and about oneself is accumulated. At this age, with properly organized development, the child should already have formed the basic sensory standards. He is familiar with the primary colors (red, yellow, blue, green). A three-year-old child is able to select the basic shapes of objects: circle, oval, square, rectangle, triangle) according to the model, sometimes making minor mistakes. He knows the words “more”, “less”, and from two objects (sticks, cubes, balls, etc.) he successfully chooses the larger or smaller one. At the age of 3, children practically master the space of their room (apartment), group room in kindergarten, yard where they walk, etc. Based on experience, they develop certain spatial concepts (next to, in front of, on, under). The development of space occurs simultaneously with the development of speech: the child learns to use words denoting spatial relationships (prepositions and adverbs). The child is familiar with the objects of the immediate environment, their purpose (they sit on a chair, drink from a cup, etc.), with the purpose of some public buildings (they buy toys, bread, milk, clothes, shoes in a store, supermarket); has an understanding of familiar means of transportation (car, truck, trolleybus, airplane, bicycle, etc.), some professions (doctor, driver, janitor), 8 holidays ( New Year , your birthday), the properties of water, snow, sand (snow is white, cold, water is warm and water is cold, ice is slippery, hard; wet sand can be sculpted or made into Easter cakes, but dry sand crumbles); distinguishes and names weather conditions (cold, warm, windy, raining). In the fourth year of life, the child distinguishes some fruits and vegetables by shape, color, taste, knows two or three types of birds, some domestic animals, and the most common insects. The attention of children of the fourth year of life is involuntary, however, its stability depends on interest in the activity. Typically, a child of this age can concentrate for 10-15 minutes, but an activity that is attractive to him can last quite a long time. Children's memory is immediate, involuntary and has a vivid emotional coloring. Children retain and reproduce only that information that remains in their memory without any internal effort (poems and songs they liked, 2-3 new words that made them laugh or upset them). The thinking of a three-year-old child is visually effective: the baby solves a problem by directly acting with objects (folding a nesting doll, pyramid, bowl, designing according to a model, etc.). At 3 years old, imagination is just beginning to develop, and first of all this happens in play. The child acts with one object and at the same time imagines another in its place: a stick instead of a spoon, a pebble instead of soap, a chair - a car for traveling, etc. In early preschool age, the desire for activity is clearly expressed. For a child, an adult is the bearer of a certain social function. The child’s desire to perform the same function leads to the development of play. Children master play actions with toys and substitute objects, and acquire primary skills in role-playing behavior. The play of a child in the first half of the fourth year of life is more likely to play side by side than together. Games that arise on the initiative of children reflect the skills acquired in joint games with adults. The plots of the games are simple, undeveloped, containing one or two roles. The inability to explain one’s actions to a play partner or to come to an agreement with him leads to conflicts that children are unable to resolve on their own. Conflicts most often arise over toys. Gradually, by the age of four, the child begins to coordinate his actions, negotiate during joint games, and use verbal forms of polite communication. At 3-4 years old, a child begins to communicate more often and more willingly with peers in order to participate in a common game or productive activity. The main means of communication with adults and peers is speech. The vocabulary of a younger preschooler consists mainly of words denoting household items, toys, and people close to him. The child masters the grammatical structure of speech and begins to use complex sentences. Girls in many development indicators (articulation, lexicon, verbal fluency, reading comprehension, and remembering what they see and hear) are superior to boys. At 3-4 years of age, in a situation of interaction with an adult, interest in books and literary characters continues to form. The child’s reading circle is replenished with new works, but already known texts still arouse interest. Interest in productive activities is unstable. The idea is controlled by the image and changes as the work progresses; the image of the shape of objects is mastered. The works are most often schematic, so it is difficult to guess what the child has depicted. Construction is procedural in nature. A child can construct only elementary object structures from two or three parts based on a model. The musical and artistic activity of children is direct and syncretic in nature. The perception of musical images occurs when organizing practical activities (playing a plot, looking at an illustration, etc.). 9 Sound discrimination and hearing are improved: the child differentiates the sound properties of objects, masters sound prestandards (loud-quiet, high-low, etc.). Begins to show interest and selectivity in relation to various types of musical and artistic activities (singing, listening, musical and rhythmic movements). 1.5. Planned results of mastering the program. Social and communicative development  The child prefers to communicate with an adult, shares his impressions, feels the need to cooperate with him, and seeks help.  Shows kindness towards others, strives to console the offended, please, help.  Tries to follow the generally accepted rules of behavior in kindergarten, reacts negatively to obvious violations of the rules.  Unites with peers in a group of 2-3 people based on personal sympathies; participates in group games, maintaining positive relationships.  Able to organize or support role-playing dialogue in game plots with two characters.  Knows how to occupy himself with a game (any kind: director’s, figurative-role-playing, experimental game, etc.).  Tries to undress and dress independently, takes care of his appearance , masters the simplest skills of behavior while eating. Cognitive development  The child has ideas about the properties of objects (color, shape, size, purpose).  Formation of a holistic picture of the world, broadening one’s horizons  Knows one’s first and last name, gender, age.  Notices seasonal changes occurring in nature.  Can explore and construct under the guidance of an adult, uses different methods of examining objects.  Distinguishes, correctly names, and uses basic construction parts for their intended purpose; purposefully creates, examines and plays with the simplest buildings.  Can count to 3, count 3 objects from a larger quantity.  Can recognize and name a circle, triangle, ball, cube (cube), and find objects in the environment that are similar in shape.  Able to compare by height and length by application and superposition.  Distinguishes spatial relationships from oneself: in front - behind, above - below, right - left. Speech development  The child has an age-appropriate active and passive vocabulary (knows the names and purposes of objects in the immediate environment, their qualities, actions with them; names some general concepts (vegetables, fruits, clothes, dishes, animals, birds).  In speech more partially correctly agrees adjectives with nouns in gender, number, case, uses simple spatial prepositions; names of animals and their babies in singular and plural forms.  Can (independently or with the help of a teacher) carry on a conversation about 10 books read, cartoons watched, when describing objects, paintings, toys or during observations in nature.  Able to listen intently, follow the development of an action, understand the content of a work of art.  Can remember and reproduce a short poetic text. Artistic and aesthetic development  The child shows a steady interest in decorative applied art, small plastic arts, book graphics; knows ways of visual and tactile examination of various objects to enrich perception.  Can reflect their ideas and impressions about the world around them in various types of visual activities (drawing, modeling, appliqué) and in the process of artistic work.  Creates recognizable images of specific objects and phenomena of the surrounding world; conveys a generalized form and color in accessible artistic ways (constructive, plastic, combined).  Can perform metrical pulses in sounding gestures, as well as on small maracas, sticks, accompanying music or poetry; loves to manipulate musical instruments, can play simple sound-visual improvisations.  Sings in a natural voice, sings along with pleasure with an adult.  Likes to move to music and moves rhythmically at a moderate pace, changes the nature of movement in accordance with changes in the character or change of parts of the music, rhythmically performs elementary dance movements.  Listens when cheerful, active music sounds, and cannot resist moving to it. Physical development  The child has a sufficient level of development of physical qualities and basic movements, corresponding to age and gender standards.  Shows positive emotions during physical activity and independent motor activity.  Able to walk and run, maintaining balance, changing direction at will or on command.  Able to jump long from a standing position, pushing off vigorously on two legs while jumping.  Can roll the ball from a distance in a given direction, throw the ball with both hands from the chest, hit the ball on the floor, throw the ball up 2-3 times in a row and catch it.  Correctly uses personal hygiene items (soap, comb, towel, handkerchief), washes oneself and washes hands with little help from an adult.  Has elementary representations about the value of health, the need to observe hygiene rules in everyday life and tries to follow them in his activities. By four years: The child can calmly, without disturbing another child, play nearby, unite in play with a common toy, and participate in simple joint practical activities. Shows a desire for positive actions, but relationships depend on the situation and still require constant attention from the teacher. Actively participates in a variety of activities: games, motor exercises, activities to examine the properties and qualities of objects and their use, drawing, modeling, verbal communication, and creativity. Accepts the goal, in games, in objective and artistic activities, as shown and encouraged by adults, the child brings the work begun to a certain result. Understands that things and objects are made by people and require careful handling. Shows emotional responsiveness, imitating the example of adults, tries to console the offended, treat, please, help. In facial expressions and gestures, he begins to distinguish between the emotional states of people, happy and sad music, the cheerful and sad moods of peers and adults, responds emotionally to the content of what he read, and empathizes with the characters. Willingly engages in joint activities with an adult, imitates his actions, answers the adult’s questions and comments on his actions in the process of playing together and performing routine tasks. Shows interest in peers, in interaction in play, in everyday communication and everyday activities. Masters play actions with toys and substitute objects, develops a play plot from several episodes, and has acquired primary skills in role-playing behavior. He is able to propose his own idea and translate it into a game, drawing, or construction. The vocabulary has increased significantly, the grammatical structure of speech is improved, the child uses not only simple, but also complex sentences. Age-appropriate coordination of movements has been formed. The child shows a positive attitude towards a variety of physical exercise , strives for independence in motor activity, is selective in relation to certain motor actions and outdoor games. Possesses basic culture of behavior while eating at the table, self-service skills: washing, dressing. Correctly uses personal hygiene items (towel, handkerchief, comb). Shows interest in the world, the need for cognitive communication with adults, asks questions about people, their actions, animals, objects of the immediate environment. Shows a desire for observation, comparison, examination of the properties and qualities of objects, the use of sensory standards (circle, square, triangle), and simple experimentation with objects and materials. In joint cognitive activity with the teacher, he experiences a feeling of surprise, the joy of learning about the world. He knows his first name, surname, gender, age. He is aware of his individual skills and actions, which he has independently mastered (“I know how to build a house”, “I know how to button a jacket myself”, etc.). He recognizes the house, the apartment in which he lives, the kindergarten, the group, his teachers, and the nanny. Knows his family members and immediate relatives. Talks with an adult about his family members, answering questions when looking at a family album or photographs. Names well-known animals and plants in the immediate environment, their actions, and clear signs of appearance. Able to not only combine objects by external similarity (shape, color, size), but also to assimilate generally accepted ideas about groups of objects (clothing, dishes, toys). Participates in elementary research activities to study the qualities and properties of objects of inanimate nature, in feasible activities to care for plants and animals of a corner of nature. He has mastered some norms and rules of behavior associated with certain permissions and prohibitions (“can”, “need”, “cannot”), and can see the discrepancy between the behavior of another child and the norms and rules of behavior. Experiences satisfaction from the approval of correct actions by adults. Listens carefully to the adult’s speech and instructions and accepts the model. Following the adult’s questions, he examines objects, toys, illustrations, listens to the adult’s comments and explanations. 12 1.6.Features of the educational process The process of education and development in kindergarten is continuous, but, nevertheless, the schedule of the educational process is drawn up in accordance with the allocation of two periods: *Cold period: academic year (September-May), a certain daily routine is drawn up and a schedule of organized educational forms. * Summer period (June-August), for which a different daily routine is compiled. When organizing the educational process, the climatic features of the region are taken into account. The time of the beginning and end of certain seasonal phenomena (leaf fall, snow melting, etc.) and the intensity of their occurrence; composition of flora and fauna; length of daylight hours; weather conditions, etc. Winter in the Urals is cold. Spring comes in early April, and summer is rainy, sometimes hot, but short. Autumn comes early, already in the second half of August, and winter comes by the beginning of November. The group’s daily routine includes invigorating gymnastics, exercises to prevent flat feet, and breathing exercises. During the cold season, children's exposure to the open air decreases. In the warm season, children’s life activities are mainly organized outdoors. The level of education of pupils, reflecting the main educational achievements of children, is determined taking into account the sequence of the child’s introduction to social experience according to the following components possible result preschool education: - activity-communicative (level of development of the skill of effectively applying mastered methods, skills in productive activities and areas of relationships with others); - subject-information (the degree of knowledge of information that reveals the features of the immediate natural and social environment); - value-orientation (the degree of compliance of individual orientations with accepted norms and rules of life). 2. Content section: 2.1. Goal, objectives and content for five educational areas Direct educational activities are based on the types of activities specified by the teacher in the Federal State Educational Standard for preschool education. organizations Play activity is the leading activity of a preschool child. In organized educational activities, it acts as the basis for the integration of all other activities of a preschool child. In the younger group of kindergarten, play activities are the basis for solving all educational problems. In the network of direct educational activities, play activity is not distinguished as a separate type of activity, since it is the basis for organizing all other types of children's activities. Game activities are presented in the educational process in a variety of forms - these are didactic and plot-didactic, developmental, outdoor games, travel games, game problem situations, dramatization games, sketch games, etc. At the same time, the enrichment of the gaming experience of children’s creative games is closely related with the content of directly organized educational activities. The organization of role-playing, directorial, theatrical games and dramatization games is carried out 13 mainly in special moments (in the morning and in the afternoon). Communication activities are aimed at solving problems related to the development of free communication in children and mastering all components of oral speech, mastering the culture of communication and etiquette, and fostering tolerance. In the network of directly organized educational activities, it occupies a separate place, but at the same time, communicative activity is included in all types of children's activities, and it reflects the experience acquired by children in other types of activities. Cognitive and research activities include children’s broad knowledge of objects of animate and inanimate nature, the objective and social world (the world of adults and children, human activities, acquaintance with the family and relationships of people, the city, the country and other countries), safe behavior, the development of means and ways of cognition (modeling, experimentation), sensory and mathematical development of children. The perception of fiction and folklore is organized as a process of children listening to works of fiction and educational literature, aimed at developing children’s reading interests, the ability to perceive a literary text and communicate about what they read. Reading can be organized as direct reading (or telling a fairy tale) by the teacher out loud and as listening to an audio recording. The design and visual activities of children are represented by different types of artistic and creative activities (drawing, modeling, appliqué). Artistic and creative activity is inextricably linked with children’s acquaintance with the fine arts and the development of artistic perception. The artistic perception of works of art significantly enriches the personal experience of preschoolers and ensures integration between cognitive-research, communicative and productive activities. Musical activities are organized during music classes, which are conducted by the music director of the preschool educational institution in a specially equipped room. Motor activity is organized in the process of physical education classes, the requirements for which are consistent with the provisions of the current Sanitary and Norms Regulations by the preschool organization. Educational activities carried out during regime moments require special forms of work in accordance with the tasks being implemented in the upbringing, training and development of the child. In regime processes, in free children's activities, the teacher creates, as necessary, additional developing problem-game or practical situations that encourage preschoolers to apply their existing experience, show initiative, and be active in order to independently solve the problem that has arisen. Educational activities carried out in the morning include: - observations - in a corner of nature, of the activities of adults (setting the table for breakfast); - individual games and games with small subgroups of children (didactic, developmental, plot, musical, active, etc.); - creation of 14 practical, playful, problem situations and situations of communication, cooperation, humane manifestations, caring for children in kindergarten, manifestations of emotional responsiveness to adults and peers; - work assignments (setting tables for breakfast, caring for indoor plants etc.) ; - conversations and discussions with children based on their interests; - viewing didactic pictures, illustrations, watching video materials of various contents; - individual work with children in accordance with the objectives of different educational areas; - motor activity of children, the activity of which depends on the content of organized educational activities in the first half of the day; - work to educate children in cultural and hygienic skills and a culture of health. Educational activities carried out during a walk include: - outdoor games and exercises aimed at optimizing the physical activity regime and strengthening the health of children; - observations of objects and natural phenomena, aimed at establishing various connections and dependencies in nature, cultivating attitudes towards it; - experimenting with inanimate objects; - role-playing and constructive games (with sand, snow, natural materials); - basic labor activity of children in the kindergarten area; - free communication between the teacher and children. Cultural practices. In the afternoon, a variety of cultural practices are organized, aimed at children demonstrating independence and creativity in various activities. In cultural practices, the educator creates an atmosphere of freedom of choice, creative exchange and self-expression, cooperation between adults and children. The organization of cultural practices is predominantly subgroup in nature. Joint play between the teacher and children (role-playing, directing, dramatization games, construction-constructive games) is aimed at enriching the content of creative games and children mastering the gaming skills necessary for organizing independent play. Situations of communication and accumulation of positive socio-emotional experience are problematic in nature and contain a life problem that is close to preschool children, in the resolution of which they are directly involved. Such situations can be of a real-practical nature (providing assistance to children, elders), a conditional-verbal nature (based on life plots or plots of literary works) and imitative and playful ones. In situations of a conditional verbal nature, the teacher enriches children’s ideas about the experience of resolving certain problems, calls children to an intimate conversation, and connects the content of the conversation with the children’s personal experience. In real-life practical situations, children gain experience in showing a caring, sympathetic attitude towards people, and take part in important matters (“We plant seedlings for flowers,” “We decorate the kindergarten for the holiday,” etc.). Situations can be planned by the teacher in advance, or they can arise in response to events that occur in the group and help resolve emerging problems. The creative workshop provides children with the conditions to use and apply knowledge and skills. The workshops are varied in their themes and content, for example: handicrafts, introduction to folk crafts (“Visiting Folk Crafts”), viewing educational presentations, designing an art gallery, book corner or library (“Printing Workshop”, “Visiting a Fairy Tale” "), games and collecting. The beginning of workshop 15 is usually a task around a word, melody, drawing, object, memory. This is followed by working with a wide variety of materials: words, sound, color, natural materials, diagrams and models. And it is necessary to include children in reflective activities: analysis of their feelings, thoughts, views (“What were you surprised by? What did you learn? What made you happy?” etc.). The result of work in a creative workshop is the creation of homemade books, children's magazines, drawing up travel routes to nature, designing a collection, creating children's handicraft products, etc. Musical, theatrical and literary living room (children's studio) is a form of organizing artistic and creative activities of children, involving organization of perception of musical and literary works, creative activity of children and free communication between the teacher and children on literary or musical material. Sensory and intellectual training is a system of tasks primarily of a playful nature, ensuring the formation of a system of sensory standards (color, shape, spatial relationships, etc.), methods of intellectual activity (the ability to compare, classify, compile serial series, systematize according to some characteristic, etc. ). This includes educational games, logic exercises, and entertaining tasks. Children's leisure is a type of activity purposefully organized by adults for play, entertainment, and relaxation. As a rule, the kindergarten organizes leisure activities “Health and outdoor games”, musical and literary leisure activities. It is possible to organize leisure activities in accordance with the interests and preferences of children (in older preschool age). In this case, leisure time is organized as a circle. For example, for handicrafts, artistic work, etc. Collective and individual labor activity is socially useful and is organized as household work and work in nature. Methods and directions of children's support. Children's initiative is manifested in the free independent activity of children according to their choice and interests. The opportunity to play, draw, design, compose, etc. in accordance with one’s own interests is the most important source of a child’s emotional well-being in kindergarten. Children's independent activity occurs mainly in the morning and in the afternoon. All types of activities of a child in kindergarten can be carried out in the form of independent initiative activities: - independent role-playing, directing and theatrical games; - educational and logic games; - musical games and improvisations; - speech games, games with letters, sounds and syllables; - independent activity in the book corner; - independent visual and constructive activities of children’s choice; - independent experiments and experiments, etc. Developmental tasks for children of the fourth year of life: *Game Game is the most favorite and natural activity of younger preschoolers. The game accompanies younger preschoolers throughout their entire stay in kindergarten. Funny round dance and simulation games, games with story-based and wind-up toys lift the spirits and bring children closer together. Playful moments during washing, eating, and getting ready for a walk increase children’s interest in performing routine processes and contribute to the development of activity and independence. Tasks for the development of gaming activities: 1. Develop the gaming experience of each child. 2. Support new opportunities for game reflection of the world. 3. Develop interest in creativity in games and playful communication with peers. Contents of educational activities: Role-playing games. Showing interest in varied content of role-playing games based on display family relations , direct impressions from visiting a store, a clinic, events from reading books, cartoons, pictures. Reflection in the plot of elementary interaction between adults (mother - daughter, doctor - patient, hairdresser - client, captain - sailor, etc.), inclusion of several interrelated actions in the plot. Mastering the skills to take on a playing role, participate in a simple role-playing dialogue, name your playing role and game actions, answer questions about the game (“What is your daughter’s name? What did you cook for her?”). Participation in basic planning of game actions in a joint game with the teacher (“Perhaps your daughter wants to go for a walk? Where will you go?”). Use in games of various toys, substitute items, clothing attributes (a doctor’s robe and cap, a sailor’s cap, a cap and a policeman's baton. At the prompting of the teacher, use of the deployment of the game in a certain play corner (hair salon, doctor's office). Showing initiative in adding to the play environment, using substitute items, costume details. Mastering methods of playful communication with peers in pairs, in a small group: elementary agree on joint actions (“Let’s roll cars”, “Let’s throw the ball”), on roles (“I will treat, bring your children”). With the support and help of the teacher, enter into playful communication with peers - in pairs, in a small group ; in the second half of the year - independently negotiate with peers about performing familiar game actions in the general game plot.Participation in the creation of buildings from various parts (game modules, large builder, boxes, chairs): buses, trains. Supporting the desire to use the simplest buildings in a game plot, developing the plot with the help of a building (“The doll looks out of the house, goes out for a walk along the path, sits on a bench”). Director's games. Participation in director's games based on the plots of fairy tales, poems, animated films, simple illustrations and pictures. Mastering ways to show scenes using toys, performing simple game tasks (“show how Kolobok ran away from the wolf”, “show how Mashenka went to sleep in Mishutka’s crib”, etc.), using ways to move toys around the play space, actions with two toys (two dolls go for a walk; a wolf is catching up with a bunny; Mashenka is hiding from a bear, etc.), mastering the ways of voicing them - role-playing speech and commentary (“The bear is walking, stomping, stomping,” “the bunny was scared of the wolf and ran away”). Manifestation desire to answer the teacher’s questions about what is happening in the game, what will happen next, to actively respond to the appearance of a new game character, to problematic situations (“Mashenka was walking through the forest and got lost. Who helped 17 her find her way home?”). Game improvisations. Participation in simulation games, mastering characteristic movements and onomatopoeia based on the teacher’s example: a hen and chickens, a cat and kittens, airplanes, cars, mosquitoes, etc., reflection of characteristic actions (“We are mice, we run quietly and squeak, we looking for cheese and crackers"). Independent reproduction of game actions corresponding to the text of a poem or nursery rhyme; performing various movements to the music: galloping like horses, flying like butterflies. Creating game images in accordance with the different moods of the music, its tempo: depict clumsy bears, funny bunnies, birds, flowers opening under the rays of the sun and falling asleep in the evening. Participation in joint simulation games with peers, support for manifestations of imagination and creativity: snowflakes are spinning, large and small birds are flying, funny and sad butterflies, etc. With the support of the teacher, creating a game image and reflecting it in movements at different paces (“Little legs are running along the path, huge legs are wandering along the road; butterflies are flying - the sun is shining, the rain is pouring - the wings are wet, it is difficult to fly - you need to sit on a flower"). Participation in round dance games organized by the teacher and on one’s own initiative, use of mummery items in games. Demonstrating a desire to improvise with finger theater characters (the heads of animals or dolls are put on the fingers), with dolls and mittens (appliqués of animal faces are sewn onto the mitten); convey play actions, accompany them with speech, enter into play dialogue with another child. Game-experimentation with various objects and materials. Games with sand and snow. “We make koloboks”, “We make figures” (children experiment with different molds and materials: wet and crumbly snow, wet and dry sand), “We make paths and patterns from sand” (children sprinkle sand in a thin stream onto the ground, asphalt, colored paper from a small watering can without a tip, a bucket with a hole in the bottom, a bag with a small hole, making different patterns). “Colored snow” (children water the compacted snow with a thin stream of colored water, drawing patterns). “Different feet run along the path” (children experiment by imprinting traces of different shoes in the snow, leaving footprints of toys with wheels or runners, pretending to be a tractor, trampling narrow and wide paths to toy houses). Games with water and soap foam. “Cheerful Travellers”, “Cheerful Boats” (children throw various objects into a bowl of water, a puddle, a stream - boats, wood chips, boats; watch them, make “waves”, “wind”, send small toys sailing) . “Dives” (children drown small balls, rubber inflatable toys, ping-pong balls in a basin or bathtub, unclench their fingers - and the toys jump out of the water). “What foam!” (children compete to see who can beat the foam better in a basin). “Nimble fingers” (children soak foam sponges of different colors and shapes in water and squeeze them out, pouring water from one basin to another). “Bulbs” (in a bowl of water, children gurgle air from rubber toys and observe the air bubbles, gurgle with different bottles, immersing them in water and filling them with water, observing in which cases more “bulbs” are obtained). Games with paper. “Snowballs” (children crumple up paper, make “snowballs” and throw them); “Brilliant lumps” (children crumple up thin foil, make different lumps and play with them); “Paper whirlwind” (children cut pieces of colored thin paper with scissors and blow it away using the “wind” created by a sheet of thick paper, a fan or breath, watch the “flight”). 18 Games with shadows. The teacher fixes the light source so that a shadow is clearly visible on the wall, and the children experiment with shadows at will: with the reflection of their hands, the movements of various toys, objects. Didactic games. Games with ready-made content and rules Participation together with the teacher in games with objects, educational toys, and pictures. Development of the ability to identify various sensory features in objects and their images (color, size, shape); identify several features in an object: its purpose, parts, material; distinguish between “right” and “wrong” objects (a bucket with and without a bottom, a mitten with and without a finger). With the help of the teacher, accept the game task, perform actions in a certain sequence, begin to act on a signal, act according to the model and in accordance with the game task, understand simple patterns (lead the game character along the playing field according to the direction of the “Smart Paths” arrows), replace real objects geometric shapes. Results of the development of gaming activity: The child’s achievements (What makes us happy)  The child reflects different stories in games.  Actively masters methods of role-playing behavior: names his role and addresses his peer by the name of the game character.  Willingly enters into role-playing dialogue with the teacher and with peers.  The child has favorite games and roles that he most willingly performs.  Uses a variety of game actions, names them in response to the teacher’s question.  B didactic games accepts the game task and acts in accordance with it.  Shows interest in playful communication with peers. - Causes concern and requires joint efforts of teachers and parents  Games are monotonous, the child reproduces the same game actions.  Takes initiative when playing together with the teacher.  Shows instability in play communication: a friendly attitude is often replaced by conflicts, attempts to take possession of other children’s toys.  Play concentration is insufficient: starts play actions and quickly stops them, moves on to new toys and just as quickly leaves the game without developing the plot.  In didactic games, he often does not accept the game task and simply manipulates the game material. *Social and communicative development Objectives of educational activities: 1. To promote the establishment of positive contacts between children based on common interests in actions with toys, objects and mutual sympathy. 2.Develop emotional responsiveness, love for parents, affection and trust in the teacher. 3. Help children learn ways to interact with peers in play, in everyday communication and everyday activities (play calmly side by side, exchange toys, unite in pair play, look at pictures together, watch pets, etc.). 4. Gradually accustom children to perform elementary rules culture of behavior. Content of educational activities: Emotions. Understanding and distinguishing individual pronounced emotional states of people (joy, fun, tears, anger). Taking them into account in communication with the support, encouragement or demonstration of an adult: pity, treat, address affectionately. Relationships. An idea of ​​the actions and deeds of adults and children, which show kindness and care for people, family members, as well as animals and plants. Development simple ways communication and interaction: address children by name, agree on joint actions (“let’s feed the dolls”), engage in pair communication. Participation in joint play and everyday activities with the teacher, readiness to answer his questions, act in concert, take into account the advice and suggestions of the teacher. Culture of behavior, communication with adults and peers. An idea of ​​the basic rules of a culture of behavior, an exercise in their implementation (say hello, say goodbye, thank you). Understanding that all children have equal rights to toys, that in kindergarten boys and girls treat each other kindly, share toys, and do not offend each other. Family. An idea of ​​the family, family members, their relationships (parents and children love each other, take care of each other). Answer questions about your family, about joyful family events. Results of educational activities: Achievements of the child (What makes us happy)  The child is friendly with others, shows interest in the words and actions of adults, and willingly attends kindergarten.  Based on the demonstration and prompting of adults, responds emotionally to the pronounced state of relatives and peers.  The child is friendly, plays calmly next to children, enters into communication about toys and play activities.  Maintains a predominant emotional-positive mood, quickly overcomes negative states, and strives for approval of his actions.  Speaks about himself in the first person, evaluates himself positively, and shows trust in the world. Causes concern and requires joint efforts of teachers and parents  The child shows distrust of others, contacts with peers are short-lived, situational, play activities are monotonous, individual short-term games predominate.  Some negative reactions to requests from adults are observed: stubbornness, whims, unmotivated demands.  The child reacts to the emotional state of others only at the prompting and demonstration of an adult.  The child’s mood is unstable: a calm state alternates with tearfulness, negative manifestations towards peers or adults. 20 *Developing a value-based attitude towards work Objectives of educational activities: 1. Develop interest in the work of adults in kindergarten and in the family, ideas about specific types of household labor aimed at caring for children (washing dishes, cleaning the premises of the kindergarten and the site and etc.). 2. Foster a caring attitude towards objects and toys as the results of adult labor. 3. Introduce children to self-care (dressing, undressing, washing), promote the development of independence, confidence, and positive self-esteem. Contents of educational activities Adult work. Initial ideas that objects are made by people (using the example of a teacher creating various objects for children’s games from different materials using different tools). For example, sewing a hat (dress) for a doll, making toys from paper or waste material. Together with an adult, establish a “goal-result” relationship in work. In the process of observation, the formation of initial ideas about the household work of adults at home and in kindergarten; familiarization with the actions of washing dishes, washing floors, wiping dust, sweeping paths. Self-service. Development individual actions , then - self-care processes associated with dressing, washing, caring for one’s appearance, and behavior at the table during meals. Accustoming to maintaining order (do not litter, put toys and building materials in place, be neat). Results of educational activities: Achievements of the child (What makes us happy)  The child watches with interest the labor actions of adults in creating or transforming objects, connects the goal and the result of the work; names labor actions, tools, some materials from which objects and things are made.  Following the example of the teacher, he treats with care the results of the work of adults, imitates labor actions.  Shows independence in self-care, washes himself, eats, dresses himself with a little help from an adult. Causes concern and requires joint efforts of teachers and parents  The child does not show interest in the work of adults, does not understand the connection between the goal and the result of work; finds it difficult to name labor actions, the material from which the object is made, its purpose.  Has a neutral attitude towards the results of the work of adults, does not show a desire to participate in labor activities.  The desire for independence in self-care is not expressed, expects constant help from an adult, even in mastered actions, does not pay attention to his appearance: dirty hands, soiled dress, etc. 21 * Formation of the foundations of safe behavior in everyday life, society, nature Objectives of educational activities : 1. Develop interest in the rules of safe behavior. 2. Enrich ideas about the rules for the safe use of objects. 3.Form a cautious and prudent attitude towards situations that are potentially dangerous to humans. Content of educational activities: Mastering the basic rules for safe handling of toys and objects in play, at the table, while dressing, in communicating with children: do not talk with your mouth full, do not wave a fork, do not put small objects in your mouth, do not put them in in the nose or ears, do not scare other children, do not swing a stick at a peer, do not push, go down the stairs holding the railing. In nature: do not approach homeless animals, do not frighten them, do not crush flowers, do not eat berries, plant leaves, etc. without the permission of elders. Do not leave the kindergarten area without the permission of the teacher and parents. Results of educational activities: Achievements of the child (What makes us happy)  The child shows interest in the rules of safe behavior.  Listens with interest to poems and nursery rhymes about the rules of behavior in the environment, etc.  Masters safe ways of handling familiar objects in the immediate environment. Causes concern and requires joint efforts of teachers and parents  The child does not show interest in the rules of safe behavior; shows carelessness in relation to surrounding objects.  Despite warnings from adults, repeats prohibited actions *Cognitive development Objectives of educational activities: 1. Support children's curiosity and develop children's interest in joint learning with adults and independent knowledge (observe, examine, experiment with a variety of materials). 2. Develop cognitive and verbal skills to identify the properties, qualities and relationships of objects in the surrounding world (objective, natural, social), methods of examining objects (stroke, press, smell, roll, taste, trace the outline with a finger). 3. Form ideas about sensory standards: colors of the spectrum, geometric shapes, relationships in size and support their use in independent activities (observation, experimental games, educational and didactic games and other activities). 4. Enrich ideas about objects in the immediate environment and support the desire to reflect them in various products of children's activities. 22 5. Develop children’s ideas about adults and peers, the characteristics of their appearance, the deeds and good deeds of people, family and family relationships. 6. Expand children’s ideas about kindergarten and its immediate environment. Content of educational activities: Development of sensory culture. Distinguishing the colors of the spectrum - red, orange, yellow, green, blue, purple, black, white, mastering 2-4 words denoting color. Recognition, examination by tactile-motor method and the name of some figures (circle, square, oval, rectangle, triangle, star, cross). Using (with the support of an adult) the simplest methods of examination using different analyzers: examining, stroking, feeling with the palm, fingers along the contour, rolling, throwing, etc. Mastering words denoting the characteristics of objects and examination actions. Comparing (with the help of an adult) two objects according to 1-2 characteristics, highlighting similarities and differences. Mastering the action of combining objects into pairs with pronounced signs of similarity, mastering grouping according to a given object pattern and by word (by color, shape, size, material). Formation of primary ideas about oneself and other people. Showing interest in the activities of children and adults. Distinguishing children and adults in life and in pictures by age, gender, appearance, clothing. Mastering the ability to find common and different in the appearance of adults and children of different ages. Mastering words denoting various actions of adults. Mastering the ability to recognize your kindergarten, group, your teachers, and their assistants. Understanding where toys, books, dishes are stored in kindergarten, and what can be used. Mastering the child’s ideas about himself, first name, last name, gender, age, favorite toys, activities. Mastering ideas about the composition of your family, favorite activities of loved ones. Development of skills to recognize the house, apartment in which the child lives, kindergarten group. The child discovers the natural world. Mastering ideas about objects and phenomena of inanimate nature (sun, sky, rain, etc.), about wild and domestic animals, and the features of their way of life. A basic understanding that animals are alive. Distinguishing plants of the immediate natural environment by single bright features (color, size) and their names. Ability to identify parts of a plant (leaf, flower). Knowledge of the basic needs of plants and animals: food, moisture, warmth. Understanding that a person cares for animals and plants, shows emotions and feelings. Commenting on the discovered signs of living plants and people in animals (a sparrow flies, jumps, pecks grains, I run, jump, eat porridge). Accumulation of impressions about bright seasonal changes in nature (in autumn it becomes colder, it rains often, leaves turn yellow and fall; insects disappear, etc.). Mastering the simplest ways of experimenting with water and sand. First steps into mathematics. 23 We explore and experiment Mastering the ability to use pre-standards (“like a brick”, “like a roof”), standards of shapes: ball, cube, circle, square, rectangle, triangle. Showing interest in games and materials with which you can practically act: apply, combine, lay out in order to obtain any image, change what is received. Mastering simple connections and relationships: more (smaller) in size, the same, more (less) in quantity, the same, same and different in color and size, closer (further), earlier (later). Mastering the ability to navigate in a small space: in front (behind), above (below), right (left). Mastering the ability to perceive and generalize a group of objects by properties (all large; all square and large), equalize groups of objects (the same number), increase and decrease groups of objects (3-5 objects). Mastering overlay techniques and applications. Showing interest in counting small groups of objects (3-5 objects). Mastering words denoting the properties and relationships of objects. Results of educational activities: Achievements of the child (What makes us happy)  The child is curious, asks questions “What is it?”, “Who is he?”, “What does he do?”, “What is it called?” Independently finds an object based on the specified characteristics, distinguishes the shape, color, size of objects and objects, and masters several inspection actions.  Enjoys participating in experimentation activities organized by adults.  Shows emotions of joyful surprise and verbal activity in the process of learning the properties and qualities of objects.  Asks questions about people and their actions. Distinguishes people by gender, age (children, adults, elderly people) both in real life and in illustrations.  Knows his first and last name, gender, age. Causes concern and requires joint efforts of teachers and parents  Inactive in play-experimentation, use of games and game materials, examination, observation  Does not take into account the sensory signs of objects in practical activities.  Carelessly handles objects and objects of the surrounding world: breaks, throws, picks off plants.  Does not show speech activity.  Does not show interest in people and their actions.  It is difficult to distinguish people by gender and age, both in real life and in illustrations. *Speech development. Objectives of educational activities: 1. Develop the ability to use a friendly, calm tone, speech forms of polite communication with adults and peers: greeting, saying goodbye, thanking, expressing a request, getting to know each other. simple phrases. 4.Develop the ability to use in speech the right combination adjectives and nouns in gender and case. 5. Enrich children’s vocabulary by expanding their understanding of people, objects, natural objects in the immediate environment, their actions, and pronounced features. 6.Develop the ability to reproduce the rhythm of a poem and use speech breathing correctly. 7.Develop the ability to hear a specially intoned sound in an adult’s speech. 24 Content of educational activities: Mastery of speech as a means of communication and culture. Mastering skills: on the initiative of an adult, name members of your family, familiar literary characters and their actions in pictures, talk about your favorite toys; simply negotiate with a peer about joint actions in game communication; with the help of the teacher, identify and name the pronounced emotional states of children (rejoicing, laughing, scared, crying), take them into account when communicating: feel sorry for them, cheer them up, use kind words. Mastering and using the basic forms of speech etiquette in communication situations: greeting (hello), request (give, please), gratitude (thank you), introduction (what’s your name, my name.., let’s play); distinguish between forms of address to an adult and a child (hello - hello); Call children in a group by name, use affectionate forms of names. Development of coherent, monologue speech. grammatically correct dialogical and mastery of skills dialogical speech : answer questions and requests from an adult; report your impressions and desires; ask questions in a clearly presented communication situation (who is this? What is his name? (etc.)). Mastering monologue speech skills: when asked by the teacher, compose a story based on a picture from 3-4 sentences; together with the teacher, retell well-known fairy tales; recite short poems by heart, listen to children's books read and look at illustrations; agree on adjectives and nouns in gender, number and case; correctly use in speech the names of animals and their cubs in the singular and plural: cat - kitten, kittens; use a simple common sentence in speech; with the help of the teacher, build complex sentences. Enrichment of the active vocabulary. Use in speech: names of objects and objects in the immediate environment, their purpose, parts and properties, actions with them; names of the actions of the hygienic processes of washing, dressing, bathing, eating, caring for one’s appearance (combing one’s hair, hanging clothes neatly) and maintaining order (putting away toys, putting up chairs); names of some qualities and properties of objects (softness, hardness, smoothness, etc.; objects tear, break, get wet); materials (clay, sand, paper, fabric); objects and natural phenomena: plants in the immediate environment, vegetables and fruits, domestic animals and some wild animals and their young. Understanding the meaning of general words: toys, clothes, dishes, furniture, vegetables, fruits, birds, animals, beasts, etc. Development of sound and intonation culture of speech, phonemic hearing. Development of skills: correctly pronounce vowel sounds; hard and soft consonant sounds ([m], [b], [p], [t], [d], [n], [k], [g], [x], [f], [v], [l], [s], [ts]); hear a sound specially intoned in the teacher’s speech (a song for putting a doll to sleep - “a-a-a”, a song for the wind - “oo-oo-oo”, a bell - “z-z-z”, a beetle - “z-z-z-z”) g”, motor - “rr-r-r”, pump - “s-s-s”). Development of correct speech breathing, auditory attention, phonemic hearing, motor skills of the speech apparatus; Acquaintance with book culture, children's literature Fostering interest in folklore and literary texts, a desire to listen to them. Developing the ability to reproduce short role-playing dialogues from fairy tales and jokes in dramatization games, to repeat after an adult familiar lines and rhymes from poems, songs, and finger games. Results of educational activities: 25 Achievements of the child (What makes us happy)  The child enjoys verbal communication with familiar adults: understands speech addressed to him, answers questions using simple common sentences.  Shows verbal activity when communicating with peers; greets and says goodbye to the teacher and children, thanks for lunch, expresses a request.  Based on the questions, he composes a story from the picture in 3-4 simple sentences.  Names objects and objects in the immediate environment.  Speech is emotional, accompanied by correct speech breathing.  The child recognizes the content of the listened works from the illustrations and responds to it emotionally.  Together with an adult, retells familiar fairy tales and reads short poems. Causes concern and requires joint efforts of teachers and parents  The child does not respond to speech addressed to all children in the group and understands speech addressed only to him.  Answers questions with a separate word, finds it difficult to formulate thoughts into sentences. In speech, he replaces many words with gestures and uses autonomous speech (“the language of nannies”).  Refuses to retell, does not know a single poem by heart.  Does not show initiative in communicating with adults and peers.  Does not use basic forms of polite verbal communication.  Quickly gets distracted when listening to a literary text, poorly remembers its content. * Artistic and aesthetic development. **Art. Objectives of educational activities: 1. To form sensory experience and develop a positive emotional response of children to the aesthetic properties and qualities of objects, to the aesthetic side of natural phenomena and the surrounding world. 2. To develop the ability to carefully examine a picture, a folk toy, recognize familiar objects and objects in the picture, establish a connection between objects and their image in a drawing, modeling; understand the plot, respond emotionally, react, empathize with the characters; draw attention to some means of expression. Contents of educational activities. Activating interest in beautiful toys, elegant household items, clothing, interesting natural phenomena and objects; the urge to pay attention to the variety of sensory attributes of objects and phenomena. Acquaintance with specific examples of folk art: clay toys, toys made of straw and wood, household items and clothing; sculpture of small forms; with children's books (illustrations by artists Yu. Vasnetsov, V. Suteev, Charushin); with picturesque images close to childhood experience. Formation of the image of a human master as a creator of folk toys, illustrations in books, paintings. Development of skills to recognize familiar objects, objects, phenomena in an image, and name them; the ability to examine them carefully; respond emotionally to certain means of expression: the rhythm of spots and lines, the brightness of color; highlight simple elements of painting of folk crafts, decor of toys; convey one’s own attitude to images in facial expressions and gestures. 26 Supporting children to express their preferences in choosing books and toys. Playing with folk toys and elegant objects together with an adult. Development of productive activity and children's creativity Objectives of educational activities: 1. To develop children's interest in participating in educational situations and aesthetic games, the desire to draw, sculpt together with an adult and independently. 2. Develop the ability to create simple images, accept the idea proposed by an adult, reveal it in work, using mastered methods of creating an image, form, and elementary composition. 3. Create conditions for children to master the properties and capabilities of visual materials and tools and develop fine motor skills and the ability to use tools. 4. Encourage independent choice of image methods based on mastered technical techniques. Content of educational activities: Supporting the desire to create images of objects and events in various types of activities, the ability to accept the topic proposed by the teacher. Creating simple images on topics close to personal experience. The gradual transition of children from imitation and repetition of adults to independent creation of images. In drawing: development of skills to rhythmically apply lines, strokes, spots. Getting to know the ways of depicting simple objects, drawing different straight lines in different directions; ways of creating objects of different shapes, combinations of different shapes and lines. Methods of creating an image: based on an arc, images of toys based on round and elongated shapes. In object representation: development of skills to convey general features and some characteristic details of objects, relative similarity in shape, color; highlight the main thing with color, location, size. In a subject image: create an image on the entire sheet, strive to display the horizon line, build a simple composition. In a decorative image: the ability to see an object and geometric form, build an elegant pattern on it using rhythm and alternation of shapes, colored spots; to convey as elements of a decorative pattern straight intersecting lines, dots, circles, strokes, alternation of elements, spots; decorate silhouettes of toys cut out by adults with Dymkovo patterns. Ability to select colors (red, blue, green, yellow, white, black) corresponding to the depicted object, create an image using 1, 2 or several colors. Continued mastery of some visual materials. Ability to hold a pencil and brush correctly, adjust pressure, carefully apply paint to the brush, remove excess paint, wash the brush and use a napkin; Maintain free movement of the brush while drawing. Adopting the correct relaxed posture during activities. In appliqué: familiarization with the properties of paper and the sequence of appliqué work. Creating images of familiar objects and decorative compositions using ready-made forms. Creating an image on paper of different shapes (square, circle), subject-based. Introducing the possibilities of using non-visual materials. Correct and careful use of tools: use glue, apply it with a brush, use a napkin. In modeling: acquaintance with the properties of clay, plasticine, salt dough, wet sand, snow. Creation of the simplest forms (ball, circle, cylinder, sausage), 27 of their modifications. Ability to decorate work using stacks, sticks, stamps. Supporting the desire to create interesting images. In construction: to develop the ability to distinguish, name and use simple building parts in construction, to analyze the construction. Using methods of arranging bricks vertically, close to each other, at a certain distance. Construction of furniture, slides, trucks, houses. Acquaintance with the properties of sand and snow, constructing buildings from them. Applying decorative details to buildings made from these materials. The desire of children to take part in the creation of both individual and joint compositions with adults and children in drawings, modeling, appliqué, and design. Playing off buildings, stucco work and incorporating them into the game. Results of educational activities Achievements of the child (What makes us happy):  The child willingly participates in situations of an aesthetic orientation. There are favorite books and visual materials.  Emotionally responds to interesting images, rejoices at a beautiful object or drawing; enthusiastically examines folk crafts, toys, and illustrations.  Creates simple images based on simple shapes; conveys resemblance to real objects.  Takes part in the creation of joint compositions, experiences joint emotional experiences. Causes concern and requires joint efforts of teachers and parents  The child does not show activity and emotional response when perceiving works of art.  Does not feel the desire to draw, sculpt, or design.  Reluctantly participates in the creation of creative works jointly with an adult. Fiction. Objectives of educational activities: 1. Enrich the experience of listening to literary works through various small forms of folklore (rhymes, songs, jokes), simple folk and original tales (mainly about animals), stories and poems about children, their games, toys, everyday life activities about animals familiar to children. 2. To cultivate in children an interest in folklore and literary texts and a desire to listen to them carefully. 3. Develop the ability to perceive text, with the help of an adult, understand the content, establish the order of events in the text, help mentally imagine events and characters, establish the simplest connections of the sequence of events in the text. 4. Maintain the desire to respond emotionally to reading and storytelling, actively contribute and empathize with the characters and events depicted. 5. Involve in the performance of poetry, retelling familiar fairy tales and stories. Content of educational activities: Expanding children's reading interests. Manifestation of joy and pleasure from listening and telling literary works, the desire to meet the book again. Perception of a literary text Concentrated listening to an adult reading and telling a story to the end, without being distracted. Manifestation of an emotional response to reading and storytelling by an adult, active empathy for the characters and events depicted. Understanding the content of the work and the sequence of events in the text, identifying the most striking actions and actions of the characters, the desire to give them a basic assessment. Showing interest in illustrations in a children's book. Representation of characters in the imagination both on the basis of illustrations and on the basis of the author’s word. Creative activity based on a literary text Expression of one’s attitude towards literary work, to its heroes: in drawing, when listening, reading text by heart, in simple dramatization games and games with characters from toy tabletop and finger theaters. Results of educational activities. Achievements of the child (What makes us happy)  The child willingly responds to the offer to listen to a literary text, he himself asks the adult to read poetry or a fairy tale.  Recognizes the content of listened works from illustrations and covers of familiar books.  Actively empathizes with the characters of the work, responds emotionally to the content of what is read.  Actively and willingly participates in various types of creative activities based on literary text (draws, participates in word games , in games dramatizations). Causes concern and requires joint efforts of teachers and parents  The child does not respond to the invitation to listen to the reading or storytelling of a literary text.  Refuses to talk about the content of the work or answers questions in one word only after a personal address from an adult.  Does not show pleasure from perceiving a work of art, is reluctant to participate in games with text accompaniment, in theatrical games. Music. Objectives of educational activities: 1. To cultivate auditory concentration and emotional responsiveness to music in children. 2. Support children's experimentation with non-musical (noise, natural) and musical sounds and exploration of the qualities of musical sound: height, duration, dynamics, timbre. Activate the auditory sensitivity of younger preschoolers. Content of educational activities: Distinguishing some properties of musical sound (high - low, loud - quiet). Understanding the simplest connections between a musical image and means of expression (bear - low register). Distinguishing that music can be different in character (cheerful - sad). Comparison of objects with different sounds in the process of manipulation and sound production. Independent experimentation with sounds in different types of activities, research of the quality of musical sound: height, duration. Distinguishing the elementary nature of music, understanding the simplest musical images. Verbal and non-verbal expression of a request to listen to music. 29 Results of educational activities: Achievements of the child (What makes us happy)  The child listens to music with interest, remembers and recognizes familiar works.  Shows emotional responsiveness and makes initial judgments about the mood of the music.  Distinguishes between dance, song, and marching meter rhythms and conveys them in motion.  Emotionally responds to the nature of the song and dance. Active in sound exploration games and elementary music playing. Causes concern and requires joint efforts of teachers and parents  Unstable, situational interest and desire to participate in musical activities.  Music evokes little emotional response.  The child finds it difficult to reproduce the rhythmic pattern of music and is not rhythmic. During movements, does not react to changes in music, continues to perform previous movements.  Does not intonate, pronounces words in one sound, does not try to listen to an adult’s singing. Physical development. Objectives of educational activities 1. To develop in children the need for physical activity and interest in physical exercise. 2. Purposefully develop physical qualities in children: speed and strength, speed of reaction to signals and action in accordance with them; promote the development of coordination, general endurance, strength, flexibility. 3. Develop in children the ability to coordinate their actions with the movements of others: start and finish exercises at the same time, follow the suggested pace; independently carry out the simplest constructions and reconstructions, confidently, in accordance with the instructions of the teacher. 4. Develop the skills to independently wash, comb your hair, use a handkerchief, toilet, dress and undress with little help, care for your things and toys 5. Develop skills of cultural behavior while eating, correctly use a spoon, fork, napkin. Contents of educational activities: Motor activity. Ordinal exercises. Formations and formations: free, scattered, in a semicircle, in a column one at a time, in twos (in pairs), in a circle in a column, in pairs, finding their place in space. Turns on the spot by stepping. General developmental exercises. Traditional two-part general developmental exercises with simultaneous and unidirectional movements of the arms and legs, while maintaining the correct body position, with and without objects in various positions (standing, sitting, lying). Start and end of exercises on signal. Basic movements. Walking. Different ways walking (regular, on toes, in place with high hip lifts, with tasks). Walking without lowering your head, without shuffling your feet, 30 coordinating the movements of your arms and legs. Walking in a “flock”, in a column one at a time, in pairs, in different directions, following the leader along landmarks; with tasks: walking in a circle, “snake”, with stops, with squatting, with changing tempo; walking between lines, cords, along the board, walking and running with changes in pace and direction. Run without lowering your head. Jumping. Standing long jump, deep jump (jumping), simultaneously pushing off with both legs and landing softly on two legs; jumping in place with moving forward, from circle to circle, around objects and between them. Rolling, throwing, throwing. Rolling balls, hitting and catching the ball with your hands, without pressing it to your chest; throwing objects with one or two hands into the distance, at horizontal and vertical targets. Climbing stepladders and vertical stairs with an extended step, climbing over and under objects without touching the floor with your hands. Musical and rhythmic exercises. Sports exercises: riding a tricycle; stepping step and turns on the spot on skis; gliding along icy paths with the help of adults. Outdoor games. Basic rules in outdoor games. Formation in children of the values ​​of a healthy lifestyle, mastering its elementary norms and rules. Elementary skills and personal hygiene skills (washing, dressing, bathing, eating skills, cleaning the room, etc.), helping to maintain, strengthen and preserve health; basic knowledge about the daily routine, about situations that threaten health. Basic algorithms for performing cultural and hygienic procedures. Results of educational activities: Achievements of the child (What makes us happy)  The child moves with desire, his motor experience is quite diverse.  When performing exercises, demonstrates sufficient coordination of movements in accordance with age capabilities, mobility in joints, quickly responds to signals, switches from one movement to another.  Confidently completes tasks, acts at a common pace for everyone; easily finds its place in joint formations and in games.  Shows initiative, participates in outdoor games with great pleasure, strictly follows the rules, and strives to play leading roles in the game.  Applies cultural and hygienic skills with pleasure, enjoys his independence and results.  Listens with interest to poems and nursery rhymes about the processes of washing and bathing. Causes concern and requires joint efforts of teachers and parents.  The child is inactive, his motor experience is poor.  Performs most exercises with uncertainty, movements are constrained, coordination of movements is low (in walking, running, climbing).  It is difficult to act according to the instructions of the teacher, to coordinate his movements with the movements of other children; lags behind the overall pace of exercise.  Has no interest in physical exercises or activities with physical education aids. Unfamiliar or has limited understanding of the rules of personal hygiene, the need to maintain a daily routine, and a healthy lifestyle.  Experiences difficulties in independently performing the processes of washing, eating, dressing, basic care of one’s appearance, using a handkerchief, and constantly waits for help from an adult. 31 2.2. Model of educational activities taking into account the Federal State Educational Standard. Volume of educational load Quantity Types of educational activities Physical development 3 Cognitive and research (Social / Natural world) 1 Mathematical and sensory development 1 Fine (drawing, modeling, appliqué and design) 3 Communicative (Speech development) 2 Reading fiction In the process of joint activities Music 2 Total 12 When planning the educational process in a younger age group, practical material is used taking into account long-term planning of work to implement the socio-communicative, cognitive, artistic - aesthetic physical development of children in the daily routine, as well as comprehensive thematic planning of classes for the school year. In the Appendix to the Program An approximate comprehensive thematic planning is presented. N.S. Golitsyna Moscow “Scriptorium” /2014/ “Approximate comprehensive thematic planning in kindergarten in accordance with the Federal State Educational Standard for Education” / 2nd junior group/ Comprehensive thematic plan Week 1 2 3 Topic September Winnie the Pooh invites to play. The Petit-Petushka family. Multi-colored mouse houses. A hedgehog walked through the forest and found mushrooms for lunch. Here is our train coming... Cars are driving along the track. The leaves are spinning and flying. Let's help the little bunny. Cowardly hare. Once upon a time there lived a goat with kids. Let's light colorful lanterns for animals. 32 4 1 2 3 4 1 2 3 4 Song of little chickens. The sun is shining in the morning, it's time to go to kindergarten. The birds flew away to warmer climes. Once upon a time there lived a grandfather and a woman. Let's go, let's go to the store. Matryoshka dolls walk along the paths. Siskins sing in the wild. Long live scented soap. Let's help the girl Nyurochka hide. October Let's help Masha make little people from geometric shapes. A treat for the cat's family. Autumn will wake up soon. Brave hedgehog. Grandmother-old lady granddaughter-laughing. A box with magical pictures. Gift from Vaska the cat to children. One, two, three - take it with your right hand. A rich gift for hedgehogs. The sun is shining - this is joy. Our scarlet flowers are opening their petals. Vegetables in the garden. The Adventure of Mishka Ushastik. Treats from kittens. We go, we go, we go. Miracle tree. Peaceful and calm turtle animals. Beautiful wreaths for dolls. Cars and carriages rumble along the rails. How cubs searched for happiness around the world. November Yellowed leaves are flying in the wind. Snail on a green lawn. Fearless little duckling. I really want to know how you like to play? Boat trip. Hello grandfather Mazai. Kolobok is looking for friends. Big girl Masha. A treat for a cheerful hedgehog. The radiant sun smiled at me. Mishka came to visit us. Bunny's good deeds. Alyonka is a brave girl. That's how beautiful it is. A matryoshka gardener came to visit us. Hare family. Hedgehog-hero. Fish, fish, where do you sleep? Let's go with you to the garden. Vegetables. What are they? 33 1 2 3 4 1 2 3 4 1 2 December There was a triangle coming out of the swamp. Winter landscapes. The story that happened to the cockerel. I love my horse. The weather began to make noise and cleared up in the field. Let's build a house for a gnome. A tree that could run. Why is it so dark? Let's take all the animals for a ride in the car. Let's take the cat for a ride in the car. I take one berry and look at another. The adventure of a little bear. In December, in December all the trees are silver. Friendship between a fox and a crane. Santa Claus lit the lights on the tall tree. Friends of Winnie the Pooh. Forest doctor. A month, a month my friend. Let's have a fun, fun New Year. Gingerbread man ruddy side. January Let's play. Beautiful meadow with flowers. Once upon a time there were geometric figures. Day and night - days away. If there was a cow, there would be milk. Help Winnie the Pooh open the box. Let's treat sick animals with fruit. White fluffy snow swirls in the air. I decided to sew a dress for myself this month. Let's build a bus for kittens. Fairy tale, fairy tale show yourself. Let's arrange a room for each bear. I'm swinging and flying at full speed. Beautiful paths for kids. Boots for cats. Journey into a fairy tale. Funny nesting dolls. Exhibition of paintings about winter. Let's please the funny clowns. The little son came to his father. February Beads as a gift to Masha and Dasha. He's big-eared and big-eyed, and he's a lot of scared. Animals on sleds go to the forest for firewood. Visiting a fairy tale. Let's ride the toys in the car. Let's help Winnie the Pooh decipher the drawing. Good Doctor Aibolit. Misha the clubfoot is walking through the forest. 34 3 4 1 2 3 4 1 2 3 Let's help the hedgehogs build a house. Cars and carriages rumble along the rails, carrying a group of children to the village of Skazkino. I really want to know how you like to play. Tell us what your grandmother is like. Caring daughter. What color are our dolls' dresses? Who, who lives in the little house? Why does the ball roll? Sorceress-water. What kind of water is there? Water can be different. It’s so good when the river is both wide and deep. March Travel to magical land with good friends. Let's invite spring to visit. How good it is to be kind. There is a tower in a field. Let's play with the bear. Magic tree. Let's play with our toys. Take care of the birds. Rich gifts for hedgehogs. Children build a house for dolls to live in. Leaves, leaves, golden leaves. Our duck: quack-quack-quack. The smell of spring. Foxy hostess. Let's feed five hungry kittens. We did a good job. Don't joke with fire. The hare is the bear's friend. There lived two goats, one white, the other black. Ice drift began on the river. April Arrow, arrow, spin! Time of day, show yourself. Let's make bowls: a large one for Mikhail Ivanovich, a smaller one for Nastasya Petrovna, a small bear. How Valya helped her brother out. The dog walks along the alley. Puppy and fluffy tabby cat. Save the rabbits from the she-wolf. Rocket travel. Hello, golden sun. Large white ice floes. Red comb cockerel, loud voice. Magic geometric shapes. Walk with dolls. Let's help the ladybug find girlfriends. Magical transformations on the shore. Spring has arrived. 35 4 1 2 3 4 Let's help Winnie the Pooh complete the pictures. The bunnies dance in a circle. Tricky pictures. We go, we go, we go. How the girl saved her brother. May Journey into a fairy tale. The long-awaited meeting of the hedgehog and the mouse. The chicken went out for a walk, to nibble some fresh grass, and behind her were the chickens, dear kids. A flock of birds. Like a hedgehog laughing at a bear. Beads as a gift to Masha and Dasha. Treats for the birds. There lived a little wolf in the forest. Cheerful starling. Chamomiles and dandelions in the meadow. Let's make chains for the teddy bear. Grandfather Hedgehog, don’t go to the bank. How Vasya guarded the ducks. Let's arrange furniture in the doll's room. Gingerbread man - ruddy side. I really want to know how you like to play? A wonderful song by Kotausi. Let's treat Masha's doll's friends with juice. Fly, Hustle-Fly, gilded belly. Golden bristle pig. The part formed by the participants in educational relations. When implementing the content of the variable part of the educational Program, we are guided by the following principles and approaches to the formation of the educational Program: 1. The principle of individualization. 2. The principle of developmental education. 3. The principle of scientific validity. 4.Principle of practical applicability. 5.Comprehensive thematic approach to the content of educational activities. In-depth work on the implementation of the socio-communicative direction of the child’s development, as a priority in the activities of the preschool educational institution, will allow achieving the following results:  By the end of preschool age, the child has a sense of self-esteem and is aware of his rights at a level accessible to him. He can show sufficient independence in judgment, in choosing friends and occupation. Shows initiative in various activities: draws according to his own plans; independently chooses a theme, composition, plot, as well as the role and means of expression in artistic, aesthetic, constructive, gaming and other types of activities. Possesses self-service skills (removes toys independently, puts clothes back in place, keeps his “workplace” in order, etc.); uses personal time independently. With a favorable emotional atmosphere, he retains the ability to behave naturally and uninhibitedly. All these qualities are necessary for a child to move into a new social development situation. Personal freedom, independence and initiative help him to get involved in educational activities and take the position of a student.  Openness to the world is expressed in the child’s desire to actively explore reality, without fear of failure and failure; feel confident in your abilities. Against this background of general positive self-esteem, the ability to adequately, including critically, evaluate the specific results of one’s own actions and the actions of others is formed.  The child enters into dialogue with others on his own initiative; sets the topic of conversation; uses verbal forms of interaction to establish contacts and resolve conflicts; uses elementary forms of speech etiquette; accepts friendly jokes addressed to him; willingly participates in joint activities (role-playing games, dramatizations, choral singing, dancing, etc., in the creation of joint panels, drawings, applications, designs and crafts, etc.); discusses and coordinates with others the concept, plot and distribution of roles; makes his own contribution to collective activities, realizing his interests and aspirations. He is able to evaluate the achievements of others and his own, is tolerant of the mistakes and mistakes of others, and accepts friendly criticism from the outside.  The child shares his feelings and experiences with adults; sympathizes with the old, the weak, the sick; treats people with respect and tolerance, regardless of social origin, race and nationality; language, religion, gender, age, personal and behavioral identity; able to provide help and accept it from another.  One of the most important goals of lifelong education, including preschool education, is the development of personal responsibility, which is a functional quality of a free person. When favorable conditions are created, by the end of preschool childhood the child begins to demonstrate this quality in various areas of activity. He is already able to feel responsibility for Living being, the work started, the word given. This feeling gradually develops into a conscious attitude towards learning. Partial Methodological program of the manual * “Basics Workbooks for the safety of preschool children Posters”. O.L.Knyazeva, N.N.Avdeeva, R.B. Sterkina /2002/ The planned result is to develop the child’s skills of reasonable behavior; - teach how to behave adequately in dangerous situations at home and on the street, in public transport, when communicating with strangers; - interaction with fire hazardous and other objects, animals and poisonous plants; - contribute to the formation of the fundamentals 37 *Program “ABC of Communication” L.M. Shipitsina /2003/ * “Art activities in kindergarten” by I.A. Lykov. Game situations ecological culture, introduction to a healthy lifestyle. - formation in the child of an active position in relation to learning; -introduction to basic generally accepted norms and rules of relationships with peers and adults (including moral ones); - formation of gender, family, citizenship, patriotic feelings. - Development of creative abilities Brief description of programs Health-preserving program “Fundamentals of the safety of preschool children” Authors: R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva. The goal of the program is to develop the child’s skills of adequate behavior in various unexpected situations, independence and responsibility for their behavior. In the 21st century, humanity faces one of the main problems - comprehensively ensuring the safety of human life. The content of the program includes six sections: “Child and other people”, “Child and nature”, “Child at home”, “Child’s health”, “Child’s emotional well-being”, “Child on the city streets”. When implementing this program, each preschool institution organizes education taking into account the individual and age characteristics of children, sociocultural differences, and the uniqueness of home and living conditions in urban and rural areas. Due to the special importance of protecting the life and health of children, the program requires mandatory compliance with its basic principles. The program has an educational and methodological package: tutorial on the basics of life safety for children of senior preschool age and four colorfully illustrated handout albums for children. Recommended by the Ministry of Education of the Russian Federation. Program “The ABC of Communication” Authors: L.M. Shipitsina, O.V. Zashirinskaya. Target settings of the program: - formation in the child of an active position in relation to learning; -introduction to basic generally accepted norms and rules of relationships with peers and adults (including moral ones); -formation of gender, family, citizenship, patriotic feelings. 38 Objectives: Educational - teaching basic cultural and hygienic skills - mastering means of communication and ways of interacting with adults and peers - teaching the value characteristics of actions and situations. Educational - nurturing an emotional reaction to works of fine art, musical and artistic works, the natural world; - cultivating the ability to manage one’s behavior and plan one’s actions based on primary value concepts, observing basic generally accepted norms and rules of behavior Developmental - development of children’s play activities; -development of free communication with adults and children; - practical mastery of behavioral norms by students. 39 3.Organizational section. 3.1. Mandatory part When organizing the regime, seasonal characteristics are taken into account. Therefore, in kindergarten there are two flexible seasonal modes (warm and cold periods of the year) with a gradual transition from one to the other. The winter period (cold) is defined from the first of September to the thirty-first of May. The summer (warm) period is considered to be the calendar period from the first of June to the thirty-first of August. Daily routine in the 2nd junior group (age from 3 to 4 years) cold period of the year (September-May) No. Activities Reception of children, games Morning exercises. Preparing for breakfast, breakfast Independent activities, games Direct educational activities 1. 2. Preparing for a walk, walk Returning from a walk, preparing for lunch Lunch Preparing for bed, naps Getting up, air procedures, water procedures Afternoon snack Direct educational activities Games, independent activities Reading fiction Preparing for a walk, walk, going home Time 7.00 – 8.00 – 8.10 8.40 - 8.00 8.10 8.40 9.00 9.00 - 9.15 9.25 – 9.40 9.40 - 12.00 12.00 - 12.20 12.20 - 12.50 12.50 - 15.00 15.00 - 15.20 15.20 - 15.40 15.40 - 15.55 15.55 - 16.10 16. 10 - 16.25 16.50 - 19.00 40 Day regimen 2 junior group (age from 3 to 4 years) warm period (June-August) No. 1. Activities Reception, examination, games, in the fresh air Time 7.00-8.00 2. Morning exercises in the fresh air air 8.00-8.06 3. Preparation for breakfast, sanitary and hygienic measures Breakfast. 8.06 -8.20 8.20-8.50 8.50 -9.10 4. Preparation for direct educational activities, games. 5. Direct educational activities, entertainment, outdoor celebrations 9.10-10.30 6. Games, observations, walks, independent motor activities, excursions. 10.30-11.50 7. Return from a walk. 11.50-12.00 Tempering 12.00-12.15 8. 9. and hygiene procedures, preventive Preparation for lunch. exercises, games. 12.15 – 12.25 Lunch. 12.25 – 12.50 Preparation of the procedure. before bed, hardening and hygiene 12.50-13.00 13.00 - 15.00 Daytime sleep. 10. Gradual rise 15.00-15.05 11. Preparation for afternoon snack, afternoon snack procedures Air-water, hardening 15.50-16.15 15.11 – 15.25 12. Preparation for a walk, walk, games, independent motor activity, going home. 17.00-19.00 41 3.2. Direct educational grid No. 1. Motor activity 2. 2.1. Communicative activity Development of speech 3. 5. Cognitive - research activity Study of objects of living and inanimate nature, experimentation. Understanding the objective and social world, mastering safe behavior. Mathematical and sensory development Visual activities (drawing, modeling, appliqué) Musical activities 6. Reading fiction 3.1. 3.2. 4. Type of activity Total activity per week. Number of educational situations and activities per week 3 physical education classes 1 educational situation, as well as in all educational situations. 1 educational situation per week 1 educational situation 3 educational situations 2 music classes 1 educational situation per week 12 educational situations and activities 3.3. A network of joint educational activities and cultural practices in special moments. Forms of educational activities in the daily routine Number of forms of educational activities and cultural practices per week Communication The situation of communication between the teacher and children and the accumulation of positive social and emotional experience. Conversations and conversations with children based on their interests Game activities, including plot-role-playing games with rules and other types of games. Individual games with children (role-playing, directing, dramatization games, construction and constructive games). Joint play between the teacher and children (plot-role-playing, director's play, dramatization play, construction-constructive games). Leisure health and outdoor games Outdoor games Cognitive - research activities Experiences, experiments, observations, including environmental ones Daily Daily Daily 2 times a week 1 time in 2 weeks Daily 1 time in 2 weeks 42 Forms of creative activity that ensures the artistic and aesthetic development of children . Musical and theatrical living room Creative workshop (drawing, modeling, artistic work based on interests) Reading literary works Self-service and basic household work. Self-service Work assignments (individually and by subgroups) Work assignments (general and joint work) 1 time in 2 weeks Daily Daily Daily - It is important to note that children’s independent activities (games, preparation for educational activities, personal hygiene) in the daily routine should be allocated at least 3-4 hours. 3.4. A grid of children’s independent activities in restricted moments. Regular moments Games, communication, activities based on interests during the morning reception Independent games in the 1st half of the day Preparation for a walk, independent activities during a walk Independent games, leisure, communication and activities based on interests in the 2nd half of the day Preparation for a walk, independent activities during a walk Preparing for a walk, independent activities during a walk Games before going home Distribution of time during the day From 10 to 50 minutes 20 minutes From 60 minutes to 1 hour 30 minutes 40 minutes 40 minutes From 40 minutes From 15 to 50 minutes 43 Teacher interaction with parents of children of the 2nd junior group. One of the important principles of the technology for implementing the “Childhood” program is the joint upbringing and development of preschool children with parents, the involvement of parents in the educational process of preschool educational institutions. At the same time, the teacher himself determines what tasks he can more effectively solve when interacting with the family, how to maintain business and personal contacts with parents, and involve them in the process of joint education of preschoolers. Tasks of interaction between teachers and families of preschool children. 1. To acquaint parents with the features of the physical, social-personal, cognitive and artistic development of children of primary preschool age and their adaptation to the conditions of preschool education. 2. Help parents in mastering methods of strengthening the health of the child in the family, promoting his full physical development, mastering cultural and hygienic skills, rules of safe behavior at home and on the street. 3. Introduce parents to the special role of family and loved ones in the social and personal development of preschool children. Together with parents, develop the child’s friendly attitude towards adults and peers, emotional responsiveness to loved ones, and self-confidence. 4. Together with parents, promote the development of children's independence, simple self-care skills, invite parents to create conditions for the development of independence of the preschooler at home. 5. Help parents in enriching the child’s sensory experience, developing his curiosity, and accumulating his first ideas about the objective, natural and social world. 6. To develop parents’ interest in joint games and activities with the child at home, to introduce them to ways of developing the child’s imagination and creative manifestations in various types of artistic and play activities. Forms of work with parents - Questioning parents - Consultations - Involving parents in joint activities (assistance in making stands, attributes) - Conducting musical, sports activities, matinees with the participation of parents. - Design of photo albums about the life of children in kindergarten - Organization of exhibitions - Creative evenings (musical lounge) Content of work with families in educational areas Educational areas Speech development Interaction with parents * Familiarization of parents with the main indicators of speech development of children ( sound culture speech, phonetic, grammatical, lexical side of speech, 44 connected speech). *Involving parents in reading according to recommended lists of works of fiction *Organizing the participation of living rooms, etc. Artistic and aesthetic development in literary festivals, *Introducing parents to the main indicators of the artistic and aesthetic development of children *Organizing meetings with the music director. *Involving parents in the design of creative works, crafts, and making costumes for theatrical activities. *Organization of participation in creative competitions, exhibitions, holidays. Physical development *Introducing parents to the main indicators of children's physical development *Organizing meetings with a physical education instructor. *Individual discussion with parents of the results of examination of children’s physical development *Involvement of parents in participation in joint sports events. in carrying out *Organization of participation in competitions, olympiads. Cognitive development *Introducing parents to the main indicators of children's cognitive development. *Involving parents in organizing and conducting educational games at home. *Organization of participation in educational entertainment. Social and communicative development * Familiarization of parents with the main indicators of social and communicative development of children * Organization of meetings by employees of the Ministry of Emergency Situations and Traffic Police. with a teacher-psychologist, *Organization of participation in the creation of a subject-spatial environment and work activity. – 45 Subject-developing educational environment of the group. Each group purchased many games and aids in accordance with modern requirements, equipped development centers for all types of children's activities: 1. Center for movement and life safety 2. Center for play 3. Center for research 4. Center for design 5. Center for art Construction of a subject-spatial environment in a group allows you to organize the independent activities of children and performs educational, developmental, nurturing, stimulating, organizational, and communicative functions. For the development of children, the functional significance of the developmental environment was expanded and replenished: games of a developmental nature were acquired; albums, the book corner was replenished with new books. There are also materials for construction: plastic construction sets with a variety of ways to attach parts; construction kits with parts of different shapes and sizes; soft modules; boxes large and small; drawers; waste material: cubes, small toy characters (kittens, dogs, etc. ), cars, for acting out. Materials for manual labor: different types of paper (colored, corrugated, napkins, cardboard, postcards, etc.); foam rubber, natural materials; tools: scissors with blunt ends; glue; brushes The developing educational environment in the group is mobile. A subject-based developmental environment in a group provides the opportunity for each child to choose activities based on his interests and allows him to interact with peers or act individually. 46 METHODOLOGICAL SUPPORT OF THE PROGRAM Babaeva T.I., Rimashevskaya L.S. How to develop cooperation and relationships among preschoolers in kindergarten. Game situations, games, sketches. – St. Petersburg: Detstvo-Press, 2012. Verbenets A.M., Solntseva O.V., Somkova O.N. Planning and organization of the educational process of a preschool institution according to the approximate basic general education program “Childhood”. Educational and methodological manual. / Scientific ed. A.G. Gogoberidze. – St. Petersburg: Detstvo-Press, 2013. Preschooler 4-5 years old. How to work according to the “Childhood” program. / Comp. and ed. T.I. Babaeva, M.V. Krulekht, Z.A. Mikhailova. – St. Petersburg: Detstvo-Press, 2010. Preschooler 5-7 years old in kindergarten. How to work according to the “Childhood” program. / Comp. and ed. A.G. Gogoberidze, T.I. Babaeva, Z.A. Mikhailova. – St. Petersburg: Childhood-Press, 2010. Methodological advice for the “Childhood” program. / Rep. ed. T.I. Babaeva, Z.A. Mikhailova. – St. Petersburg: Detstvo-Press, 2010. Mikhailova Z.A., Babaeva T.I., Klarina L.M., Serova Z.A. Development of cognitive research skills in older preschoolers. – St. Petersburg: Detstvo-Press, 2012. Mikhailova Z.A., Game tasks for preschoolers. Educational and methodological manual. – St. Petersburg: Detstvo-Press, 2009. Junior preschooler in kindergarten. How to work according to the “Childhood” program. Educational and methodological manual. / Comp. and ed. T.I. Babaeva, M.V. Krulekht, Z.A. Mikhailova. – St. Petersburg: Detstvo-Press, 2010. Monitoring in kindergarten Scientific and methodological manual. / Scientific ed. A.G. Gogoberidze. – St. Petersburg: Detstvo-Press, 2011. Novitskaya V.A., Rimashevskaya L.S., Khromtsova T.G. Rules of behavior in nature for preschoolers: Methodological manual. – St. Petersburg: Detstvo-Press, 2011. List of equipment, educational and methodological gaming materials for preschool educational institution. 1st and 2nd junior groups. Toolkit. / Ed. A.G. Gogoberidze. – M.: Center for Pedagogical Education, 2008. List of equipment, educational, methodological and gaming materials for preschool educational institutions. Middle group. Toolkit. / Ed. A.G. Gogoberidze. – M.: Center for Pedagogical Education, 2008. 47 5. Brief presentation of the work program 2 of the junior group The work program was developed on the basis of the General Educational Program of Preschool Education of the MDOU TsRR kindergarten “Druzhba”. In accordance with: - Federal Law of the Russian Federation of December 29, 2012 N 273-FZ “On Education in the Russian Federation”; - SanPin 2.4.1.3049-13; - Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 N 1014 “On approval of the procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education”; -Federal state standard of preschool education dated October 17, 2013 No. 1155. - Taking into account the Model educational program for preschool education CHILDHOOD: / T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg: Publishing House "Childhood-Press", Publishing House of the Russian State Pedagogical University named after. A.I. Herzen, 2014. – 321 p. The purpose of the program: - to ensure the development of the personality of children of the 2nd junior group in various types of communication and activities, taking into account their age, individual, psychological and physiological characteristics - to create conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creativity through collaboration with adults and peers and age-appropriate activities. Program objectives: - protection and strengthening of the physical and mental health of children, including their emotional well-being; - ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities); - creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world; - formation of a general culture of children’s personality, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities; - formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children; - providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health. 48 The work program is implemented throughout the entire stay of children in preschool educational institutions and is aimed at the comprehensive development of children 3-4 years old, taking into account their age and individual characteristics and consists of three sections: target, content and organizational. *The target section includes: an explanatory note, goals, objectives of the program, principles and approaches to its formation, characteristics of the developmental characteristics of children of primary preschool age (3-4 years old), as well as the planned results of mastering the program (in the form of targets). *The content section presents the general content of the Program, ensuring the full development of children, which includes: - a description of educational activities in preschool educational institutions in accordance with the areas of child development presented in five educational areas; - description of variable forms, methods, methods and means of implementation, taking into account age characteristics. *The organizational section contains a description of the material and technical support of the Program, the provision of methodological materials and means of training and education, daily routine and routine, features of traditional events, holidays, activities, features of the organization of the subject-spatial environment and social partnership with parents. 49

Kolmykova Elizaveta Nikolaevna
Work program for children 3–4 years old

I. Target section

1.1. Explanatory note

1.2. The goal and objectives for the implementation of basic general education programs.

1.3. Principles and approaches in organizing the educational process.

1.4. Age and individual characteristics children younger preschool age.

1.5. Planned results.

2.1. Curriculum for the implementation of OOP in a group of general developmental orientation for children 3-4 years old.

2.3. Structure of the educational process.

2.4. Forms of direct educational activities

2.5. Planning working with children

2.6. Correctional work for children with disabilities

2.7. Interaction with family and society.

III. Organizational section

3.1. Daily regime.

3.2. Motor mode.

3.3. Schedule.

3.4. Traditional events holidays events.

3.5. Organization of a developing subject-spatial environment.

3.6. Educational and methodological support

IV. Appendix to program.

I. TARGET SECTION

1.1. Explanatory note

Work program developed based on basic educational programs Municipal budgetary preschool educational institution "Kindergarten "Smile" (from 01.09.2015 No. 85) in accordance with the federal state educational standard for preschool education.

Working programm designed for the 2016–2017 academic year.

This The program has been developed based on the following regulations documents:

Convention on the Rights of the Child.

Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” (Registered with the Ministry of Justice of the Russian Federation on November 14, 2013 No. 30384)

Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 Moscow from “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, maintenance and organization of the regime work preschool educational organizations" (Registered with the Ministry of Justice of Russia on May 29, 2013 No. 28564)

Decree of the Government of the Russian Federation of August 5, 2013 No. 662 “On monitoring the education system”

Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs preschool education" (Registered with the Ministry of Justice of Russia on September 26, 2013 No. 30038);

1.2. Target:

Creating favorable conditions for a child to fully enjoy preschool childhood, forming the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing for life in modern society, for studying at school, ensuring the safety of a preschooler’s life.

Tasks:

1. Caring for the health, emotional well-being and timely development of each child.

2. Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to grow sociable, kind, inquisitive, proactive, striving for independence and creativity.

3. Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process.

4. Creative organization (creativity) educational process.

5. Variability in the use of educational material, allowing the development of creativity in accordance with the interests and inclinations of each child.

6. Respect for the results of children's creativity.

7. Unity of approaches to education children in the conditions of a preschool educational institution and family.

8. Compliance in work kindergarten and primary school continuity, excluding mental and physical overload in the content of education children preschool age, ensuring that there is no pressure of subject-specific learning.

Partials are used programs:

Program artistic education, training and development children 2 – 7 years old"Colored palms". I. A. Lykova.

Program"Mathematical steps" "I'm starting to count" for children 3-4 years old E. V. Kolesnikova.

When organizing the educational process in a group, the following peculiarities:

1) Climatic features:

When organizing the educational process, we take into account climatic features region. Tambov region - middle zone Russia: the start and end time of certain seasonal phenomena (leaf fall, snow melting, etc.) and the intensity of their occurrence; composition of flora and fauna; length of daylight hours; weather conditions, etc. The main features of climate are: cold winter and dry hot summer.

2) Demographic features:

An analysis of the social status of families revealed that the group raised children from complete (15, from incomplete (3) and large families (2) families. The majority of parents are middle-income, with higher (13) and secondary professional (22) education.

3) National - cultural peculiarities:

Ethnic composition of pupils groups: Russians, training and education in preschool educational institutions is carried out in Russian.

The main contingent of students lives in the city (only three children in the countryside). The implementation of the regional component is carried out through familiarization with the national and cultural characteristics of the city of Kirsanov. Getting acquainted with his native land and its attractions, the child learns to recognize himself as living in a certain time period, in certain ethnocultural conditions. This information is realized through targeted walks, conversations.

1.3. Principles and approaches to organizing educational process:

1. Corresponds to the principle of developmental education, the goal of which is the development of the child.

2. Combines the principles of scientific validity and practical applicability (corresponds to the basic principles of developmental psychology and preschool pedagogy).

3. Meets the criteria of completeness, necessity and sufficiency (allows you to solve set goals and objectives using necessary and sufficient material, getting as close as possible to reasonable "minimum").

4. Ensures the unity of educational, training and developmental goals and objectives of the education process children preschool age, during the implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children.

5. It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of students.

6. Based on the complex thematic principle of constructing the educational process.

7. Provides a solution software educational tasks in the joint activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.

8. Involves building the educational process on age-appropriate forms working with children(a game)

9. Built on the principle of cultural conformity. Takes into account national values ​​and traditions in education.

1.4. Age-related developmental features children 3-4 years old

At the age of 3–4 years, the child gradually leaves the family circle. His communication becomes non-situational. An adult becomes for a child not only a family member, but also a bearer of a certain social function. The child’s desire to perform the same function leads to a contradiction with his real capabilities. This contradiction is resolved through the development of play, which becomes the leading activity in preschool age. The main feature of the game is its convention: performing certain actions with certain objects presupposes their attribution to other actions with other objects. The main content of the play of younger preschoolers is actions with toys and substitute objects. The game duration is short. Younger preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age. A child’s visual activity depends on his ideas about the subject. At this age they are just beginning to form.

Graphic images are poor. Some children The images lack detail, others may have more detail in their images. Children can already use color. Modeling is of great importance for the development of fine motor skills. Younger preschoolers are able, under the guidance of an adult, to sculpt simple objects. It is known that application has a positive effect on the development of perception. At this age, children have access to the simplest types of appliqué. Constructive activity in early preschool age is limited to the construction of simple buildings according to a model and design. In early preschool age, perceptual activity develops. Children from using pre-standards - individual units of perception, move on to sensory standards - cultural- developed means of perception. By the end of primary preschool age, children can perceive up to 5 or more shapes of objects and up to 7 or more colors, are able to differentiate objects by size, orient themselves in the space of a kindergarten group, and with a certain organization of the educational process - in the premises of the entire preschool institution. Memory and attention develop. At the request of an adult, children can remember 3-4 words and 5-6 names of objects. By the end of primary preschool age, they are able to remember significant passages from their favorite works. Visual and effective thinking continues to develop. At the same time, transformations of situations in a number of cases are carried out on the basis of targeted tests, taking into account desired result. Preschoolers are able to establish some hidden connections and relationships between objects. In early preschool age, imagination begins to develop, which is especially clearly manifested in play, when some objects act as substitutes for others. Relationships children subject to rules and regulations. As a result of targeted influence, they can learn a relatively large number of norms, which serve as the basis for evaluating their own actions and the actions of others children. Relationships children clearly manifested in gaming activities. They rather play nearby than actively interact. However, already at this age stable selective relationships can be observed. Conflicts between children arise mainly over toys. The child's position in the peer group is largely determined by the opinion of the teacher. In early preschool age, one can observe a subordination of motives for behavior in relatively simple situations. Conscious control of behavior is just beginning to emerge; In many ways, a child’s behavior is still situational. At the same time, one can also observe cases of the child himself limiting his own motives, accompanied by verbal instructions. Self-esteem begins to develop, and children are largely guided by the teacher’s assessment. Their gender identification also continues to develop, which is manifested in the nature of the toys and stories they choose.

Discussion

Story

Cognitive Development Looking

Observation

Game-experimentation.

Research

Activity

Construction.

Educational game

Excursion

Situational conversation

Story

Integrative activities

Problem situation

Artistic and aesthetic

Development Looking at aesthetically pleasing objects

Organization of exhibitions

Jewelry making

Listening to age-appropriate folk, classical, and children's music

Experimenting with sounds

Musical and didactic game

Learning musical games and dances

Singing together

2.5. Planning working with children.

Comprehensive thematic plan working with children 3-4 years old

Integrating theme of the period Pedagogical objectives Options for final events

Goodbye summer, hello kindergarten! (4th week of August - 1st week of September)

(24.08 - 04.09) Call children the joy of returning to kindergarten. Continue to get acquainted with kindergarten as the closest social environment baby: professions of kindergarten staff (teacher, assistant teacher, music director, doctor, janitor, object environment, rules of behavior in kindergarten, relationships with peers. Continue to get acquainted with environment groups, kindergarten premises. Offer to look at toys, name their shape, color, structure.

Meet children with each other during games (if the children already know each other, you should help them remember each other). Form friendly, benevolent relationships between children (collective artistic Job, song about friendship, joint games). Entertainment for children, organized by kindergarten staff with the participation of parents. Children do not participate in the preparation, but take an active part in the entertainment (in outdoor games, quizzes).

Autumn (2nd–4th weeks of September)

(07.09 - 25.09) Expand views children about autumn(seasonal changes in nature, people’s clothing, in the kindergarten area, about harvest time, about some vegetables, fruits, berries, mushrooms. Introduce agricultural professions (tractor driver, milkmaid, etc.). Introduce the rules of safe behavior in nature. Foster a caring attitude towards nature. On walk Invite children to collect and examine autumn foliage. Learn poems about autumn. Develop the ability to notice the beauty of autumn nature and observe the weather. Expand knowledge about domestic animals and birds. Introduce some behavioral features of forest animals and birds in autumn.

Encourage drawing, sculpting, appliqué on autumn themes Holiday "Autumn".

Exhibition of children's creativity.

I and my family (1st–2nd weeks of October)

(28.09 - 09.10) Form initial ideas about health and a healthy lifestyle.

Form an image of myself.

Develop basic skills in caring for your face and body. Develop ideas about your appearance. Develop gender perceptions.

Encourage them to give their first and last name, the names of family members, and talk about themselves in the first person. Enrich your understanding of your family. Open health day.

Sports entertainment.

My home, my city (3rd week of October - 2nd week of November)

(12.10 -13.11) Introduce the house, household items, furniture, household appliances.

Introduce your hometown (village, its name, main attractions. Introduce types of transport, including city transport, rules of conduct in the city, basic traffic rules, traffic lights, overground and underground passages (interaction with parents). Introduce "urban" professions (policeman, salesman, hairdresser, driver, bus driver). A role-playing game based on traffic rules.

New Year's celebration (3rd week of November - 4th week of December)

(16.11 - 31.12_ Organize all types of children's activities (play, communication, work, cognitive-research, productive, musical and artistic, reading) around the theme of the New Year and New Year's holiday both in direct educational and independent activities children. New Year's party.

Winter (1st – 4th weeks of January

11.01 - 29.01) Expand your understanding of winter. Introduce winter sports. Form ideas about safe behavior in winter. To develop research and educational interest while experimenting with water and ice. To cultivate a caring attitude towards nature, the ability to notice the beauty of winter nature. Expand your understanding of seasonal changes in nature (changes in weather, plants in winter, behavior of animals and birds). Form initial ideas about places where it is always winter.

Encourage children reflect the impressions received in various directly educational and independent activities children according to their individual and age characteristics. Holiday "Winter".

Exhibition of children's creativity.

Defender of the Fatherland Day (1st–3rd weeks of February)

(01.02 - 19.02) Realize patriotic education. Introduce "military" professions. Foster love for the Motherland. Form primary gender ideas (instill in boys the desire to be strong, courageous, and become defenders of the Motherland). Holiday dedicated to Defender of the Fatherland Day.

(4th week of February - 1st week of March)

(22.02 - 04.03) Organize all types of children's activities (play, communication, work, cognitive research, productive, musical and artistic, reading) around the theme of family, love for mother, grandmother. Cultivate respect for teachers. March 8.

Exhibition of children's creativity, entertainment, collective creativity, games children

Getting to know folk culture and traditions (2nd–4th weeks of March)

(07.03 - 25.03)

Expand ideas about folk toys (Dymkovo toy, matryoshka, etc.). Introduce folk crafts. Continue to introduce oral folk art. Use folklore when organizing all types of children's activities. Folklore holiday.

Exhibition of children's creativity.

(1st–4th weeks of April)

(04.04 - 29.04) Expand your ideas about spring. To cultivate a caring attitude towards nature, the ability to notice the beauty of spring nature.

Expand your understanding of seasonal changes (changes in weather, plants in spring, behavior of animals and birds). Expand your understanding of the simplest connections in nature (it got warmer - grass appeared, etc.).

Encourage children reflect impressions of spring in different types of artistic activities. Holiday "Spring".

Exhibition of children's creativity.

(1st–4th weeks of May)

(02.05 - 31.05) Expand views children about summer, about seasonal changes (seasonal changes in nature, people’s clothing, in the kindergarten area). To form basic ideas about garden and vegetable plants. To develop research and educational interest while experimenting with water and sand. To cultivate a caring attitude towards nature, the ability to notice the beauty of summer nature. Holiday "Summer".

In the summer, kindergarten works in vacation mode (1st week of June - 3rd week of August).