Preschool education 1st junior group. GCD for cognition in the first junior group “Shape, color, size

Summary of integrated joint educational activities teacher with children in the first younger group"Walk to the Meadow"

Author: Natalya Vladimirovna Kirilchenko, teacher of MKDOU "General developmental kindergarten No. 32 in the village of Razdolnoye, Nadezhdinsky district" Description of work: I bring to your attention a summary of the integrated joint educational activities of a teacher with children in the first junior group, which can be used as an activity. This material will be useful to teachers working with younger children. preschool age.

Summary of integrated joint educational activities of a teacher with children in the first junior group. "Walk to the clearing."

Types of children's activities: gaming, communicative, cognitive-research, productive, perception fiction.
Target: Develop creative activity, develop communication skills, enrich children with impressions.
Tasks: Strengthen the ability to roll out plasticine sticks with direct movements of the hands, carefully apply them to the finished product, distinguish and name the yellow color. Continue to teach how to perform simple crafts from compressed paper. To consolidate the ability to fill a finished silhouette with a pattern, rhythmically applying a drawing, to introduce a new way of drawing (monotype). Enrich and activate the vocabulary, develop memory. To develop the ability to perform rhythmic movements to music, distinguishing the nature of the music.
Continuity of educational areas:
"Cognition"- Introduce children to accessible natural phenomena. Help you notice the beauty of nature at different times of the year. Cultivate a caring attitude towards plants and animals.
"Communication"- Encourage children’s desire to take initiative in order to gain new knowledge; improve speech, encourage the desire to engage in dialogue, promote the development of curiosity.
"Reading fiction"- help to feel the beauty and expressiveness of the language of works, instill sensitivity to the poetic word.
« Artistic creativity» - develop skills when making drawings using the “monotype” technique; consolidate modeling techniques with plasticine; continue to develop aesthetic perception, figurative representation, imagination.
"Music"- Enrich children's musical experiences, develop movement skills to music.
Preliminary work: Observations in nature (sun, grass, clouds); conversation about the seasons; didactic games: “When does this happen?”, “Pick up a picture”; reading poems, stories about nature, looking at illustrations, paintings of different seasons; familiarization with compressed paper.
Progress:
Children enter the group and greet the guests. Game with singing “Hello.”(
- Hello, palms - clap-clap-clap,
- Hello, legs - top, top, top,
- Hello, cheeks - plop-plop-plop,
- Chubby cheeks - plop-plop-plop,
- Hello, sponges,
- Hello, teeth,
- Hello, my nose is bim-bim-bim,
- Hello, kids, hello everyone!
(Disturbing music sounds).
Educator: Guys, do you hear something happened? (He goes to the door and brings in a butterfly.) Educator: Look who came to us?
Children: Butterfly.
The teacher brings the butterfly to his ear.
Educator: Guys, the butterfly says that something bad happened in her clearing, where she loves to fly. There are no flowers, all the butterflies and bees have flown away and something wrong has happened to the sun. She asks us to help her. Shall we help?
Children: Yes, we will help.
Educator: We will go with you to the clearing in a train. - How does the locomotive sound? (Too-too-too).
Children: Too-too-too. Children walking with bent arms to music behind the teacher.
Educator:- On the way, the locomotive, chug-chug-chug, brought all the kids to the clearing. Look, the sun greets us in the clearing.
(Draw the children's attention to the easel)

Educator: It just seems to me that our sunshine is missing something. What do you think?
Children: There are no rays.
Educator: The sun forgot to extend its rays to us. Let's make some rays for our sun. Here are a few rays, now make your own rays. (There is plasticine on the table.)
Educator: What color of plasticine will we use for the rays?
Children: For the rays we will take plasticine yellow color.
Educator: Right. We will take yellow plasticine, divide the lump into several pieces and roll out the sticks. (Show techniques for rolling out small sticks from plasticine using straight movements). Having rolled out the plasticine, the children apply their rays to the sun in the clearing. The sun's rays are directed in all directions. Let it shine for all people! That's how beautiful it is bright sun we made it. The sun warms both us and the grass. Guys, there are no flowers in our clearing. Let's plant some flowers!
Children crumple square pieces of compressed paper to create flowers. Glue these flowers onto the clearing. Cheerful music is playing.

Educator: What a beautiful clearing we have! You like? Look, the butterflies have come to sit and rest on the flower. Pay attention to butterflies. But only one butterfly is beautiful, with a pattern on its wings, and something happened to the rest. Do you think they want to be beautiful? Let's help other butterflies be just as beautiful?
Children: Yes, we will help.
Show children the sequence of drawing a pattern.
Educator: And in order to get exactly the same pattern on the second wing as on the first, it is not necessary to paint it with a brush. You can simply fold the wings, press them with your palm, and the pattern will appear on the second wing.
Children choose a butterfly and get to work; The teacher provides individual assistance. The finished butterflies are placed on the meadow.
Educator: Do you like the kind of clearing we have? Let's take a walk in the clearing.
Dance "Let's take a walk"

I approve

Head Zakirova F.D.

for the 2013 - 2014 academic year

Educator: Byzova I.A.

2013 -2014 academic year

Municipal budget preschool educational institution"Chamomile" of the city of Buinsk, Republic of Tatarstan.

Adopted by the pedagogical council in November 2013.

I approve

Head Zakirova F.D.

Working programm 1 junior group

for the 2014 - 2015 academic year

Educators:

Idiyatullina L.M.

Safiullina A.R.

2014 -2015 academic year

Explanatory note

This work program is developed on the basis of the approximate basis of the general education program preschool education“FROM BIRTH TO SCHOOL.”/Edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva - in accordance with the Federal state requirements for the structure of the basic general education program of preschool education for children of middle preschool age.

The work program determines the content and organization of the educational process for children of middle preschool age and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, formation of prerequisites educational activities ensuring social success, maintaining and strengthening the health of children.

Based on the goal, the following tasks are formed:

Realization of the goal is carried out in the process various types activities:

Thus, the solution of software problems is carried out in joint activities adults and children and children’s independent activities not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.

Age characteristics children

In the third year of life, children become more independent. Subject activities and business cooperation between the child and the adult continue to develop; perception, speech, initial forms of voluntary behavior, games, visual-effective thinking are improved, at the end of the year the basics of visual-figurative thinking appear.

The development of objective activity is associated with the assimilation of cultural ways of acting with various objects. Correlative and instrumental actions are improved.

The ability to perform instrumental actions develops voluntariness, transforming natural forms of activity into cultural ones based on the model proposed by adults, which acts as not only an object to follow, but also a model that regulates the child’s own activity.

In the course of joint substantive activity with adults, understanding of speech continues to develop. The word is separated from the situation and acquires an independent meaning. Children continue to master the names of surrounding objects, learn to fulfill verbal requests from adults, orienting themselves within the immediate environment.

The number of words understood increases significantly. The regulation of behavior is improved as a result of behavior as a result of adults addressing the child, who begins to understand not only the instructions, but also the adult’s story.

Children's active speech develops intensively. By the age of three, they master basic grammatical structures, try to construct complex and complex sentences, and use almost all parts of speech in conversations with adults. The active vocabulary reaches approximately 1500-2500 words.

By the end of the third year of life, speech becomes the child’s means of communication with peers. At this age, children develop new types of activities: playing, drawing, designing.

The game is procedural in nature, the main thing in it is the actions that are performed with game objects that are close to reality. In the middle of the third year of life, actions with substitute objects are widely used.

The appearance itself visual arts due to the fact that the child is already able to formulate the intention to depict an object. A typical image of a person is in the form of a “head and leg” - a circle and lines extending from it.

In the third year of life, visual and auditory orientation improves, which allows children to accurately perform a number of tasks: select from two to three objects according to shape, size and color; distinguish melodies; sing.

Auditory perception is improved, primarily phonemic hearing. By the age of three, children perceive all the sounds of their native language, but pronounce them with great distortion.

The main form of thinking is visual and effective. Its peculiarity lies in the fact that what arises in a child’s life problematic situations are resolved through real action with objects.

By the end of the third year of life, children begin to develop the rudiments of visual-figurative thinking. Child entering subject-game activity sets a goal, outlines a plan of action, etc.

Children of this age are characterized by unidentified motives, impulsiveness, and dependence of feelings and desires on the situation. Children easily emulate the emotional state of their peers. However, during this period, it is not the arbitrariness of manifestation that begins to take shape. It is due to the development of instrumental actions and speech. Children develop a sense of pride and shame, and elements of self-awareness associated with identification by name and gender begin to form. Early childhood ends with a crisis of three years. The child recognizes himself as a separate person, different from the adult. He develops an image of himself. A crisis is often accompanied by a number of negative manifestations: negativism, stubbornness, disruption of communication with adults, etc. A crisis can last from several months to two years.

List of main types of organized educational activities

Formation of a holistic picture of the world, broadening one’s horizons

1 time per week

“Safety”, “Socialization”, “Communication”, “Music”, “Work”, “Reading fiction”, “Artistic creativity”.

Communication

2 times per week

“Work”, “Reading fiction”, “Artistic creativity”.

Reading fiction

daily

“Communication”, “Music”, “Artistic creativity”.

Artistic creativity

Drawing

1 time per week

“Communication”, “Music”, “Artistic creativity” (development children's creativity, introduction to the art of music), “Cognition” (formation of a holistic picture of the world), “Work”.

2 times per week

« Physical Culture", "Communication", "Artistic creativity", "Cognition".

Daily routine in 1st junior group

Reception, conversations with parents about health and emotional

child's condition, games, morning exercises 7.00 – 8.20

Preparation for breakfast, breakfast 8.00 – 8.50

Games, hygiene procedures 8.50 – 9.00

Educational activities 9.00 – 9.10

1st subgroup 9.20 – 9.30

2nd subgroup 9.20 – 9.30

Preparation for breakfast, second breakfast 9.45 – 10.15

Preparing for the walk, walk 10.15 – 11.00

Return from a walk, games 11.00 – 11.20

Preparation for lunch, lunch 11.20 – 12.00

Getting ready for bed, naps 12.00 – 15.00

Gradual rise, health and hygiene

procedures, afternoon tea 14.45 – 15.30

Educational activities

1st subgroup 15.30 – 15.40

2nd subgroup 15.50 – 16.00

Independent activity 16.00 – 16.20

Preparation for dinner, dinner 16.20 – 17.00

Individual games with children, independent activities 17.00 – 18.00

Gradual departure of children home 18.00 – 19.00

Direction " Physical development»

Educational field "Health"

maintaining and strengthening the physical and mental health of children;

education of cultural hygienic skills;

formation of initial ideas about healthy way life.

Preserving and strengthening the physical and mental health of children

During the year, under the guidance of medical personnel, taking into account the health of children and local conditions, carry out a set of hardening procedures using natural factors: air, sun, water. Teach children to wear lightweight clothing indoors. Ensure the duration of their stay in the air in accordance with the daily routine.

When carrying out hardening activities, carry out a differentiated approach to children, taking into account their health status.

Special hardening procedures are carried out according to the decision of the administration and medical personnel preschool, taking into account the wishes of the parents.

Education of cultural and hygienic skills

Continue to teach children under the supervision of an adult, and then wash your hands independently when dirty and before eating, wipe your face and hands dry with a personal towel.

Develop the ability to put yourself in order with the help of an adult. To develop the skill of using individual objects (handkerchief, napkin, towel, comb, pot).

While eating, teach children to hold a spoon correctly.

Teach children how to dress and undress. With a little help from an adult, learn to take off clothes and shoes (unfasten front buttons, Velcro fasteners); neatly fold removed clothes in a certain order; wear clothes and shoes correctly.

Formation of initial ideas about a healthy lifestyle

To form ideas about the significance of each organ for normal human life: eyes - look, ears - hear, nose - smell, tongue - taste (determine), hands - grab, hold, touch; legs - stand, jump, run, walk; head - think, remember; body - bend and turn in different directions.

Development of physical qualities (speed, strength, flexibility, endurance and coordination);

Accumulation and enrichment of children’s motor experience (mastery of basic movements);

Formation in pupils of the need for motor activity and physical improvement.

Development of physical qualities, accumulation and enrichment of motor experience

To develop the ability to walk and run without bumping into each other, with coordinated, free movements of the arms and legs. To teach to act together, adhering to a certain direction of movement based on visual guidelines, to change the direction and nature of movement while walking and running in accordance with the instructions of the teacher.

Develop the ability to maintain a stable body position and correct posture

Consolidating the skills of crawling, climbing, and acting with the ball in various ways (taking, holding, carrying, putting, throwing, rolling).

Development of the ability to jump on two legs in place, moving forward, in length from a standing position, pushing off with both legs.

Approximate list of basic movements, outdoor games and exercises

Basic movements

Walking. Walking in subgroups and the whole group, in pairs, in a circle, holding hands, with a change in pace, with the transition to running and vice versa, with a change, scattered (after 2 years 6 months), bypassing objects, with an extra step forward, to the sides. Walking along a straight path (width 20 cm, length 2-3 m) with stepping over objects (height 10-15 cm); on a board, gymnastic bench, beam (width 20-25 cm). Spinning at a slow pace (with an object in your hands).

Run . Run in subgroups and the whole group in a straight direction, one after another, in a column one at a time, at a slow pace for 30-40 seconds (continuously), with changes in pace. Running between two cords, lines (the distance between them is 25-30 cm).

Crawling, climbing . Crawling on all fours in a straight line (distance 3-4 m); on a board lying on the floor; on an inclined board, raised at one end to a height of 20-30 cm; on the gymnastic bench.

Crawl under a collar, a rope (height 40-30 cm), climbing over a log. Climbing up and down a ladder or gymnastic wall (height 1.5 m) in a way convenient for the child.

Skating, throwing , throwing. Rolling the ball with both hands and one hand to the teacher, each other, under an arc, standing and sitting (distance 50-100 cm); throwing the ball forward with both hands from below, from the chest, from behind the head, through a cord stretched at the level of the child’s chest, from a distance of 1-1.5 m, through a net stretched at the level of the child’s height.

Ball throwing , stuffed bags, cones for distance with the right and left hand; at a horizontal target - with both hands, with the right (left) hand from a distance of 1 m.

Catching a ball thrown by a teacher from a distance of 50-100 cm.

Jump And. Jumping on two legs in place, moving slightly forward; jumping on two legs over a cord (line); through two parallel lines (10-30 cm). Jumping up touching an object located 10-15 cm above the child’s raised hand.

General developmental exercises

Exercises for the hands, development and strengthening of the muscles of the shoulder girdle . Raise your arms forward, up, to the sides; cross them in front of your chest and spread them apart. Move your arms back, behind your back; bend and unbend them. Clap your hands in front of you, above your head, swing them back and forth, up and down.

Exercises to develop and strengthen back muscles and spinal flexibility. Turn to the right - to the left, passing objects to the person standing (sitting) next to you. Lean forward and to the sides. Alternately bend and straighten your legs while sitting on the floor. Raise and lower your legs while lying on your back. Kneeling, sit on your heels and rise up.

Exercises to develop and strengthen the abdominal and leg muscles. Walk in place. Bend your left (right) leg at the knee (with support) from the starting position while standing. Squat while holding onto a support; stretch, rising on your toes. Place your foot forward on your heel. Wiggle your toes (while sitting).

Outdoor games.

To develop in children a desire to play together with the teacher in outdoor games with simple content and simple movements. Get them used to playing together in small groups. To promote the development of children's ability to play games, during which basic movements are improved (walking, running, throwing, rolling).

Teach expressive movements, the ability to convey the simplest actions of some characters (jump like bunnies; peck grains and drink water like chickens, etc.).

Outdoor games

With walking and running . “Catch up with the ball!”, “Along the path”, “Through the stream”, “Who is quieter?”, “Step over the stick”, “Catch up with me!”, “Sparrows and the car”, “Sun and rain”, “Birds are flying” , “Bring the item.”

With crawling . “Crawl to the rattle”, “Into the gate”, “Don’t step on the line!”, “Be careful!”, “Monkeys”.

With throwing and catching the ball . “Ball in a circle”, “Roll the ball”, “Catch the ball”, “Hit the goal”, “Aim better!”

With a bounce . “My cheerful ringing ball”, “The little white bunny is sitting”, “Birds in the nests”, “Through the stream”. For orientation in space. “Where is it ringing?”, “Find the flag.” With various movements and singing. “Train”, “Zainka”, “Flag”.

Direction “Social and personal development”

Educational field "Socialization"

development play activity children;

familiarization with elementary generally accepted norms and rules of relationships with peers and adults (including moral ones);

formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community.”

Development of gaming activities

Role-playing games

To develop the ability to show interest in the gaming activities of peers. Help them play nearby without interfering with each other. Develop the ability to play with peers.

Develop the ability to perform several actions with one object and transfer familiar actions from one object to another; with the help of an adult, perform several game actions united by a plot outline. Promote children’s desire to independently select toys and attributes for play, and use substitute items.

Lead children to understand the role in the game. Form initial skills of role behavior; learn to connect plot actions with the role.

Outdoor games

To develop in children a desire to play outdoor games with simple content together with the teacher. Get used to playing together in small groups. Support games that improve movement (walking, running, throwing, rolling).

Theatrical games

Arouse interest in theatrical play through the first experience of communicating with a character (Katya doll shows a concert, expanding contacts with adults (grandmother invites you to the village yard).

Encourage children to respond to games-actions with sounds (living and non-living nature, imitate the movements of animals and birds to music, to the sound of a word (in works of small folklore forms).

Promote the manifestation of independence and activity in playing with toy characters.

Create conditions for the systematic perception of theatrical performances of the pedagogical theater (adults).

Didactic games

Get rich in games with didactic material children's sensory experience. Learn to assemble a pyramid (turret) from 5-8 rings of different sizes; navigate the relationship between planar figures of the “Geometric Mosaic” (cool, triangle, square, rectangle); make a whole from four parts (cut pictures, folding cubes); compare, correlate, group, establish the identity and difference of homogeneous objects according to one of the sensory attributes (color, shape, size).

Organization of didactic games for the development of attention and memory (“What’s gone?”, etc.); auditory differentiation (“What does it sound like?”, etc.); tactile sensations, temperature differences (“ Wonderful pouch", "Warm - cold", "Light - heavy", etc.) ; fine motor skills hands (toys with buttons, hooks, zippers, lacing, etc.).

Introduction to basic generally accepted norms

and rules of relationships with peers and adults

(including moral)

To promote the accumulation of experience in friendly relationships with peers: draw children's attention to a child who has shown concern for a friend and expressed sympathy for him. To form in every child the confidence that adults love him, like all other children.

Foster a negative attitude towards rudeness and greed; develop the ability to play without quarreling, help each other and enjoy successes, beautiful toys, etc. together.

Continue to develop the ability to say hello and goodbye (with an adult’s reminder); state your own requests calmly, using the words “thank you” and “please.”

Cultivate an attentive attitude and love towards parents and loved ones.

Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community

Self image . Begin to form elementary ideas about the growth and development of the child, his changes social status(growing up) in connection with the beginning of the visit kindergarten. Strengthen the ability to say your name.

Family . Develop the ability to name the names of your family members.

Kindergarten . Develop ideas about the positive aspects of kindergarten, its commonality with home (warmth, comfort, love, etc.) and differences from home environment(more friends, toys, independence, etc.).

Develop the ability to navigate the group premises and area.

Home country. Remind children the name of the city (village) in which they live.

Educational area "Labor"

development of labor activity;

fostering a value-based attitude towards one’s own work, the work of other people and its results;

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

Development of work activity

Teach children how to dress and undress; develop the ability to fold removed clothes in a certain order. Accustom to neatness. Involve children in performing simple labor activities.

Fostering a value-based attitude towards one’s own work, the work of other people and its results

Learn to maintain order in game room, at the end of the games, arrange game material in places.

Develop the ability, together with an adult and under his control, to place bread bins (without bread) and napkins before meals.

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

Cultivate interest in the work of adults. Expand the circle of children’s observations of the work of adults. Draw their attention to what an adult does and how, why he performs certain actions. Maintain a desire to help adults.

Indoors and on the site, attract children's attention to how an adult cares for plants (watering) and animals (feeding).

Learn to recognize and name some work actions (the teacher’s assistant washes the dishes, brings food, changes towels, etc.

Educational field "Security" »

formation of ideas about situations that are dangerous for humans and the natural world and methods of behavior in them;

familiarization with the rules of behavior that is safe for humans and the natural world around them;

transferring knowledge to children about safety rules traffic as a pedestrian and passenger in a vehicle;

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

Formation of one’s own life activity

Introduce the basic rules of behavior in kindergarten: play with children without disturbing them or causing pain; leave kindergarten only with parents; do not talk or take objects or treats from strangers, etc.

Explain to children that they should not put inedible objects in their mouths, and that they should not put any objects in their ears or noses - this is dangerous!

Teach children the rules of safe movement indoors: be careful when going up and down stairs; hold on to the railing.

Road safety

Give children a basic understanding of the rules of the road: cars drive on the road (roadway); the traffic light regulates the movement of vehicles and pedestrians; You need to stand at a red traffic light, move when it is green; You can cross the street only with an adult, holding hands tightly.

Tell the children that there are different cars driving along the road. The driver drives the car. People take buses to work, to the store, to kindergarten.

Safe outdoor recreation

Form basic ideas about the right ways interactions with plants and animals: examine plants without harming them; observe animals without disturbing or harming them; Feed animals only with adult permission.

Explain to children that they cannot pick or eat any plants.

Direction "Cognitive" -speech development»

Educational field "Cognition"

Sensory development;

development of cognitive-research and productive (constructive) activities;

formation of elementary mathematical representations; formation of a holistic picture of the world, broadening the horizons of children"

Sensory development

Continue work to enrich the direct sensory experience of children in different types activities. Help them examine objects, highlighting their color, size, shape.

Encourage to include hand movements on an object in the process of getting to know it: circling parts of the object with your hands, stroking them, etc.

Exercise in establishing similarities and differences between objects that have the same name (same shoulder blades; big red ball - small blue ball).

To develop the ability to name the properties of objects.

Develop productive (constructive) activities.

In the process of playing with tabletop and floor building material continue to familiarize children with details (cube, brick, triangular prism, plate, cylinder, with options for arranging building forms on a plane.

To develop children’s ability to construct elementary buildings according to a model, to support the desire to build something on their own.

Promote understanding of spatial relationships.

Suggest the use of additional story toys commensurate with the scale of the buildings (small cars for small garages, etc.).

At the end of the game, teach the child to put the toys back in their place.

Introduce children to the simplest plastic construction sets.

Offer to design turrets, houses, cars together with an adult.

Support children's desire to build on their own. In the summer, promote construction games using natural material(sand, water, acorns, pebbles, etc.).

Formation of elementary mathematical concepts

Quantity. Involve children in forming groups of homogeneous objects. To develop the ability to distinguish the number of objects: many - one (one - many).

Magnitude . Draw children's attention to objects of contrasting sizes and their designation in speech (big house - small house, big matryoshka - small matryoshka, big balls - small balls, etc.)

Form. To develop the ability to distinguish objects by shape and name them (cube, brick, ball).

Orientation in space. Continue to accumulate experience in children’s practical development of the surrounding space (group premises and kindergarten area).

Learn to find the bedroom, playroom, washroom and other rooms.

Expand the experience of orientation in parts own body(head, face, arms, legs, back). Learn to follow the teacher in a certain direction.

Formation of a holistic picture of the world, broadening one’s horizons

Subject and social environment

Continue to introduce children to the names of objects in their immediate environment: toys,

dishes, clothes, shoes, furniture.

Form ideas about the simplest connections between objects in the immediate environment.

Teach children to name the color, size of objects, the material from which they are made (paper, wood, fabric, clay); compare familiar objects different hats, mittens, shoes, etc., select items by identity, find the same one, select a pair, group them by method of use (drink from a cup, etc.).

Familiarize yourself with the vehicles in your immediate environment.

Getting to know nature

Introduce children to accessible natural phenomena.

Learn to recognize domestic animals in nature, in pictures, in toys (cat, dog, cow, chicken, etc.) and their babies and name them; recognize some wild animals (bear, hare, fox, etc.) in pictures: name them.

Observe birds and insects in the area (butterfly and ladybug, behind the fish in the aquarium. Teach children to feed birds.

Learn to distinguish by appearance vegetables (tomato, cucumber, carrot) fruit (apple, pear, etc.).

Help children notice the beauty of nature at different times of the year.

Cultivate a caring attitude towards plants and animals. Teach the basics of interaction with nature (examine plants and animals without harming them; dress according to the weather).

Seasonal observations

Autumn. To form elementary ideas about autumn changes in nature: it has gotten colder, the leaves on the trees have turned yellow and are falling; that many vegetables and fruits ripen in the fall.

Winter. Form ideas about winter natural phenomena: It became cold, snowing, ice, slippery, you can fall. Encourage children to participate in winter activities (downhill and sledding, playing snowballs, building a snowman, etc.).

Spring. Form ideas about spring changes in nature: it’s warmer, the snow is melting; puddles, grass, insects appeared; the buds are swollen.

Summer. Observe natural changes with children: bright sun, hot, butterflies flying.

Educational area"Communication"

development of free communication with adults and children;

development of all components of children’s oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogical and monologue forms) in various forms and types of children's activities;

practical mastery of speech norms by pupils.”

Development of free communication with adults and children

Promote the development of speech as a means of communication. Give children a variety of instructions that will give them the opportunity to communicate with peers and adults (“Look into the locker room and tell me who came”, “Find out from Aunt Olya and tell me.”, “Warn Mitya. What did you say to Mitya? And what did he did he answer you?").

Offer pictures, books, toys for independent viewing as visual material for children to communicate with each other and the teacher. Tell children about these objects, as well as about interesting events (for example, about the habits and tricks of pets). The pictures show the states of people and animals: happy, sad, etc.

To ensure that by the end of the third year of life speech becomes a full-fledged means of communication between children.

Development of all components of oral speech, practical mastery of speech norms

Formation of a dictionary

Based on expanding children's orientation in their immediate environment, develop understanding of speech and activate vocabulary.

To develop children’s ability, following the teacher’s verbal instructions, to find objects by name, color, size (“Bring Mashenka a bowl of jam”, “Take a red pencil”, “Sing a song to the little bear”); name their location (“Mushroom on the top shelf, high up”, “Standing nearby”); imitate the actions of people and the movements of animals (“Show how to water from a watering can”, “Walk like a bear cub”).

Enrich children's vocabulary:

nouns denoting the names of toys, personal hygiene items (towel, toothbrush, comb, handkerchief, clothes, shoes, dishes, furniture, bedding (blanket, pillow, sheet, pajamas, Vehicle(car, bus, vegetables, fruits, domestic animals and their babies;

verbs denoting labor actions (wash, iron, treat, water, actions that are opposite in meaning (open - close, remove - put on, take - put, actions characterizing relationships between people (help, regret, give, hug, emotional condition(cry, laugh, rejoice, be offended);

adjectives denoting the color, size, taste, temperature of objects (red, blue, sweet, sour, big, small,

adverbs (close, far, high, fast, dark, quiet, cold, hot, slippery).

Promote the use of learned words in independent speech. By the end of the year, preschoolers should have lexicon at least 1000-1200 words.

Sound culture of speech

To train children in the clear pronunciation of isolated vowels and consonants (except for whistling, hissing and sonorant sounds, in the correct reproduction of onomatopoeia, words and simple phrases (of 2-4 words)

Promote the development of the articulatory and vocal apparatus, veche breathing, auditory attention.

To develop the ability to use (by imitation) the height and strength of the voice (“Pussy, shoot!”, “Who came?”, “Who’s knocking?”).

Grammatical structure speeches

Improve the grammatical structure of speech.

Learn to coordinate nouns and pronouns with verbs, use verbs in the future and past tense, change them by person, use prepositions in speech (in, on, at, for, under).

Practice using some question words (who, what, where) and simple phrases consisting of 2-4 words (“Little kitten,

where did you go? "").

Connected speech

Help children answer simple questions (“what?”, “who?”, “what does?”) and more difficult questions(“What are you wearing?”, “What’s your luck?”, “Who?”, “Which?”, “Where?”, “When?”, “Where?”).

Encourage children over 2 years 6 months to try, on their own initiative or at the request of the teacher, to talk about what is shown in the picture, about new toy(new thing, about an event from personal experience.

During dramatization games, teach children to repeat simple phrases. Help children over 2 years 6 months dramatize passages from well-known fairy tales.

Develop the ability to listen to short stories without visual accompaniment.

Educational field "Reading fiction"

formation of a holistic picture of the world, including primary value

representations;

development of literary speech;

introduction to verbal art, including the development of artistic

perception and aesthetic taste"*.

Formation of interest and need for reading

Encourage them to name familiar objects, show them at the request of the teacher, and teach them to ask questions: “Who (what) is this? ", "What is he doing? "

Continue to encourage children to look at pictures in books.

Continue to teach children to listen folk songs, fairy tales, original works. Accompany reading by showing toys, pictures, characters tabletop theater and other visual aids, as well as to develop the ability to listen to a work of art without visual accompaniment.

Accompany the reading of short poetic works with playful activities.

Provide children with the opportunity to finish words and phrases when the teacher reads familiar poems.

Sample list of reading materials for children

Russian folklore

Repetition of songs, nursery rhymes, fairy tales read and told to children of the second year of life.

Songs, nursery rhymes, chants. “Our ducks in the morning. "; “The cat went to Torzhok. "; “Egorka the Hare. ";

“Our Masha is small. "; “Chicks, chicks, chicks. ", "Oh doo-doo, doo-doo, doo-doo! A raven sits on an oak tree";

“Because of the forest, because of the mountains. "; “A fox was running through the forest with a little box. ";

“Cucumber, cucumber. "; “Sunny, bucket. "

Fairy tales. “Kids and the Wolf”, arr. K. Ushinsky; "Teremok", arr. M. Bulatova; "Masha and the Bear",

Folklore of the peoples of the world

"Three Merry Brothers", trans. with him. L. Yakhnina; “Boo-boo, I’m horned”, lit., arr. Y. Grigorieva; “Kotausi and Mausi”; English, arr., K. Chukovsky; “Oh, you little bastard. "; lane with mold. I. Tokmakova; “You, little dog, don’t bark. ", trans. with mold. I. Tokmakova; “Conversations”, Chuvash., trans. L. Yakhnina; “Snegirek”, trans. with him. V. Viktorova; “Shoemaker”, Polish, arr. B, Zakhodera.

Works of poets and writers of Russia

Poetry . A. Barto. “Bear”, “Truck”, “Elephant”, “Horse” (from the series “Toys”) “Who Screams How”; V. Berestov. “Sick Doll”, “Kitten”; G. Lagzdyn, “Cockerel”; C A Pushkin. “The wind walks across the sea.” (from “The Tale of Tsar Saltan”); M. Lermontov. “Sleep, baby.” (from the poem “Cossack Lullaby”); A. Barto, P. Barto. “Girl- roar"; A. Vvedensky. "Mouse"; A. Pleshcheev, in Rural Song"; G. Sapgir. "Cat"; K. Chukovsky. "Fedotka", "Confusion".

Prose . L. Tolstoy. “The cat was sleeping on the roof. ", "Petya and Misha had a horse. "; L. Tolstoy. "Three Bears"; V. Suteev. “Who said “meow””; V. Bianchi. “The Fox and the Mouse”; G. Ball. “Yellow Little”; N. Pavlova. “Strawberry”.

Works of poets and writers different countries

S. Kaputikyan. “Everyone is Sleeping”, “Masha Is Having Dinner” trans. from Armenian T. Spendiarova. P. Voronko. "New clothes", trans. from Ukrainian S. Marshak. D. Bisset. “Ha-ha-ha! ", trans. from English N. Shereshevskaya; Ch. Yancharsky. “In the toy store”, “Friends”.! from the book “The Adventures of Mishka Ushastik”, trans. from Polish V. Prikhodko.

Direction "Artistic - aesthetic development" Educational field "Artistic creativity"

development productive activity children (drawing, modeling, applique, artistic work);

development of children's creativity;

introduction to fine arts"

Development of productive activities

Drawing

Develop children's perception, enrich their sensory experience by highlighting the shape of objects, tracing them along the contour alternately with one hand or the other.

Lead children to depict familiar objects, giving them freedom of choice.

Draw children's attention to the fact that a pencil (brush, felt-tip pen) leaves a mark on the paper if you run the sharpened end of the pencil (felt-tip pen, brush bristles) across it. Encourage the desire to follow the movement of the pencil on the paper.

Develop aesthetic perception of surrounding objects. Teach children to distinguish the colors of pencils, felt-tip pens, and name them correctly; draw different lines (long, short, vertical, horizontal, oblique, intersect them, likening them to objects: ribbons, handkerchiefs, paths, streams, icicles, a fence, etc. Lead children to draw objects about round shape.

Shape correct posture when drawing (sit freely, do not bend low over a sheet of paper, your free hand holds the sheet of paper on which the baby is drawing).

Develop the ability to treat materials with care and use them correctly: after finishing painting, put them back in place, having first rinsed the brush well in water.

Get used to holding the pencil and brush freely: pencil - three fingers above the sharpened end, brush - just above the iron tip; pick up paint on the brush, dipping it with all the bristles into the jar, remove excess paint by touching the bristles to the edge of the jar.

Modeling

Arouse children's interest in modeling. Introduce plastic materials: clay, plasticine, plastic mass (giving preference to clay). Learn to use materials carefully.

Develop the ability to break off lumps of clay from a large piece; sculpt sticks and sausages, rolling out the lump between your palms with straight movements; connect the ends of the stick, pressing them tightly against each other (ring, lamb, wheel, etc.).

Develop the ability to roll out a lump of clay using circular movements of the palms to depict round-shaped objects (ball, apple, berry, etc., flatten a lump between the palms (cakes, cookies, gingerbread); make a depression with your fingers in the middle of a flattened lump (bowl, saucer). Learn to connect two sculpted shapes into one object: a stick and a ball (rattle or mushroom, two balls (tumbler), etc.

Teach children to place clay and sculpted objects on a board or special pre-prepared oilcloth.

Development of children's creativity

Arouse children's interest in activities with pencils, felt-tip pens, brushes, paints, and clay. To form the idea that they draw with pencils, felt-tip pens and paints, and sculpt from clay.

Draw children's attention to the various lines and configurations depicted on paper. Encourage them to think about what they drew, lead them to the simplest associations: what it looks like.

Create a feeling of joy from the strokes and lines that children have drawn themselves.

Encourage to complement the image with characteristic details; consciously repeat previously obtained strokes, lines, spots, shapes.

Introduction to fine arts

Examine illustrations to works of children's literature with children. Develop the ability to answer questions based on the content of pictures.

Introduce folk toys: Dymkovo, Bogorodskaya, matryoshka, Vanka-Vstanka and others that are age-appropriate for children.

Draw children's attention to the nature of toys (cheerful, funny, etc., their shape, color.

Aesthetic development environment. Develop children's interest in their surroundings: draw their attention to how clean, bright the room they play and study in, how many bright, beautiful toys there are in it, how neatly made the beds in which they sleep.

While walking, draw children’s attention to beautiful plants and site equipment that is convenient for games and relaxation.

Hearing

Developing in children an interest in music, a desire to listen to music and sing along, to perform simple dance movements,

Develop the ability to listen carefully to calm and cheerful songs, musical pieces of a different nature, to understand and react emotionally to the content (what and who is being sung about).

Learn to distinguish sounds by pitch (high and low sounds of a bell, piano, metallophone)

Singing

Development of children's activity when singing along and singing, the desire to listen carefully to the song. Develop the ability to sing along phrases in a song (together with the teacher). Gradually accustom the child to solo singing.

Develop emotionality and imagery in the perception of music through movement. Continue to develop the ability to perceive and reproduce movements shown by adults (clapping, stamping your foot, half-squatting, turning your hands, etc.).

To develop the ability to start a movement with the beginning of the music and end with its end; convey images (a bird is flying, a bunny is jumping, a bear is walking).

Improve the ability to walk and run (on toes, quietly; raising legs high and low; straight gallop), perform dance movements in a circle, scattered, change movements with changes in the nature of the music or the content of the song.

Approximate musical repertoire

Hearing "Horse", music. E. Tilicheeva, ate. N. Frenkel; “Our rattle”, music. I. Arseeva, ate. I. Chernitskaya; "Bunny", Russian. adv. melody, arr. An. Alexandrova, ate. T. Babacan; "Cow", music. M. Rauchwerger, ate. O. Vysotskaya; "Cat", music. An. Alexandrova, ate. N. Frenkel; “Elephant”, “Chickens and Roosters” (from “Carnival of Animals” by C. Saint-Saëns), “Winter”, “Winter Morning”, music. P. Tchaikovsky; “Spring”, “Autumn”, music. S. Maikapara. "Flowers", music. V. Karaseva, ate. N. Frenkel; “This is how we can”, “March and Run”, music. E. Tilicheeva, ate. N. Frenkel; “Go-pack”, Ukrainian. adv. melody, arr. M. Rauchwerger; “Catch-up”, music. N. Alexandrova, ate. T. Babacan; “From Under the Oak”, Russian. adv. dance melody; “Kitty” (for the game “Cat and Kittens”), music. V. Vitlina, ate. N. Naydenova; "Mikita", Belarusian, Nar. melody, arr. S. Polonsky; “Dance with a handkerchief”, music. E. Tilicheeva, ate. I. Grantovskaya; "Polyanka", Russian. adv. melody, arr. G. Frida; “Birds” (introduction), music. G. Frida; “Stoolka”, Ukrainian. adv. melody; "Morning", music. G. Grinevich, ate. S. Prokofieva; “Yurochka”, Belarusian, Nar. dance melody, arr. An. mAlexandrova; “Dance with dolls”, “Dance with handkerchiefs”, German. adv. dance melodies, ate. A. Anufrieva; “Ay-yes”, music. V. Verkhovin-tsa; “Where are you, bunny?”, Russian. adv. melody, arr. E. Tilicheeva.

Singing “Bayu” (lullaby), music. M. Rauchwerger; "White Geese", music. M. Kraseva, ate. M. Klokova; “This is how we can”, “Horse”, music. E. Tilicheeva, ate. N. Frenkel; “Where are you, bunny?”, arr. E. Tilicheeva; "Rain", Russian. adv. melody, arr. V. Fere; “Herringbone”, music. E, Tilicheeva, ate. M. Bulatova; "Winter", music. V. Karaseva, ate. N. Frenkel; “There comes a horned goat”, arr. A. Grechaninova; "Lullaby", music. M. Kraseva; "Cat", music. An. Alexandrova, ate. N. Frenkel; "Kitty", music. V. Vitlina, ate. N. Naydenova; “Ladushki”, Russian. adv. melody; "Bird", music. M. Rauchwerger, ate. A. Barto; “Dog”, music. M. Rauchwerger, ate. N. Komissarova; "Chickens", music. Ah, Filippenko, he ate. T. Volgina; "Bell", music. I. Arseeva, ate. I. Chernitskaya; “Who loves us deeply?”, music. and ate. I. Arseeva; "Horse", music. I. Arseeva, ate. V. Tatarinova; “Quack-quack”, music. I. Arseeva, ate. N. Checherina.

Musical and rhythmic movements "Rain", music. and ate. E. Makshantseva; “Kozlyatki”, Ukrainian. adv. melody, ate E. Makshantseva; "Tambourine", Russian. adv. melody, ate E. Makshantseva; “Sparrows”, “Rattle, dance”, “Bell”, “Let’s take a walk”, music. I. Arseeva, ate. I. Chernitskaya; “This is how we can”, “March and Run”, music. E. Tilicheeva, ate. N. Frenkel; "Gopachok", Ukrainian. adv. melody, arr. M. Rauchwerger; “Catch-up”, music. N. Alexandrova, ate. T. Babacan; “From Under the Oak”, Russian. adv. dance melody; “Kitty” (for the game “Cat and Kittens”), music. V. Vitlina, ate. N. Naydenova; "Mikita", Belarusian, Nar. melody, arr. S. Polonsky; “Dance with a handkerchief”, music. E. Tilicheeva, ate. I. Grantovskaya; "Polyanka", Russian. adv. melody, arr. G. Frida; “Birds” (introduction), music. G. Frida; “Stoolka”, Ukrainian. adv. melody; "Morning", music. G. Grinevich, ate. S. Prokofieva; “Yurochka”, Belarusian, Nar. dance melody, arr. An. Alexandrova; “Dance with dolls”, “Dance with handkerchiefs”, German. dance and folk melodies, eating A. Anufrieva; “Ay-yes”, music. V. Verkhovinets; “Where are you, bunny?”, Russian. adv. melody, arr. E. Tilicheeva.

Planned intermediate results of the Program implementation

Intermediate results of mastering the Program are formulated in accordance with Federal State Requirements (FGT) through revealing the dynamics of the formation of integrative qualities of pupils in each age period of mastering the Program in all areas of child development.By the age of three, with successful completion of the Program, the next level of development of the child’s integrative qualities is achieved.Integrative quality “Physically developed, mastered basic cultural and hygienic skills” Anthropometric parameters (height, weight) are normal. Masters age-appropriate basic movements.Shows a desire to play outdoor games with simple content and simple movements.Performs age-appropriate hygienic procedures independently or with a little help from an adult and has age-appropriate self-care skills.Has primary ideas about himself as a person, knows the names of the main parts of the body and their functions.Integrative quality “Curious, active” Takes part in games (moving, theatrical, role-playing), shows interest in the gaming activities of peers.Shows interest in the natural world around us and participates in seasonal observations. Takes an active part in productive activities (drawing, modeling, designing).Listens with interest to fairy tales and stories from the teacher; looks at pictures and illustrations.Shows activity when singing along and singing, performing simple dance movements.Integrative quality “Emotionally responsive” Shows positive emotions in the process of independent motor activity. Shows emotional responsiveness to age-appropriate literary and artistic works (nursery rhymes, songs, fairy tales, poems).Emotionally and interestedly follows the development of action in dramatization games and puppet shows created by adults and older children.Shows emotional responsiveness to works of fine art, to the beauty of surrounding objects (toys) and natural objects (plants, animals).

Shows emotional responsiveness to age-appropriate musical works, distinguishes between cheerful and sad melodies.Integrative quality “Mastered the means of communication and ways of interacting with adults and peers” Knows how to play next to peers without disturbing them. Shows interest in playing together in small groups.Can, at the request of an adult or on his own initiative, talk about what is shown in the picture, about a toy, or about an event from personal experience.Speech becomes a full-fledged means of communication with other children.Integrative quality “Able to manage one’s behavior and plan one’s actions based on primary value concepts, observing basic generally accepted norms and rules of behavior” On his own or after a reminder from an adult, he follows basic rules of behavior when eating and washing.Has a primary understanding of the basic rules of behavior in kindergarten, at home, on the street (do not run, do not shout, fulfill the requests of an adult) and observes them.Observes the rules of basic politeness. Says “thank you”, “hello”, “goodbye” on his own or when reminded Good night"(in the family, in the group).Shows a negative attitude towards rudeness and greed.Integrative quality “Able to solve intellectual and personal tasks (problems) appropriate for age” Shows a desire to independently select toys and attributes for play, and use substitute items.Constructs elementary buildings according to the model, shows a desire to build on his own.Orientation in the group room and kindergarten area.Integrative quality “having primary ideas about oneself, family, society, state, world and nature” Has primary ideas about himself: knows his name, his gender, the names of his family members.

Integrative quality “Mastered the universal prerequisites of educational activities” Can, upon verbal instructions from an adult, find objects by name, color, size.Answers the simplest questions (“who?”, “what?”, “what is he doing?”...).Carry out the simplest instructions for an adult.Shows interest in books and looking at illustrations.

Integrative quality “Mastered the necessary skills and abilities”
The child has developed the skills and abilities necessary to carry out various types of children's activities.

Educational field "Health" Able to dress and undress independently in a certain sequence.Demonstrates neatness skills (notices disorder in clothes, eliminates it with a little help from adults).With a little help from an adult, uses individual objects (handkerchief, napkin, towel, comb, pot).Able to feed himself.

Educational field "Physical education" Able to walk and run without bumping into other children. Can jump on two legs in place, moving forward, etc. Can take, hold, carry, put, throw, roll a ball. He can crawl, crawl under a tight rope, and climb over a log lying on the floor.

Educational field "Socialization"
Can play nearby, not disturb other children, imitate the actions of a peer.Emotionally responds to the game proposed by an adult, imitates his actions, accepts the game task.Independently performs play actions with objects, transfers actions from object to object.Uses the game to replace a missing item.Communicates in dialogue with the teacher.In independent play, he accompanies his actions with speech. Follows the actions of the puppet theater characters.

Educational field "Labor" Performs simple labor actions (with the help of teachers). Observes the work processes of the teacher in a corner of nature.

Educational field "Security"
Complies with basic rules of behavior in kindergarten. Observes basic rules of interaction with plants and animals.Has a basic understanding of traffic rules.

Educational area "Cognition"

Productive (constructive) activity. Distinguishes the basic forms of building material parts.With the help of an adult, constructs a variety of buildings, using mostformsThe game revolves around its own construction.Formation of elementary mathematical concepts. Can form a group of homogeneous objects.Distinguishes between one and many objects.

Distinguishes between large and small objects and names their size. Recognizes a ball and a cube. Formation of a holistic picture of the world. Distinguishes and names objects in the immediate environment.Names his family members and teachers.Recognizes and names some domestic and wild animals and their young.Distinguishes some vegetables and fruits (1-2 types).Distinguishes some trees in the immediate environment (1-2 species).Has a basic understanding of natural seasonal phenomena.

Educational field "Reading fiction"
Listens to poems, fairy tales, stories that are accessible in content. When reading again, he pronounces words and small phrases.Looks at illustrations in familiar books with the help of a teacher.

Educational field "Artistic creativity"
Knows that you can draw with pencils, felt-tip pens, paints and brushes. Distinguishes between red, blue, green, yellow, white, black.Able to roll out a lump of clay with straight and circular movements of the hands; break off small lumps from a large lump of clay, flatten them with your palms; connect the ends of the rolled stick, pressing them tightly against each other.Models simple objects; uses clay carefully.

Educational field "Music"

Recognizes familiar melodies and distinguishes the pitch of sounds (high - low). Together with the teacher, he sings along musical phrases in the song.Moves in accordance with the nature of the music, begins to move with the first sounds of music.Able to perform movements: stamping feet, clapping hands, turning handshands

Calls musical instruments: rattles, tambourine

Plan for working with parents in the first junior group

Organization of work with parents

September

1. Consultations “Child’s adaptation to kindergarten”

2. Folders for moving “Clothes for kindergarten”

3.Parents meeting “Features of the adaptation period of children in the group, tasks of raising and teaching children of the 3rd year of life”

October

1. Consultations “Games for sensory development of children early age»

2. Individual work « Healthy sleep»

November

1. Sliding folder " Finger games for babies"

2. Consultation “Features of the formation of cultural and hygienic skills”

December

1. Consultation “Learning colors is simple and fun”

2. Parent meeting “Features of development of a 2-year-old child”

3. New Year's party

January

1. Consultation “Grow up healthy, baby!”

February

1. Folder “We play with snow and learn its properties”

2. Parent meeting “Preservation and promotion of health younger preschoolers»

3. Master class " Finger gymnastics»

March

1. Questionnaire “Is it possible to punish a child”

2. Folder “The Age of “I Myself””

3. Individual conversations at the request of parents

April

1. Consultation “What toys should I buy for a 2-3 year old child?”

2. Literary living room “Books for babies” sliding folder

3.Individual conversations “Choosing the right shoes for your baby”

May

1. Final Parent meeting“What our children have learned in a year”

2. Master class Outdoor game “Bunny”

3. Folder “Development of speech in young children”

Expert review neuropsychic development of children I junior "B" group "Tumblers" for the 1st half of the 2013-2014 academic year.

Last name, first name of the child

Age

Active speech

Sensory development

Play and actions with objects

Constructive skills

Visual skills

Self-care skills

Motor skills

Total score

Development zone

Akbasheva Azalia

Floor. development

Boldyrev Artem

Non-sex development

Valiullova Aida

2.6

Non-sex development

Valieva Inzilya

2.3

Non-sex development

Gorelova Karina

1.9

Non-sex development

Garayev Askar

2.4

Nepo. development

Gerasimova Ksenia

2.0

Non-sex development

Gadieva Zilya

2.0

Non-sex development

Gismatullin Amir

2.3

Non-sex development

Galimullina Samira

2.2

Non-sex development

Ziyatdinov Salavat

2.2

Non-development

Ziyatdinova Ramina

2.6

Floor. development

Zalyalov Ilgiz

2.1

Non-sex development

Malysheva Victoria

2.6

Non-development

Prokuratov Karim

2.5

Gender development

Sabirzyanov Radel

2.5

Floor. development

Sirazov Timur

2.7

Non-sex development

Khasanova Asiya

2.5

Floor. development

Khasanov Arslan

2.7

Floor. development

Khasanova Dilyara

2.3

Non-sex development

Galiullova Adelina

2.8

Nepo. development

Gaifullova Elvira

2.5

Non-sex development

Cheburashkina Anna

2.2

Non-sex development

Average score

Total -

Full development zone - 4 children Teachers: Ershova N. A.

Zone of incomplete development -17 children Gaifullina G.G.

Non-development zone - 2 children

September

Toys.

Introduce children to the names of objects in their immediate environment: bear toy; learn to describe a toy (name parts, size, characteristics), find its image in pictures, compare large and small toys; develop speech, interest in movements to music; enrich children's vocabulary.

Favorite toys

Introduce children to objects in their immediate environment - toys; learn to answer questions, describe toys and actions with them, carry out simple tasks, compare and distinguish between plastic, rubber, fabric toys to the touch; develop speech, tactile sensations; enrich vocabulary on the topic.

Friendly family.

Introduce children to the concept of “family”, develop communication skills, gross motor skills, and coordination of movements; teach to listen carefully to a work of art, perform movements corresponding to the text, and cultivate interest in dramatization games.

Autumn is golden.

Expand children’s understanding of the surrounding nature and the upcoming autumn holiday; develop artistic perception, attention; develop the ability to work in a team, cultivate a desire to create materials and decorations for the holiday

October

Cockerel with his family.

Introduce children to poultry, the appearance of a rooster, and its habits; continue to reinforce the concept of “family”; cultivate interest in fairy tales.

Who is helping us? (Oh Nanny).

Form an understanding of the work of adults and cultivate a respectful attitude towards it; learn to name the actions depicted in the plot pictures, answer questions, name nanny's assistant objects and their purpose, enrich vocabulary; develop general motor skills and attention.

Teaware

Expand your understanding of tableware, introduce the names of teaware items and their purpose; expand your vocabulary, learn to carry out assignments, develop speech

Toy cars

Learn to distinguish by appearance and name cargo and passenger cars, bus, as well as their main parts: cabin, steering wheel, wheels, body, windows; learn to describe different toy cars, develop speech, attention, and general motor skills.

November

Horse with foal.

Introduce the horse and foal; learn to compare a horse with a foal, name the parts of a toy horse, pronounce onomatopoeia, develop attention, speech, general motor skills, tactile sensations.

Houseplants

Introduce indoor plants groups, with ways to care for them; teach to carefully examine one plant, distinguish its parts (leaves, flowers) and name them.

Toy hare

To clarify children’s understanding of the appearance of a hare; develop memory and thinking; cultivate a caring attitude towards toys.

Clothes for a doll.

Help children remember the names of items of clothing, colors, and cultivate a caring attitude towards clothing; develop attention, speech, fine and gross motor skills.

Winter.

Clarify the idea of winter and its signs; teach to note weather conditions, distinguish seasonal clothing (winter), help memorize the sequence of dressing for a walk; develop attention, speech, general motor skills

Winter fun

To clarify the idea of winter games, learn to look at a plot picture, answer questions about the image, reproduce specific actions with movements, accompanying them with speech; develop auditory perception, skills of correlating visual images with auditory ones; activate the dictionary on the topic “Winter”.

Shoes

Learn to distinguish shoes by appearance. Anwser the questions; develop attention, speech, general motor skills, auditory, visual perception, activate vocabulary on the topic “Shoes”; cultivate a desire to help those who need it.

New Year's holiday is coming soon.

Clarify and enrich the idea of the upcoming event - the New Year holiday; teach to look at objects (Christmas tree, Christmas decorations) and answer questions during the review; develop attention, speech, fine and gross motor skills, perception, creativity; activate the dictionary on the topic “ New Year holiday»

Forest Dwellers

Introduce forest animals: give an idea of the wolf; teach to carefully examine a picture and answer questions about its content; develop speech.

Winter clothes and shoes

Learn to classify clothes and shoes, distinguish these items by season, develop attention, memory, speech; enrich vocabulary; cultivate a desire to help those who need it.

Toys and dishes.

Clarify the idea of what utensils are needed for; learn to classify dishes; develop attention, memory, imagination, speech

Furniture

Teach children to distinguish and name pieces of furniture, talk about their purpose, and develop attention. Speech

Such different objects

Learn to distinguish and name the quality of objects:hard, soft, heavy. easy; properties:sinks, floats; learn to pronounce the sound “u” clearly and correctly; practice distinguishing between loud and quiet sounds; develop attention and interest in experimental activities.

Bus

Learn to distinguish by appearance and name trucks and cars, buses, trams, as well as their main parts: cabin, steering wheel, body, wheels, windows.

Birds

To give an idea about birds, teach to observe birds, compare them, develop attention, speech, memory; cultivate love for living beings and a desire to help them.

Pets and their babies

Introduce children to domestic animals and their babies, teach them to name and compare them by size; develop curiosity, memory, attention, speech; enrich vocabulary; cultivate a love for animals.

March

"My family"

teach children to name family members;
know that everyone in the family cares and loves each other; understand the role of adults and children in the family; instill in the child joy and pride in having a family.

gold fish

To give an idea of a fish as a living being, that it needs care and careful handling, and to develop an interest in living nature.

Who works in the garden

Teaches to distinguish objects in the garden, introduces labor activity on a personal plot, expand children’s vocabulary, develop gaming skills; continue to introduce the names of objects in the immediate environment (plants in the garden), promote the development of speech as a means of communication.

Wooden Toys

Learn to determine the name of toys and the material from which they are made, develop auditory perception, expand your vocabulary; promote the development of speech as a means of communication.

Spring

Learn to distinguish and name the signs of the seasons, develop general motor skills and auditory attention; Expand words knowledge; select objects for their intended purpose, name colors, promote the development of speech as a means of communication.

Professions

Practice naming objects and their qualities, correlating tools with profession; activate the names of tools and professions (cook, doctor, driver) in children’s speech, develop auditory perception; group objects by method of use, select objects by identity, promote the development of speech as a means of communication.

Mom's helpers

Develop gross motor skills, auditory attention; Expand words knowledge; teach to group objects according to method of use, name the color and size of objects, promote the development of speech as a means of communication

Chauffeur

Develop vocabulary, horizons, learn to group words into simple sentences, name the color, size of objects, promote the development of speech as a means of communication.

Poultry

Identify and systematize children’s knowledge about poultry, expand their vocabulary, auditory attention, and horizons; promote the development of speech as a means of communication.

Favorite toys

Develop general motor skills, auditory attention, identify children’s preferences in play activities, teach how to compose simple sentences from word combinations; teach to compare familiar objects by identity, group by method of use, promote the development of speech as a means of communication

Favorite items.

Develop gross motor skills, auditory attention; Expand words knowledge; learn to name the color, size of objects, the material from which they are made, to promote the development of speech as a means of communication.

What is on our site?

Develop gross hand motor skills and auditory attention; Expand words knowledge; learn to observe birds and insects in the area. Foster a caring attitude towards nature, promote the development of speech as a means of communication.

Tamara Prokopchuk
GCD for cognition in the first junior group “Shape, color, size”

GCD according to cognition in 1st junior group. Subject: « Form, color, magnitude»

Goals. Improve children's perception, ability to actively use

touch, sight, hearing.

Reinforce concepts: shape - ball; yellow color, blue; size – large,

small. Continue to teach children to examine objects by highlighting them color,

size, form; sort items by size, form, blossom; see similarities

and differences; act with subject: take, hold, carry, put, roll,

catch; repeat after the teacher and answer questions.

Dictionary: ball – big, small, yellow color, blue, shape – round,

actions - take, hold, roll, catch, put.

Material. Toy cockerel, basket. Boxes, tracks flowers - yellow,

blue; balls are large and small, yellow, blue according to the number of children.

Progress of the lesson

Part I. Greetings. Development of communication skills.

Educator. Look who came to us? This is Petya the cockerel. He speaks:

"Hello, guys!" Say hello to Petya the cockerel! (Children say hello).

Petya the cockerel wants to play with you.

A game: "Bubble".

Part II. Development of visual and tactile-motor perception and

attention.

Didactic game “Roll a big yellow ball (blue) colors by yellow

(blue) path!

Educator. Guys, look, Petya the cockerel brought you some balloons, there are still some

paths. They are yellow and blue colors. You can roll balls along these paths.

Only a yellow ball can be rolled along the yellow track. And along the blue path

roll only the blue ball.

Look at the basket! There are so many balls here! What's in the basket?

(big balls) Take one ball at a time from the basket.

Let's consider a ball, it is round, you can roll it on your hand. Let's hide the ball

(the ball lies on the palm, you need to cover it with the other hand). Ball we can't

hide it, it’s big, your palm doesn’t cover it. Let's roll the balls around

paths to our cockerel Petya, one by one.

Part III. Development of visual perception.

A game “Put the small balls together blossom»

Educator. Look at the boxes (yellow and blue) colors!

How many balls are there (yellow and blue! What is in the boxes? (small

balls) Take one ball from any box in turn. Let's consider

the ball is round, you can roll it on your hand. Let's hide the ball (the ball lies on

palms, you need to cover it with the other hand). The ball hid in our palms, it

small and therefore the ball is not visible. Put the balls back into the boxes

Children are offered a box of balls (6 balls: 3 – yellow colors, 3 –

blue, boxes of two colors(yellow, blue).

Put this one down (yellow, blue) ball to your house (in a yellow box (blue)

colors). The child must sort the balls into boxes according to flowers.

Educator. Guys, the cockerel is telling you "Thank you" And "Goodbye!"

Say goodbye to Petya the cockerel (Please. Goodbye).

Summary of the lesson.

Educator. Who came to visit us? (Petya the Cockerel)

What did petya the cockerel bring you? (Balls, tracks)

What size were the balls? (The balls were small and large)

Balls, what were they? colors? (The balls were yellow and blue colors)

How did you know that the ball was big? (We take the big ball with both hands,

palms did not hide the ball)

How did you know it was a small ball? (We take a small ball with one

hand, the ball can be hidden in your hand).

Publications on the topic:

Goals: to teach children to distinguish and name primary colors (red, green, yellow, blue); familiarize themselves with the circle shape, develop the ability to select.

I present to your attention didactic game on sensory development for young children (color, shape).. Material: thick cardboard.

Summary of direct organizational activities on learning FEMP in the second junior group “Triangle” Goal: familiarization with the geometric figure – triangle. Objectives: Learn to distinguish and name a figure; develop the ability to use words.

Abstract of GCD in mathematics in the preparatory correctional group “Geometric shapes: color, shape, size” Abstract of GCD on the formation of elementary mathematical concepts in the preparatory correctional group " Geometric figures:.

Summary of a lesson on understanding the holistic picture of the world in the second junior group “Inhabitants of the Autumn Forest” Summary of a lesson on understanding the holistic picture of the world in the 2nd junior group. Topic: "Inhabitants autumn forest» Objectives: Expand the presentation.

ECD for drawing in a non-traditional form “Tender Sun” in the first junior group GCD (drawing) on the topic " Tender sun"(Non-traditional form - drawing with palms) Objectives: learn to draw the sun in a non-traditional form.

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Preschool education 1st junior group. GCD for cognition in the first junior group “Shape, color, size

Plan for working with parents in the first junior group

Progress of the lesson

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