Work program 1 junior group ready. Work program of the first junior group

The work program in the 1st junior group according to the Federal State Educational Standard for the 2019-2020 academic year

1. TARGET SECTION OF THE PROGRAM
1.1. Explanatory note	3
1.1.1. Goals and objectives of the educational program	3
1.1.2. Principles and approaches to the formation of an educational program	4
1.1.3. Characteristics significant for the development and implementation of the program	5
1.1.4. Age features of the 1st junior group	6
1.2. Planned results of mastering the program by children from 2-3 years old	8
2. CONTENT SECTION
2.1. The content of educational activities in accordance with the directions of the development of the child, presented in 5 educational areas	12
2.1.1. Educational area "Social and communicative development"	12
2.1.2. Educational area "Cognitive development"	20
2.1.3. Educational area "Speech development"	23
2.1.4. Educational area "Artistic and aesthetic development"	28
2.1.5. Educational area "Physical development"	32
2.2. Variable forms, ways, methods and means of implementing the educational program	36
2.2.1. Social and communicative development	36
2.2.2. cognitive development	37
2.2.3. Speech development	38
2.2.4. Artistic and aesthetic development	39
2.2.5. Physical development	40
2.3. Ways and directions to support children's initiative	41
2.4. Interaction with family	41
2.5. Part formed by participants in educational relations	44
3. ORGANIZATION SECTION
3.1. Organization of the mode of stay of children in an educational institution. Daily routine in the 1st junior group	46
3.2. Organization of physical culture and health-improving work in a preschool institution	49
3.2.1 Organization of a sparing regime in a preschool institution	49
3.2.2. Organization of the motor mode	50
3.2.3. The system of sports and recreational activities	51
3.3. Organization of educational activities	55
3.4. Organization of traditional events, holidays, events	60
3.5. Features of the organization of the developing object-spatial environment	60
3.6. Description of the logistics of the educational program of the preschool institution	74
4. REFERENCES	78
5. APP	79

You can see snippets of the program below:

Long-term plan for interaction with parents

months	Event Names
September	1. Questioning of parents "Let's get to know each other." 2. Consultation "Adaptation of the child to a preschool institution" 3. Conversation with parents "Children's clothes in different seasons." 4. Memo for parents to accompany the process of adaptation of the child "The child goes to kindergarten" 5. Healthy child - Consultation "How to protect a child from a cold." 6. Acquaintance of parents with GEF.
October	1. Parental diary "Games with a baby in the fall." 3. Consultation "Age features of the mental development of children 2-3 years old" 4. Advice for parents: - "Features of the development of the emotional sphere"; - "Features of the subject-representative game"; - "Toy - as part of the folk tradition." 5. Healthy child - consultation "Mode is the key to the normal development of a preschool child." 6. "Education of cultural and hygienic skills in children 2-3 years old" 7. "Showdown of two-year-olds" 8. "Features of the speech of children 2-3 years old"
november	1.Consultation "Mobile game as a means of physical, moral, spiritual health and harmony" 2. Individual conversations with parents. 3. Conversation with parents "Clothes for children in the group." 4.Memo for parents. Topic: "How to help birds in winter." 5. Consultation for parents "Why do we need bird feeders." 6. Healthy child "Healthy food" 7.Creative project for making bird feeders. 8. Parent board "Children need your love"
December	1. Making a folder-slider "Winter!" 2. Note to parents: "How to spend leisure time with a child." 3. Folder-slider: "Children love nursery rhymes" 4. Healthy child "Rules for nutrition of children" 5. Thematic exhibition of joint creativity of parents with children "Hello guest Winter!" Making a folder - moving "Winter!" 6.Memo for parents. Topic: "Read more often to children" 7. Parent board “New Year for children. How to arrange a holiday for children 8. How to teach children to be independent " 9. "Temperatures in children after a year."
January	1.Consultation "What toys do children need" 2. Healthy child “Acute infectious diseases of the upper respiratory tract. Angina" 3.Consultation for parents: "Raising the future man" 4. Parental diary "Teach children to recognize colors" 5. Consultation for parents "Six misconceptions of parents about frosty weather" 6. "Is it possible to achieve the obedience of children" 7. "The value of verbal communication with children at home"
February	1. Photo exhibition "My dad, grandfather" 2. Parental diary "Raising a child: the role of a father" 3. Healthy child "What you need to know with SARS" 4. "Do or don't" 5. “When parents have a different approach to parenting” 6.Consultation "Morning starts with exercise"
March	1. Making the folder-slider "Spring!" 2. Thematic exhibition of joint creativity of parents with children "Spring is red!" 3.Consultation "Game as a means of educating preschoolers" 4. Memo "The difference between girls and boys" (education method) 5. "Fears in children 2-3 years old" 6. "Children's clothes in spring" 7. "How to rid a child of an unwanted habit"
April	1. Parental diary "I am myself!" 2. Thematic exhibition of joint creativity with children "Bright Easter!" 3. Folder-slider "Holiday - Bright Easter!" 4. "Encouragement and punishment of children" 5.Consultation "The role of grandparents in the family upbringing of children" 6. "Let's play" (finger games) 7. Consultation "Children's questions and how to answer them"
May	1. Folder-slider for Victory Day 2. Healthy baby "Don't leave babies alone" 3. Creative project with children "Dandelions" 4.Consultations: - "Let's talk about education" - "We teach to order" - "Crisis of 3 years" 5.Meeting a dialogue with parents on the results of monitoring.

parent meetings

Anna Fedonova
Work program in the first junior group

EXPLANATORY NOTE

1. Introduction

Real work program developed on the basis of an exemplary basic general education programs preschool education "Birth to School" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, educational preschool programs, taking into account the regional component, in accordance with the federal state requirements for the structure of the main general educational programs preschool education for children junior preschool age.

The leading goals are to create favorable conditions for a full-fledged life of a child in preschool childhood; formation of the foundations of the basic culture of the individual; comprehensive development of mental and physiological qualities in accordance with age and individual characteristics; preparing the child for life in modern society. These goals are realized in the process of mastering educational areas by children. "Health", "Physical Culture", "Safety", "Socialization", "Work", "Knowledge", "Communication", , "Artistic Creativity", "Music". The development of educational areas is focused on the versatile development of preschoolers, taking into account their age and individual characteristics in the main areas - physical, social and personal, cognitive-speech and artistic and aesthetic Tasks of the psychological and pedagogical work on the formation of physical, intellectual and personal qualities of children are solved in an integrated way, in the course of mastering all educational areas, along with tasks that reflect the specifics of each educational area, with mandatory psychological support through various types of children's activities.

To achieve goals Programs are of paramount importance:

Caring for the health, emotional well-being and timely comprehensive development of each child;

Creation in groups atmosphere of a humane and benevolent attitude towards all pupils, which will allow them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

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

Creativity (creative organization) the process of education and training;

The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

Ensuring the development of the child in the process of education and training;

Coordination of approaches to the upbringing of children in the conditions of preschool educational institutions and families. Ensuring family participation in life groups kindergarten and preschool in general.

The solution indicated in program goals and objectives of education is possible only with the targeted influence of the teacher on the child with first days of his stay in a preschool educational institution. The level of general development that the child will achieve and the degree of moral qualities acquired by him depend on the pedagogical skill of each educator, his culture, love for children. Taking care of the health and comprehensive upbringing of children, teachers of preschool educational institutions, together with the family, should strive to make the childhood of each child happy.

AT working with younger children preschool age, mainly game, plot and integrated forms of educational activity are used. Learning takes place indirectly, in the process of activities that are exciting for kids.

1.1 Age characteristics of children 2-3 years old

In the third year of life, children become more independent. Substantive activity continues to develop, situational business communication between a child and an adult; perception, speech, initial forms of voluntary behavior, games, visual-effective thinking are improved.

The development of objective activity is associated with the assimilation of cultural modes of action with various objects. Correlative and instrumental actions develop.

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

In the course of joint objective activities with adults, the 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 the surrounding objects, learn to fulfill simple verbal requests from adults within the visible visual situation.

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

Active speech of children develops intensively. By the age of three, they master the basic grammatical structures, try to build simple sentences, and use almost all parts of speech in a conversation with an adult. The active dictionary reaches approximately 1000-1500 words.

By the end of the third year of life, speech becomes a means of communication between the child and peers. At this age, children develop new types activities: game, drawing, construction.

The game is procedural in nature, the main thing in it is the actions that are performed with game objects that are close to reality.

In the middle of the third year of life, actions with substitute objects appear.

The appearance of actual visual activity is due to the fact that the child is already able to formulate the intention to depict any object. Typical is the image of a person in the form "cephalopod"- a circle and lines extending from it.

In the third year of life, visual and auditory orientations improve, which allows children to accurately perform a series of assignments: make a choice of 2-3 items in shape, size and color; distinguish melodies; sing.

Improved auditory perception, especially 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 becomes visual-effective. Its peculiarity lies in the fact that problem situations that arise in the life of a child are resolved through real action with objects.

Children of this age are characterized by unconsciousness of motives, impulsiveness and dependence of feelings and desires on the situation. Children are easily infected by the emotional state of their peers. However, during this period, arbitrariness of behavior also begins to take shape. It is due to the development of instrumental actions and speech. Children develop feelings of pride and shame, elements of self-awareness associated with identification with the name and gender begin to form. Early age ends with a crisis of three years. The child is aware of himself as a separate person, different from the adult. An image of I is formed in him. A crisis is often accompanied by a number of negative manifestations: negativism, stubbornness, impaired communication with adults, etc. The crisis can last from several months to two years.

1.2 Organization of the regime of stay of children in an educational institution

In kindergarten flexible schedule developed, taking into account the age-related psychophysiological capabilities of children, their interests and needs, ensuring the relationship of the planned activities with the daily life of children in kindergarten. In addition, climatic conditions are taken into account (during the year the daily routine changes twice). In contrast to the winter period, the summer recreational period increases the time spent by children on walk. Walk organized twice a year day: in first half of the day - before lunch and in the second half - after daytime sleep or before the children go home. At air temperature below -15°C and wind speed over 7 m/s, the duration walks are shrinking. Walk not carried out at air temperatures below -20°C and wind speeds over 15 m/s. During walks children play and exercise. Outdoor games are held at the end walks before returning the children to the preschool. Daytime sleep is 2.5 hours. Independent activity of children (games, preparation for classes, personal hygiene, etc.) occupies at least 3-4 hours a day. The daily routine indicates the total duration of organized educational activities, including breaks between its various types. The teacher independently doses the volume of the educational load, without exceeding the maximum allowable load by sanitary and epidemiological rules and standards. For an effective solution program tasks highly desirable daily reading. For children 2-3 years old, the duration of reading with a discussion of what has been read is recommended up to 5-10 minutes.

Approximate daily routine first junior group

Reception of children, independent activities 7.30-8.10

Preparation for breakfast, breakfast 8.10-8.30

Independent activity 8.30-9.00

(on subgroups) 9.00-9.10-9.20

Preparing for walk 9.20-9.40

Walk 9.40-11.20

Return from walks, independent activity, preparation for dinner 11.20-11.45

Lunch 11.45-12.30

Preparation for sleep, daytime sleep 12.30-15.00

Gradual rise, independent activity 15.00-15.15

Afternoon snack 15.15-15.30

Independent activity 15.30-15.45

Organized educational activities (on subgroups) 15.45-15.55-16.05

Preparing for walk 16.05-16.20

Walk, independent activity, leaving children home 16.20-17.30

The daily routine indicates the total duration of organized educational activities, including breaks between its various types. The teacher independently doses the volume of the educational load, without exceeding the maximum allowable load by sanitary and epidemiological rules and standards.

1.3 List of main types of organized educational activities

According to the current SanPiN for toddlers from 1.5 to 3 years old, no more than 10 lessons per week are planned for no more than 8-10 minutes (SapPiN 2.4.1.1249-03).

Educational areas Types of classes Number of lessons per week Number of lessons per year

Physical development

Physical culture and physical health 3 87

Cognitive - speech development

Cognition Formation of a holistic picture of the world -

Development of elementary mathematical concepts -

Construction 1 29

Communication Development of speech 1 29

Reading fiction Introduction to fiction 1 29

Artistic and aesthetic development

artistic

creativity Drawing 1 29

Application -

Music Musical 2 58

TOTAL: 10 290

(WORK PROGRAMS)

by educational field "Health"

in first junior group"Star"

Developed by educator:

Fedonova A. D.

With. Aleksandrovskoe

Explanatory note

Preservation and strengthening of the physical and mental health of children;

Education of cultural hygiene skills;

Formation of initial ideas about a healthy lifestyle.

Preservation and strengthening of the physical and mental health of children

factors: air, sun, water. Encourage children to wear lightweight clothing indoors. Ensure the duration of their stay in the air in accordance with the regime of the day.

Education of cultural and hygienic skills

Continue to teach children under the supervision of an adult, and then wash their own hands as they get dirty and before eating, dry their face and hands with a personal towel.

To form the ability with the help of an adult to put oneself in order. Develop the habit of using individual items (handkerchief, napkin, towel, comb, potty).

When eating, teach children how to hold a spoon correctly.

; neatly fold the removed clothes in a certain order; wear clothes and shoes correctly.

Formation of initial ideas about a healthy lifestyle

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

Month Preservation and strengthening of physical and mental health

Education of cultural and hygienic skills Formation of ideas about a healthy lifestyle

September

morning exercises

Outdoor games.

Physical minutes.

Finger gymnastics.

Articulation gymnastics

Breathing exercises

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.

Encourage children to wear lightweight clothing indoors.

Ensure the duration of their stay in the air in accordance with the regime of the day.

When carrying out tempering activities, carry out a differentiated approach to children, taking into account their state of health.

Special hardening procedures should be carried out by decision of the administration and medical staff of the preschool institution, taking into account the wishes of the parents.

Repetition of the past

Continue to teach children under the supervision of an adult, and then wash their own hands as they get dirty and before eating, dry their face and hands with a personal towel. To form ideas about the importance of each organ for normal human life.

October When eating, teach children how to hold a spoon correctly.

Teach children how to dress and undress. With a little help from an adult, learn to take off clothes, shoes (unbutton front buttons, Velcro fasteners);

neatly fold the removed clothes in a certain order

Reading fiction. literature

Examining the illustrations

Advice for parents

Information stands

Conversation "Our Eyes"

Game I see - I do not see "

"Who Hid"

"Find an item"

"Colorful toys"

"Find the same item" tongue - try (determine) taste, head-think, remember; torso - bend and turn in different directions.

Reminder for parents "Hardening"

Conversation "Ears to hear"

Games "How to take care of yourself"

November Reminder for Parents "How to prevent danger?"

December Conversation "What I have?"

Games "Handles-grabbers, legs-runners"

Rhymes and songs about a person, his health and body.

January Conversation "Nose - sniff"

Games "Wind under the nose"

"Breathe with your nose"

February Conversation "People and Machines"

Conversation "Rules of conduct in transport"

Games "If I do so"

Reminder for parents "Traffic Laws"

March Conversation "How do I move".Games "Hands and Legs", "Why do we eat"

Poetry "Vitamins"

L. Zilberg

April Conversation "Our Teeth"

Reading nursery rhymes about water, hygiene and man

by educational field "Socialization"

in first junior group"Star"

Developed by educator:

Fedonova A. D.

With. Aleksandrovskoe

Explanatory note

Development of children's play activities;

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

Development of gaming activities

Role-playing games

To form the ability to show interest in the game actions of peers. Help to play side by side without interfering with each other. Develop the ability to play with peers.

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

Lead children to understand the role in the game. To form the initial skills of role-playing behavior; learn to associate plot actions with a role.

Outdoor games

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

Theatrical games

Arouse interest in theatrical play by first experience of communication with the character (the Katya doll shows a concert, expanding contacts with an adult (grandmother invites to the village yard).

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

To promote the manifestation of independence, activity in the game with characters-toys.

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

Didactic games

To enrich the sensory experience of children in games with didactic material. Learn how to make a pyramid (turret) from 5-8 rings of different sizes; navigate in the ratio of planar figures "Geometric Mosaic" (cool, triangle, square, rectangle); make up four parts (cut pictures, folding cubes); compare, compare, group, to establish the identity and difference of homogeneous objects according to one of the sensory features (color, shape, size).

Conduct didactic games to develop attention and memory ( "What's gone?" etc.); auditory differentiation ( "What does it sound like?" etc.); tactile sensations, temperature differences ( "Wonderful bag", "Warm-cold", "Light heavy" etc.); fine motor skills of the hand (toys with buttons, hooks, zippers, lacing, etc.).

Introduction to elementary generally accepted norms

and relationships with peers and adults

(including moral)

Contribute to the accumulation of experience of benevolent relationships with peers: draw the attention of children to a child who has shown concern for a comrade, who has expressed sympathy for him. To form in each child the confidence that adults love him, like all other children.

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

Continue to develop the ability to say hello and goodbye (according to an adult); state your own requests calmly, using words "Thanks" and "please".

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

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

Image I. Begin to form elementary ideas about the growth and development of the child, the change in his social status (growing up) in connection with the beginning of attending kindergarten. Strengthen the ability to say your name.

A family. Develop the ability to name family members.

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

Develop indoor awareness groups, Location on.

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

Development of gaming activities

Role-playing games

Outdoor games

Didactic games

Theatrical games Introduction to elementary generally accepted norms and rules of relationships with peers and adults (including moral) Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community

September S/r "A family"

C/r "We've got guests"

C/r "Daughters-Mothers"

C / i. "Travel" Diagnostics

The game "Give a Gift"

C/r games "A family",

"Present"

The game "Ball for the kids", "Who's good"

October S/r "chauffeurs"

C / and "Bunny got sick"

C/r "Hospital"

C/r "A family" C/r games "A family",

"Present"

Conversation with contemplation

a album "My family", "We are in kindergarten"

November S/r "A family"

C/r "Aibolit"

C/r "Hospital"

C/r "Ride by car"

Entertainment games "Friendly Guys", "Children are friends"

playing out "My favorite toys"

December C/r "Barbershop"

C/r "We welcome guests" Conversations. "Greed" "Let's talk about kindness"

Related games "Joy" Games "Friendly Guys", "Friends in our group...»

January S/r "Dolls New Year"

C/r "Family - Christmas tree holiday"

C/r "Salon"

"Naughty Games"

Related games "Fear", "Joy" Round dance games, entertainment "Our merry round dance"

February C/r "Hospital"

C/r "Toy shop"

C/r "A family"

C/r "Bus"

The game "Evil Tongue"

The game "Let's live in peace" Conversation "Where our legs walked", "What we have in the area"

Examining illustrations about the military

March S/r "Getting Ready for the Holidays"

C/r "Journey"

C/r "chauffeurs"

C/r "In Grandma's Yard"

Games. "Learning to understand other people's feelings"

Related games "Boys and Girls" Conversation about family, about name, Game "Ball for the kids"

April S/r "Salon"

C/r "A family"

C/r "Trip to the Store"

C/r "Travel"

Game situations

"Learning Kindness"

Related games "Let's live in peace"

Didactic game "Matryoshkas began to dance"

May Repetition of familiar games Conversation: "Good and Evil Deeds"

Related games: "Our emotions" Conversation "My village is Aleksandrovskoe"

by educational field "Work"

in first junior group"Star"

Developed by educator:

Fedonova A. D.

With. Aleksandrovskoe

Explanatory note

Development of labor activity;

Education of a value attitude to one's own work, the work of other people and its results;

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

Development of labor activity

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

Education of a value attitude to one's own work, the work of other people and its results

To teach to maintain order in the game room, at the end of the games to arrange the game material in its place.

(no bread) and napkins.

Formation primary

Raise interest in the work of adults. To expand the circle of children's observation of the work of adults. Draw their attention to what and how an adult does, why he performs certain actions. Maintain a desire to help adults.

Indoors and outdoors, draw the attention of children to how an adult cares for plants (watering) and animals (feeds).

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

Development of labor activity Education of a value attitude to one's own work, the work of other people and its results Formation primary ideas about the work of adults, its role in society and the life of every person

September Teach children how to dress and undress Teach children how to keep the playroom tidy

Supervision of the work of the janitor

October Teach children how to get dressed and undressed Teach children to keep order in the playroom

Supervision of the work of the janitor

November Teach children how to dress and undress

To form the ability to fold removed clothes in a certain order.

Teach neatness.

Involve children in performing simple labor activities.

Learn how to keep order in the playroom

At the end of the games, arrange the game material in its place.

To develop the ability, together with an adult and under his control, to put bread bins before eating (no bread) and napkin holders.

Supervision of the work of the janitor

Acquaintance with the work of a livestock breeder

December Acquaintance with the work of builders

Familiarization with the work of a doctor, a nurse

Introduction to the work of a cook

Supervision of the work of the janitor

Acquaintance with the work of a vegetable grower

May Review of the past Review of the past

by educational field "Safety"

in first junior group"Star"

Developed by educator:

Fedonova A. D.

With. Aleksandrovskoe

Explanatory note

Formation of ideas about situations dangerous for a person and the natural world and ways of behavior in them;

Introduction to the rules of safe behavior for a person and the environment;

Transferring knowledge to children about the rules of road safety as a pedestrian and a passenger in a vehicle;

Formation of a cautious and prudent attitude to situations potentially dangerous for humans and the natural world around them”*.

Formation of the foundations of the safety of one's own life

To acquaint with the elementary rules of behavior in children garden: play with children without disturbing or hurting them; leave kindergarten only with parents; do not talk or take items and treats from strangers, etc.

Explaining to children that inedible objects should not be taken into the mouth, no objects should be put into the ear or nose - this is dangerous!

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

With the help of artistic and folklore works, introduce the rules of safe behavior for a person and the surrounding world.

On traffic safety rules. Give children basic knowledge of the rules of the road movements: cars drive on the road (roadway); traffic lights regulate the movement of vehicles and pedestrians; you need to stand at a red light of a traffic light, move at a green one; You can only cross the street with an adult, holding tightly by the hand.

Tell the children that different cars drive along the road. The driver is driving the car. In buses, people travel to work, to the store, to the kindergarten.

Explain the elementary rules of behavior for children on the bus (on the bus, children can only ride with adults; you need to talk calmly without disturbing others; obey adults, etc.).

Formation of the preconditions for ecological consciousness

To form elementary ideas about the correct ways of interacting with plants and animals: examine plants without harming them; observe animals without disturbing or harming them; feed animals only with the permission of adults.

Explain to children that it is impossible to tear any plants and eat them.

Fundamentals of the safety of one's own life activity Formation of the prerequisites for environmental consciousness

September Monitoring

“Close the faucet tightly, be careful with water”

Monitoring

Exploring a corner of nature group

October Games according to traffic rules "Cars and traffic lights" Looking at autumn colors

November Conversation “Remember, kids, pills are not sweets” Looking at a kitty

December Conversations: "Dangerous Items"

"Ambulance" Conversation "Our friends are animals"

January Conversation “I only walk with my mother”

Ficus examination, plant care

February Reading nursery rhymes and poems about traffic rules Examining a rabbit

Together with the teacher, making a vegetable garden in a corner of nature

March Conversation on the rules of behavior among peers "Good and Bad" Poplar branch observation. Seedling observation

April Games "Let's take the bus", "Let's visit grandma" Labor on site. We sow flowers in a flower bed, dig a garden bed.

May Discussion with reading and looking at illustrations. "The cat and the dog are our neighbors" We water the seedlings. We take care of the garden

by educational field "Knowledge"

in first junior group"Star"

Developed by educator:

Fedonova A. D.

With. Aleksandrovskoe

Explanatory note

The content of the educational area "Cognition" (direction "Cognitive and speech development") is aimed at achieving the goals of developing children's cognitive interests; intellectual development; development of cognitive research and productive (constructive) activities; formation of elementary mathematical representations; formation of a holistic picture of the world, expanding the horizons of children "

sensory development

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

Encourage to include hand movements on the subject in the process of acquaintance with him: wrap your hands around parts of an object, stroke 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 form the ability to name the properties of objects.

Development of cognitive-research and productive (constructive) activities

Develop a productive (constructive) activity.

In the process of playing with desktop and floor building materials, continue to acquaint children with the details (cube, brick, trihedral prism, plate, cylinder, with options for arranging building forms on a plane.

To develop the ability of children to build elementary buildings according to the model, to support the desire to build something on their own.

Contribute to the understanding of spatial relationships.

Offer to use additional plot toys commensurate with the scale of buildings (small cars for small garages, etc.).

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

To acquaint children with the simplest plastic designers.

To offer, together with an adult, to design turrets, houses, cars.

Encourage children to build on their own. In the summer, promote building games using natural material (sand, water, acorns, pebbles, etc.).

Formation of elementary mathematical representations

Quantity. Involve children in the formation groups homogeneous items. Develop the ability to distinguish items: many - one (one - many).

Value. Draw the attention of children to objects of contrasting sizes and their designation in speech (big house - small house, big nesting doll - small nesting doll, big balls - small balls, etc.)

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

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

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

Expand the experience of orientation in parts of one's 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 acquaint children with the names of objects of the nearest environment: toys,

dishes, clothes, shoes, furniture.

To form ideas about the simplest connections between objects of 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 objects by identity, find the same, pick up a pair, group them by way of use (drink from a cup, etc.).

Familiarize yourself with the vehicles of the immediate environment.

Acquaintance with nature

To acquaint children with accessible natural phenomena.

To teach to recognize in nature, in pictures, in toys of domestic animals a cat, dog, cow, chicken, etc.) and their cubs and name them; recognize some wild animals in pictures (bear, hare, fox, etc.): call them.

Watch the birds and insects on the site (butterfly and ladybug, fish in the aquarium. Teach children to feed the birds.

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

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

Cultivate respect for plants and animals. Learn 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 got colder, the leaves turned yellow on the trees and fall; that many vegetables and fruits ripen in autumn.

Winter. Form ideas about winter natural phenomena: it became cold, it is snowing, ice, slippery, you can fall. Get involved in winter fun (downhill and sledding, snowball fights, snowman making, etc.).

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

Summer. Watch with children natural changes: bright sun, hot, butterflies fly.

sensory development

(FEMP) Formation of a holistic picture peace:

subject and social environment;

familiarization with nature Development of cognitive, research and productive (constructive) activities

September

1. D / i "Big small"

2. D / and "Big - 3. D / and "We will select objects of the same color"

4. D / y "Let's wave to Mishka"

1. Travel around group room.

2. Travel around the territory of the site.

3. * Acquaintance with toys depicting pets.

Introduction to building materials

September

5. D / y "One is many" (matryoshkas)

6. I / y "Laying out multi-colored and one-color tracks"*Di “Look at the toy and pick a picture”

4. * Acquaintance with domestic animals and their cubs.

*Di "Find Your Mom" "Build and Play"

"Doll House"

"Doll House"

"Car"

"Bridge"

"Turret"

by design

October D/a "We will select objects of the same size"

D / y "Let's build turrets of the same color"

Di "Collect the Matryoshka"

D / y "Name the parts of your body"

Sleeve games

Games on walk using arrows - pointers 1. *Wild animals

*Di "Who lives in the forest?"

2.*Me and my friends.

* D / and "What is your name?"

3. * The world of things - the house and household items.

*The game "What's at home?"

4. *Professions.

* D / and "Hide the picture"

November D/a "select objects of the same shape"

1 ". And D / and" Where the ball rolled D / and "Where did the doll go?"

Di "Matryoshka visiting kids"

Fun box games. Fun box games.

*Di "Magic Basket"

* "Know the Taste"

2. Fruits.

*Di "Where do fruits grow?"

3.* "Magic box".

*Di "Which?"

4. Me and my family.

* Conversation on the topic "How I Help My Mom". "Slide"

"Fence"

"Slide with gates"

"Train"

"Garage"

"Wide and Narrow Paths"

"Furniture for dolls" (table and chair)

"Bus"

December D/a "We will select objects of the same shape"

D / y "Build towers of different colors"

Di "Let's dress the doll walk»

Di "Which?"

finger games "Finger Boy", "Fingers are friends" Di "Whose Voice"

1.*Consideration of indoor plants (ficus, balsam).

2. Trees.

* Comparison of summer and winter tree

3.*Clothes.

* D / and "Who has what?"

4. * Dishes.

*Di "We name the dishes".

January D/a "Hide the mouse. Games with inserts."

Di "Let's assemble the doll Games exercises with beads flags"

Di "Wonderful bag" (fruits vegetables)

Di "Collect the Pyramid" 1.*Furniture.

* D / and "Where are the toys?"

2.*Food.

* The game "Edible - inedible".

3. Watching goldfish

*The game "Poultry yard".

"Locomotive"

"Rails for a locomotive"

"Animal Fence"

"Build What You Want"

"Swing"

"Ladder"

"Furniture for dolls" (bed, sofa)

"Doll Room"

"Bench"

"Car on the road"

"Steamboat"

"The outside"

"A car is driving across the bridge"

by design

Repetition of the past

February D/A "Which?"

Di "Wonderful box"

Di "Fold the Flower"

Di "More less" 1*Birds.

* Examining the painting "Birds of our village".

2. D / i "Where, what to put?"

3.*Transport.

* D / and "What do machines do?"

March D / y "Elephants and Dogs"

Di "Logic bucket"

Di "Collect the Matryoshka"

Ball games (rolling into the gate)

Games with laces, fasteners. 1.*Labor of adults

*Di "Who needs what?"

2.*Insects.

*Di "Who flaps its wings?"

3.*Surrounding objects.

*Di "Name and Tell".

4.*Means of communication.

* Reading by K. Chukovsky "Telephone" (excerpt)

April D/a "Guess the Taste"

Di "Noisy jars" M. Montessori

D / y “Where is it ringing? Di "Find and show"

Di "Pick by color" 1.*Seasons. Spring.

* Conversation on the topic: "What happens in the spring?"

2. Acquaintance with a new doll.

3. Looking at dandelions

* Talk about flowers.

May Review of the material covered

"Fold the Pattern" B. Nikitina

"Monkey" B. Nikitina

"Inserts" Montessori "Bricks"

B. Nikitin

Repetition of the material covered.

Educational area "Communication"

Developed by educator:

Fedonova A. D.

With. Aleksandrovskoe

Explanatory note

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

Practical mastery of the norms of speech by pupils”*.

Development of free communication with adults and children

To promote the development of speech as a means of communication. Give children a variety of assignments that will give them the opportunity to communicate with peers and adults ( , , "Warn Matthew. What did you say to Mitya? And what did he say to you?").

To offer pictures, books, toys for independent examination as visual material for children to communicate with each other and the teacher. Tell children about these items, as well as interesting events . The pictures show the state 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.

Vocabulary formation

Based on the expansion of the orientation of children in the immediate environment, develop understanding of speech and activate vocabulary.

To develop the ability of children, according to the verbal instructions of the teacher, to find objects by name, color, size ( "Bring Masha a vase for jam", "Take a red pencil", "Sing a Song to Little Bear"); name their location "Fungus on the top shelf, high", "Stay close"); imitate the actions of people and the movements of animals ( "Show me 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), vehicles (car, bus, vegetables, fruits, domestic animals and their cubs;

Verbs denoting labor actions (wash, iron, heal, water, actions that are opposite in meaning (open - close, take off - put on, take - put), actions that characterize the relationship of people (help, regret, give, hug, their emotional state (cry, laugh, rejoice, be offended);

Adjectives denoting the color, size, taste, temperature of objects (red, blue, sweet, sour, large, small,

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

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

Sound culture of speech

Exercise children in the distinct pronunciation of isolated vowels and consonants (except whistling, hissing and sonorous, in the correct reproduction of onomatopoeia, words and simple phrases (from 2-4 words)

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

Build the ability to use (by imitation) height and power of voice "Pussy, scat!", "Who's come?", "Who's knocking?").

The grammatical structure of speech

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, behind, under).

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

where did you go?").

Connected speech

Help children answer simple "what?", "who?", "what is he doing?") and more difficult questions ( "What are you wearing?", "what's the luck?", "to whom?", "which?", "where?", "when?", "where?").

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

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

To form the ability to listen to short stories without visual accompaniment.

Development of free communication with adults and children

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

September

To promote the development of speech as a means of communication.

Give children a variety of tasks that will give them the opportunity to communicate with peers and adults

("Peek into the locker room and tell me who's in",

"Find out from Aunt Olya and tell me.", “Warn Mitya. What did you say to Mitya?

And what did he say to you?"

Suggest for yourself

looking at pictures, books, toys as visual material

for children to communicate with each other and the teacher.

Tell children about these things

as well as interesting events

(for example, about the habits and tricks of pets).

The pictures show the state of people and animals: happy, sad, etc.

Achieve that

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

Repetition and consolidation of the past

Looking at scene pictures.

Di "Find the right item"

House and household items.

Di "What's at home?", "I walked and laid"

Distinguishing and naming the color of objects.

D / y "Locomotive"

Thematic cycle "Toys"

Di "Giving out toys".

October Acquaintance with vegetables.

*Di "Garden"

Reading A. Barto "Toys".

*The game "Children stood in a circle"

*Di "Who came to us?"

Thematic cycle "Pets"

*Di "Animal Songs"

November *Viewing the painting "Jolly Travelers"

*Y/n Dogs got scared"

*Viewing the painting "Jolly Travelers"

*Y/n Dogs got scared"

Di "Guess and name"

December Reading a familiar Russian folk tale "Teremok"

*Viewing the painting "Teremok"

Thematic cycle "Winter"

*Di "Find a picture"

*Joint writing by the teacher and children of a story on the topic "Winter".

*Di "Where is the snowflake?"

Examining the painting "Roll the balls"(Author of the series

E. Baturina)

*Di "Roll the ball into the gate"

January *Winter fun

* D / and "What did Santa Claus blind?"

*Reading a poem

E. Moshkovsky "Rushing Train".

*Viewing the painting "Train".

February *D/a "Bear Room".

* Game - dramatization "Goose and Foal" ZKR

*Viewing the painting "Friends"

* Reading the work of S. Mikhalkov "Song of Friends"

March "Spring". Examining the painting "Spring"

* Speech p / and "Walk through the puddles"

*"What happens in the spring?"

*Di "doll Masha goes for a walk".

Thematic cycle "Wild animals".

*Di "Who lives in the forest?"

April *D/a "doll Masha goes for a walk".

Thematic cycle "Wild animals".

*Di "Who lives in the forest?"

repetition

by educational field "Reading Fiction"

in first junior group"Star"

Developed by educator:

Fedonova A. D.

With. Aleksandrovskoe

Explanatory note

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

submissions;

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, teach them to ask questions: "Who (what) this is?", "What is he doing?".

Continue to involve children in looking at pictures in books.

Continue to teach children to listen to folk songs, fairy tales, author's works. Accompany reading with a display of toys, pictures, table theater characters and other visual aids, as well as to form the ability to listen to a work of art without visual accompaniment.

Accompany the reading of small poetic works with game actions.

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

Month Organized activities

Team work

September

Repetition of a Russian folk tale "Turnip".

*Di "Who eats what?" 2. Reading stories about autumn p. 165 (37)

* Reading nursery rhymes "The cat went to Torzhok".

Russian folklore

September *Staging of nursery rhymes.

* Reading poems by A. Barto "Toys"

* Memorize a poem "Bunny". The repetition of songs, nursery rhymes, fairy tales,

read and told to children of the second year of life.

Songs, rhymes, incantations. "Our ducks in the morning."; "The cat went to Torzhok."; "Hare Yegorka.";

"Our Masha is small."; "Chicky, chicky, chicky.", “Oh doo-doo, doo-doo, doo-doo! A raven sits on an oak;

"Because of the forest, because of the mountains."; “A fox with a box ran through the woods.”;

"Cucumber, cucumber."; "Sunshine, 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 funny brothers", per. with him. L. Yakhnina;

"Boo-boo, I'm horny", lit., arr. Yu. Grigorieva;

"Kotausi and Mausi"; English, arr., K. Chukovsky;

"Oh, you hare-shooter."; per. with mold. I. Tokmakova;

"Doggy, don't bark.", per. with mold. I. Tokmakova;

"Conversations", Chuvash., Per. L. Yakhnina;

"Snegirek", per. 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's screaming"; V. Berestov. "Sick Doll", "Kitty"; G. Lagzdyn, "Cockerel";

S. Marshak. "The Tale of the Stupid Mouse";

E. Moshkovskaya. "Order" (abbreviated); N. Pikuleva. "Fox tail", "The cat inflated the balloon.";

N. Sakonskaya. "Where is my finger?";

A. Pushkin.

"The wind blows across the sea."(from "Tales of Tsar Saltan"); M. Lermontov. "Sleep, baby.» (from a poem "Cossack lullaby"); A. Barto, P. Barto. "Revushka Girl"; A. Vvedensky. "Mouse" "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""; W. Bianchi. "The Fox and the Mouse"; G. Ball. "Yeltyachok"; N. Pavlova. "Strawberry".

S. Kaputikyan. "Everyone is asleep", "Masha has lunch" "New clothes" "Ha-ha-ha!" "In the toy store", "Friends".! from book "The Adventures of Mishka Ushastik"

October *Storytelling Rus. nar. fairy tales "Kids and the Wolf"

*Showing a table theater based on a fairy tale.

* Reading nursery rhymes "Goat", "Pussy", "Dog".

* D / and "Who is screaming?"

* Reading S. Ya. Marshak "The Tale of the Stupid Mouse".

*Look at the illustrations in the book.

*Telling a fairy tale "Three Bears" in processing L. Tolstoy.

* The game is a dramatization of a fairy tale.

*Reading nursery rhymes "Hare Yegorka", Fox with a box "

* Learning nursery rhymes by heart. "I ran through the woods

November * Visiting a fairy tale” - entertainment for children.

* D / and "Guess the tale". *Reading by K. I. Chukovsky "Confusion".

* D / and "What in the world does not happen?"* Telling a Russian folk tale "Teremok" in processing K. D. Ushinsky (or M. Bulatova)

* The game "Bunny" Staging a nursery rhyme "Kisonka - Murysonka".

December *Reading a poem by I. Belousov « First snowball»

* Considering illustrations about winter. *Reading Ya Taits "Train".

*Speech game "Train"

*Reading G. Lagzdyn "Cockerel", "Bunny, bunny, dance".

*T/I "Hare, go…"

4. * Reading V. Suteev “Who said: "Meow"?»

January *Reading the work of A. Barto and P. Barto "Girl - revushka".

* Playing the situation. * Reading the story of L. Tolstoy “Petya and Misha had a horse”

*Speech game "Horse"

* Reading the story of V. Suteev "Good duck".

*The game "Playing with Birds" Memorizing poems by A. Barto "Toys"

February *Telling a Russian folk tale "Zayushkina's hut".

* Talk about a fairy tale. *Reading an English fairy tale "Kotausi and Mausi" in processing K. Chukovsky

*Speech game "Cat"

* Reading nursery rhymes "Our Masha is small..."

* Reading the work of K. D. Ushinsky "Geese"

*Speech game "Geese" A. Pushkin. "The wind blows across the sea."(from "Tales of Tsar Saltan"); M. Lermontov. "Sleep, baby.» (from a poem "Cossack lullaby"); A. Barto, P. Barto. "Revushka Girl"; 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""; W. Bianchi. "The Fox and the Mouse"; G. Ball. "Yeltyachok"; N. Pavlova. "Strawberry".

Works of poets and writers from different countries

S. Kaputikyan. "Everyone is asleep", "Masha has lunch" per. with arm. T. Spendiarova. P. Voronko. "New clothes", per. from Ukrainian S. Marshak. D. Bisset. "Ha-ha-ha!", per. from English. N. Shereshevskaya; Ch. Yancharsky. "In the toy store", "Friends".! from book "The Adventures of Mishka Ushastik", per. from Polish. V. Prikhodko.

March *Telling a Russian folk tale "Masha and the Bear".

* Talk about a fairy tale.

*Reading an excerpt from "Tales of Tsar Saltan ..." A. S. Pushkin "The wind blows on the sea".

*Speech game "Rain"

* Reading the work of V. Bianchi "The Fox and the Mouse"

* Consideration of illustrations for the work

*Reading a poem by A. Pleshcheev "Country Song" (grass turns green)

*Speech game "Birds".

April "Magic box of fairy tales" (play activity)

Repetition of the material covered

May Review of the material covered

Thematic exhibitions (favorite works)

by educational field "Artistic Creativity"

in first junior group"Star"

Developed by educator:

Fedonova A. D.

With. Aleksandrovskoe

Explanatory note

Development of productive activities of children (drawing, modeling, application, art work);

Development of children's creativity;

Introduction to the fine arts "*.

Development of productive activity

Drawing

To develop the perception of children, to enrich their sensory experience by highlighting the shape of objects, circling them along the contour alternately with one or the other hand.

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

Draw the children's attention to the fact that the pencil (brush, marker) Leaves a mark on paper when swiped with the sharpened end of a pencil (felt-tip pen, bristle brush). Encourage the desire to follow the movement of a pencil on paper.

Develop an aesthetic perception of surrounding objects. To teach children to distinguish the colors of pencils, felt-tip pens, to name them correctly; draw different lines (long, short, vertical, horizontal, oblique, cross them, likening subjects: ribbons, handkerchiefs, paths, streams, icicles, a fence, etc. Lead children to drawing round objects.

Form the correct posture when drawing (sit freely, do not lean low over a sheet of paper, the free hand holds the sheet of paper on which the child draws).

To form the ability to carefully treat materials, correctly use: at the end of the drawing, put them in place, after washing the brush well in water.

Learn to hold a pencil and brush free: pencil - three fingers above the sharpened end, brush - just above the iron tip; pick up paint on a brush, dipping it with all the pile into a jar, remove excess paint, touching the edge of the jar with a pile.

Arouse children's interest in modeling. Get to know plastic materials: clay, plasticine, plastic mass (preferring clay). Learn how to use materials carefully.

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

To form the ability to roll out a lump of clay with circular movements of the palms to depict objects of a round shape (ball, apple, berry, etc., flatten the lump between the palms (cakes, cookies, gingerbread); make an indentation in the middle of the flattened lump with your fingers (bowl, saucer). Learn to combine two molded shapes into one subject: stick and ball (rattle or fungus, two balls (roly-poly) etc.

Teach children to put clay and molded objects on a plank or a special pre-prepared oilcloth.

Development of children's creativity

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

To draw the attention of children to the various lines and configurations depicted by us on paper. Encourage them to think about what they have drawn, lead to the simplest associations: what does it look like.

To evoke a sense of joy from the strokes and lines that the children drew themselves.

Encourage to complement the image with characteristic details; consciously repeat before

the resulting strokes, lines, spots, shapes.

Introduction to the fine arts

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

Get to know people toys: Dymkovo, Bogorodskaya, matryoshka, vanka-vstanka and others, corresponding to the age of children.

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

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

On the walk draw children's attention to beautiful plants, site equipment, convenient for games and recreation.

Drawing

September 1. Introduction to pencil and paper.

"Wonder Sticks" (pencils)

3. Acquaintance with paints and a brush (gouache).

"Magic brush".

4. Draw with felt-tip pens. 1. Acquaintance with plasticine.

2. Introduction to clay.

3."Magic Wands" (clay)

4."Multicolored lumps" (plasticine)

October 1. "Rain : cap - cap " (markers)

2."Leaf fall" (paints)

3."Multicolored balls" (pencils)

4."Legs walked along the path" (paints) 1 "Candies for Dolls" (clay)

2."Treat for the bear" (plasticine)

3."Vegetables" (clay)

4."Kolobok from a fairy tale" (clay)

November 1 "Colorful Pictures" (paints)

2."Balloons" (markers)

3 "Straight Tracks" (pencils)

Municipal budgetary preschool educational institution

Kindergarten "Lipka" in the village of Ilyino, Lipetsk Municipal District

ACCEPTED: I APPROVE:

at the meeting Head of MBDOU

Pedagogical Council MBDOU _________ T.N. Korotaeva

Protocol No. _________ (signature)

from "___" __________20 ____ from "___" __________ 20____

WORKING PROGRAM OF THE EDUCATOR

OF THE MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION OF THE KINDERGARTEN "LIPKA" IN THE VILLAGE OF ILYINO, LIPETSK MUNICIPAL DISTRICT, LIPETSK REGION

FIRST JUNIOR GROUP

Educators:

Korolkova N.D.

Styuflyaeva E.V.

The structure of the educational program:

I.Target section of the educational Program.

1. Explanatory note. ……………………………………………………………………………….4 page

1.1. Goals of the Program implementation…………………………………………………………….…….5 p.

1.2.Principles and approaches to the formation of the Program………………………………………………………………….6 p.

1.3. Characteristics significant for the development and implementation of the Program…………………………………………………………….

1.3.2.Features of the development of children (age characteristics of children)………………………………………………………………………..…8 p.

2. Planned results as guidelines for the development of pupils

Programs…………………………………….…………………… 9 p.

2.1. Planned results of the development of the Program (mandatory part)………………………………………………………………………….. 9 p.

2.2. Planned results of the development of the Program (part formed by

participants in educational relations). ……………………………………………………………………………. 11 p.

II. Content section.

1. Educational activities in accordance with the direction of the child’s development……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

1.1. Educational area "Social and communicative development"…………………………………………………………..…………..16 p.

1.2. Educational area "Cognitive development"…………………………………………………………………….19 p.

1.3. Educational area "Speech development"……………………………………………………………………...22 p.

1.4. Educational area "Artistic and aesthetic development"………………………………………………………………………...25 p.

1.5. Educational area "Physical development"……………………………………………………………………………………………………………………………………………31 p.

2. Description of cognitive forms, ways, methods and means of implementation

Programs……………………………………………………………....36 p.

2.1.Features of educational activities of different types and cultural practices…………………………………………………………………………..43 p.

2.2. Ways and directions of support for children's initiatives………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

2.3. Features of the interaction of the teaching staff with families

pupils…………………………………………………………51 pp.

3. Pedagogical diagnostics (assessment of the individual development of children)………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

4. The part formed by the participants of educational relations…………………………………………………………….……..58 p.

III. Organization section

5.Organization of the mode of stay of children in a preschool educational institution…………………………………………………………………………...61 p.

6. The mode of direct educational activity of pupils……………………………………………………..………62 p.

I.TARGET SECTION OF THE EDUCATIONAL PROGRAM

1. Explanatory note

The main general educational program of preschool education of the municipal budgetary preschool educational institution of the Lipka kindergarten in the village of Ilyino, Lipetsk municipal district (hereinafter referred to as the Program), was developed in accordance with the Federal State Educational Standard for Preschool Education (Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155), taking into account the draft exemplary educational program for preschool education "Childhood" edited by T.I. Babayeva, A.G. Gogoberidze, O.V. Solntseva and others. (for the transitional period until the approval of the Model Basic Educational Program of Preschool Education) and ensures the development of the personality of preschool children from 2 to 7 years in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics.

When developing the Program, the following regulatory documents were taken into account:

1. Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”

2. 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"

3. 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 the main educational programs - educational programs of preschool education"

4. “Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool organizations. SanPiN 2.4.1.3049-13 "(approved by the Chief State Sanitary Doctor of the Russian Federation on July 30, 2013);

The program ensures the development of the personality, motivation and ability of children in various activities and education of children (hereinafter referred to as educational areas):

1. Socio - communicative development

2. cognitive development.

3. Speech development.

4. Artistic and aesthetic development.

5. Physical development.

Game activities (including a role-playing game as a leading activity for preschool children, as well as a game with rules and other types of games);

Communicative (communication and interaction with adults and peers);

Cognitive - research (research of objects of the surrounding world and experimentation with them; perception of fiction and folklore);

Labor (indoors and outdoors);

Constructive (construction from different materials, including constructors, modules, paper, natural and other materials);

Fine (drawing, modeling, application);

Musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments);

Motor (mastery of basic movements) activity of the child.

1.1.Goals and objectives of the Program

The purpose of the Program implementation is to create an opportunity for every child in kindergarten to develop their abilities, interact widely with the world, actively practice in various activities, and creative self-realization. The program is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world.

Protection and strengthening of 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, social status, psychophysiological and other abilities (including disabilities);

Ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs of preschool and primary general education;

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

Combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;

Formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;

Ensuring the variability and diversity of the content of the Program and organizational forms of preschool education, taking into account the educational needs, abilities and health status of children;

Formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children;

Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.

1.2. Principles and approaches to the formation of the Program

The program is formed on the basis of the requirements of the Federal State Educational Standard for Preschool Education for the structure of the educational program of preschool education and its scope and determines the content and organization of educational activities at the level of preschool education.

The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).

The content of the Program is built in accordance with the current interests of modern preschoolers and is aimed at their interaction with different areas of culture: with fine arts and music, children's literature in their native language, the world of nature, the subject and social world, gaming, hygiene, household and motor culture. Such a broad cultural and educational content becomes the basis for the development of cognitive and creative abilities, for satisfying the individual inclinations and interests of children at different levels of preschool childhood.

Basic Principles formation of the Program are:

the principle of developmental education, the purpose of which is the development of the child;

the principle of scientific validity and practical applicability (corresponds to the main provisions of developmental psychology and preschool pedagogy);

the principle of completeness of necessity and sufficiency (set goals and objectives are solved only on the basis of necessary and sufficient material, as close as possible to a reasonable minimum);

the principle of unity of educational, developing and teaching goals and objectives of the process of educating preschool children, in the process of implementing which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;

When developing the program, the following basic principles were taken into account (FGOS DO clause 1.2.):

Support for childhood diversity; preservation of the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (considering) childhood as a period of life significant in itself without any conditions; significant by what is happening to the child now, and not by the fact that this period is a period of preparation for the next period;

The personality-developing and humanistic nature of the interaction between adults (parents (legal representatives), pedagogical and other employees of preschool educational institutions) and children;

Respect for the personality of the child;

Implementation of the Program in forms specific for children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.

Basic principles of preschool education (FSES DO clause 1.4.):

Full living of a child at all stages of childhood (infant, early and preschool age), enrichment (amplification) 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 the subject of preschool education;

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

Support for the initiative of children in various activities;

Cooperation of the preschool educational institution with the family;

Introducing children to socio-cultural norms, traditions of the family, society and the state;

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

Age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

Accounting for the ethno-cultural situation of children's development.

Basic ideas of the Program:

The idea of ​​the development of the child as a subject of children's activity;

The idea of ​​the phenomenology of modern preschool childhood;

The idea of ​​the integrity of the development of the child in an emotionally rich, interesting, educational process that gives the opportunity to actively act and create;

The idea of ​​pedagogical support of a child as a set of conditions, situations of choice that stimulate the development of children's subjectivity and its manifestations - initiatives, creativity, interests, independent activity.

The Program is implemented in Russian, the state language of the Russian Federation.

1.3. Characteristics significant for the development and implementation of the Program

1.3.2 Features of the development of children (age characteristics of children)

Preschool age is the most important in human development, as it is filled with significant physiological, psychological and social changes. This period of life, which is considered in pedagogy and psychology as a valuable phenomenon with its own laws, is subjectively experienced in most cases as a happy, carefree, full of adventures and discoveries. Preschool childhood plays a decisive role in the formation of personality, determines the course of its development at subsequent stages of a person's life path.

Characterization of the age characteristics of the development of preschool children is necessary for the proper organization of the implementation of the educational process, both in a family setting and in a preschool educational institution (group).

2. Planned results as guidelines for the development of the Program by the pupils.

2.1Planned results of the development of the Program (mandatory part)

The planned results of the development of the Program specify the requirements of the Standard for targets in the mandatory part and the part formed by the participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children with disabilities (hereinafter - children with disabilities).

The results of the development of the Program are presented in the form of targets for preschool education, which are social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education.

The specifics of preschool childhood (flexibility, plasticity of a child’s development, a high range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute a child to any responsibility for the result) make it unlawful requirements from a preschool child of specific educational achievements and necessitate the determination of the results of mastering the educational program in the form of targets.

The targets for preschool education are determined regardless of the forms of implementation of the Program, as well as its nature, the characteristics of the development of children and the Organization implementing the Program.

Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. Mastering the Program is not accompanied by intermediate certification and final certification of pupils.

These requirements are guidelines for:

a) building an educational policy at the appropriate levels, taking into account the goals of preschool education common to the entire educational space of the Russian Federation;

b) problem solving: program formation; analysis of professional activity; interactions with families;

c) studying the characteristics of education of children aged 2 months to 7 years) informing parents (legal representatives) and the public about the goals of preschool education common to the entire educational space of the Russian Federation.

The targets of preschool education include the following social and normative age characteristics of the child's possible achievements:

Targets for early childhood education:

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

uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;

owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys; seeks to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;

shows interest in peers; observes their actions and imitates them;

shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art; the child has developed large motor skills, he seeks to master various types of movement (running, climbing, stepping over, etc.).

Targets at the stage of completion of preschool education:

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

the child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts;

the child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;

the child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, can distinguish sounds in words, the child develops the prerequisites for literacy;

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

the child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;

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

The targets of the Program serve as the basis for the continuity of pre-school and primary general education. Subject to the requirements for the conditions for the implementation of the Program, these targets assume the formation in preschool children of the prerequisites for learning activities at the stage of completion of preschool education.

2.2. Planned results of the development of the Program

(part formed by participants in educational relations)

a) - the child shows a positive emotional attitude to the natural world, which is expressed in love for native nature, the ability to see its beauty and originality, interest in its knowledge, orientation in the animate and inanimate nature of the region, local environmental problems, humane attitude towards its objects, desire to take care of them;

The child should be aware of the importance of gymnastics and physical education; about the benefits of hardening; about the value of your health; about the basic functions of the body; about the main vitamins in food; about some external signs of health and illness, about the ways of transmission of infections;

Be able to choose healthy foods rich in vitamins; carry out hardening procedures (senior preschool age); proper use of personal belongings; wash your hands on time and properly;

use the phone when calling an ambulance, police, fire truck (senior preschool age),

Developed interest in various sports; - conscious attitude to a healthy lifestyle. b) - practical mastery of the norms of speech, the formation of a dictionary; - the correct use of the word in strict accordance with the meaning; - intonationally expressive speech, grammatically correct structure of speech, coherent speech; - is able to maintain a conversation; - the correct dialogic form of speech; - the monologue form of speech is developed. - is able to coherently, consistently and expressively retell short tales, stories.

Regional component

The child has primary ideas about his family, his native city of Lipetsk (the nearest society), the nature of the Lipetsk region, the history of his native land, about the people who glorified the Lipetsk land. Can talk about his native village (village), name it, knows the state symbols of the Lipetsk region, the Lipetsk region. Has an idea about the map of his native land.

Shows interest in folk art, recognizes and names handicrafts of the Lipetsk region.

Knows the representatives of the flora and fauna of the Lipetsk region, the reserves available on the territory.

He has primary ideas about the rules of conduct at home, on the street, in transport, knows the rules for handling dangerous objects, elementary rules of behavior on the road, in the forest, in the park.

II CONTENT SECTION.

1. Educational activities in accordance with the directions of the child's development.

The content of the Program is built in accordance with the current interests of modern preschoolers and is aimed at their interaction with different areas of culture: with fine arts and music, children's literature and native language, the natural world, the subject and social world, gaming, hygiene, household and motor culture. The content of the Program ensures the development of the personality, motivation and abilities of children in various types of activities and covers the following structural units, representing certain areas of development and education of children (hereinafter referred to as educational areas):

- social and communicative development

- cognitive development

- speech development

- artistic and aesthetic development

- physical development

The specific content of educational areas can be implemented in various types of activities - as end-to-end mechanisms for the development of the child (FGOS DO clause 2.7.)

1.1.Educational area

"Social and communicative development".

Social and communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in 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, nature.

The main directions for the implementation of the educational area:\

1. Development of gaming activities.

2. Labor education.

3. Formation of the foundations of safe behavior in everyday life, society, nature.

4. Patriotic education of children.

When building the pedagogical process, the main educational content of the Program is carried out by teachers in everyday life, in joint activities with children, by integrating activities that are natural for preschoolers, the main of which is play. The game becomes the content and form of organizing the life of children. Game moments, situations and techniques are included in all types of children's activities and communication between the teacher and preschoolers.

DESCRIPTION OF EDUCATIONAL ACTIVITIES

Development of gaming activities

1 junior group (2-3 years old)

Plot-display and plot-role-playing games. Director games. Didactic games.

Tasks of working with children. Create conditions and help organize play activities based on purposeful play action with toys and a teacher. Lead children to understand the role in the game. To form the initial skills of role-playing behavior; learn to associate plot actions with a role. To develop in children the desire to play with the teacher in outdoor games with simple content. Encourage interest in theatrical play through the first experience of communicating with the character (doll). To promote the manifestation of independence, activity in the game with characters_toys. To enrich the sensory experience of children in games with didactic material. Conduct didactic games for the development of mental processes in a child. To contribute to the accumulation of experience of friendly relationships with peers in the game and in communication.

Tasks of development of game activity. Develop all components of a children's game (enrich the themes and types of games, game actions, plots, the ability to establish role-playing relationships, create a game environment using real objects and their substitutes for this, act in real and imaginary game situations). To form the ability to follow the game rules in didactic, mobile, educational games. Cultivate friendly relations between children, enrich the ways of their game interaction

Labor education. Patriotic education of children.

1 junior group (2-3 years old)

1. Contribute to the favorable adaptation of children in kindergarten, maintain an emotionally positive state of children. 2. To develop the play experience of each child, helping children to reflect in the game ideas about the surrounding reality. 3. Maintain friendly relationships between children, develop emotional responsiveness, attract go to specific actions of help, care, participation (regret, help, kindly address). 4. To form elementary ideas about people (adults, children), about their appearance, actions, clothes, about some pronounced emotional states (joy, fun, tears), about family and kindergarten. 5. Contribute to the formation of the child's primary ideas about himself, about his age, gender, parents and family members. Develop independence, confidence, orientation towards adult-approved behavior

People (adults and children). Recognizing the names of boys and girls in the group. Determination by children of the features of the appearance of boys and girls, their clothes, hairstyles, preferred toys. The difference between adults and children in life and in pictures. Showing and naming the main parts of the body and face of a person, his actions. Distinguishing and naming actions of adults. The definition of pronounced emotional states that the educator calls with a word and emphatically demonstrates with facial expressions, gestures, intonation of voice. Repetition after the educator of words denoting an emotional state, recognition on pictures. A family. Examination of pictures depicting a family - children and parents. Recognition of family members, their name, understanding of parents' care for children Kindergarten. Getting to know your group, educators. Orientation in the room of the group. Understanding the rules of "you can", "you can not." By showing and reminding an adult, they greet, say goodbye, say “thank you”, “please”. Showing attention to the words and instructions of the educator, act according to his example and while tooth Participation together with the educator and children in general mobile, musical, plot and round dance Work. The idea of ​​​​simple items of their clothing (names), their purpose, ways of putting on (tights, T-shirts, T-shirts, panties). Observation of the labor processes of adults in the service of children, which expands them horizon. Naming certain actions that an adult helps the child arrange in a certain sequence.

Formation of the foundations of safe behavior in everyday life, society, nature.

Tasks of educational activity. 1. To form children's ideas about the main sources and types of danger in everyday life, on the street, in nature and ways of safe behavior; on traffic safety rules as a pedestrian and a vehicle passenger. 2. To form the skills of independent safe behavior in everyday life based on the rules of safe behavior. Enrichment of ideas about the variety of sources and causes of danger in everyday life, on the street, in nature, about typical mistakes, in situations dangerous to life and health (fire, frost, thunderstorm, hot sun, swimming in an unfamiliar body of water, walking on ice, contacts with the homeless animals, etc.). Ideas about the consequences of careless actions (bruise, frostbite, burn, bite, etc.). Mastering the rules of behavior on the street, when crossing the carriageway. Knowledge of traffic lights, crossing signs streets, bus stops. Rules of conduct with strangers: enter into communication only in the presence and permission of the parents, do not accept treats, gifts from strangers without the consent of the parents, do not open the door to strangers, etc.

"Social and communicative development".

SEPTEMBER	"I'm in kindergarten."
	"Funny Bunnies"
	"Teddy Bear".
	"Mishka meets the guys."
	"I feel good around my friends."	T.I. Babaeva, T.A. Berezina, L.S. Rimashevskaya. "Socialization".
	"Our Happy Train"
	Bear brings gifts.
	"Boys and Girls".	T.I. Babaeva, T.A. Berezina, L.S. Rimashevskaya. "Socialization".
	"We are friends".
	"What happened".
	"We are helpers."
	"We do everything together."	T.I. Babaeva, T.A. Berezina, L.S. Rimashevskaya. "Socialization".
	"Images of animals and birds".
	"State of Nature".
	"We walk with toys."
	"What am I?"	T.I. Babaeva, T.A. Berezina, L.S. Rimashevskaya. "Socialization".
	"What are we?"
	"Who will find themselves faster."
	"We do everything together."	T.I. Babaeva, T.A. Berezina, L.S. Rimashevskaya. "Socialization".
	"My Kindergarten"
	"We show care and attention."	T.I. Babaeva, T.A. Berezina, L.S. Rimashevskaya. "Socialization".
	"My family".
	"Children and adults".
	"Emotional states".
	"We are learning to understand each other."	T.I. Babaeva, T.A. Berezina, L.S. Rimashevskaya. "Socialization".
	"My family".
	"Boys and Girls".
	"I'm good with my friends."
	"Children and adults".	T.I. Babaeva, T.A. Berezina, L.S. Rimashevskaya. "Socialization".
	"We're here to help."
	"Doll Masha came to visit."
	"Kindergarten".

Akulova O.V., Solntseva O.V. Educational area “Socialization. The game".

Methodical set of the program "Childhood". – St. Petersburg: CHILDHOOD-PRESS, 2012.

Babaeva T.I., Berezina T.A., Rimashevskaya L.S. Educational area

"Socialization". Methodical set of the program "Childhood". -SPb: CHILDHOOD-

PRESS, 2012.

Shipitsyna L.M., Zashchirinskaya O.V., Voronova A.P., Nilova T.A. "The ABC of Communication". -

St. Petersburg: CHILDHOOD-PRESS, 2003.

Krulekht M.V., Krulekht A.A. Educational area "Labor". Methodical

set of the program "Childhood". – St. Petersburg: CHILDHOOD-PRESS, 2012.

Garnysheva T.P. How to teach children traffic rules? -SPb., CHILDHOOD-PRESS, 2010

Danilova T.I. "Traffic light". Teaching preschool children the Rules

road traffic. –SPb., CHILDHOOD-PRESS, 2009

Kutsakova L.V. Moral and labor education of a preschool child: a guide for

preschool teachers. –M.: VLADOS, 2004

Khabibullina E.Ya. "Road alphabet in kindergarten" SPb. CHILDHOOD-PRESS 2011

Shalamova E.I. Implementation of the educational area "Labor" in the process of familiarization

children of senior preschool age with professions. - St. Petersburg: "CHILDHOOD-PRESS", 2013

1.2. Educational area

"COGNITIVE DEVELOPMENT"

sensory development;

Development of cognitive research activities;

Formation of elementary mathematical representations;

Formation of primary ideas about the small homeland and Fatherland,

ideas about the socio-cultural values ​​of the people, about domestic traditions and holidays;

Formation of primary ideas about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples

SEPTEMBER	TOPIC
	"Visiting the Children"	N.A. Karpukhina
	"Holiday for the boys"	N.A. Karpukhina
	"Patty patties"	N.A. Karpukhina
	"The doll is walking"	N.A. Karpukhina
OCTOBER
	"The path to the hare's hut"	N.A. Karpukhina
	"The birds are thirsty"	N.A. Karpukhina
	"Cockerel - cockerel"	N.A. Karpukhina
	"Wonderful bag"	N.A. Karpukhina
NOVEMBER
	"Who lives in the house"	N.A. Karpukhina
	"My street"	N.A. Karpukhina
	"Room for Katya"	N.A. Karpukhina
	"Big and small"	N.A. Karpukhina
DECEMBER
	"My mum"	N.A. Karpukhina
	"Snow-white lumps"	N.A. Karpukhina
	"Toys in Place"	N.A. Karpukhina
	"Toys for Mishutka"	N.A. Karpukhina
JANUARY
	"Where we live"	N.A. Karpukhina
	"Snowflakes are flying"	N.A. Karpukhina
	"Little Christmas Tree"	N.A. Karpukhina
FEBRUARY
	"Who heals us"	N.A. Karpukhina
	"Doll is cold"	N.A. Karpukhina
	"Where Animals Live"	N.A. Karpukhina
	"What will you ride"	N.A. Krpukhina
MARCH
	"Mom's Holiday"	N.A. Karpukhina
	"Why does the snow melt"	N.A. Karpukhina
	"What Spring Has Brought Us"	N.A. Karpukhina
	"Where's my mom"	N.A. Karpukhina
APRIL
	"Our Favorite Kindergarten"	N.A. Karpukhina
	"The sun looks out the window"	N.A. Karpukhina
	"Yellow fluffy"	N.A. Karpukhina
MAY	We conduct classes to consolidate the knowledge of children.

Methodological support of the educational field.

Plans-summaries of classes on the development of mathematical representations in children

preschool age / L.N. Korotovskikh.-SPb, Detstvo-Press, 2013

Logic and mathematics for preschoolers / E.A. Nosova, R.L. Nepomniachtchaya - St. Petersburg, Detstvo-Press, 2002

Voronkevich O.A. "Welcome to ecology" Long-term work plan for

formation of ecological culture in preschool children. St. Petersburg: CHILDHOOD

PRESS, 2012

Mikhailova Z.A., Polyakova M.N. Educational area "Cognition" St. Petersburg: CHILDHOOD-

PRESS. 2013

Mathematics from three to seven / Z.A. Mikhailova, E.N. Ioffe. -SPb., Detstvo-Press, 2000.

Mikhailova Z.A. Math from three to seven. St. Petersburg, "Childhood-Press", 2001

Mikhailova Z.A., Cheplashkina I.N. Mathematics is interesting. St. Petersburg, "Childhood-Press", 2011

Dybina O.B. What objects are made of - M., TC Sphere, 2010.

Dybina O.B. What was before... Games-journeys into the past of objects. -M., 2010.

Dybina O.B. unknown nearby. -M., 2010.

Petrova I.M. "Theater on the table" (manual work) S.P. "ChildhoodPress" 2003

Mikhailova Z.L. Game tasks for preschoolers - St. Petersburg: Detstvo-Press, 2000.

Junior preschooler in kindergarten. How to work according to the program "Childhood" / T.I.

Babaeva, M.V. Krulekht, Z.A. Mikhailov. -SPb.: Childhood-

Press, 2008.

Kutsakova L.V. Design and manual labor in kindergarten: Program and notes

classes. M., 200

E.N. Lebedenko "Formation of ideas about time among preschoolers" St. Petersburg, "Childhood", 2003

A.A. Smolentsev "Mathematics in problem situations for young children" C-

Pb., Detstvo-Press, 2004

Pedagogy of the new time. Abstracts of classes in the first junior group of the kindergarten N.A. Karpukhina. Vornezh 2007

1.3. Educational area "SPEECH DEVELOPMENT"

achievement of the goals of mastering constructive ways and means

interaction with other people through the solution of the following tasks:

Development of free communication with adults and children;

The development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech

Dialogic and monologic forms) in various forms and types of children's activities;

Practical mastering by pupils of the norms of speech.

The main areas of work on the speech development of children

Vocabulary Development

Education of sound culture of speech.

Formation of the grammatical structure of speech

Development of coherent speech

Formation of elementary awareness of the phenomena of language and speech.

Education of love and interest in the artistic word.

1 junior group (2-3 years old)

Tasks of educational activity. 1. Raise children's interest in communicating with adults and peers. 2. To teach children to make contact with others, to express their thoughts, feelings, impressions, using speech means and elementary etiquette formulas of communication. 3. To develop the desire of children to actively engage in speech interaction, aimed at developing the ability to understand addressed speech with and without reliance on visualization. 4. Enrich and activate the vocabulary of children through the words-names of objects, objects, their actions or actions with them, some pronounced parts, properties of the object (color, shape, size, surface character). Connected speech. Understanding of addressed speech, first with the support of visualization, and gradually without it. Responding to an appeal using available speech means, answering the teacher's questions using phrasal speech or the form of a simple sentence. Attributing to oneself the speech of an adult addressed to a group of children, to understand its content. Initiative coherent colloquial speech as a means of communication and knowledge of the world around. The transition of the child from one-word, phrasal speech to use in speech sentences of different types, reflecting the connections and dependencies of objects. The dictionary includes: Names of objects and actions with objects, some features of objects; Names of some labor actions and own actions; Names of close people, names of children of the group; Designations of personal qualities, features of the appearance of adults and peers surrounding the child. grammatical correctness of speech. Mastering most of the main grammatical categories: word endings; diminutively Affectionate suffixes; the phenomenon of word creation. The manifestation of the ability to express their thoughts through three-four-word sentences. Children's independent speech. Sound culture of speech. The development of a sound culture of speech includes three main sections: In sound pronunciation, children are characterized by a general softening of speech. At the age of two, such an imperfect pronunciation does not yet require special correction. To successfully overcome it and prevent a possible violation of sound pronunciation, active preventive work is required to strengthen the muscles of the organs of the articulatory apparatus: lips, tongue, cheeks. In pronunciation, the child tries to pronounce all the words that are necessary for expressions of his thought. In the use of words of different complexity, a steady reproduction of the rhythm of the word is observed. Overcoming the phenomenon of skipping syllables in words according to the model of an adult. Expressiveness of speech through accompaniment by gestures, facial expressions, pantomime (movements). Expressing one's attitude to the subject of conversation using a variety of verbal means. Manifestation of emotional involuntary expressiveness of the child's speech.

MKDOU d / s "Harmony" SP ds No. 1 Compiled by: Educator 1 quarter. k. Manasyan A. V. Nizhny Tagil 2015

Explanatory note

The work program of the 1st junior group was developed in accordance with the Main Educational Program of the Municipal State Preschool Educational Institution of a Combined Kindergarten "Harmony" structural unit of kindergarten No. 1 in Nizhny Tagil: the invariant part of the curriculum of educational work is compiled in accordance with the exemplary basic general educational program of preschool education "Birth to School" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva 2010-2011 and provides a mandatory amount of knowledge, skills and abilities of preschool children. Partial program "Fundamentals of Safety for Preschool Children" under the editorship of Avdeeva N.N., Knyazeva N.L., Sterkina R.B.

The work program is designed taking into account the Federal State Educational Standard of preschool education, the characteristics of the educational institution, the region and the educational needs and requests of pupils and their parents (legal representatives). Determines the goal, objectives, planned results, content and organization of the educational process in the preschool educational institution.

The work program has been developed in accordance with:

With international legal acts:

Convention on the Rights of the Child (approved by the UN General Assembly on 20.11.1989, entered into force for the USSR on 15.09.1990);

Declaration of the Rights of the Child (proclaimed by resolution 1286 of the UN General Assembly of 20.11.1959)

Laws of the Russian Federation and documents of the Government of the Russian Federation:

Constitution of the Russian Federation Art. 7, 14, 17, 26, 38, 43, 68

the federal law "On Education in the Russian Federation" No. 273-FZ dated December 29, 2012;

“On Basic Guarantees of the Rights of the Child in the Russian Federation” dated 24.07.1998 (with changes and additions);

"National Doctrine of Education" (approved by the Decree of the Government of the Russian Federation of June 30, 2000);

Documents of the Federal Services:

“Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational organizations. SanPiN 2.4. 1. 3049-13" (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26);

Regulatory documents of the Ministry of Education of Russia:

Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014

"On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Educational Programs - Educational Programs of Preschool Education" ;

Order of the Ministry of Education and Science of Russia dated 17. 10. 2013 No. 1155 "On approval of the federal state educational standard for preschool education"

The purpose of the Program is to create favorable conditions for a full-fledged life of a child in preschool childhood, to form the foundations of a basic personality culture, to develop all-round mental and physical qualities, in accordance with age and individual characteristics, to ensure the correction of deficiencies in physical and mental development, to provide equal starting opportunities for children with disabilities, preparation for life in modern society, for schooling, ensuring the safety of the life of a preschooler.

Ensure equal opportunities for the full development of each child during preschool childhood.

To introduce children to the norms, traditions of the family, society, state.

To form a general culture of the personality of children, including the values ​​of a healthy lifestyle, to develop their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, to form the prerequisites for educational activities.

To combine training and education into a holistic educational process based on the spiritual, moral and values ​​of the rules and norms of behavior accepted in society in the interests of a person, family, and society.

To create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relations with himself, other children, and the adult world.

To form the cognitive interests and actions of the child in various activities.

Provide psychological and pedagogical support for the family and increase the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.

The Program puts forward the developing function of education, which ensures the formation of the personality of the child and his individual characteristics, which corresponds to modern scientific concepts of preschool education on the recognition of the preschool period of childhood. The priority activity of preschool educational institutions in groups for young children is to ensure equal starting opportunities for teaching children in primary general education institutions (Federal state requirements for the structure of the main general educational program of preschool education).

The program is built on the positions of a humane and personal attitude towards the child and is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and competencies. When developing the Program, the authors relied on the best traditions of domestic preschool education, its fundamental nature: a comprehensive solution to the problems of protecting the life and strengthening the health of children, comprehensive education, amplification (enrichment) development based on the organization of various types of children's creative activities. A special role is given to play activities as a leading activity in preschool childhood. (A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, etc.).

Age features of children of the first younger group (from 2 to 3 years)

In the third year of life, children become more independent. Objective activity continues to develop, situational business communication between a child and an adult; perception, speech, initial forms of voluntary behavior, games, visual-effective thinking are improved.

The development of objective activity is connected with the condition of cultural modes of action with various objects. Correlative and instrumental actions develop.

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

In the course of joint objective activities with adults, the 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 the surrounding objects, learn to fulfill simple verbal requests from adults within the visible visual situation.

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

Active speech of children develops intensively. By the age of three, they master basic grammatical structures, try to build simple sentences, and use almost all parts of speech in conversation with adults. The active dictionary reaches approximately 1,000 to 1,500 words.

By the end of the third year of life, speech becomes a means of communication between the child and peers. At this age, new activities are formed in children: playing, drawing, designing.

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

The appearance of visual activity proper is due to the fact that the child is already able to formulate the intention to depict an object. Typical is the image of a person in the form "cephalopod" - a circle and lines extending from it.

In the third year of life, visual and auditory orientations are improved, which allows children to accurately perform a number of tasks: to make a choice from 2-3 objects in shape, size and color; distinguish melodies; sing.

Improved auditory perception, especially 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 becomes visual-effective. Its peculiarity lies in the fact that the problem situations that arise in the life of a child are resolved through real action with objects.

Children of this age are characterized by unconsciousness of motives, impulsiveness and dependence of feelings and desires on the situation. Children are easily infected by the emotional state of their peers. However, during this period, arbitrariness of behavior also begins to take shape. It is due to the development of instrumental actions and speech.

Children develop feelings of pride and shame, elements of self-awareness associated with identification with the name and gender begin to form. Early age ends with a crisis of three years. The child is aware of himself as a separate person, different from the adult. An image of I is formed in him. The crisis is often accompanied by a number of negative manifestations: negativism, stubbornness, impaired communication with adults, etc. The crisis can last from several months to two years.

Features of the development of young children: