Workbooks for preschoolers: solar steps 4 5. Program for preschoolers "sunny steps"

Municipal budgetary educational institution additional education Children's House of Children's Creativity named after A. Tortsev
Educational program “Sunny steps”
Duration of training: 1 year Age: 5 - 6 years
Compiled by: Olga Georgievna Ovsyannikova, educational psychologist of the second qualification category, Murmansk

Preschool childhood is a long and important period that presents enormous opportunities for development. Social situation The development of a preschooler is characterized by a significant expansion of the range of interpersonal relationships.
Already younger children before school age They begin to actively explore the sphere of communication with peers, and are involved in relationships with adults who make special demands that are new for the child.
On modern stage the education sector gives parents the opportunity to choose educational institution: secondary schools, lyceums, gymnasiums. But regardless of the level of the institution, when entering school, a child must have certain knowledge, skills and abilities. Many parents believe that it is enough to teach a child to count and write for him to be successful in learning, and at the same time it is not necessary to develop the child’s ability to interact with peers and adults.

Practice shows that children adapt to school more easily and study well when they have developed all components of readiness for learning, namely physical, psychological and social.
Physical readiness for school is determined by the correspondence of the child’s development to his age standards: the development of large and fine motor skills, general endurance, etc.
Psychological readiness for school implies a certain level of formation:
- general awareness and social orientation;
- knowledge and ideas about the world around us;
- mental operations, actions and skills;
- voluntary regulation of activity and behavior;
- cognitive activity, manifested in relevant interests and motivation;
- speech development, which presupposes possession of a fairly extensive vocabulary, the basics of the grammatical structure of speech, a coherent statement and elements of monologue speech.
Components psychological readiness child to school are:
- motivational (personal),
- intellectual,
- emotional – strong-willed.
Social readiness includes the ability to interact with adults and peers at a new level, as well as the formation of the student’s position, i.e. desire to learn and strive to gain new knowledge.

Explanatory note

Preparing children for schooling carried out in preschool institutions, but attention should be paid to the fact that a large percentage of children 5-6 summer age By various reasons does not attend kindergartens. General characteristic features children who do not attend preschool institutions are, as a rule, inability to interact in the children's microsociety, i.e. build constructive relationships, insufficient formation of emotional regulation of one’s own behavior, different level mental new formations necessary for successful learning at school. Accordingly, there is a need to organize pre-school preparation in additional education institutions.
The problem of preschool preparation is relevant in the field of pedagogy today (Babkina N.V., Naumova T.N., Sokolova I.M., Shirokova G.A., Aleksandrovskaya E.M., Bezrukikh M.M., etc.) .
In the early development schools of the Houses of Creativity, the process of preparing children for learning is organized in a special way, i.e. it simulates a school environment, but at the same time the status of a preschooler is preserved. The child’s development is supported by opportunities to create a situation of success and freely change the type of activity.
The intellectual and creative potential is realized most fully if the educational process is structured taking into account the uniqueness of each child and is aimed at maximizing the development of the student’s abilities.
The Solar Steps program is aimed at developing cognitive processes, communication skills, emotional and volitional qualities in a preschooler, as well as the formation of the foundations for the safety of one’s own life and the prerequisites for environmental consciousness, the preservation and strengthening of the physical and mental health of children.
In the process of working on this program, psychological and pedagogical literature was studied and analyzed.
In the manual by Zemtsova O.N. “Smart Books” presents games and exercises aimed at developing mental processes(attention, memory, thinking, imagination), mathematical representations, speech development, in preparation for learning to read and write, as well as the development of fine motor skills and familiarity with the outside world. Benefit N.V. Klyuevoy, Yu.V. Kasatkina “Teaching Children to Communicate” is intended to develop the communication skills of preschool children, and also presents work with conflict-ridden, aggressive, withdrawn, shy children who, due to their personal characteristics, have difficulty communicating with adults and children. In the manual by Tikhomirova L.F. “Development of children's cognitive abilities” presents games, activities, and exercises aimed at developing cognitive abilities (perception, attention, memory). Manual by Alyabyeva E.A. “Correctional and developmental classes for children of senior preschool age) presents practical material on the development of empathy, communication skills, prevention of aggressiveness, conflict, isolation, and anxiety. In the manual by Istratova O.N. “Workshop on children's psychocorrection: games, exercises, techniques” presents material aimed at developing cognitive sphere(thinking, speech, imagination, memory, attention). In the presented manuals, preparing children for school is discussed in 2-3 areas.
The structure of the program and the content of the classes are designed in such a way that they cover all aspects of preparing a preschooler for learning, taking into account the mental characteristics of children of this age. During classes, children adapt more easily to a peer group, are united by joint activities, they develop a sense of unity, increase confidence in their abilities, create a safe space for communication, and conditions for self-expression.
During the classes, characters are introduced - heroes of fairy tales, the doll Masha, who are guides between adults and children, help to hide the learning task and contribute to emancipation and the creation of a favorable psychological environment.
The “Solar Steps” program is modular, based on the manual by Alyabyeva E.A. “Correctional and developmental classes for children of senior preschool age”; “Workshop on children's psychocorrection: games, exercises, techniques” Istratova O.N.; tutorial Dubrovina I.V. “Psychocorrectional and developmental work with children” and has a social and pedagogical orientation.
The program is intended for additional education teachers working with children of preschool and primary school age in additional education institutions and early childhood development centers.
The Solar Steps program is part of comprehensive program School of early child development "Luchik" House of children's creativity named after. A. Tortseva.
The “Sunny Steps” program is being tested at the House of Children’s Creativity named after. A. Tortseva.
Goal and objectives of the program
GOAL: purposeful development of the child’s personality and cognitive mental processes that underlie successful learning at school.
TASKS:
1. promote the development of cognitive processes: memory, attention, thinking;
2. develop communication skills;
3. promote the development of the emotional-volitional sphere;
4. develop the creative abilities of preschool children;
5. develop fine motor skills and coordination of actions;
6. develop social behavior skills;
7. help increase self-confidence and develop independence;
8. form a positive attitude towards peers.

Principles of program construction

The Solar Steps program is built on the following principles:
1) systematic and planned.
Child development is a process in which all components are interconnected, interdependent and interdependent. You cannot develop just one function; systematic work is necessary. Classes are conducted systematically. The material is arranged sequentially, from simple to more complex.
2) the principle of taking into account age characteristics.
Taking into account the psychological and physiological characteristics of children, the selection of tasks, methods and techniques of teaching is carried out, ensuring the formation of an active and creative individuality in each child.

3) the principle of accessibility.
The material is presented in an understandable form, which makes working with children easier and makes it understandable for them.
4) the principle of creativity.
The teacher’s creative approach to conducting classes and the creative application of knowledge and skills by children.
5) game principle.
For preschool and younger age The leading type of activity is play, so the activities are of a playful nature. Training is provided through logic games and game situations.
6) the problem principle.
Creating a problem situation in class allows children to independently find a solution (choosing a strategy for behavior in the situation; variability in solving the problem, etc.).
7) the principle of child development in activity, since the activity of the child himself is the main factor in his development.
8) the principle of holistic and harmonious formation of personality in the process of training and education.
The child develops as a personality in accordance with his physical characteristics and existing inclinations.
9) the principle of individuality and differentiation.
Knowledge and consideration of individual psychological characteristics students, setting tasks for specific students in accordance with their personal characteristics, adjusting the methods of education and training.
10) the principle of unity of developmental and diagnostic functions
Testing, diagnostic tasks that allow you to analyze the degree to which children have mastered knowledge and skills, and assess their level of development.
Implementation period
The “Sunny Steps” program is intended for preschool children aged 5-6 years:
- those who do not attend a preschool educational institution;
- organized children of this age.

This educational program is designed for one year of study: during this period, children will be prepared for school, including the development of logical thinking, memory, sensory perception, fine motor skills, development of communication skills, as well as observation skills; development of the emotional-volitional sphere; development of communication skills and empathy.

Principles of lesson design:
- creating a psychologically favorable atmosphere;
- correspondence individual characteristics students;
- adequacy of requirements and loads;
- goodwill;
- non-evaluative, indirect assessment, which characterizes only a positive result;
- interest and activity of the child himself;
- a partnership between an adult and a child.

Forms of classes
Classes are conducted in the form of travel games, research classes, fairy tale classes, story game, mini-training.
Organization of classes
Class duration is 25 minutes.

Between classes, children rest for 10 minutes during recess, which includes low-mobility games, which corresponds to sanitary standards And climatic conditions Far North.
Each lesson consists of two blocks.
The first block includes ethical conversations aimed at developing the emotional-volitional, moral sphere, empathy, exercises, and studies on the development of communication skills.
The second block includes games and tasks for the development of cognitive processes, fine motor skills and coordination of movements, and relaxation exercises.
The following forms of work are used:
- individual;
- collective;
- group.
Expected results
By the end of this program, children must
have:
- idea of ​​the school;
- a formed system of knowledge and skills that characterizes readiness for school education.
be able to:
- independently find a solution to the problem;
- analyze situations, explore the object proposed by the teacher;
- control your behavior; restrain emotions, desires;
- communicate with peers and adults.
Diagnostic work
During the program, the teacher monitors the children’s results using tests, creative tasks, open classes, diagnostics, questioning of parents.
To track the dynamics of the development of students’ mental processes, an individual diagnostic card and a summary diagnostic table based on the diagnostic results are compiled (Appendix 1).
The program implementation results are summarized in the form diagnostic measures to determine the level of readiness of children for school, as well as group and individual consultations for parents (Appendix 2).

The following tests and methods are used in the work:
to study thinking:
logical - “Insert patches”, “Continue the pattern”, tasks from the “Preschooler’s Folder” - “Logic”;
verbal-logical – “Nonverbal communication”;
creative – “Complete the pictures”;
to study attention:
the degree of stability or instability of attention is determined after completing the following tasks:
“Corrective test”, “Pictogram”, observation;
for memory research:
the presence of an age norm is inferred based on the results of fulfillment next tests: “Imaginative memory” and “Mediated memorization”;
to study the emotional state:
observation, interviews with parents and teachers,
technique “Multi-colored houses” (N. I. Ganoshenko, I. V. Tikhomirova)
self-esteem study:
“Ladder” technique.

Diagnostics to determine readiness for school:
- Kern-Jirasek test;
- methodology for determining the ability to generalize, abstract and classify;
- methodology for studying voluntary attention;
- diagnostics of the development of elements of logical thinking;
- diagnostics of self-control and voluntary memorization;
- diagnostics of the child’s speech development, awareness of perception and use of speech;
- the “Happy – Sad” technique for assessing the emotional attitude towards school.
2. Material and technical equipment
To implement the program, it is necessary to provide each child with working materials: graphite pencils and colored pencils, a thin sketchbook, an eraser, soft and rubber toys; rugs for children; handouts and demonstration materials.
For more successful implementation of this program, it is possible to use technical means training: audio tape recorder, audio recordings.
3. Methodological support
The following teaching aids are used:
E.A. Alyabyeva “Correctional and developmental classes for children of senior preschool age”;
HE. Istratova “Workshop on children's psychocorrection: games, exercises, techniques”;
Workbooks from the “Smart Books” series
Series "Preschooler's folder".
E.I. Sokolova “Getting ready for school: learning to observe, think, remember”;
N.V. Babkina “Developing thinking: notebook for children 5 – 6 years old”;
L.F. Tikhomirova “Development of cognitive abilities of children.” A popular guide for parents and teachers;
O.N. Zemtsova “Tests for children 5 – 6 years old”;
S.E. Gavrilina, N.L. Kutyavina, I.G. Toporkova, S.V. Shcherbinina Developing thinking. School for preschool children;
S.E. Gavrilina N.L. Kutyavina, I.G. Toporkova, S.V. Shcherbinina Developing memory. School for preschool children.

Teaching methods
1. information-receptive method (examination of objects, examination of paintings and illustrations);
2. visual (drawings, illustrations, display of toys, teaching aids);
3.verbal (conversation, story, discussion, explanations, examples);
4. active methods (problematic, search, research);
5.reproductive, aimed at consolidating knowledge, activating skills and abilities.

Teaching Techniques
1. practical exercises;
2. gaming techniques.

During classes, elements of health-saving technologies are necessarily used (physical exercises, relaxation exercises, eye gymnastics, finger games).
4. Sanitary and epidemiological requirements
to the implementation of the educational program
"Sunny Steps"

1. Requirements for the classroom.

The children's association's classes are held in a separate room. The surface of the walls is painted, which allows for dry and wet cleaning. The floor in the office is covered with linoleum.
The height of the room is 3.5 meters, which meets the requirements of building codes and regulations approved by the design assignment.
The office has a complete first aid kit for first aid.

Wet cleaning of the premises is carried out daily.
2. Requirements for natural and artificial lighting.

The office is sufficiently lit. KEO complies with the standards of the 1st light climate zone. The lamps are arranged in the form of a continuous line. The level of artificial illumination corresponds to the indicators of SanPiN 2.2.1/11.1.1278-03 (Protocol No. 3 “Measurement of artificial illumination” dated February 24, 2009). The light openings of the room are equipped with fabric curtains that match the color of the walls. The general lighting system is distributed evenly.
3. Requirements for air-thermal conditions.

The air temperature in the room is 18-21°C with relative humidity in warm time years – 60-30%; during the cold period - 45-30%. The results of measurements of the air-thermal conditions in the office correspond to the indicators of SanPiN 2.4.4.1251-03 (Microclimate research protocol No. 1, No. 2 of 02/20/2009)
4. Equipment requirements for organizing the main type
activities.
It is recommended to equip the classroom with student tables and chairs that correspond to the height and age characteristics of children (Act dated 08/01/2008).
The classes use material that meets the requirements of state standards and is safe for the health of students.
Exercises using computer equipment are organized in accordance with the hygienic requirements for video display terminals, PCs and work organization.
5. Requirements for children’s activity schedule.

The group size does not exceed 15 people.
When enrolling in a children's association, each child provides a certificate from a doctor about their health status with a conclusion about the opportunity to study in the children's association.
The duration of the lesson is 25 minutes, which includes 10 minutes of dynamic games, which complies with sanitary standards and climatic conditions of the Far North.
5. Thematic plan

Work program for pre-school preparation

"Sunny Steps"

Children's age: 6-7 years

Compiled by: Volodina Olga Borisovna

Tulsky village, 2015

Explanatory note

The work program “Sunny Steps” for preparing children 6-7 years old for school was developed in accordance with the requirements of the Federal state standard primary general education second generation, based on the “Continuity” program (a program for preparing children 5-7 years old for school) scientific. hands N. A. Fedosova (M.: Prosveshchenie, 2012), recommended by the Ministry of Education of the Russian Federation.

CelAnd course:contribute to successful psychological adaptation children to school conditions;formation thought processes, logical thinking, spatial relations, development oral speech.

Learning Objectives:

Develop oral speech; enrich students' vocabulary.

Mastering mathematical knowledge and skills.

Develop memory, thinking, attention, observation.

Arouse in children a keen cognitive interest and educational activity.

Develop the ability to work in a team, interact, finish what you start, work carefully and focused.

Developing the ability to act according to the rules.

Basic principles of program construction: general development taking into account individual capabilities and abilities; development of creative activity; development of personal competencies; health support and preservation; formation of spiritual and moral attitudes and orientations; development of sustainable psychological adaptation to new educational conditions. Program " Sunny steps» offers a system of adaptation classes and consists of the following courses:

“Teaching literacy and speech development”;

“Development of mental abilities and mathematical concepts”

(1 hour per week).

Classes are organized at the school and have the following time structure: 2 classes a day, 2 times a week. Classes last 30 minutes with a 10-minute break. The program lasts 29 weeks. Total classes – 58
Principles of organizing activities in the classroom

1) principles sequences (meaningful tasks are solved by the method of mastering the material “from simple to complex”, in accordance with the age capabilities of the child);
2) principle accessibility (consists in simplicity of presentation and understanding of the material);
3) principle visibility ( use of a wide range visual aids);
4) principle individualization (taking into account the psychological characteristics of children);

5) principle " interdisciplinary "(connection with other subjects: speech development, the surrounding world).

6) principle technological and pedagogical accompanying the child’s development involves observation and assistance (as needed).

For the successful organization and implementation of educational and cognitive activities of preschoolers, the following are used: teaching methods: verbal, visual, inductive, deductive, analytical, synthetic, partially search, reproductive; work under the guidance of a teacher, independent work, control and self-control. Special attention is given methods of stimulation educational activities: didactic games, entertaining tasks, creating situations of emotional and moral experiences (competitions, competitions, quizzes), dramatization games, encouragement.

For relaxation and stress relief, physical education sessions, finger games, and psycho-gymnastics have been selected; many of them correspond to the topic of the lesson.

Forms of organization:
1. frontal;
2. work in subgroups;
3. individual.

No.

Lesson topic

Number of lessons

Introduction to educational supplies. Writing rules. Borders coloring book. Orientation on the sheet.

Introduction to geometric shapes.

Quantitative and ordinal counting.

Properties of objects: color, shape, size.

The concept of “many”, “one”.

Formation of concepts: “more”, “less”, “equal”.

The arrangement of objects in space: “behind”, “in front”, “above”, “under”, “between”, “left”, “right”, “below”, “above”.

Number and figure "1".

Correlating the shape of an object with a geometric figure.

Number and figure "2".

Comparison of objects by size. Working with sticks.

Signs "plus", "minus", "equal". Finding and Defining geometric shapes in class. Solving a logical problem.

Number and figure "3". Draw a circle to something. Tracing according to the template, coloring.

Comparison of objects by size. Solving problems in verse. Correlating the number of objects with a number.

Number and figure "4". The concepts of “long”, “shorter”, “shortest”. Solving a logical problem.

Number and figure "5". D/I “Who is attentive?” Working with sticks.

Number and figure "6". Solving puzzles. D/I “Turn geometric shapes into objects.”

Independence of number from the size of objects. Seasons. Puzzles.

Number and figure "7". Days of the week.

Working with sticks.

Number and figure "8".

The concepts of “big”, “smaller”, “smallest”. D/I “What has changed?”

Number and figure "9".

D/I “Find out what day of the week.” Solving puzzles.

Number and figure "10".

The concepts of “high” and “low”.

D/I “Pay out the same amount.”

Solving a logical problem.

An exercise in adding a number to any given number.

D/I “Put the numbers in order.”

Orientation in space.

Correlating the number of objects with a number.

Problems are jokes. D/I “When does this happen?” We draw by points.

Lesson – travel “In the land of Cyfrundia”.

Learning to write problems.

Laying out a house out of sticks.

D/I “Which number is missing?” Orientation in space.

Number "0". Solution of examples.

D/I “Turn geometric shapes into objects.”

D/I “Number, figure, object.”

Repeat numbers from 0 to 10.

Solving logical problems.

D/I “Write down the missing number.”

Composing and solving mathematical problems.

D/I “Turn circles into objects.” D/I “How did the figures stand?”

Solving examples.

Consolidation geometric shapes.

Solving logical problems.

Even and half time.

D/I “Complete the triangles.”

Spatial orientation.

Definition of time.

Solving examples.

D/I “Find an object based on the given characteristics”

D/I “Draw correctly.” Solving logical problems.

Solving puzzles.

Correlation of objects. D/I “How did the figures stand?”

Solution simple tasks. D/I “Complete the squares.”

Getting to know the clock. An exercise in adding a number to any given number. D/I “Connect in order.”

Construction: "Caterpillar". Orientation in space. DI"Find the missing item"

Working with clocks. D/I “What happens when?” D/I “What’s wrong?” Working with sticks.

Arranging objects according to the following criteria: “higher-lower”, “more-smaller”, “longer-shorter”, “lighter-heavier”. Composition of numbers.

Solving examples.

Exercises to develop intelligence and attention. We draw by points.

Construction: “Rocket” Solving puzzles. Numbers from 0 to 10.

Graphic dictation. Quantitative and ordinal counting. Solving a logical problem.

Labyrinth. D/I “Connect in order.” Puzzles. D/I “Gather the Harvest.”

We draw by points. D/I "The Third Wheel". D/I “Find a neighbor”

Introduction to puzzles. "Guess what it is?" solving puzzles.

Graphic dictation. Problems in verse.

Introduction to geometry. Game "What does it look like..."

Let's develop logic. Tasks for logical thinking.

Solving crossword puzzles. Making crosswords.

Graphic dictation. Quantitative and ordinal counting.

Solving examples, Exercises to develop intelligence and attention. We draw by points.

D/I "Find the opposites"

Copy the pattern. Solving fun problems. Seasons.

D/I “Find the odd one out!” Fun account.

“Draw by numbers”, solving logic problems.

Poems, riddles about numbers.

Dramatization of the fairy tale "Teremok" on new way.

Fun account. Riddles and poems about numbers.

Solving puzzles. Problems in verse.

Logic problems.

Public lesson in mathematics “What have we learned”

Back to school soon.

High school graduation.

“Development of mental abilities and mathematical concepts”

Subject:

select from a set of objects one or more objects that have a given property;

show and name an object located to the left (to the right), above (below) of the given object; an object located between these objects;

compare objects;

determine which of two sets contains more or less objects, or sets of elements equally;

name numbers directly and in reverse order from 1 to 10;

compare numbers, characterizing the result of the comparison with the words “more”, “less”;

recalculate the elements of a given finite set;

name and distinguish geometric shapes: circle, square, triangle, rectangle.

Metasubject:

1.Regulatory UUD:

2 .Cognitive UUD: acquire new knowledge: extract information presented in different forms ah (diagram, illustration); process the information received: observe and draw independent conclusions.

3. Communicative UUD: convey your position to others: formulate your thoughts in oral speech; listen and understand the speech of others.

Calendar-thematic course planning

No.

Lesson topic

Number of lessons

School of politeness.

Speech. In a world of silence and unknown sounds. Why are we talking? A collective retelling of the fairy tale “Masha and the Three Bears.”

Description of the picture. Isolating a sound in a word.

Oral speech. Sentence and words. Text. Game “Describe the object”

In the world of sounds and letters. Sounds vowels and consonants. D/I “Say a word.” Rules for seating at the table. Working line. Line space.

A Tale of Sounds. Arbitrary signs and symbols. Straight sticks. Words with opposite meanings. Game "Write a fairy tale about an object."

Vowel sound [a]. Letter "Aa". Printing the letter "A". Emphasis. Game "Hammers".

Vowel sound [o]. The letter "Oo". Printing the letter "O". Making sentences based on the picture. Hatching.

Vowel sound [у]. The letter "Uu". Printing the letter "U". Game "Divide the word into parts"

Vowel sound [s]. The letter "s". Printing the letter "s". Compiling a story based on a plot picture.

Consonant sound [m]. Letter "Mm". Typing the letter "m". D/I “Say a word.” Game "Yes-no".

Consonant sound [s], [‘s]. Letter Ss. Printing a letter.

Game "Who is attentive?"

Hatching.

Consonant sound [х],[’х]. Letter Xx. Printing a letter.

Pure talk. Dividing words into syllables.

Consonant sound [р],[‘р]. Letter RR. Printing a letter.

Determining the place of a sound in a word. A dramatization of the fairy tale "Turnip".

Consonant sound [w]. Letter Shsh. Printing a letter.

Dividing words into syllables. Words are similar and different.

Consonant sound [l], [‘ l]. Letter Ll. Printing a letter. Composing syllables. Learning tongue twisters.

Consonant sound [n], [‘ n]. Letter Nn. Printing a letter. D/I “Say a word.” Speaking tongue twisters.

Consonant sound [k], [‘k]. Letter Kk. Printing a letter. D/I “Clap for sound.” Game "Yes-no".

Consonant sound [t], [‘t]. Letter Tt. Printing a letter. A dramatization of the fairy tale "Teremok".

Vowel sound[s]. Letter Ii. Printing a letter. Composing syllables. Working with pictures. Auditory dictation.

Consonant sound [p], [‘ p]. Letter Pp. Typing a letter

D/I " Divide the letters into groups?»

Pure talk.

Consonant sound [z], [‘z]. Letter Zz. Printing a letter.

D/I “What color is the sound?” Making rhymes to words.

Consonant sound [‘th]. Letter Yy. Printing a letter. Determining the place of a sound in a word. DI Game “Edible - not edible”

Consonant sound [g], [‘g]. Letter Gg. Printing a letter. D/I “Who lives in the house?” Game "Yes-no".

Consonant sound[v],[‘v]. Letter Vv. Printing a letter.Puzzles, anagrams, charades.

Consonant sound [d], [‘d]. Letter Dd. Printing a letter. Compiling a story in a chain on a given topic.

Consonant sound [b], [‘b]. Letter BB. Printing a letter. D/I “The word has crumbled.” Auditory dictation.

Consonant sound [zh]. Letter Zhzh. Printing a letter. D/I “Which syllable is missing?” Tongue Twisters.

Vowel sound [e]. Letter Her. Typing a letter

Compiling a story in a chain. Syllabic lotto

Letter b. Printing a letter. Comparison of words.

D/I "Echo". Puzzles.

Vowel sound [I]. Letter Yaya. Printing a letter. DI"Words starting with the letter" Game "Yes-no".

Vowel sound [yu]. Letter Yuyu. Printing a letter.

D/I “Looking for a rhyme.”

Vowel sound [е]. Letter Yoyo. Printing a letter. Let's play with words. Hatching.

Consonant sound [‘ch]. Letter Hch. Printing a letter.

D/I “Find the sound in the word.” D/I “Say a word.” Composing syllables.

Vowel sound [e]. Letter Eh. Printing a letter.

Compiling a story based on a picture.

Consonant sound [ts]. Letter Ts. Printing a letter. D/I “Words starting with a letter.” D/I “Find the sound in the word.”

Consonant sound [f], [‘f]. Letter Ff. Printing a letter.

Syllable lotto. D/I “Guess.”

Consonant sound [‘sch]. Letter Shch. Printing a letter. D/I “Complete the sentence.” Game "Yes-no".

Letter b. Printing a letter.

Development of grammatically correct speech. Dividing a word into parts. Tongue twisters, charades.

Alphabet. D/I “The word is hidden.” Game "Yes-no".

Alphabet. Auditory dictation. Word game. Making up a story based on a picture.

“Color the picture by letter”

Modeling familiar letters and composing words.

Poems, riddles about letters.

Game "Live Letters" dramatization.

Puzzles “Find the letter”

We are writing a fairy tale. Compiling a fairy tale from pictures.

D/I “Guess the letter” (finish, complete)

Memorizing B. Zakhoder’s poem “ABC Song”

Learning tongue twisters.

Dramatization of B. Zakhoder’s poem “The Letter “I””

Conversation about parents' professions.

“What letters look like” A. Shibaev Alphabet in pictures

Fun letters - modeling letters from plasticine.

We make up words. Tongue Twisters.

We make up a story based on the picture.

Guess the puzzles.

Open literacy lesson. "What have we learned"

Back to school soon

High school graduation

Planned results of mastering the course

“Teaching literacy and speech development”

Subject:

• do not confuse the concepts of “sound” and “letter”;

  be able to distinguish speech sounds by ear;

  divide a word into syllables, put emphasis;

  be able to compose simple sentences;

  make up a story by a series of paintings;

  construct letters;

  hatch according to the sample.

Metasubject:

1.Regulatory UUD: work according to the proposed plan, use necessary funds; determine the success of the task.

2 .Cognitive UUD: convert information from one form to another: retell small texts, compose stories based on pictures.

3. Communicative UUD: convey your position to others: express your thoughts in oral speech; listen and understand the speech of others.

D bathroom working programm provides full preparation of older preschoolers for school, without duplicating the 1st grade program.

PROGRAM OBJECTIVE:

· creation of an educational environment that promotes the development of the intellectual, motivational and emotional-volitional sphere of a preschooler;

· preparing preschoolers for a new social role – the role of a student;

· developing a positive attitude towards school.

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STATE BUDGET EDUCATIONAL INSTITUTION

EDUCATION CENTER No. 2051

CITIES OF MOSCOW

PRE-SCHOOL PROGRAM

"SOLAR STEPS"

Implementation period: 1 year

Compiled by:

teacher primary classes

Grishchenko T.N.

Ratnikova M.N.

EXPLANATORY NOTE

The transition from preschool to school childhood is one of the most important stages human life. For child's body adapting to change requires enormous effort from everyone vitality, restructuring of the body.

During this period, the task of all adults surrounding the child (parents, educators, teachers) is to provide favorable conditions for the comprehensive, complete preparation of the preschooler for school.

With the arrival of school, the child’s lifestyle changes, new system relationships with surrounding people, new tasks are put forward, new forms of activity are emerging. When can we say that a child is ready to go to school? Most parents believe that their child is ready for school if he can read and count. However, research by psychologists and many years of experience of practicing teachers shows that high level children's intellectual development does not always coincide with theirpersonal readinessto school, children have not formed a positive attitude towards the new way of life, upcoming changes in conditions, rules, requirements. Of particular importance in a child’s personal readiness for school is the motivational plan, i.e.“the internal position of the student”,which is expressed in the child’s desire to perform socially significant and assessed activities (educational). The motivational readiness of an older preschooler to learn at school is expressed in:

Having clear ideas about school and forms of school behavior;

An interested attitude towards learning and educational activities;

The presence of social motives and the ability to obey school requirements.

The “internal position of the student” begins to form due to the fact that in kindergarten and at home, from the age of 5-6, children begin to prepare for school, which is designed to solve two main problems:

Comprehensive child upbringing;

Special preparation for mastering the subjects that the child will study at school.

To form the “internal position of a student,” it is necessary to create conditions for him to be a real student at least for a few minutes: sit at his desk, talk to the teacher, get used to him and his demands. Pre-school preparation of older preschoolers within the walls of the school becomes relevant, when the primary school teacher has the opportunity to correct children’s insufficiently developed prerequisites for systematic learning in order to achieve the required level of readiness for school and successful adaptation first graders.

This work program ensures full preparation of older preschoolers for school, without duplicating the 1st grade program.

PROGRAM OBJECTIVE:

• creation of an educational environment that promotes the development of the intellectual, motivational and emotional-volitional sphere of a preschooler;
• preparing preschoolers for a new social role - the role of a student;
• developing a positive attitude towards school.

MAIN OBJECTIVES OF THE PROGRAM:

• maintain and strengthen physical and mental health children preparing for school;
• develop curiosity, activity, initiative, and independence of preschoolers;
• to cultivate in every child a sense of self-esteem, self-esteem, desire for active activity and creativity;
• form clear ideas about school and forms of school behavior;
• strengthen and develop the child’s emotional – positive attitude towards school, desire to learn;
• cultivate a culture of communication, emotional responsiveness and goodwill towards people;
• create the necessary conditions, contributing to the formation of prerequisites for general educational skills, cognitive, emotional, moral development of the child

PROGRAM FEATURES:

This course contains three complex blocks:

1. Literacy training, speech development (2 lessons per week, 30 minutes each)
2. Logic and counting (2 lessons per week, 30 minutes each)
3. The world around us (2 lessons per week, 30 minutes each)

CHARACTERISTICS OF SECTIONS

Teaching elements of literacy and basic reading

The main task is the development of phonemic awareness, sound-letter analysis, preparing the hand for writing.

In classes, children learn to pronounce all sounds native language isolated, in words, in phrasal speech. There are short, long words, sounds of their native language, learn to divide words into syllables, determine the place of sound in a word.

Children become familiar with the terms: “sound”, “syllable”, “word”, “sentence”, “letter”. They learn to compose and write words and sentences using symbols, learn to write letters and words.

Development of fine motor skills (preparing the hand for writing)

The main task is to develop fine motor skills, prepare the hand for writing, and develop basic graphic skills.

Each lesson includes a series speech exercises and creating a drawing united by some theme (“Forest”, “Flowers”, “Aquarium”, etc.)

During the classes we use:

• finger gymnastics;
• fun outdoor games (speech + movements);
• shading figures in different directions and with different pressure on the pencil;
• strokes using a stencil or template;
• typing letters, syllables, words, numbers.

Logic and counting

The main task is to familiarize children with mathematical concepts and develop logical thinking.

In classes, children master quantitative (direct and reverse) and ordinal counting.

Children learn the basic basics of mathematics:

• familiarity with numbers;
• number composition;
• relationships and connections between numbers;
• geometric figures;
• mathematical signs;
• arithmetic problems;
• examples of addition and subtraction;

TRAINING AND METODOLOGY COMPLEX

Consists of tutorials:

1. “Sunny Steps”, series “Workbooks for preschoolers” Mathematics (part 1, part 2)

2. “Sunny Steps”, series “Workbooks for preschoolers” Teaching literacy (part 1, part 2)

3. “Sunny Steps”, series “Workbooks for preschoolers” Preparation for writing (part 1, part 2)

4. "Sunny steps", series "Workbooks for preschoolers" The world. Items. Nature. (part 1, part 2)

5. "Sunny steps", series "Preschooler's folder"

Funds required to implement the program:

• Educational thematic planning;
• Workbooks, album
• Syllable tables
• Demo material
• Presentations for classes

"Logic and Counting"

Explanatory note

The prerequisites for the formation of elementary mathematical concepts should be considered the formation of children’s sensory experience and their mastery of the basic logical operations.

Children's sensory experience:

Visual;

Coordination in space and time;

Color.

The main types of logical operations includeclassification and seriation.

Classification (distribution - combining objects into groups) - analysis (selecting features of an object); comparison (comparison of a number of objects according to a selected characteristic); generalization(highlighting common feature at a number of objects); synthesis (combining objects into a group according to a selected characteristic).

Seriation - establishing sequential relationships (determining differences between neighboring objects; establishing a number of objects in decreasing or increasing degree of manifestation of a characteristic).

Levels of complexity of logical operations:

a) independently;

b) with the help of peers, adults:

Classification: by number of objects - 2-4;

According to the number of signs - from 1 to 3;

Series: by number of objects - no more than 3.

Pre-numerical mathematics program:

1. Formation of ideas about quantity.

Classification of sets of objects by the number of objects (one, many, none).

2.Types of transformations of main objects:

Invariant transformations of geometric shapes: shift, rotation, symmetrical mapping, similarity and their compositions;

Quantity transformation: - invariant (change in the position of group elements in space);

Non-invariant (merging groups, removing a subgroup).

3.Methods of comparison: approximately; overlay; transfer; one-to-one correspondence.

4.Ways to describe comparison results: equality; inequality; establishment of sequence.

1.Development of ideas about quantity: quantity as a characteristic of a set of objects.

2. Classification of sets of objects by quantity (one, many, none).

3. Comparison of two sets of objects by number in different ways.

4. Distribution of objects in order: establishing first and last, next and previous.

5.Development of ideas about form.

1. Comparing objects by shape in various ways.

2. Identification of geometric shapes (spatial, flat, linear).

3. Acquaintance with three-dimensional geometric shapes.

4. Introduction to flat geometric shapes.

5. Introduction to linear geometric shapes. Constructing geometric shapes by hand and using a ruler.

6. Transformations of geometric shapes.

7. Comparison of the shapes of geometric figures under the influence of transformations in various ways.

6.Development of ideas about continuous quantities.

1. Comparison of two objects - geometric shapes in length, width, height in various ways.

2. Comparison of three objects - geometric shapes in length, width, height in various ways.

3. Comparison of two objects - geometric figures by area in various ways.

4. Comparison of two objects - geometric shapes by volume in various ways.

5. Comparison of two objects - geometric figures by size in various ways.

Main objects:numbers, operations on numbers.

Introduction to numbers:quantitative description of equal element sets, ways of writing a number, number as a result of measurement, number as a result of adding units, additive composition of a number.

Concept of a series of numbers:orderliness of the number series, position of the number in the series, ordinal numbers.

Actions on numbers (from 1 to 5):- the concept of arithmetic action;

The action of addition is the union of sets;

The action of subtraction is the removal of a subset from a set.

Program for the numerical period of teaching mathematics:

Numbers from 1 to 5.

Classification of sets by number of elements. Equal element sets.

Number as a quantitative characteristic of equal element sets. Numbers 1, 2, 3, 4, 5 and their corresponding “standard” numbers

multitudes. Methods of recording numbers: dot and digital.

Actions on numbers.

1. The concept of arithmetic action.
2. The action of addition.
3. Subtraction action.
4. Getting the next and previous number.

Additive composition of numbers from 1 to 5:

- decomposing a number into a sum of units;

- arbitrary number expansion;

Ways to add numbers 1 and 2 to numbers 2, 3;

Methods for subtracting numbers 1 and 2 from numbers 2, 3, 4, 5.

Formation of cognitive UUD:

Classification-association into groups;

Analysis – isolating a feature from a whole object;

Comparison - isolating a feature from a number of objects;

Generalization - isolating a common feature from a number of objects;

Synthesis - combining into groups based on characteristics;

Seriation - the ability to see and name a neighboring object; the ability to distribute objects in descending or ascending order of the degree of manifestation of a characteristic.

Formation of sensory experience:

Orientation in the surrounding space, considering oneself or another object as a reference point;

Orientation on the plane of a checkered sheet, on a book page;

Definition of time relationships (day, month, year);

Color determination;

Ability to use the following concepts in speech: “first”, “then”, “before”, “after”, “earlier”, “later”, “at the same time”.

Children should be able to:

Estimate the number of items by number and check the assessment made within ten;

Count both forward and backward from 1 to 10;

Show knowledge ways to write numbers (dots, dots, numbers);

Divide numbers from 2 to 5 into units;

Produce arithmetic operations addition and subtraction on a set of numbers, the largest of which is 10;

Carry out collection and exchange of coins;

Compare objects by shape in different ways;

Recognize and name three-dimensional, flat, linear geometric shapes.

use acquired knowledge and skills in practical activities and Everyday life:

 for adequate perception of spoken speech (statements of adults and peers, children's radio programs, audio recordings, etc.);

 working with a dictionary (alphabet);

 compliance with spelling standards;

 creating simple texts orally on a topic of interest junior school student subject;

 mastering the norms of Russian speech etiquette in situations everyday communication(greeting, farewell, gratitude, greeting card, A letter to a friend).

CALENDAR AND THEMATIC PLANNING FOR THE SUBJECT:

« Logic and counting" (66 hours)

No.	Subject of the lesson	Notebook pages	date
	Orientation on a notebook sheet. Identical, redundant item.	P.1-2	01.10 06.10
	Counting items. More, less, just the same. Digit 0	P.3-5	08.10 13.10
	Number and figure 1.	P.6-7	15.10 20.10
	Number and figure 2. Composition of number 2.	P.8-9	22.10
9-10	Number and figure 3. Composition of number 3.	P.10-11	27.10 29.10
11-12	Number and figure 4. Composition of number 4.	pp. 12-13	03.11 05.11
13-14	Number and figure 5. Composition of the number 5.	P.14-15	10.11 12.11
15-16	Number and figure 6. Composition of number 6.	P.16-17	17.11 19.11
17-18	Number and figure 7. Composition of number 7.	P.18-19	24.11 26.11
19-20	Number and figure 8. Composition of number 8.	P.20-21	01.12
21-22	Number and figure 9. Composition of the number 9.	P.22-23	03.12
23-24	Number 10. Composition of number 10.	P.24-25	08.12 10.12
25-26	Numbers of the natural series.	P.26-27	15.12 17.12
27-28	Numbers of the natural series	pp. 28-29	22.12 24.12
29-30	Signs >,	pp. 30-32	29.12 31.12
31-32	Drawing up example diagrams	P. 2-3 part 2
33-34	Solving Examples	pp. 4-5
35-36	Increase, decrease by 2	pp. 6-7
37-38	Solving Examples	pp. 8-9
39-40	Solving Examples	P.10-11
41-42	Task.	P.12-13
43-44	The “was-ate-left” task	pp. 14-15
45-46	The “was-ate-left” task	pp. 16-17
47-48	Solving Examples	P.18-19
49-50	Solving Examples	P.20-21
51-52	Composition of the number 10	P.22-23
53-54	Solving Examples	P.24-25
55-56	Increase, decrease by 3	P.26-27
57-58	Length measurement.	P.28-29
59-60	Count to 20.	pp. 30-31
61-62
63-64	Solving examples. Exercises to develop logic
65-66	Solving examples. Exercises to develop logic

WORK PROGRAM FOR THE PREPARATORY COURSE

“LITERACY TRAINING, SPEECH DEVELOPMENT”

Explanatory note

Teaching preschoolers listening, that is, listening with understanding, how independent species speech activity allows you to work on developing their communicative and intellectual competencies.

The semantic perception of speech by ear is a perceptual mental-imaginary activity, which is carried out as a result of performing a number of complex logical operations, such as analysis, synthesis, deduction, induction, comparison, abstraction, concretization, etc. And at the same time, listening forms the basis of communication, and mastery of oral communication begins with it.

Teaching listening skills in the process of preschool preparation allows preschoolers to learn:

Listen carefully to the sound of speech (maintain attention);

Determine and pronounce the sequence of events in a short text (what happened first, what happened next and what happened at the end);

Understand cause-and-effect narrative connections;

Be attentive to incomprehensible, unfamiliar words (strive to find out their meaning);

Answer the question in detail.

To develop skills in preschoolers:

Anticipate the semantic content of a statement;

Use in speech concepts connected by temporal and spatial reference points (first, then, before, after, earlier, later, at the same time; above, below, above, below);

Develop expressiveness of speech in the process of learning poems, through theatrical activities, in game tasks, etc.

Forming the ability to understand speech by ear also has a positive effect on the development of a preschooler’s memory, and above all his auditory memory, which is important not only for learning the Russian language, but also any other subject.

Determining the sequence of events in the text;

Compiling an oral story based on drawings for the text;

Understanding the cause-and-effect relationships of the narrative;

Speaking based on speech patterns;

Building a complex sentence based on a speech sample and by building up a chain of events or characters;

Maintaining the correct intonation of the statement;

Formation of sensory standards;

Formation of the ability to explain and justify your answer;

Memorizing the visual image of individual letters and short words, finding and labeling them in small text.

Basic expected results.

Universal learning activities.

A child must be able to, know and learn:

Maintain attention while listening to a short text;

Follow the instructions of an adult when working in a notebook, when viewing illustrations to the text;

Anwser the questions;

Discuss the problem with an adult;

Correct your mistakes;

Briefly retell the main events of a short text based on illustrations and speech samples;

Determine and pronounce the sequence of events in a short text;

Restore the chain of events of a short text based on plot drawings in which the sequence of events is disrupted;

Understand the logic and cause-and-effect relationships of the narrative;

Maintain the discussion aspect while listening to a short piece of text repeatedly;

Make simple logical transfers when discussing text details;

Understand a simple generalization based on the statements of the heroes of the intrigue;

Pay attention to incomprehensible, unfamiliar words, strive to find out their meaning;

Line up complex sentences by building up a chain of events or characters based on a speech pattern;

Build complex sentences based on speech patterns;

Correctly use simple prepositions and adverbs in speech that express various spatial relationships;

Use temporal concepts in speech: first, then, before, after, earlier, later, at the same time;

Recognize the visual image of individual letters and short words, find and mark them in a short text;

Distinguish and reproduce sound in a poetic text.

Literacy training, speech development (66 hours)

Lesson number	Literacy topic	Workbook pages	Lesson topic	Topic on speech development	date
	Letters a and o	P.1-2	Squirrel	Differentiation of sounds, composing phrases	01.10 06.10
	Letter I	p.3	Cockerel	Vocabulary and word formation	08.10
	Letter y	C.4	Snowman	Development of thinking, oral essay	13.10
	Letter s	C.5	Football player	Formation of the plural	15.10
	Letter n	C.6	House	Preposition on	20.10
	Letters k and t	P.7-8	Steamboat	Solving a logical problem, argumentation	22.10 27.10
9-10	Letters z – s	pp.9, 16	Toys	Differentiation of sounds [s] – [z], work on diction	29.10 03.11
11-12	Letter l	P.10	Follow the instructions	Sound [l]. Sound Automation	05.11 10.11
13-14	Letter r	P.11	Paints. Colors and shades		12.11 17.11
	Letter v	P.12	Follow the instructions	Use of prepositions, vocabulary	19.11
16-17	Letter e, e	pp. 13, 24	Wide line	Compiling a retelling	24.11 26.11
18-19	Letters b – p	S.14, 17	Wide line	Essay-description	01.12 03.12
	Letter m	P.15	Line spacing	Vocabulary on the topic, word formation	08.12
21-22	Letters d – t	S.18, 7	Ovals	Differentiation of sounds [d] – [t], work on diction	10.12 15.12
	Letter g	P.20	Zigzags	Use of prepositions, word formation	17.12
	Letter h	P.21	Oblique	Development of thinking, oral essay	22.12
	Sound sh	P.22	Engine		24.12
	Letter w	P.23	Oblique zigzags	Differentiation of sounds [zh] – [sh], work on diction	29.12
	Letter x	P.26	A loop	Writing a story	31.12
28-29	Letter yu	P.27	Narrow line	Compiling a retelling
	Letter c	P.28	Narrow line	Compiling a retelling
	Letter ь	P.30	Narrow line. Wave
32-33	Letters f – v	pp.31,12	Narrow line. A loop	Differentiation of sounds [f] – [v], work on diction
34-35	Letter i	P.19	I am writing from a given point	Development of thinking, oral essay
36-37-38	Syllables	P.1-3 from part 2	I am writing from a given point I work according to instructions	Differentiation of sounds [ts] – [h], work on diction
39-40-41	Syllables	With. 2-4 parts 2	Stroke Straight oblique	Differentiation of sounds [s] – [w], work on diction
42-43-44	Words-objects	P.5-7 part 2	Hatching Straight inclined	Vocabulary on the topic, word formation
45-46-47	Words	pp. 8-10 part 2	Straight inclined	Vocabulary on the topic, word formation
48-49-50	Dividing words into syllables	P.11-13 part 2	Sloping with a curve at the top and bottom.	Development of thinking, oral composition
51-52-53	Dividing words into syllables	pp. 14-16 part 2	Ovals	Development of thinking, oral essay
54-55-56	Words-objects	P.17-19	Loop, inclined	Compiling a retelling
57-58-59	Offer. Making sentences from words	P.20-22	Ovals	Compiling a retelling
60-61-62	Types of offers)	P.23-26	A loop	Development of thinking, oral composition
63-64-65-66	Repetition and systematization.	P.27-32	Elements of letters. Repetition	Compiling a retelling

WORK PROGRAM FOR THE PREPARATORY COURSE

"The world around us"

(familiarization with the surrounding world)

Explanatory note

The man of the future is a comprehensively developed personality, living in harmony with the world around him and himself, acting within the framework of environmental necessity. The formation of an ecological culture is a person’s awareness of his belonging to the world around him, unity with it, awareness of the need to take responsibility for the implementation of the self-sustaining development of civilization and conscious inclusion in this process.

Ecological culture as part of general culture is a process that is associated with the development and expansion of knowledge, experience, technologies and their transfer from the older generation to the younger. At the same time, environmental culture is the result of education, which is expressed in the ability to achieve harmonious relations with the world around you and with yourself. In childhood, this skill is formed in the process of assimilation of special knowledge, development emotional sphere and practical skills for environmentally appropriate interaction with nature and society.

An essential point in educating the culture of schoolchildren of all ages is a change in their consciousness of the understanding of the harmony of man and nature, the formation of a new worldview that promotes the perception of nature and man in mutual connection and dependence. Without a person's awareness of the intrinsic value of nature as such, and not from the point of view of its usefulness or harm to people, it is impossible to change the position of humanity as a similarity to a foreign, or even hostile, force to nature. To overcome spiritual alienation from the life of earthly nature, a person needs to learn to perceive and appreciate the beauty in nature, people, and the creations of human hands.

As a means of educating carriers of a new culture of relationships with nature, people and themselves, a course program for children of senior preschool age is proposed, designed for 32 lessons (1 lesson per week).

The main goal of the course is awakening interest in objects environment, including towards ourselves, as an integral part of nature, nurturing the child’s feelings, his emotional sensitivity, the desire to benefit plants, animals and people.

To achieve this goal, it is necessary to solve the following tasks:

1. Formation of environmental knowledge, skills and abilities.
2. Enriching a child’s life experience with examples of positive interaction with the environment.
3. Development of the emotional and sensory sphere of the personality of a junior schoolchild in the process of interaction with objects of the natural and social sphere.
4. To contribute to the formation of a child’s knowledge system about the world around him and a new look at the place and role of man on Earth, to promote personal development child and his fullest self-realization.

Introduction:

Introduction to the classification of objects. Dividing objects into groups.

Autumn:

Changes in leaf color. Recognizing trees by leaves. Mushrooms are edible and inedible. Ripening of fruits and seeds. Recognition of fruits and seeds of different plants. Garden. Weather conditions in the fall.

Frost. The appearance of the first ice on the puddles. Freezing of rivers and lakes. End of leaf fall. Phenomena in the life of animals, their preparation for winter. Preparing animals for winter. Departure of birds.

Changes observed in inanimate nature. Changes in air temperature. (colder, warmer) Precipitation. Snowfall.

Winter:

Snowfalls, frosts, thaws. Peace in plant life. Phenomena in the life of insects. How insects hibernate. Children's games in winter. New Year.

Animal life in winter. Winter is a hungry time for birds. Wintering birds. Helping wintering birds. Plant life in winter. Winter fun.

Spring:

Awakening of plants. The appearance of herbaceous plants. Sap flow in maples and birches. Swelling of the kidneys. Flowering trees and shrubs. Primroses. International Women's Day.

Freeing water bodies from ice. Changes in the lives of animals. Awakening of reservoirs. Arrival of birds. Nesting. Helping birds during this period. Phenomena in the life of animals. Awakening of insects. The birth of young in mammals.

Animals from different countries.

Time orientation:

Learning the names of days of the week, months, seasons, parts of the day;

Introduce children to watches.

Getting to know people's professions:

Variety of professions. Respect for working people.

Activity-game:

Requirements for knowledge and skills

• The concept of the surrounding world, living and inanimate nature.
• Characteristic signs of seasonal changes in our area.
• Be able to talk about observations of seasonal changes in living and inanimate nature.
• Know the objects of living nature: animals, plants, mushrooms.
• Determine the significant differences between domestic and wild animals, migratory and wintering birds.
• Practically distinguish trees, shrubs, and grasses.
• Name 3-4 plants, animals, fruits, vegetables.
• Conduct observations of seasonal changes in people’s lives (work, clothing, etc.).
• Know the names of the days of the week, months, seasons, parts of the day.
• Know the names of common professions.

CALENDAR AND THEMATIC PLANNING OF THE PREPARATORY COURSE

“THE WORLD AROUND US” (32h)

No.	Lesson topic	Number of hours	date
	Favorite toys. Who is playing what?		06.10
	Objects that surround us. Thematic groups words Dishes		13.10
	Our clothes. Seasonal clothing changes. Rules healthy image life		20.10
	Hats. Rules for a healthy lifestyle		27.10
	Our shoes. Rules for a healthy lifestyle		03.11
	Furniture. Thematic groups of words.		10.11
	School supplies		17.11
	Electrical appliances. Rules for the safe use of electrical appliances		24.11
	Tools. Who needs what for work?		01.12
	Musical instruments. Folk musical instruments. Symphony Orchestra		08.12
	Sports equipment and accessories. Rules for a healthy lifestyle		15.12
	Ground transport. Traffic Laws		22.12
	Air Transport. Rules of conduct on an airplane		29.12
	Water transport. Rules for safe behavior on the water
	Human professions. Who's doing what? Who works where?
	Technology at the service of man
	Vegetables.
	Fruits.
	Berries.
	Flowers.
	Trees.
	Seasons. Autumn. Mushrooms.	1
23	Pets and their babies	1
24	Wild animals and their babies	1
25	Animals of the north.	1
26	Animals of hot countries.	1
27	Inhabitants of the sea.	1
28	Birds.	1
29	Poultry.	1
30	Fish.	1
31	Insects.	1
32	Repetition.	1

APPLICATION

Brief description of didactic games used in the learning process of preschoolers

Game 1. “Half a word is up to you”

Goal: To develop the speech of preschoolers, expand their vocabulary, and develop phonemic awareness.

Content: The teacher pronounces the beginning of the word (the name of the object), the students finish the word. Words can be selected on certain topics, illustrations can be used. Work can be done in pairs and frontally.

Game 2. “Describe the object”

Goal: Acquaintance with the concepts of “properties and characteristics of objects”, developing the ability to guess an object by its characteristics.

Content: The teacher or student conceives a subject, others ask leading questions, trying to guess what is planned based on the signs.

Game 3. “I know”

Goals: Development of students’ speech, replenishment vocabulary, development of observation and attention.

Content: The teacher (child), using a ball, recites the following text, rhythmically hitting the ball on the floor:

- I know five names of boys:

Sasha - once,

Dima - two,

Igor - three,

Denis - four,

Volodya - five.

Game 4. “Guess what you showed” (pantomime)

Goal: To develop attention, observation, speech, patience.

Content: The person who wishes depicts an object (living or inanimate) without uttering any sounds. The rest are trying to guess what is being depicted. It is possible to use several people for pantomime.

Game 5. “Decipher the letter”

Goal: Development of observation, attention, ability to concentrate on finding the required letter or syllable.

Content: The teacher encrypts the letters with any icons or pictures and, using these symbols, “writes down” the word. Children try to guess the word by finding icons with the letters they represent.

Game 6. “Who is better”

The game is organized on the basis of game 5, where the children themselves encrypt the words using the icons proposed by the teacher. We solve the words together, finding out who was better able to encrypt the word.

Game 7. “Who is more observant”

Goal: Consolidating knowledge about letters and sounds, searching for letters in the text, developing attention and observation skills.

Content: The teacher offers the children a text where students find the letter chosen by the teacher.

Game 8. “Write a fairy tale about an object.”

Goal: Development of students’ speech, replenishment of vocabulary.

Content: The teacher or children choose any subject and try to compose together a fairy tale about the adventures of this subject.

Game 9. “Day - Night”

Goal: Development of students’ speech, ability to focus on finding the necessary concept.

Content: The teacher names the word, the children name its opposite in meaning: “Day - night, sweet - sour”, etc.

Game 10. “Make friends with the letter”

Children combine sounds into syllables orally, and in writing they write down pairs of letters (merging syllables)

Game 11. “Let’s go for a visit”

Children are divided into groups: hosts and guests. "Hosts" must greet "guests" using " magic words" “The guests respond in kind.”

Game 12. “Make a word”

Children make up words from the syllables suggested by the teacher. Syllables can be brightly and colorfully illustrated. For example, in the form of balls or flowers that need to be collected in one bunch or bouquet.

Game 13. “Place it in order”

A series of illustrations are offered, related to the same theme, but laid out incorrectly. Children must determine which of the illustrations depicts what happened earlier or later, i.e. arrange in order.

Game 14. “Fairy-tale possessions of the Rainbow. Describe"

Children describe the objects around them, using knowledge about the colors of the rainbow, trying to describe this or that object as vividly as possible.

Game 15. “Hammers”

Children “tap” the rhythm of words, striking each vowel sound in the words pronounced by the teacher, with a stick on the table, highlighting the stressed sound. The game helps to consolidate knowledge about vowel sounds and stress.

Game 16. “The letter got lost”

Children must “correct” words where the letters are mixed up, putting them in their proper place.

The game promotes the development of attention, observation, as well as the development of phonemic hearing.

Game 17. “Time got angry and went away. Catch up"

Children transform phrases, words, sentences using the categories “before, after, then, now.” Make up your own sentences, correct incorrectly constructed phrases suggested by the teacher.

Game 18. “When it happens”

Children guess the season (spring, summer, winter, autumn) based on changes in nature indicated by the teacher. During the game, time categories are repeated. Illustrations may be used.

Game 19. “Bells”

The point of the game is to search for voiced consonants in words pronounced by the teacher. Children pretend to be bells that ring for every voiced consonant sound. The game promotes the development of attention and phonemic hearing in children.

Game 20. “Correct the mistakes”

The point of the game is to search for sounds or letters that were incorrectly indicated by the fairy-tale guest (Dunno, Pinocchio). The game is illustrated.

Game 21. “Words”

The teacher asks questions what? Who? Which? what is he doing? and others. Children find words that answer asked question. The game uses a ball that is passed to the children who answer.

Game 22. “Knots for memory”

Children each tie knots on their own string, remembering rules, questions, sounds and letters. Everything is commented out loud. The material is selected by the teacher.WE

NI

NOT

AE

NOT

Nude

NE

M

MA

MU

MO

WE

MI

ME

MY

MIO

Manchester United

ME

T

TA

THAT

THAT

YOU

TI

THOSE

TY

THOSE

TY

TE

TO

CA

KU

KO

-

CI

KE

-

-

-

CE

X

HA

XY

XO

-

CI

HE

-

-

-

HE

B

BA

BOO

BO

WOULD

BI

BE

BY

BYO

BYU

BE

IN

VA

VU

IN

YOU

IN AND

BE

VYa

WHAT

VYU

VE

G

GA

GU

GO

-

GI

GE

-

-

-

GE

D

YES

DU

BEFORE

YES

DI

DE

DY

DE

DU

DE

AND

JA

ZHU

JO

ZHY

ZHI

SAME

-

JO

-

-

Z

BEHIND

memory

ZO

PS

ZI

WE

ZY

ZY

ZY

ZE

L

LA

LU

LO

LY

LI

LE

LA

LE

Best Junior

LE

P

PA

PU

BY

PY

PI

PE

PY

PYO

PY

PE

R

RA

RU

RO

RY

RI

RE

RY

RYO

RU

RE

WITH

SA

SU

CO

SY

SI

SE

SY

SIO

SJ

SE

F

F

UGH

FO

FY

FI

FE

FY

FYO

FU

FE

C

target audience

CC

CO

TSY

CI

CE

-

-

-

-

H

CHA

CHU

CHO

-

CHI

European Championship

-

WHAT

-

-

Sh

SHA

SHU

SHO

-

SHI

SHE

-

SHO

-

-

SCH

SHA

control room

SCHO

-

cabbage soup

SHE

-

MORE

-