Tatiana Romanova
Working programm early childhood development groups early age who do not attend kindergarten
Program additional education. Early Development Group"Baby-1" For children from 1.5 to 3 years
Early Development Program(GKP) "Baby-1"
1.1. Explanatory note….
1.2. Age psychophysical features young children...
1.3. Planned results for the development of children programs additional education « Early Development Group» ….
2.2. Calendar-thematic planning ….
Explanatory note
When entering a preschool educational institution, all children experience adaptive stress. Adaptive capabilities of the child early age limited, therefore, a sharp transition of the baby to a new social situation and a long stay in a stressful state can lead to emotional disturbances or a slowdown in the pace of psychophysical development. A change of environment may be accompanied by an increase in anxiety, unwillingness to communicate with others, isolation, and a decrease in activity.
Children early age emotional and impressionable. They tend to quickly become infected with strong, both positive and negative emotions. The surrounding reality acts as a long-term stressor that depletes the adaptive energy supply. This disorganizes the psyche and behavior. To relieve stress, children are forced to use various methods of psychological protection.
The important point is that in early childhood children are subjected to particularly intense restrictions by adults. The child is forced to adapt to influences that interfere with his natural development resorting to psychological defense mechanisms.
These features formed the basis for the construction work program of the early childhood development group, Not attending kindergarten.
Real program compiled on the basis of an exemplary general educational programs preschool education "Birth to School"/ Ed. N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva; early childhood education and development programs"First steps" M. I. Lisina.
Target programs- assisting children in adapting to the conditions of a preschool educational institution.
Tasks programs
1. Wellness:
Provide a complete physical child development, timely mastery of basic movements and hygienic skills by them, using health-saving principles of organization and conduct of the educational process;
Maintain and improve physical and mental health children providing emotional well-being and taking into account individual capabilities children.
2. Educational:
Call at children joy from communication with others;
encourage children to independent activity;
Build these qualities personalities: communication, initiative;
To form the basis of knowledge and skills of safe behavior in everyday life and in society;
Expand your horizons children acquainting with surrounding objects, phenomena;
Pay attention to objects and phenomena of the surrounding nature, highlight their properties, shape, structure and color.
3. Educational:
Contribute to the favorable adaptation of children to new social conditions, the establishment of friendly relations, with peers, with surrounding adults;
Contribute to the stability of emotionally positive well-being and activity of each child;
Contribute development cognitive activity children, develop interest in cooperation, arbitrariness, ability for creative self-expression through participation in playful and productive activities;
develop curiosity.
Planned development results programs are expressed in the Education Targets for Infant and early age.
Targets include the following social and normative age characteristics of possible achievements child:
1. 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;
2. 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;
3. Owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;
4. Strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
shows interest in peers; observes their actions and imitates them;
5. 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;
6. In a child developed gross motor skills, he strives to learn different kinds movements (running, climbing, walking, etc.).
Educational activities children by area of development
1. Socio-communicative development
2. Cognitive development
3. Speech development
4. Artistic and aesthetic development
5. Physical development
Classes with didactic material
P / s "White Bunny sits"
P / s "Hares and Fox"
We collect the pyramid
S/r game "Family"
Examination of illustrations and dummies of vegetables and fruits (wooden, plastic, foam rubber).
Color caps»
"Colored cube with holes for figures".
S/r game "Ship" (large building material)
"Teremok", "Ship", "Little Red Riding Hood" (lacing).
Lacing patterns with holes, selecting laces by color.
"Funny castles".
Assemble pets in two parts" (cow, dog, cat, horse)
D \ and according to the principle "Assemble the whole from the parts".
"Dress Masha and Misha".
Doll games.
Calendar-thematic plan for speech development
A game "What lies where?"
"Staging a fairy tale "Teremok"
A game "Let's get acquainted!"
"Father Frost"
P / s "Traffic light"
"Consideration of the plot picture "Make a car".
P / s "At the bear in the forest".
"D / y "How can you make a bear cub happy?"
Reading poems by A. Barto "Toys".
"Di "Orders". D\y "Up down".
"Di "Orders", "Horses".
Calendar-thematic plan for familiarization with the outside world
"Meet the Dolls".
Familiarize yourself with the ethics of greeting. Cultivate cultural communication skills.
doll games
"Wonderful basket".
P / s "Vegetables"
"Ducks, ducks..."
Reading familiar jokes.
"Carrot from a Bunny"
P / s "A gray bunny is sitting"
"Holiday for the boys"
S/r game "Puppet Party"
"Magic Box".
Ball games.
"One-Many"
Pyramid games.
"Big small"
Bear games.
Calendar-thematic plan for familiarization with fiction
Examining a doll in a winter coat or fur coat.
Reading a fairy tale "Kids and the Wolf".
Conversation "Adults must be obeyed..."
Telling a tale "Teremok".
Di "Who lives in the forest?"
“Reading a poem by S. Kaputikyan "Masha has lunch".
S/r game "Let's feed the doll lunch".
“Reading a poem by A. and P. Barto. "Girl - revushka".
introduce children with product A. and P. Barto "Girl - revushka". To help kids understand how funny a capricious person looks who doesn’t like everything.
Behavior talk children in a group.
“Reading the tale of L. N. Tolstoy "Three Bears".
Di "wild animals".
"Reading a German folk song "Three funny brothers"
Reading rhymes and poetry.
"Repetition of a fairy tale "Turnip" D\y "Who eats what".
“Reading the story of L. N. Tolstoy "The cat was sleeping on the roof"
Reading stories.
Calendar-thematic plan for the musical development
1. Listening to music. Perception of musical works.
3. Musical-rhythmic movements. Exercises.
4. Dances.
Dance "Dance of the Beasts" music V. Kurochkina.
6. Listening to music.
8. Musical-rhythmic movements: exercises, dances, games.
9. Petrushka Puppet Theatre.
10. Perception of musical works.
13. Song creativity.
14. Game exercises.
15. Etudes - dramatizations.
16. Round dances and dances.
17. Character dances.
Calendar-thematic plan for development of movement skills
"Sparrows - jumpers".
P / s "Sparrows and a cat"
P / s "Forest Bugs"
"Hen with chickens".
P / s "Chickens and a cat"
"Circus"
P / s "Horses"
"Let's visit"
P\u003e "walk the path".
"Jumping gallop"
P\u003e "Monkeys"
"Ball rolling to each other"
P\u003e "Jump over the stream"
"Let's go for a walk".
P\u003e "Go across the bridge"
"Exercise with balls"
P\u003e "Geese-geese..."
"Ribbon Exercises"»
P\u003e "Sun and Rain"
"Hoop Exercises"
P\u003e "Tram"
Calendar-thematic plan for design
1. "Magic Bricks"
Di "Collect the suitcase"
2. "Cock and Mashenka".
3. "Machine yard in the country"
4. "Guests came to Mashenka".
5. "Masha is leaving the dacha"
P / s "Train".Reading poems about a locomotive.
6. "Doll Machine"
7. "Magic Cubes".
8. "Cylinder"
9. "Turret"
10. "House"
Reading nursery rhymes about home, family.
11. "Amazing Buildings"
Calendar-thematic plan for drawing
1. "funny pencils"
2."Tassel walks : top-top-top…”
3."It is snowing"
4. "On a flat path..."
5. “Sewed Tanya a sundress…”
6. "The sun is shining".
7. "Drips of rain"
8. "Magic Threads"
9. “Here are colored pencils for you, kids!”
10. "Shoulder blades".
11. "Tassel walks : top-top-top…”
12. "We're big now"
Calendar-thematic plan for modeling
1."That's some plasticine!"
2."Plasticine mosaic".
3."Seeds for the Birds".
4-5. "Grandfather planted a turnip ..."
6."Pancakes for Katya"
7-8. "Let's bake bagels, kalachi ..."
9. "Gingerbread for a bear"
10. "Pies for the cat"
11. "Sculpting peas"
main activities for young children are:- objective activities and games with composite and dynamic toys;
- experimenting with materials and substances (sand, water, dough, etc.);
- communication with an adult;
- joint games with peers under the guidance of an adult;
- self-service and actions with household items-tools (spoon, scoop, spatula, etc.);
- perception of the meaning of music, fairy tales, poems, looking at pictures;
- physical activity.
Given the age and psychological characteristics of young children, organized activity should be:
- eventful (associated with any event from personal experience);
- rhythmic (motor and mental activity must alternate).
- procedural (development of skills in everyday and gaming processes).
The activities of the teacher in each area:
1. Subject activity and games with composite and dynamic toys. Subject- play activity with composite and dynamic toys is the main one in the formation of cognitive activity, in the development of visual-effective and visual-figurative thinking of children.
To composite toys include pyramids, nesting dolls, various laces, composite and split pictures, cubes, puzzles (large), designers (large), etc.
To dynamic toys include spinning tops, spinning tops, tumblers, clockwork toys, that is, those based on various types of movement: torsion, tumbling, rotation.
In object-play activity, the result of the child's action is very important (especially with composite toys). The cognitive interest of children is precisely supported by their own effective actions that are understandable to them. Thus, there is an assimilation of methods of action.
Tasks of the teacher:
- develop cognitive interest in surrounding objects and promote active actions with them;
- to form game actions with a variety of plot toys, the ability to use substitute objects;
- to form the ability to imitate the game actions of an adult.
2. Experimenting with materials and substances (sand, water, dough, etc.). Acquaintance with the properties of objects occurs in practical research activities by the method of trials. In the process of experimentation, the teacher draws the attention of children to smells, sounds, shape, color and other properties of objects and objects. Must show right ways actions, as well as provide opportunity for independent research. Don't forget to remind rules of safe behavior in actions with sand and water (do not drink water, do not throw sand), as well as the rules of the game with small objects (do not put objects in your ear, nose; do not take them in your mouth).
Tasks of the teacher:
- introduce generalized methods of studying various objects from the child's surrounding life;
- maintain cognitive activity and cognitive interest in the process of experimentation;
- encourage independent experimentation with a variety of didactic materials;
- to enrich the direct sensory experience of children in various activities.
3. Communication with an adult. Communication is major event at an early age and main form of education. The forms and content of communication change as the child develops: emotional communication; communication based on the understanding of intonation, facial expressions, gestures, and then the actual verbal communication. Adult speech is a role model. For the development of communication, questions, verbal instructions, the creation of problem-speech situations, role-playing and communicative games, reading poems and fairy tales, experiments, dramatizations, and observations are used.
Tasks of the teacher:
- contribute to the enrichment of the dictionary;
- to form the ability to ask, answer, ask, give a cue;
- develop the need for verbal communication.
4. Joint games with peers under the guidance of an adult. Since it is still difficult for young children to independently engage in games with peers, the teacher purposefully organizes the game activity. For joint games, communicative, role-playing, musical and rhythmic games, as well as games and exercises with didactic material are recommended.
Tasks of the teacher:
- contribute to the formation of the experience of friendly relationships with peers;
- teach positive ways of communicating and resolving conflicts during the game;
- develop emotional responsiveness when interacting with peers.
5. Self-service and actions with household items-tools (spoon, scoop, spatula, etc.). The simplest skills of independence, neatness, accuracy are formed in the process of regime moments. In doing so, it is imperative that the principle of gradual inclusion of the child in any activity to acquire self-care skills. It is necessary to emotionally involve the baby in actions with household items-tools, so learning should take place in a playful way.
Tasks of the teacher:
- to form elementary self-service skills;
- to form the skills of a culture of behavior that comply with the norms and rules;
- to form substantive actions;
- develop independence in everyday behavior.
6. Perception of the meaning of music, fairy tales, poetry, looking at pictures. It is desirable to organize a cycle of game educational situations aimed at developing the emotional world of the child. Of particular importance in the perception of young children is visibility. Therefore, reading, storytelling, listening to music is accompanied by the display of pictures, pictures and toys. How to work with pictures can be read
Tasks of the teacher:
- to form the ability to consider pictures, illustrations;
- to form the ability to listen and understand short, accessible songs, nursery rhymes, fairy tales and stories;
- develop the ability to emotionally respond to various works of culture and art.
7. Motor activity. In addition to organizing outdoor games and exercises, the teacher should create conditions for the development of independent motor activity children. To do this, it is necessary to enrich the developing environment with wheelchair toys, carts, cars, etc., as well as sports equipment and equipment.
Tasks of the teacher:
- to develop the motor activity of children in all types of games;
- to promote the development of basic movements;
- create conditions that encourage children to physical activity.
Thus, when organizing the interaction of a teacher with young children, it is necessary:
- include several different types of activities that successively replace each other;
- organize activities in such a way as to avoid the occurrence of overwork in babies;
- enrich the personal experience of children in everyday and gaming processes.
Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to
The work program of the early age group for 2018-2019
1. Target section:
1.1. Explanatory note.
1.2. The purpose and objectives of the work program.
1.3.Principles and approaches to the formation of the work program.
1.4. Significant characteristics for the development and implementation of the work program. Features of the organization of the educational process in the group (climatic, demographic, national - cultural and others).
1.5. Age and individual characteristics of young children.
1.6.Planned results of the development of the Program.
2. Content section:
2.2. Curriculum for the implementation of the program in the early age group.
2.3. Forms, methods, methods and means of implementing the work program in the early age group
2.4. Interaction with the family, society.
2.5. Planning work with children in a group:
· Annual plan of work with children (holidays, entertainment…);
· Comprehensively - thematic planning of educational work with young children;
Forms of organization educational activities by educational areas;
· A model for organizing joint activities of the educator with pupils of the preschool educational institution.
3. Organization section.
3.1. Design of the subject-spatial environment.
3.2. Daily routine (schedule of classes, motor mode, scheme for hardening children).
3.3. A list of methodological literature that ensures the implementation of educational activities in the early age group.
Applications:
1. Perspective-thematic planning of educational activities with children.
2.Scorecards individual development children.
1. Target section.
1.1 Explanatory note
The work program for the development of young children (hereinafter referred to as the Program) was developed in accordance with the Exemplary General Education Program for Preschool Education "From Birth to School", developed on the basis of the Federal State Educational Standard for Preschool Education (Order No. 1155 dated October 17, 2013) and intended for use in preschool educational organizations for the formation of basic educational programs (BEP DO) and the main general educational program of the kindergarten, in accordance with the GEF DO put into effect.
The work program determines the content and organization of the educational process of the early age group of the municipal state preschool educational institution of kindergarten No. 5.
This work program has been developed in accordance with the following regulatory documents:
Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273 - FZ
· Order of the Ministry of Education and Science of the Russian Federation No. 30.08.2013. No. 1014 "On approval of the procedure for organizing and implementing educational activities for the main general educational programs - educational programs of preschool education"
SanPin 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations"
· Order of the Ministry of Education and Science of the Russian Federation No. 17.10.2013. No. 1155 "On approval of the Federal State Educational Standard for Preschool Education" (FSES DO).
· Charter DOE.
Educational program of preschool educational institution
Focus of the work program
Focus on the development of the personality of the child. The priority of the Program is the upbringing of a free, self-confident person, with an active life position, striving to creatively approach the solution of various life situations, having his own opinion and able to defend it.
· Patriotic orientation of the Program. The Program pays great attention to instilling in children patriotic feelings, love for the Motherland, pride in its achievements, confidence that Russia is a great multinational country with a heroic past and a happy future.
· Focus on moral education, support of traditional values. Raising respect for traditional values, such as love for parents, respect for elders, caring attitude towards babies, the elderly; formation of traditional gender representations; instilling in children the desire to follow a positive example in their actions.
· Focus on further education. The program is aimed at developing children's cognitive interest, the desire to gain knowledge, positive motivation for further education at school, college; understanding that all people need to be educated. Formation of attitude to education as one of the leading life values.
· Focus on the preservation and strengthening of children's health. One of the main tasks that the Program puts before educators is to take care of preserving and strengthening the health of children, forming in them elementary ideas about a healthy lifestyle, cultivating good habits, including healthy eating habits, and the need for physical activity.
Focus on taking into account the individual characteristics of the child. The program is aimed at ensuring the emotional well-being of each child, which is achieved by taking into account the individual characteristics of children both in matters of organizing life (approximating the daily routine to the individual characteristics of the child, etc.), and in the forms and methods of interaction with the child (showing respect for his individuality). , sensitivity to his emotional states, support for his self-esteem, etc.).
1.2. The purpose and objectives of the work program.
The main objectives of the work program are:
· Creation favorable conditions for a full life of a child of preschool childhood,
formation of the foundations of the basic culture of the individual,
comprehensive development of mental and physical qualities in accordance with age and individual characteristics,
preparation for life in modern society,
to schooling,
Ensuring the safety of the life of a preschooler.
These goals are realized in the process of various types of children's activities: gaming, communicative, labor, cognitive research, productive, musical and artistic, reading.
To achieve the goals of the program, the following are of paramount importance:
Caring for the health, emotional well-being and timely comprehensive development of each child;
Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows 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;
Creative organization (creativity) of the educational process;
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;
Unity of approaches to the upbringing of children in the conditions of the preschool educational institution and the family;
Maintaining continuity in the work of the kindergarten and elementary school, excluding mental and physical overload in the content of the education of a child of preschool age, ensuring the absence of pressure on subject education.
Particular attention in the Program is paid to the development of the personality of the child, the preservation and strengthening of the health of children, as well as the education of preschoolers of such qualities as:
Patriotism;
Active life position;
Creative approach in solving various life situations;
Respect for traditional values.
1.3.Principles and approaches to the formation of the work program.
Corresponds to the principle of developmental education, the purpose of which is the development of the child;
Combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the main provisions developmental psychology And preschool pedagogy and, as experience shows, can be successfully implemented in the mass practice of preschool education);
Meets the criteria of completeness, necessity and sufficiency (allowing you to solve the set goals and objectives using a reasonable "minimum" of the material);
Ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, during the implementation of which such qualities are formed that are key in the development of preschool children;
It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;
Based on the complex-thematic principle of building the educational process;
Provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of preschoolers, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;
It involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game;
Allows for variation of the educational process depending on regional characteristics;
It is built taking into account continuity between all age preschool groups and between kindergarten and primary school.
1.4. Significant characteristics for the development and implementation of the work program. Features of the organization of the educational process in the early age group (climatic, demographic, national - cultural and others)
1) Demographic features:
An analysis of the social status of families revealed that in the early age group children are brought up from complete families (11 families 95%, from incomplete families (1 family 5%)). - 36%), no education - (2 hours 18%)
2) National and cultural features:
The ethnic composition of the pupils of the group: Russians and one Dagestan, the main contingent is children from Russian-speaking families. Training and education in the preschool educational institution is carried out in Russian.
The main contingent of pupils lives in the conditions of the village.
The implementation of the regional component is carried out through acquaintance with the national and cultural characteristics of the region. Getting acquainted with the native land, its sights, the child learns to realize himself, living in a certain time period, in certain ethno-cultural conditions. This information implemented through targeted walks, conversations, projects.
3) Climatic features:
When organizing the educational process, the climatic features of the region are taken into account. Volgograd region - the lower Volga region: the time of the beginning and end of certain seasonal phenomena (leaf fall, snowmelt, etc.) and the intensity of their course; composition of flora and fauna; daylight hours; weather etc.
the time of the beginning and end of certain seasonal phenomena (leaf fall, snow melt, etc.) and the intensity of their course; composition of flora and fauna; daylight hours; weather conditions, etc.
The main features of the climate are: cold winters and dry hot summers.
The daily regimen of the group includes daily invigorating gymnastics, exercises for the prevention of flat feet, breathing exercises. In the cold season, the stay of children in the open air is extended. In the warm season, children's activities are mainly organized outdoors.
Based climatic features region, the schedule of the educational process is drawn up in accordance with the allocation of two periods:
1. cold period: academic year (September-May, a certain daily routine and a schedule of directly educational activities are drawn up;
2. warm period (June-August, for which a different daily routine is compiled)
1.5. Age features of the development of children 1.6-3 years old (early age group) See: From birth to school. Approximate main general education program preschool education / ed. N. E. Veraki, T. S. Komarova, M. A. Vasilyeva. M.: Mosaic-Synthesis, 20102 S. 223-225.
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
the arbitrariness of behavior also takes 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.
The solution of the goals and objectives of education indicated in the program is possible only with the targeted influence of the teacher on the child from the first days of his stay in a preschool educational institution. “The level of general development that the child will achieve and the degree of strength of the 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 every child happy.
The goal is to organize the educational process with children 2-3 years old (young age group) in educational areas:
Physical development;
Socio - communicative development;
Speech development;
Artistic and aesthetic development.
Various activities take place during the week complex work, the sequence of which teachers, focusing on the presented tabular form.
1.6.Planned results of the development of the Program.
In accordance with the Federal State Educational Standard, the specifics of preschool childhood and the systemic features of preschool education make it illegal to demand specific educational achievements from a preschool child. Therefore, the results of mastering the Program are presented in the form of targets for preschool education and represent the age characteristics of the child's possible achievements by the end of preschool education. The targets for preschool education presented in the Federal State Educational Standards for Preschool Education should be considered as social and normative age characteristics of the child's possible achievements. This is a guideline for teachers and parents, indicating the direction of the educational activities of adults.
Early Education Targets
The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, tends 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; demonstrates skills of tidiness.
Shows a negative attitude towards rudeness, greed.
Complies with the rules of elementary politeness (on his own or when reminded, he says “thank you”, “hello”, “goodbye”, “good night” (in the family, in the group)); has primary ideas about the elementary rules of behavior in kindergarten, at home, on the street and tries to comply with them.
Owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys. Speech becomes a full-fledged means of communication with other children. Strives to communicate with adults and actively imitates them in movements and actions; appear
games in which the child imitates the actions of an adult. Emotionally responds to the game offered by adults, accepts the game task.
Shows interest in peers observes their actions and imitates them. Knows how to play next to peers without disturbing them. Shows interest in playing together in small groups.
Shows interest in the surrounding world of nature, participates with interest in seasonal observations.
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.
With understanding follows the actions of the heroes of the puppet theater; shows a desire to participate in theatrical and role-playing games.
Shows interest in productive activities (drawing, modeling, designing, appliqué).
The child has developed large motor skills, he seeks to master various types of movements (running, climbing, stepping over, etc.). Participates with interest in outdoor games with simple content, simple movements.
In accordance with the federal state educational standard for preschool education (FSES), when implementing the Program, we assess the individual development of children. Such an assessment is carried out by a pedagogical worker as part of pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning). The assessment is based on the following principles:
It is based on the actual behavior of the child, and not on the result of performing special tasks. Information is captured through direct observation of the child's behavior. The teacher receives the results of observation in the natural environment (in game situations, during regime moments, in the process of organized educational activities).
· Parents are partners of the teacher in the search for an answer to any question.
The form of the assessment is the observation of the child's activity during various periods of stay in the preschool educational institution, the analysis of the products of children's activities and special pedagogical tests organized by the teacher.
2. Content section:
The content of psychological and pedagogical work with children 2–3 years old is given in the educational areas: “Social and communicative development”, “Cognitive development”, “Speech development”, “Artistic and aesthetic development”, “Physical development” and is focused on the versatile development of preschoolers, taking into account their age and individual characteristics. The tasks of 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. The solution of program educational tasks is provided not only in
within the framework of directly educational activities, but also during regime moments - both in the joint activities of an adult and children, and in the independent activities of preschoolers.
EDUCATIONAL AREA "SOCIO-COMMUNICATIONAL 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; 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"
Socialization, communication development, moral education. The assimilation of the norms and values accepted in society, the education of the moral and moral qualities of the child, the formation of the ability to correctly evaluate their actions and the actions of their peers. The development of communication and interaction of the child with adults and peers, the development of social and emotional intelligence, emotional responsiveness, empathy, respectful and benevolent attitude towards others. Formation of children's readiness for joint activities, development of the ability to negotiate, independently resolve conflicts with peers.
Self-service, independence, labor education. Development of self-service skills; the formation of independence, purposefulness and self-regulation of their own actions. Education of cultural and hygienic skills. Formation of positive attitudes towards various types of work and creativity, education of a positive attitude towards work, the desire to work. Education of a value attitude towards one's own work, the work of other people and its results. Formation of the ability to responsibly treat the assigned task (the ability and desire to complete the task, the desire to do it well). The formation of primary ideas about the work of adults, its role in society and the life of each person.
Formation of the foundations of security. Formation of primary ideas about safe behavior in everyday life, society, nature. Raising a conscious attitude to the implementation of safety rules.
Formation of a cautious and prudent attitude to potentially dangerous situations for humans and the natural world.
Formation of ideas about some typical dangerous situations and ways of behavior in them.
Formation of elementary ideas about the rules of road safety; education of a conscious attitude to the need to comply with these rules.
Development of communication and interaction of the child with adults and peers, development of social and emotional intelligence, emotional responsiveness, empathy, respectful and benevolent attitude towards others. Formation of children's readiness for joint activities, development of the ability to negotiate, independently resolve conflicts with peers.
The child in the family and community. Formation of the image of I, a respectful attitude and a sense of belonging to my family and to the community of children and adults in the organization; formation of gender, family affiliation.
Self-service, independence, labor education. Development of self-service skills; the formation of independence, purposefulness and self-regulation of their own actions. Education of cultural and hygienic skills. Formation of positive attitudes towards various types of work and creativity, education of a positive attitude towards work, the desire to work. Education of a value attitude towards one's own work, the work of other people and its results. Formation of the ability to responsibly treat the task assigned (the ability and desire to bring the matter to the end, the desire to do it well).
EDUCATIONAL AREA "COGNITIVE DEVELOPMENT"
“Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small motherland and Fatherland,
ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home for people, about the features of its nature, the diversity of countries and peoples of the world.
Main goals and objectives:
Development of cognitive research activities. Development of cognitive interests of children, expansion of the experience of orientation in the environment, sensory development, development of curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about the objects of the surrounding world, about the properties and relationships of the objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, causes and effects, etc.).
The development of perception, attention, memory, observation, the ability to analyze, compare, highlight the characteristic, essential features of objects and phenomena of the surrounding world; the ability to establish the simplest connections between objects and phenomena, to make simple generalizations.
Introduction to sociocultural values. Acquaintance with the surrounding social world, expanding the horizons of children, the formation of a holistic picture of the world. Formation of primary ideas about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays.
Formation of elementary ideas about the planet Earth as a common home of people, about the diversity of countries and peoples of the world.
Formation of elementary mathematical representations. Formation of elementary mathematical concepts, primary ideas about the basic properties and relationships of objects in the surrounding world: shape, color, size, quantity, number, part and whole, space and time.
Introduction to the natural world. Acquaintance with nature and natural phenomena. Development of the ability to establish causal relationships between natural phenomena. Formation of primary ideas about the natural diversity of the planet Earth. Formation of elementary ecological ideas. Formation of an understanding that a person is a part of nature, that he must preserve, protect and protect it, that everything in nature is interconnected, that human life on Earth largely depends on environment. Education of the ability to behave correctly in nature. Education of love for nature, the desire to protect it.
Development of cognitive research activities. Cognitive research activity. To acquaint children with generalized ways of studying various objects of the surrounding life. Stimulate curiosity. Include children in joint practical cognitive activities of an experimental nature with adults.
sensory development. Continue work to enrich the direct sensory experience of children in different types activities, gradually including all types of perception. Help to examine objects, highlighting their color, size, shape; encourage to include hand movements on the subject in the process of getting to know it (circle the parts of the object with your hands, stroke them, etc.).
Didactic games. Enrich in games with didactic material the sensory experience of children (pyramids (turrets) of 5-8 rings of different sizes; "Geometric mosaic" (circle, triangle, square, rectangle); split pictures (from 2-4 parts), folding cubes (4 -6 pcs.), etc.); develop analytical abilities (the ability to compare, correlate, group, 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 is missing?” Etc. ); auditory differentiation (“What sounds?” 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 socio-cultural values. Remind the children the name of the city (village) in which they live. Arouse interest in the work of close adults. Encourage to recognize and name some labor actions (assistant
the teacher washes the dishes, cleans the room, brings food, changes towels, etc.). To tell that adults show industriousness, it helps them to successfully perform labor actions.
Formation of elementary mathematical representations.
Quantity. Involve children in the formation of groups of homogeneous objects. Learn to distinguish between the number of objects (one - many).
Value. Draw the attention of children to objects of contrasting sizes and their designation in speech (big house - small Formadomik, big nesting doll - small nesting doll, big balls - small balls, etc.). Learn to distinguish objects by shape and name them (cube, brick, ball, etc.).
Orientation in space. Continue to accumulate in children the experience of practical development of the surrounding space (the premises of the group and the site of the kindergarten).
Expand the experience of orientation in parts of your own body (head, face, arms, legs, back).
Learn to follow the teacher in a certain direction.
Introduction to the natural world.
Arouse children's interest in objects of the immediate environment: toys, dishes, clothes, shoes, furniture, vehicles.
Encourage 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 one, pick up a pair), group them according to the method of use (drink from a cup, etc.). Explore a variety of ways to use items.
Contribute to the realization of the child's need to master actions with objects. Exercise in establishing similarities and differences between objects that have the same name (the same blades; red ball - blue ball; big cube - small cube). Encourage children to name the properties of objects: large, small, soft,
fluffy, etc. Contribute to the appearance in the dictionary of children of generalizing concepts (toys, dishes, clothes, shoes,
furniture, etc.).
EDUCATIONAL AREA "SPEECH DEVELOPMENT"
“Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for teaching literacy”.
Main goals and objectives:
Developing speech environment. 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 (“Look into the locker room and tell me who came”, “Find out from Aunt Olya and tell me ...”, “Warn Mitya ... What did you say to Mitya And what did he say to you?"). To ensure that by the end of the third year of life, speech becomes a full-fledged means of communication between children with each other. Offer for independent examination of pictures, books, toys as visual material for children to communicate with each other by a teacher. Tell children about these items, as well as about interesting events (for example, about the habits and tricks of pets); show the state of people and animals in pictures (happy, sad, etc.).
Formation of a dictionary. Based on the expansion of the orientation of children in the immediate environment, develop understanding of speech and activate vocabulary. Understand the speech of adults without visual accompaniment. 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 a little bear cub”); name their location (“Fungus on the top shelf, high”, “Stand nearby”); 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 a scarf), clothes, shoes, dishes, furniture, bedding (blanket,
pillow, sheet, pajamas), vehicles (car, bus), vegetables, fruits, pets and their
cubs;
Verbs denoting labor actions (wash, 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 condition(cry, laugh,
rejoice, be offended);
Adjectives are the names of toys, personal hygiene items (towel, toothbrush, comb, nasal
Denoting the color, size, taste, temperature of objects (red, blue, sweet, sour, large, small, cold, hot);
Adverbs (close, far, high, fast, dark, quiet, cold, hot, slippery). To promote the use of learned words in children's independent speech.
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 (of 2-4 words). To promote the development of the articulation and vocal apparatus, speech breathing, auditory attention. Form the ability to use (by imitation) the height and power of the voice (“Pussy, scat!”, “Who has come?”, “Who is knocking?”).
The grammatical structure of speech. Learn to agree on nouns and pronouns with verbs, use verbs in the future and past tenses, change them by person, use prepositions in speech (in, on, at, for, under). Exercise in the use of some question words (who, what, where) and simple phrases consisting of 2-4 words (“Kisonka-murisenka, where did you go?”).
Connected speech. Help children answer simple questions (“What?”, “Who?”, “What is he doing?”) and more difficult questions
(“What are you wearing?”, “What is lucky?”, “To whom?”, “What?”, “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.
Help children older than 2 years 6 months to dramatize passages from well-known fairy tales. Play small
stories without visual accompaniment.
Fiction. Read to children the works of art provided for by the program for the second group of early age. Continue to teach children to listen to folk songs, fairy tales, and author's works. Accompany reading with a display of toys, pictures, tabletop theater characters and other visual aids, as well as learn to listen to a work of art without visual accompaniment. Accompany the reading of small poetic works with game actions. the text in its entirety with the help of an adult. To help children older than 2 years and 6 months play a well-known fairy tale. Continue to introduce children to looking at drawings in books. Encourage them to name familiar objects, show them at the request of the teacher, teach them to ask questions: “Who (what) is this?”, “What is he doing?”.
EDUCATIONAL AREA "ARTISTIC AND AESTHETIC DEVELOPMENT"
“Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; music perception, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.)”.
Main goals and objectives:
Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude to objects and phenomena of the surrounding world, works of art; fostering interest in artistic activity. Development of children's aesthetic feelings, artistic perception, figurative representations,
imagination, artistic and creative abilities. Development of children artistic creativity, interest in independent creative activity (fine, constructive-model, musical, etc.); meeting the needs of children in self-expression.
Introduction to art. Development of emotional susceptibility, emotional response to literary and musical works, the beauty of the surrounding world, works of art. Introducing children to folk and professional art (verbal, musical, fine, theatrical, architecture) through acquaintance with the best examples of domestic and world art; education of the ability to understand the content of works of art. Formation of elementary ideas about the types and genres of art, means of expression in various types of art.
Visual activity. Development of interest in various types of visual activity; improving skills in drawing, modeling, application, applied art. Education of emotional responsiveness in the perception of works visual arts.Education of the desire and ability to interact with peers when creating teamwork.
Introduction to art
To develop artistic perception, to cultivate responsiveness to music and singing, works of fine art and literature that are accessible to the understanding of children. Consider illustrations for works of children's literature with children. Develop the ability to answer questions about the content of the pictures. Get involved with folk toys: Dymkovo, Bogorodsk, matryoshka, vanka-vstanka and others appropriate for the age of the children. Draw children's attention to the nature of the toys (funny, funny, etc.), their shape, color scheme .
pictorial activity. Arouse interest in children in actions with pencils, felt-tip pens, brushes, paints, clay.
Drawing. Develop the perception of preschoolers, 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. leaves a mark on paper if you draw on it with the sharpened end of a pencil (felt-tip pen, brush pile). Learn to follow the movement of a pencil on paper. Draw the attention of children to the various lines and configurations they depict on paper. Encourage them to think about what they drew, what it looks like. To evoke a sense of joy from the strokes and lines that the children drew themselves. Encourage children to complement the drawn image with characteristic details; to the conscious repetition of previously obtained strokes, lines, spots, forms. To 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 objects: 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), free hand supports the sheet of paper on which the baby draws. Take care of the materials, use them correctly: after drawing, put them in place, after washing the brush well in water. Form the ability to hold the pencil and brush freely: 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.
Modeling. Arouse children's interest in modeling. Introduce plastic materials: clay, plasticine, plastic mass (preferring clay), carefully use materials, 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 (ringlet, lamb, wheel, etc.). roll out a lump of clay in a circular motion of the palms to depict round objects (ball, apple, berry, etc.), cookies, gingerbread); make a depression with your fingers in the middle of a flattened lump (bowl, saucer), combine two fashioned shapes into one object: a stick and a ball (rattle or fungus), two balls (tumbler), etc. Teach children to put clay and fashioned objects on a plank or special pre-prepared oilcloth.
Constructive-model activity. In the process of playing with the tabletop and floor building material continue to acquaint children with the details (cube, brick, trihedral prism, plate, cylinder), with location options building forms on the plane. Continue to form the ability to build elementary buildings according to the model, maintain the desire to build something on your own. Contribute to the understanding of spatial relationships, use additional plot toys commensurate with the scale of buildings (small cars for small garages, etc.). At the end of the game, teach put everything back in place. Introduce children to the simplest plastic constructors, design turrets, houses, cars together with an adult. Support the desire of children to build on their own. In the summer, promote building games using natural materials (sand, water, acorns, pebbles, etc.) .).
EDUCATIONAL AREA "PHYSICAL DEVELOPMENT"
“Physical development includes the acquisition of experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct performance of basic movements that do not harm the body (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; formation of the values of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.)”.
Main goals and objectives.
Formation of initial ideas about a healthy lifestyle. Formation in children of initial ideas about a healthy lifestyle. Development of interest in participating in mobile and sports games and physical exercises, activity in independent motor activity; interest and love for sports
Formation of initial ideas about a healthy lifestyle
To form in children ideas about the importance of different organs for normal human life: eyes - to look, ears - to hear, nose - to smell, tongue - to taste (determine) the taste, hands - to grab, hold, touch; legs - stand, jump, run, walk; head - think, remember.
Physical Culture
To form the ability to maintain a stable body position, correct posture, walk and run without bumping into each other, with coordinated, free movements of the arms and legs. To teach to act together, adhering to a certain direction of movement based on visual landmarks, to change the direction and nature of movement while walking and running in accordance with the instructions of the teacher to crawl, climb, act with the ball in a variety of ways (take, de, neigh, carry, put, throw, ride). To teach jumping on two legs in place, moving forward, in length from a place, pushing off with two legs.
Outdoor games. To develop in children the desire to play with the teacher in outdoor games with simple content, simple movements. To promote the development of children's ability to play games, during which the basic movements (walking, running, throwing, rolling) are improved. To teach the expressiveness of movements, the ability to convey the simplest actions of some characters (jump like bunnies; peck grains and drink water like chickens, etc.).
GAMING ACTIVITY DEVELOPMENT
Main goals and objectives
Creation of conditions for the development of children's play activities. Formation of game skills, developed cultural forms of the game. The development of children's interest in various types of games. Comprehensive upbringing and harmonious development of children
in the game (emotional-moral, mental, physical, artistic-aesthetic and socio-communicative). Development of independence, initiative, creativity, self-regulation skills; formation
friendly attitude towards peers, the ability to interact, negotiate, independently resolve conflict situations.
Role-playing games. To form the ability to show interest in the game actions of peers; help to play side by side, not interfere with each other, 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. Develop the prerequisites for creativity.
Outdoor games. To develop in children the desire to play with the teacher in outdoor games with simple content. Encourage small groups to play together. Support games that improve movement (walking, running, throwing, rolling).
Theatrical games. Arouse interest in a theatrical game through the first experience of communicating with a character (Katya's doll shows a concert), expanding contacts with an adult (grandmother invites to the village courtyard). Encourage children to respond to action games with sounds (living and inanimate nature), imitate the movements of animals and birds to music, to a sounding word (in works of small folklore forms). To promote the manifestation of independence, activity in playing with toy characters. 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. To consolidate knowledge about the size, shape, color of objects. To form the ability to assemble a pyramid (turret) from 5-8 rings of different sizes; navigate in the ratio of planar figures of the "Geometric Mosaic" (circle, triangle, square, rectangle); make up a whole of four parts (cut pictures, folding cubes); compare, correlate, group, 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 is missing?” Etc.); auditory differentiation (“What sounds?” 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.).
2.2. Curriculum for the implementation of the educational program in the early age group.
The number of GCD, its duration, the time of the meeting meet the requirements of SanPin2.4.1.3049-13
and is in the early age group - 10. At least 3-4 hours are allotted for independent activities of children 2-3 years old (games, preparation for educational activities, personal hygiene) in the daily routine. Physical development classes for young children are organized at least 3 times a week. In the warm season, under favorable meteorological conditions, directly educational activities for physical development are organized in the open air.
MAXIMUM WEEKLY LOAD OF EDUCATIONAL ACTIVITIES OF EARLY AGE GROUP
|
Educational |
Forms activity- |
Who conducts |
quantity |
1 - 2 p.d |
Programs |
Software and methodological support |
||
|
Month |
||||||||
|
cognitive development |
Familiarization with the subject And social environment |
caregiver |
O.V. Dybin "Introduction to the subject and social environment" |
|||||
|
Introduction to nature. |
caregiver |
O.A. Solomennikov "Introduction to nature" |
||||||
|
caregiver |
Approximate basic general educational program of preschool education "From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva |
I.A. Pomoraev, V.A. Pozin "Formation of elementary mathematical representations" |
||||||
|
Speech development |
Speech development |
Approximate basic general educational program of preschool education "From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva |
V.V. Gerbova "The development of speech in kindergarten" |
|||||
|
Artistic and aesthetic development |
Drawing |
Approximate basic general educational program of preschool education "From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva |
T.S. Komarova "Visual activity in kindergarten" |
|||||
|
musical |
Muzykruk. |
Approximate basic general educational program of preschool education "From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva |
E.N. Arsenin "Musical lessons" |
|||||
|
Physical development e |
Physical culture indoors |
Approximate basic general educational program of preschool education "From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva |
L.I. Penzulaeva "Physical education in kindergarten" |
|||||
|
Total: |
1 hour 40m. 1 p.d.-10 |
2.3. Forms, ways, methods and means of implementing the program in the early age group.
The construction of the educational process is based on age-appropriate forms of work with children. The choice of forms of work is carried out by the teacher independently and depends on the contingent of pupils.
In work with children of primary 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.
The educational process is built on a complex - thematic principle, taking into account the integration of educational areas. Building the entire educational process around one topic provides great opportunities
For children's development, topics help organize information in an optimal way. Preschoolers have numerous opportunities for practice, experimentation, development of basic skills, conceptual thinking. The topic is given attention for at least one week. The optimal period is 2-3 weeks.
The theme is reflected in the selection of materials located in the group and in the development corners. The selection of the main topic does not mean that absolutely all the activities of children should be devoted to this topic. The purpose of introducing the main theme of the period is to integrate educational activities and avoid unjustified fragmentation of children's activities into educational areas.
The content of educational areas is realized in various types of activities (communication, play, cognitive and research activities - as through mechanisms of child development): at an early age - objective activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;
Organized educational activities
· Didactic games, plot-role-playing, mobile, musical, theatrical;
· Watching and discussing cartoons, videos, TV shows;
Reading and discussion of program works of different genres;
· Creation and solution of problem situations;
Observation of the work of adults, of nature;
· Project activity
· Designing exhibitions
・Staging and dramatization
· Productive activity;
· Musical activities
Physical activity
· Group and community events
Sports holidays (2 times a year);
· Holidays;
Theatrical shows
Introduction.
1. Target section.
1.1. Explanatory note.
1.1.1. Normative - legal basis for the formation of the work program.
1.1.2. Goals and objectives of the work program.
1.1.3. Principles and approaches to the formation of the work program.
1.1.4. Age and individual characteristics of the contingent of children.
1.2. Targets at the stage of completion of the development of the work program.
1.3. The system for evaluating the results of mastering the work program.
2.1. General provisions.
2.2. Forms, ways, methods and means of implementing the work program.
2.3. Description of educational activities in accordance with the directions of development of the child, presented in five educational areas.
Socio-communicative development.
cognitive development.
Speech development.
Artistic and aesthetic development.
Physical development.
2.4. Interaction between teachers and children.
2.5. Ways and directions of support for children's initiative.
2.6. The interaction of the teacher with the families of pupils.
3. Organizational section.
3.1. Daily routine and schedule.
3.2. Planning of educational activities.
3.3. Wellness activities.
3.4. Features of the organization of the subject-spatial environment.
3.5. Software and methodological support of the educational process.
3.6. Bibliography. Application.
Introduction
The work program of educational activities in the early age group of a general developmental orientation (hereinafter referred to as the work program) is drawn up taking into account the requirements of the Federal State Educational Standard for Preschool Education, developed on the basis of the educational program of the municipal preschool educational institution kindergarten "Svetlyachok" in the village of Gavrilovka and is its integral part. The work program is drawn up taking into account the integration of educational areas, the content of children's activities is distributed by months and weeks and represents a system designed for one academic year .
The work program is designed for children 1.5-2.5 years old (early age) and is designed for 36 weeks, which corresponds to a comprehensive - thematic planning under the program "From birth to school" ed.
NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva.
The work program is "open" and provides for variability, integration, changes and additions as professional needs. The content of the work program in accordance with the requirements of the Standard includes three main sections - target, content and organizational.
1. Target section
1.1. Explanatory note
The work program was developed on the basis of an exemplary general educational program of preschool education "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, in accordance with the educational program of the municipal preschool educational institution, the kindergarten "Svetlyachok" Gavrilovka with the aim of introducing the GEF of preschool education.
The work program for the development of children in the early age group ensures the versatile development of children aged 1.5 to 2.5 years, taking into account their age and individual characteristics in the main areas: physical, social and communicative, cognitive, speech and artistic and aesthetic.
The following partial programs were used in the development of the working program:
- “Baby” by G. G. Grigoriev, D. V. Sergeev, N. P. Kochetov and others;
- "Tuning Fork" by E. P. Kostina;
- "Young ecologist" S. N. Nikolaev;
- “Our home is nature” by N. A. Ryzhov;
- "Colored palms" by I. A. Lykov;
- "Children's creative design" L.A. Paramonova;
- "Fundamentals of safety for preschool children" N. N. Avdeeva, Fr. L. Knyazev, R. B. Sterkin;
- "The program of speech therapy work to overcome phonetic and phonemic underdevelopment in children" T. B. Filicheva, G. V. Chirkina;
- "Speech development in preschool children" O.S. Ushakov;
- "Introducing children to the origins of Russian folk culture" authors: O. L. Knyazeva, M. D. Makhaneva;
- "Health" V. G. Alyamovskaya;
- "Physical culture - for preschoolers" L. D. Glazyrina;
- "Physical education of preschool children". ON THE. Gordova, N.V. Poltavtsev;
- "Upbringing healthy child» M.A. Makhanev;
- "Rhythmic Mosaic" by A.I. Burenina;
- "The Green Light of Health" by M. Yu. Kartushina;
- "Sa-Fi-Danse" Firileva Zh.E. Saykina E.G.
The implemented work program is based on the principle of the personality-developing and humanistic nature of the interaction between an adult and children.
1.1.1. Regulatory legal framework for the formation of a work program
This program is formed on the basis of the following regulatory framework:
Convention on the Rights of the Child. Adopted by General Assembly resolution 44/25 of 20 November 1989. - United Nations 1990;
Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation // Official Internet Portal of Legal Information: ─ Access mode: pravo.gov.ru”;
Federal Law No. 124-FZ of July 24, 1998 “On Basic Guarantees of the Rights of the Child in the Russian Federation”;
Decree of the Government of the Russian Federation of September 4, 2014 No. 1726-r “On the Concept of Additional Education for Children”;
Decree of the Government of the Russian Federation of May 29, 2015 No. 996-r “On the Strategy for the Development of Education until 2025. Access mode: http://government.ru/docs/18312/
Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On Approval of SanPiN 2.4.1.3049-13 “Sanitary and Epidemiological Requirements for the Device, Content and Organization of the Working Mode of Preschool Educational Organizations” // Rossiyskaya Gazeta. - 2013. - 19.07 (No. 157);
Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education" (registered by the Ministry of Justice of Russia on November 14, 2013
registration number 30384);
Order of the Ministry of Health and Social Development of Russia dated August 26, 2010 No. 761n (as amended on May 31, 2011) “On Approval of the Unified Qualification Handbook for the Positions of Managers, Specialists and Employees, Section “Qualification Characteristics of Employee Positions
Order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1014 “On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Education Programs – Educational Programs of Preschool Education”;
Order of the Ministry of Education and Science of Russia dated December 28, 2010 No. 2106 “On the approval and implementation of federal requirements for educational institutions in terms of protecting the health of students and pupils”;
Letter of the Ministry of Education and Science of the Russian Federation "Comments to the Federal State Educational Standard of DO" dated February 28, 2014 No. 08-249 // Bulletin of Education. - 2014. - April. – No. 7.
Methodological Recommendations” (Methodological Recommendations for the Implementation of the Powers of the Subjects of the Russian Federation for financial security implementation of the rights of citizens to receive public and free preschool education);
Letter of the Ministry of Education and Science of Russia dated 06/07/2013 No. IR-535/07 “On Correctional and Inclusive Education of Children”;
Comments of the Ministry of Education and Science of Russia to the Federal State Educational Standard of Preschool Education dated August 28, 2014 No. 08-249;
Articles of association;
License for educational activities.
1.1.2. Goals and objectives of the work program
The purpose of the Program is to design social situations for the development of a child and a developing subject-spatial environment that provide positive social motivation and support for the individuality of children through communication, play, cognitive research activities and other forms of activity. The program, in accordance with the Federal Law "On Education in the Russian Federation", promotes mutual understanding and cooperation between people, takes into account the diversity of worldview approaches, promotes the realization of the right of preschool children to freely choose opinions and beliefs, ensures the development of the abilities of each child, the formation and development of personality child in accordance with the spiritual, moral and sociocultural values accepted in the family and society for the purpose of intellectual, spiritual, moral, creative and physical development of a person, satisfaction of his educational needs and interests.
The goals of the work program are achieved through the solution of the following tasks:
– 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, language, social status;
- creation of favorable conditions for the development of children in accordance with their age and individual characteristics, development of the abilities and creative potential of each child as a subject of relations with other children, adults and the world;
- combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values, rules and norms of behavior accepted in society in the interests of a person, family, society;
– formation common culture the personality of children, 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;
– formation of a socio-cultural environment corresponding to age and
individual 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;
- ensuring the continuity of the goals, objectives and content of preschool general and primary general education.
1.1.3. Principles and approaches to the formation of the work program
In accordance with the Standard, the work program is built on the following principles:
1. Supporting Childhood Diversity. The modern world is characterized by increasing diversity and uncertainty, which are reflected in various aspects of human life and society. Increasing mobility in society, economy, education, culture requires people to be able to navigate in this world of diversity, the ability to maintain their identity and at the same time interact flexibly, positively and constructively with other people, the ability to choose and respect the right to choose other values and beliefs, opinions and ways of expressing them. Taking on the challenges of the modern world, the work program considers diversity as a value, an educational resource and involves the use of diversity to enrich the educational process. The educator builds educational activities taking into account
regional specifics, the socio-cultural situation of the development of each child, his age and individual characteristics, values, opinions and ways of expressing them.
2. Preservation of the uniqueness and intrinsic value of childhood as an important step in general development person. The self-worth of childhood is an understanding of childhood as a period of life that is significant in itself, significant because of what is happening to the child now, and not because this stage is a preparation for later life. This principle implies a full-fledged living by the child of all stages of childhood (infant, early and preschool childhood), enrichment (amplification) of child development.
3. positive socialization child assumes that the child's mastery of cultural norms, means and methods of activity, cultural patterns of behavior and communication with other people, familiarization with the traditions of the family, society, state occur in the process of cooperation with adults and other children, aimed at creating prerequisites for the full-fledged activity of the child in the changing world.
4. Personal-developing and humanistic nature of interaction adults (parents (legal representatives), pedagogical and other employees of the Organization) and children. This type of interaction implies a basic value orientation on the dignity of each participant in the interaction, respect and unconditional acceptance of the child's personality, goodwill, attention to the child, his condition, mood, needs, interests. Personally-developing interaction is an integral part of the social situation of a child's development in an organization, a condition for his emotional well-being and full development.
5. Assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations. This principle presupposes Active participation all subjects of educational relations - both children and adults - in the implementation of the program. Each participant has the opportunity to contribute individual contribution in the course of a game, class, project, discussion, in planning the educational process, can take the initiative. The principle of assistance implies the dialogic nature of communication between all participants in educational relations. Children are given the opportunity to express their views, their opinions, take a position and defend it,
make decisions and take responsibility according to their abilities.
6. Family collaboration. Collaboration, cooperation with the family, openness towards the family, respect for family values and traditions, their inclusion in educational work are the most important principles of the work program. Pedagogical workers should be aware of the living conditions of the child in the family, understand the problems, respect the values and traditions of the families of pupils. The work program involves various forms of cooperation with the family, both in terms of content and in terms of organization.
7. Networking with organizations socialization, education, health and other partners that can contribute to the development and education of children, as well as the use of local traditions to enrich children's development. The work program assumes that pedagogical workers establish partnerships not only with the families of children, but also with other organizations and individuals that can help enrich the social and cultural experience of children, introduce children to national traditions (visiting theaters, museums, mastering additional education programs) , to the nature and history of the native land; to promote joint projects, excursions, holidays, attending concerts, as well as meeting the special needs of children, providing medical support.
8. Individualization of preschool education involves such a construction of educational activities that opens up opportunities for the individualization of the educational process, the emergence of an individual development trajectory for each child with specificity and speed characteristic of this child, taking into account his interests,
motives, abilities and age-psychological characteristics. At the same time, the child himself becomes active in choosing the content of his education, different forms activity. To implement this principle, it is necessary to regularly monitor the development of the child, collect data about him, analyze his actions and actions; helping a child in a difficult situation; giving the child the opportunity to choose in different activities, emphasizing
attention to the initiative, independence and activity of the child.
9. Age appropriateness of education. This principle involves the selection by the teacher of the content and methods of preschool education in accordance with age characteristics children. It is important to use all specific types of children's activities (play, communicative and cognitive research activities, creative activity,
ensuring the artistic and aesthetic development of the child), based on the characteristics of the age and developmental tasks that must be solved at preschool age. The activity of the teacher should be motivating and correspond to the psychological laws of the development of the child, take into account his individual interests, characteristics and inclinations.
10. Developing varied education. This principle assumes that
educational content is offered to the child through various activities, taking into account his current and potential opportunities for mastering this content and performing certain actions, taking into account his interests, motives and abilities. This principle involves the work of a teacher with a focus on the zone of proximal development of the child (L.S. Vygotsky), which contributes to the development, expansion of both explicit and hidden abilities of the child.
11. Completeness of content and integration of individual educational areas. In accordance with the Standard, the work program involves a comprehensive socio-communicative, cognitive, speech, artistic, aesthetic and physical development of children through various types of children's activities. The division of the work program into educational areas does not mean that each educational area is mastered by the child separately, in the form of isolated lessons according to the model of school subjects. There are various interrelations between the individual sections of the work program:
Cognitive development is closely related to speech and socio-communicative;
Artistic and aesthetic - with cognitive and speech, etc. The content of educational activities in one particular area is closely related to other areas. Such an organization of the educational process corresponds to the peculiarities of the development of preschool children.12. The invariance of values and goals with the variability of the means of implementation and achievement of the goals of the Program. The Standard and the Program set invariant values and guidelines, taking into account which the Organization has developed the main educational program and which are scientific and methodological pillars for it in the modern world of diversity and uncertainty.
1.1.4. Age and individual characteristics of the contingent of young children (1.5 to 2.5 years)
Age from 1.5 to 2.5 years is a significant period in a child's life. It is characterized by the following neoplasms: the child begins to walk; independently and with the help of an adult masters the surrounding space, actively develops productive and reproductive objective activities (learns the rules for using household items, imitation of adults in objective activities arises as a prerequisite for the start of imitation games); the child masters speech (the phonemic and grammatical structure of speech is formed, the vocabulary and semantics of speech are improved), cognitive speech activity is manifested in the form of questions addressed to an adult.
There is a formation of creative (fine, design, etc.) activities of children. The foundation is laid for individual subject games, the emergence and development of the symbolic function in the game. Improving the subject games of children with the inclusion in them of orienting research, constructive and plot-role moments; there is a transition to group subject and plot-role-playing games.
Perception, memory and thinking of the child are actively developing.
By the age of three, the leading hand is determined in him and the coordination of the actions of both hands begins to form.
At this age, the rate of growth and development of the child slows down somewhat. The monthly increase in height is 1 cm, weight 200-250 grams.
Thus, in early childhood one can note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional spheres.
The development of the basic movements of the child is partially influenced by the proportions of his body: short legs, long torso, large head. A kid under one and a half years old often falls when walking, can not always stop in time, bypass an obstacle.
Imperfect and posture. Due to the insufficient development of the muscular system, it is difficult for a child to perform the same type of movement for a long time, for example, to walk with his mother "only by the hand."
Gradually improved walking. Children learn to move freely on a walk: they climb hillocks, walk on grass, step over small obstacles, for example, a stick lying on the ground. The shuffling gait disappears. In outdoor games and music lessons, children take lateral steps, slowly spin in place.
At the beginning of the second year, children climb a lot: they climb a hill, on sofas, and later (with a side step) on a Swedish wall. They also climb over a log, crawl under a bench, climb through a hoop. After a year and a half, in addition to the basic movements, imitative movements (to a bear, a bunny) develop in babies. In simple outdoor games and dances, children get used to coordinating their movements and actions with each other (with no more than 8-10 participants).
With training and the correct selection of play material, children master actions with a variety of toys: collapsible (pyramids, matryoshka dolls, etc.), building material and plot toys (dolls with attributes for them, bears). The child reproduces these actions by imitation after being shown by an adult. Gradually, “chains” are formed from individual actions, and the baby learns to bring objective actions to a result: fills the entire pyramid with rings, selecting them by color and size, builds a fence, a train, a turret and other simple buildings from building material.
Significant changes are also taking place in the actions with plot toys. Children begin to transfer the learned action with one toy (doll) to others (bears, bunnies); they are actively looking for the item needed to complete the action (a blanket to put the doll to bed, a bowl to feed the bear).
Reproducing 2-3 actions in a row, at first they do not focus on how it happens in life: for example, they suddenly begin to roll a sleeping doll on a typewriter. By the end of the second year, the children's play actions already reflect their usual life sequence: after taking a walk with the doll, they feed it and put it to bed.
Children reproduce everyday actions with plot toys throughout the entire period of preschool childhood. But at the same time, children 3-5 years old and older arrange a “multi-link ritual” from each action. Before eating, the doll will wash its hands, tie a napkin, check if the porridge is hot, feed it with a spoon, and give it to drink from a cup. All this is not in the second year. The child simply brings the bowl to the doll's mouth. He does the same in other situations. These features explain the ease of selection of plot toys and attributes for them.
The foregoing gives grounds to believe that in the second year, elements, the basis of activity characteristic of preschool childhood, are formed from individual actions: subject activity with a sensory bias characteristic of it, constructive and role-playing game(the latter in the second year can be considered only representative).
Successes in the development of object-playing activity are combined with its instability, which is especially noticeable with defects in education. Having the opportunity to approach any object that has fallen into the field of vision, the child throws what he is holding in his hands and rushes towards it. Gradually, this can be overcome.
The second year of life is a period of intensive formation of speech. Connections between the subject (action) and the words denoting them are formed 6-10 times faster than at the end of the first year. At the same time, understanding the speech of others is still ahead of the ability to speak.
Children learn the names of objects, actions, designations of certain qualities and states. Thanks to this, it is possible to organize the activities and behavior of babies, form and improve perception, including those that form the basis of sensory education.
In the process of various activities with adults, children learn that the same action can refer to different objects: “put on a hat, put rings on a pyramid, etc.”. An important acquisition of speech and thinking is the ability to generalize, which is formed in the second year of life. The word in the mind of the child begins to be associated not with one object, but to denote all objects belonging to this group, despite the difference in color, size, and even appearance(doll big and small, naked and dressed, doll-boy and doll-girl).
The ability to generalize allows children to recognize the objects shown in the picture, while at the beginning of the year, when asked to show an object, the kid was guided by random insignificant signs. So, the word khon could mean both a cat and a fur collar.
The kid gets used to the fact that there are different connections between objects, and adults and children act in different situations, so he understands plot dramatizations (showing toys, puppet and table theater characters).
Impressions from such shows, interested viewing are stored in memory. Therefore, children over one and a half years old are able to maintain a dialogue-recollection with an adult about recent events or things related to their personal experience: “Where did you go?” - "Walk". - "Who did you see?" - "Doggy". - "Who was fed grains?" - "Bird".
The active vocabulary increases unevenly throughout the year. By the age of one and a half years, it is equal to about 20-30 words. After 1 year 8-10 months there is a leap, an actively used vocabulary develops. It contains many verbs and nouns, simple adjectives and adverbs (here, there, there, etc.), as well as prepositions. Simplified words (tu-tu, av-av) are replaced by ordinary ones, albeit phonetically imperfect ones. After one and a half years, the child most often reproduces the contour of the word (a different number of syllables), filling it with substitute sounds, more or less close in sound to the audible sample.
Attempts to improve pronunciation by repeating a word after an adult are not successful at this age. This becomes possible only in the third year. In most cases, after a year and a half, a child correctly pronounces labial sounds (p, b, m), front non-lingual (t, d, and), back non-lingual (g, x). Whistling, hissing and sonorous sounds, as well as fused phonemes in words pronounced by a child, are extremely rare.
At first, the word spoken by the child is a whole sentence. So, the words “bang, fell” in some cases mean that the baby dropped the toy, in others - that he himself fell and hurt himself.
By the age of one and a half, two-word sentences appear in the statements of children, and at the end of the second year, the use of three-, four-word sentences becomes common.
A child older than a year and a half actively turns to adults with questions. But he expresses them mainly intonation: “Iya bite?” - that is, "Did Ira eat?" Children use interrogative words less often, but they can ask: “Where is the scarf?”, “Where did the woman go?”, “What is this?”.
In the second year of life, the child learns the names of adults and children with whom he communicates on a daily basis, as well as some family relationships.< мама, папа, бабушка). Он понимает элементарные человеческие чувства, обозначаемые словами «радуется», «сердится», «испугался», «жалеет». В речи появляются оценочные суждения: «плохой», «хороший», «красивый».
The independence of children in subject-game activities and self-service is being improved. The kid masters the ability to independently eat any food, wash and wash his hands, acquires the skills of neatness.
Expanding orientation in the immediate environment. Knowing the names of the parts of the group’s premises (furniture, clothes, dishes) helps the child to carry out simple (from one, and by the end of the year from 2-3 actions) instructions from adults, gradually he gets used to observing the elementary rules of behavior, denoted by the words “you can” , "impossible", "must". Communication with an adult is business-like, object-oriented.
In the second year, the need to communicate with an adult on a variety of occasions is consolidated and deepened. At the same time, by the age of two, children gradually move from the language of gestures, facial expressions, expressive sound combinations to the expression of requests, desires, suggestions using words and short phrases. So speech becomes the main means of communication with an adult, although at this age the child willingly speaks only with close, well-known people.
In the second year of life, children retain and develop a type of emotional interaction. By two or three, they independently play with each other the previously learned games with the help of an adult (“Hide and Seek”, “Catch-up”).
However, the experience of interaction among children is small and its basis has not yet been formed. There is a misunderstanding on the part of the intended partner. The child may burst into tears and even hit those who feel sorry for him. He actively protests interference in his game.
A toy in the hands of another is much more interesting for the baby than the one that stands nearby. Having taken it away from a neighbor, but not knowing what to do next, the baby simply abandons it. The educator should not pass by such facts so that the children do not lose the desire to communicate.
Mutual communication of children during the day occurs, as a rule, in subject-play activities and regime processes, and since subject-play actions and self-service are just being formed, independence, interest in their implementation should be protected in every possible way.
Children are taught to observe the “distance discipline”, and they master the ability to play and act side by side without interfering with each other, to behave in a group accordingly: do not climb into the neighbor’s plate, move on the sofa so that another child can sit down, do not make noise in the bedroom etc. At the same time, they use simple words: “on” (“take”), “give”, “let”, “I don’t want”, etc.
Against the background of the "protection" of the activities of each baby, joint actions must be formed. At first, at the prompt of an adult, and by the age of two, independently, children are able to help each other: bring an object necessary to continue the game (cubes, rings for a pyramid, a blanket for a doll). Imitating mother or teacher, one kid tries to “feed, comb” another.
Simple dance actions of kids in pairs at music lessons are possible.
The main acquisitions of the second year of life can be considered the improvement of basic movements, especially walking.
The mobility of the child sometimes even prevents him from concentrating on quiet activities.
There is a rapid and diverse development of subject-play behavior, due to which, by the end of the stay of children in the second group of early age, they form the components of all types of activities characteristic of the period of preschool childhood.
There is a rapid development different parties speech and its functions. Although the pace of development of understanding the speech of others is still ahead of the ability to speak, at the end of the second year, the active vocabulary already consists of 200-300 words. With the help of speech, you can organize the behavior of the child, and the speech of the baby himself becomes the main means of communication with an adult.
On the one hand, the child's independence in all spheres of life increases, on the other hand, he masters the rules of behavior in a group (to play side by side without interfering with others, to help if it is clear and easy). All this is the basis for the development of joint gaming activities in the future.
The list of children is reflected in Appendix 1.
The list composition of the distribution of children by health groups is reflected in Appendix 2.
1.2. Targets at the end of the program for children 1.5 to 2.5 years old
In accordance with the Federal State Educational Standard, the specifics of preschool childhood and the systemic features of preschool education make it unreasonable to demand specific educational achievements from a preschool child. Therefore, the results of mastering the work program are presented in the form of targets for preschool education and represent the age characteristics of the possible achievements of a young child (1.5 to 2.5) by the end of the school year.
The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, tends 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; seeks 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.
Strives to communicate with adults and actively imitates them in movements and actions; there are games 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.).
1.3. The system for evaluating the results of the development of the program
The teacher in the course of his work builds an individual trajectory for the development of each child. For this purpose, pedagogical monitoring of the study of the individual development of children is carried out by assessing the level of effectiveness of pedagogical influences in all educational areas.
Pedagogical diagnostics is carried out in the course of observing the activity of children in spontaneous and specially organized activities.
2.1. General provisions
- description of the modules of educational activities in accordance with the directions of the development of the child in five educational areas: socio-communicative, cognitive, speech, artistic, aesthetic and physical development, taking into account the used variable programs of preschool education and methodological aids that ensure the implementation of this content;
- a description of the variable forms, methods, methods and means of implementing the Program, taking into account the age and individual psychological characteristics of the pupils, the specifics of their educational needs, motives and interests;
2.2. Forms, methods, methods, means of implementing the Program
Forms of organization of work in areas of activity for children 1.5-2.5 years old are reflected in table No. 1
| Direction | Forms of organization of work |
| Physical development | Joint activities, morning exercises, breathing exercises, individual work, holidays, entertainment, sports activities, project activities. |
| Cognitive, speech and socio-communicative development | The introduction of experimental research activities, children's experimentation, classes, individual work, didactic and role-playing games, excursions, conversations, observation, reading fiction and obligatory discussions of what has been read, theatrical activities, interaction with other sociocultural objects, joint activities with parents, project activities. |
| Artistic and aesthetic development | Classes, individual work, independent activities, organization of exhibitions of children's creativity, participation in competitions, observations, excursions, project activities. |
| Table 1 | |
Methods and techniques used when working with children 1.5-2.5 years old are reflected in table No. 2
Traditions of the Kapelka group
- Children's music of Russian and foreign composers in the group sounds daily;
- Sleep to calm music;
- New toys: introducing children to new toys that appear in the group;
- Announcing the menu before meals, inviting children to the table and wishing them a good appetite;
- At the end of the school year, an indicative event for parents;
- Traditional moment of silence: "Lock".
2.3. Description of educational activities in accordance with the age characteristics of children 1.5-2.5 years old
"Socio-communicative development"
To form in each child the confidence that he, like all children, is loved and taken care of; show respect for the interests of the child, his needs, desires, opportunities. 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. To develop elementary skills of polite treatment: greet, say goodbye, ask calmly, using the words “thank you” and “please”. To form the ability to calmly behave indoors and outdoors: do not make noise, do not run, fulfill the request of an adult. Cultivate an attentive attitude and love for parents and loved ones. To teach children not to interrupt a speaking adult, to form the ability to wait if an adult is busy.
To form in children elementary ideas about themselves, about changing their social status (growing up) in connection with the beginning of attending kindergarten; reinforce the ability to say your name. To form in each child the confidence that adults love him, like all other children. Cultivate an attentive attitude towards parents, close people. Encourage the ability to name family members. Develop ideas about the positive aspects of the kindergarten, its commonality with home (warmth, comfort, love, etc.) and differences from the home environment (more friends, toys, independence, etc.).
Draw the attention of children to how clean, bright room they play with how many bright, beautiful toys there are in it, how neatly the cribs are made. When walking, draw the attention of children to beautiful plants, site equipment, convenient for games and recreation.
To develop the ability to navigate in the room of the group, on the site. Remind children of the name of the city they live in.
Self-service, independence, labor education
Education of cultural and hygienic skills. To form a habit (at first under the supervision of an adult, and then on your own) to wash your hands as they get dirty and before eating, to dry your face and hands with a personal towel.
To teach with the help of an adult to put oneself in order; use individual items (handkerchief, napkin, towel, comb, pot).
Develop the ability to properly hold a spoon while eating.
Self-service. Teach children to dress and undress in a certain order; with a little help from an adult, take off clothes, shoes (unfasten buttons in front, Velcro fasteners); neatly fold the removed clothes in a certain order. Teach neatness.
Socially useful work. Involve children in performing the simplest labor activities: together with an adult and under his control, arrange bread bins (without bread), napkin holders, lay out spoons, etc.
To teach to maintain order in the game room, at the end of the games to arrange the game material in its place.
Respect for the work of adults. Encourage children's interest in adult activities. Pay attention to what and how an adult does (how he takes care of plants (waters) and animals (feeds); how a janitor sweeps the yard, removes snow; how a carpenter repairs a gazebo, etc.), why he performs certain actions . Learn to recognize and name some labor actions (the teacher's assistant washes the dishes, brings food, changes towels).
Building the foundations of security
Familiarize yourself with the elementary rules of safe behavior in nature(do not approach unfamiliar animals, do not stroke them, do not tease; do not tear or take plants in your mouth, etc.) Form primary ideas about cars, the street, the road.
Familiarize yourself with some types of vehicles.
Familiarize with the objective world and rules for the safe handling of objects.
To acquaint with the concepts of "possible - impossible", "dangerous".
To form ideas about the rules of safe behavior in games with sand and water (do not drink water, do not throw sand, etc.).
Educational area
"Cognitive Development"
Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.
Formation of elementary mathematical representations
To 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 one, pick up a pair), group them according to the method of use (drink from a cup, etc.).
Exercise in establishing similarities and differences between objects that have the same name (the same blades; red ball - blue ball; big cube - small cube).
To teach children to name the properties of objects: large, small, soft, fluffy, etc.
sensory development. Continue work to enrich the direct sensory experience of children in various types of activities, gradually including all types of perception. Help to examine objects, highlighting their color, size, shape; encourage to include hand movements on the subject in the process of getting to know it (circle the parts of the object with your hands, stroke them, etc.).
Introduction to socio-cultural values.
Continue to introduce children to the objects of the immediate environment.
To promote the appearance in the dictionary of children of generalizing concepts: toys, dishes, clothes, shoes, furniture, etc.
Familiarize yourself with the vehicles of the immediate environment.
Formation of elementary mathematical representations.
Quantity. Involve children in the formation of groups of homogeneous objects. Learn to distinguish between the number of objects (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.).
Form. Learn to distinguish objects by shape and name them (cube, brick, ball, etc.).
Orientation in space. Continue to accumulate in children the experience of practical development of the surrounding space (the premises of the group and the site of the kindergarten).
Expand the experience of orientation in parts of your own body (head, face, arms, legs, back).
Learn to follow the teacher in a certain direction.
Introduction to the natural world
To acquaint children with accessible natural phenomena.
To teach to recognize in kind, in pictures, in toys domestic animals (cat, dog, cow, chicken, etc.) and their cubs and name them.
Recognize some wild animals in the picture (bear, hare, fox
etc.) and name them.
Together with children, observe birds and insects in the area, for
fish in the aquarium; feed the birds.
Learn to distinguish between vegetables (tomato, cucumber, carrot, etc.) and fruits (apple, pear, etc.) in appearance.
Help children notice the beauty of nature at different times of the year.
Cultivate respect for animals. Learn the basics of interaction with nature (examine plants and animals without harming them; dress according to the weather).
Seasonal observations
Autumn. Draw the attention of children to autumn changes in nature: it gets colder, the trees turn yellow and the leaves fall. To form ideas that many vegetables and fruits ripen in autumn.
Winter. To form ideas about winter natural phenomena: it has become cold, it is snowing. Encourage participation in winter fun (sledging and sledding, playing snowballs, making a snowman, etc.).
Spring. To form ideas about spring changes in nature: it is warmer, snow is melting; puddles, grass, insects appeared; buds swollen.
Summer. Observe natural changes: bright sun, hot weather, butterflies fly.
Educational area
"Speech development"
Developing speech environment. 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. To ensure that by the end of the third year of life, speech becomes a full-fledged means of communication between children.
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 about interesting events (for example, about the habits and tricks of pets); show the state of people and animals in pictures (happy, sad, etc.).
Formation of a dictionary. Based on the expansion of the orientation of children in the immediate environment, develop understanding of speech and activate vocabulary.
Learn to understand the speech of adults without visual accompaniment.
To develop the ability of children, according to the verbal instructions of the teacher, to find
items by name, color, size.
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, treat, water), actions that are opposite in meaning (open - close, take off - put on, take - put), actions that characterize people's relationships (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,
cold, hot);
Adverbs (close, far, high, fast, dark, quiet, cold, hot, slippery).
To promote the use of learned words in independent speech of children.
Sound culture of speech. Exercise children in the distinct pronunciation of isolated vowels and consonants (except for whistling, hissing and sonorants), in the correct reproduction of onomatopoeia, words and simple phrases (of 2-4 words).
Contribute to the development of articulatory and vocal apparatus,
speech breathing, auditory attention.
To form the ability to use (by imitation) the height and power of the voice (“Pussy, scat!”, “Who has come?”, “Who is knocking?”).
The grammatical structure of speech. Learn to coordinate nouns and pronouns with verbs, use verbs in the future and past tense, change them by person, use prepositions in speech (in, on, at, for, under).
Exercise in the use of some interrogative words (who, what, where) and simple phrases consisting of 2–4 words (“Kisonka-murisenka, where did you go?”).
Connected speech. Help children answer the simplest ("What?",
“Who?”, “What is he doing?”) and more complex questions (“What are you wearing?”, “What
lucky?”, “To whom?”, “What?”, “Where?”, “When?”, “Where?”).
Encourage children over 2 years 6 months to try own initiative or at the request of the teacher, 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.
Learn to listen to short stories without visual accompaniment.
Continue to teach children to listen to folk songs, fairy tales, author's works. Accompany reading with a display of toys, pictures, tabletop theater characters and other visual aids, as well as learn 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 educator hears familiar poems.
Encourage attempts to read the whole poetic text with the help of an adult.
Help children over 2 years 6 months to play a familiar game.
Continue to involve children in looking at pictures in books. Encourage them to name familiar objects, show them at the request of the teacher, teach them to ask questions: “Who (what) is this?”, “What is he doing?”
Educational area
"Artistic and aesthetic development"
Develop artistic perception, cultivate responsiveness to music and singing,
accessible to the understanding of children works of fine art, literature.
Consider with children illustrations for works of children's literature. Develop the ability to answer questions on the content of the pictures.
To acquaint with folk 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), their shape, color design.
Visual activity.
Drawing. To develop the perception of preschoolers, 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 attention of children to the fact that the pencil (brush) leaves a mark on the paper if you draw on it with the sharpened end of the pencil (brush pile). Learn to follow the movement of a pencil on paper.
To draw the attention of children to the various lines and configurations depicted by them on paper. Encourage them to think about what they drew, what it looks like. Cause a feeling of joy from the strokes, lines that the children drew themselves. Encourage the addition of the drawn image with characteristic details; to the conscious repetition of previously obtained strokes, lines, spots, shapes.
Develop an aesthetic perception of surrounding objects. To teach children to distinguish the colors of pencils, to name them correctly; draw different lines (long, short, vertical, horizontal, oblique), cross them, likening objects: ribbons, handkerchiefs, paths, streams, icicles, a fence, etc.
children to draw round objects.
To form the correct posture when drawing (sit freely, do not lean low over a sheet of paper), the free hand supports the sheet of paper on which the child draws.
Learn to take care of the materials, use them correctly: at the end of the drawing, put them in place, after washing the brush well in water.
Learn to hold a pencil and a brush freely: a pencil - three fingers above the sharpened end, a 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.
Modeling. Arouse children's interest in modeling. Introduce plastic materials: clay, plasticine. Learn how to use materials carefully.
To teach preschoolers 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.).
Learn to roll out a lump of clay with circular movements of the palms to depict round objects (ball, apple, berry, etc.), flatten the lump between the palms (cakes, cookies, gingerbread); make a depression with your fingers in the middle of a flattened lump (bowl, saucer). Learn to combine two fashioned forms into one object: a stick and a ball. Teach children to put clay and molded objects on a plank or a special pre-prepared oilcloth.
Constructive-model 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.
Continue to teach 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.
Learn to use additional plot toys that are commensurate with the scale of buildings (small cars for small garages, etc.)
At the end of the game, teach them to put everything back in its place.
To acquaint children with the simplest plastic designers.
To teach, 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.).
Educational area
"Physical development"
Formation of initial ideas about a healthy lifestyle.
To form in children ideas about the importance of different organs for
normal human life: eyes - to look, ears - to hear, nose - to smell, tongue - to taste (determine) the taste, hands - to grab, hold, touch; legs - stand, jump, run, walk; head - think, remember.
Physical Culture.
To form the ability to maintain a stable position of the body, correct posture.
Learn to walk and run without bumping into each other, with coordinated, free movements of the arms and legs. Learn to work together
adhering to a certain direction of movement based on
visual landmarks, change the direction and nature of movement while walking and running in accordance with the instructions of the teacher.
Learn to crawl, climb, act with the ball in a variety of ways (take, hold, carry, put, throw, roll). Learn to jump on two legs
in place, moving forward, in length from a place, starting from two
2.4. Interaction of teachers with children
The interaction of adults with children aged 1.5 - 2.5 years is the most important factor development of the child and permeates all areas of educational activity.
With the help of an adult and in independent activities, the child learns to learn about the world around him, to play, draw, communicate with others. The process of familiarization with cultural patterns human activity(culture of life, knowledge of the world, speech, communication, and others), the acquisition of cultural skills in interaction with adults and in independent activity in the subject environment is called the process of mastering cultural practices.
The process of acquiring general cultural skills in its entirety is possible only if an adult acts in this process as a partner, and not as a leader, supporting and developing the child's motivation. Partnerships between an adult and a child in an organization and in a family are a reasonable alternative to two diametrically opposed approaches: direct education and education based on the ideas of “free education”. Basic functional characteristic partnership relations is the inclusion of an adult in the process of activity equal in relation to the child. An adult participates in the implementation of the goal on an equal footing with children, as a more experienced and competent partner.
For personality-generating interaction characteristic is the acceptance of the child as he is, and faith in his abilities. An adult does not adjust the child to any specific "standard", but builds communication with him with a focus on the merits and individual characteristics of the child, his character, habits, interests, preferences. He empathizes with the child in joy and sorrow, provides support in case of difficulties,
participates in his games and activities. An adult tries to avoid prohibitions and punishments. Restrictions and censure are used in case of emergency, without humiliating the dignity of the child. This parenting style gives the child a sense of psychological security, contributes to the development of his individuality, positive relationships with adults and other children.
Personally-generating interaction contributes to the formation of various positive qualities in the child. The child learns to respect himself and others, since the child's attitude towards himself and other people always reflects the nature of the attitude of the surrounding adults towards him. He gains a sense of self-confidence, is not afraid of mistakes . When adults provide a child with independence, provide support, instill confidence in his strength, he does not succumb to difficulties, persistently looking for ways to overcome them.
The child is not afraid to be himself, to be sincere. When adults support the individuality of the child, accept him as he is, avoid unjustified restrictions and punishments, the child is not afraid to be himself, to admit his mistakes. Mutual trust between adults and children contributes to the child's true acceptance
moral standards. Children learn to take responsibility for their decisions and actions. After all, an adult, wherever possible, gives the child the right to choose this or action. Recognition for the child of the right to have his own opinion, choose activities to his liking, play partners contributes
the formation of his personal maturity and, as a result, a sense of responsibility for his choice. The child learns to think for himself, because adults do not impose their decision on him, but help him to make his own. The child learns to adequately express their feelings. Helping the child to realize his experiences, to express them in words, adults contribute to the formation of his skills
express feelings in socially acceptable ways. The child learns to understand others and sympathize with them, because he receives this experience from
communication with adults and transfers it to other people.
2.5. Interaction of teachers with families of pupils
Stands. The stands house a strategic (multi-year),
tactical (annual) and operational information. to the strategic
include information about the goals and objectives of the development of a kindergarten for a long
and medium perspective, about the educational program being implemented, about
innovative projects of the Organization, as well as additional educational services.
In order for information (especially operational) in a timely manner
came to educating adults, it is important to duplicate it on the site
kindergarten, as well as in family calendars.
Continuing education of nurturing adults
In today's rapidly changing world, parents and educators must continuously improve their education. Under the education of parents is understood the enrichment of knowledge, attitudes and skills necessary for the care of children and their upbringing, the harmonization of family relations; fulfillment of parental roles in the family and society.
Legal, civic, artistic and aesthetic, national patriotic, and medical education are becoming more and more in demand. Maintaining its relevance scientific education,
focused on familiarizing educating adults with the achievements of science and best practices in the field of educating preschoolers.
The main forms of education are: conferences, parent meetings (general kindergarten, group), parent and pedagogical readings. Parental education programs are developed and implemented based on the following principles:
Purposefulness - orientation towards goals and priority tasks
parents' education;
Targeting - taking into account the educational needs of parents;
Accessibility - taking into account the possibilities of parents to master the educational material provided for by the program;
Individualization - transformation of the content, teaching methods and pace of mastering the program depending on the real level
knowledge and skills of parents;
Participation of stakeholders (teachers and parents) in initiating, discussing and making decisions regarding content
educational programs and its adjustments.
The main forms of parent education: lectures, seminars
Master classes . A master class is a special form of presentation by a specialist of his professional skills, in order to attract the attention of parents to the urgent problems of raising children and the means of solving them. Parents themselves working in these areas may turn out to be such specialists. Great importance in the preparation of the master class is given to practical and visual methods. The master class can be organized by kindergarten staff, parents, invited experts.
Joint activities of teachers, parents, children
The defining goal of various joint activities in the triad "teachers-parents-children" is to satisfy not only the basic aspirations and needs of the child, but also the aspirations and needs of parents and teachers. Joint activities of educators can be organized in a variety of traditional and innovative forms (promotions, music and poetry evenings, family visits to family subscription program events organized by cultural and art institutions, at the request of a kindergarten; family living rooms, festivals, family clubs, evenings of questions and answers, holidays (including family ones), walks, excursions, project activities, family theater).
Family holidays. Traditional for kindergarten are
children's holidays dedicated to significant events in life
countries. new shape, actualizing the co-creation of children and raising adults, is a family holiday in kindergarten.
A family holiday in kindergarten is a special day that unites teachers and families of pupils on the occasion of an event.
The most significant family holidays for families with young children
age, as babies under the age of 3 feel better when
at the feast next to them are their parents.
Family subscription . An excellent opportunity to meet with art can be provided to the family by a kindergarten and its partners - institutions of art and culture, organizing a meeting with art in advance of culture and art, at the request of the kindergarten; family lounges, festivals, family clubs, Q&A evenings, holidays (including family holidays), walks, excursions, project activities, family theater).
Family calendar. Interesting ideas for projects are born thanks to the family calendar, which can help parents learn to plan their activities and find time to interact and communicate with the child. The family calendar can consist of two interconnected, interpenetrating parts: one is an accompanying invariant one, offered by the kindergarten for all families of pupils; the second is variable, designed by each family in the logic of their needs and traditions.
The family calendar gives parents and grandparents ideas for future joint activities in the family and kindergarten.
The plan of interaction with parents is reflected in Appendix 4.
Information about the families of pupils is reflected in the application
3. Organizational section
3.1. Daily routine and schedule
The kindergarten has developed a flexible daily routine that takes into account the age-related psychophysiological capabilities of children, their interests and needs, ensuring the relationship between the planned activities and the daily life of children in kindergarten. Taking into account climatic conditions, the work program includes a day regimen in the warm and cold periods of the year. In contrast to the winter period, the summer recreational period increases the time spent by children for a walk. The walk is organized 2 times a day: in the first half of the day - before lunch and in the second half - before the children go home. When the air temperature is below -15°C and the wind speed is more than 7 m/s, the duration of the walk is reduced. The walk is not carried out when the air temperature is below -18°C and the wind speed is more than 10 m/s. During a walk with children, games and physical exercises are held. Outdoor games are carried out at the end of the walk before the children return to the preschool educational institution. daytime sleep 2.5 hours are allotted. Independent activity of children takes at least 3-4 hours a day.
The maximum allowable weekly educational load is 10 lessons. Classes that require increased cognitive activity and mental stress of children are held in the first half of the day and on the days of the highest working capacity of children (Wednesday, Thursday). To prevent fatigue in children, such activities are combined with physical education, music classes.
The daily routine was compiled with the calculation of 10.5 hours of children's stay in kindergarten with a five-day working week and is reflected in the application.
The organization of life and daily routine of the group (cold period) is reflected in the application.
The organization of life and the daily routine of the group (warm period) is reflected in the application.
3.2. Planning of educational activities
Educational activities are organized: 2 lessons per day for 10 minutes. Mandatory element each lesson is a physical minute, which allows you to relax, relieve muscle and mental stress. Classes with children, based on play activity, depending on the program content, are carried out frontally, in subgroups, individually.
List of the main types of organized educational activities
The schedule of continuous educational activities is reflected in the application.
Comprehensive thematic planning of work with young children (2-3 years old) is reflected in the application.
Cultural and leisure activities are reflected in the application.
3.3. Wellness activities
| Motor activity and hardening and hygiene procedures during regime moments |
||
| morning exercises | Daily | |
| Physical education minutes | Daily 2-3 minutes |
|
| Complex of hardening procedures: Contrast air baths; |
Daily after nap. | |
| - walking barefoot; | During the summer | |
| - lightweight clothing for children; | During the day | |
| Hygiene procedures | daily | |
| walks | daily | |
| vitamin therapy | Courses 2 times a year. Conducted under the guidance of a nurse. | |
| Room ventilation | Daily in all groups in the absence of children in the room, in accordance with the ventilation schedule. | |
| Phytoncidotherapy (onion, garlic) | It is carried out in all groups during an influenza epidemic, infection in the group) | |
3.4. Features of the organization of the subject-spatial environment
The developing subject-spatial environment in the early age group ensures the maximum implementation of the Program; materials, equipment and inventory for the development of young children:
- Corresponds to the features of early age;
- Health protection and promotion;
- Takes into account the developmental features of children.
Logistics
record player,
multimedia projector,
easel,
The list of filling mini-centers is reflected in the application
3.5. Software and methodological support of the educational process
| - The program of preschool education "From birth to school" / edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. – M.: Mosaic-synthesis, 2010. Complex occupation. According to the program “From birth to school, edited by N.E. Veraksa Volgograd 2011. - The program "Baby » |
| Physical development |
| - "Development and education of young children in preschool educational institutions" Comp. E.S. Demina.-M.: TC Sphere, 2006 - "Physical education for kids" E.A. Sinkevich, T.V. Bolsheva - St. Petersburg: Childhood-Press, 2000. - “Mobile games and game exercises for children of the 3rd year of life” M.F. Litvinova-M .: Linka-press, 2005. |
| cognitive development |
| - “Game classes with children from 1 to 3 years old” M.D. Makhaneva, S.V. Reshchikova - M .: TC Sphere, 2006 - “Introducing the baby to the outside world” L.N. Pavlova - M., Enlightenment, 1986 - « Complex classes in I junior group» T.M. Bondarenko, Voronezh, ChP. Lakotsenin S.S., 2008 - "Formation of elementary mathematical representations in children of early age" O.E. Gromova - M.: TC Sphere, 2005 - "Introduction of young children to nature: activities, observations, leisure, entertainment" T.N. Zenina - M .: Pedagogical Society of Russia, 2006. - "Didactic games and activities with young children: A guide for kindergarten teachers." E.V. Zvorygina, S.L. Novoselova - M.: Enlightenment, 1985. - "The upbringing and development of young children." G.M. Lyamina-M: Enlightenment - "Sensory Education Classes with Young Children: A Handbook for Kindergarten Educators." E.G Pilyugina - M .: Education, 1983 |
| Speech development |
| - "Finger gymnastics for the development of speech of preschoolers" E.S. Anischenkova - M .: AST ASTrel, 2007. - "Complex classes in the I junior group" T.M. Bondarenko, Voronezh, PE Lakotsenin S.S., 2008. V.V. Gerbova “Classes on the development of speech in the first junior group of kindergarten: A guide for kindergarten teachers. - 2nd ed., revised. –M.: Enlightenment, 1986. |
| Social and communicative development |
| - “Small steps into the big world of knowledge” by I.P. Afanasiev - St. Petersburg, Childhood - press, 2004 - "Sound imitative exercises for the development of speech of preschoolers" V.I. Miryasova - M .: AST Astrel, 2008. - "Fun for kids" M.Yu. Kartushina - M .: Sphere, 2006. - “Game classes with children from 1 to 3 years old” (manual for teachers and parents) M., SC Sphere, 2010. - "Social and moral education of children from 2 to 5 years" N.V. Miklyaeva, Yu.V. Miklyaeva, M., Iris-press, 2009 - "Introducing the baby to the outside world." L.N. Pavlova -M.: Enlightenment, 1987. |
| Artistic and aesthetic development |
| - "Top-clap, kids" A.I. Burenina-SPb, 2001 - “Drawing with young children” (1-3 years old) E.A. Yanushko - M .: Mosaic-Synthesis, 2005 - "Application with young children" (1-3 years old) E.A. Yanushko - M .: Mosaic-Synthesis, 2006 - “Colored palms” by I. A. Lykov - M .; LLC "Karapuz - Didaktika", 2008 |
3.6. Bibliography:
- Federal Law No. 273-FZ "On Education in the Russian Federation", 2013.
- UN Convention on the Rights of the Child, 1989.
- World Declaration for the Survival, Protection and Development of Children, 1990.
Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013
No. 1155 "On approval of the federal state standard for preschool education" (Entered into force:
- Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational organizations. SanPiN 2.4.1.3049-13", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (SanPiN 2.4.1.3049-13
- Order dated August 30, 2013 No. 1014 "On approval of the procedure for organizing and implementing educational activities for basic general education programs, educational programs for preschool education."
- The main general educational program of preschool education "From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. – M.; MOSAIC - SYNTHESIS, 2015.
- United Nations Children's Fund UNICEF. Declaration of the Rights of the Child, 1959.
- Federal State Educational Standard for Preschool Education.
- The educational program of a preschool educational institution - methodological recommendations of I.L. Parshukov.
- Scientific and practical journal "Management of a preschool educational institution" No. 1, 2014,