Individual program of the educator for cognitive development. Mode of educational activity
WORKING PROGRAMM
intellectual and cognitive direction "Know-it-all"
Age group: 5-7 years
Developer info:
Inozemtseva Natalia Alexandrovna - educator of the group KP "Future first grader"
2016-2017 academic year r.p. Mordovo
I . TARGET SECTION
Today, more and more often it is said about the need to develop the intellectual abilities of older preschoolers. This is due to a number of reasons: increased requirements for preparing children for school (due to changes in the program primary education), the abundance of information received by the child, increased attention to computer technology, the desire to make the learning process more intense. Therefore, work on the development of the intellectual abilities of children in kindergarten should permeate all spheres of life and joint activities pupils and teachers. Of particular value, along with intellectual development, is the development of curiosity of a preschooler today as the basis of cognitive activity, which allows not only to best assimilate new knowledge, but also, if necessary, use them in other situations and creatively.
This work program combines two lines of development, which contributes to best development intellectual abilities of a preschooler and has a positive impact on the development of cognitive activity of children in general. The program is aimed at developing a person's motivation for learning, at developing creative thinking, logic, intellectual independence. The program is implemented 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:
Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which will allow them to grow up kind, sociable, inquisitive, proactive, striving for independence and creativity;
Maximum use of various types of children's activities; their integration in order to increase efficiency 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;
The unity of approaches to raising children in terms of preschool and families.
Working programm the know-it-all circle is designed for one year and is intended for children of the general developmental group (from 5 to 7 years old). Compiled in accordance with the federal state educational standard for preschool education, preschool on the basis of the main educational program of the MBDOU Kindergarten "Sun", according to the curriculum of the institution.
The work program has been developed on the basis of the following regulatory and legal framework:
the Constitution of the Russian Federation;
the federal law"On Education in the Russian Federation" No. 273 - Federal Law of December 29, 2012;
Federal State Educational Standard for Preschool Education of October 17, 2013 No. 1155;
SanPin 2.4.1. 3049-13 dated May 15, 2013;
Order of organization and implementation educational activities on the main general educational programs- educational programs of preschool education from 2013
2. Purpose and objectives of the program
Target programs: raising the level of intellectual and cognitive abilities older preschool children.
The main tasks of the program
Fix the composition of numbers within 10.
Practice writing and solving simple addition and subtraction problems.
Exercise in decision logical tasks, puzzles.
To consolidate the understanding of the relationship between the numbers of the natural series.
To consolidate ideas about polygons and their properties.
Develop the ability to classify geometric shapes according to certain criteria.
Develop cognitive processes: perception, attention, thinking, memory, communication, imagination.
Develop mental activity (techniques: analysis, synthesis, comparison, classification, generalization) and logical forms of thinking.
To develop independence, activity, a sense of collectivism.
To acquaint children with the human senses, to teach to distinguish between the concepts of "part of the body", "sense organ", "taste", "vision", "smell", "touch". Bring up careful attitude to the sense organs, the culture of their protection.
To form ideas about the importance of water in human life, about the variety of conditions of water in the environment, to acquaint children with some of the properties of water.
To give knowledge about a magnet and its property to attract objects.
Generate interest in growing a garden on the window.
To form an idea of soap bubbles as natural phenomena and social life of people.
To form the ability to mix paints to get a new color.
Encourage and support the cognitive activity of children.
Exercise children in the simplest logical operations, the establishment of elementary cause-and-effect relationships.
Develop mental operations, activate children's vocabulary.
Develop tactile, visual, auditory, taste sensations.
Develop the ability to draw conclusions based on observations,
To develop curiosity in children, to expand their understanding of the world around them.
Develop visual observation.
Raise interest in experimental activities.
origami art
Introduce children to basic geometric concepts and basic origami shapes.
Develop the ability to follow verbal instructions.
Learn different paper handling techniques.
Enrich the child's vocabulary with special terms.
Learn to create compositions with products made using the origami technique.
Raise interest in the art of origami.
Support various manifestations of fantasy.
Stories of ordinary things
To form ideas about the concept of "museum" through the organization of excursion activities.
Expand children's ideas about familiar objects, their history of origin, diversity.
To expand children's ideas about the world around them through project- research activities.
Expand and deepen knowledge of history native land, about Russian national culture, to acquaint with the objects of Russian life.
Satisfy the cognitive needs of children by answering all their questions.
Develop thinking, curiosity.
Develop the ability to conduct comparative analysis.
Develop cognitive interest, interest in research activities.
Develop an intellectual personality capable of solving search problems.
To cultivate love for the native land, respect for the ancestors.
3. Principles and approaches to the formation of the program
The program complies with:
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 complies with 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 preschoolers;
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;
It provides for the solution of program educational tasks in the joint activities of an adult and children and independent activity 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.
Forms of implementation of the principle of integration:
Integration at the level of content and tasks of psychological and pedagogical work;
Integration by means of organizing and optimizing the educational process;
Integration of children's activities.
Complex-thematic principle of building the educational process:
Combining a complex of various activities around a single "theme";
Types of "themes": "organizing moments", "thematic weeks", "events", "implementation of projects", "seasonal phenomena in nature", "holidays", "traditions";
Close relationship and interdependence with the integration of all types of children's activities.
4. Age features of the development of children aged 5-7 years (senior preschool age)
At the senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The development of personality and activity is characterized by the emergence of new qualities and needs: knowledge about objects and phenomena that the child did not directly observe is expanding. Children are interested in the connections that exist between objects and phenomena. The penetration of the child into these connections largely determines his development.
The transition to the older group is associated with a change in the psychological position of children: for the first time they begin to feel like the oldest among other children in kindergarten and are already striving to solve new, more complex tasks of cognition, communication, and activity. Relying on the need for self-affirmation and recognition of their capabilities by adults, which is characteristic of older preschoolers, the educator provides conditions for the development of children's independence, initiative, and creativity. He constantly creates situations that encourage children to actively apply their knowledge and skills, sets them more and more complex tasks, develops their will, supports the desire to overcome difficulties, bring the work begun to the end, aims at finding new, creative solutions. It is important to give children the opportunity independent solution tasks, aim them at finding several options for solving one problem, support children's initiative and creativity, show children the growth of their achievements, make them feel joy and pride from successful independent actions.
The development of independence is facilitated by the development of children's skills to set a goal (or accept it from the educator), think about the way to achieve it, implement their plan, evaluate the result from the position of the goal. The task of developing these skills is set by the educator broadly, creating the basis for the active mastery of children in all types of activities. The highest form of independence of children is creativity.
Serious attention should be paid to the development of cognitive activity and interests of older preschoolers. This should be facilitated by the whole atmosphere of the life of children. An obligatory element of the lifestyle of older preschoolers is participation in resolving problem situations, in conducting elementary experiments, in educational games, and puzzles. Older preschoolers are beginning to show interest in the future of schooling.
5. Planned results of the program development
Intellectual and educational games
Knows the composition of numbers within 10.
Ability to write and decide simple tasks for addition and subtraction.
Copes with the solution of logical problems and puzzles.
Knows, names polygons and their properties.
Models geometric shapes.
Classifies geometric shapes according to certain criteria.
Cognitive processes are developed: perception, attention, thinking, memory, communication, imagination;
independence, activity, sense of collectivism.
Knows how to operate with mental techniques (analysis, synthesis, comparison, classification, generalization.
Experimental activities
Understands and distinguishes between the concepts of "part of the body", "sense organ", "taste", "vision", "smell", "touch". Owns a careful attitude to the senses, knows the culture of their protection.
He has ideas about the importance of water in human life, about the variety of conditions of water in the environment, the properties of water.
He has ideas about a magnet and its property to attract objects.
Has an interest in growing a vegetable garden on the window.
Ideas about soap bubbles as phenomena of nature and social life of people are formed.
Knows how to mix paints to get a new color,
Mental operations, tactile, visual, auditory, taste sensations are developed.
Can draw conclusions from observations
Developed curiosity, visual observation.
Has an interest in experimental activities.
origami art
Familiar with basic geometric concepts and basic origami shapes.
Follows oral instructions.
Proficient in various paper handling techniques.
The child's vocabulary is enriched with special terms.
Knows how to create compositions with products made using the origami technique.
Has an interest in the art of origami.
Stories of ordinary things
Ideas about the concept of "museum" are formed through the organization of excursion activities.
The knowledge of children about objects, the history of their origin, and diversity has been expanded.
Children's ideas about the world around them were expanded through design and research activities.
Formed knowledge on the history of the native land, about the Russian national culture, about the objects of Russian life.
Developed thinking, curiosity.
Able to conduct comparative analysis.
Formed cognitive interest, interest in research activities.
An intellectual personality capable of solving search problems has been formed.
Shows love for the native land, respect for the ancestors.
Pedagogical diagnostics
The implementation of the program for additional education of the intellectual and cognitive direction involves the assessment of the individual development of the child. Such an assessment is carried out by the teacher as part of pedagogical diagnostics (assessment of the individual development of preschoolers, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).
Pedagogical diagnostics is carried out in the course of observing the activity of children in spontaneous and specially organized activities. Toolkit for pedagogical diagnostics - observation maps child development, allowing to fix the individual dynamics and development prospects of each child.
The program includes four sections intellectual-cognitive direction.
Intellectual and educational games
Target. Raising the level of intellectual and cognitive abilities of children of senior preschool age through a system of educational games.
Play is essential in a child's life. It is known that games are different: role-playing, mobile, didactic. One of the most popular forms is an intellectual-cognitive game. Intellectual-cognitive games help to diversify the life of preschoolers, arouse interest in cognitive communication, satisfy the need for the development of intellectual, motivational, emotional and other spheres.
The first section includes a variety of intellectual, educational, educational, entertainment games of a mathematical nature. A distinctive feature of these games is the possibility of involving each child in active work. Carried away by the game, the children learn, remember, orient themselves in unusual situations, replenish the stock of ideas, concepts, and develop their imagination.
Experimental activities
Target. The development of ideas of older preschool children about physical phenomena and properties of objects in the world through experimental activities.
This section includes experimental and research activities. In the course of experimental work, situations are created that the child solves by means of conducting an experiment and, analyzing, draws a conclusion, a conclusion, independently mastering the idea of a particular law or phenomenon. Areas of experimental activity: experimenting with water, air, objects, observations in nature.
origami art
Target. Comprehensive intellectual development of children in the process of mastering the elementary techniques of origami technique, as an artistic method of designing from paper.
The section involves introducing children to the art of origami. Origami is the addition of various shapes from multi-colored square sheets of paper. The main feature of training is the phased creation of crafts, with each next stage being performed after all the children have completed the previous stage. Over and over again, origami work becomes more complicated. The work is divided into single crafts, individual compositions, collective compositions or layouts. great attention is assigned to collective work, since the child has the opportunity to determine the measure of personal participation depending on the content of the work, its main idea, coordinating his actions with the actions of other children.
Stories of ordinary things
Target. Formation of cognitive interest in the objective world through the involvement of children in design and research activities.
Children see magic everywhere. Turning flour into a cake, dirty clothes into clean clothes, a snowdrift in the yard into a snowman - all these are exciting and amazing processes. But simple ordinary things very quickly fall out of sight, become familiar and cease to arouse interest. But in fact, each of them is a separate fairy tale. Everything we use in Everyday life has a story that may be boring and ordinary, or perhaps exciting and fascinating. All you have to do is watch and ask questions.
The section "History of ordinary things" is aimed at developing the search and cognitive activity of children .; involvement of children in research activities. In order for the project method to be successful, it is necessary to discuss the phased work with all project participants, select the necessary material and summarize the results of joint project activities. Design and research activities in the best way contribute to the cognitive development of preschoolers.
Municipal budgetary preschool educational institution
Kindergarten of a general educational type with a priority direction for the implementation of activities for the artistic and aesthetic development of children No. 14 "Squirrel"
approval by the pedagogical council No. 1 Head of the MBOU "Kindergarten of the combined type No. 14 "Belochka"
dated "___" ___________ 2016 T.A. Korendyaseva
Implementation Work Program educational field « cognitive development»
Type of organized educational activity:FEMP, Acquaintance with the natural world, subject environment, socialthe world, the development of cognitive research activities.
Age Group: 2-3 years old
Developer info:
Raldugina Nadezhda Nikolaevna, teacher
2016 - 2017 academic year
Morshansk
Explanatory note
In the third year of life, children become more independent.
Substantive activities, business cooperation between a child and an adult continue to develop; perception, speech, initial forms of voluntary behavior, games, visual-effective thinking are improved, at the end of the year the foundations of visual-figurative thinking appear.
In the course of objective activity together with adults, the understanding of speech continues to develop. The word is separated from the situation and acquires independent meaning. Children continue to master the names of the surrounding objects, learn to fulfill the verbal requests of adults, orienting themselves within the immediate environment.
The number of words understood increases significantly. The regulation of behavior is improved as a result of the appeal of adults to the child, who begins to understand not only the instructions, but also the story of adults.
The work program for the implementation of the educational area "Cognitive Development" for a group of children aged 2 to 3 years is drawn up in accordance with federal state standards for preschool education, with an exemplary basic general education program "From birth to school, ed. T.S. Komarova, N.E. Verax.
The work program is focused on the use of the educational and methodological complex:
1.O. A. Solomennikova. Acquaintance with nature in kindergarten. Second group early age.
- K. Yu. Belaya. Formation of the basics of safety in preschoolers.
- O. V. Dybina. Acquaintance with the subject and social environment.
- I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "
Program implementation mode
No. p / p | List of direct educational situations based on a game | Quantity (hours) |
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a week | year |
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Cognitive development: FEMP. | |||
Cognitive development:Acquaintance with the world of nature, the subject environment, the social world, the development of cognitive research activities. | |||
Target: development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness.
Main tasks:to form elementary mathematical representations, primary representations about the basic properties and relations of objects of the surrounding world: shape, color, size, quantity, space.
To develop the cognitive interest of children, to expand the experience of orientation in the environment, sensory development. To form primary ideas about the objects of the surrounding world, about the properties of objects.
To acquaint with the objective world (name, function, purpose, property and qualities of the object). To form primary ideas about the diversity of the subject environment.
To acquaint with the surrounding social world, to expand the horizons of children, to form an idea of a holistic picture of the world.
Familiarize yourself with nature and natural phenomena. Develop the ability to establish causal relationships between natural phenomena. To form primary ideas about the natural diversity of planet Earth. Form elementary ecological ideas. Cultivate the ability to behave correctly in nature. Raise love for nature, the desire to protect it.
Formation of elementary mathematical representations.
Quantity: involve children in group formation homogeneous objects. Learn to distinguish between the number of objects (one - many).
Size: draw the attention of children to objects of contrasting sizes and their designation in speech (big house - small house,
big balls - small balls, etc.).
The 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 (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.
Development of cognitive research activities.
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.).
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 for the development of 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.).
Acquaintance with the subject environment.
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.), reveal 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 (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.).
Introduction to the social world.
Remind children of the name of the city they live in.
Arouse interest in the work of close adults. Encourage them to recognize and name some labor actions (the teacher's assistant washes the dishes, brings food, cleans the room, etc.). tell that adults show industriousness, it helps them to successfully perform labor activities.
Introduction to the natural world.
To acquaint children with accessible natural phenomena.
Learn to recognize in nature, in pictures, in toys, pets and their cubs and name them. Recognize some wild animals in the picture and name them.
Together with children, observe the birds and insects on the site, the fish in the aquarium; feed the birds.
Learn to distinguish between fruits and vegetables.
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 the idea that many vegetables and fruits ripen in autumn.
Winter. To form ideas about winter natural phenomena: it became cold, snowing. Encourage participation in winter fun (sledding 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, butterflies fly.
The program is compiled in accordance with thematic cycles, which creates the basis for the development of cognitive and creative abilities of children andintersubject communications by section
- "Development of speech" - the development of monologue speech in the description of their work.
- "Reading fiction" - drawing on the impressions of read fairy tales, literary works.
- "Formation of a holistic picture of the world" - broadening one's horizons in the process of various observations, classes to get acquainted with the environment (people, nature, the world), as well as acquaintance with the structure of objects, objects.
- "Formation of elementary mathematical representations" - familiarization with the names and features of the simplest geometric shapes, representation of the spatial position of objects and their parts (left, right, in the corner, center, etc.) and magnitudes (more, less).
Targets for early childhood education.
- The child is interested in surrounding objects and actively acts with them; emotionally involved in activities with toys and other objects, strive to be persistent in achieving the results 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; strive 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 an initial idea of elementary rules 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.
- Strive 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. 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 joint games 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, striving to move to the music; responds emotionally to various works of culture and art.
- Understanding the actions of heroes 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 strives to master various types of movements (running, climbing, stepping over, etc.). Participates with interest in outdoor games with simple content, simple movements.
Thematic planning:
Formation of elementary mathematical representations
No. p / p | ||
Quantity | ||
Value | ||
The form | ||
Orientation in space | ||
Total |
To calendar- thematic planning
Planned terms passerby - denia | Actually terms passerby nia | Implementation of themes in regime moments and free activities |
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Subject | Program tasks | Additional methodical security |
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14.09.16 | "Quantity" | Development of substantive actions | Ball games |
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28.09.16 | "The form" | Development of substantive actions | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age” p. 10. | Game "Wand - toy" |
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12.10.16 | "The form" | Formation of the ability to distinguish objects by shape and name them: a cube, a ball. To form the ability to perform actions with objects: trace the shape of an object, roll, put | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age” p. 11. | Game exercise "What rolls, what does not roll" |
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26.10.16 | The form | Formation of the ability to distinguish objects by shape and name them: brick, cube. Develop the ability to build simple buildings | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» page 13 | Games in the play area. Examination of doll furniture. Construction of furniture from cubes. |
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09.11.16 | Value | Develop the ability to distinguish objects of contrasting size and designate them with words: large, small | Game situation "Gathering toys for a walk" |
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23.11. 16 | Value | Develop the ability to distinguish contrasting objects in size and designate them with words: large, small. Improvement of substantive actions | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» page 15 | Game exercise "Round dance of matryoshkas" |
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07.12.16 | Value | Develop the ability to distinguish between objects of contrasting size: cubes and balls. Formation of the ability to group objects by size | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» page 18 | Game situation "Toys for dolls" |
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21.12 16 | Quantity | Development of the ability to form groups of homogeneous objects,: many - one. | Game situation "Playing with nesting dolls" |
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11.01.17 | Quantity | Development of the ability to form groups of homogeneous objects: many - one. | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» page 19 | Game situation "We collect leaves in a vase" |
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25.01.17 | Quantity | Development of the ability to form groups of homogeneous objects, to distinguish between the number of objects: many - many. Formation of the ability to use nouns in the singular and plural in speech | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» page 20 | Game situation "Playing with flags" |
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08.02.2017 | Quantity | Development of the ability to form groups of homogeneous objects, distinguish them by quantity: many - few, few - many | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» p. 22 | Game situation "Meet the guests" |
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holidays 20.02-26.02.17 | ||||||
01.03.17 | The form | Formation of the ability to distinguish objects by shape and name them: cube, ball Development of the ability to distinguish the number of objects: many - many | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» p. 24 | Game situation "Let's give toys to a bunny and a bear" |
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22.03.17 | Quantity | Development of the ability to form groups of homogeneous objects, distinguish their number and designate with the words: many - one, one - many, many - many | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "p. 25 | Game "Find a Pair" |
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05.04.17 | Orientation in space | Development of the ability to distinguish between objects that are contrasting in size and shape, form them into groups by quantity and designate them in speech: large, small, cube, ball, many, many. Formation of the ability to produce the simplest groupings of objects by size. The development in children of the ability to follow the teacher in a certain direction. | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "p. 26 | Game situation "Put the ball into the house" |
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19.04.17 | Orientation in space | Formation of the ability to distinguish objects by shape (cube, brick) and color. Developing the ability to distinguish and show parts of your body. Formation of the ability to build simple buildings. | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "p. 29 | Game situation "Let's build sofas for dolls |
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03.05.17 | Orientation in space | Development of the ability to hear and name spatial prepositions and adverbs, correlate them with the location of a particular object. | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» p. 31 | Game exercise "Where the toys hid" |
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17. 05.17 | Orientation in space. | Development of the ability to form groups of homogeneous objects, distinguish their number and designate with the words: many - one, one - many, many - many. Development of the ability to follow an adult in a certain direction. | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "p. 32 | Game exercise "Train travel" |
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31.05.2017 | Value | Formation of the ability to distinguish objects by size and designate them with words: large, small. Development of subject actions. | I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "p. 35 | The game "Make Easter cakes big and small" |
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Thematic planning:
Acquaintance with the natural world, subject environment, social world, development of cognitive research
activities.
No. p / p | Topics of developing educational situations on a game basis | Study load volume (hours) |
Acquaintance with nature | ||
Acquaintance with the subject and social environment | ||
Building the foundations of security | ||
Total |
Calendar-thematic planning
Planned terms passerby - denia | Actually terms passerby nia | Organized educational activities | Implementation of themes in regime moments and free activities |
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Subject | Program tasks | Additional methodical security |
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07. 09. 16 | Bunny's carrot | Expand children's ideas about vegetables (about carrots). Build a positive attitude towards others. | O. A Solomennikova "Introduction to nature in kindergarten" p. 20. | Excursion to the garden. Examination of vegetables and fruits, illustrations with their image. Model games. Carrot stick. P. i. "White Bunny sits" |
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21.09.16 | Transport | To teach children to identify and distinguish between transport, modes of transport, highlight the main features (color, shape, size, structure). | O. V. Dybina "Introduction to the subject and social environment" p. 19. | Looking at pictures of different modes of transport. Drawing a track for a car. |
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05.10.16 | leaf fall, leaf fall, leaves yellow ones are flying | To give children elementary ideas about autumn changes in nature. Develop the ability to determine the weather by outward signs and consistently, according to the season, dress for a walk. Learn to highlight the trunk, branches and leaves of trees. | O. A Solomennikova "Introduction to nature in kindergarten" p. 21. | Watching the wind, rain, sun, sky. Examining autumn leaves. Games "We are autumn leaves", "Sun and rain". Sun and rain drawing. Drawing autumn leaves. |
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19.10.16 | A fish swims in the water | To give children elementary ideas about aquarium fish. To form an interest in the inhabitants of the aquarium. | O. A Solomennikova "Introduction to nature in kindergarten" p. 23. | Examining shells and pebbles in the aquarium. Finger game "The fish swims in the water." |
||
02.11.16 | Furniture | To teach children to identify and distinguish between furniture, types of furniture, to highlight the main features of furniture (color, shape, size, structure) .; group objects according to characteristics. | O. V. Dybina "Familiarization with the subject and social environment" p. 20. | Games in the play area. Examination of doll furniture. Construction of furniture from cubes. |
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16.11. 16 | Dad, mom, I am family | Form initial ideas about the family. Raise in children an interest in their own name. | O. V. Dybina "Familiarization with the subject and social environment" p. 21 | Conversations with children on the topic "Your family." Looking at photo albums. |
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30.11. 16 | At the feeder | To give children basic ideas about bird feeders. To form a good attitude towards birds, a desire to take care of them. | O. A Solomennikova "Introduction to nature in kindergarten" p. 24. | Observation of birds arriving at the site. Drawing "Bird food". Outdoor games "Birds fly", "Birds in nests", "Sparrows and car". |
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14.12. 16 | clothing | Exercise children in the ability to identify and distinguish clothes, highlight the main features of clothing items (color, shape, structure, size); group objects according to characteristics. | O. V. Dybina "Familiarization with the subject and social environment" p. 23 | Looking at doll clothes. Playing with dolls in the play corner. |
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28.12.17 | Snowman and Christmas tree | Expand children's ideas about trees. Show snow properties. Develop a positive attitude towards the environment. | O. A Solomennikova "Introduction to nature in kindergarten" p. 26. | New Year's celebration. Learning poems about nature. Christmas tree drawing. Modeling a tumbler and a snowman. |
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18.01.17 | Rules for safe behavior on the streets | Develop safe behavior on the street. To form a behavioral culture as the basis of safety on the roads and streets. | K. Yu. Belaya "Formation of the foundations of security" p. 40. | Examination of illustrations depicting the street, various modes of transport. Car games. |
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01.02.17 | Kitty fluff | To give children an idea about pets and their cubs. Get to know Russian life. Build a positive relationship with animals. | O. A Solomennikova "Introduction to nature in kindergarten" p. 27. | Examining illustrations depicting domestic animals. Drawing a ball for a kitten. Telling the nursery rhyme "The cat went to Torzhok." |
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15.02.17 | Wonderful pouch | To give children the concept that some objects are made by human hands, others are created by nature. | O. V. Dybina "Familiarization with the subject and social environment" p. 24. | Examination of illustrations, plot pictures. Walking observations. Riddles. |
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holidays 20.02-26.02.17 | ||||||
15.03.17 | Rooster and his family | Expand children's ideas about pets and their characteristics. To form a desire to take care of poultry. | O. A Solomennikova "Introduction to nature in kindergarten" p. 29. | Games with toys - chicken, cockerel, chickens. Pet surveillance. Reading a poem by G. Lagzdyn "Cockerel". |
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29.03.17 | Who lives in the house | To teach children to remember the names of comrades, to pay attention to character traits, features of appearance and behavior. | O. V. Dybina "Familiarization with the subject and social environment" p. 25. | Joint games of children. Conversations. Looking at photo albums. |
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12.04.17 | Sunshine, sunshine, look out the window | To give children ideas about spring changes in nature. To form an interest in natural phenomena of nature. Learn to convey the image of the sun in the drawing. | O. A Solomennikova "Introduction to nature in kindergarten" p.31. | Examining illustrations depicting the sun. Reading the nursery rhyme "The sun, the bucket." Observation of spring changes in nature. Games "Sunny Bunny", "Sun and Rain". Sun drawing. |
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26.04.17 | My native city | Teach children to name their hometown. Give basic ideas about your hometown. To bring children to the understanding that there are many streets, high-rise buildings, different cars in the city. Cultivate love for your hometown. | O. V. Dybina "Familiarization with the subject and social environment" p. 38. | Examination of photographs of the city of Morshansk. Conversations. |
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10. 05.17 | Here and there, here and there dandelions bloom | To form children's ideas about dandelion. Learn to highlight the characteristic features of a dandelion, name its parts. Develop a desire to emotionally respond to the beauty of the surrounding nature. | O. A Solomennikova "Introduction to nature in kindergarten" p. 33. | Observation of spring phenomena in nature. Considering illustrations depicting a dandelion. Drawing dandelions. |
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24.05.17 | Dangerous items | To form ideas about objects dangerous to life and health that are found in everyday life. Learn to follow certain rules. | K. Yu. Belaya "Formation of the foundations of security" p. 11. | Examining illustrations. Riddles. |
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Municipal budgetary preschool educational institution -
Kindergarten "Fairy Tale"
Shipunovo village, Shipunovsky district, Altai Territory
Adopted at the meeting I approve
Pedagogical Council Head of MBDOU "Fairy Tale"
MBDOU - kindergarten "Fairy Tale" _____________ T.A. Vikanova
Minutes No. ___ dated ___________ "___" ______________ 2014
Working programm
mug
"Why"
on the formation of cognitive interest
through the development of speech in young children
preschool age
(from 3 to 4 years)
Developed by: E.V. Samsonova,
educator MBDOU "Fairy Tale"
Shipunovo village
1. Target section
1.1. Explanatory note
1.2. Planned results.
3. Organizational department.
4. Literature
Target Section
Explanatory note
A feature of a healthy psyche of a child is cognitive activity. The curiosity of the baby is constantly aimed at knowing the world around him and building his own picture of this world. The child plays, experiments, tries to establish causal relationships and dependence. He has many questions about the phenomena surrounding life. The more mentally active the child is, the more questions he asks and the more varied these questions are. The task of the teacher is to help the child find answers to all his questions, to maintain interest in the world around him with the help of various forms of work.
The program of additional education "Why" is aimed at the formation of cognitive interest in children of primary preschool age through the development of speech.
The "Why Why" program was developed in accordance with the current Federal State General Educational Standard (FGOS order No. 1155 of October 17, 2013).
The program was developed on the basis general education program"The program of education and training in kindergarten" ed. M.A. Vasilyeva and others, 2007; pedagogical technologies: " Complex classes the second junior group "according to the program edited by M.A. Vasilyeva, "Album on the development of speech for preschoolers" by S.V. Batyaeva.
Planned results
The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strive to be persistent in achieving the result of their actions.
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; there are games in which the child reproduces 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.
With understanding follows the actions of the heroes of the puppet theater; shows a desire to participate in theatrical and role-playing games
cognitive development
Social and communicative development
Artistic and aesthetic development
Physical development
The leading goal of the "Why" program is to create conditions corresponding to the age characteristics and opportunities of children for the development of cognitive activity and speech of children of primary preschool age.
The implementation of this goal is carried out through the solution of the following tasks:
Learn to see the beauty of the world around you, strive to know it.
To develop mental operations in children (analysis, classification,
generalization, comparison), cognitive processes (perception, attention, memory,
imagination), fine motor skills hands, creativity and imagination.
To cultivate interest in intellectual games, to form the desire to bring things to the end, a friendly attitude towards peers.
These tasks are implemented in the process of various types of children's activities: gaming, communicative, cognitive research, social, reading fiction.
The principles underlying the program: accessibility, visibility, scientific character, democracy and humanism, “from simple to complex”, consistency and consistency.
The work is built taking into account the individual characteristics of the pupils. It involves the construction of the educational process on age-appropriate forms of work with children.
The program provides for various forms and methods of conducting classes:
Forms: conversation, excursion, didactic and board games, theatrical games, classes using experimental and experimental activities, creating a problem situation, etc.
Methods: explanatory and illustrative (they perceive and assimilate finished products), reproductive (perceive the main methods of activity), partially search (solution of the task set together with the teacher), research ( independent work).
Each lesson of the "Why" circle reveals to the child the little-known sides of the object being cognized, prompts questions, guesses. The teacher poses questions that encourage, based on observations, experiences, previously acquired knowledge, to compare individual facts, and then, with the help of reasoning, come to a conclusion. Children freely express their thoughts, doubts, follow the answers of their comrades, learn to think logically. Cognitive activity develops everything mental processes: sensation, perception, memory, imagination, thinking and especially the speech of children.
Organization section
development cognitive interests contributes to the subject-developing environment created in the group. It meets all the requirements of the Federal State Educational Standard:
The environment is saturated, provides the child with the opportunity to active research and problem solving. Contains modern materials: constructors, materials for the formation of sensory development, an experimental laboratory, a theater corner, a play area for story games. The game is the main activity of young children, so all cognitive activities are carried out only in game form, including classes using technical means
Most effective form conducting classes in the second junior group: by subgroups. This form allows children to better assimilate the program material, ensures their performance, and promotes contact between the teacher and each child. The composition of the subgroups is not stable, during the year it is reviewed taking into account the level of speech and cognitive development of children based on monitoring.
Monitoring is carried out throughout the year. which includes following methods pedagogical examination:
Observation of the "speech behavior" of the child (as he says, communicating with
peers and adults;
Conversations with children and parents;
Questioning of parents (legal representatives);
Acquaintance with the living conditions of the child in the family;
Testing of preschoolers (carried out at the beginning and end of the school year by a teacher in individual conversation with baby),
tests are used ed. E.V. Kolesnikova).
Diagnostics helps to notice deviations from the "norm" of speech and cognitive development in time, to help the child, to draw the attention of parents to problems. At the beginning and end of the school year, it allows you to find out the readiness for the next age stage of education, as well as plan individual work with the child.
The program includes 32 lessons per year, one lesson per week, lasting 15 minutes. Classes are held in the form of a game.
Calendar - thematic plan classes
| Program content | Materials and equipment, literature |
||
| D / game: "What is good and bad in autumn?" | Fix the signs of autumn. Learn to understand cause and effect connection between phenomena. | Didactic pictures on the topic: "Autumn", board game: "Seasons". Literature: "My first book", |
|
| Word game: "Guess from the description?" | Learn to understand the generalizing word "vegetables". Recognize and name vegetables according to the description, Explain the benefits of vegetables. | Model of vegetables (real vegetables), d / game: "Kopatych's Garden", "Find and Name |
|
| The game is a dramatization based on the fairy tale "Turnip | Develop the ability to dramatize small folk tales. Develop children's speech, creativity. | ||
| Didactic game: "What grows where?" | Learn to understand the generalizing word "fruits", "vegetables". To develop the ability to distinguish in appearance, to acquaint with their benefits. Learn to group (fruits, vegetables). | Models of vegetables and fruits, subject pictures, d / game "Find and name", "Kopatych's garden", "Album on the development of speech for preschoolers" S.V. Batyaeva. |
|
| Didactic game: "What grows in the forest?" Houseplants | Expand your understanding of different types of plants. Learn to group them: grass, trees, flowers. Cultivate respect for them To acquaint with the "geranium", parts of the plant (stem, leaves, flower). Learn to notice its features. Show that plants need land, water and air to grow. | The plot picture "Forest", a set of plot pictures on the topic. "The ABC of Plants". "Album on the development of speech for preschoolers" S.V. Batyaeva. Work in the green |
|
| Didactic game: "From which tree is the leaf?" | Fix the names of trees (spruce, birch, mountain ash, pine), learn to recognize them. Introduce the parts of a tree (trunk, branches, leaves). | D / game: “What tree is a leaf from?”, Board game - inserts “Who lives in the forest, what grows in the forest?” |
|
| Didactic game: "Find mom." | To consolidate the idea of domestic animals and their cubs, the features of their behavior and nutrition. | D / games: "Where, whose children?". “Guess by the shadow”, “Whose house?” |
|
| Didactic game: "To whom to say "thank you"?" | Expand the understanding of pets, what benefits they bring to humans. | A set of didactic pictures about animals. D / games: "Where, whose children?". “Guess by the shadow”, “Whose house?” Fiction: “My first book”, “Who lives in the village? ". |
|
| Didactic game: "Who lives in the forest?". | Expand your understanding of wild animals and their habits, name their cubs. | A set of didactic pictures about animals. D / games: “Where, whose children?”, “Guess by the shadow”, “Whose house?”. Educational game: "Stories about animals." "Album on the development of speech for preschoolers" S.V. Batyaeva. |
|
| Game - dramatization based on the fairy tale "Teremok" | Cultivate self-confidence | Suits fairy tale characters(masks). |
|
| Birds are amazing animals | Expand your understanding of birds (crow, dove, tit, sparrow, bullfinch). Learn about their body structure. | Didactic pictures on the topic. Didactic game: "What for?". "Album on the development of speech for preschoolers" S.V. Batyaeva. |
|
| Poultry yard | Expand your understanding of poultry and their chicks, what they eat, what benefits they bring. Raise a humane attitude towards birds, learn how to care for them. | Didactic pictures on the topic. Didactic games: "Where, whose children?", "Find the baby", "Guess by the shadow." Table theater "Ryaba Hen". |
|
| Who is hiding in the forest? | Expand your understanding of wild animals as they prepare for winter. | D / game: "Whose house?" Fiction: "My first book", "Album on the development of speech for preschoolers" S.V. Batyaeva. |
|
| Expand your understanding of the characteristic features of winter nature. | Didactic game: "Seasons". Didactic doll in winter clothes. "Album on the development of speech for preschoolers" S.V. Batyaeva. |
||
| The game is a dramatization based on the fairy tale "Zayushkina's hut" | Develop the ability to dramatize small folk tales, develop children's speech, creative abilities. Cultivate self-confidence | Costumes of fairy-tale characters (masks). |
|
| Experimental work: "Snow, what kind?" | Introduce children to the properties of snow. Show that the snow contains dirt particles. | Equipment: dishes with snow |
|
| Water, water... | To acquaint with the properties of water (transparent, colorless, paint dissolves in water). Encourage research interest, teach to draw conclusions. | Equipment: dishes with water, paint. |
|
| Multicolored ice toys | Introduce children to the properties of snow Encourage research interest, teach to draw conclusions. | Equipment: dishes with water, paint, molds for freezing. |
|
| Pick up the car. Special transport. | Fix machine parts. To acquaint with special transport, its purpose | Construction set, a set of didactic pictures "Transport". "Album on the development of speech for preschoolers" S.V. Batyaeva. |
|
| Fix parts of the day. | Didactic game: "When does it happen?" |
||
| Attention game: "What has changed?" | Fix the name of the toys. Learn to use the generalizing word "toys" in speech. Develop attention. Cultivate respect for toys. | Set of toys. |
|
| Didactic game: "What is it for?" | Fix furniture and its purpose. Cultivate respect for furniture. | Game set of furniture, subject pictures. |
|
| Didactic game: "Who needs what for work?" | To form an idea about the work of adults (doctor, policeman, seller, educator), what benefits they bring. Develop logical thinking. | Didactic game "Who needs what for work?" Role-playing games: "Hospital", "Shop", "set of a policeman |
|
| Clothes for boys and girls | To fasten items of clothing, its meaning. Learn to use a generalizing word in speech. Learn to distinguish between clothes for boys and girls. | Subject pictures, didactic doll boy and girl. "Album on the development of speech for preschoolers" S.V. Batyaev. |
|
| Attention game: "Find the difference" | Develop attention, logical thinking. | Didactic game "Find the difference |
|
| Game of logical thinking "What why?" | Develop attention, logical thinking, speech of children. | A set of pictures with a developing plot. |
|
| Tell me about spring. | Continue to acquaint with the characteristic features of spring nature. Cultivate respect for nature. | A story about spring. "Album on development speeches for preschoolers" S.V. Batyaev. |
|
| Didactic game: "Who lives where?" | To consolidate the idea of \u200b\u200banimals and their dwellings. Cultivate respect for animals. | Didactic game: "Who lives where?". Educational game; "Animal Stories". |
|
| What is needed? | Continue to acquaint with the objects of the immediate environment, learn to group them according to their intended purpose. | A set of objects and subject pictures. |
|
| What is it made of? | Introduce materials (wood, paper, fabric, clay). | Set of objects and subject pictures |
|
| Tell me about summer. | Continue to acquaint with the characteristic features of summer nature. Learn to write a story from a picture. Cultivate respect for nature. | Storyline about summer. "Album on development speeches for preschoolers" S.V. Batyaev. |
Planned results of the program development
With the successful development of the program of additional education "Why" by the age of four, children:
They have an idea about household items necessary for a person (clothing, furniture, dishes, transport) and their purpose.
They show interest in animals and plants, in their features, in the simplest interactions in nature, and take care of it.
Observe the elementary rules of interaction with plants and animals.
Identify the most characteristic seasonal changes in nature.
They make groups of homogeneous objects and single out one object from the group.
use various ways examination of objects, including the simplest experiments.
They experience positive emotions from correctly solved cognitive tasks, from cognitive research activities.
Establishes the simplest connections between objects and phenomena, makes simple generalizations.
In dialogue with the teacher, they are able to hear, understand question asked and answer it.
All parts of speech are used, simple uncommon sentences and sentences with homogeneous members.
Show interest in different types of games and participate in them.
At the request of an adult, they act out small fairy tales (excerpts) on their own.
They imitate the movements, facial expressions, intonation of the depicted characters.
Literature
The program of education and training in kindergarten. Edited by M.A. Vasilyeva M: Mosaic, - Synthesis, 2005.
Complex classes according to the program edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. Second junior group. – Ed. 2nd. Volgograd: Teacher, 20120.
3. V.N.Volchkova. Comprehensive classes in the second junior group of kindergarten. – T.Ts. "Teacher". Voronezh. 2007
4. O.V. Dybina. Classes on familiarization with the outside world in the second junior group of kindergarten. Publishing house Mosaic - Synthesis,
M. 2012.
5. T.M. Bondarenko. Comprehensive classes in the second junior group of kindergarten - Voronezh, 2008.
6. S.V. Batyaeva. Album on the development of speech for preschoolers. - M.: ROSMEN-PRESS, 2013.
7. S.V. Batyaeva. Album on the development of speech for the little ones. - M.: ROSMEN-PRESS, 2013.
8. E.S. Chaiko. The first book of kids - Minsk: Harvest, 2008.
nine. " The big Book for kids, me and the world around me. M. "AST-PRESS", 2002.
Working programm
for COGNITIVE DEVELOPMENT
for children of the middle group
Educational area "KNOWLEDGE"
36 periods of direct educational activity
(1 period per week)
Compiled by: educator
Gracheva R.M.
2013-2014 academic year. MBDOU "Cheburashka"
Explanatory note.
Cognitive development ensures a full life of the child in the world around him (nature, society). Formed representations, their ordering, comprehension of existing patterns, connections and dependencies ensure the further successful intellectual and personal development of the child.
When compiling the work program for the section "Cognitive development" for preschool children from 4 to 5 years old (middle group), an obligatory condition was taken into account: the fulfillment of the content of the psychological and pedagogical work of the educational area "Cognition" of the main general educational program of preschool education "Steps of childhood".
The work program aims to form elementary natural-scientific ideas about the world around us (a comprehensive idea of nature, the diversity of its objects and manifestations):
develop the ability to initially systematize ideas about animate and inanimate nature as a whole;
to systematize ideas about seasonal changes in animate and inanimate nature;
clarify children's ideas about objects, their essential features. Learn to distinguish surrounding objects, know their purpose, characterize the materials from which they are made.
to acquaint with some anatomical features of a person, to form primary ideas about his professional activity to get to know the rules cultural life and establish rules of conduct in in public places.
develop basic skills logical thinking(to form the ability to observe, compare, generalize, classify, establish patterns, integrate information). Develop speech as a means and form mental activity.
to cultivate curiosity, love and interest in the native land, Motherland, nature, respect for working people; creative creative attitude to nature.
The program also includes the opportunities provided by the educational standard for the formation of general educational skills and abilities among pupils, universal ways activities and key competencies.
Excursions (in different rooms of the kindergarten and the group, on the territory of the kindergarten and the group site;
Games are experiments;
Problem and game situations;
Consideration;
Educational games;
Conversations.
The principles of selecting the main and additional content are associated with the continuity of the goals of education in the transition from one age group to another, the logic of subject relations, as well as with age characteristics development of pupils.
The program is designed to integrate with the following areas:
"Health" (expanding the horizons of children in terms of ideas about healthy way life)."Physical Culture" (formation and consolidation of orientation in space, temporal, quantitative representations in outdoor games and physical exercises).
"Socialization" (the formation of a holistic picture of the world and the expansion of horizons in terms of ideas about oneself, family, society, state, world).
"Work" (the formation of a holistic picture of the world and the expansion of horizons in terms of ideas about the work of adults and their own labor activity).
"Security" (the formation of a holistic picture of the world and the expansion of horizons in terms of ideas about the safety of one's own life and the safety of the surrounding natural world).
"Reading Fiction" (the use of works of art to form a holistic picture of the world).
"Communication" (development of cognitive-research and productive activities in the process of free communication with peers and adults).
"Music", "Artistic creativity" (the use of musical works, the productive activities of children to enrich the content of the "Cognition" area).
The work program implements a regional component, which is represented by the following topics:
"My native city"
"How I spent summer"
"Autumn in Yamal"
"Who is ready for winter"
"Winter"
"Birds in Winter"
“Introduction to the Red Book of Yamal”, etc.
The program provides for 36 periods of direct educational activities per year, 1 per week, the duration of one period is 20 minutes.
The program provides for:
"World of Man" - 17 (directly educational activities);
"The World of Nature" - 18 (directly educational activities).
Pedagogical monitoring(diagnosis) is carried out 2 times a year (introductory - in September, final - in May).
The program consists of the following sections:
Explanatory note.
Calendar - thematic planning.
Diagnostics.
List of literature.
Intermediate result:
Name a variety of objects that surround them in the premises, on the site, on the street; know their purpose, name the properties and qualities available for perception and examination.
With pleasure to talk about the family, family life, traditions.
He knows how to talk about his hometown (village).
Talks about the desire to acquire a certain profession in the future (to become a policeman, doctor, military man, cook, etc.).
Participate in observations of plants, animals, birds, fish and in feasible work to care for them; share their knowledge about living and non-living things; do not tear, do not break plants, take care of living beings, do not harm them.
use exploratory activities and sensory standards;
determine changes in the properties of objects as a result of actions with them; establish causal relationships.
independently experiment with objects and their properties, transform them;
use forms of mental experimentation (for example, when solving problem situations, analyzing literary works and compiling one's own statements);
use social experimentation aimed at exploring various life situations in a group, family and some public places.
use in different types of activity ideas about objects, phenomena and events, both the immediate environment and those that go beyond direct perception;
establish elementary connections and dependencies based on existing ideas;
highlight the grounds for classification;
speak out about individual cognitive preferences, needs and interests;
use various sources of information (human, educational literature, magazines, film and video products, computer, etc.).
Diagnostic criteria for cognitive development.
The child completes the tasks on his own.
Middle level:
the child copes with the proposed tasks with the help of an adult.
Low level:
the child's ideas are fragmentary.
Means of education:
sets of pictures for grouping and generalization (up to 8 - 10 in each group;
sets of subject pictures of the "lotto" type from 6-8 parts (of the same subject, including a comparison of realistic and conventionally schematic images);
a set of paired pictures for correlation (comparison: find the difference (in appearance), errors (in meaning);
sets of subject pictures for grouping according to different criteria (2 - 3) sequentially or simultaneously (purpose, color, size);
a series of pictures (4-6 each) to establish the sequence of events (fairy tales, literary plots, social situations);
series of 4 pictures "Seasons" (natural and seasonal activities of people);
subject and plot pictures (with various subjects) of large and small format;
cut (folding) cubes with plot pictures (6 - 8 parts);
split plot pictures (6 - 8 parts).
Local history materials: photographs of the native land, herbariums.
Didactic visual materials;
subject and plot pictures, etc.
book corners with age-appropriate literature;
"Wonderful bag" with various items.
indoor plants of the same species as in the younger group (4-5 species) with beautiful leaves of various shapes, flowering;
circular diagram of the change of seasons;
image of natural phenomena (sun, overcast, wind, rain, snow, etc.) with an arrow.
a set for experimenting with water: containers of the same and different sizes (5 - 6), different shapes, measuring cups, objects made of different materials (“sinking - not sinking”), scoops, nets, funnels;
kits for experimenting with sand: molds of different configurations, containers of different sizes (4-5 pcs), objects-tools of different sizes, shapes, designs;
Bibliography :
Grizik T.I. "Cognitive development of children 4 - 5 years old", Moscow 1997
"Program for parents and educators on the formation of health and development of children 4-7 years old." T.N.Doronova, L.G.Golubeva, N.A.Gordova, T.N.Grizik.
"Nature around us". M.A.Fisenko.
"Introducing preschoolers to the environment." N.V. Aleshina.
"Walking in Nature" V.A. Shishkina, M.N. Dedulevich.
"Developing walks for children." G.V. Lapteva.
"What in the world does not happen?". O.M. Dyachenko, E.L. Agayeva.
"Introducing preschoolers to the outside world." Yu.A. Akimova.
"The development of ideas about man in history and culture". I.F.Mulko.
"The ABC of Physical Education". V.I.Kovalko.
cognitive development
Educators: ______________________________________
No. p / p
Surname, name of the child
Man's world
natural world
Program execution level
Physiology
human
man-made
world
Social
development
live
nature
inanimate
nature
Connection
alive and
not alive
Rules for safe behavior in nature
TALL
AVERAGE
SHORT
the date
(month)
Topic of the lesson
Purpose of the lesson
Lesson content
Means of education
Basic program
National-regional component
SEPTEMBER b
OCTOBER.
NOVEMBER.
DECEMBER.
JANUARY.
FEBRUARY.
MARCH.
APRIL.
MAY.
10.
"My native city"
"City - village"
"Pets"
"Autumn"
"How I spent summer"
"Introducing Babysitting"
"My family"
"Miracle Vegetables"
A conversation about vegetables.
"Wonder Fruit"
Excursion:
"Introduction to the Chef's Profession"
"Introduction to the concept of sequence"
"My caring assistants (introduction to the main parts of the body)."
"Autumn on Yamal" (final lesson)
"Post Office Tour"
"A Conversation about Pets"
"Who's ready for winter?"
Holidays in our lives ( New Year knocking on the door).
"Excursion: Acquaintance with the profession of a doctor (nurse)."
"Birds in Winter"
"Who has what coats"
"We've got guests."
Conversation: "The most beloved."
"Festival of brave people"
"Winter" (final lesson).
"Excursion: Congratulations to the employees of the kindergarten on the upcoming holiday of March 8."
"Homework".
"How Snowmen searched for the truth about spring"
"Planting seedlings of flowers."
Excursion: "Introduction to the profession of a janitor"
“Lesson - a walk on the topic:“ My street ”
"Glass".
Lesson - workshop on the topic: “My green friends (a story about indoor plants).
"People's Labor".
"Introduction to the Red Book".
What will summer give us?
"Introduction of children to the general concept of "transport"
Clarify children's knowledge about the name of their hometown. Introduce them to the most important city sights. To evoke in children a feeling of admiration for the beauty of their native city. To cultivate love for the native city and a sense of pride in it, the desire to make it even more beautiful.
To acquaint children with the concepts of city and village. To teach children to find differences: in the city there are multi-storey buildings, many streets, little transport. To acquaint children with the peculiarities of the work of people in the city and village.
To acquaint with the characteristic features of the appearance, behavior, lifestyle of pets; with the general concept of "pets". Learn to recognize them by description. Cultivate respect for animals.
To acquaint with the characteristic signs of autumn; to learn to notice the changes taking place in nature with the advent of autumn; to teach to highlight the main signs of the arrival of autumn according to independent observations.
Generalize and systematize the idea of summer, its typical features. To consolidate the idea of \u200b\u200bthe life of plants and animals, the games of children in the summer, the work and rest of adults. Learn to establish the simplest connections between environmental conditions and the state of living objects. Raise the desire to share your knowledge and memories with peers.
To introduce children to the profession of an assistant educator; with professional babysitting activities; with objects-assistants in the work of a nanny. To instill in children a sense of gratitude and respect for the work of others (through the formulation of the rules "Our help to the nanny").
Introduce the term "family". Teach children to name their family members. Know that everyone in the family cares and loves each other. To give an idea of moral behavior in relations between adults and children. Cultivate good relations with adults. To form respect, trust, mutual understanding and desire for mutual assistance.
Form generalized ideas about vegetables. Clarify ideas about the variety of vegetables. To form the ability to generalize according to essential features, to reflect the result of generalization in a detailed speech judgment. To cultivate grateful feelings for nature and people who, thanks to their work, receive harvests.
Enrich and improve children's ideas about fruits; learn to recognize fruits by touch, taste, smell; according to the description, develop auditory and visual attention, thinking; learn to use the generalizing word "fruit".
To introduce children to the profession of a cook; with the professional actions of the cook; with items - cook's assistants.
To instill in children a sense of appreciation and respect for the work of others (through the formulation of the rules “Our gratitude to the cook”).
To acquaint children with the meaning and role of the concept of "sequence" in human life and nature. To form in children an idea of the inextricable connection between man and nature. To teach children to distinguish natural objects from artificial ones created by man. Cultivate a grateful feeling for nature.
To acquaint children with the main parts of the human body, their purpose in life; bring children to the understanding that people should take care of their bodies. Begin to form the "body scheme" and related directions. Bring up caring attitude to your body.
To form a generalized idea about autumn, about the state of plants in autumn and its causes, about the features of animal life. To consolidate knowledge about the work of people in the fall. To cultivate a caring attitude towards the nature of the native land.
Introduce children to the post office; with one of the main functions of mail. Tell the children how to properly prepare a letter for sending. Raise respect for the work of adults.
Generalize a specific idea of pets and form the concept of "pets". To teach to establish essential signs for generalization: they live with a person, they are beneficial, a person takes care of them. To cultivate love and caring attitude towards pets, the ability to complement the answers of peers.
To expand and deepen the understanding of the wintering of animals, birds, fish, insects. To learn to find the causes of changes in life in the life of animals in changing the conditions of their habitat, to establish cause-and-effect relationships. To cultivate love for animals, the desire to help in difficult conditions.
To disassemble with children the concept of "holiday"; celebrate the importance of holidays in people's lives; highlight some of the characteristic features of the holiday (attributes, attitude and mood, rules of conduct); consolidate the ideas received on the example of the New Year holiday.
To introduce children to the profession of a doctor (nurse); to acquaint with some professional actions of a doctor; introduce objects - assistants in the work of a doctor. Cultivate a good attitude towards those who care about their health.
To give children an idea of clothing that protects a person from the cold and about the “clothes” of animals that help endure a cold winter, protect and disguise from enemies. Raise interest in animals, curiosity.
To consolidate knowledge about the culture of behavior in the case when guests come, the ability to plan their actions. Teach children coherent, polite speech. To educate in children politeness, generosity, hospitality.
To consolidate children's ideas about the people closest to them. Show children that each person has his own circle of close people. Discuss the concept of "close person" ( special relationship). To bring up in the child the joy and pride that he has a family, close people. Build respect, trust and understanding.
To form an idea of \u200b\u200b"courage"; talk about professions where people are required to be bold and courageous (fireman, policeman, military). To instill in children a good attitude towards such people, to evoke a sense of pride and joy for noble deeds. The desire to imitate, improve their physical abilities.
To consolidate and organize the ideas accumulated by children about winter. To teach children to compare different seasons, noting the characteristic features of each, to clarify that the seasons naturally come one after another. Cultivate love for the nature of the native land.
To acquaint children with the employees of the kindergarten, with their professions; congratulate women on the upcoming holiday; developing a culture of congratulations.
Cultivate a good attitude towards adults, the desire to please them.
To consolidate children's ideas about domestic work (work for the family); to acquaint with some subjects - assistants in housework. Encourage children to help out at home. Raise respect for the work of adults.
Clarify and systematize knowledge about the characteristic signs of spring. Show the impact of spring changes in nature on the life and activities of people. To cultivate a careful attitude to the awakening of nature, to its individual phenomena.
Clarify the idea that plants grow from seeds.
To introduce children to an "effective attitude towards nature" - to the cultivation of "beautiful"; give an idea of the life of a plant. Arm with some methods of growing seedlings. Raise interest in growing plants.
Introduce children to the work of a janitor. To instill interest in the work of adults, to cultivate a desire to help the janitor, to develop a desire to maintain cleanliness and order in your area. Introduce some professional activities; with objects - assistants in labor.
Expand and consolidate children's ideas about the concept of street; begin to form the concept of a city (village, etc.). Repeat the rules of conduct in public places (on the street). Cultivate mutual respect and mutual assistance.
Introduce children to man-made material - glass; talk about some of the properties and qualities of glass. Formulate the rules for handling glass objects based on the ideas received. Cultivate respect for glass products.
Continue to form in children an interest in the plant world based on indoor plants. Give an idea about the structure of a plant (the main parts are: root, shoot - stem with leaves and a flower). Make children want to take care of indoor plants. To cultivate a caring attitude towards indoor plants, responsibility for their life.
To consolidate the elementary ideas received by children about the diversity of human labor. To cultivate respect for work and the desire to take part in it to the best of our ability.
Give an idea of rare and endangered animals. Expand children's knowledge of wildlife. Develop speaking, speaking and listening skills. Cultivate respect for nature.
Consolidate children's ideas about summer. Aim children to observe summer manifestations in nature and in human life. To draw the attention of children to the fact that summer is not only a time active rest(mainly in humans), but also a time of great labor.
Introduce children to the general concept of transport. To teach children to distinguish various features of objects, compare them, find essential features and, by features, generalize objects into one generic concept.
The story of the educator about the difference between the city and the village. Examining pictures, illustrations, compiling short stories.
Making riddles about pets, looking at pictures of pets. Physical minute. Did. the game "Find Mom", reading a poem by L.G. Paramonova.
Introduction to the topic. Riddles about autumn. Recall the main changes in nature, their sequence. Autumn changes in the life of animals, birds. attitude towards autumn.
1 part. The teacher's story about how and where he had a rest (accompanied by a demonstration of photographs, a video film). 2 part. Children tell how they spent the summer. 3 part. Creating an album or newspaper on the topic: "How I spent the summer." As the children arrive after the summer holidays, the album is replenished with new materials.
Introduction to the topic.
2 part. The story of the assistant educator about his profession; looking at helpers. Help the children to the nanny in cleaning the group room.
1 part. Examining family photos of the educator. 2 part. Conversation with children about the family (children ask questions, the teacher answers). 3 part. Each child talks about his family. At the end of the lesson, the children draw their family.
The teacher brings a tray of vegetables to the group. Children examine them and make a conclusion about the difference in vegetables in shape, color, size, what the surface feels like. Riddles about vegetables. Did. game: "Guess the taste", "Tops and roots."
The lesson is carried out similarly to the previous one about vegetables.
1 part. Introduction to the topic. 2 part. The story of the cook about his labor activity. 3 part. Excursion to the kitchen; demonstration of some helper items; demonstration of the chef's clothes and an explanation of its purpose; Soup story.
4 part. Treating children.
1 part. Introduction to the topic. The teacher tells a story about two travelers.
2 part. Explanation of the concept of "sequence". Children express their assumptions; joint discussions, coming to a consensus. 3 part. Fixing the material.
1 hour Introduction to the topic. The teacher tells and exposes pictures depicting a mole and a person. 2 hours Acquaintance with the main parts of the human body; introduction of the names right and left and related directions. 3 hours. Explanation of the main purposes of the parts of the body named by the children.
1 hour Introduction to the topic. Reading the poem "Autumn" by M. Khodakov. 2 hours. Recall the main changes in nature, their sequence. 3 hours. Autumn changes in human life. 4 hours Attitude towards autumn.
Making a riddle, showing pictures of a goat, a sheep, a cow, a horse, a bear. D / game "Who is superfluous." What good is the house. animals bring to people? Clarification of children's answers.
1 hour Introduction to the topic. Clarify with the children what winter brought with it. 2 hours Reading the work of K.D.Ushinsky (in parts) "The pranks of the old woman of winter." 3 hours Discussion of the work, conversation.
1 hour Introduction to the topic. The teacher invites the children to discuss why people love holidays? Why do people need them? Answers-assumptions of children; generalization of answers by the teacher.
2 hours Talk about the holidays (attributes, attitude and mood, rules of conduct).
1 hour Introduction to the topic. The teacher specifies who people turn to when they have health problems? Clarify the children's answers. 2 hours A story about the profession of a doctor, the arrival of a nurse.
Excursion to the medical office, acquaintance with helper items and professional activities. 3 hours summary of the lesson.
1 hour Introduction to the topic.
2 hours Story about the winter difficulties of birds. How can we help the birds? Answers-suggestions of children.
3 hours Practical work - making feeders.
Conversation with children, guessing riddles about animals.
Didactic game with schemes "Feed the animals".
The teacher brings a telegram saying that guests are coming to visit them. Asks children how to be? How to prepare for the arrival of guests? Children's answers, discussion, clarification.
1 hour The teacher invites the children to talk about the most beloved, closest people. Discuss the concept of "close person". Reading a poem by A. Kondratiev "Next to mom." 2 hours Why we love them (conversation, discussion),
1 hour Introduction to the topic. The teacher offers to answer the question - "What is" courage "?". Answers-assumptions of children. Leading questions, generalization of answers. 2 hours Story about professions. 3 hours February 23 - Day of Defenders of the Fatherland.
1 hour Introduction to the topic. The teacher offers to remember what changes winter brought to the life of nature and man. 2 hours Winter changes in the life of nature. 3 hours Winter changes in human life.
Summary of the lesson.
Teachers with children walk along a pre-planned route through the kindergarten and congratulate the staff.
1 hour Introduction to the topic. The teacher asks the children what kind of work at home (housework)? Do their parents work at home after work? 2h. Items are helpers. The game exercise “Home Helpers” is being conducted; discussion of the purpose of objects. 3 hours Summing up.
1 hour Introduction to the topic. The teacher, together with the children, recall how they made snowmen on a walk. A story about funny snowmen. 2 hours Signs of spring in nature. 3 hours Spring in people's lives. Summing up.
1 hour "Theoretical" - a story about the sequence of plant growth and the conditions necessary for this. 2 hours Practical - sowing seeds.
1 hour Introduction to the topic. 2h. Profession story. 3h. Acquaintance with some subjects - assistants and professional actions.
Walking with children along the street where the
Kindergarten. Conversation, looking at houses, discussing the opinions of children. A game exercise to reinforce the concept of a city: “In a city or in a forest?”
1 hour Introduction to the topic. The teacher tells the children a legend about the accidental opening of glass. 2h. Quality and properties of glass. 3h. use in human life. 4h. Rules for handling glass and glass objects.
1 hour Introductory. consideration houseplant who needs help. 2h. Introduction to the main parts of the plant.
3h. Planting a plant
The teacher discusses with the children where and how people work. Work for society, work for yourself and your family, hobbies and passions (work for the soul). At the end of the lesson, the teacher concludes that a person's life is filled with work - very different, very important.
Conversation with children about plants, animals, birds that live and live in the North.
Reading a poem by K. Ibryaev “Hello, summer!”.
The teacher's story about the changes that occur in the life of plants and people in the summer. The teacher directs the children to a meeting after the summer vacation, when everyone exchanges impressions about the summer spent. Invites children to make sketches and photographs during the summer.
The teacher's story that they will soon have a holiday in the city. Clarify with the children what kind of holiday it is, on what day it is celebrated, what interesting things happen at the holiday dedicated to the day of the city.
Material selection
Two heads and six legs; four walk, and two lie still
Self-esteem - what is it: concept, structure, types and levels
Cassandra's Path, or Pasta Adventures War on Earth and Underground