"1 PURPOSE SECTION Explanatory note Educational program - a strategy of psychological and pedagogical support for positive socialization and individualization, personal development..."

TARGET SECTION

Explanatory note

The educational program is a strategy for psychological and pedagogical support of positive

socialization and individualization, personality development of children preschool age.

The program is based on the analysis of the following legal documents:

1. Federal law "On education in Russian Federation» of December 29, 2012 No. 273FZ

2. "Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool organizations." Sanitary and epidemiological rules and regulations 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, (hereinafter referred to as SanPiN).

3. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 "On approval of the federal state educational standard preschool education"(Registered in the Ministry of Justice of Russia on November 14, 2013 N 30384).

4. Order of the Ministry of Education and Science of the Russian Federation dated 13.08.2013 No. No. 1014 "On approval of the Procedure for organizing and implementing educational activities on the main general educational programs - educational programs of preschool education".

5. Charter of the NGO.

6. License for educational activities.

The program of preschool education "From birth to school" was taken as a basis, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva.

Variable part of the program preschool organization represented by the following partial programs and private methods:

1. The program "Colored hands" I.A. Lykova

2. The program "Development of speech in kindergarten" O.S. Ushakova

3. The program "Mathematics in kindergarten" V.P. Novikova

4. Program "Young ecologist" S.N. Nikolaeva.

5. The system of work on the development of the basic movements of young children "Kids, physical education - hello!" L.Yu. Kostrykina, O.G. Rkova, T.G. Kornilova Goals and objectives of the implementation of the educational program.

The goals of the implementation of the Preschool educational organization:

Pedagogical support for positive socialization and individualization of the personality development of preschool children;

Creating conditions for the development of pupils in five educational areas and various types children's activities;

Organization educational process in DO.

The tasks of implementing the Program of a preschool educational organization:

Provide equal opportunities for the full development of each child during preschool childhood from 2 to 7 years.

Full living by a child of preschool childhood from 2 to 7 years, amplification of child development;

Age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features); - ensuring the continuity of the goals, objectives and content of education implemented within the framework of programs at all levels.

2. Tasks of socialization:

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

Form a common culture of the individual, including values healthy lifestyle life, the development of social, moral, aesthetic, intellectual and physical qualities, initiative, independence and responsibility, prerequisites for educational activities;

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

Analysis and maximum use of the socio-cultural environment of the district, district, city (children's library, children's music school, museums).

Principles for the implementation of these tasks in accordance with GEF DO:

Assistance and cooperation of children and adults. Recognition of the child as a full-fledged subject of educational relations;

Active cooperation between the DO and the family;

Network implementation of the Educational Program;

Cooperation with the socio-cultural environment of the district, district, city (children's library, children's music school, museums).

3. Tasks of individualization:

Create favorable conditions for the development of children in accordance with their age and individual characteristics and abilities;

To develop the abilities and creative potential of each child as a subject of relations with himself, other children, adults, the world;

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

Principles for the implementation of these tasks in accordance with GEF DO:

Building educational activities based on the individual characteristics of each child, in which the child himself is active in choosing the content of his education, becomes the subject of educational relations;

Support for children's initiative in various activities.

Principles and approaches to the formation of the Educational program

In accordance with the Federal State Educational Standard, when developing the Educational Program, the following were taken into account: the individual needs of children associated with their life situation and health status, which determine the special conditions for their education, the individual needs of certain categories of children, including those with disabilities;

Opportunities for the child to master the program at different stages of its implementation;

Support for the diversity of childhood, preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person;

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

Respect for the personality of the child;

Implementation of the program in forms specific to the children of this age group, primarily in the game, cognitive and research activities, creative activity that ensures the artistic and aesthetic development of the child.

In accordance with the Federal State Educational Standard, the Educational Program also implements the principles of the formation of the educational space and the implementation of educational activities, with their transfer from the tasks of preschool education

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

Ensure variability and diversity of program content and organizational forms preschool education, the possibility of creating programs of various directions, taking into account the educational needs, abilities and health of children;

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

They correspond to culturological and anthropologometric, personality-oriented, environmental and activity-based, competence-based approaches to the organization of developing interaction between all participants in the educational process.

The program of preschool education "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A.

Vasilyeva is based on the following principles for constructing the program, which make it possible to achieve the set goals and objectives:

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 of 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 problems in joint activities adults 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 the observance of continuity between all age preschool groups and between kindergarten and primary school.

Targets and goals partial programs do not contradict the Standards of preschool education and the Program of preschool education "From birth to school" edited by N.E. Veraksy, T.S.

Komarova, M.A. Vasilyeva.

Educational program of preschool education for children with severe speech disorders ( general underdevelopment speech) from 3 to 7 years old - author N.V. Nishcheva. It is a holistic, methodologically sound, systematized, clearly structured model pedagogical process proposed for implementation in groups of compensatory orientation of distance education.

Characteristics of the characteristics of the development of children of early and preschool age and children with speech impairment, significant for the development and implementation of the program The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics, as well as taking into account the social situation of development .

Therefore, one of the most important characteristics for the development and implementation of the Educational Program is the following patterns of development of preschoolers:

Changing the determinant, relationship and correlation of biological and social factors of development at different stages and stages of development while maintaining the plasticity of the nervous system and the child's psyche;

The stage and mediation of the development of the child by the social situation, the leading activity and the form of communication with adults;

The uneven development of mental processes, their social mediation by culturally embedded ways of interacting with adults (parents, educators) and peers;

Differentiation and integration of mental processes, properties and qualities, functional systems associated with the arbitrary organization of the child's activities; - the presence of sensitive periods of development for certain processes and forms of communication with adults and peers, the child's abilities and his competencies, integral personality traits;

Amplification of child development through the formation of a system of orientations in the surrounding world and the expansion of ways of experiencing, cognition and transformation, changing the meanings of pedagogical interaction;

Spasmodic development, due to the nature of the formation of psychological neoplasms and the development of a social position, the contradiction between what the child wants and can, and what he could and wanted in the mastered period of development;

Preparation at each age stage of conditions for mastering new types of activities, forms and methods of relationships with peers and adults, a new social position (from adaptation and socialization to self-affirmation and individualization).

Thus, the laws and patterns of development and their relationship with education and training are links in a single process of the formation of the psyche and personality of the child.

Therefore, it is important to organize the developmental interaction between an adult and a child in those types of activities that are recognized as leading for a certain age stage.

In accordance with the Federal State Educational Standard, the characteristics of children's activities, taking into account the age-related characteristics of the child's development, are as follows:

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.);

Preschool age (3 years - 7 years):

perception of fiction and folklore;

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

General information about the teachers and the team of children The main participants in the implementation of the program: children from 2 to 7 years old, parents (legal representatives), teachers.

General information about the contingent of pupils in preschool education Soyuzny prospekt, 10 Table 1 Age Orientation Number of categories of groups of groups of children

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Features of the organization of the developing object-spatial environment The educational environment in kindergarten involves specially created conditions, such that are necessary for a child to fully live in preschool childhood.

The developing object-spatial environment is understood as a certain space, organizationally designed and subject-rich, adapted to meet the needs of the child in cognition, communication, work, physical and spiritual development in general.

The modern understanding of the developing object-spatial environment includes ensuring the active life of the child, the formation of his subjective position, the development of creative manifestations by all available means that encourage self-expression. The requirements and basic principles for organizing a developing subject-spatial environment are spelled out in the Program "From Birth to School".

Planned results of the development of the program The planned results of the development of the Educational program are a specification of the targets of the Federal State Educational Standard for DO, taking into account age and individual characteristics, including children with disabilities.

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The targets of the program "From Birth to School" are based on the Federal State Educational Standard. In the From Birth to School program, as well as in the Standard, targets are given for young children (at the stage of transition to preschool age) and for senior preschool age (at the stage of completion of preschool education). Watch in the Program "From Birth to School".

The targets of partial programs do not contradict the Standards of Preschool Education and the Program of Preschool Education "From Birth to School".

Features of the implementation of the educational route The implementation of the Program "From Birth to School" involves an assessment of the individual development of children. This assessment is made teacher within the framework 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 pedagogical assessment of the individual development of the child is aimed primarily at determining the availability of conditions for the development of the child in accordance with his age characteristics, capabilities and individual inclinations.

Pedagogical diagnostics is carried out in the course of observing the activity of children in spontaneous and specially organized activities.

Tools for pedagogical diagnostics - observation cards of child development, allowing you to record the individual dynamics and development prospects of each child in the course of:

Communication with peers and adults (how the ways of establishing and maintaining contact, making joint decisions, resolving conflicts, leadership, etc.) are changing;

gaming activities;

Cognitive activity (how is the development of children's abilities, cognitive activity);

Project activities (how is the development of children's initiative, responsibility and autonomy, how the ability to plan and organize their activities develops);

artistic activity;

Physical development.

The results of pedagogical diagnostics are recorded in the Child Development Observation Cards and can be used exclusively to solve the following educational tasks:

1) individualization of education (including support for the child, building his educational trajectory or professional correction of the features of its development);

2) optimization of work with a group of children.

Psychological diagnostics of the individual development of the child is carried out as necessary by a qualified teacher-psychologist. Its results are used for qualified correction of the development of children or for solving problems of psychological support for the development of the child.

Early age of the PCP (2 years - 3 years):

Objective activities and games with composite and dynamic toys;

Experimenting with materials and things (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, poetry;

looking at pictures; - physical activity.

Preschool age (3 years 7 years):

Play activities including role-playing game, a game with rules and other types of games;

Communicative activity (communication and interaction with adults and peers);

Cognitive research activity (study of objects of the surrounding world and experimentation with them);

Perception of fiction and folklore;

Self-service and elementary household work (indoors and outdoors);

Construction from different material, including designers, modules, paper, natural and other materials;

Visual activity (drawing, application, modeling);

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

Motor activity (mastery of basic movements), other forms of child activity.

The content of psychological and pedagogical work with children aged 2–7 years under the Preschool Education Program “From birth to school” ensures the development of personality, motivation and abilities in various types of children's activities in educational areas: “Social and communicative development”, “Cognitive development”, “Speech development ”, “Artistic and aesthetic development”, “Physical development”.

The content of psychological and pedagogical work 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 the 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.

At the same time, the solution of program educational tasks is provided not only 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.

The system of upbringing and educational work in five educational areas Integration of educational areas in groups of a general developmental orientation The content of the Program ensures the development of personality, motivation and abilities in various types of children's activities:

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Variable forms of organizing directly organized educational activities

Fantasy journey or imaginary situation:

The basis is pre-planned topics;

Mandatory opportunity for improvisation of children and the teacher, self-expression of pupils

Excursions (real, imaginary, imaginary-virtual):

The basis is visual-cognitive component,

Promotes the accumulation of ideas and life facts, enrichment of sensory experience; helps to establish a connection between abstract ideas and reality

Game expedition, detective activity:

A pronounced adventure action and / or detective line that has a specific ultimate goal for children;

Requires ingenuity, logic, ability to work in a team Sports competitions, relay races: the basis is a competitive component that encourages physical skills, courage, dexterity, stamina, endurance, ability to work in a team

Intellectual marathon, quiz, KVN:

It is based on a competitive component that encourages to show intellectual abilities, skills, courage, stamina, endurance, ingenuity, knowledge, performances, ability to work in a team Kapustnik, theatrical quiz:

Based on an improvisational component; encouraging creative improvisation;

Does not involve special rehearsals

Presentation (specially organized, improvised):

The basis is the cognitive-speech component, which encourages children to independently apply various methods of transmitting information, information, knowledge, ideas.

Thematic leisure:

The basis is made up of entertaining-cognitive and improvisational components aimed at summarizing ideas within the framework of any topic.

Holiday:

The basis is an entertaining and indicative component based on a celebration held in honor or in memory of someone, something (rehearsals and special preparation are assumed) Theatrical performance, performance: based on an entertaining and dramatic component that encourages empathy, perception of artistic images , emotional expressiveness

Festival, concert:

The basis is an entertaining and indicative component;

Public performance of musical works, ballet, pop numbers within the framework of a unifying theme; is carried out according to a certain, pre-compiled program (preparation is assumed).

Methods and means

Problem-based learning methods:

problem situation;

Cognitive problem presentation (the teacher sets a task or designates a problem and in the process of communication gives a solution algorithm);

Dialogic problem presentation (the teacher sets a task or designates a problem, and in the process of communication, children search for a solution to this problem);

Method of an ambiguous situation (lack of an unambiguous conclusion or solution to the problem);

Experimentation, heuristic or partial search method (children experimentally get acquainted with various phenomena or properties; the problem is posed either before or after the experiment);

Forecasting (potential-real situation, fantasy situations, absurdities);

Method of intellectual assault (as many answers to the question/problem as possible, even fantastic ones).

Problem-based learning tools:

Stories containing a problematic component; card index of logical tasks and problem situations;

Objects and phenomena of the surrounding world;

Various didactic material,

Various devices and mechanisms (compass, barometer, flasks, etc.).

Equipment for experimental activities with water, chiaroscuro and - other properties of materials, phenomena;

Technical training aids ( interactive board, multimedia equipment, etc.).

Emotional activity support methods:

Game and imaginary situations;

Praise (as an advance, encouragement, as positive result, as a consolation) ;

Inventing fairy tales, stories, poems, riddles, etc. ;

Dramatization games;

Surprise moments, fun, tricks;

Elements of creativity and novelty;

humor and joke.

Means of supporting emotional activity:

Card file of possible game and problem situations;

A card file of poems, riddles, incantations, including those involving guessing the ending of the pupils;

Templates, semi-finished and intermediate options handout, split pictures, puzzles, absurdities, comic images, etc.,

Equipment for elementary tricks, toys-characters, life-size puppets, costumes for dressing up;

Humoresques, comics, etc.

Communication methods:

Imitation method (imitation method);

Competitive method;

Command-competitive (brigade) method;

Joint or collective assignments;

Interview method;

Method of collective creativity;

design method;

- "conveyor" method of productive activity (can act as a gender method, with the distribution of parts performed only by boys or only by girls.

Methods of psychosensory development:

Methods for the development of mental processes (memory, attention, thinking, speech);

Methods of assimilation of sensory standards (color, shape, size) based on the maximum inclusion of the senses.

Means of psychosensory development:

Handout (templates for working with the outline (for coloring, tracing, filling, cutting, bending, cutting, etc.) electronic educational resources:

multimedia technology, electronic demonstration material, etc.);

Equipment for sensory rooms (mirrors, LED equipment, sound-reproducing equipment, equipment for various tactile perceptions and sensations, etc.);

audiovisual (slides, slide films, videos, presentations, educational films on digital media;

Visual planar (posters, wall cards, wall illustrations, magnetic boards);

Demonstration (herbaria, dummies, models, stands, sectional models, demonstration models); - sports equipment.

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Activities related to the optimization of motor activity, organized motor activity, the formation of healthy lifestyle habits, and tempering activities

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Educational area "Physical development"

Goals and objectives in accordance with GEF DO Purpose: raising a healthy, cheerful, resilient, physically perfect, harmoniously and creatively developed child.

The objectives of the module "Formation of initial ideas about a healthy lifestyle":

Formation of healthy lifestyle values;

Mastering the elementary norms and rules of a healthy lifestyle: in nutrition, motor mode, hardening, in the formation good habits and etc.

Tasks of the module "Physical culture":

Master basic movements and develop different forms motor activity child;

Develop gross and fine motor skills;

Support the initiative and independence of children in motor activities and organize activities that promote physical development; - to form readiness and interest to participate in outdoor games and competitions; - to form psychophysical qualities: endurance, flexibility, strength, dexterity, eye;

Develop motor skills: the functions of balance, coordination of movement. The goals and objectives of the content of the educational area "Physical Development" in the Program of Preschool Education "From Birth to School" do not contradict the Federal component.

Table 2 Principles of physical development

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Educational area "Social and communicative development"

Goals and objectives in accordance with the GEF DO positive socialization of preschool children, familiarizing children with

Target:

socio-cultural norms, traditions of the family, society and state.

Tasks of the "Socialization" module:

To form and maintain a child's positive self-esteem, confidence in own capabilities and abilities;

Positively socialize and develop the child's initiative through cooperation with adults and peers and age-appropriate activities;

The objectives of the module "Self-service, independence, labor education":

Support the spontaneous play of children, enrich it through observations of the work activities of adults and organize thematic role-playing games;

Encourage initiative and independence in the organization of work under the guidance of an adult;

To develop the ability to express themselves as a subject of labor activity, to provide the opportunity for children to express themselves in individual, group and collective forms of labor;

To form a readiness to assimilate the rules and norms of behavior accepted in society related to various types and forms of labor in the interests of a person, family, society; - develop readiness and ability for self-service and actions with household items-tools (spoon, scoop, spatula, etc.)

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Educational area "Speech development"

Goals and objectives in accordance with GEF DO Purpose: the formation of oral speech and speech communication skills in the literary language of their people.

Tasks of the module "Speech development":

Possession of speech as a means of communication;

Development of coherent, grammatically correct dialogic and monologue speech;

Development of sound and intonation culture of speech, phonemic hearing;

Formation of sound analytical-synthetic activity as a prerequisite for learning to read and write;

Creating conditions for children to make decisions, express their feelings and thoughts through speech.

Objectives of the module "Fiction":

Possession of speech as a means of transmitting and broadcasting cultural values ​​and ways of self-expression and understanding;

Development of speech and literary creativity on the basis of familiarization with fiction, listening comprehension of texts of various genres of children's literature;

To develop the ability to participate in project literary activities and make decisions based on the experience of literary education.

Table 6 Principles of speech development

The principle of the relationship of sensory, mental and speech development. The principle of the relationship of work on various aspects of the language The principle of enrichment and motivation speech activity.

The principle of ensuring active language practice The principle of using visualization as the basis of cognitive and speech activity.

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And also see the content in the Preschool Education Program "From Birth to School" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva.

Educational area "Cognitive development"

Goals and objectives in accordance with GEF DO Purpose: development of cognitive interests and cognitive abilities children, which can be divided into sensory, intellectual-cognitive and intellectual-creative.

The objectives of the module "Development of cognitive research activities":

to form primary ideas about the objects of the surrounding world, about the objective world, about the simplest connections between objects of the immediate environment;

Deepen ideas about the essential characteristics of objects, about the properties and qualities of various materials;

Develop cognitive and research interest, showing entertaining experiences, tricks; involve in the simplest experiments and observations;

promote creative project activities individual and group character.

The objectives of the module "Initiation to socio-cultural values":

Form primary ideas about yourself and other people;

To expand the awareness of children in the fields of human activity (science, art, production and services, agriculture);

Expand children's ideas about the socio-cultural space;

form elementary representations about the history of mankind through acquaintance with works of art (painting, sculpture, myths and legends of the peoples of the world), play and productive activities.

Tasks of the module "Formation of elementary mathematical representations":

Form ideas about the number;

Form geometric representations;

To form an idea about temporary transformations, about changes in quantity;

Develop sensory abilities;

To form the skills of expressing a quantity through a number (the formation of skills in counting and measuring various quantities).

The objectives of the module "Introduction to the natural world":

Expand and clarify children's ideas about trees, shrubs, herbaceous plants;

plants of meadows, gardens, forests;

Expand and systematize knowledge about domestic, wintering and migratory birds;

domestic animals and inhabitants of a corner of nature;

To expand the knowledge of children about mammals, amphibians and reptiles.

To acquaint with some forms of protection of amphibians and reptiles from enemies (for example, it scares off enemies with a hiss, etc.).

Develop interest in the native land. Cultivate respect for work villagers(farmers, machine operators, foresters, etc.);

To form ideas about the transition of substances from a solid state to a liquid state and vice versa.

Observe such natural phenomena as frost, hail, fog, rain.

Learn to establish cause and effect relationships between natural phenomena(if insects - pollinators of plants disappear, then the plants will not give seeds, etc.).

To bring children to the understanding that human life on Earth largely depends on environment: clean air, water, forest, soil have a positive effect on human health and life.

Strengthen the ability to behave correctly in nature.

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And also see the content in the Preschool Education Program "From Birth to School" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva and in the partial program "Young Ecologist" S.N. Nikolaeva and the Program "Mathematics in Kindergarten" V.N. Novikova Educational area "Artistic and aesthetic development"

Goals and objectives in accordance with GEF DO Purpose: education artistic ability children, emotional responsiveness to the means of artistic expression, characteristic of different types of art.

The objectives of the module "Introduction to art":

To develop aesthetic perception, a sense of rhythm, artistic taste, an aesthetic attitude to the environment, to art and artistic activity;

To form an interest in classical and folk art (music, fine arts, literature, architecture);

Form the foundations of artistic culture. Develop an interest in art.

To expand children's ideas about creative activity, its features;

To develop aesthetic feelings, emotions, experiences, the ability to independently create artistic images in various activities;

To form the ability to distinguish between folk and professional art;

Raise interest in the art of the native land; love and careful attitude to works of art.

Tasks of the module "Visual activity":

To form in children a steady interest in visual activity. Enrich sensory experience, include hand movements on the subject in the process of familiarization with objects; develop figurative aesthetic perception, figurative representations, form aesthetic judgments;

To form an aesthetic attitude to objects and phenomena of the surrounding world, works of art, to artistic and creative activities;

Continue to develop collective creativity. To cultivate the desire to act in concert, to agree on who will do what part of the work, how individual images will be combined into a big picture.

In modeling, develop the creativity of children; to learn to freely use various techniques learned earlier to create images of objects, objects of nature, fairy-tale characters;

continue to teach to convey the shape of the main part and other parts, their proportions, posture, characteristic features of the depicted objects; process the surface of the form with finger movements and a stack;

Develop decorative modeling skills; learn to use different methods of modeling (sticking, in-depth relief), apply a stack. To teach when sculpting from clay to paint a plate, to create a pattern in a stack; create subject and plot, individual and collective compositions from clay, multi-colored plasticine.

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The objectives of the module "Musical and artistic activity":

Develop musical activity (perception of music, understanding the meaning of musical performances, singing, musical and rhythmic movements, playing children's musical instruments);

Support initiative, independence and creativity in various forms musical activity;

To form a general and aesthetic culture of the individual, aesthetic qualities and musicality;

Realization of independent musical activity, providing opportunities for self-expression and development of children's musical creativity.

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And also see the content in the Preschool Education Program "From Birth to School" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva.

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Tasks and content of work on the development of speech with young children in groups of short stay:

Development of speech understanding;

Development of active speech;

Strengthening and development of the organs of the articulatory apparatus;

Development of auditory perception (differentiation of sounds in words);

Introduction to fiction;

Raising children's interest in the artistic word.

Development of an emotional response to perception artistic material. assistance in the formation of the child's ability to listen to the speech of an adult, to remember what is heard (the third year of life).

Education of intonational expressiveness of children's speech (third year of life).

Facilitate memorization and recitation of nursery rhymes and small poems(third year of life).

Development of elements of creativity, initiative: with the help of a teacher, participate in staging and dramatization of simple folk tales(third year of life).

Table 11

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The explanatory note “An exemplary program of correctional and developmental work in a speech therapy group for children with severe speech disorders (general speech underdevelopment) from 3 to 7 years old” is an innovative program document for preschool educational institutions of combined and compensatory types.

The program is designed in accordance with:

1. Law of the Russian Federation "On Education".

2. Federal state educational standard for preschool education.

3. UN Convention on the Rights of the Child.

4. World Declaration on the Survival, Protection and Development of Children.

6. Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool organizations.

7. Developments of domestic scientists in the field of general and special pedagogy and psychology.

The purpose of this Program is to build a system of correctional and developmental work in speech therapy groups for children with severe speech disorders (general underdevelopment of speech) aged 3 to 7 years, providing for the full integration of the actions of all preschool specialists educational institution and parents of preschoolers. The planning of work in all five educational areas takes into account the peculiarities of the speech and general development of children with severe speech pathology.

The complexity of pedagogical influence is aimed at leveling the speech and psychophysical development of children and ensuring their comprehensive harmonious development.

General underdevelopment of speech (OHP) is considered as a systemic disorder of speech activity, complex speech disorders in which the formation of all components of the speech system related to both sound and semantic aspects is impaired in children with normal hearing and intact intelligence (Levina R. E., Filicheva T. B., Chirkina G. V.).

Speech insufficiency in OHP in preschoolers can vary from a complete lack of speech to extended speech with pronounced manifestations of lexicogrammatic and phonetic-phonemic underdevelopment (Levina R. E.).

Currently, four levels of speech development are distinguished, reflecting the state of all components of the language system in children with ONR (Filicheva T. B.).

At the first level of speech development, the child's speech means are limited, the active vocabulary is practically not formed and consists of onomatopoeia, sound complexes, and babble words. Statements are accompanied by gestures and facial expressions.

The ambiguity of the words used is characteristic, when the same babbling words are used to refer to different objects, phenomena, actions. It is possible to replace the names of objects with the names of actions and vice versa. In active speech, root words devoid of inflections predominate. The passive vocabulary is wider than the active one, but it is also extremely limited. There is practically no understanding of the category of the number of nouns and verbs, tense, gender, case. The pronunciation of sounds is diffuse.

Phonemic development is in its infancy. The ability to perceive and reproduce the syllabic structure of a word is limited. During the transition to the second level of speech development speech activity the child grows. The active vocabulary is expanded due to everyday subject and verb vocabulary. It is possible to use pronouns, conjunctions and sometimes simple prepositions. In the independent statements of the child there are already simple uncommon sentences. At the same time, it is noted gross mistakes in use grammatical constructions, there is no agreement between adjectives and nouns, there is confusion case forms etc. The understanding of addressed speech is developing significantly, although the passive vocabulary is limited, the subject and verbal vocabulary associated with the labor actions of adults, flora and fauna has not been formed. Ignorance is noted not only of shades of colors, but also of primary colors. Gross violations of the syllabic structure and sound-filling of words are typical. In children, the insufficiency of the phonetic side of speech is revealed ( a large number of unformed sounds).

The third level of speech development is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

There are attempts to use even sentences of complex structures. The child's vocabulary includes all parts of speech. At the same time, it may be observed inaccurate usage lexical meanings of words. The first word formation skills appear. The child forms nouns and adjectives with diminutive suffixes, verbs of motion with prefixes. Difficulties are noted in the formation of adjectives from nouns. Multiple agrammatisms are still noted. The child may use prepositions incorrectly, make mistakes in matching adjectives and numerals with nouns. Undifferentiated pronunciation of sounds is characteristic, and substitutions can be unstable.

Deficiencies in pronunciation can be expressed in the distortion, replacement or mixing of sounds.

The pronunciation of words with a complex syllabic structure becomes more stable. A child can repeat three- and four-syllable words after an adult, but distorts them in speech stream. Comprehension of speech approaches the norm, although there is insufficient understanding of the meanings of words expressed by prefixes and suffixes.

The program provides for the need to protect and strengthen the physical and mental health of children, to ensure the emotional well-being of each child. So it allows you to form an optimistic attitude of children to the environment, which enables the child to live and develop, provides a positive emotional-personal and socio-communicative development.

The volume of educational material is calculated in accordance with age-related physiological standards, which helps to avoid overwork and maladaptation of preschoolers. For each age group, an optimal combination of independent, individual and joint activities, a balanced alternation of specially organized and unregulated educational activities are proposed; free time for games and recreation of children is allocated both in the first and in the second half of the day.

The basis of the Program is the creation of optimal conditions for correctional and developmental work and the all-round harmonious development of children with OHP. This complex of correctional and developmental work is achieved through the creation of a speech therapy group, taking into account the peculiarities of the psychophysical development of children this contingent.

The main idea is to implement the general educational tasks of preschool education with the involvement of synchronous alignment of the speech and mental development of children with OHP, that is, one of the main principles of the Program is the principle of natural conformity. The program takes into account the general development of normally developing children and children with OHP and is based on the ontogenetic principle, taking into account the patterns of development of children's speech in the norm.

In addition, the Program is based on the following principles:

the principle of individualization, taking into account the capabilities, developmental characteristics and needs of each child;

the principle of recognizing each child as a full participant in the educational process;

the principle of supporting children's initiative and the formation of the cognitive interests of each child; principles of integration of specialists' efforts;

the principle of concreteness and accessibility of educational material, compliance with the requirements, methods, techniques and conditions of education for the individual and age characteristics of children;

the principle of systematic and interconnected educational material;

the principle of gradual presentation of educational material;

the principle of concentric growth of information in each of the subsequent age groups in all five educational areas.

The main form of work in all five educational areas of the Program is play activity - the main form of activity for preschoolers. All correctional and developmental individual, subgroup, group, integrated classes in accordance with the Program are playful in nature, full of various games and developing game exercises and in no way duplicate school forms of education. c A correctional and developmental lesson in accordance with the Program is not identical to a school lesson and is not its analogue. Summaries of gaming correctional and developmental classes of a speech therapist and educator are given in the collections included in methodical set Programs.

The implementation of the correctional, developmental and educational tasks set by the Program is ensured through an integrated approach and integration of the efforts of specialists in pedagogical and medical profiles and families of pupils.

The implementation of the principle of integration contributes to a higher rate of general and speech development of children, a more complete disclosure creativity each child, the opportunities and abilities inherent in children by nature, and provides for the joint work of a speech therapist teacher, educational psychologist, music director, instructor in physical education, instructor in physiotherapy exercises for educators and parents of preschoolers. In the Program, the interaction of specialists and parents is reflected in the blocks "Integration of the efforts of a speech therapist and educators", "Integrated classes in the system of work in a speech therapy group", "Interaction with the families of pupils", as well as in the joint work of all participants in the educational process in all five educational institutions. areas.

The program is built on the principle of a humane-personal attitude towards the child and allows for the developmental education of preschoolers, the formation of the basic foundations of the culture of the personality of children, the comprehensive development of intellectual and volitional qualities, and makes it possible to form all mental processes in children.

The program is based on programs corrective work:

1.N.V. Nishcheva "Organization of correctional and developmental work in the senior (preparatory) speech therapy group" St. Petersburg. 2004

2. Filicheva T. B. and others. Fundamentals of speech therapy: Proc. allowance for students ped. in-t on spec. "Pedagogy and psychology (preschool)" / T.B. Filicheva, N.A. Cheveleva, G.V. Chirkina.- M.: Enlightenment, 1989.-223p.: ill.

3. Filicheva T.B. Features of speech formation in preschool children.

Monograph. - M., 2000. - 314 p.

4. Zeitlin S.N. Language and child: Linguistics of children's speech: Proc. allowance for students.

higher education, institutions. - M.: Humanit. ed. center VLADOS, 2000. - 240 p.

5. Elkonin D. B. Development of oral and written speech of students / Ed. V.V. Davydova, Correction of speech disorders (programs of preschool educational institutions of a compensating type for children with speech disorders), M, 2010

Variability of the software of the correctional and educational process.

General education and correctional programs:

- “The main general educational program of preschool education: from birth to school”, M., Mozaika-sintez, 2010

T.B. Filicheva, T.V. Tumanova, G.V. Chirkin. "Education and education of preschool children with general underdevelopment of speech". M., 2010

Implementation of modern partial correctional programs:

S.P. Tsukanova, L.L. Berts "We teach a child to speak and read" M. 2006.

V.V. Konovalenko, S.V. Konovalenko Educational and methodical. set. M. 2003

T.A. Tkachenko "If a preschooler speaks badly" S.-Pb. 1998

–  –  –

The purpose of this Program is to build a system of correctional and developmental work in senior and preparatory speech therapy groups, which provides for the full interaction of all specialists of the educational institution and parents of preschoolers. The proposed complexity of pedagogical influence is aimed at equalizing the speech and psychophysical development of children with phonetic and phonemic speech underdevelopment (FFN) and general speech underdevelopment (OHP). In addition to this main goal, the program solves the general developmental tasks of cognitive development, the formation of artistic, creative and musical skills, strengthening physical health, teaching life safety, moral and labor education of children.

The Program is based on the idea of ​​creating optimal conditions for the correction of deviations in the development of speech and the comprehensive harmonious development of children of senior preschool age, conditions that will help children use all compensatory opportunities and realize the potential inherent in them by nature. This is achieved through the modification of general education programs and the entire complex of correctional developmental work in speech therapy groups, taking into account the peculiarities of the psychophysical development of children in this contingent, as well as the implementation of general educational tasks of preschool education with the inclusion of synchronous alignment of speech and mental development of children.

The systemic and comprehensive nature of educational work, the specificity and availability of correctional and developmental material are implemented in the Program thanks to a system of repeating acquired skills, relying on existing knowledge and skills, which ultimately ensures development in accordance with age norms.

The principle of accessibility is reflected in taking into account the age characteristics of older preschool children with phonetic-phonemic underdevelopment and general underdevelopment of speech, the state of their motor, speech, gaming skills, available forms of communication and motivation of activity.

The Program provides for the need to protect and strengthen the physical and mental health of children, to ensure the emotional well-being of each child. The volume of educational material is calculated in accordance with age-related physiological standards, which helps to avoid overwork and maladaptation.

The proposed system contains the optimal combination of individual and joint activities of children, a balanced alternation of specially organized classes and unregulated activities. Free time for games and recreation of children is allocated both in the first and in the second half of the day.

The implementation of the correctional, developmental and educational tasks of the Program is ensured thanks to an integrated approach to the correction of speech pathology, close relationship specialists of pedagogical and medical profiles.

An integrated approach ensures higher rates of dynamics in the general and speech development of children. The implementation of the principle of complexity provides for the relationship in the work of a speech therapist, a teacher-psychologist, a music director, a physical education instructor, educators, medical workers of an educational institution.

The basis of the complex-thematic (promising) and scheduling correctional work in the senior and preparatory speech therapy group in accordance with the requirements of the Program is a thematic approach. It allows you to organize communicative situations in which the teacher controls the cognitive and speech development of children.

The thematic approach provides a concentrated study of the material, repeated repetition of speech material daily, which is very important both for the perception of speech and for its actualization. A concentrated study of the topic contributes to the successful accumulation of speech means and the active use of them by children for communicative purposes; it is quite consistent with the solution of both the general tasks of the comprehensive development of children and special correctional ones.

A concentrated study of the material also serves as a means of establishing closer ties between specialists, since all specialists work within the same lexical topic.

Language means are selected taking into account the stage of correctional education, individual, speech and mental abilities of children. At the same time, the zones of the actual and immediate development of the child are taken into account, which ensures its intellectual development.

Thus, the content of the correctional work provides:

Identification of special educational needs of children with disabilities due to shortcomings in their speech development;

Implementation of individually oriented psychological and medical-pedagogical assistance to children with speech disorders, taking into account the peculiarities of psychophysical development and individual capabilities of children;

The possibility of mastering the Program by children with speech disorders and their integration in an educational institution.

–  –  –

Psychological-medical-pedagogical support - system professional activity specialists aimed at creating socio-psychological conditions for successful treatment, development and correction of physical and mental problems every child, regardless of his level of abilities and life experience, in a particular social environment. Building an effective support system will allow solving the problems of this category of children within the educational environment of the institution, avoiding unreasonable referral of the child's problem to external services, and reducing the number of children sent to special educational institutions of compensatory direction.

The main goal of medical and pedagogical support should be considered the coordination of the activities of all subjects of education to create conditions for the full mental and personal development of children.

Currently, in speech therapy practice there are children with secondary mental retardation, minimal brain dysfunctions: (attention instability syndrome and hyperactivity), children with bilingualism. Cognitive correction, and in fact the mechanical training of cognitive processes, in such children has ceased to bring a lasting effect. In addition, the staffing of speech therapy groups mixed in terms of speech defects (FFN and OHP in one group), as well as the excess of the number of children in them, introduces additional difficulties in the organization of correctional work. Due to the complexity and versatility of the problem, it must be considered according to the principle of complexity, as medical, psychological, social, pedagogical, and systematic, taking into account the interdependence and conditionality of the entire mental sphere and all forms of activity.

The organization of work with children with speech disorders requires an emphasis on some significant factors that largely determine the effectiveness of psychomedical and pedagogical support.

We can highlight several main factors:

Need extra effort on the adaptation of the child in a new team;

Clear interaction of all specialists of the institution at all stages of support, taking into account the recommendations of doctors and psychologists;

Development of individual development routes for each child;

Adequate (corresponding to the individual and psychophysiological capabilities of the child) combination of therapeutic, educational and correctional activities;

Inclusion of parents in the activities of the institution as accomplices of the correctional process;

Support for a favorable psychological climate in the institution.

The main directions of organizational and methodological support of educational and correctional work with children with speech impairment are as follows:

development and refinement of an individual educational and correctional route for each child (includes the determination of the necessary areas of correction and the regulation of the frequency of individual lessons for each specialist);

Development, refinement, taking into account the dynamic survey data and implementation of schemes and support programs; - hygienic regulation of loads;

Ensuring continuity and consistency of work with the child.

Teacher - speech therapist: speech therapy diagnostics, correction and development of speech, development of recommendations for other specialists on the use of speech therapy techniques in working with a child; pedagogical diagnostics, development and refinement of individual educational routes, providing individual, subgroup and frontal (group) classes with children on speech correction.

psychological diagnostics, psychological

Teacher - psychologist:

consulting, development and execution of recommendations to other specialists on the organization of work with the child, taking into account the data of psychodiagnostics, conducting training, psychocorrectional forms of work;

Educator: determining the level of development of various types of child activities, the characteristics of communicative activity and culture, the level of formation of purposeful activities, self-service skills according to the age stage, the implementation of the recommendations of a teacher, psychologist, speech therapist, doctor (organization of a regimen of developing and corrective games);

Musical director: implementation of the used music education programs, programs additional education with elements of musical, theatrical, creative therapy, taking into account the recommendations of a speech therapist teacher, educational psychologist, doctor (including a child psychiatrist) and a mandatory presentation for psychological analysis products of children's creativity as projective material;

Instructor for physical culture: implementation of the programs used to correct movement disorders, orientation in macro- and microspace.

Selection of individual exercises for classes with children with somatic weakness, delayed development of locomotor functions, lag in the development of the motor sphere, reduced dexterity and speed of exercise, taking into account the recommendations of a speech therapist teacher, a psychologist teacher, a child psychiatrist.

Doctor - pediatrician: organization of medical diagnostics and carrying out individual elements of diagnostics. Combining into one individual, balanced program of medical support the obtained diagnostic data and recommendations of other doctors (cardiologist, gastroenterologist, orthopedist, oculist, child psychiatrist, neurologist, otolaryngologist). Organization and control of anthropometry, clarification of schemes for medical, physio- and phytotherapeutic treatment, physiotherapy exercises and massage with dynamic control. Control over the organization of nutrition for children, development of medical recommendations for other specialists.

Nurse: ensuring the daily sanitary and hygienic regime, daily monitoring of the mental and somatic state of the pupils, carrying out phyto- and physiotherapy procedures, individual recommendations of doctors. Drawing up a menu taking into account the recommendations of doctors, monitoring and analyzing the implementation of natural product standards. Quality control of incoming products.

Senior teacher: advanced planning support activities, coordination of activities and interaction of specialists, control over the organization of work of specialists in correctional speech therapy groups, analysis of the effectiveness of the activities of specialists, organization of a medical - psychological and pedagogical council.

The main areas of work with a child who has individual characteristics in physical and mental development, which prevent the assimilation of general education and correctional programs in full, are determined by all specialists at the psychological and pedagogical council.

All specialists of preschool departments are obliged to give thematic consultations to group teachers and parents of children in need of psychological and medical pedagogical support. The subject of consultations has a wide range, depending on the severity of the defect, the individual characteristics of the individual, the social and living conditions of the child.

Eventually speech therapy work children should learn:

Understand addressed speech in accordance with the parameters of the age norm;

Phonetically correctly design the sound side of speech;

Correctly convey the syllabic structure of words used in independent speech;

Use in independent speech simple common and complex sentences; master the skills of combining them into a story;

Possess the skills of dialogic speech;

Possess word-formation skills: produce nouns from verbs, adjectives from nouns and verbs, diminutive and augmentative forms of nouns, etc.;

Grammatically correct independent speech in accordance with the norms of the language. Case, generic endings of words should be pronounced clearly;

simple and almost everything complex sentences must be used appropriately;

Use in spontaneous communication words of various lexical and grammatical categories (nouns, verbs, adverbs, adjectives, pronouns, etc.)

To master the elements of literacy: the skills of reading and typing some letters, syllables, words and short sentences within the program.

Content and Plan for the Implementation of Individually Oriented Remedial Measures Mastering the native language, which is brought to the fore in the Program, is one of the main elements of personality formation and is closely related to mental, moral, and aesthetic development. A lag in the development of speech can lead to a delay in the development of mental functions, and, above all, thinking. The Program indicates the following main directions, tasks and content of correctional developmental work in the senior and preparatory speech therapy groups for children with general underdevelopment of speech. The process of speech correction provides for three periods, each of which has its own duration, differs in tasks, content and volume of the material to be digested. These stages are at the same time interconnected and interdependent: the content of the training at each of the previous stages prepares children for the passage of new, more complex material.

–  –  –

Monitoring the dynamics of children's development, their success in mastering the basic general education program preschool education Survey of the general development of children by program sections

–  –  –

Examination of children by sections of the Program is carried out by educators, a music worker, a physical education instructor at the beginning school year in parallel with the speech examination and ends by September 15.

The main task of the survey is to identify the correspondence of the level of knowledge and skills of children to the requirements of the program for this age group. The examination is carried out frontally.

When preparing and conducting an examination, it is necessary:

1. Think in advance and prepare visual material for each child.

2. The task is to give immediately to all children in a form that is understandable to them.

3. To identify the difficulties children have, to obtain objective data on this. (There is no need to train the subjects! This is a task for the near future.)

4. Draw up an examination protocol; it is filled in at the time of the examination: correctly completed tasks are marked with a plus sign, incorrect ones are marked with a minus sign.

5. After the survey, make a conclusion about the state of the skills and abilities of each child.

Methodical techniques for examining children of the sixth year of life.

I. Survey of elementary mathematical representations.

Equipment: children have different amounts of heterogeneous counting material.

For example, Lena has 3 Christmas trees, 4 mushrooms, 5 sticks; Sasha has 3 sticks, 4 Christmas trees, 5 mushrooms, etc.

Exercise. Count how many sticks you have? mushrooms? Christmas trees?

2) The ability to compare two groups of objects, the number of which is expressed by adjacent numbers.

Equipment: children have two groups of objects in different quantities. For example, Lena has 2 mushrooms, 3 carrots; Sasha has 2 carrots, 3 mushrooms, etc.

Task 1. Count how many carrots you have in total? How many mushrooms? What more?

What is less?

Task 2. Make sure that the carrots and mushrooms are equally divided.

3) The ability to take the right amount of items a) according to the model; b) by a given number.

Equipment: children have an arbitrary number of sticks.

Task 1. Take as many sticks as I took.

Task 2. Take 2 sticks, 3, 4, 5 sticks.

4) The concept of the magnitude of the subject.

a) Big - small.

Equipment: children have two similar objects, but different in size, for example, large and small cubes.

Exercise. You have two cubes: one is large, the other is small. Show a large cube, and now a small one. b) Narrow - wide.

Equipment: children have two strips of paper - wide and narrow.

Exercise. You have two strips of paper. One is wide, the other is narrow. Show a narrow strip; now wide. c) Thick - thin.

Equipment: children have thick and thin sticks.

Exercise. You have thick and thin sticks. Show a thick stick, and now a thin one. d) High - low.

Equipment: children have pictures depicting a tree and a bush.

Exercise. Look at the pictures and think about what we say low, but what about high? e) Long - short.

Equipment: children have two strips - long and short.

Exercise. You have stripes. One is long, the other is short. Show a short strip, and now a long one.

5) Distinguishing geometric shapes (circle, square, triangle, rectangle).

Equipment: children have four named geometric shapes: circle, triangle, rectangle, square.

Exercise. Show circle, triangle, rectangle, square.

6) The ability to navigate in space (forward - backward, right - left, up and down).

Organization. Children leave the tables and line up.

Exercise. Hands up, hands back, turn right, left. Look up, down.

(Note: the teacher does not make any movements, only gives a command).

II. Visual activity.

1) Possession of technical drawing skills.

The ability to hold a pencil, draw a vertical, horizontal line, draw a circle, an oval.

Equipment: children have pencils and blank sheets of paper.

Exercise. Draw a fence. And now the ladder. Ball. Cucumber. (If the children do not cope with the proposed buildings, you can show a sample.)

2) Modeling. The ability to roll a ball, sausage, connect parts.

Equipment: children have two pieces of plasticine.

Exercise. Roll up a ball, sausage. Make a bagel out of the sausage. (If there is difficulty, offer a sample.)

3) Possession of technical skills of the application.

a) Ability to hold scissors correctly.

b) The ability to cut along and across the strip.

Equipment: scissors, lined strips of paper.

Exercise. Get the scissors right. Cut the wide strip into two narrow ones along the drawn line.

c) The ability to place a pattern of ready-made shapes on a square.

Equipment: a square sheet of paper. Colored mugs: 1 red large, 4 blue small. (The teacher shows a sample of the rug. In the middle of the square there is a large red circle, on the side, top, bottom there are small blue circles.) Task. Consider a sample. Make the same rug.

4) Examination of knowledge of primary colors.

Equipment: for children, butterflies cut out of colored paper in 5-6 colors.

Exercise. In summer, children caught colorful butterflies. Caught a lot of butterflies. They caught red, blue, yellow (etc.). Show a red butterfly, a blue one, a yellow one, etc.

–  –  –

1) Construction from cubes.

Equipment: cubes of different sizes.

Exercise. Build a gate, a tower, a house, a car. (The work is done by children without a sample.)

2) Making a whole out of parts.

Equipment: children have subject pictures cut into 2, 3, 4 parts.

Exercise. Find parts of the picture. (The teacher demonstrates a whole sample, for example, a pear).

IV. Fine motor skills.

Equipment: beads, fishing line, mosaic - carnations.

Task 1. String beads on a fishing line.

Task 2. Lay out the red and blue tracks.

V. Basic movements.

The examination is carried out on the site or in the gym together with a physical education instructor.

1) Jumping. Jumping on two legs, on one leg, on two legs with forward movement. Jumping over an object. 2) Throwing.

a) Throw the ball up and catch it. Hit the ground and catch.

b) Throwing the ball to each other.

c) Rolling the ball into the goal. Target hit.

3) Lasagna. Climb on the gymnastic wall, go down from it. Climb from one flight of stairs to another.

4) Balance. Walking on the board straight, sideways, on an inclined board. Stand on one leg.

–  –  –

(Examination is carried out while washing, undressing, dressing, while eating)

1) Be able to unbutton and fasten buttons, lace up shoes.

2) Ability to wash hands, use a towel.

3) Ability to use cutlery.

4) The ability is.

5) Ability to use a napkin.

VII. Household work.

1) Ability to set the table.

2) The ability to clean your bed, toys.

–  –  –

(The survey is carried out in the process of observing the play activities of children during the day)

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Evgenia Alekseevna Dementieva educator, MDOU

The federal state educational standard for preschool education defines the main educational program as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children.

Individualization of preschool education is the construction of educational activities based on the individual characteristics of each child. The individualization of the child's personality consists in the development of skills that distinguish him from the bulk of students. The process of socialization of the child's personality in the conditions of preschool education is a process of assimilation and further development of socio-cultural experience.

Of course, preschool age is a unique and bright period in the life of every person. This period is favorable for social development, and significant for the child's entry into the difficult world of social relationships. The main goal of positive socialization is to develop a positive attitude of the child towards himself, towards other people, towards the world around him. Development of communicative and social competence. In other words, at this stage it is important to explain, to help the child understand what is good and what is bad.

As part of preschool educational activities, in MDOU "Kindergarten of a general developmental type No. 25 with Yasnye Zori" , I directly conduct work aimed at the social and communicative development of each child. The basis of my work is the organization of social interaction, which is a direct source of child development. The organization of social interaction is impossible without revealing the individuality, the psychological makeup of each child.

To identify the individuality of a preschooler, it is not enough to know the specific individual manifestations of the child. (age-related features of mental processes, features of speech, physical capabilities), but it is also necessary to take into account its existence in the new society. In my pedagogical activity, this problem can be partially solved by a written and oral survey. The survey process is as follows, even before the child enters kindergarten, parents answer a number of questions in writing: what do your children like to do, what books to read, what games to play, how many people are in the family, whether they serve themselves and so on. The results of the survey allow you to have reliable information about the child. Answering questions, parents objectively describe all the manifestations and characteristics of the child. Particular attention in the preparation of the questionnaire is given to questions that allow you to identify the interests, habits, temperament of a preschooler. Another important issue is the composition of the family. The decrease in the number of children in a family and the growth of one-child families means the impoverishment of the social and communicative ties of the child. In such a family, the child does not have brothers and sisters, and consequently, no play partners, thanks to which models of various relationships and social roles are mastered.

The main task of pedagogical activity, built taking into account the individualization and socialization of the child, is the formation of the activities of a group of children based on their characteristics, so that the mutual influence of children on each other is most effective. For example, someone who knows how to design a house, draw, read, sculpt, sing and can teach this to another child. In the process of socialization of personality development, the moment of teaching one child to another is very significant both for the one who teaches and for the one who is taught.

Children very often imitate the people around them. It is very important who the child imitates. For a child, a more significant role model is another child - most often a leader. The task of the teacher is to identify and use the influence of a positive leader - most often they are more active child, more intelligent, more skillful. My motto: "The art of raising a child is the art of creating positive role models" .

The optimal model for organizing the educational process should be the joint partnership activity of the educator, teacher with children. My pedagogical activity, within the framework of the process of positive socialization and individualization, is built on the following principles:

1. Do not limit the freedom of behavior, but change the environment surrounding the child so that it ensures his development to the maximum extent on the basis of the free manifestation of activity. Not to remake the child into an environment based on prohibitions, but to remake the environment in accordance with the need to ensure full development.
2. The rights and freedoms of one child should not infringe on the rights and freedoms of other people.
3. To try to explain, not to prohibit, since prohibitive pedagogy is inherently ineffective, we seek to correct not the primary source, but the consequence.

Children do not develop according to predetermined programs; moreover, a significant part of children develop successfully "according to your program" . Therefore, teachers should strive for a high level of development of children, but at the same time understand that the logic of development is not linear, more complex; when organizing work with children, the social context of development should be taken into account, since environmental factors, especially family education, are both strong and, for the most part, parts, no less positive constructive, effective.

MOU "Dmitrievskaya secondary school"

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

7) taking into account the ethno-cultural situation in the development of children.

Relevance This topic is due to the modern requirements of the education system, which dictate the need to organize psychological and pedagogical support for the socialization of children whose development is complicated by the action of adverse factors at all levels of education.

Under psychological and pedagogical support socialization and individualization of the development of children, we understand the system of professional activities of all specialists in the educational space in order to create socio-psychological conditions for the successful education and upbringing of children, their social adaptation and self-determination, constructive solutions to the problems of child development

GEF DO defines the responsibility of the family (parents) for the upbringing of children. However, many parents lack knowledge in the field of pedagogy and psychology, have a low pedagogical and psychological culture. Working with the parent community plays an important role in the system of psychological and pedagogical support for the socialization and individualization of the development of children with different abilities and needs, both in traditional forms education and counseling, as well as in the form of training seminars for children and parents, development of cooperation, conflict resolution, etc.)

Currently, teachers need to be able to interact with a heterogeneous contingent of children. In our case, this is especially true.

The educational program of preschool education has the following goals and objectives:

Target:

Providing psychological and pedagogical support for positive socialization and individualization, development of the personality of children.

Program Objectives:

To create conditions for the cooperation of children with adults and peers and the organization of various types of children's activities.

To provide children with opportunities for positive socialization, personal development, development of initiative and creativity.

Create a developing educational environment in the preschool educational institution as a system of conditions for the socialization and individualization of children.

The solution of the goals and objectives of education outlined 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, the degree of strength of the moral qualities acquired by him depend on the pedagogical skill of the educator, his culture, love for children. Taking care of the health and comprehensive upbringing of children, preschool teachers, together with their families, strive to make happy childhood every child.

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

The program is aimed at:

on the creation of conditions for the development of the child, opening up opportunities for his positive socialization, his personal growth, developing initiative and creativity through collaboration with adults and peers and age-appropriate activities;

on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.

The content of the Program ensures the development of the personality, motivation and abilities of children in various activities and covers the following structural units representing certain areas of development and education of children. (hereinafter - educational areas):

- social and communicative development;

- cognitive development;

- speech development;

- artistic and aesthetic development;

- physical development.

The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various activities:
- game;

Communicative;

Cognitive - research;

Perception of fiction and folklore;

Labor, self-service;

Construction from different materials;

Fine;

Musical;

Motor.
In accordance with the Federal State Educational Standard of preschool education, the socialization of the personality of a preschooler and his communicative development are singled out in one educational area "Social and communicative development". Such a combination of directions in the development of the child is not accidental and natural, since decisive factor Personal development is the social environment. And it is she who provides a full-fledged practice of interaction and verbal communication of all people. The development of a preschool child in the educational process is provided by a holistic process socialization-individualization.

The standard solves the problem combining training and education into a holistic educational process on the basis of spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society. A child's development of culture, universal human experience is impossible without interaction and communication with other people. Through communication there is a development of consciousness and higher mental functions. The ability of a child to communicate positively will allow him to live comfortably in a society of people in the future; to be successful, thanks to communication, he not only gets to know another person (adult or peer), but also himself. This is significant, since the formation of a personality capable of organizing interpersonal interaction, solving communicative problems ensures its successful adaptation in the modern socio-cultural space.

In modern psychological and pedagogical science, the need is realized, on the one hand, for a person to master social norms that ensure the formation of significant social qualities, and on the other hand, the formation of human individuality, preservation, manifestation of individual value, unique, inimitable in a person. The result of socialization-individualization is expressed in the ability to manifest and realize individual abilities, opportunities in social activities, use them to solve social problems, express one's self in accordance with accepted moral norms and rules.

What is socialization and individualization?

Socialization - assimilation process certain system knowledge, norms and cultural values ​​that enable the preschooler to actively and competently participate in society . Socialization of children ka is a multifaceted phenomenon that occurs under the influence of various factors: heredity, the atmosphere in which the child is brought up, the environment surrounding him, self-knowledge and self-development.

Individualization – the activity of an adult (teacher) and the child himself to support and develop that single, original thing that is inherent in a person by nature and that he acquires in individual experience.

preschool educational program, considers the developmental problems of the child and solves issues of early socialization of children.

socially e development is one of the directions of modern preschool education. At its core educational environment preschool educational organization is social. People directly surrounding a child of preschool age play a major role in his life. These are the child's parents, teachers, peers. The environment of the kindergarten, filled with a wide variety of objects, things created by human hands and his plan, if properly organized by teachers, contributes to the activation of children's social cognition, ensures the disclosure of the child's individuality.

Pedagogical technology socialization-individual The use of preschool children in the educational process of preschool education is variable and is carried out in stages:

Collection of information about individual personality traits children;

Long-term planning of work with children on social and personal development;

Usage various forms and methods of socialization and individualization in the educational process;

Organization pedagogical space for socialization-individualization of children;

Individual correction of existing social and personal problems of the child.

Preserving and strengthening the health of pupils of preschool educational institutions is the main task of preschool institutions. Socialization and individualization is the basis of this work. Creating conditions for the free and effective development of the abilities of each child is the main goal. One of the forms of pedagogical support can also be attributed to adaptation work at the beginning of the school year.

With the arrival of a child in a preschool institution, his life changes significantly: daily routine, absence of parents or other close adults, behavioral requirements, constant contact with peers, a new room, a different style of communication. All this falls on the child at the same time, creating for him stressful situation. In our kindergarten, adaptation work is underway with children visiting kindergarten for the first time. To do this, conditions are created for the formation of a positive attitude in children to kindergarten, to each other, to surrounding adults, the formation of social and communication skills. These tasks are solved in the course of the educational process. The main form of work is entertainment, holidays, theatrical, musical and didactic games, outdoor games and much more. The adaptation work includes the entire staff of the educational institution (educators, specialists – psychologist, music director), parents of children attending kindergarten for the first time and older children (older age group).

Condition efficiency social and personal development of children, is determined by the teachers of our institution on the basis of daily observations of the manifestations of the child in different situations, individual conversations communication with parents. Observation and assessment of the emotional well-being of the child in the peer group is of paramount importance, his emotionally comfortable state is an indicator of mastering social skills.

Developing environment in our preschool contributes to the formation of ideas about social reality, emotional and value attitude towards it, contributes to the inclusion of the child in a variety of activities and communication. Taking into account the components of the development of the child's personality, the staff of our preschool institution is trying to develop his ability for creative activity (this important condition successful socialization of the child's personality), consolidate knowledge and form the necessary personal qualities. For this, "development centers" have been created.

Center for artistic and speech activity.

Teachers read and tell fairy tales and stories to children, learn poems with them, teach them to analyze texts in an elementary way, retell and stage short literary works, inventing their own short fairy tales, stories, riddles, and also try to arouse a desire to use the acquired knowledge in Everyday life. To do this, in their free time, the second half of the day is used for artistic and speech activities of children. Our groups have a book corner. Here, children can leaf through the books they know, look at the illustrations in them, and retell what they have read to their comrades using the toy theater. Together with educators, such literary games as "Guess the name", "Remember and tell", "Guess the name of the hero of this book", etc.

Center for fine arts - where the teacher in their free time, together with the children, can do modeling, appliqué, and draw. Center gaming activity- represented by various types of games, substitute items.

Research activity center (experimentation). Children experiment with sand and water. Here the child can show his activity of comprehending the structure of things, the connections between the phenomena of the surrounding world.

Center of musical and theatrical activities (music, theatrical performances). In the corner of "magic transformations" there is a "magic box" with materials for dramatizations and play-dramatizations and musical instruments. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease. Children become more relaxed, sociable; they learn to articulate their thoughts clearly and express them publicly.

Center for constructive activities (all types of building, natural materials). In design, as in no other activity, an idea of ​​space is formed.

In the work of such centers there is an atmosphere of psychological creative freedom, the opportunity to express one's individuality, to realize one's choice. The choice of a developing environment by a child is an incentive for self-development not only of the child, but also of the teacher.

In our institution, teachers and parents work together in the process of active cooperation, contributing to the unity of all participants in pedagogical interaction.

The forms of such work are as follows:

1. Social project: "Visiting working people"

Target: Acquaintance of children with the work of adults, cooperation with the family.

2. Information and practical project "Let's help the birds in winter"

3. Information and practical project "Baby books for kids"

4. Social and creative project "Coat of arms of my family"
in the framework of the project "Conversation with the family"

5. Research and creative project, with the involvement of parents "Rainbow dance".

There are many more important point in the work of our preschool groups is that among the pupils there are children of Turkish nationality. The first obstacle in communicating with caregivers and peers of these children is the language barrier, which negatively affects social adaptation children and revealing the individuality of the child. To help Turkish children, educators conduct individual lessons with them, organize various forms of communication between children and various games (plot, mobile, theatrical) in small subgroups or general round dance, pair assignments, which contributes to the establishment of good relations between children. Stimulates the desire to make contact with others, to express their thoughts. They introduce children to the traditional culture of Russian and Turkish nationalities.

Conclusion

We also believe that the result of our work should be a full-fledged living by the child of all stages of childhood. And this is possible only under the following conditions:

Building educational activities based on the individual characteristics of each child.

Assistance and recognition of the child as a full-fledged participant in educational relations.

Supporting the initiative of children in various activities. Cooperation of the Organization with the family.

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

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

Compliance with the age adequacy of the implementation of the Program.

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

"Preschool Child: His Positive Socialization"

The problem of joining social peace has always been and still remains one of the leading in the process of shaping the personality of the child. Historical analysis convinces of the need to provide the child with qualified assistance in the complex process of entering the world of people. The socialization of a preschooler involves the development of the ability to adequately navigate in the social environment available to him, to realize the intrinsic value of his own personality and other people, to express feelings and attitudes towards the world in accordance with the cultural traditions of society.

In accordance with the Federal State Educational Standard for Preschool Education, the development of a preschool child in the educational process must be ensured by a holistic process of socialization-individualization.
Individualization is the activity of an adult (teacher) and the child himself to support and develop that single, peculiar thing that is inherent in a person by nature and that he acquires in individual experience.

Socialization - from Latin word socialis - public, which means the process of mastering a certain system of knowledge, norms and cultural values ​​that allow a preschooler to actively and competently participate in society. The socialization of a child is a multifaceted phenomenon that occurs under the influence of various factors: heredity, the atmosphere in which the child is brought up, the environment surrounding him, self-knowledge and self-development.

Positive socialization is the ability of a child to interact with people around him, to build his behavior and activities, taking into account the needs and interests of others.

The goal of positive socialization- development by preschoolers of the initial ideas of a social nature and their inclusion in the system of social relations of society.

Development of a positive attitude of the child towards himself, other people, the world around him, communicative and social competence of children;
- creating conditions for the formation of a positive self-perception in the child - confidence in their abilities, that they are good, that they love them;

- the formation of a child's self-esteem, awareness of their rights and freedoms (the right to have personal opinion, choose friends, toys, activities, have personal items, use personal time at your own discretion);

Raising a child's positive attitude towards other people - respect and tolerance for children and adults, regardless of social origin, race and nationality, language, religion, gender, age, personal and behavioral identity, respect for the self-esteem of other people, their opinions, desires , views;

Introducing children to the values ​​of cooperation with other people: assisting in realizing the need for people in each other, planning joint work, subordinating and controlling their desires, coordinating opinions and actions with partners in activities;

The development in children of a sense of responsibility for another person, a common cause, a given word;

Creation of the child's communicative competence - recognition of emotional experiences and states of others, expression of one's own experiences;
- the formation of social skills in children: mastering various ways conflict resolution, ability to negotiate, follow the order, establish new contacts

All this should provide the basis for the formation of the prerequisites for learning activities.

The main mechanism of socialization at an early age is imitation, which is formed on the basis of pre-existing attachment to people. In childhood socialization agents have a huge impact on the process of socialization, that is, persons with whom the child has direct interaction (family, kindergarten, society). It is the parents who serve as models of behavior for their children and act as active subjects of socialization. An important factor in the upbringing and development of the child, in the acquisition of social experience by him is the family (as one of the institutions of socialization).

Positive socialization of preschool children, their familiarization with sociocultural norms, traditions of the family, society and the state is carried out not only through the organization of purposeful development and education, but also through the socialization of the child in the process of life.

A child in a family learns to communicate, acquires the first social experience, learns social orientation. That is why one of the main tasks of our activity is the creation of full-fledged social cooperation in the triad "teacher-children-parents". Recognition of the priority of family education requires a new attitude towards the family and new forms of work with families on the part of the preschool institution. The novelty of such relations is determined by the concepts of "cooperation" and "interaction".

Cooperation is communication “on an equal footing”, where no one has the privilege to indicate, control, evaluate. Parents become active participants in the educational process, management preschool.

The social development of the individual is carried out in activity. Children's activities are carried out in various age-appropriate forms of work with children, special place among which the game occupies as an activity in itself.

Important feature social values ​​lies in the fact that, due to their universal recognition, they are perceived by members of society as something taken for granted, values ​​are spontaneously realized, reproduced in social significant actions of people.

"Childhood is critical period human life, not preparation for a future life, but a real, bright, original, unique life. And from the one who led the child by the hand in his childhood, what entered his mind and heart from the world around him, it decisively depends on what kind of person today's baby will become.
(L.N. Tolstoy)

Dombrovskaya Tatyana Vladimirovna

teacher of the highest category

MBDOU DS No. 353, Chelyabinsk

PEDAGOGICAL SUPPORT FOR POSITIVE SOCIALIZATION AND INDIVIDUALIZATION OF THE PERSONALITY OF A CHILD OF PRESCHOOL AGE

The federal state educational standard for preschool education defines the main educational program as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children.

I conduct special work in our kindergarten in the educational area "social and communicative development". I consider the basis of my work to be the organization of social interaction, which is the source of a child's development.

The problem of individuality, the uniqueness of the psychological appearance of a person is one of the central ones in the organization of pedagogical activity in our kindergarten. I believe that in order to solve this problem, it is not enough to know and build your work only on the basis of knowledge about the essence of the child (his age characteristics, mental processes, speech, physical abilities), but it is also necessary to take into account his existence, i.e. specific individual manifestations.

Even before the child comes to me in the group, I must have specific information about him from parents: I offer a number of questionnaires, filling which, parents objectively describe all the manifestations and characteristics of the child, Special attention- interests, habits, temperament.

The decrease in the number of children in a family and the growth of one-child families means the impoverishment of the social and communicative ties of the child. In such a family, the child does not have brothers and sisters, and consequently, no play partners, thanks to which models of various relationships and social roles are mastered.

My task: when organizing the life of a group, to complete microgroups of children for any activity in such a way that the mutual influence of children on each other is most effective. For example, Nikita knows how to design a ship and can teach this to Vladik - for Vladik the benefits are obvious, but for Nikita? Nikita is phlegmatic, and Vladik is choleric, and the benefit for Nikita will be that Vladik's temperament makes Nikita work at an accelerated pace, which will positively affect Nikita's schooling. In addition, the very moment of teaching one child to another is very important.

Nature has awarded all living things with an invaluable gift - this is a gift of imitation. And it is imitation that underlies the development of the child. Pedagogy and psychology with surprising ease pass by this unique phenomenon. Imitation is a law of nature. And like any law, it cannot be repealed, it can only be known and used for the benefit of a growing child.

It is very important who the child imitates. For a child, a more significant role model is another child - most often a leader. My task is to identify and use the influence of a positive leader - most often it turns out to be a more active child, more intelligent, more skillful, etc. My motto is "The art of raising a child is the art of creating role models."

In my teaching activities, I adhere to the following principles:

1. Do not limit the freedom of behavior, but change the environment surrounding the child so that it ensures his development to the maximum extent on the basis of the free manifestation of activity. Not to remake the child into an environment based on prohibitions, but to remake the environment in accordance with the need to ensure full development.

2. The rights and freedoms of one person (child) must not infringe on the rights and freedoms of other people. Perhaps this is one condition under which the freedom of the individual can be limited.

3. Try to explain, not prohibit. Prohibitive pedagogy is inherently ineffective, because we seek to correct not the primary source, but the consequence. The desires of the child do not arise from nothing - he learns them from adults, from those social relations that exist in reality.

The most urgent problem at present is the problem of socialization.

In social interaction, there must be a conflict (moral and mental tension) and options for its resolution. Any moral category (good and evil, greed - generosity, courage - cowardice, etc.) I offer children not as a declarative theoretical sermon-explanation, but I create a problem or conflict situation in which every child should take part. For example, “greed-generosity” - I offer children an apple cut into unequal slices for treats, while one slice is missing - what will the children do? In addition, a work is read that raises the same problem, for example, "Two Greedy Little Bears", and then the understanding and analysis of the work by children takes place at a deeper problem-personal level.

Enveloping a child with a system of social and moral ties is one side of education, and the other is teaching him to make his own choice based on moral principles or norms of life. This is what my method is for. moral development. Since it is addressed specifically to each child and is aimed at the social development of the individual, it is by its nature personality-oriented to the child.

Bibliography:

1. Federal state educational standard for preschool education. [Electronic resource] / http://www.firo.ru/?page_id=11003