Teaching literacy in kindergarten: features and techniques. Development of fine motor skills

Games aimed at teaching literacy to preschoolers of the preparatory group

Game "Where is our home?".

Target:

a set of subject pictures (com, ball, catfish, duck, fly, crane, doll, mouse, bag), three houses with pockets and a number on each (3, 4 or 5).

Description: the child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into the pocket with a number corresponding to the number of sounds in the word. Representatives of the row come out in turn. If they are wrong, they are corrected by the children of the second row. A point is scored for each correct answer. The row with the most points is considered the winner.

Let's build a pyramid game.

Target: develop the ability to determine the number of sounds in a word.

Game material and visual aids: a pyramid is drawn on the board, the base of which consists of five squares, above - four squares, then - three; pictures depicting various objects, in the name of which there are five, four, three sounds (respectively, five, four, three pictures - a bag, a scarf, shoes, a mouse, a pear, a duck, a vase, an elephant, a wolf, a poppy, a wasp, a nose).

Description: the teacher invites the children to fill in the pyramid. Among the pictures put on the typesetting canvas, you must first find those in the names of which there are five sounds, then four and three. Wrong answer is not counted. Correct completion of the task is rewarded with a chip.

Game "Lost and Found".

Target: learn to perform sound-letter analysis of words.

: subject pictures with pockets, cards with the names of the subject shown in the picture are inserted in them, but one consonant is missing in each word (for example: tig instead of tiger), a set of letters.

Description: the teacher shows the children pictures with captions and says that some letters in the words are lost. The correct entry needs to be restored. To do this, you need to contact the "lost and found", where all the lost things fall. The guys take turns going to the teacher and calling the picture, identifying the missing letter in the signature, taking it in the “lost and found table”, putting it in its place.

Game "What are their names?".

Target: to develop the ability to determine the first sound in a word, to compose words from letters.

Game material and visual aids: a set of subject pictures (the name of a boy or girl will be made from the initial letters of their names); plates with the image of a boy and a girl with pockets for inserting pictures and letters; letter cards.

Description: the teacher hangs out signs with images of a boy and a girl and says that he came up with names for them. Children can guess these names if they highlight the first sounds in the names of the pictures in the pockets and replace them with letters.

There are two teams - girls and boys. Representatives of the teams name the objects depicted on the cards and highlight the first sound in the word. Then they take the corresponding letter from the split alphabet and replace the picture with it. One team guesses the name of the girl, the other - the name of the boy.

The first team to make a name wins.

Sample material: boat, donkey, cancer, aster; ball, snail, gun, stork.

The game "Scattered letters".

Target: develop the ability to make words from these letters, perform sound-letter analysis.

Game material and visual aids: split alphabet by the number of children.

Description: the teacher calls the letters, the children type them from the alphabet and make up a word. For a correctly composed word, the child receives one point (chip). Whoever has the most points at the end of the game wins.

Zoo game.

Target: develop the ability to select words with a given number of syllables.

Game material and visual aids: three pockets, each of which has a cage for animals, under the pockets - a graphic representation of the syllabic composition of words (the first pocket is one syllable, the second is two syllables, the third is three syllables); cards with pictures of animals and their names.

Description: the teacher says that they made new cages for the zoo. Offers to determine which animals can be placed in which cage. Children go to the teacher in order, take cards with the image of an animal, read its name by syllables and determine the number of syllables in a word. By the number of syllables, they find a cage for the named animal and put the card in the corresponding pocket.

Sample material: elephant, camel, tiger, lion, bear, crocodile, rhino, wolf, fox, giraffe, elk, jackal, hare, badger.

Chain game.

Target: develop the ability to select words in one syllable.

Description: the teacher says: "Window." Children divide this word into syllables. Next, the children select a word that begins with the last syllable in the word “window” (no-ra). Then they come up with a new word that begins with the syllable ra (ra-ma), etc. The winner is the one who last completed the chain and named the most words.

The game "Encrypted alphabet".

Target: to consolidate knowledge of the alphabet and its practical application.

Description: the teacher selects several letters of the alphabet that are most common in words, each of them assigns a license plate. For example:

A O K T S I N L D M

1 2 3 4 5 6 7 8 9 10

The teacher shows the child how to write down words, replacing them with numbers: 9 2 10 (house), 5 6 8 1 (strength), etc. Number all the letters of the alphabet. Invite the child to play "scouts" by sending encrypted letters to each other.

Game "Help Pinocchio".

Target: to consolidate the ability to highlight vowels and consonants.

Game material and visual aids: two boxes, cards with vowels and consonants.

Description: Pinocchio comes to visit the children. He went to school and asks to check his homework: Pinocchio put cards with vowels in one box, and with consonants in another. Check if all letters are spelled correctly. The child saves one card at a time and checks the correctness of the task. You can intentionally confuse letters, put several vowels in a box with consonants and vice versa. When all the mistakes are corrected, Pinocchio says goodbye and goes to school.

Scout game.

Target: develop phonemic hearing, logical thinking, speech skills.

Description: the teacher shows another way of the cipher - by the first letters of the lines:

I the pup lives in the desert.

F Animals can be wild and domestic.

D December is a winter month.

At we have breakfast.

T a dark cloud blotted out the sun.

E If the snow has melted, then spring has come.

B jealously is a cut down tree.

I raspberries ripen in summer.

From the first letters of each line it turned out: I'm waiting for you. It can be encrypted in various ways.

The scenario of the game program for teaching literacy based on the television program "Question to Backfill"

Maltseva Elena Mikhailovna, speech therapist, MBOU "Severokommunarskaya secondary school", MBDOU "Severokommunarsky kindergarten" Severny Kommunar, Sivinsky district, Perm Territory
Description of work: The game program for teaching literacy "Question to Backfill" is designed for children 6-7 years old. During the game, children in a playful way consolidate knowledge on the topics studied. Depending on the level of development of children, tasks can be complicated or simplified. This material will be useful to speech therapists of preschool and school institutions, educators, primary school teachers, as well as parents when playing the game at home.
Target: consolidation of the acquired knowledge in the classroom in an entertaining game form.
Tasks:
Educational tasks:
check the strength of children's assimilation of knowledge, skills and abilities formed in the classroom;
learn to apply them in practical activities - the game.
Correction-developing tasks:
to consolidate the ability to determine the number of syllables;
to consolidate the ability to find words with a given sound;
to consolidate the ability to distinguish between hard and soft consonants;
develop the ability to correctly answer the question;
develop attention, memory, logical thinking.
Educational tasks:
to cultivate interest in speech games, the ability to work in a team.
Equipment:
pens, felt-tip pens, tokens, xerox colored paper, the letter Y, task cards, a grain of rice, a magic box, diplomas, certificates, prizes, hours, minutes for the jury.
Preparatory work:
parents are invited to participate in the game, 15 leaves of three colors are prepared (e.g. pink, green, yellow), couriers are selected to help the speech therapist collect answers, distribute tokens, a jury (parents, methodologist, educators) and fans are invited.
Musical accompaniment:
Screensaver from the TV show "Question to Backfill".
Musical compositions from the album "New Children's Songs":
"Letter A", "One, two, three ...".
Musical composition "Every little child".
Musical composition "Inseparable friends".
Musical composition "ABC".
Members:
1 team - 4 people + mentor (parent for the Special Task competition)
Team 2 - 4 people + mentor (parent for the Special Task competition)
Team 3 - 4 people + mentor (parent for the Special Task competition)

Game progress:

Teacher speech therapist:
Good afternoon, game participants, dear parents and guests. Today I am glad to welcome you to the intellectual and educational game "Question to backfill" (a musical composition sounds and a screen saver from the program “Question to Backfill” is shown on the screen)
Teacher speech therapist:
3 teams of 4 people each take part in the "Question for backfilling", one of which is a brave captain. His responsibilities include leading the team, writing the correct answers to the questions on the sheets of paper and responsibly leading his team to victory. For the correct answer, the team receives a chip, which is equal to 10 seconds. Each team earns time for the last decisive competition.
The most important thing is to solve the final question. Each team has its own time, which it earned during the game. The team that completes the last task first will be the winner.
Let's greet our teams with thunderous applause.

(Greeting and introduction of teams).

Teacher speech therapist:
Each team has its own mentor who will help the team earn an extra 10 seconds. Let's welcome our mentors.
Teacher speech therapist:
Your results will be evaluated by a strict but fair jury (jury presentation)
Teacher speech therapist:
Attention! Attention! Dear fans! Now our intellectuals will demonstrate their erudition. We heartily welcome and congratulate everyone. We wish success to our victory teams.
Teacher speech therapist:
We also have a game for you, where it's time for you to show your knowledge!
Let your ingenuity help you prove yourself in the game!
Don't be shy, don't be lazy - there is a prize for the winners!

1 round - "Syllables"

Teacher speech therapist:
Let's get acquainted with the rules of the game.
Rules of the game: Each team has sheets of a certain color. This is the hallmark of your team. You will write your answers on them. From 3 options, you need to choose the correct answer and write down the corresponding number on a piece of paper, give it to the courier who brings the sheet with the jury's answer.
My assistants, Natasha and Nastya, will help me.
1 question: Choose a bird whose name has 2 syllables (the image file is called "ris2")
1. Rook
2. Woodpecker
3. Sparrow
Reference: Did you know that the length of the tongue of a woodpecker reaches 15 centimeters.
2 question: Choose an animal whose name has 1 syllable (the image file is called "ris3")
1. Elk
2. Fox
3. Squirrel

Reference: In winter, for 1 day, an elk gnaws at the bark of about 100 (one hundred) trees and shrubs.
(The jury sums up the results, during the game the couriers collect the answer sheets, distribute the tokens)

Round 2 - "Vowels"

Teacher speech therapist:
You know that there are 6 vowels in Russian: a, o, u, s, i, e.
1 question: In which picture does the girl pronounce the vowel sound [and] (the image file is called "ris4")

2 question: What color do we represent vowel sounds?
1. blue
2. green
3. red

3 question: Pick a flower that ends in a vowel (the image file is called "ris6")
1. poppy
2. the Rose
3. tulip

Reference: The smallest rose bud is the size of a grain of rice a speech therapist demonstrates a grain of rice).
(Jury summing up)

Round 3 - "Consonant sounds and letters"

Teacher speech therapist:
When we pronounce consonants, the air stream meets an obstacle (teeth, lips, tongue)
1 question: There are 3 letters in front of you, one of them denotes a consonant sound. What number is it under? (the image file is called "ris7")
1. s
2. m
3. y

2 question: What color do we represent soft consonants? (the image file is called "ris5")
1. blue
2. green
3. red
3 question: Choose a picture in the name of which the first consonant is soft (the image file is called "ris8")
1. matryoshka
2. ball
3. doll

(Jury summing up)

Round 4 - "Change"

Teacher speech therapist:
The team is built in a column behind the captain. On a signal, each player of the team runs to the easel, circles the object, in the name of which the sound [a] occurs. The first team to complete the task and correctly circle all the pictures with the given sound wins. (the image file is called "ris9")

(During the competition, the composition “Letter A” sounds)

Round 5 - "Sounds and Letters"

1 question: Determine the number of sounds in the word house? (the image file is called "ris10")

(Jury summing up)

Round 6 "Physical education - hello"

Teacher speech therapist:
You know that letters can be molded, laid out from different objects, and now we will depict it with the help of different parts of the body.
Task: Think, draw the letter M as a team. The team that draws this letter more accurately, diversely and in an original way wins. The winning team receives a token. (During the competition, the composition “ABC” sounds)
(Jury summing up)

Round 7 "Magic ball"

Teacher speech therapist:
Today, a vowel is hidden in the Magic Ball. In Russian, not a single object can be named for this vowel sound. Write this vowel. answer: letter Y (Jury summing up)

Round 8 "Special task"

Teacher speech therapist:
Now we invite our mentors, your parents, to participate. There is a task for you too, by answering correctly, you will bring an additional token to your team.
Exercise: There are 3 objects in front of you, choose the one in the name of which all consonant sounds are voiced (the image file is called "ris11")
1. watermelon
2. pear
3. mandarin

(During the competition, the composition “Adults and Children” sounds)
(Jury summing up)

Round 9 "Backfilling question"

Teacher speech therapist:
Each team counts the number of tokens, each token is equal to 10 seconds. The team completes the last task for the time earned during the game. The team that completes the task first wins. (during the competition, the jury keeps track of time)
Exercise: Guess the proverb by writing 1 letter in the title of each picture
(the image file is called "ris12")

Lessons for future first graders. Benefits for parents and educators:

1. Literacy games for children 5-6 years old in kindergarten
2. Educational games for children of the senior group of kindergarten
3. Games for teaching literacy to preschoolers of the senior group

The game "Find out who makes what sounds?"

Target

: a set of subject pictures (beetle, snake, saw, pump, wind, mosquito, dog, locomotive).

Description: the teacher shows a picture, the children name the object depicted on it. To the question “How does a saw ring, a beetle buzzes, etc.” the child answers, and all the children reproduce this sound.

The game "Whose voice?"

Target: develop auditory perception.

Description: the driver becomes his back to the children, and they all read a poem in chorus, the last line of which is uttered by one of the children at the direction of the teacher. If the driver guesses it, the specified child becomes the driver.

Sample material:

We'll play a little, as you listen, we'll find out.

Try to guess who called you, find out. (Name of the driver.)

A cuckoo flew into our garden and sings.

And you, (name of the driver), do not yawn, who is cuckooing, guess!

The rooster sat on the fence, shouted to the whole yard.

Listen, (name of the driver), do not yawn, who is our rooster, find out!

Ku-ka-river!

Game "Guess the sound"

Target: to work out the clarity of articulation.

Description: the leader pronounces a sound to himself, clearly articulating. Children guess the sound by the movement of the leader's lips and pronounce it aloud. The one who guesses first becomes the leader.

The game "Who has a good ear?"

Target: develop phonemic hearing, the ability to hear the sound in a word.

Game material and visual aids: a set of subject pictures.

Description: the teacher shows the picture, calls it. Children clap their hands if they hear the sound being studied in the name. At later stages, the teacher can silently show the picture, and the child pronounces the name of the picture to himself and reacts in the same way. The teacher notes those who correctly identified the sound and those who could not find it and complete the task.

The game "Who lives in the house?"

Target: to develop the ability to determine the presence of a sound in a word.

Game material and visual aids: a house with windows and a pocket for posting pictures, a set of subject pictures.

Description: the teacher explains that only animals (birds, pets) live in the house, in the names of which there is, for example, the sound [l]. We need to put these animals in the house. Children name all the animals depicted in the pictures and choose among them those whose names contain the sound [l] or [l ']. Each correctly chosen picture is valued by a game chip.

Sample material: hedgehog, wolf, bear, fox, hare, elk, elephant, rhinoceros, zebra, camel, lynx.

The game "Who is more?"

Target: develop the ability to hear the sound in the word and correlate it with the letter.

Game material and visual aids: a set of letters already known to children, subject pictures.

Description: Each child is given a card with one of the letters known to the children. The teacher shows a picture, the children name the pictured object. Chips are received by the one who hears the sound corresponding to his letter. The one with the most chips wins.

Game "Vertolina"

Target: develop the ability to select words that begin with a given sound.

Game material and visual aids: two plywood disks superimposed on each other (the lower disk is fixed, letters are written on it; the upper disk rotates, a narrow, letter-wide sector is cut out in it); chips.

Description: The children take turns spinning the disc. The child must name the word with the letter on which the sector-slot stops. The one who completes the task correctly receives a token. At the end of the game, the number of chips is counted and the winner is determined.

Game "Logo"

Target: develop the ability to highlight the first sound in a syllable, correlate it with a letter.

Game material and visual aids: a large lotto card, divided into four squares (three of them have images of objects, one square is empty) and tire cards with learned letters for each child; for the leader, a set of separate small cards with images of the same items.

Description: the presenter takes the top picture from the set and asks who has this item. A child who has a given picture on a loto card names the object and the first sound in the word, after which he closes the picture with a card of the corresponding letter. The winner is the one who first closed all the pictures on the lotto card.

Sample material: stork, duck, donkey, tail, catfish. rose, lamp, etc.

The game "Chain"

Target: develop the ability to highlight the first and last sound in a word.

Description: one of the children calls the word, the person sitting next to him picks up a new word, where the last sound of the previous word will be the initial sound. The next child of the row continues, and so on. The task of the row is not to break the chain. The game can be played like a competition. The winner will be the row that “pulled” the chain the longest.

The game "Where is the sound hidden?"

Target: to develop the ability to establish the place of sound in a word.

Game material and visual aids: the teacher has a set of subject pictures; each child has a card divided into three squares and a colored chip (red with a vowel, blue with a consonant).

Description: the teacher shows a picture, names the object depicted on it. Children repeat the word and indicate the place of the sound being studied in the word, covering one of the three squares on the card with a chip, depending on where the sound is: at the beginning, middle or end of the word. Those who correctly position the chip on the card win.

Game "Where is our home?"

Target: to develop the ability to determine the number of sounds in a word.

Game material and visual aids: a set of subject pictures, three houses with pockets and a number on each (3, 4, or 5).

Description: Children are divided into two teams. The child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into the pocket with a number corresponding to the number of sounds in the word. Representatives of each team come out in turn. If they are wrong, they are corrected by the children of the other team. A point is scored for each correct answer, and the row whose players score the most points is considered the winner. The same game can be played individually.

Sample material: lump, ball, catfish, duck, fly, crane, doll, mouse, bag.

Game "Wonderful bag"

Target

Game material and visual aids: a pouch made of colorful fabric with various objects, in the names of which there are two or three syllables.

Description: children in order come to the table, take out an object from the bag, name it. The word is repeated syllable by syllable. The child names the number of syllables in the word.

Game "Telegraph"

Target: to develop the ability to divide words into syllables.

Description: the teacher says: “Guys, now we will play telegraph. I will name the words, and you will telegraph them one by one to another city. The teacher pronounces the first word in syllables and accompanies each syllable with claps. Then he calls the word, and the called child independently pronounces it in syllables, accompanied by clapping. If the child did the task incorrectly, the telegraph breaks: all the children begin to slowly clap their hands, the damaged telegraph can be repaired, that is, pronounce the word correctly in syllables and clap.

Alphabet in pictures for kids

Alphabet letter coloring pages for preschool and primary school children.

Learning any language begins with learning the alphabet. How to introduce a child to the alphabet? Of course, with the help of beautiful and informative pictures. With our alphabet coloring book, getting to know the alphabet will be a pleasant and memorable game for your children.

Each coloring page contains a drawing of a letter, its spelling, as well as pictures of animals, objects that begin with this letter.

As they color the drawings, the children will name objects and pronounce the letters constantly.

These learning letter coloring pages will be a great springboard for in-depth study of the Russian language in the future.

These didactic materials will be useful for educators, teachers, as well as parents for joint activities with children.

Riddles are useful for learning the alphabet: Letters of the alphabet. You can solve these riddles to fix the letters of the alphabet.

Letters A, B, C, D, D, E, E, F

Letters Z, I, Y, K, L, M, H, O

Letters П, Р, С, Т, У, Ф, Х, Ц

Municipal budgetary preschool educational institution combined type kindergarten No. 20 (MB preschool educational institution No. 20)

Accepted Approved

Pedagogical Council Order MB DOU No. 20

MB preschool educational institution No. 20 No. 78 of 08/25/2017

Protocol No. 1 dated August 25, 2017 _________ E.K. Pavlyatenko

Working programm

additional education mug

on FEMP, teaching literacy and writing to children 6-7 years old

in the preparatory school group No. 6 "Why"

"RAVISION"

Program implementation period: 1 year

Compiled by the educator:

Druzyakina E.V.

Bataysk, 2017

1. Target section.

1.1. Explanatory note.

Preschool education is the foundation of the entire educational system, since it is here that the foundations of the personality are laid, which determine the nature of the future development of the child.

At the stage of preschool age, it is necessary to create conditions for the maximum disclosure of the individual age potential of the child, it is necessary to create conditions for the development of a functionally literate personality - a person who is able to solve any life tasks (problems), using knowledge, skills and abilities acquired throughout life. The child should get the right to become the subject of his own life, to see his potential, to believe in his strength, to learn how to be successful in his activities. This will greatly facilitate the child's transition from kindergarten to school, preserve and develop interest in learning in the conditions of schooling.

The work program "Development" for children of senior preschool age is represented by 2 directions: the first direction - "Preparation for literacy", compiled and developed on the basis of programs and manuals: Kolesnikova E.V. "From sound to letter", Zhurova E.N., Varentsova N.S., Durova N.V., Nevskoy L.N. "Teaching preschoolers to read and write", Filicheva L.N. "Development of graphic skills" and the second direction - "Mathematical development", compiled on the basis of programs and manuals: L.G. Peterson, N.P. Kholina “One is a step, two is a step. A practical course in mathematics for preschoolers.

Sometimes preschool preparation of children comes down to teaching them how to count, read, and write. However, research by psychologists and many years of experience of practicing teachers show that the greatest difficulties in school are experienced not by those children who do not have enough knowledge, skills and abilities, but by those who are not ready for a new social role of a student with a certain set of such qualities as the ability to listen and hear, to work in a team and independently, the desire and habit of thinking, the desire to learn something new.

In this regard, in this program, work with preschoolers is based on the following system of didactic principles:

An educational environment is being created that ensures the removal of all stress-forming factors of the educational process ( the principle of psychological comfort);

New knowledge is introduced not in finished form, but through the independent “discovery” of it by children ( operating principle);

Provides the opportunity for multi-level education of children, the advancement of each child at its own pace ( minimax principle);

With the introduction of new knowledge, its relationship with objects and phenomena of the surrounding world is revealed ( the principle of a holistic view of the world);

Children develop the ability to make their own choice based on some criterion ( principle of variability).

The learning process is focused on the acquisition by children of their own experience of creative activity ( principle of creativity).

The leading idea of ​​the first direction of this program is the development in children of the ability to navigate in the sound-letter system of their native language and, on this basis, the development of interest and reading abilities. Consistent assimilation of the concepts "word", "sound", "syllable", "letter", "sentence" in various game exercises forms the child's awareness of speech, its arbitrariness.

The leading idea of ​​the second direction of the program is development of cognitive interest in mathematics through familiarization of children with various areas of mathematical reality.

1.2 Goals and objectives of the program implementation. Principles and approaches to the formation of the work program.

Purpose of the program: the formation of learning motivation, focused on the satisfaction of cognitive interests; preparation for the ability to read and write, the development of speech and the arbitrariness of mental processes; development of children's interest in mathematics in the process of getting acquainted with the number and counting, changing and comparing values, spatial and temporal orientations.

Tasks:

Learning tasks :

Formation of skills of sound-letter analysis: learn to divide words into syllables; distinguish sounds (vowels and consonants, hard and soft consonants, voiced and deaf consonants); correlate sound and letter; determine the stressed syllable; make a sentence of two, three, four words.

Formation of expressiveness of speech: use the height and strength of the voice, the pace and rhythm of speech, pauses, various intonations; production of diction.

Development of graphic skills in order to prepare the child's hand for writing.

Formation of skills to accept a learning task and solve it independently.

Formation of skills of self-control and self-assessment of the work performed.

Development of learning motivation.

Development of the ability to plan one's actions, implement a decision in accordance with the given rules and algorithms, check the result of one's actions based on mathematical concepts.

Development tasks:

Development of phonemic hearing: development of the ability to differentiate sounds; development of skills to hear individual sounds in words, determine the place of a given sound in a word; intonationally highlight sounds in a word and pronounce them in isolation.

Development of fine motor skills and hand-eye coordination.

The development of the arbitrariness of mental processes.

Development of figurative and variative thinking, imagination, creative abilities.

Development of the ability to self-regulate behavior and manifestation of volitional efforts.

Development and formation of mental operations (analysis, synthesis, comparison, generalization, classification, analogy) in the process of solving mathematical problems.

Educational tasks:

Developing the ability to establish relationships with peers and adults, to see yourself through the eyes of others.

1.3. Characteristics of the developmental features of children. Age

developmental features of children 6-7 years old.

In the life of a child, perhaps, there is no other moment when his life would change so dramatically and drastically as when he entered school.

1. Social development: able to communicate with peers and adults; know the basic rules of communication; they are well oriented not only in familiar, but also in unfamiliar surroundings; are able to control their behavior (they know the boundaries of what is permitted, but often experiment, checking whether it is possible to expand these boundaries); strive to be good, first, very upset when they fail; subtly react to changing attitudes, moods of adults.

2. Organization of activities: are able to perceive the instruction and carry out the task according to it, but even if a goal and a clear task of actions are set, they still need organizing assistance; they can plan their activities, and not act chaotically, by trial and error, however, they still cannot develop an algorithm for a complex sequential action on their own; are able to concentrate, without distraction, work according to the instructions for 10-15 minutes, then they need a little rest or a change in the type of activity; are able to assess the overall quality of their work, while being oriented towards a positive assessment and need it; are able to independently correct errors and make corrections in the course of activities.

3. Speech development: are able to correctly pronounce all the sounds of the native language and to the simplest sound analysis of words; have a good vocabulary; grammatically correct sentences; they know how to independently retell a familiar fairy tale or compose a story from pictures and love to do it; communicate freely with adults and peers (answer questions, ask questions, know how to express their thoughts; able to convey various feelings with intonation, speech is rich in intonation; able to use all conjunctions and prefixes that generalize words, subordinate clauses.

4. Intellectual development: able to systematize, classify and group processes, phenomena, objects, to analyze simple cause-and-effect relationships; show an independent interest in animals, natural objects and phenomena, are observant, ask many questions, accept any new information with pleasure; have an elementary supply of information and knowledge about the world, life, life.

5. Development of attention: capable of voluntary attention, but its stability is not yet great (10-15 minutes) and depends on the conditions and individual characteristics of the child.

6. Development of memory and attention span: the number of simultaneously perceived objects is not large (1 - 2); involuntary memory predominates, the productivity of involuntary memory increases sharply with active perception; children are capable of arbitrary memorization; they are able to accept and independently set a task and control its implementation when memorizing both visual and verbal material; visual images are much easier to remember than verbal reasoning; able to master the techniques of logical memorization; are not able to quickly and clearly switch attention from one object, type of activity to another.

7. Development of thinking: the most characteristic is visual-figurative and effective-figurative thinking; available logical form of thinking.

8. Visual-spatial perception: are able to distinguish the location of figures, details in space and on a plane (above - below, on - behind, in front - near, above - below, right - left); able to identify and distinguish between simple geometric shapes (circle, oval, square, rhombus); able to distinguish and highlight letters and numbers written in different fonts; are able to mentally find a part of a whole figure, complete the figures according to the scheme, construct figures (constructions) from details.

9. Hand-eye coordination: are able to draw simple geometric shapes, intersecting lines, letters, numbers with respect to size, proportions, stroke ratio. However, there is still a lot of individuality here: what works for one child may cause difficulties for another.

10. Personal development, self-awareness, self-esteem: are able to realize their position in the system of relations with adults and peers; strive to meet the requirements of adults, strive for achievements in the activities that they perform; self-assessment in different types of activity can differ significantly; incapable of adequate self-esteem. It largely depends on the assessment of adults (teacher, educators, parents).

11. Motives of behavior: interest in new activities; interest in the world of adults, the desire to be like them; show cognitive interests; establish and maintain positive relationships with adults and peers.

12. Arbitrariness: capable of volitional regulation of behavior (based on internal motives and established rules), able to persevere, overcome difficulties.

What does psychological readiness for schooling include?

Psychological readiness for school includes the following components: personal readiness includes the formation of a child's readiness to accept a new social position - the position of a student who has a range of rights and obligations. This personal readiness is expressed in the child's attitude to school, to learning activities, to teachers, to himself. Ready for schooling is a child who is attracted to school not by its external side, but by the opportunity to acquire new knowledge. Personal readiness also implies a certain level of development of the emotional sphere. By the beginning of schooling, the child should have achieved relatively good emotional stability, against which the development and flow of educational activities is possible;

intellectual readiness presupposes that the child has an outlook, a stock of specific knowledge. Analytical thinking should be developed (the ability to highlight the main features, similarities and differences of objects, the ability to reproduce a sample), arbitrary memory, spoken language, the development of fine motor skills of the hand and hand-eye coordination.

socio-psychological readiness this component of readiness includes the formation of those qualities that allow you to communicate with other children, the teacher. The child must be able to enter the children's society, act together with others, be able to obey the interests and customs of the children's group.

1.4. Planned results of the implementation of the work program.

In the direction: "Teaching literacy and writing"

Children must know : letters of the Russian alphabet, write letters of the Russian alphabet in a cage, understand and use the terms “sound”, “letter” in speech, determine the place of sound in a word at the beginning, in the middle and at the end. Distinguish between vowels, consonants, hard and soft consonants, voiced and deaf consonants. Use the graphic designation of sounds (vowels - a red square, hard consonants - a blue square, soft consonants - a green square), correlate the sound and the letter.

Determine the stressed syllable, stressed vowel and designate with the appropriate icon; conduct sound analysis of words; read words, syllables, sentences.

Correctly use the terms "sound", "syllable", "word", "sentence"

In the direction of "FEMP" By the end of the school year, the child should be able to:

highlight and express in speech signs of similarity and differences of individual objects and aggregates; unite groups of objects, highlight a part, establish a relationship between a part and a whole. Find parts of the whole and the whole by known parts. Compare groups of objects by quantity using pairing, equalize them in two ways; count within 10 forward and backward, use ordinal and cardinal numbers correctly. Compare, based on clarity, adjacent numbers within 10. Name for each number within 10 the previous and subsequent numbers; determine the composition of the numbers of the first ten on the basis of objective actions; match the number with the number of items.

Measure the length of objects directly and with the help of a yardstick, arrange objects in order of increase and decrease in their length, width, height.

Recognize and name a square, circle, triangle, rectangle, cylinder, cone, pyramid and find objects similar in shape in the environment. In the simplest cases, break figures into several parts and make whole figures from these parts.

Express in words the location of the object, navigate on a sheet of checkered paper (top, bottom, right, left, middle).

Name the parts of a day, the sequence of days in a week, the sequence of months in a year.

2.1. Description of educational activities with preschoolers.

The form of the educational process is a study group, with a permanent composition, composed according to the age principle (children from 6 to 7 years old). The enrollment of children in groups under the Razvivayka program is free, the only condition is the appropriate age of the pupils.

NOD duration:	Frequency per week:	Number of academic hours per week:	Number of hours per year:
Preparing for literacy
Mathematical development
Total hours per year: 72

Monday		Tuesday		Wednesday			Thursday
Education				Literacy education:

Stages of the program implementation:

The work program "Razvivayka" is being implemented in four stages:

Stage 1: diagnostic.

Purpose: recruitment of children in groups, monitoring of the implementation of the GCD APE at the beginning of the school year.

Stage 2: adaptation.

Purpose: the final formation of the composition of groups, the adaptation of children.

Stage 3: developing.

Purpose: to conduct a developing GCD with children.

Stage 4: final

Purpose: monitoring of the implementation of the GCD APE at the end of the academic year.

Within the framework of the implementation of the first direction of the program “Preparation for teaching literacy”, the main teaching methods are used: visual, verbal, method of practical tasks, problem-search.

According to one of the principles of literacy education, the child must be introduced to word modeling, because it is very difficult to analyze the intangible sound form of a word. Modeling is understood as the reconstruction of an object in another, non-natural material, as a result of which such aspects are distinguished in the object that become the subject of special consideration, study. To this end, children get acquainted with the simplest modeling - the word can be denoted as a rectangle.

The subject of study is the sounds and letters of the Russian alphabet according to generally accepted groups (vowels, consonants, voiced and voiceless consonants, single consonants, b and b).

Each GCD begins with the study of sound: children learn to isolate a sound from a word, clarify its pronunciation, and determine the place of a sound in a word. The sound is presented to the child in all its diversity (at the same time, children get acquainted with the graphic representation of sounds: a red square is a vowel, blue is a hard consonant, green is a soft consonant). Then the children are presented with a letter denoting the sound being studied. Children are shown a figurative image of a letter and a funny poem about it, then its printed image, which helps the child to remember the letter better. The letter is represented by different images of objects, in the names of which the studied sound (letter) is located not only at the beginning of the word, but also in the middle and at the end. This is necessary so that children do not form the idea that a sound (letter) can only occur in one word and in one place. The main thing at this stage is to teach children not to confuse the concepts of “sound” (we hear and pronounce it) and “letter” (we see and write it).

Acquaintance with the sounds and letters of the Russian alphabet begins with the vowels A, O, U, Y, E, because they are well heard at the beginning of a word, in the middle and at the end, which already at the next stage - familiarization with sonorous consonants - allows children to read syllables, words, sentences from the passed letters.

At the same time, children get acquainted with the symbol for vowel sounds - a red square.

At the first GCD to familiarize children with sounds and letters, there are many tasks for distinguishing sounds and letters, the number of such tasks will decrease from lesson to lesson. Then the children get acquainted with sonorous consonants (L, M, N, P), which are well heard both at the beginning and at the end of the word (table, ball), in contrast to paired voiced and deaf consonants (oak, knife). With an isolated pronunciation of consonants, it is necessary to teach children to pronounce not the alphabetic name of the letters, but the sound that they designate in the word (the lamp is not L, but L, the lion is L), which will contribute to a good distinction between hard and soft consonants, and in the future will help write without errors. As they become familiar with consonants, children learn to read syllables with learned sounds and letters and get acquainted with the symbol for solid consonants - the blue square.

At the same time, work begins on stress, which unites the word into a single whole. Properly allocated reading stress will allow children to overcome syllable pronunciation of words and move on to reading whole words. Also, children get acquainted with the icon indicating stress. In the future, the definition of a stressed syllable, a stressed vowel will be included in the phonetic analysis of words.

Acquaintance with the next group of vowels (I, E, E, Yu - iotized vowels) causes certain difficulties for children if you introduce an existing rule that says that these letters stand for two sounds - YA, YU, YE, YO. Therefore, children (Kolesnikova E.V.) are presented with iotized letters as letters that give softness to consonants, after which they are written. At the same time, the vowels A, E, O, U sound in the words, but if the consonant in front of it sounds soft, then the letters I, E, E, Y are written.

At the subsequent GCD, the children are already reading a three-word sentence and immediately get acquainted with the graphic representation of the sentence. Words are indicated by rectangles, the first rectangle has a slightly higher left side, which symbolizes the beginning of a sentence.

Then the children get acquainted with voiced and deaf consonants, which allows them to master the concept of pairing by voicedness - deafness. After that, the children will get acquainted with the single consonants X and C, with the soft consonant Y, with the separating softening function of b, with the separating function of b.

At the final GCD, the acquired knowledge is consolidated.

For a better memorization of the visual image of the letter, the following exercises are used: cut out the letter; circle it with your finger along the contour; write a letter by dots; paint over the outline of the letter; draw the elements so that a letter is obtained; write a letter in a cell; learn a poem about a letter.

The program uses games and exercises to improve phonemic hearing: “Prompt a word”, “Sound is lost”, “Sounds have changed places”; game exercises to consolidate the connection of sound with the letter “Come on, letter, respond”, “Name it correctly”, “Name the letter that hid”; memorization of poems based on a plot drawing. Deformed texts and confusion in pictures, sayings, riddles are a fusion of tasks for the development of attention, memory, and thinking.

Diverse in forms, the material of physical education classes continues vocabulary and sound themes, not only develops general motor skills and relieves stress, but also teaches you how to breathe and intonation correctly, and helps develop a sense of rhythm. For this purpose, funny verses are used that are related to the topic of the lesson, requiring children to perform various movements according to the text (at the same time, children practice pronunciation of the sound being studied).

1. General concepts:

Item properties: color, shape, size, material, etc. Comparison of objects by color, shape, size, material; collections (groups) of objects or figures that have a common feature. Compilation of a population according to a given attribute. Selection of a part of the population. Comparison of two sets (groups) of objects. Designation of relations of equality and inequality; setting equal to the number of two sets (groups) of objects by means of pairing (equal - not equal, more by ... - less by ...).

Formation of general ideas about addition as a combination of groups of objects into one whole. Formation of general ideas about subtraction as the removal of part of objects from the whole. The relationship between the whole and the part. Initial ideas about quantities: length, mass of objects, volume of liquid and bulk substances. Measurement of quantities using conditional measures (line segment, cell, glass, etc.) A natural number as a result of counting and measurement. Numeric line. Drawing up patterns. Search for a violation of the pattern. Working with tables. Introduction to symbols.

Numbers and operations on them.

Direct and backward counting within 10. Ordinal and rhythmic counting.

Formation of the next number by adding one. Name, sequence and designation of numbers from 1 to 10 by numbers, dots on a straight line segment. The composition of the number of the first ten. Equality and inequality of numbers. Comparison of numbers (greater by…, less by…) on a visual basis.

Formation of ideas about addition and subtraction of numbers within 10 (using visual support). Relationship between addition and subtraction of numbers. The number 0 and its properties. Solving simple (in one step) addition and subtraction problems using visual material.

2. Spatio-temporal relations:

Examples of relationships: on-above-under, left-right-middle, front-back, top-bottom, higher-lower, wider-narrower, longer-shorter, thicker-thinner, earlier-later, the day before yesterday-yesterday-today-tomorrow - the day after tomorrow, along, through, etc. Establishing a sequence of events. Sequence of days in a week. Sequence of months in a year. Orientation on a sheet of paper in a cage. Orientation in space with the help of a plan.

3. Geometric Shapes:

Formation of the ability to distinguish objects of the same shape in the environment. Acquaintance with geometric shapes: square, rectangle, triangle, quadrilateral, circle, ball, cylinder, cone, pyramid, parallelepiped (box), cube. Compiling figures from parts and dividing figures into parts. Construction of figures from sticks. Formation of ideas about a point, a straight line, a ray, a segment, a broken line, a polygon, angles, equal figures, closed and open lines.

Comparison of objects by length, mass, volume (direct and indirect with the help of various measures). Establishing the need to choose a single measure when comparing values. Acquaintance with some generally accepted units of change of various quantities.

2.2. Perspective planning of educational activities.

month	1-2 weeks		3-4 weeks
September	The sound and the letter A, the game "Pick up the word." The sound and the letter O, the game "Tell me a word."		The sound and the letter U, the game "Pick up the word." Sound and letter Y, game "Think of a word with a letter"
October	Reading the words AU, U A, consolidating the material covered in the game-competition.		Sound and letter JI, reading syllables, guessing riddles. Sound and letter M, reading syllables, reading words, stress.
november	Sound and letter H, Learning rhymes for the sound H Sound and letter H, reading syllables, getting to know the sentence.		Consolidation of the material covered, vowels and consonants sounds and letters, reading syllables. The letter I, (The letter I stands for two sounds [th], [a].) reading syllables, learning to answer questions.
December	The letter Yu, (consists of two sounds: y and y) reading syllables. The letter E, (consists of two sounds y and e) reading syllables, learning quatrains.		The letter Yo, (consists of two sounds th and o), reading syllables Letter I, reading syllables, learning quatrains.
January	Dividing words into syllables, the game "magic ball" Sounds G-K, GB-KB, letters G, K, reading syllables, making sentences with a given word.		Sounds B-B, F - F, letters V.F, reading syllables, learning quatrains.
February	Sounds 3 - 3b, C -C, letters 3, C, reading syllables Sounds B-B, P-P, letters B, P, reading syllables		Sounds X-Xb, letter X, reading syllables, learning quatrains. Sounds and letters Zh - Sh, reading syllables, words
March	Sounds and letters H - W, reading syllables Sound and letter C, reading syllables, the game "say a word"		Sound and letter Y, reading words Letters b and b; reading words, learning to ask questions.
April	Consolidation of the material covered: reading words, sentence writing, rhyme Consolidation of the material covered: the alphabet, reading syllables.		Consolidation of the material covered, the game "Prove the sentence" Consolidation of the material covered, vowels.
	Consolidation of the material covered, consonants Consolidation of the material covered, deaf consonants		Consolidation of the material covered, voiced consonants Consolidation of the material covered: paired sounds, composing and reading syllables, repeating the alphabet.
	1-2 weeks		3-4 weeks
September		Concept: left, right, top, bottom; use of prepositions: over, before, on, in, under, between. Number and number 1. First, last.	More, less, the same. Signs, =, +, Number and figure 2. Pair. First second.
October		Problem solving, graphic dictations. Number 3. Composition of number 3. Equality Introduction to shapes: circle, triangle, square, rectangle.	Number and figure 4. Composition of number 4.
november		Addition; Problem solving. Logic tasks. Number and figure 5. Composition of the number 5.	Line segment. Briefly speaking. Longer, same length. Work with an account, chopsticks. Verification work.
December		Number and figure 6, Composition of number 6. Subtraction; development tasks.	Number and figure 7. Composition of the number 7. Entertaining mathematics: solving logical problems
January		Number and figure 8. Composition of the number 8. Number and figure 9. Composition of the number 9.	Numbers 0-9; + signs. =, Graphic dictation Orientation in space and on the plane.
February		Introduction to Zero. Mathematical dictation The number and number 10. The composition of the number 10. The concept of tens 4 week 12. Formation of second ten numbers, acquaintance with	Solving examples, getting to know the rhombus
March		Definition of the concepts "wider", "already", "higher", "lower". Game "insert sign" Find an extra item, numbers 14-17	The game "next, previous", ordinal count up to 17 Formation of numbers of the second ten, numbers 17-20
April		Consolidation of spatial relationships (left, right, top, bottom.) Compilation of geometric figures from counting sticks, logical. tasks	Formation of numbers of the second ten; compiling examples. Pair count. The concept of narrow, wide, high, low.
		Game "Name your neighbor", counting from 1 to 20 Ordinal value of numbers: first, second, etc. (reinforcement)	orientation in space and on the plane (fixing) Final lesson: repetition of counting up to 20 in forward and reverse order; repetition of numbers; solving logic problems in the game "Find the treasure"

2.3 Monitoring the results of the program implementation.

Forms and methods of control of this educational program: observation during classes, trainings, testing, analysis of workbooks, test tasks, participation in olympiads for preschoolers, competitions, conversations with parents, etc. Summing up the results of mastering the material of this program is carried out in the form of an open lesson for parents and teachers.

Purpose of diagnosis: identifying the level of speech development and the level of development of the child's mathematical representations (initial level and development dynamics, the effectiveness of pedagogical influence), the study of personal and social behavior.

Diagnostic methods: diagnostics of readiness for reading and writing of children aged 6-7 using an individual workbook, diagnostic game tasks; diagnostics of the level of development of mathematical abilities using diagnostic gaming tasks, conversations; diagnostics of personal and social manifestations of a preschool child using the method of studying personal and social behavior (modification of the variant of E.G. Yudina, G.B. Stepanova, E.N. Denisova) using the method of observation; diagnostics of the formation of the motivation of the teachings of L.A. Wenger.

Evaluation parameters:

In the direction of "Preparation for literacy":

Sound side and expressiveness of speech.

phonemic hearing.

The level of development of motor skills, graphic skills.

Sound-letter analysis (place of sound in a word, correlation of sound and letter).

In the direction of "Mathematical Development":

Numbers and operations on them.

Spatio-temporal representations.

Geometric figures and quantities.

2.4. Interaction with parents.

Target: improving the psychological and pedagogical competence of parents of future first-graders and involving parents in a single educational space; assisting the modern family in solving problems in preparing children for school; establishing trust and partnerships.

Tasks: show the urgency of the problem; apply a differentiated approach in working with parents; involve specialists in the pedagogical education of parents; apply effective forms of interaction of all participants in the educational process.

Perspective thematic planning for work with parents.

	Subject	Conduct form	Target	Members	Time spending
	« First grader! What is he? »	Current consultation.	To acquaint parents with the features of the psychophysical development of children of the seventh year of life. To give an idea of ​​the qualities characteristic of a future student, and the requirements of a modern school for future first graders.	Parents of children, educators, nurse of preschool educational institution.	September
	« Can we listen and hear our children?	Seminar - workshop	Derivation of a formula for communication with a child, creation of conditions for those present to comprehend the severity of the stated problem for the family and determine an active educational position in relation to their own child	Parents of children, educators, primary school teacher, preschool psychologist.
	"School Readiness"	Master Class	To acquaint parents with psychological and pedagogical knowledge and skills on the issue of "School readiness"	Parents of children, educators, teacher-speech therapist
				Parents of children, educators, librarian.
	« Write different letters ... Handwriting is a mirror of the soul and an X-ray for the brain "	Information Center	Show parents the connection between brain functions, mental activity and fine motor skills of the hand.
	« Success is never small»	Game workshop	To acquaint parents in a playful way with the stages of development of the child's motive for achieving success and give advice on how to specifically contribute to this process in order to grow a successful personality	Parents of children, educators, teacher-psychologist.
	"School problems and ways to solve them"	Press conference	Help parents solve problems in preparing their children for school	Parents of children, educators, primary school teacher.
	"Myths and legends of secondary school No. 4, 6."	Open Day	Familiarize parents with the second generation GEF; talk about school life.	Parents of children, educators, primary school teachers.
	« Prepare a sleigh in the summer, or how to get a child ready for school	Round table	Give advice to parents on how to properly collect the child to school and purchase the necessary school supplies; to determine the main conditions conducive to the organization by parents of a good rest and development of children in the summer.	Parents of children, educators, speech therapist, primary school teacher, teacher-psychologist.

3. Organizational section.

3.1 Logistics and technical support for the implementation of the program.

The main activity of children in preschool education remains play activity, as the most important factor in the development of the child, in creating an educational environment conducive to the social, moral and aesthetic development of the individual, the preservation of children's individuality, the development of abilities and cognitive interests.

The activity of the child is organized in such a way that it results in children's questions aimed at understanding the world around them. A transitional form of activity appears - educational-playing, which is characterized by the fact that it is carried out under the direct supervision of an adult: he sets motives, teaches to set a task, shows ways to solve it, evaluates the result. Based on this, we have developed the following form of organization and conduct of pre-school training circle "Razvivayka"

Month	Topic (section)	Form of occupation	Techniques and methods	didactic material, technical equipment	Summing up forms
October	Sounds and letters Numbers-digits		Visual methods: Verbal: explanation, Practical: Completing tasks	Group room flannelograph;
				worksheets - letters, numbers; word games.	Conducting an open lesson
November	Sounds and letters Numbers-digits		use of games and game characters Visual methods: showing how letters (numbers) are written Verbal: explanation, use of fiction (poetry, riddles) Practical: Completing tasks	group room individual split sets of letters and numbers; pictures with a color image of sounds (red - vowel, blue - consonant, green - soft consonant); subject pictures for making sentences and tasks plot pictures for compiling stories; notebooks in a cage; mimic tables; worksheets - letters, numbers; games with sounds, with mathematical content	Conducting an open lesson
December	Sounds and letters Arithmetic problems		use of games and game characters Visual methods: showing how letters (numbers) are written Verbal: explanation, use of fiction (poetry, riddles) Practical: Completing tasks	group room alphabet (typesetting and cards with letters, numbers) flannelgraph; individual split sets of letters and numbers; pictures with a color image of sounds (red - vowel, blue - consonant, green - soft consonant); subject pictures for making sentences and tasks plot pictures for compiling stories; notebooks in a cage;	Conducting an open lesson
				mimic tables; worksheets - letters, numbers
January	Sounds and letters Arithmetic problems		use of games and game characters Visual methods: showing how letters (numbers) are written Verbal: explanation, use of fiction (poetry, riddles) Practical: Completing tasks	group room alphabet (typesetting and cards with letters, numbers) flannelograph; individual split sets of letters and numbers; pictures with a color image of sounds (red is a vowel, blue is a consonant, green is a soft consonant); subject pictures for making proposals and tasks;	Conducting an open lesson
February	Sounds and letters Arithmetic problems		use of games and game characters Visual methods: showing how letters (numbers) are written Verbal: explanation, use of fiction (poetry, riddles) Practical: Completing tasks	plot pictures for compiling stories; notebooks in a cage; mimic tables; worksheets - letters, numbers group room alphabet (typesetting and cards with letters, numbers) flannelgraph; \individual split sets of letters and numbers; pictures with a color image of sounds (red - vowel, blue - consonant, green - soft consonant); subject pictures for making proposals and tasks;	Conducting an open lesson
April	Sounds and letters Logic tasks		use of games and game characters Visual methods: showing how letters (numbers) are written Verbal: explanation, use of fiction (poetry, riddles) Practical: Completing tasks	group room alphabet (typesetting and cards with letters, numbers) flannelgraph; individual split sets of letters and numbers; pictures with a color image of sounds (red - vowel, blue - consonant, green - soft consonant); subject pictures for compiling sentences and tasks, plot pictures for compiling stories; notebooks in a cage; mnemonic tables; worksheets - letters, numbers.	Conducting an open lesson
	Sounds and letters Logic tasks		use of games and game characters Visual methods: showing how letters (numbers) are written Verbal: explanation, use of fiction (poetry, riddles) Practical: Completing tasks	group room alphabet (typesetting and cards with letters, numbers) flannelgraph; individual split sets of letters and numbers; pictures with a color image of sounds (red - vowel, blue - consonant, green - soft consonant); subject pictures for making sentences and tasks plot pictures for compiling stories; notebooks in a cage; mimic tables; worksheets - letters, numbers.	Conducting an open lesson

3.2. Bibliography.

1. "The development of mathematical thinking in children 5-7 years old" E. V. Kolesnikova.

2. Artemova L. V. The world around in didactic games. M., 1992.

3. Mikhailova 3. A Game entertaining tasks for preschoolers. M., 1990.

4. Didactic games-classes in the preschool educational institution. Issue 2: A practical guide for educators and children in preschool educational institutions "

5. Volina V.V. Number holiday. Entertaining mathematics for children. - M., 1993.

6. Diagnosis of readiness for reading and writing in children 6-7 years old. Workbook. M.: Yuventa, 2003

7. Kolesnikova E.V. The development of sound-letter analysis in preschoolers. – M.: Akalis, 1996.

8. Kolesnikova E.V. The development of sound-letter analysis in children 5-6 years old. Scenarios of educational and game lessons. M.: Yuventa, 2001

9. Kolesnikova E.V. Program "From Sound to Letter". Teaching literacy to preschool children. – M.: Yuventa, 2005. – 48 p.

10. One - a step, two - a step ... Mathematics for children 5 - 6 years old. Part 1. - M .: Yuventa, 2009

11. One - a step, two - a step ... Mathematics for children 5 - 7 years old. Part 2. - M .: Yuventa, 2009

12. Peterson L.G., Kholina N.P. One is a step, two is a step... A practical course in mathematics for preschoolers. Guidelines. - M.: Yuventa, 2006

3.3 List of applications.

Application No. 1

Reference material

There are 33 letters in the Russian alphabet.

Vowels - 10. Consonants - 21.

Vowels - 6. Consonants - 36.

The letters b and b do not represent sounds.

Vowel sounds and letters

When pronouncing vowel sounds, the air coming out of the mouth does not meet with obstacles.

Vowels form a syllable.

The vowels A, O, U, E, Y denote the hardness of consonants.

The vowels I, E, Yo, Yu, And denote the softness of consonants.

The vowels I, Yo, Yu, E denote two sounds if they are at the beginning of a word, after a vowel, after dividing b, b.

Consonant sounds and letters.

When pronouncing consonant sounds, the air coming out of the mouth meets barriers in the form of a tongue, teeth, lips and overcomes them.

Consonants without vowels do not form a syllable.

Consonants can be hard and soft, voiced and deaf.

Unpaired voiced, sonorous L, M, N, R, Y (always soft).

Paired voiced and deaf consonants B-P, V-F, G-K, D-T, Z-S, Zh-Sh (always solid).

Unpaired deaf consonants X, C (always hard); H, W (always soft).

b, b do not refer to either vowels or consonants, they do not represent sounds.

Scheme of phonetic parsing of a word

Syllables, percussion.

Vowel sounds (stressed, unstressed).

Consonants (hard and soft, voiced and deaf).

Number of sounds and letters.