Plan of the working group on cognitive development. Planned results of the program development

Municipal budgetary preschool educational institution

general education kindergarten with priority carrying out activities on artistic and aesthetic development children number 14 "Squirrel"

approval by the pedagogical council No. 1 Head of the MBOU "Kindergarten of the combined type No. 14 "Belochka"

dated "___" ___________ 2016 T.A. Korendyaseva

Work program for the implementation of the educational area "Cognitive development"

Type of organized educational activity:FEMP, Acquaintance with the natural world, subject environment, socialworld, the development of cognitive research activities.

Age Group: 2-3 years old

Developer info:

Raldugina Nadezhda Nikolaevna, teacher

2016 - 2017 academic year

Morshansk

Explanatory note

In the third year of life, children become more independent.

Substantive activities, business cooperation between a child and an adult continue to develop; perception, speech, initial forms of voluntary behavior, games, visual-effective thinking are improved, at the end of the year the foundations visual-figurative thinking.

In the course of objective activity together with adults, the understanding of speech continues to develop. The word is separated from the situation and acquires an independent meaning. Children continue to master the names of the surrounding objects, learn to fulfill the verbal requests of adults, orienting themselves within the immediate environment.

The number of words understood increases significantly. The regulation of behavior is improved as a result of the appeal of adults to the child, who begins to understand not only the instructions, but also the story of adults.

The work program for the implementation of the educational area "Cognitive Development" for a group of children aged 2 to 3 years is drawn up in accordance with federal state standards preschool education, with an exemplary basic general education program “From birth to school, ed. T.S. Komarova, N.E. Verax.

The work program is focused on the use of the educational and methodological complex:

1.O. A. Solomennikova. Acquaintance with nature in kindergarten. The second group of early age.

1. K. Yu. Belaya. Formation of the basics of safety in preschoolers.
2. O. V. Dybina. Acquaintance with the subject and social environment.
3. I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "

Program implementation mode

No. p / p	List of direct educational situations based on a game	Quantity (hours)
		a week	year
	Cognitive development: FEMP.
	Cognitive development:Acquaintance with the world of nature, the subject environment, the social world, the development of cognitive research activities.

Target: development of children's interests, curiosity and cognitive motivation; formation cognitive activities, the formation of consciousness.

Main tasks:to form elementary mathematical representations, primary representations about the basic properties and relations of objects of the surrounding world: shape, color, size, quantity, space.

To develop the cognitive interest of children, to expand the experience of orientation in the environment, sensory development. To form primary ideas about the objects of the surrounding world, about the properties of objects.

Familiarize with the objective world(name, function, purpose, property and quality of the object). To form primary ideas about the diversity of the subject environment.

To acquaint with the surrounding social world, to expand the horizons of children, to form an idea of ​​a holistic picture of the world.

Familiarize yourself with nature and natural phenomena. Develop the ability to establish causal relationships between natural phenomena. To form primary ideas about the natural diversity of planet Earth. Form elementary ecological ideas. Cultivate the ability to behave correctly in nature. Raise love for nature, the desire to protect it.

Formation of elementary mathematical representations.

Quantity: involve children in the formation of groups of homogeneous objects. Learn to distinguish between the number of objects (one - many).

Size: draw the attention of children to objects of contrasting sizes and their designation in speech (big house - small house,

big balls - small balls, etc.).

The form: learn to distinguish objects by shape and name them (cube, brick, ball, etc.).

Orientation in space:continue to accumulate in children the experience of practical development of the surrounding space (premises of the group and the site of the kindergarten).

Expand the experience of orientation in parts of your own body (head, face, arms, legs, back).

Learn to follow the teacher in a certain direction.

Development of cognitive research activities.

sensory development.Continue work to enrich the direct sensory experience of children in various types of activities, gradually including all types of perception. Help to examine objects, highlighting their color, size, shape; encourage to include hand movements on the subject in the process of getting to know it (circle the parts of the object with your hands, stroke them, etc.).

Didactic games.Enrich in games with didactic material the sensory experience of children (pyramids (turrets) of 5-8 rings of different sizes; "Geometric mosaic" (circle, triangle, square, rectangle); split pictures (from 2-4 parts), folding cubes (4 -6 pcs.), etc.); develop analytical abilities (the ability to compare, correlate, group, establish the identity and difference of homogeneous objects according to one of the sensory features - color, shape, size).

Conduct didactic games for the development of attention and memory (“What is missing?” Etc.); auditory differentiation (“What sounds?” etc.); tactile sensations, temperature differences (“ Miraculous Pouch”, “Warm - cold”, “Light - heavy”, etc.); fine motor skills of the hand (toys with buttons, hooks, zippers, lacing, etc.).

Acquaintance with the subject environment.

Arouse children's interest in objects of the immediate environment: toys, dishes, clothes, shoes, furniture, vehicles.

Encourage children to name the color, size of objects, the material from which they are made (paper, wood, fabric, clay); compare familiar objects (different hats, mittens, shoes, etc.), select objects by identity (find the same one, pick up a pair), group them according to the method of use (drink from a cup, etc.), reveal a variety of ways to use items.

Contribute to the realization of the child's need to master actions with objects. Exercise in establishing similarities and differences between objects that have the same name (same blades, red ball - blue ball; big cube - small cube). Encourage children to name the properties of objects: large, small, soft, fluffy, etc.

Contribute to the appearance in the dictionary of children of generalizing concepts (toys, dishes, clothes, shoes, furniture, etc.).

Introduction to the social world.

Remind children of the name of the city they live in.

Arouse interest in the work of close adults. Encourage them to recognize and name some labor actions (the teacher's assistant washes the dishes, brings food, cleans the room, etc.). tell that adults show industriousness, it helps them to successfully perform labor activities.

Introduction to the natural world.

To acquaint children with accessible natural phenomena.

Learn to recognize in nature, in pictures, in toys, pets and their cubs and name them. Recognize some wild animals in the picture and name them.

Together with children, observe the birds and insects on the site, the fish in the aquarium; feed the birds.

Learn to distinguish between fruits and vegetables.

Help children see the beauty of nature different time of the year.

Cultivate respect for animals. Learn the basics of interaction with nature (examine plants and animals without harming them; dress according to the weather).

Seasonal observations.

Autumn. Draw the attention of children to autumn changes in nature: it gets colder, the trees turn yellow and the leaves fall. To form the idea that many vegetables and fruits ripen in autumn.

Winter. To form ideas about winter natural phenomena: it became cold, snowing. Encourage participation in winter fun (sledding and sledding, playing snowballs, making a snowman, etc.).

Spring. To form ideas about spring changes in nature: it is warmer, snow is melting; puddles, grass, insects appeared; buds swollen.

Summer. Observe natural changes: bright sun, hot weather, butterflies fly.

The program is compiled in accordance with thematic cycles, which creates the basis for the development of cognitive and creative abilities of children andintersubject communications by section

1. "Development of speech" - development monologue speech when describing your work.
2. "Reading fiction" - drawing from the impressions of read fairy tales, literary works.
3. "Formation of a holistic picture of the world" - broadening one's horizons in the process of various observations, classes to get acquainted with the environment (people, nature, the world), as well as acquaintance with the structure of objects, objects.
4. "Formation of elementary mathematical representations" - familiarization with the names and features of the simplest geometric shapes, an idea of ​​the spatial position of objects and their parts (left, right, in the corner, center, etc.) and magnitudes (more, less).

Targets for early childhood education.

• The child is interested in surrounding objects and actively acts with them; emotionally involved in activities with toys and other objects, strive to be persistent in achieving the results of their actions.
• Uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strive to show independence in everyday and play behavior; demonstrates skills of tidiness.
• Shows a negative attitude towards rudeness, greed.
• Complies with the rules of elementary politeness (on his own or when reminded, he says “thank you”, “hello”, “goodbye”, “good night” (in the family, in the group)); has an initial idea of elementary rules behavior in kindergarten, at home, on the street and tries to comply with them.
• Owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys. Speech becomes a full-fledged means of communication with other children.
• Strive to communicate with adults and actively imitates them in movements and actions; there are games in which the child reproduces the actions of an adult. Emotionally responds to the game offered by adults, accepts the game task.
• Shows interest in peers observes their actions and imitates them. Knows how to play next to peers without disturbing them. Shows interest in joint games in small groups.
• Shows interest in the surrounding world of nature, participates with interest in seasonal observations.
• Shows interest in poetry, songs and fairy tales, looking at pictures, striving to move to the music; responds emotionally to various works of culture and art.
• With understanding, he follows the actions of the heroes of the puppet theater, shows a desire to participate in theatrical and role-playing games.
• Shows interest in productive activities (drawing, modeling, designing, appliqué).

• The child has developed large motor skills, he strives to master various types of movements (running, climbing, stepping over, etc.). Participates with interest in outdoor games with simple content, simple movements.

Thematic planning:

Formation of elementary mathematical representations

No. p / p
	Quantity
	Value
	The form
	Orientation in space
	Total

To calendar-thematic planning

	Planned terms passerby - denia	Actually terms passerby nia				Implementation of themes in regime moments and free activities
			Subject	Program tasks	Additional methodical security
	14.09.16		"Quantity"	Development of substantive actions		Ball games
	28.09.16		"The form"	Development of substantive actions	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age” p. 10.	Game "Wand - toy"
	12.10.16		"The form"	Formation of the ability to distinguish objects by shape and name them: a cube, a ball. To form the ability to perform actions with objects: trace the shape of an object, roll, put	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age” p. 11.	game exercise"What rolls, what doesn't roll"
	26.10.16		The form	Formation of the ability to distinguish objects by shape and name them: brick, cube. Develop the ability to build simple buildings	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» page 13	Games in the play area. Examination of doll furniture. Construction of furniture from cubes.
	09.11.16		Value	Develop the ability to distinguish objects of contrasting size and designate them with words: large, small		Game situation "Gathering toys for a walk"
	23.11. 16		Value	Develop the ability to distinguish contrasting objects in size and designate them with words: large, small. Improvement of substantive actions	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» page 15	Game exercise "Round dance of matryoshkas"
	07.12.16		Value	Develop the ability to distinguish between objects of contrasting size: cubes and balls. Formation of the ability to group objects by size	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» page 18	Game situation "Toys for dolls"
	21.12 16		Quantity	Development of the ability to form groups of homogeneous objects,: many - one.		Game situation "Playing with nesting dolls"
	11.01.17		Quantity	Development of the ability to form groups of homogeneous objects: many - one.	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» page 19	Game situation "We collect leaves in a vase"
	25.01.17		Quantity	Development of the ability to form groups of homogeneous objects, to distinguish between the number of objects: many - many. Formation of the ability to use nouns in the singular and plural in speech	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» page 20	Game situation "Playing with flags"
	08.02.2017		Quantity	Development of the ability to form groups of homogeneous objects, distinguish them by quantity: many - few, few - many	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» p. 22	Game situation "Meet the guests"
		holidays 20.02-26.02.17
	01.03.17		The form	Formation of the ability to distinguish objects by shape and name them: cube, ball Development of the ability to distinguish the number of objects: many - many	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» p. 24	Game situation "Let's give toys to a bunny and a bear"
	22.03.17		Quantity	Development of the ability to form groups of homogeneous objects, distinguish their number and designate with the words: many - one, one - many, many - many	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "p. 25	Game "Find a Pair"
	05.04.17		Orientation in space	Development of the ability to distinguish between objects that are contrasting in size and shape, form them into groups by quantity and designate them in speech: large, small, cube, ball, many, many. Formation of the ability to produce the simplest groupings of objects by size. The development in children of the ability to follow the teacher in a certain direction.	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "p. 26	Game situation "Put the ball into the house"
	19.04.17		Orientation in space	Formation of the ability to distinguish objects by shape (cube, brick) and color. Developing the ability to distinguish and show parts of your body. Formation of the ability to build simple buildings.	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "p. 29	Game situation "Let's build sofas for dolls
	03.05.17		Orientation in space	Development of the ability to hear and name spatial prepositions and adverbs, correlate them with the location of a particular object.	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age» p. 31	Game exercise "Where the toys hid"
	17. 05.17		Orientation in space.	Development of the ability to form groups of homogeneous objects, distinguish their number and designate with the words: many - one, one - many, many - many. Development of the ability to follow an adult in a certain direction.	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "p. 32	Game exercise "Train travel"
	31.05.2017		Value	Formation of the ability to distinguish objects by size and designate them with words: large, small. Development of subject actions.	I. A. Pomoraeva “Formation of elementary mathematical representations. The second group of early age "p. 35	The game "Make Easter cakes big and small"

Thematic planning:

Acquaintance with the natural world, subject environment, social world, development of cognitive research

activities.

No. p / p	Topics of developing educational situations on a game basis	Study load volume (hours)
	Acquaintance with nature
	Acquaintance with the subject and social environment
	Building the foundations of security
	Total

Calendar-thematic planning

	Planned terms passerby - denia	Actually terms passerby nia	Organized educational activities			Implementation of themes in regime moments and free activities
			Subject	Program tasks	Additional methodical security
	07. 09. 16		Bunny's carrot	Expand children's ideas about vegetables (about carrots). Build a positive attitude towards others.	O. A Solomennikova "Introduction to nature in kindergarten" p. 20.	Excursion to the garden. Examination of vegetables and fruits, illustrations with their image. Model games. Carrot stick. P. i. "White Bunny sits"
	21.09.16		Transport	To teach children to identify and distinguish between transport, modes of transport, highlight the main features (color, shape, size, structure).	O. V. Dybina "Introduction to the subject and social environment" p. 19.	Looking at pictures of different modes of transport. Drawing a track for a car.
	05.10.16		leaf fall, leaf fall, leaves yellow ones are flying	To give children elementary ideas about autumn changes in nature. To form the ability to determine the weather by external signs and consistently, according to the season, dress for a walk. Learn to highlight the trunk, branches and leaves of trees.	O. A Solomennikova "Introduction to nature in kindergarten" p. 21.	Watching the wind, rain, sun, sky. Examining autumn leaves. Games "We are autumn leaves", "Sun and rain". Sun and rain drawing. Drawing autumn leaves.
	19.10.16		A fish swims in the water	To give children elementary ideas about aquarium fish. To form an interest in the inhabitants of the aquarium.	O. A Solomennikova "Introduction to nature in kindergarten" p. 23.	Examining shells and pebbles in the aquarium. Finger game "The fish swims in the water."
	02.11.16		Furniture	To teach children to identify and distinguish between furniture, types of furniture, to highlight the main features of furniture (color, shape, size, structure) .; group objects according to characteristics.	O. V. Dybina "Familiarization with the subject and social environment" p. 20.	Games in the play area. Examination of doll furniture. Construction of furniture from cubes.
	16.11. 16		Dad, mom, I am family	Form initial ideas about the family. Raise in children an interest in their own name.	O. V. Dybina "Familiarization with the subject and social environment" p. 21	Conversations with children on the topic "Your family." Looking at photo albums.
	30.11. 16		At the feeder	To give children basic ideas about bird feeders. To form a good attitude towards birds, a desire to take care of them.	O. A Solomennikova "Introduction to nature in kindergarten" p. 24.	Observation of birds arriving at the site. Drawing "Bird food". Outdoor games "Birds fly", "Birds in nests", "Sparrows and car".
	14.12. 16		clothing	Exercise children in the ability to identify and distinguish clothes, highlight the main features of clothing items (color, shape, structure, size); group objects according to characteristics.	O. V. Dybina "Familiarization with the subject and social environment" p. 23	Looking at doll clothes. Playing with dolls in the play corner.
	28.12.17		Snowman and Christmas tree	Expand children's ideas about trees. Show snow properties. Develop a positive attitude towards the environment.	O. A Solomennikova "Introduction to nature in kindergarten" p. 26.	New Year's celebration. Learning poems about nature. Christmas tree drawing. Modeling a tumbler and a snowman.
	18.01.17		Rules for safe behavior on the streets	Develop safe behavior on the street. To form a behavioral culture as the basis of safety on the roads and streets.	K. Yu. Belaya "Formation of the foundations of security" p. 40.	Examination of illustrations depicting the street, various modes of transport. Car games.
	01.02.17		Kitty fluff	To give children an idea about pets and their cubs. Get to know Russian life. Build a positive relationship with animals.	O. A Solomennikova "Introduction to nature in kindergarten" p. 27.	Examining illustrations depicting domestic animals. Drawing a ball for a kitten. Telling the nursery rhyme "The cat went to Torzhok."
	15.02.17		Wonderful pouch	To give children the concept that some objects are made by human hands, others are created by nature.	O. V. Dybina "Familiarization with the subject and social environment" p. 24.	Examination of illustrations, plot pictures. Walking observations. Riddles.
		holidays 20.02-26.02.17
	15.03.17		Rooster and his family	Expand children's ideas about pets and their characteristics. To form a desire to take care of poultry.	O. A Solomennikova "Introduction to nature in kindergarten" p. 29.	Games with toys - chicken, cockerel, chickens. Pet surveillance. Reading a poem by G. Lagzdyn "Cockerel".
	29.03.17		Who lives in the house	To teach children to remember the names of comrades, to pay attention to character traits, features of appearance and behavior.	O. V. Dybina "Familiarization with the subject and social environment" p. 25.	Joint games of children. Conversations. Looking at photo albums.
	12.04.17		Sunshine, sunshine, look out the window	To give children ideas about spring changes in nature. To form an interest in natural phenomena of nature. Learn to convey the image of the sun in the drawing.	O. A Solomennikova "Introduction to nature in kindergarten" p.31.	Examining illustrations depicting the sun. Reading the nursery rhyme "The sun, the bucket." Observation of spring changes in nature. Games "Sunny Bunny", "Sun and Rain". Sun drawing.
	26.04.17		My hometown	Teach children to name their hometown. Give basic ideas about your hometown. To bring children to the understanding that there are many streets, high-rise buildings, different cars in the city. Cultivate love for your hometown.	O. V. Dybina "Familiarization with the subject and social environment" p. 38.	Examination of photographs of the city of Morshansk. Conversations.
	10. 05.17		Here and there, here and there dandelions bloom	To form children's ideas about dandelion. Learn to highlight characteristics dandelion, name its parts. Develop a desire to emotionally respond to the beauty of the surrounding nature.	O. A Solomennikova "Introduction to nature in kindergarten" p. 33.	Observation of spring phenomena in nature. Considering illustrations depicting a dandelion. Drawing dandelions.
	24.05.17		Dangerous items	To form ideas about objects dangerous to life and health that are found in everyday life. Learn to follow certain rules.	K. Yu. Belaya "Formation of the foundations of security" p. 11.	Examining illustrations. Riddles.

Introduction

1. Explanatory note to the work program on research activities "I know the world"

1. 1. Goals of the program

1. 2. Main objectives of the program

1. 3. Tasks are being implemented

1. 4. The program includes
2. Guidelines for the use of children's search activity games
3. 1. Recommendations for parents on organizing sand play (basic principles of playing in the sand, what you need for playing in the sand.)
4. 2. Recommended games
5. General content and tasks:
6. 1 Tasks of experimental - research activities for children
7. Long-term planning of work on experimental research activities
8. Literature

Explanatory note to the work program on research activities "I KNOW THE WORLD" .

Studying the novelties of methodological literature, observing children, teachers drew attention to a wonderful means of intellectual development of preschoolers - children's experimentation.

By the senior preschool age, the possibilities of initiative activity of the child increase markedly. It is at this age that cognitive activity is expressed in search and research activities, which are aimed at "opening" new and which develops productive forms of thinking. As psychologists emphasize, it is not the abundance of knowledge that is of decisive importance for the development of the child, but the type of their assimilation, determined by the type of activity in which knowledge is acquired.

A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand” . Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. This is the basis for the relevance of introducing children's experimentation into the practice of preschool educational institutions. Educators are increasingly focusing on creating conditions for independent experimentation and search activity of the children themselves. Research activities are of great interest to children. Research gives the child the opportunity to find answers to questions on their own "as?" and "why?" . The child acts as a full-fledged subject, independently building his activity: he sets goals, looks for ways and means to achieve them. Children experience great joy, surprise and even delight from their little and big children. "discoveries" which give children a sense of satisfaction from the work done.

Program goals:

• The development of cognitive activity in children through search activities.
• Enriching children's knowledge about the world around them.
• Assimilation by the child of ideas about the relationship between nature and man.
• The development of the child's personality.

The main objectives of the program:

• Formation of dialectical thinking in children.
• Extension perspective development search and cognitive activity of children by including them in mental, modeling and transforming actions.
• Maintaining initiative, ingenuity, inquisitiveness, criticality, independence in children.

These tasks are being implemented:

• Classes to familiarize yourself with others through search activities.
• Observations.
• Experiments.
• Conversations.
• Games.

• Explanatory note.
• Guidelines for the use of games in the search activities of children.
• Tasks for older age groups.
• long term plan
• Tips for parents on organizing sand play
• List of proposed literature.

Practice has shown that for work under this program it is necessary:

• the presence of a corner for children's experimentation, for independent and free activities and individual lessons.
• demonstration laboratory equipment.
• didactic material, games aimed at the development of search activities.

To organize games and conduct experiments, it is advisable to have:

• devices - assistants: magnifying glasses, scales, compass, hourglass, magnets.
• a variety of vessels from various materials (glass, metal, plastic) different volume and shape.
• natural material: pebbles, earth, clay, sand, shells, cones, moss, seeds, etc.
• waste material: wire, corks, etc.
• technical materials: nuts, paper clips, bolts, nails, etc.
• different types of paper: plain, cardboard, copier, etc.
• dyes: food and non-food (gouache and watercolors).
• medical materials: microscope, pipettes, flasks, syringes, measuring cups and spoons, rubber pears, wooden sticks.
• other materials: mirrors, soap and Balloons, colored and transparent glasses, a sieve, wax candles, sets of toys for water and sand, etc.

Optional equipment:

• children's bathrobes, oilcloth aprons, towels, containers for storing loose and small items.
• a diary of observations and experiments, in which the date of the experiment, the name is put and marked independently or together with the teacher.

Recommendations for organizing sand games. Principle "sand therapy" was proposed by Carl Jung, a psychotherapist, the founder of analytical therapy. Sand has the ability to let water through. In this regard, psychologists claim that it absorbs "negative" psychic energy and interaction with it purifies the energy. Observations show that playing in the sand has a positive effect on the emotional well-being of children and adults, and this makes it an excellent tool for the development and self-development of a child.

Basic principles of sand play.

• Create an environment in which the child will feel comfortable and protected, showing creative activity.
• Real "accommodation" , playing all kinds of situations together with the heroes of fairy-tale games.

What do you need to play sand?

Practice has shown that it is most acceptable to use a plastic container 60 cm -45 cm in size. This size corresponds to the optimal field of visual perception. The sand must be clean and sifted. It should not be too large or too small. For sand games, it is better if it is wet. It is recommended to cover the sand with a lid from dust and pollution. Once a month it is necessary to carry out sand treatment. To play with sand, you need to have a variety of "collection" miniature figurines (kinders, animals, sand sets, funnels, etc.), which are processed according to sanpin and stored in special designated accessible places. For a variety of games, you can make planar figures of houses, buildings, animals, plants, fairy-tale characters, etc. Natural objects: shells, twigs, stones, etc. In a word, everything that is found in the outside world can take its rightful place in your "collections" .

Now, you have everything to go with your child to the fascinating world of travel, where you will see the creative flight of his imagination. The surrounding world is multifaceted and amazing. It is on the sand that we can create different worlds: travel through time, to different countries and planets. At the same time, not only imagine, imagine, fantasize, but also really create and live. For example:

• using figures of prehistoric animals and people, we introduce the child to the life of the Ancient Earth.
• laying beautiful shells in the sand, figurines of marine inhabitants, we go to the underwater world.
• figurines of transformers, astronauts will help us to visit other planets.
• figures of animals, insects, vehicles, trees, lakes, fields, rivers, etc. help us get to know the world around us.
• exotic trees and animals will help us learn how people and animals live in different parts of the world.

Game material should be in sufficient quantity.

"Whose footprints?" , "Stone Path" , "Hide the toy" .

"Guess by touch" , "Draw a Pattern" , "Underground City" ,

"Sand castle" , "Secrets" , "Flight to the moon" , "Lake in the Sand" , "Plant a Tree" , "Gift for Friends" , "Sand Racing" ,

"Undersea world" , "Journey to the Desert" .

Tasks of experimental research activities for children of older groups.

• To educate children in ecological culture, through the knowledge of the world around them. Contribute to the education of independence, aesthetic taste and communication skills.
• Contribute to the development of the child's creativity. Develop mental operations, the ability to put forward hypotheses, plan their activities, draw conclusions.
• Through experiments and experiences, give children elementary ideas about natural phenomena: the daily cycle of the Earth's rotation around its axis, the process of cloud formation when warm air cools, the formation of a rainbow

Introduce children to the manifestation of static electricity, with various types textiles, paper, glass.

• To teach children to understand the importance of air, water and light in the life of man and plants.
• To instill in children a love for nature, a good attitude towards the world around them, through research activities
• To develop mental operations in children: identify and pose a problem, put forward hypotheses, resolve problem situations, draw conclusions based on observations, make generalizations.
• To acquaint children with the functioning of the human body, with materials and their properties, with the transformation of objects. Learn about the diversity of living organisms and how they adapt to environment.

1. Theme: Air

How much does air weigh?

Purpose: Acquaintance with the properties of air. Reveal with children that air has weight.

2. Theme: Air

Submarine №1 from grapes»

Purpose: To reveal that air is lighter than water, it has power and displaces water. Air helps to lift objects from the bottom and makes them buoyant.

3. Theme: Air

Submarine number 2 from the egg "

Purpose: To determine with the children on what principle the submarine floats. Acquaintance with the properties of salt and fresh water.

4. Theme: Water

Making a Cloud"

Purpose: To identify with children the process of cloud formation when warm air is cooled. Find out where the rain comes from.

1. Theme: Air

"Wind, wind - you are mighty" (game-competition)

Purpose: To reveal that air has different strength and with the help of this force moves various objects.

2. Theme: Paper

"Lotus flowers" (experiments with paper and water)

Purpose: Introduction to the properties of paper.

3. Theme: Fabric

"Magic Jacket" (experiments with fabric)

Purpose: Acquaintance with the properties and types of tissues.

4. Theme: Air

"Inflate the Bubble" Game experimental lesson with soap bubbles.

Purpose: To reveal with children that there is air inside each soap bubble and how it gets there.

1. Theme: Water

What does water smell like and what color is it?

Purpose: To reveal with children that water absorbs the smell of the object that was placed in it.

2. Theme: Water

"Cunning Pencil"

Purpose: To identify with children how water can distort objects.

3. Topic: Substances. Late. Drawing on milk.

"Flowers blossomed on milk"

4. Theme: Water

"I don't have enough space"

Purpose: To discover with children how water expands and changes shape when cooled.

5. Theme: Substances

"Letter to Santa Claus"

Purpose: To reveal how a secret letter can be created with milk and how the letter appears when heated.

1. Theme: Air

“Does the air get cold?

Purpose: to find out that the air becomes narrower and occupies a smaller volume when it is cooled.

2. Theme: Air

"Dancing Coin"

Objective: To discover with children that air expands when heated and can manipulate light weight objects.

3. Theme: Center of gravity

"Why Falling Towers Don't Fall"

Purpose: To introduce children to the concept of the center of gravity

4. Theme: Center of gravity

I am a magician"

Purpose: Find out with the children what the center of gravity is for and how it works.

1. Topic: Magnetic forces. "We are wizards"

Purpose: to identify materials that interact with magnets. Identify the properties of a magnet: the passage of magnetic forces through various materials and substances.

2. Topic: Magnetic forces.

"Live Clip"

Purpose: To determine the ability of metal objects to be magnetized.

3. Topic: Magnetic forces.

"Sailing Regatta" /game-entertainment/

Purpose: To reveal the properties of a magnet: the attraction of magnetic objects, the ability to control them, to act through an obstacle.

4. Topic: Magnetic forces.

"Skier" /fun game/

Purpose: Explain the action of magnetic forces, use knowledge to create a picture.

1. Topic: Substances. unconventional drawing

"Gift for Mom"

Purpose: To identify how you can draw on fabric using flower petals.

2. Topic: Substances. Non-traditional drawing on milk. Late.

"Flowers have blossomed"

Purpose: To identify with children how two substances interact and how they can be controlled.

3. Theme: Galaxy

"Where does the sun sleep?

Goal: Find out with children that the Earth rotates on its axis in 24 hours, and this time is called a day. Reveal how day and night succeed each other.

4. Topic: Substances.

"Where did the sugar go when I stirred it with a spoon..."

Purpose: To identify with children the reaction of various substances that are often found in everyday life.

5. Theme: Shadow

"Why does the shadow move or "Sundial" »

Purpose: To identify with children what a shadow is and how it depends on the light source. That the size of the shadow depends on the distance between the light source and the object.

1. Theme: Shadow. "Drawing a shadow portrait"

Purpose: To reveal with children that shadows follow the contour of various objects and the human body, including

2. Theme: Substances

"What does my island look like?" /Game-entertainment/

Purpose: To introduce children to the properties of wax. Find out how wax interacts with water. Develop imagination.

3. Theme: Substances

"Growing a Crystal"

Purpose: To conduct research with children on growing a crystal from table salt. Reveal how salt crystallizes at home

4. Theme: Light.

"Sunny Bunny"

Purpose: To identify with children how to repeatedly reflect light and the image of an object. that is, to see it where it should not be seen.

5. "Playing detective"

Purpose: To reveal that each person has his own pattern on his fingers - "imprint" and it does not repeat itself, and by this imprint you can find a person.

1. Topic: Static electricity

"Smart Ball"

Purpose: To identify with children the cause of static electricity. Find out which substances are electrified.

2. Topic: Static electricity

"Dancing Foil"

Purpose: To reveal how objects can be manipulated with the help of static electricity.

3. Topic: Static electricity»

"Flexible Water"

Purpose: To identify with children how static electricity can change the trajectory of a water jet.

4. Theme: Sound.

"Match telephone"

Purpose: To introduce children to the concept "sound waves"

5. Subject. Water.

"Room of laughter" /entertainment/

Purpose: To reveal how water and a mirror can be used to create funny images and distort objects.

Working programm

for COGNITIVE DEVELOPMENT

for children of the middle group

Educational area "KNOWLEDGE"

36 periods of direct educational activity

(1 period per week)

Compiled by: educator

Gracheva R.M.

2013-2014 academic year. MBDOU "Cheburashka"

Explanatory note.

Cognitive development ensures a full life of the child in the world around him (nature, society). Formed representations, their ordering, understanding of existing patterns, relationships and dependencies provide further successful intellectual and personal development child.

When compiling the work program for the section "Cognitive development" for preschool children from 4 to 5 years old (middle group), an obligatory condition was taken into account: the fulfillment of the content of the psychological and pedagogical work of the educational field "Cognition" general education program preschool education "Steps of childhood".

The work program aims to form elementary natural-scientific ideas about the world around us (a comprehensive idea of ​​nature, the diversity of its objects and manifestations):

develop the ability to initially systematize ideas about animate and inanimate nature as a whole;

to systematize ideas about seasonal changes in animate and inanimate nature;

clarify children's ideas about objects, their essential features. Learn to distinguish surrounding objects, know their purpose, characterize the materials from which they are made.

to acquaint with some anatomical features of a person, to form primary ideas about his professional activities, to acquaint with the norms cultural life and enforce rules of conduct in public places.

develop primary methods of logical thinking (to form the ability to observe, compare, generalize, classify, establish patterns, integrate information). Develop speech as a means and form of mental activity.

to cultivate curiosity, love and interest in the native land, Motherland, nature, respect for working people; creative creative attitude to nature.

The program also includes the opportunities provided by the educational standard for the formation of general educational skills and abilities, universal methods of activity and key competencies among pupils.

Excursions (in different rooms of the kindergarten and the group, on the territory of the kindergarten and the group site;

Games are experiments;

Research activities;

Problem and game situations;

Consideration;

Educational games;

Conversations.

The principles of selecting the main and additional content are related to the continuity of the goals of education in the transition from one age group to another, the logic of subject relations, as well as the age-related characteristics of the development of pupils.

The program is designed to integrate with the following areas:

"Health" (expanding the horizons of children in terms of ideas about a healthy lifestyle)."Physical Culture" (formation and consolidation of orientation in space, temporal, quantitative representations in outdoor games and physical exercises).

"Socialization" (the formation of a holistic picture of the world and the expansion of horizons in terms of ideas about oneself, family, society, state, world).

"Work" (the formation of a holistic picture of the world and the expansion of horizons in terms of ideas about the work of adults and their own labor activity).

"Security" (the formation of a holistic picture of the world and the expansion of horizons in terms of ideas about the safety of one's own life and the safety of the surrounding natural world).

"Reading Fiction" (the use of works of art to form a holistic picture of the world).

"Communication" (development of cognitive-research and productive activities in the process of free communication with peers and adults).

"Music", "Artistic creativity" (usage musical works, productive activities of children to enrich the content of the field "Knowledge").

The work program implements a regional component, which is represented by the following topics:

"My native city"

"How I spent summer"

"Autumn in Yamal"

"Who is ready for winter"

"Winter"

"Birds in Winter"

“Introduction to the Red Book of Yamal”, etc.

The program provides for 36 periods of direct educational activities per year, 1 per week, the duration of one period is 20 minutes.

The program provides for:

"World of Man" - 17 (directly educational activities);

"The World of Nature" - 18 (directly educational activities).

Pedagogical monitoring(diagnosis) is carried out 2 times a year (introductory - in September, final - in May).

The program consists of following sections:

Explanatory note.

Calendar - thematic planning.

Diagnostics.

List of literature.

Intermediate result:

Name a variety of objects that surround them in the premises, on the site, on the street; know their purpose, name the properties and qualities available for perception and examination.

With pleasure to talk about the family, family life, traditions.

He knows how to talk about his hometown (village).

Talks about the desire to acquire a certain profession in the future (to become a policeman, doctor, military man, cook, etc.).

Participate in observations of plants, animals, birds, fish and in feasible work to care for them; share their knowledge about living and non-living things; do not tear, do not break plants, take care of living beings, do not harm them.

use exploratory activities and sensory standards;

determine changes in the properties of objects as a result of actions with them; establish causal relationships.

independently experiment with objects and their properties, transform them;

use forms of mental experimentation (for example, when solving problem situations, analyzing literary works and compiling one's own statements);

use social experimentation aimed at exploring various life situations in group, family and some public places.

use in different types of activity ideas about objects, phenomena and events, both the immediate environment and those that go beyond direct perception;

establish elementary connections and dependencies based on existing ideas;

highlight the grounds for classification;

speak out about individual cognitive preferences, needs and interests;

use various sources of information (human, educational literature, magazines, film and video products, computer, etc.).

Diagnostic criteria for cognitive development.

High level:

The child completes the tasks on his own.

Middle level:

the child copes with the proposed tasks with the help of an adult.

Low level:

the child's ideas are fragmentary.

Means of education:

sets of pictures for grouping and generalization (up to 8 - 10 in each group;

sets of subject pictures of the "lotto" type from 6-8 parts (of the same subject, including a comparison of realistic and conventionally schematic images);

a set of paired pictures for correlation (comparison: find the difference (in appearance), errors (in meaning);

sets of subject pictures for grouping according to different criteria (2 - 3) sequentially or simultaneously (purpose, color, size);

a series of pictures (4-6 each) to establish the sequence of events (fairy tales, literary plots, social situations);

series of 4 pictures "Seasons" (natural and seasonal activities of people);

subject and plot pictures (with various subjects) of large and small format;

cut (folding) cubes with plot pictures (6 - 8 parts);

split plot pictures (6 - 8 parts).

Local history materials: photographs of the native land, herbariums.

Didactic visual materials;

subject and plot pictures, etc.

book corners with age-appropriate literature;

"Wonderful bag" with various items.

houseplants of the same species as in the younger group (4-5 species) with beautiful leaves various shapes, blooming;

circular diagram of the change of seasons;

image of natural phenomena (sun, overcast, wind, rain, snow, etc.) with an arrow.

a set for experimenting with water: containers of the same and different sizes (5 - 6), different shapes, measuring cups, objects made of different materials (“sinking - not sinking”), scoops, nets, funnels;

kits for experimenting with sand: molds of different configurations, containers of different sizes (4-5 pcs), objects-tools of different sizes, shapes, designs;

Bibliography :

Grizik T.I. "Cognitive development of children 4 - 5 years old", Moscow 1997

"Program for parents and educators on the formation of health and development of children 4-7 years old." T.N.Doronova, L.G.Golubeva, N.A.Gordova, T.N.Grizik.

"Nature around us". M.A.Fisenko.

"Introducing preschoolers to the environment." N.V. Aleshina.

"Walking in Nature" V.A. Shishkina, M.N. Dedulevich.

"Developing walks for children." G.V. Lapteva.

"What in the world does not happen?". O.M. Dyachenko, E.L. Agayeva.

"Introducing preschoolers to the outside world." Yu.A. Akimova.

"The development of ideas about man in history and culture". I.F.Mulko.

"The ABC of Physical Education". V.I.Kovalko.

cognitive development

middle group

Educators: ______________________________________

No. p / p

Surname, name of the child

Man's world

natural world

Program execution level

Physiology

human

man-made

world

social

development

live

nature

inanimate

nature

Connection

alive and

not alive

Rules for safe behavior in nature

TALL

AVERAGE

SHORT

the date

(month)

Topic of the lesson

Purpose of the lesson

Lesson content

Means of education

Basic program

National-regional component

SEPTEMBER b

OCTOBER.

NOVEMBER.

DECEMBER.

JANUARY.

FEBRUARY.

MARCH.

APRIL.

MAY.

10.

"My native city"

"City - village"

"Pets"

"Autumn"

"How I spent summer"

"Introducing Babysitting"

"My family"

"Miracle Vegetables"

A conversation about vegetables.

"Wonder Fruit"

Excursion:

"Introduction to the Chef's Profession"

"Introduction to the concept of sequence"

"My caring assistants (introduction to the main parts of the body)."

"Autumn on Yamal" (final lesson)

"Post Office Tour"

"A Conversation about Pets"

"Who's ready for winter?"

"Holidays in our lives (New Year is knocking at the door)".

"Excursion: Acquaintance with the profession of a doctor (nurse)."

"Birds in Winter"

"Who has what coats"

"We've got guests."

Conversation: "The most beloved."

"Festival of brave people"

"Winter" (final lesson).

"Excursion: Congratulations to the employees of the kindergarten on the upcoming holiday of March 8."

"Homework".

"How Snowmen searched for the truth about spring"

"Planting seedlings of flowers."

Excursion: "Introduction to the profession of a janitor"

“Lesson - a walk on the topic:“ My street ”

"Glass".

Lesson - workshop on the topic: “My green friends (a story about indoor plants).

"People's Labor".

"Introduction to the Red Book".

What will summer give us?

"Introduction of children to the general concept of "transport"

Clarify children's knowledge about the name of their hometown. Introduce them to the most important city sights. To evoke in children a feeling of admiration for the beauty of their native city. To cultivate love for the native city and a sense of pride in it, the desire to make it even more beautiful.

To acquaint children with the concepts of city and village. To teach children to find differences: in the city there are multi-storey buildings, many streets, little transport. To acquaint children with the peculiarities of the work of people in the city and village.

To acquaint with the characteristic features of the appearance, behavior, lifestyle of pets; with the general concept of "pets". Learn to recognize them by description. Cultivate respect for animals.

To acquaint with the characteristic signs of autumn; to learn to notice the changes taking place in nature with the advent of autumn; to teach to highlight the main signs of the arrival of autumn according to independent observations.

Generalize and systematize the idea of ​​summer, its typical signs. To consolidate the idea of ​​\u200b\u200bthe life of plants and animals, the games of children in the summer, the work and rest of adults. Learn to establish the simplest connections between environmental conditions and the state of living objects. Raise the desire to share your knowledge and memories with peers.

To introduce children to the profession of an assistant educator; with professional babysitting activities; with objects-assistants in the work of a nanny. To instill in children a sense of gratitude and respect for the work of others (through the formulation of the rules "Our help to the nanny").

Introduce the term "family". Teach children to name their family members. Know that everyone in the family cares and loves each other. To give an idea of ​​moral behavior in relations between adults and children. Cultivate good relations with adults. To form respect, trust, mutual understanding and desire for mutual assistance.

Form generalized ideas about vegetables. Clarify ideas about the variety of vegetables. To form the ability to generalize according to essential features, to reflect the result of generalization in a detailed speech judgment. To cultivate grateful feelings for nature and people who, thanks to their work, receive harvests.

Enrich and improve children's ideas about fruits; learn to recognize fruits by touch, taste, smell; according to the description, develop auditory and visual attention, thinking; learn to use the generalizing word "fruit".

To introduce children to the profession of a cook; with the professional actions of the cook; with items - cook's assistants.

To instill in children a sense of appreciation and respect for the work of others (through the formulation of the rules “Our gratitude to the cook”).

To acquaint children with the meaning and role of the concept of "sequence" in human life and nature. To form in children an idea of ​​​​the inextricable connection between man and nature. To teach children to distinguish natural objects from artificial ones created by man. Cultivate a grateful feeling for nature.

To acquaint children with the main parts of the human body, their purpose in life; bring children to the understanding that people should take care of their bodies. Begin to form the "body scheme" and related directions. Bring up caring attitude to your body.

To form a generalized idea about autumn, about the state of plants in autumn and its causes, about the features of animal life. To consolidate knowledge about the work of people in the fall. To cultivate a caring attitude towards the nature of the native land.

Introduce children to post office communications; with one of the main functions of mail. Tell the children how to properly prepare a letter for sending. Raise respect for the work of adults.

Generalize a specific idea of ​​pets and form the concept of "pets". To teach to establish essential signs for generalization: they live with a person, they are beneficial, a person takes care of them. To cultivate love and caring attitude towards pets, the ability to complement the answers of peers.

To expand and deepen the understanding of the wintering of animals, birds, fish, insects. To learn to find the causes of changes in life in the life of animals in changing the conditions of their habitat, to establish cause-and-effect relationships. To cultivate love for animals, the desire to help in difficult conditions.

To disassemble with children the concept of "holiday"; celebrate the importance of holidays in people's lives; highlight some of the characteristic features of the holiday (attributes, attitude and mood, rules of conduct); consolidate the ideas received on the example of the New Year holiday.

To introduce children to the profession of a doctor (nurse); to acquaint with some professional actions of a doctor; introduce objects - assistants in the work of a doctor. Cultivate a good attitude towards those who care about their health.

To give children an idea of ​​​​clothing that protects a person from the cold and about the “clothes” of animals that help endure a cold winter, protect and disguise from enemies. Raise interest in animals, curiosity.

To consolidate knowledge about the culture of behavior in the case when guests come, the ability to plan their actions. Teach children coherent, polite speech. To educate in children politeness, generosity, hospitality.

To consolidate children's ideas about the people closest to them. Show children that each person has his own circle of close people. Discuss the concept of "close person" ( special relationship). To bring up in the child the joy and pride that he has a family, close people. Build respect, trust and understanding.

To form an idea of ​​\u200b\u200b"courage"; talk about professions where people are required to be bold and courageous (fireman, policeman, military). To instill in children a good attitude towards such people, to evoke a sense of pride and joy for noble deeds. The desire to imitate, improve their physical abilities.

To consolidate and organize the ideas accumulated by children about winter. To teach children to compare different seasons, noting the characteristic features of each, to clarify that the seasons naturally come one after another. Cultivate love for the nature of the native land.

To acquaint children with the employees of the kindergarten, with their professions; congratulate women on the upcoming holiday; developing a culture of congratulations.

Cultivate a good attitude towards adults, the desire to please them.

To consolidate children's ideas about domestic work (work for the family); to acquaint with some subjects - assistants in housework. Encourage children to help out at home. Raise respect for the work of adults.

Clarify and systematize knowledge about characteristics spring. Show the impact of spring changes in nature on the life and activities of people. To cultivate a careful attitude to the awakening of nature, to its individual phenomena.

Clarify the idea that plants grow from seeds.

To introduce children to an "effective attitude towards nature" - to the cultivation of "beautiful"; give an idea of ​​the life of a plant. Arm with some methods of growing seedlings. Raise interest in growing plants.

Introduce children to the work of a janitor. To instill interest in the work of adults, to cultivate a desire to help the janitor, to develop a desire to maintain cleanliness and order in your area. Introduce some professional activities; with objects - assistants in labor.

Expand and consolidate children's ideas about the concept of street; begin to form the concept of a city (village, etc.). Repeat the rules of conduct in public places (on the street). Cultivate mutual respect and mutual assistance.

Introduce children to man-made material - glass; talk about some of the properties and qualities of glass. Formulate the rules for handling glass objects based on the ideas received. Cultivate respect for glass products.

Continue to form in children an interest in the plant world based on indoor plants. Give an idea about the structure of a plant (the main parts are: root, shoot - stem with leaves and a flower). Make children want to take care of indoor plants. To cultivate a caring attitude towards indoor plants, responsibility for their life.

To consolidate the elementary ideas received by children about the diversity of human labor. To cultivate respect for work and the desire to take part in it to the best of our ability.

Give an idea of ​​rare and endangered animals. Expand children's knowledge of wildlife. Develop speaking, speaking and listening skills. Cultivate respect for nature.

Consolidate children's ideas about summer. Aim children to observe summer manifestations in nature and in human life. To draw the attention of children to the fact that summer is not only a time active rest(mainly in humans), but also a time of great labor.

Introduce children to the general concept of transport. To teach children to distinguish various features of objects, compare them, find essential features and, by features, generalize objects into one generic concept.

The story of the educator about the difference between the city and the village. Examining pictures, illustrations, compiling short stories.

Making riddles about pets, looking at pictures of pets. Physical minute. Did. the game "Find Mom", reading a poem by L.G. Paramonova.

Introduction to the topic. Riddles about autumn. Recall the main changes in nature, their sequence. Autumn changes in the life of animals, birds. attitude towards autumn.

1 part. The teacher's story about how and where he had a rest (accompanied by a demonstration of photographs, a video film). 2 part. Children tell how they spent the summer. 3 part. Creating an album or newspaper on the topic: "How I spent the summer." As the children arrive after the summer holidays, the album is replenished with new materials.

Introduction to the topic.

2 part. The story of the assistant educator about his profession; looking at helpers. Help the children to the nanny in cleaning the group room.

1 part. Examining family photos of the educator. 2 part. Conversation with children about the family (children ask questions, the teacher answers). 3 part. Each child talks about his family. At the end of the lesson, the children draw their family.

The teacher brings a tray of vegetables to the group. Children examine them and make a conclusion about the difference in vegetables in shape, color, size, what the surface feels like. Riddles about vegetables. Did. game: "Guess the taste", "Tops and roots."

The lesson is carried out similarly to the previous one about vegetables.

1 part. Introduction to the topic. 2 part. The story of the cook about his labor activity. 3 part. Excursion to the kitchen; demonstration of some helper items; demonstration of the chef's clothes and an explanation of its purpose; Soup story.

4 part. Treating children.

1 part. Introduction to the topic. The teacher tells a story about two travelers.

2 part. Explanation of the concept of "sequence". Children express their assumptions; joint discussions, coming to a consensus. 3 part. Fixing the material.

1 hour Introduction to the topic. The teacher tells and exposes pictures depicting a mole and a person. 2 hours Acquaintance with the main parts of the human body; introduction of the names right and left and related directions. 3 hours. Explanation of the main purposes of the parts of the body named by the children.

1 hour Introduction to the topic. Reading the poem "Autumn" by M. Khodakov. 2 hours. Recall the main changes in nature, their sequence. 3 hours. Autumn changes in human life. 4 hours Attitude towards autumn.

Making a riddle, showing pictures of a goat, a sheep, a cow, a horse, a bear. D / game "Who is superfluous." What good is the house. animals bring to people? Clarification of children's answers.

1 hour Introduction to the topic. Clarify with the children what winter brought with it. 2 hours Reading the work of K.D.Ushinsky (in parts) "The pranks of the old woman of winter." 3 hours Discussion of the work, conversation.

1 hour Introduction to the topic. The teacher invites the children to discuss why people love holidays? Why do people need them? Answers-assumptions of children; generalization of answers by the teacher.

2 hours Talk about the holidays (attributes, attitude and mood, rules of conduct).

1 hour Introduction to the topic. The teacher specifies who people turn to when they have health problems? Clarify the children's answers. 2 hours A story about the profession of a doctor, the arrival of a nurse.

Excursion to the medical office, acquaintance with helper items and professional activities. 3 hours summary of the lesson.

1 hour Introduction to the topic.

2 hours Story about the winter difficulties of birds. How can we help the birds? Answers-suggestions of children.

3 hours Practical work - making feeders.

Conversation with children, guessing riddles about animals.

Didactic game with schemes "Feed the animals".

The teacher brings a telegram saying that guests are coming to visit them. Asks children how to be? How to prepare for the arrival of guests? Children's answers, discussion, clarification.

1 hour The teacher invites the children to talk about the most beloved, closest people. Discuss the concept of "close person". Reading a poem by A. Kondratiev "Next to mom." 2 hours Why we love them (conversation, discussion),

1 hour Introduction to the topic. The teacher offers to answer the question - "What is" courage "?". Answers-assumptions of children. Leading questions, generalization of answers. 2 hours Story about professions. 3 hours February 23 - Day of Defenders of the Fatherland.

1 hour Introduction to the topic. The teacher offers to remember what changes winter brought to the life of nature and man. 2 hours Winter changes in the life of nature. 3 hours Winter changes in human life.

Summary of the lesson.

Teachers with children walk along a pre-planned route through the kindergarten and congratulate the staff.

1 hour Introduction to the topic. The teacher asks the children what kind of work at home (housework)? Do their parents work at home after work? 2h. Items are helpers. The game exercise “Home Helpers” is being conducted; discussion of the purpose of objects. 3 hours Summing up.

1 hour Introduction to the topic. The teacher, together with the children, recall how they made snowmen on a walk. A story about funny snowmen. 2 hours Signs of spring in nature. 3 hours Spring in people's lives. Summing up.

1 hour "Theoretical" - a story about the sequence of plant growth and the conditions necessary for this. 2 hours Practical - sowing seeds.

1 hour Introduction to the topic. 2h. Profession story. 3h. Acquaintance with some subjects - assistants and professional actions.

Walking with children along the street where the

Kindergarten. Conversation, looking at houses, discussing the opinions of children. A game exercise to reinforce the concept of a city: “In a city or in a forest?”

1 hour Introduction to the topic. The teacher tells the children a legend about the accidental opening of glass. 2h. Quality and properties of glass. 3h. use in human life. 4h. Rules for handling glass and glass objects.

1 hour Introductory. Considering a houseplant that needs help. 2h. Introduction to the main parts of the plant.

3h. Planting a plant

The teacher discusses with the children where and how people work. Work for society, work for yourself and your family, hobbies and passions (work for the soul). At the end of the lesson, the teacher concludes that a person's life is filled with work - very different, very important.

Conversation with children about plants, animals, birds that live and live in the North.

Reading a poem by K. Ibryaev “Hello, summer!”.

The teacher's story about the changes that occur in the life of plants and people in the summer. The teacher directs the children to a meeting after the summer vacation, when everyone exchanges impressions about the summer spent. Invites children to make sketches and photographs during the summer.

The teacher's story that they will soon have a holiday in the city. Clarify with children what holiday it is, on what day it is celebrated, what interesting things happen at the holiday dedicated to the day cities.

Material selection

I. Explanatory note

1.1. Regulatory framework
— Federal Law of December 29, 2012 No. No. 273 - Federal Law "On Education in the Russian Federation";
— Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations”;
- "Federal state educational standard for preschool education." Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 Moscow.
- by order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. No. 1014 "On approval of the procedure and implementation of educational activities in the main general educational programs of preschool education", the main educational program of MBOU secondary school No. 70 (preschool groups), the Charter of MBOU secondary school No. 70.

1.2. Content educational process in preparatory group.
The content of the work program corresponds to the main provisions of developmental psychology preschool pedagogy and ensures the unity of educational, developing and teaching goals and objectives. When choosing teaching methods, preference is given to developing methods that contribute to the formation of the cognitive, social sphere of development.
The content of the educational process is built in accordance with the exemplary basic general educational program of preschool education "Childhood": educational program preschool education. T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg - 2014.
Distinctive feature programs in that it is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the behavior, activities and attitude of the child to the world. The program was developed in accordance with the Federal State Educational Standard for Preschool Education. The Childhood program effectively implements the ideas of developmental education continuously and successively from preschool before graduating from high school.
The work program of the preparatory group of MBOU secondary school No. 70 in Lipetsk ensures the development of the personality, motivation and abilities of children, taking into account their age and individual characteristics in the direction: cognitive development

1.3. Tasks.
Tasks of educational activity
- To develop independence, initiative, creativity in cognitive and research activities, to support manifestations of individuality in the research behavior of the child, the selectivity of children's interests.

— Enrich ideas about people, their moral qualities, gender differences, social and professional roles, the rules of relationships between adults and children
- Contribute to the development of children's self-confidence, awareness of the growth of their achievements, self-esteem,


- To develop tolerance towards people of different nationalities.

1.4. Age and individual characteristics of children of the seventh year of life.

A child on the threshold of school (6-7 years old) has stable social and moral feelings and emotions, high self-awareness and realizes himself as a subject of activity and behavior. The behavior of the child begins to be regulated by his ideas about what is good and what is bad. The ability to emotionally evaluate one's actions is directly related to the development of moral and moral ideas. The child experiences a sense of satisfaction, joy, when he does the right thing, well, and embarrassment, awkwardness, when he breaks the rules, he does badly. The general self-esteem of children is a global, positive, undifferentiated attitude towards themselves, which is formed under the influence of an emotional attitude on the part of adults. By the end of preschool age, there are significant changes in the emotional sphere. On the one hand, children of this age have a richer emotional life, their emotions are deep and varied in content. On the other hand, they are more restrained and selective in emotional manifestations. By the end of preschool age, they form generalized emotional representations, which allows them to anticipate the consequences of their actions. This significantly affects the effectiveness of arbitrary regulation of behavior - the child can not only refuse unwanted actions or behave well, but also perform an uninteresting task if he understands that the results obtained will bring someone benefit, joy, etc.
Of great importance for children 6-7 years old is communication with each other. Their electoral relations become stable, it is during this period that children's friendship is born. Children continue to actively cooperate, at the same time they also have competitive relations - in communication and interaction, they strive first of all to prove themselves, to attract the attention of others to themselves. By the age of 6-7, the child confidently owns the culture of self-service and the culture of health. In games, children 6-7 years old are able to reflect quite complex social events- birth of a child, wedding, holiday, war, etc.
Children of this age can take on two roles during the game, moving from one to the other. They can interact with several partners in the game, playing both the main and the subordinate role.
Further development of the child's motor skills, building up and independent use of motor experience continues. Ideas about oneself, one's physical capabilities, and physical appearance are expanding. Walking, running are improved, steps become uniform, their length increases, harmony appears in the movements of arms and legs. The child is able to move quickly, walk and run, keep the correct posture. On their own initiative, children can organize outdoor games and simple competitions with their peers.
At the age of 6-7 years, there is an expansion and deepening of children's ideas about the shape, color, size of objects. The child is already purposefully, consistently examining external features items. At the same time, he focuses not on single signs, but on the whole complex (color, shape, size, etc.).
By the end of preschool age, resistance increases significantly involuntary attention resulting in less distraction for children. The concentration and duration of the child's activity depends on its attractiveness for him. Boys' attention is less stable. At the age of 6-7 years, children's memory capacity increases, which allows them to involuntarily memorize a fairly large amount of information. Girls are distinguished by a greater volume and stability of memory. The imagination of children of this age becomes, on the one hand, richer and more original, and on the other, more logical and consistent. It no longer resembles the spontaneous fantasizing of younger children. When inventing the plot of the game, the theme of the drawing, stories, etc., children of 6-7 years old not only keep the original idea, but can think it over before starting the activity. At this age, the development of visual-figurative thinking continues, which allows the child to solve more complex problems using generalized visual aids (diagrams, drawings, etc.) and generalized ideas about the properties of various objects and phenomena.
The ability to successfully perform classification actions is largely due to the fact that in the seventh year of life speech is more and more actively included in the thinking process. The use of words by a child (following an adult) to denote the essential features of objects and phenomena leads to the appearance of the first concepts. The speech skills of children allow you to fully communicate with a different contingent of people (adults and peers, acquaintances and strangers). Children not only pronounce correctly, but also distinguish phonemes (sounds) and words well. Mastering the morphological system of the language allows them to successfully form quite complex grammatical forms of nouns, adjectives, verbs. In his speech, the older preschooler increasingly uses complex sentences (with coordinating and subordinating connections). Increases at 6-7 years of age vocabulary. In the process of dialogue, the child tries to answer questions exhaustively, he himself asks questions that are understandable to the interlocutor, coordinates his remarks with the remarks of others. Another form of speech is also actively developing - monologue. Children can consistently and coherently retell or narrate. By the end of preschool childhood, the child is formed as a future independent reader. The craving for a book, its content, aesthetic and formal aspects is the most important result of the development of a preschool reader. Musical and artistic activity is characterized by great independence. The development of cognitive interests leads to the desire to gain knowledge about the types and genres of art (the history of the creation of musical masterpieces, the life and work of composers and performers).
In productive activity, children know what they want to portray, and they can purposefully follow their goal, overcoming obstacles and not giving up their plan, which is now becoming more advanced. They are able to portray anything that arouses their interest. The created images become similar to the real object, recognizable and include many details. The technique of drawing, modeling, and application is being improved and complicated. Children are able to design according to the scheme, photographs, given conditions, their own design of buildings from a variety of building materials, supplementing them with architectural details; make toys by folding paper in different directions; create figurines of people, animals, heroes of literary works from natural material. Most important achievement children in this educational area is the mastery of the composition.

1.5. Information about pupils.
Contingent of pupils:
In total, the preparatory group "Ladushki" is attended by 23 pupils.
The group operates in the mode of a five-day working week with a 12-hour stay of children
(from 7.00 to 19.00 hours).

Information about the families of pupils:
22 children are brought up in complete families;
Incomplete family-1
Large families - 2
There are no families at risk.

1.6. Features of the implementation of the educational process.
When organizing the educational process, the principles of integration of educational areas are taken into account in accordance with the age capabilities and characteristics of the pupils (physical development, social and communicative development, cognitive development, speech development, artistic and aesthetic development).
The organization of the educational process is based on a complex - thematic principle with leading gaming activities, and the solution of program tasks is carried out in various forms of joint activities of adults and children, as well as in the independent activities of children. The following are used as adequate forms of work with preschool children: experimentation, conversations, observations, solving problem situations, games, etc. Project activities are introduced into the educational process.
Educational activities, depending on the program content, are carried out frontally, in subgroups or individually. Teachers are given the right to vary the place of implementation of directly educational activities, depending on the educational, developmental and educational tasks set, the interest of children.
Due to the fact that in preschool groups the sports hall is combined with the music hall, work on the physical development of children, under favorable weather conditions, is carried out all year round on the sports ground of preschool groups. The educational process is carried out according to two modes in each age group, taking into account the warm and cold periods of the year.
In order to provide graduates preschool equal starting opportunities for education in primary school in preschool groups are respected following conditions:
- the choice of programs and technologies, methods and techniques of pedagogical activity is carried out on the basis of an analysis of the level of development of the children of the group;
- educators and specialists working with children aged 6-7 are familiar with the peculiarities of organizing the educational process in schools, attend classes, invite primary school teachers to preschool groups, conduct joint activities as part of the implementation of the tasks of the continuity of preschool and primary general education.
- organization of walks for children of senior preschool age provides for the possibility of providing individual assistance to the child in physical, social - personal, cognitive - speech and artistic - aesthetic development;
— a system of counseling on the main areas of child development has been organized for the parents of pupils; interaction with the families of children on the implementation of the main general educational program of preschool education is carried out from 7.00 to 8.30 and from 17.00 to 19.00.

1.7. Daily routine, OD structure (class schedule, motor mode).

cold season

Time Regime moments Activities of children and teachers
07.00 – 08.40 Reception of children, inspection, duty Individual work with children, games
08.25 – 08.35 Morning exercises Physical activity 10 min

08.35 – 08.40 Hygienic procedures Education of cultural and hygienic skills.
08.40–09.00 Breakfast Education of a culture of eating.
09.00 – 09.30
09.40 – 10.10
10.20 – 10.50 NOD According to the schedule
(during breaks - motor activity 10 minutes
10.50 – 12.30 Preparation for the walk, walk. Physical activity
Independent activity, games.
12.30 - 12.40 Return from a walk, games
12.40 – 13.10 Preparing for dinner, lunch Education cultural gig. skills, food culture
13.10 - 15.00 Daytime sleep. Sleep preparation, music therapy
15.00 – 15.10 Getting up, air procedures.
Invigorating gymnastics. Air procedures, physical activity
15.10 – 15.30 Snack Education of cultural and hygienic skills
15.40 - 16.10 GCD, leisure. Implementation of GCD in an individual form.

16.10 - 16.55 Children's independent activities. Games
16.55 – 17.15 Preparing for dinner, supper Education cult. gig Skills
17.15 - 19.00 Preparation for a walk, walk, going home Games, conversations with parents.

Warm season

Activities of children and teachers Time

Reception of children on the street, games, morning exercises on the fresh air, independent activity
Preparing for breakfast, breakfast
Independent activity, games, music. lessons
Preparation for a walk, a walk (games, work, observations), physical education in the fresh air
Return from a walk, independent activity, preparation for dinner
Dinner
Sleep preparation, sleep
Lifting, tempering procedures, independent activity.
Preparing for afternoon tea
Games, independent activity, reading thin. literature
Preparing for dinner, dinner
Preparing for a walk, walking, going home

08.30 — 09.00
09.00 — 09.50
09.50- 12.10

12.20 – 12.50
12.50– 15.00
15.00- 15.30

15.30 – 15.50
15.50 – 17.20

17.00 — 17.20
17.00 – 19.00

1.8.Organization of the subject-spatial environment.

When a child moves into the preparatory group, his psychological position begins to change: for the first time, he begins to feel like the eldest among the children of the kindergarten. It is important to support this feeling with such an organization of the environment in which the child will actively show cognitive activity, independence, responsibility, and initiative. The educator should more often involve older preschoolers in creating the environment, asking for an opinion on upcoming actions to change the environment, and involve them in the process of transformation itself.
A characteristic feature of older preschoolers is the emergence of interest in problems that go beyond personal experience. Through books and objects, the child gets acquainted with animals and plants. distant countries, with the customs and appearance of different peoples and eras, with diverse genres of painting and other types of art.
The space of the group is preferably “broken” into small semi-enclosed micro spaces (in which 3-6 people can be at the same time), placing the racks with their butt against the walls and fixing them well. Children, together with the educator, according to their own plan, change the spatial organization of the environment several times a year. For this purpose, small screens, wooden or metal frames and fabric cuts, large modular material or ordinary large cardboard boxes, painted or pasted over with a film, are also suitable.
The object-play environment is built so that children can participate in all the variety of games: plot-role-playing, building-constructive, directing, theatrical, folk, round dance, educational, in games with ready-made content and rules, in outdoor games and sports entertainment.
In role-playing games, children reflect various subjects: everyday (shop, family), labor (building a house, doctor, school), public (holidays, travel), the content of their favorite literary works and films. Attributes of games for older preschoolers are more detailed. The size of equipment and toys is better than small - for playing on the table. Large outdoor equipment is also acceptable if children play actively and for a long time. Most of the equipment is stored in boxes that have a picture and inscription to recognize the game, the children themselves determine which games they will play. Only those games that children play are "deployed"; games can last for days or even weeks. The group must contain a box with waste material, plastic and cardboard packaging, waste paper, fabric, fur, leather, cardboard, and other materials for the manufacture of missing attributes during the game. It is desirable to include albums, homemade books describing the sequence of making various toys to expand the content of games, scissors, glue, adhesive tape, felt-tip pens and other materials.
You need a place to act out the plots in the director's game (it can be made from a large cardboard box by cutting out two surfaces like a stage), a set of toy characters about the size of an adult's palm, junk material and tools, as well as some sample diagrams, photos of sets and puppets.
In the group, a special place and equipment is allocated for the game library. These are didactic, developing and logical-mathematical games aimed at developing the logical action of comparison, logical operations classification, seriation, recognition by description, reconstruction, transformation, orientation according to the scheme, model, for the implementation of control and verification actions (“Does it happen?”, “Find the artist’s mistakes”), for following and alternating, etc. For example, for the development of logic these are games with logic blocks Gyenesh, "Logic train", "Logic house", "4th extra", "Find differences".
Mandatory notebooks on a printed basis, educational books for preschoolers. There are also games for the development of counting and computational skills.
It has been observed that older preschoolers who can play different games with rules successfully master educational activities at school. There is a huge variety of games with rules, these are lotto, dominoes, and route games (“walkers”).
The main selection principle is that games should be interesting for children, be competitive in nature, cause a desire to play even without the participation of an adult.
An important task is the development of phonemic hearing. To this end, the teacher can offer the children during the day to pick up objects and toys whose names begin with a certain sound, or this sound is in the middle or end of a word. To develop coherent speech, stimulate imagination and creativity, 5-6 frames (cardboard or wooden) and many pictures cut from old magazines are placed in the literacy center. Let the child dig through the bale, select several different pictures and arrange them in frames in a certain sequence, come up with and tell a story from these pictures.
Visual activity is one of the most favorite for older preschoolers. In addition to the usual materials (paper, cardboard, pencils, felt-tip pens, paints, brushes), it is necessary to include schemes-methods for creating images using a variety of techniques. It is desirable to have step-by-step cards reflecting the sequence of actions for creating any image from clay, paper, and other materials. Homemade books and albums will also help preschoolers in the manufacture of any designs and crafts. Nearby or in other places of the group, a place should be allocated for demonstrating the work created by the children. You can mount children's work not only on the walls, but also hang it with threads from the ceiling, filling it with work air space groups.
The organization of independent everyday work activity dictates the need to create creative workshops that allow children to work with fabric, wood, paper, fur, and other materials.
When organizing children's experimentation, there is a new task: to show children the various possibilities of tools that help to cognize the world, for example, a microscope. If the conditions in the kindergarten allow, it is advisable for older preschoolers to allocate a separate room for experiments using technical means. And in the group, leave only a small part of the equipment for experimenting with materials, balls, suspensions, water, natural materials.
An important role in the development of the child is given to constructive activity. To do this, constructors and building sets made of different material(plastic, wood, metal), floor and desktop, with a variety of ways to fasten parts, different thematic focus. In addition to the sets themselves, it is necessary to include in the group's environment a variety of sample building schemes, photo albums (with photographs of architectural structures and children's buildings), notebooks for sketching schemes of structures created by children.
As well as fiction in book corner reference, educational literature, general and thematic encyclopedias for preschoolers should be presented. It is advisable to arrange the books in alphabetical order, as in a library, or by topic (natural literature, folk and author's tales, literature about a city, country, etc.).
It should be remembered that the spine of a 5-7 year old child is very sensitive to deforming influences. In those places of the group where children maintain static postures for a long time, it is necessary to consider warm-up methods (darts, ring throws, skittles, sersos, basketball hoops, targets and balls for throwing, bells for pulling, collars for crawling). The teacher supports the child's attempts to properly organize their own activities, teaches the elements of warm-up and relaxation with the help of special attributes.
Older preschoolers are starting to become more interested in the future of schooling. It is advisable to allocate a learning area so that the atmosphere of the group is close to the learning environment of the class: put tols in rows, hang a blackboard. In the future, this will help to some extent to adapt to the learning environment of the classroom.
An important task is the development of reflection, the formation of adequate self-esteem. It is necessary to show children the growth of their achievements, to evoke in them a sense of joy and pride from successful independent actions. To do this, it is important to record the success of the child with drawings or pictograms.
The ability to plan is very useful to the child both at school and in life. The plan is fixed in various ways, recorded by the educator, indicated by signs, pictures). To do this, the group must have a list of children's names, placing a card with a plan in front of each name. This is easy to do with adhesive tape, or by fixing a piece of white wallpaper on the wall (on which to keep notes), as needed, scroll the wallpaper to a clean place.
It is necessary to develop in the child ideas about their own capabilities and strengths, to teach them to know themselves using self-observation. There are various ways to do this. For example; the labels “I am growing” are an occasion for discussion, who is taller, who is lower, how many centimeters the child has grown in a month, in three months, who is growing faster, who is slower. It is advisable to discuss with the children every month a topic related to the child, his interests. For example, “My family”, “Self-portrait”, “What I like and dislike”, “I can, I want to learn ...”, “My favorite holiday”, “What I like and dislike about myself”, “My friends ”, “My dream”, “How I spend my day off” and others. These topics should not only be discussed, but also recorded, sketched, and photographed. You can involve parents in this by offering to make a family newspaper. Such newspapers are hung out in a group, children look at them with pleasure, compare their ideas, hobbies, preferences with others.
Attract older preschoolers the possibility of changing the image, appearance. To do this, you can add mirrors, make-up paints, wigs made of threads, old tights, details of clothes for adults to the group. For example, such as a hat, tie, long fluffy skirt, sunglasses, shawl, stewardess cap, captain's cap.
For older preschoolers, the opportunities for learning about their native land and country are expanding. The coat of arms of the city, the region in which the children live, the coat of arms and the flag of the country are entered into the group. Newspapers are made about how preschoolers travel to their native places with their parents, what impressions they got during these trips, what they remember the most. The location of the kindergarten is marked on the map of the country, as well as those places (in the country, in the world) that the children of the group have visited. And next to it you can attach children's stories about these places, about people and their customs, photos. Together with the children, you can make layouts that reflect the content that preschoolers get to know (a village, an ancient settlement, the Petrovsky Assembly).
At the senior preschool age, the educator continues to expand the area of ​​social and moral orientations and feelings of children. The group is given a place in which pictures are constantly posted with various situations reflecting the actions of people and options for responding to it (“+” - right, perhaps, “-” it is undesirable to do so). Games are offered in which children construct emotional manifestations people, for example, "Designer of emotions." It needs a base (lining) and a set of parts that make up a person's face: face oval, eyebrows, eyes, nose, mouth. Details are presented in 4-5 options. The child "gathers" a person's face and determines his emotional state, age, gender, character, makes a creative story about the resulting image.

II. Volume of educational load.

Calendar study schedule
Content Group
Senior preschool age (from 6 to 7 years old)
Number of groups 1
Adaptation period -
Beginning of the academic year 01.09.2014
End of the academic year 05/30/2015
Vacation period 12/29/2014
09.01.2015
Duration of the academic year
(week), total, including:
37 weeks
1 half year 17 weeks
2 semester 20 weeks
The duration of the school week is 5 days
Number of ODs per week 14
Duration OD 30 min.
The maximum break between OD 10 min.
The volume of the weekly educational load (OD)
(excluding additional educational services): 7 hours.
1 half a day 7 a.m.

2nd half of the day -
Summer recreation period from 06/01/2015 to 08/31/2015

Group of senior preschool age of general developmental orientation
from 6 to 7 years old

Educational activities Duration of educational activities Number of educational activities per week
Communication (development of speech and literacy) 30 min 2
Formation of elementary mathematical representations 30 min 1
Formation of a holistic picture of the world 30 min 2
Physical culture 30 min 3
Music 30 min 2
Artistic creativity (drawing/sculpting/appliqué) 30 min 3
Design / manual labor 30 min 1
The volume of the weekly educational load (GCD) (excluding additional educational services): 1 half a day 7 hours 14
2nd half of the day — —
total 7 h 14
Total 7 h 14

III. Perspective - thematic planning with final events.

Subject
Subtopic.
Options for the final event
Interaction with parents

September
1 week Autumn.

1. Day of knowledge.
2. Golden autumn has come to visit us.
3. What did autumn give us.
4. Labor of people in autumn.
5.Nature in autumn

1. Folklore holiday "Why I love autumn"
2. Exhibition of crafts made from natural materials.
3. Involving parents in the design of the hall for the day of knowledge.
4. Joint production of crafts from natural material.

September
2nd week Pantry of nature.

1. Vegetables, fruits.
2. Vitamins strengthen the body.
3. Mushroom kingdom.
4. Green pharmacy.
5. Dangerous gifts of nature (OBZH).

1. Cognitive game-journey "For health to plants"
2. Theatrical performance "I want to be friends with nature"
3. Making a herbarium of medicinal plants.

September
3 week Family and family traditions.

1.Our names and surnames.
2.Professions of my parents.
3. How do we relax.
4. My grandparents.
5. Traditions in our family.

1. Creation of a family album "Mom, dad, I am a friendly family."
2. Musical entertainment "Family is happiness, family is joy, family is life on earth"
3. Drawing up a family tree "Me and my family"
4. Round table "Parents - an example for a child"

September
4 weeks My city.

1. History of the emergence and development of the city.
2. Memorable places of the native city.
3. Folk crafts of our region.
4. Natural and animal world of the Lipetsk Territory.
5. Famous people of our region.

1. Excursions to the memorable places of the city.
2. Quiz "Connoisseurs of the native city"
3. Creation of the album "My family's contribution to the development of the city"

October
1 week Home country

1. The country in which we live
2. Culture and traditions of the Russian people
3. Moscow is the capital of Russia
4. The theme of the Motherland in Russian literature
5. The nature of our country.

1. Exhibition of works "My Motherland"
2. Competition of readers "My native land"

Making joint works with children for the exhibition "My Motherland"

October
Week 2 Safety week.

1. Take care of yourself.
2. Let's talk about security.
3.What to do if you are lost.
4.Help services.
5. How to behave on the street.

1. Entertainment "Safe World".
2. Exhibition of drawings "I am a pedestrian."
3. Making joint works with children for the exhibition "The Road through the Eyes of Children"
4. Conversation with parents "Safety on the street"

October
3 week Corner of nature in kindergarten.

1. Why do we need plants.
2. How to care for plants.
3. Indoor flowers.
4.Plant- creature
5.Our aquarium.

1. Theatrical leisure "Green friend"
2. Exhibition of crafts "Beautiful fish in the aquarium."
Photo exhibition "My home corner of nature"

October
4 week Labor of adults. Professions. We help adults.

1. Journey to the country of professions.
2.Observation of the work of the seller, cashier, driver.
3. Professions of rescuers.
4.Professions of my parents.

Project "All works are good"
Help parents to create a project.

October
5 week Kindergarten

1Kindergarten - the country of childhood
2. Who looks after us in kindergarten.
3. My favorite toys.
4. What do I like to do in kindergarten.
5. Me and my friends.

Creation of the album "Kindergarten - Wonderland»
Participation in the creation of the album "Kindergarten - a magical land"

November
1 week Nature around us.

1. Living and inanimate nature.
2. Nature of Russia.
3. How a person protects nature.
4. Natural phenomena.
5. Animals from different countries.

Take care of your planet quiz.
Issue of the ecological newspaper “Touch nature with your heart”

November
Week 2 Our good deeds. Lessons of politeness and etiquette.

1.Magic words.
2. Let's compliment each other!
3. What is friendship?
4. Our mood.
5. Good deeds.

1.Staging of the fairy tale "Two greedy bear cubs"
2. Leisure "Lesson of friendship"
Issue of the newspaper "Culture of Behavior"

November
3 week week Decorative and applied arts.

1. Russian folk toys.
2. Golden Khokhloma.
3. Gzhel.
4. Dymkovo fishing.
5. Cheerful town.

1. Entertainment "City of Masters"
Making crafts with children for the exhibition "Russian Matryoshka"

November
Week 4 Friends of Sports.

1.Sport is life.
2. What sports do you know?
3. Favorite sport.
4. We are friends with physical education.
5. Olympics.

1. Game-competition "Name the sport"
2.Consultation for parents "Sport is very important for life."
3. Leisure "Mom, dad, I am a sports family"

December
1 week Zimushka-winter.

1. The season is winter.
2. Winter fun.
3. Ice is solid water.
4. Winter transformations.
5. Safety rules in winter.

1. Entertainment "Oh, you are a winter - winter"
2. Physical culture leisure "Zimushka-winter"
Participation in the entertainment "Oh, you are Zimushka-winter"

December
Week 2 The world of objects, technology, mechanisms, inventions.

1. Technique-assistant of a person.
2. We are inventors.
3. Dangerous items at home.
4. Household appliances.
5.Journey into the past of objects.

Project "Technology of the Future"
Help parents in the implementation of the project.

December
Week 3 We are friends of wintering birds.

1. Wintering birds.
2. How to help birds in winter.
3. Bird dining room.
4. Making bird feeders.
5. Take care of the birds.

Project "How our feathered friends live in winter"
Help in the manufacture of feeders.

December
Week 4 Getting ready for the New Year holiday. Winter wonders.

1. The history of the emergence of the New Year.
2. Getting ready for the New Year.
3. New Year's costumes.
4. Hello fairy tale!
5. What is Christmas time?

1. Exhibition of drawings "The New Year is in a hurry to us"
2. Holiday "New Year's Carnival"
3.Help parents in organizing a New Year's party.
4. Participation in the holiday.

January
2nd week Game week.

1.What games do you know?
2. My favorite games.
3. Sports games.
4.Summer and winter Games.
5. Games in the family circle.

A dramatization game based on the fairy tale "How the sun and frost quarreled"
Consultation for parents "Game as a form of organizing the life and activities of children"

January
3 week Folk culture and traditions.

1. Life and traditions of the Russian people.
2. Russian folk holidays.
3.National Russian costume.
4.Russian folk art.
5. Russian hut.

1. Exhibition of drawings "Russian folk tales".
2.KVN "Journey to the world of the past"
3. Creation of the album "Clothes of Russian people in the old days."

January
4 week Week of knowledge, or Miracles in a sieve.

1. Natural resources of the earth.
2. How the caves appeared.
3. What are houses for? What are they?
4. Who are insects? Why do insects have mustaches?
5. What are the dolls?

Quiz "I want to know everything"
Advice for parents "Raise children to be inquisitive"

February
1 week Art and culture.

1. Who are the artists?
2.What is graphics and painting?
3.What do you know about museums?
4.What is music?
5.Architecture.

Exhibition of objects from home collections "What museum objects tell about"
Visiting museums with children

February
2nd week Journey through countries and continents.

1. What is a journey?
2.Our Earth.
3.Travel on North Pole.
4.Trip around the world.
5. Travel to Africa.

Making a map of the world with the image of heroes of works of art - representatives of different countries, photos of summer holidays from family albums. Advice for parents "Traveling with children"

February
3rd week Defenders of the Fatherland.

1.Our Motherland.
2. Defenders of our Motherland (from a hero to an artilleryman).
3.Our army is strong.
4. Military equipment.
5. Military parade.

Entertainment "Defender of the Fatherland Day"
Participation in the entertainment dedicated to the Defender of the Fatherland Day

February
4 week traffic rules. Country "Traffic light"

1. A pedestrian crosses the street.
2. Observation of the movement of cars.
3. Safety on the road.
4. Observation of the work of the traffic police.
5. Road signs.

Entertainment according to traffic rules "The best pedestrian"
Road safety advice

March
1 week International Women's Day.

March 1.8 - the first spring holiday.
2. Dear mommy, my mommy.
3. My beloved grandmother.
4. How are you like your mother?
5. What does mom love the most?

1. Making gifts for mom.
2. Holiday "Mother's holiday"
Participation in the holiday

March
Week 2 Spring has arrived!

1. Journey to the spring forest.
2.Poems about spring.
3. What is spring.
4. Life of animals and birds in spring.
5. Spring worries of a person.

Vernissage "Spring is coming red and singing a song"
Help in making birdhouses

March
3 week Man and animal world.

1. Wild animals.
2. Pets.
3. Do you know how to handle animals?
4. The work of a farmer, livestock breeder.
5. Dangerous contact with animals.

1. Exhibition of children's works "My favorite animal"
2.Project "Animal World of Russia"
Help in creating a project.

March
Week 4 Book Week.

1. What is an epic?
2. What is a fairy tale?
3.Poetic genre.
4.Why do we need a library?
5. Production of books.

1.Excursion to the library.
2. Literary leisure "Visiting Charles Perrault"
Making baby books with children and organizing an exhibition in kindergarten.

April
1 week health week

1. The world of a healthy lifestyle.
2. Keep your health yourself.
3.Our bodies.
4.Healthy food.
5. Medicinal plants.

Entertainment "April Day"
Advice for parents "How to keep children healthy"

April
2nd week Space.

1. Cosmonautics Day.
2. The conquest of space.
3. Earth and other planets.
4. Profession-astronaut.
5. Stars and constellations.

1. Quiz "Space flights"
2. Exhibition of crafts "This mysterious space»
Making crafts with children for the exhibition.

1. Acquaintance with the holiday.
2. Earth is our common home.
3. The Red Book of Animals and Plants.
4. Forest and man.
5. Environmental protection.

1. Production of the "Red Book"
2.KVN "We are friends of nature"
Assistance in the preparation of the "Red Book"

April
4 week Unity and friendship of the peoples of the planet Earth.

1. Peace on the whole planet.
2. Children of different countries, customs.
3. About friendship and friends.
4. We are all different, we are all equal.
5. Where I would like to visit.

Entertainment "Country Igralia"
Create a book with the customs and costumes of different peoples.

April
5 week In the garden, on the river, in the river, lake, swamp

1. What is a river, a lake.
2. What is a swamp
3. The inhabitants of the water.
4. Plants of reservoirs.
5. Travel around the world

KVN "Who lives in the garden, in the meadow" Consultation for parents "Beware of water"

May
1 week Day of the Great Victory.

1.Great Patriotic War.
2. Story - a conversation about Victory Day.
3. Acquaintance with the military branches.
4. Great commanders of Russia.
5. What is heroism?

Holiday "Victory Day remember grandfathers"
Participation in the holiday "Victory Day remember grandfathers"

May
2nd week Experiences and experiments

1.Clean and dirty air.
2. What is made of what.
3.Production of paper.
4. Actions of the magnet.
5. Why do objects move.

Entertainment "A magician came to us"
Assistance in creating a corner for experimentation.

May
3rd week Rights of the child.

1. Convention on the Rights of the Child.
2.Your rights.
3.Your duties.
4. What does the word "protection" mean?
5. What rights were violated in famous fairy tales.

Project "My Favorite Activity"
Consultation for parents "Rights of the child"

May
Week 4 Back to School

1. What is the school for?
2. What do I expect from the school?
3. How to be a good student?
4. How to find many friends.
5. School life.

Design and presentation of the guide “What a first grader needs to know (how to become a first grader?)
Assistance in the design of the guide.

To develop independence, initiative, creativity in cognitive research activities, to support manifestations of individuality in the research behavior of the child, the selectivity of children's interests.
- Improve cognitive skills: notice contradictions, formulate a cognitive task, use different methods of testing assumptions, use variable methods of comparison, based on a system of sensory standards, streamline, classify objects of reality, apply the results of cognition in different types of children's activities.
— To develop the ability to be included in a collective study, to discuss its course, to agree on joint productive actions, to put forward and prove one's assumptions, to present joint results of knowledge.
- To educate a humane-valuable attitude towards the world based on the child's awareness of some of the connections and dependencies in the world, the place of a person in it.
- Enrich ideas about people, their moral qualities, gender differences, social and professional roles, the rules of relationships between adults and children
- Contribute to the development of children's self-confidence, awareness of the growth of their achievements, self-esteem,
- Develop self-control and responsibility for their actions and deeds.
- Enrich ideas about the native city and country, develop civil-patriotic feelings.
– To form ideas about the diversity of countries and peoples of the world, some national characteristics of people.
- To develop interest in certain facts of the history and culture of the native country, to form the beginnings of citizenship.
-To develop tolerance towards people of different nationalities.
The content of educational activities
Development of sensory culture
Distinguishing and naming all colors of the spectrum and achromatic colors; 5-7 additional tones of color, shades of color, mastering the ability to mix colors to obtain the desired tone and shade.
Distinguishing and naming geometric shapes (rhombus, trapezium, prism, pyramid, cube, etc.), highlighting the structure of flat and three-dimensional geometric shapes. Mastering the classification of figures according to external structural features (triangular, pentagonal, etc. Understanding the relationship (with the help of a teacher) between flat and volumetric geometric shapes.
Comparison of several objects according to 4-6 main features, highlighting similarities and differences. Understanding the characteristics of the properties of materials (different types of paper, cardboard, fabrics, rubber, plastics, wood, metal), their conscious choice for productive activities.
Formation of primary ideas about oneself, other people
People (adults and children). Understanding the diversity of social and professional roles of people. Mastering the rules and norms of communication and interaction with children and adults in various situations.
Understanding the expectations of adults regarding children - their behavior, knowledge, actions, personal qualities, schooling.
Mastering the universal norms of behavior - everywhere children respect their elders, love their parents, take care of babies, protect all living things, protect the weak.
Mastering the child's ideas about himself - his name, patronymic, surname, nationality, age, date of birth, address of residence. Mastering ideas about one's family: name, patronymic, professions of parents and close relatives, memorable events, family traditions. Mastering ideas about the features of your body, which must be taken into account in everyday life.
Formation of primary ideas about the Small Motherland and Fatherland, the diversity of countries and peoples of the world.
Mastering ideas about the native city - its coat of arms, street names, some architectural features, attractions Understanding the purpose of public institutions, different modes of transport. Mastering ideas about the places of work and rest of people in the city, about the history of the city and prominent citizens, the traditions of city life.
Mastering ideas about the native country - its state symbols, the president, the capital and large cities, features of nature. Demonstration of interest in vivid facts from the history and culture of the country and society, some outstanding people of Russia. Mastering poems, songs, traditions of different peoples of Russia, folk crafts. Manifestations of desire to participate in the celebration of public holidays and social events of the country and the city.
Mastering the concept of the planet Earth as common house people, the diversity of countries and peoples of the world - elementary ideas about the diversity of countries and peoples of the world; features of their appearance (racial origin), national dress, typical occupations. The realization that all people strive for peace, want to make their country rich, beautiful, protect nature, honor their ancestors. Mastering some national melodies, songs, fairy tales, dances of the peoples of the world. Awareness of the need to show tolerance towards people of different nationalities.
The child discovers the world of nature
Observation as a way of knowing the diversity of the natural world on Earth (plants, fungi, animals, the nature of the native land and different climatic zones), highlighting the features of their appearance and life, individual originality and originality. Ideas about celestial bodies and luminaries.
Independent (individual and in a team with peers) experimentation to identify the properties and qualities of objects and materials of inanimate nature (light, stones, sand, clay, earth, air, water, etc.) using different ways verification of assumptions, formulation of results.
Comparison of objects and phenomena of nature according to many signs of similarity and difference, their classification.
Identification of the favorable and unfavorable condition of plants (withered, turned yellow, etc.) selection of appropriate methods of assistance.
Development of ideas about the life of plants and animals in their habitat, about the variety of signs of adaptation to the environment in different climatic conditions (in a hot climate, in a desert, in a cold climate).
Establishing the cyclical nature of seasonal changes in nature (the cycle of the year, as a successive change of seasons).
Ideas about the growth, development and reproduction of animals and plants as a sign of the living. The sequence of stages of growth and development, its cyclicity on concrete examples.
Generalization of ideas about wildlife (plants, animals, humans) based on essential features (moving, eating, breathing, growing and developing, multiplying, feeling).
Accumulation of ideas about the city as a community of plants, animals and humans, about the planet Earth and near-Earth space. Understanding that the Earth is a common home for all plants, animals, people.
Mastering the features of behavior in nature cultured person(a person knows and follows the rules of behavior aimed at preserving natural objects and his own health), about human environmental protection (He protects the forest from fires, plants young trees in cut down places, creates reserves).
Disclosure of the diversity of values ​​of nature for human life and satisfaction of its various needs (aesthetic value, practical, health-improving, cognitive, ethical). An elementary understanding of the inherent value of nature (plants and animals do not live for humans, every living being has the right to life).
Making guesses about causes natural phenomena, reasoning, about the beauty of nature, the exchange of guesses about the significance of nature for man, drawing up creative stories, fairy tales on environmental topics.
Conscious application of the rules of interaction with plants and animals in the implementation of various activities.
First steps in mathematics. We explore and experiment.
Mastering the ability to characterize an object, phenomenon, event from a quantitative, spatio-temporal point of view, to notice similarities and differences in shapes and sizes, to use signs, diagrams, conventions both generally accepted and proposed by children.
The manifestation of special interest in numbers, as signs of numbers, in their writing, use in various types of practical activities. Mastering the composition of numbers within the first ten.
Mastering the ability to compose and solve simple arithmetic problems for addition and subtraction.
Manifestation of skills to practically establish connections and dependencies, simple patterns of transformation, changes (including cause-and-effect in rows and columns); solving logical problems.
The manifestation of the ability to foresee the end result of the proposed changes and express the sequence of actions in the form of an algorithm.
Type of activity: FTsKM

September

Date Topic title Source
1. Theme "My hometown of Lipetsk" A. A. Vakhrushev "Hello world!"
2. Theme "Soon to school" Gorbatenko O.F. "Complex classes with children 4-7 years old." – Volgograd: Teacher, 2013.
3. Theme "Who am I?" Blinova G.M. "Cognitive development of children 5-7 years old". - M .: TC Sphere, 2006. - S. 4-7.
4. Theme “Reading O. Driz “When a man is six” O. V. Driz “When a man is six”.

October

Date Topic title Source
1. Theme "Animals are our friends" Semenaka S.I. "Lessons of Kindness". – M.: Arkti, 2002.
2. "Take care of nature" A. A. Vakhrushev "Hello world!"
3. "Journey into the past" A. A. Vakhrushev "Hello world!"
4. Theme "On the streets of our cars, cars ..." Belyaevskova G.D. "Rules of the road for children 3-7 years old" - Volgograd: Teacher, 2013.

November

Date Topic title Source
1. Theme "Late autumn" Gladysheva N.N. "The work program of the educator" - Volgograd: Teacher: IP Grinin L.E., 2014.
2. Theme "The Kingdom of Plants: Trees, Shrubs, Herbs" Dybina O.V. "The unknown is near." - M .: TC "Sphere", 2001.
3. “I am a citizen of Russia” A. A. Vakhrushev “Hello world!”
4. Theme "Good and evil deeds" Semenak S.I. "Lessons of Kindness". – M.: Arkti, 2002.

December

Date Topic title Source
1. Theme "Winter" Skorolupova O.A. "Winter". - M .: Publishing house "Scriptorium 2003", 2010.
2. Theme "What is culture" Nikolaeva S.O. "Classes on the culture of behavior with preschoolers and younger students"- M.: Vlados, 2005
3. Theme "We are friends of wintering birds." A. A. Vakhrushev "Hello world!"
4. Theme "Preparing for the New Year" Gorbatenko O.F. "Complex classes with children 4-7 years old." – Volgograd: Teacher, 2013.

January

Date Topic title Source
1. Theme "Magic circle" Dybina O.V. "The unknown is near." - M .: TC "Sphere", 2001
2. Theme "Culture of the native Lipetsk region" Zhukova R.A. "Legal education" - Volgograd: ITD "Coripheus".
3. Theme "Freezing of liquids" Dybina O.V. "The unknown is near." - M .: TC "Sphere", 2001

February

Date Topic title Source
1. Theme "In the theater" Nikolaeva S.O. "Classes on the culture of behavior with preschoolers and younger students" - M .: Vlados, 2005.
2. "Getting on the road ......" "Traveling through countries and continents" A. A. Vakhrushev "Hello, world!"
Gladysheva N.N. "The work program of the educator" - Volgograd: Teacher: IP Grinin L.E., 2014.
3. Theme "Russian heroes" Mulko I.F. The development of ideas about a person in history and culture ”- M .: TTs Sphere, 2005.
4. Theme "Safety on the road" Volchkova V.N. "Cognitive development" - Voronezh: TC "Teacher", 2005.

March

Date Topic title Source
1. Theme "Woman - hard worker" Gorbatenko O.F. "Complex classes with children 4-7 years old." – Volgograd: Teacher, 2013.
2. Theme "Our Earth" Volchkova V.N. "Cognitive development" - Voronezh: TC "Teacher", 2005.
3. The theme of "Doctor of the Forest" Voronkevich O.A. "Welcome to ecology!" - St. Petersburg: "Childhood-press", 2006.
4. Theme “Great people. A.S. Pushkin» Gorbatenko O.F. "Complex classes with children 4-7 years old." – Volgograd: Teacher, 2013.

April

Date Topic title Source
1. Theme "Sport is health" Volchkova V.N. "Cognitive development" - Voronezh: TC "Teacher", 2005.
2. Theme "This mysterious space" Volchkov V.N. "Cognitive development" - Voronezh: TC "Teacher", 2005.
3. Theme “Earth. Space” Dybina O.V. "The unknown is near." - M .: TC "Sphere", 2001
4. Theme "Learning to understand the feelings of other people" Semenaka S.I. "Lessons of Kindness". – M.: Arkti, 2002.
5. Theme "Natural fossils of the Earth" Gorbatenko O.F. "Complex classes with children 4-7 years old." – Volgograd: Teacher, 2013.

Date Topic title Source
1. Theme "Day of the Great Victory" Gladysheva N.N. "The work program of the educator" - Volgograd: Teacher: IP Grinin L.E., 2014.
2. Theme "Invisible - air" Volchkova V.N. "Cognitive development" - Voronezh: TC "Teacher", 2005.
3. Theme "I have the right" Zhukova R.A. "Legal education" - Volgograd: ITD "Coripheus".
4. Theme "Soon to school" Zhukova R.A. "Legal education" - Volgograd: ITD "Coripheus".

Type of activity: FEMP(formation of elementary mathematical representations)

September
Date Topic title Source of methodological literature
1. "Numbers 1-5 Repetition" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (125p.)
2. "Numbers 1-5 Repetition" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (128s.)
3. "Number 6. Number 6" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (133 p.)
4. "Number 6. Number 6" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (137p.)

October
1. "Longer, shorter" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (141p.)
2. "Measurement of length" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (143p.)
3. "Measurement of length" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (147p.)
4. "Measurement of length" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (150p.)
5. "Number 7. Number 7" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (154 p.)

November
Date Topic title Source
1. “Number 7. Number 7 "L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (160p.)
2. "Number 7. Number 7" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (160s.)
3. “Heavier, lighter. Compare by weight "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (160p.)
4. "Measurement of mass" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (160p.)

December
1. "Measurement of mass" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (175p.)
2. "Number 8. Number 8" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (179p.)
3. "Number 8. Number 8" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (183p.)
4. "Number 8. Number 8" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (187p.)

January
1. "Volume. Comparison by volume "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (192p.)
2. "Measurement of volume" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (196 p.)
3. "Number 9. Number 9" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (200p.)

February
1. "Number 9. Number 9" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (204 p.)
2. "Number 9. Number 9" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (208 p.)
3. “Square. Measurement of the area "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (212p.)
4. “Square. Measurement of the area "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (212p.)

March
1. "Number 0. Number 0"
L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (220p.)
2. "Number 0. Number 0" L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011. (225p.)
3. "Number 10" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (229p.)
4. “Ball. cube. Parallelepiped "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (233p.)

April
1. "Ball. cube. Parallelepiped "L.G. Peterson" One step, two steps ... "Practical mathematics course for preschoolers. - "Juventa", 2011. (233p.)
2. "Number 10" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (229p.)
3. “Pyramid. Cone. Cylinder" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (237p.)
4. “Pyramid. Cone. Cylinder" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (237p.)
5. "Symbols" L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011. (242 p.)

May
1. Consolidation of the material covered by L.G. Peterson “One step, two steps ...” A practical course in mathematics for preschoolers. - “Juventa”, 2011
2. Consolidation of the material covered by L.G. Peterson “One step, two steps ...” A practical course in mathematics for preschoolers. - “Juventa”, 2011
3. Consolidation of the material covered L.G. Peterson "One step, two steps ..." A practical course in mathematics for preschoolers. - "Juventa", 2011
4. Consolidation of the material covered L.G. Peterson "One step, two steps ..." Practical mathematics course for preschoolers. - "Juventa", 2011

Type of activity: experimental - experimental
Month Experimental Game

September"Why is it dirty in autumn"
"We make koloboks"
"Funny Boats"
"That's what foam!"
October
"Shiny Lumps"
"Diving"
"Different legs run along the path"
"Wonderful bag"
November
"Shadow Games"
"Bulbochki"
"Shadow Games"
"Colored water"
December
"Snowballs"
"Making figurines"
"Where does the wind blow?"
"Decorate the Christmas tree with icicles"
January"Colored Snow"
"The snow is melting"
February"Footprints in the snow"
"Paper Whirlwind"
"What is the nose for?"
"Where does the wind live?"
March"Ears on top"
"Warm Stone"
“We make patterned paths from sand”
"Nimble Fingers"
April"Let's dry the handkerchief"
"Merry Travelers"
“What are the eyes for?”
May"Sun Bunnies"
"Power of the Wind"
"Helping Hands"

Activity: nature

September
Date Topic title Source
1. Theme "Talk about summer"

2. Theme "What are insects"
T. M. Bondarenko "Practical material on the development of educational areas"

3. Theme "Planet Earth in danger"
T. M. Bondarenko "Practical material on the development of educational areas"

4. Topic “What is nature? Living, inanimate nature"
T. M. Bondarenko "Practical material on the development of educational areas"

October
Date Topic title Source
1. Theme "Medicinal plants - means of healing the body"
T. M. Bondarenko "Practical material on the development of educational areas"

2. Theme "Charging the aquarium"
T. M. Bondarenko "Practical material on the development of educational areas"

3. Theme "Why polar bears do not live in the forest"
T. M. Bondarenko "Practical material on the development of educational areas"

4. Topic "How plants prepare for winter"
T. M. Bondarenko "Practical material on the development of educational areas"

November

Date Topic title Source
1. Theme "Conversation about the mole"

T. M. Bondarenko "Practical material on the development of educational areas"
2. Theme "Moisture-loving and drought-resistant indoor plants"

T. M. Bondarenko "Practical material on the development of educational areas
3. Theme "Inhabitants of our corner of nature"
T. M. Bondarenko "Practical material on the development of educational areas"
4. Theme "Conversation about autumn"

T. M. Bondarenko "Practical material on the development of educational areas"

December

Date Topic title Source
1. Theme "Conversation about the forest" T. M. Bondarenko "Practical material on the development of educational areas"
2. Theme "Oak and pine" T. M. Bondarenko "Practical material for the development of educational areas"
3. Theme "Wolf and fox-forest predators" T. M. Bondarenko "Practical material for the development of educational areas"
4. Theme "Observation of a cat and kittens" T. M. Bondarenko "Practical material for the development of educational areas"

January
Date Topic title Source
1. Theme "Who is the boss in the forest" T. M. Bondarenko "Practical material on the development of educational areas"
2. Topic: Conversation "I am a person" T. M. Bondarenko "Practical material on the development of educational areas"
3. Theme "Comparison of wild and domestic animals" T. M. Bondarenko "Practical material for the development of educational areas"
4. Topic Conversation "What do we know about birds" T. M. Bondarenko "Practical material on the development of educational areas"

February
Date Topic title Source
1. Theme "Story about ecological pyramids» T. M. Bondarenko "Practical material on the development of educational areas"
2. Theme "Bactrian camel of the desert" T. M. Bondarenko "Practical material for the development of educational areas"
3. Theme "Wintering of animals" T. M. Bondarenko "Practical material on the development of educational areas"
4. Theme "How to know the winter" T. M. Bondarenko "Practical material on the development of educational areas"

March
Date Topic title Source
1. Theme "Water around us" T. M. Bondarenko "Practical material for the development of educational areas"
2. Theme "Properties of water" T. M. Bondarenko "Practical material for the development of educational areas"
3. Theme "Who lives in the water" T. M. Bondarenko "Practical material for the development of educational areas"
4. Theme "What grows in water" T. M. Bondarenko "Practical material for the development of educational areas"

April

Date Topic title Source
1. Theme "Spring care for indoor plants" T. M. Bondarenko "Practical material for the development of educational areas"
2. Theme "Conversation about earthworms" T. M. Bondarenko "Practical material on the development of educational areas"
3. Theme "The Red Book is a signal of danger" T. M. Bondarenko "Practical material for the development of educational areas"
4. Conversation "My native land - reserved places" T. M. Bondarenko "Practical material on the development of educational areas"

May
Date Topic title Source
1. Theme "Acquaintance with the properties of air" T. M. Bondarenko "Practical material for the development of educational areas"
2. Topic "Noses are needed not only for beauty" T. M. Bondarenko "Practical material for the development of educational areas"
3. Theme "Sun - big star» T. M. Bondarenko "Practical material on the development of educational areas"
4. Theme "Conversation about spring" summarizing T. M. Bondarenko "Practical material on the development of educational areas"

Type of activity: Cognition (construction / manual labor)
September

1. "Giraffe" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-232 p.
2. "Airplanes" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. OO "Knowledge" LLC "Method", 2013-234 p.
3. "Needle bed" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. OO "Knowledge" LLC "Method", 2013-246 p.
4. "Microdistrict of the city" Kutsakova L.V. "Design and art work in kindergarten." - M.: TC Sphere, 2005. - S. 95-96.

October
1. "House of my dreams" Kutsakova L.V. "Design and art work in kindergarten." - M .: TC Sphere, 2005. - S. 95. 240s.
2. Volumetric toy made of straw "Bull" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-235 p.T.M.
3. Composition "Flowers in a vase" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-236 p.
4. "Ship" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-238 p.
5. Toy from the whole shell "Fish" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-237 p.

November
1. Weaving from straw braids "Pleteshok" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-239 p.
2. "Freight transport" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-243 p.
3. Planar composition of plants on a circle. TM Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-240 p.
4. "Puppy" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-242 p.

December
1. Origami "Herringbone" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-233 p.
2. "Bridge" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-248 p.
3. Mosaic plot from eggshell "Chicken hatched from an egg" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of a kindergarten. NGO "Knowledge" LLC "Method", 2013-249 p.
4. "Christmas toys" Lishtvan "Design", S. 132-135.

January
1. "Bunny" (Magic Stripes) T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-244 p.
2. Panel from scraps "Ship" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-251 p.
3. "Two-story building" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-252 p.

February
1. "Gnome" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-250 p.
2. "Theater" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-256 p.
3. "Aircraft for pilots - defenders of the Fatherland" T.M. Bondarenko "Organization of directly educational activities in the preparatory group of the kindergarten", - Voronezh: IP Lakotsenina N.A., 2012. - P. 234-235.
4. "Bags for secrets" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. OO "Knowledge" LLC "Method", 2013-255 p.

March
1. "Napkin" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-258 p.
2. "Pigtail" (oblique weaving) T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-259 p.
3. "Flowers from cotton pads" Summary of the educator.
4. "Fairytale House" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-261 p.

April
1. Origami "Fly agaric" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-263 p.
2. "Cockerel" (chasing) T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-262 p.
3. "Composition of fruit seeds" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-265 p.
4. "Railway Station" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-265 p.
5. "Dove" Lykova I.A. Art work in kindergarten. - M .: Publishing House "Color World", 2012. - P. 56.

May
1. Rag doll "Spin" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-266 p.
2. Origami "Gingerbread Man" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-268 p.
3. "House for a doll" T.M. Bondarenko Practical material on the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-270 p.
4. "Souvenir of branches and roots" T.M. Bondarenko Practical material for the development of educational areas in the preparatory group of the kindergarten. NGO "Knowledge" LLC "Method", 2013-269 p.

IV. Planned results of mastering the program by children aged 6-7

Child Achievements
(“What makes us happy”) Causes concern and requires joint efforts of educators and parents
— Differs in breadth of outlook, interestingly and enthusiastically shares his impressions.
— Organizes and carries out cognitive and research activities in accordance with their own plans.
- Shows interest in the objects of the surrounding world - symbols, signs, models, tries to establish various relationships; owns a system of standards, performs sensory analysis, highlighting differences in similar objects, and similarities in different ones. - Can purposefully observe objects for a long time, highlight their manifestations, changes in time.
- Shows interest in his family social phenomena, to the lives of people in their native country. Asks questions about the past and present life of the country.
- Tells about himself, some traits of his character
- Decreased cognitive activity, cognitive interest is not manifested.
- The outlook is limited, ideas are poor and primitive.
- Speech passivity is characteristic in the process of examination and experimentation.
- Has a meager amount of ideas about himself, his loved ones, reluctantly answers questions about them.
— Social perceptions about social world, people's lives and about themselves are limited, superficial.
- Does not show interest in the present and past of the life of his native country, does not seek to talk about these topics.
- Has extremely limited social ideas about the world, other countries, the life of different peoples.

V. Social partnership with parents
The implementation of the program is fully possible only if there is close cooperation between the kindergarten and the family. Joint activities contribute to the establishment of trusting relationships with parents, which has a positive impact on the state of the pedagogical process.
Objective- to make parents active participants in the pedagogical process, helping them to realize responsibility for the upbringing and education of children.
The following principles are the basis for the joint activities of the family and the preschool educational institution:
- a unified approach to the process of raising a child;
— openness of the preschool institution for parents;
— mutual trust in the relationship between teachers and parents;
- respect and kindness to each other;
— a differentiated approach to each family;
equal responsibility of parents and teachers.
Operation functions educational institution with family:
familiarization of parents with the content and methodology educational process;
psychological and pedagogical education of parents;
involvement of parents in joint activities with children and teachers;
assistance to families experiencing any difficulties.
The system of interaction with parents includes:
- familiarization of parents with the results of the work of the preschool educational institution at general parent meetings, analysis of the participation of the parent community in the life of the preschool educational institution;
- familiarization of parents with the content of the work of the preschool educational institution, aimed at the physical, mental and social development of the child;
– participation in the preparation of plans: sports and cultural events, the work of the Parents Council,
- purposeful work promoting public preschool education in its various forms;
- teaching specific techniques and methods of raising and developing a child in various types of children's activities at workshops, consultations and open classes.
An important part of the system of interaction between the preschool educational institution and the family is not only participation in the upbringing and development of children, but also in self-government - open views of various types of activities, individual and group thematic meetings of parents with representatives of the administration.

VI. References and Logistics

Author Title Publisher
Bondarenko T.M. Practical material on the development of educational areas in the preparatory group of the kindergarten. Educational area "Artistic creativity": A practical guide for senior educators and teachers of preschool educational institution Voronezh: LLC "Method", 2013
Bondarenko T.M. Practical material on the development of educational areas in the preparatory group of the kindergarten. Educational area "Knowledge": A practical guide for senior educators and teachers of preschool educational institution Voronezh: OOO "Method", 2013
TR Kislova "On the way to the alphabet" Guidelines for educators, speech therapists; under scientific Ed. R. N. Buneeva, E. V. Buneeva Izd. 4, -M.: Balass, 2011.-208 p. ( Education system"School 2100". Comprehensive program "Kindergarten 2100")
A. A. Vakhrushev, E. E. Kochemasova, I. V. Maslova, Yu. I. Naumova, Yu. Akimova, I. K. Belova, M. V. Kuznetsova Hello world!. Guidelines for educators, teachers and parents. M.: Balass, 2013.- 496s. (Educational system "School 2100")
T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others. Once - a step, two step…. M.: Publishing house "Yuventa", 2011.-256 p.
T. A. Falkovich, L. P. Barylkina Childhood: An exemplary educational program for preschool education A.I. Herzen, 2014. - 321
L. G. Gorkova, L. A. Obukhova The development of speech, preparation for mastering the letter M .: VAKO, 2005. - 288 p. (Preschoolers: we teach, develop, educate).
E. V. Barinova Scenario for classes on the integrated development of preschoolers M .: VAKO, 2005-160 p. (Preschoolers: teach, develop, educate).
I. A. Ponomareva, V. A. Pozina Acquaintance with polite words: a guide to children's etiquette for teachers of kindergartens and early development schools Rostov n / D: Phoenix, 2012.-93 p.
I. L. Geychenko, O. G. Isavnina Classes on the formation of elementary mathematical representations M .: MOZAYKA-SINTEZ, 2012.-64 p.
T. P. Tryasorukova Proverbs and sayings - for preschool children St. Petersburg: PUBLISHING HOUSE "CHILDHOOD-PRESS", 2012.- 64p.
A. A. Zaitseva Gymnastics for fingers - for girls and boys Rostov n / D: Phoenix, 2012.- 31 p.
T.B. Serzhantov Modular origami: heroes of favorite fairy tales M.: Eksmo, 2013.- 64 p.
Auth. comp. S. D. Tomilova A complete reader for preschoolers with methodological tips for teachers and parents M .: Iris-press, 2004.- 144p.
N.N. Gladysheva, Yu. B. Serzhantova The work program of the educator: daily planning for the program "Childhood". Moscow: AST, 2013. - 702 p.
E. A. Martynova, I. M. Suchkova advanced planning under the program "Childhood" Volgograd: Teacher: IP Grinin L. E., 2014. - 445p.

Relevance:

“...Give them (children) the right to explore something on their own - only then will they really start to study something. Everything else is senseless child abuse." M.A. Balaban.
The Federal State Educational Standard up to 2013 considers the formation of cognitive interests and cognitive actions of the child in various activities as the main principle of preschool education.

Explanatory note:
The relevance of the problem of improving the quality of preschool education at the present stage is confirmed by the interest on the part of the state in the education and development of preschool children. An example is the adoption of the Federal State Educational Standard for Preschool Education (FSES DO). This document regulates the educational activities of a preschool educational organization (PEO) and allows us to consider the issues of the cognitive development of preschoolers in a different way.

The Federal State Educational Standard up to 2013 considers the formation of cognitive interests and cognitive actions of the child in various activities as the main principle of preschool education. In addition, the standard aims to develop intellectual qualities preschoolers. This document interprets cognitive development as educational area, the essence of which reveals as follows: the development of curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and consequences, etc.), about the planet Earth as a common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

An actual method of cognitive development of preschool children is experimentation, which is considered as a practical activity of a search nature, aimed at understanding the properties, qualities of objects and materials, connections and dependencies of phenomena. In experimentation, the preschooler acts as a researcher who independently and actively learns the world using a variety of forms of influence on it. In the process of experimentation, the child masters the position of the subject of cognition and activity. The child learns the world in the process of any of his activities, but it is in the cognitive-research activity that the preschooler gets the opportunity to directly satisfy his inherent curiosity (why? why? how does the world work?)

"How, why and why?" - a variable part of the work program, the development of which was carried out in accordance with the federal state standards of preschool education and is intended for children from 3 to 7 years old.

This work program is based on the program:

1. "From birth to school" edited by N.E. Veraks
2. The educational program of the MKDOU kindergarten No. 4 No. Raduga "Nema village - in accordance with the Federal State Educational Standard of preschool education.

Target: development of children's cognitive activity through experimental activities.

Tasks:

Educational:

• To form the ability of children to see and highlight the problem of the experiment.
• To form the ability to accept and set the goal of the experiment.
• To form the ability to select means and materials for independent activities.
• To form the ability of children to establish cause-and-effect relationships
• Introduce the child to the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, etc.).
• To acquaint with the main types and characteristics of movement: speed, direction.

Developing:

• Develop cognitive activity in the process of experimentation.
• Generate interest in research activities.
• To develop personal properties: purposefulness, perseverance, determination, curiosity, activity.
• Develop ideas about the main physical phenomena: magnetic and terrestrial attraction, electricity, reflection and refraction of light, etc.

Educational:

• To cultivate independence in everyday life, in various types of children's activities.
• To develop the ability to clearly follow the necessary sequence of actions.
• Cultivate the ability to organize your working place, clean up after yourself.
• Cultivate respect for nature.
• To form experience in the implementation of safety regulations during experiments.

The principles are based on:

• The principle of psychological comfort.
• The principle of nature.
• The principle of a differentiated approach.
• The principle of integration.
• The principle of science.
• The principle of accessibility.
• The principle of the developing effect of content. The principle of system.

Planned results:

The child may:

• see and define a problem, accept and set a goal, solve problems, analyze an object or phenomenon, highlight essential features and connections, compare various facts, put forward various hypotheses, select means and materials for independent activity, carry out an experiment, draw certain conclusions;
• show initiative, independence, cooperate with others, defend one's point of view, coordinate it with others;
• grammatically correctly build your answers to questions, ask questions, follow the logic of your statement, build evidence-based speech;
• to take a lively, interested part in the educational process.

Approximate types of integration of the field "Cognitive development" under the program:

Research activities ensure the development of the personality, motivation and ability of children in all educational areas:

"Cognitive Development"

"Speech development"

"Social and communicative development"

"Artistic and aesthetic development"

"Physical development".

Children's experimentation is closely related to such activities as: observation, labor, speech development, visual activity, the formation of mathematical concepts.

The development of speech is well traced at all stages of the experiment - during the formation of the goal, during the discussion of the methodology and the course of the experiment, when summing up and verbally reporting on what was seen.

The connection between children's experimentation and visual activity is also two-way. The stronger the visual abilities of the child are developed, the more accurately the result of the natural history experiment will be recorded. At the same time, the deeper the child studies the object in the process of getting acquainted with nature, the more accurately he will convey its details during the visual activity.

3 blocks:

1. Live nature- characteristic features of the seasons, the diversity of living organisms, as an adaptation to the environment, etc.;

2. Inanimate nature - air, water, soil, light, color, warmth, etc.;

3. Man is an organism; man-made world: materials and their properties, transformation of objects and phenomena, etc.

Tasks of experimental - research activities for children of the younger group:

• Raise in children an interest in natural phenomena. To give elementary ideas about the properties of sand, water, stones, air.
• To develop in children cognitive activity, voluntary attention, memory, speech, fine motor skills of hands and tactile - kinetic sensitivity.
• Show the relationship between man and nature. To educate the culture of children's behavior in nature. Learn to take care of the natural environment.

with younger children

Month	Subject	Forms of activity
September	"Air Everywhere" give the concept of air, Describe some of the properties of air.	Problematic situation "What's in the package?" Watching the leaves on the trees. Observation of flying objects. Game "Paper whirlwind".
	"The sun is radiant" give an idea that the sun radiates heat, development of sensory sensations (warm-cold).	Reading the fairy tale "The Tale of the Sunbeam", Game exercise "Let's hide in the shadows", Drawing "Sun" Problem situation "The doll is cold."
	“Water, water…” introduce children to some properties of water (clear, pouring, etc.),	"Water, water, wash my face" Conducting the experience "I see you" Game "Funny boats" Problem situation "The pupa is sick"
	"Zimushki-winter leprosy" continue to acquaint with the properties of water, show how water changes color.	Conversation "Where is the water" Experience "Warm the snowflake" "Colored ice cubes" Hide the toy game Drawing "White Snow Fluffy"
	"Paper, its qualities and properties" learn to recognize objects made of paper, introduce the properties of paper (tear, wrinkle, soak, etc.)	Problem situation "What rustles?" "Such different paper" Paper construction "dog" (origami) The game of "snowballs" (made of paper).
	"Snow-snow" to acquaint with the properties of snow depending on air temperature; develop observation.	"We make a snowman" (dry-wet snow) "Whose trace?" Working with the encyclopedia (traces of animals). ICT cartoon "Masha and the Bear" series - "Footprints in the snow"
	"My body" introduce children to the human body; develop a desire to learn something new.	"What are the eyes for" Helper Hands Supervision of the work of the janitor. Didactic game "Recognize by smell"
	"Grow, grow, sprout" give the concept of living things, guide the children to what the plant needs to grow.	"Sprig of poplar meets spring" Experiment "Friendship of beans with water" Caring for indoor flowers.
	"Sand and its properties" to introduce the properties of dry and wet sand, develop the ability to play with sand.	Reading the fairy tale "Masha and the Bear" Problematic situation "How to help Masha?" Individual conversations "Do you guys like to pour sand?"

Tasks of experimental - research activities for children of the middle group:

• To instill in children a love for nature and an interest in its diverse phenomena.
• To expand the knowledge of children about living and inanimate nature. Continue to acquaint with the properties of water, air, sand, clay.
• Develop cognitive activity in children. Ability to analyze and draw conclusions. Continue to develop fine and general motor skills, attention, memory, speech of children.
• Through the relationship with other activities, to systematize the elementary ecological ideas of children.

Advanced work planning

for experimental research activities

with middle class children.

Month	Subject	Forms of activity
September	"Sand Country" continue to acquaint children with objects of inanimate nature; to give an idea that sand is a lot of grains of sand.	Problem situation "How to get clean sand?" Construction of a sand castle. We draw on the sand. "Colored sand"
	"Air" continue to acquaint children with the properties of air; pay attention to air movement.	Observations of the rotation of the turntable, the movement of the flag. Determine the direction of the wind. "Air works" (sailing ships, balloons, etc.) Games "My cheerful ringing ball”, “Whose boat is faster?”
	"Material Properties (Wood)" Introduce children to wood products; Learn some properties of a tree.	Conversation "What are we made of?" (chair, table, etc.) "Let's cross the river" D / I "Find an object made of wood." D / and "Good-bad." Game on wooden spoons.
	give children an idea of ​​the buoyancy of objects; to give an idea that water can set other objects in motion.	Joint experimentation "Floats-sinks" "Changes Shape" "Water Mill" "I am a magician" (dry napkin in a glass)
	"Can water be solid?" reveal that the ice solid, floats, melts, consists of water. determine that ice melts from heat; takes the shape of the container it is in.	Observation "Frozen Water" Joint experiment "Melting ice" "Is the blanket warm?"
	"Tricks with a magnet" introduce children to the magnet; find out what objects are attracted by a magnet.	Conversation "Magic Item" Experiment "Why does the paperclip move?" "Useful" magnets The game "Whose catch is more?"
	study the properties of stones;	Joint experimentation "Light - heavy" "Smooth - Rough" Examination of the encyclopedia of stones.
	"Magic Glass" introduce children to the concept of "reflection" Learn about the properties of a mirror. "Light - shadow" introduce light sources - natural and artificial. introduce the formation of a shadow from an object (eg a tree); establish the similarity of the shadow and the object; introduce the shadow at different times of the day.	Looking at reflections in the mirror. "Catch the sunbeam" "Light Everywhere" Observation "When does the shadow appear?" Game "Catch your shadow" P / game "Day - night"
	"Devices - assistants" introduce children to magnifying glasses Plants	Problem situation "How to see it?" "Big Insects"

Tasks of experimental and research activities for children of the senior group:

• To educate the ecological culture of a preschooler through love for nature and knowledge of the world around.
• To expand children's ideas about the properties of water, air, sand, clay and the diversity of inanimate nature.
• To form the ability to establish a relationship between some natural phenomena, develop thinking, the ability to draw independent conclusions.
• Demonstrate to children the dependence of plant growth on the composition of the soil, the presence of light, water and heat.
• Raise the desire to protect the earth, to clear it of garbage.

Long-term planning of work on experimental research activities with children of the older group.

Month	Subject	Forms of activity
September	"The Adventures of a Grain of Sand" continue to acquaint children with the properties of sand; develop curiosity. « amazing clay » introduce children to the properties of clay compare the properties of sand and clay.	"The Adventure of Sand and Sugar" Research project "What are we made of?" (dishes) Presentation "Journey to a Career" "Building a Strong Home" Modeling "Let's Help Fedora"
	"Amazing Sounds" form ideas about the characteristics of sound; learn to compare sounds. "Air is invisible" To give an idea about the sources of air pollution; to form a desire to take care of clean air.	"What does it sound like?" "The sound of a glass of water" We listen to the sounds of nature. Musical instruments. Game situation "Who's there?" Conversation: "Invisible air." Experiments: "Reactive Ball", "Air Expansion", "Magic Glass", "Heavy Newspaper or Air Pressure". Walk "Why does the wind blow?" Conversation "Clean air". Didactic game "Properties of air".
	"Water Magic" To form in children knowledge about the importance of water in human life; Continue learning about the properties of water "World of Stone"	Conversation: "Water sorceress" Experiments: " Amazing stuff- water", "Dry from water" “Water is warm, cold and hot”, “We measure the rain”. Job assignment "Washing toys". Viewing the presentation "Miracle Vodichka".
	"Transformations of a droplet" to give children the idea that water can be in three states: liquid, solid (ice), gaseous (steam). "Look how big" introduce children to measuring instruments; learn how to measure yourself.	Joint experimentation "What kind of cloud is this?" "Freedom from Ice Captivity" "Why is the snow warm" Examine the snowflake through a magnifying glass. View the presentation "Three States of Water". Reading the fairy tale by G. Oster "38 parrots" "Measuring the length of the carpet" "Whose track is longer"
	"I am human" To form in children knowledge about their own body, about the ways a person reacts to the world around him, the importance of each organ in human life.	Experiments: "Fashionable hairstyle" "Tricks of Inertia". Conversation "The main systems of our body" Problem situation "How to help the cook?" Drawing "Our body" Didactic game "Healthy food".
	"Visiting Gvozdik and Pencil" Introduce children to the concept of a magnet. Describe the properties of a magnet. Activate children's knowledge about the use of the properties of a magnet by a person.	Conversation: "Magic" properties of a magnet. Experiments: "Attraction of objects to a magnet", "Light everywhere", "Magic disk", "Attraction to a magnet through objects".
	"Wonders of Plants" To teach children the concept that a plant obtains water through the root system. Help determine that all parts of the plant are involved in respiration.	Experiments: "Plants "drink" water", "Breath of a Leaf" Do roots need air? "Plant care". "Garden on the window". "How Cipollino made friends with water" Work in an ecological diary (experiment “Check if light is needed for plant life”).
	"The earth is our common home" form ideas about the planet Earth; Enrich children's knowledge about the properties of soil. Establish the need for soil for plant life, the impact of soil quality on the growth and development of plants.	Teacher's story: "What sets objects in motion?". Conversation "What is a globe" Drawing "Portrait of the Earth". Experiments: "Rotation of the Earth around the Sun", "Builders of the soil", "Through sand and clay", "Looking for air in the soil". Work in an ecological diary (experiment "What is the importance of soil for plants").
	"Sun, sun, look out the window"	Conversations and reasoning with children: “How is light produced? The meaning of light in human life? Experiments: "The influence of sunlight on life on Earth", "Water evaporates faster in the sun than in the shade." Sun watching.

Tasks of experimental - research activities for children of the preparatory group:

• To educate children in an ecological culture through love and interest in nature, through knowledge of the world around them.
• To form in children the simplest idea of ​​\u200b\u200bthe solar system. Continue to involve children in research activities. Develop thinking, memory. To form the ability to set a goal, find ways to achieve it and draw independent conclusions.
• Through experiments, give children elementary ideas about some physical properties objects (magnet, compass, thermometer). Clarify ideas about the properties of water, air, sand, clay, soil. Introduce children to the protective properties of snow.
• To help children realize what place a person occupies in nature, and show the results of the positive and negative impact of a person on nature.

Long-term planning of work on experimental research activities with children of the preparatory group.

Month	Subject	Forms of activity
September	"The Sun is a Star" to deepen the understanding of the sun, its parameters. "Soil - living, non-living" To form ideas about the soil, its structure, meaning	Cognitive conversation "Day - night"; Experiment "Far - close"; Experiment "The closer, the faster"; Didactic game "Day - night". Conversation "What is soil?" Reading educational literature "Tales of the Magic Pantry"; Experiment "Such a different land"; Experiment "Earth after the rain";
	"Air is a necessary condition for life on earth" To form an idea of ​​​​air as a component of inanimate nature. Its importance for living organisms. Develop the ability to determine the presence of air in practice. "Minerals" To form ideas about some minerals (coal, shell rock)	Experience "How to see the air?"; Experience "How to hear the air?"; Air movement experiment. "Why We Breathe" "Reviewing the material with a magnifying glass"; Obtaining information about minerals from the encyclopedia.
	"World of Fabric" Familiarize yourself with different types of fabrics; help to understand that the properties of the material determine the way it is used. "Reflections"	Conversation "doll clothes" Didactic game "We are fashion designers" Surprise moment "Unusual letter" "How to raise a unit?"
	"Water in human life" Cultivate respect for the environment "World of Plastics" to consolidate children's ideas about the types and properties of plastics.	Conversation "What is water for" "Let's drink Ivanushka with clean water" "How to remove water from the table" Consideration of illustrations of treatment facilities Search method for determining the properties and qualities of plastic
	"Earth-magnet" Learn about the effects of the earth's magnetic forces. develop the ability to reason, compare the results of checks, observations. learn how to take safety precautions.	Experiment "how to see attraction" Games with magnets
	"Electricity" Teach kids about electricity To consolidate the concepts of inanimate nature. Experienced to help children understand an interesting phenomenon - thunder and lightning. Learn to hypothesize and draw conclusions Develop interest in stones, the ability to examine them and name their properties (strong, hard, uneven or smooth, heavy, shiny, beautiful). To give an idea that stones are river and sea, that many stones are very hard and durable, therefore they are widely used in the construction of buildings, bridges, roads.	Experience "Revived hair" Conversation "Electrical appliances" Game situation "We buy a household appliance" “A stone born of a tree. Coal and chalk» "The History of the Light Bulb" "Pantry of the Earth" Why are mountains collapsing? Experience "Volcano"
	"World of Metals" acquaint with the properties of metals; the use of metals. "See the world through a magnifying glass" continue to introduce children to magnifying glasses.	Examination of metal objects, identification of their properties. Didactic game "What is it made of?" "Unusual letter" Game situation "Find the object"
	"Vegetation - meaning in the life of people and animals" form ideas about vegetation, about its benefits, Learn about the importance of plants to humans.	Experiment "How does a plant breathe?" Conversation "Forest-Defender" Germination of seeds of peas, beans and cereals; Examination of leaves (types of venation: palmate, parallel) "Such the right word is oxygen"
	Monitoring

Literature:

1. N.E. Veraksa, O.R. Galimov "Cognitive and research activities of preschoolers." For classes with children 4-7 years old.--- M .: Mosaic-Synthesis, 2014.-80s.
2. E.V. Lyskova "Development of cognitive research activities among preschoolers." From work experience. --- St. Petersburg: LLC "Publishing house" CHILDHOOD-PRESS ", 2013.--- 128s.
3. O.V. Dybina “A child in the world of search: A program for organizing search activities for preschool children / edited by O.V. Dybina.-m.: TC Sphere, 2009, __64p. — (DOW programs).
4. O.V.Dybina What objects are made of: Games - activities for preschoolers. - 2nd ed., Rev., - m.: TC Sphere, 2014.--- 128C. (Baby in the search world).
5. O.V.Dybina Man-made world: Games - activities for preschoolers. - 2nd ed., supplement. and corrected, - M.: TC Sphere, 2014.--- 128C. (Baby in the search world).
6. O.V.Dybina What objects are made of: Games - activities for preschoolers. - 2nd ed., Rev., - M.: TC Sphere, 2014.--- 128C. (Baby in the search world).
7. O.V. Dybina Introduction to the world of adults: Games - cooking classes for children / Edited by O.V. Dybina.-M ..: TC Sphere, 2014.--- 128C. (Baby in the search world).
8. O.V. Dybina We create, we change, we transform: Games - activities for preschoolers. - 2nd ed., Rev., - m.: TC Sphere, 2015.--- 128C. (Baby in the search world).
9. Zubkova N.M. A wagon and a small cart of miracles. Experiments and experiments for children from 3 to 7 years old. - St. Petersburg: Speech, 2013. --- 64C., ill.
10. The work program of the educator: daily planning according to the program "From birth to school" edited by N.E. Veraksa, ... first junior group/ author - compiler N.N. Gladysheva (and others). - Volgograd: Teacher, 2015, -2015, -216s.
11. Comprehensive classes under the program "From birth to school" edited by N.E. Veraksa, ... the first junior group / author - compiler N.N. Gladysheva (and others). - Volgograd: Teacher, 2015, -2015, -292s.