Work program on cognitive development. Principles and approaches to the formation of the program

Working programm

for COGNITIVE DEVELOPMENT

for children of the middle group

Educational area "KNOWLEDGE"

36 periods of direct educational activity

(1 period per week)

Compiled by: educator

Gracheva R.M.

2013-2014 academic year. MBDOU "Cheburashka"

Explanatory note.

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

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

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

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

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

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

to acquaint with some anatomical features of a person, to form primary ideas about his professional activities, to acquaint him with the norms of cultural life and to fix the rules of behavior 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" (the use of musical works, productive activities of children to enrich the content of the field "Cognition").

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

The program consists of the following sections:

Explanatory note.

Calendar - thematic planning.

Diagnostics.

List of literature.

Intermediate result:

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

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

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

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

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

use exploratory activities and sensory standards;

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

independently experiment with objects and their properties, transform them;

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

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

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

establish elementary connections and dependencies based on existing ideas;

highlight the grounds for classification;

speak out about individual cognitive preferences, needs and interests;

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

Diagnostic criteria for cognitive development.

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.

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

circular diagram of the change of seasons;

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

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

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

Bibliography :

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

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

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

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

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

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

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

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

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

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

cognitive development

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 kindergarten staff on the upcoming holiday of March 8."

"Homework".

"How Snowmen searched for the truth about spring"

"Planting seedlings of flowers."

Excursion: "Introduction to the profession of a janitor"

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

"Glass".

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

"People's Labor".

"Introduction to the Red Book".

What will summer give us?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Clarify the idea that plants grow from seeds.

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

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

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

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

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

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

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

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

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 man. 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 the children what holiday it is, on what day it is celebrated, what interesting things happen at the holiday dedicated to the day of the city.

Material selection

Preview:

Sorokina Irina Alekseevna

Municipal preschool educational institution

"Kindergarten No. 189" Sun "of the combined type

PROGRAM

additional education in cognitive development

"Young Explorer"

Developer: Sorokina I.A.

Senior educator MBDOU No. 189

Kamen - on - Ob

2007

1. Explanatory note

1.1. Concept

1. 1.2. Relevance
2. 1.3. Novelty
3. 1.4. Target
4. 1.5. Tasks
5. 1.6. Children's age
6. 1.7 Program duration
7. 1.8. Forms and mode of employment
8. 1.9. Expected results
9. 1.10 Pedagogical diagnostics (see Appendix 1)
10. 1.11. Program summary forms

1. Educational and thematic plan(See Appendix 2)
2. Brief description of topics

3.1. Compliance with the requirements of the state educational standard

3.2 Succession

4. Techniques and methods for organizing the educational process

4.1. Didactic material, technical equipment of classes

5. References

1. Explanatory note

1. Program concept

The humanistic function of education contributes to the renewal of pedagogical technologies. Pedagogical technologies put teachers in the position of creativity and reflection, mastering the ways of individual design of their activities. Personally oriented technologies are designed to reveal the individual creative potential of the child, to stimulate his creative activity. They are focused not on volitional attraction of the child's attention, but on orientation and appeal to his emotional and motivational sphere. Humanistic technologies take into account the fact of incomplete formation of the logical apparatus in children, and this determines their playful and entertaining nature.

The desire to observe and experiment, independently seek new information about the world - the most important features of normal children's behavior.

Research, search activity is the natural state of the child. Children's need for exploratory search is biologically determined. Every healthy child is a researcher from birth. He is tuned to the knowledge of the world, he wants to know it. It is this inner desire for research that gives rise to exploratory behavior and creates the conditions for the psychological development of the child to initially unfold in the process of self-development.

The knowledge obtained as a result of one's own research search is much stronger than those obtained through reproduction. The more diverse and interesting the search activity, the more new information the child receives, the faster and more fully he develops.

Search activity is fundamentally different from any other in that the image of the goal that determines this activity has not yet been formed. In the course of the search, it is specified, clarified. This leaves a special imprint on all actions included in the search activity: they are extremely flexible, mobile and have a trial character.

Investigative training involves the following:

• the child identifies and poses a problem that needs to be resolved;
• suggests possible solutions;
• checks these possible solutions based on the data;

• draws conclusions in accordance with the result of the check;
• applies findings to new data;
• makes generalizations.

The program is based on the following principles:

• The principle of optimal correlation of development and self-development processes
• The principle of compliance of the developing environment with the features of self-development and development
• The principle of inconsistency in the content of knowledge acquired by children as the basis for self-development and development
• The principle of "developing intrigue"
• The principle of the formation of creativity at all stages of education and upbringing
• The principle of an active approach to personal development
• The principle of focusing on the diversity of forms of implementation of search and cognitive activity
• The principle of a systematic approach to combining areas of work, selection of program content, formulation of search and cognitive activity
• The principle of using means of knowledge (manuals, maps, diagrams, intellectual content equipment)

1.2. Relevance

A.N. Poddyakov defines exploratory behavior as one of the fundamental forms of interaction between living beings and the real world, aimed at its cognition, and as an essential characteristic of human activity.

Children's experimentation, as one of the leading methods of forming the cognitive sphere of a preschooler, makes it possible to come to amazing discoveries and at the same time develops the courage of children's thinking, which is necessary in the formation of a personality as a whole.

1. Novelty

A system of search and research activities has been developed and tested as a source of independent knowledge of the world

1. Purpose of the program

To develop and maintain interest in research, discoveries, to help master the ways of practical interaction with the environment, ensuring the formation of the child's worldview, his personal growth.

1.5. Program objectives

1. The formation of dialectical thinking in preschool children, i.e. the ability to see the diversity of the world in a system of interconnections and interdependencies.

2. Development of one's own cognitive experience in a generalized form with the help of visual aids (standards, symbols, conditional substitutes, models).

3. Expand the prospects for the development of children's search and cognitive activity by including them in mental, modeling and transformative actions.

4. Support children's initiative, ingenuity, independence.

Legislative and regulatory support of the program:

• Law of the Russian Federation "On Education" dated 10.02.92. No. 3266-1
• Standard provision "On preschool education"
• Letter of the Ministry of Education of the Russian Federation dated March 14, 2000. No. 65 / 32-16 "On hygienic requirements for the maximum load of preschool children in organized forms of education"
• Letter of the Ministry of Education of the Russian Federation dated 18.06.2003. No. 28-02-484 / 16 "Requirements for the maintenance of children and the design of educational programs for additional education of children"
• Charter of the preschool educational institution
• DOW development program
• Regulations on circle work
• Order on the organization of circle work of the preschool educational institution
• Rules and norms of labor protection, life and health of children

1. Children's age

The age of children participating in the implementation of this program is 5-7 years

This is determined by the phase nature of the child's own activity. In this phase, i.e. at the age of 5-7, the preschooler is especially susceptible to the influences of an adult. The more successfully various forms of interaction between a child and an adult, the bearer of the highest form of development, develop, the more meaningful the child's own activity becomes.

1. Duration of the program

The duration of the program is 2 years. There are 2 stages of work:

• Stage 1 - with children 5 - 6 years old;
• Stage 2 - with children 6 - 7 years old.

1. Forms and mode of employment

The program is implemented in the classroom "Young Researcher". Classes are held once a week. The day of classes was chosen based on the intensity of the workload for children in accordance with the “happy free work” with Montessori material.

The duration of classes with children 5-6 years old is no more than 20 minutes, with children 6-7 years old no more than 25 minutes. A flexible form of organization of experimental activities makes it possible to take into account the individual characteristics of each child, health, mood, the level of establishing cause-and-effect relationships, identifying patterns, and other factors. The composition of the group of simultaneously working children may vary depending on the above reasons.

A kit for each experiment is available ready-made. The teacher makes a presentation of each experiment. It can be an individual presentation, an individual show, a circle. Each set for the experiment can be accompanied by instruction cards, made in the form of sequential drawings or with a brief verbal instruction (for reading children). All experiments are accompanied by a protocol. Children 5-6 years old use the simplest option: fill out the table (put any sign); children 6 - 7 years old (who can read) - briefly write down the result in a prepared form or sketch.

1. Expected results

After each stage of the work of the circle, it is assumed that children will acquire certain knowledge, skills and abilities:

• quick inclusion in the active cognitive process;
• independent use of the material;
• goal setting and finding ways to achieve it;
• independence in the search for discoveries;
• manifestation of strong-willed efforts (perseverance) in achieving the goal;
• perseverance in defending one's opinion;
• expanding the horizons of children;
• development of critical thinking and speech;
• development of the muscles of the fingers;
• manifestations of search activity and the ability to extract information about the object in the course of it.

1. Pedagogical diagnostics

(see Appendix No. 1)

1. Forms of carrying out the results of the program implementation

• Days of presentations of the results of experiments to pupils of preschool educational institutions and their parents;
• Creative report of the educator - the head of the circle at the "Fair of Pedagogical Finds".

1. Educational and thematic plan

(see Appendix No. 2)

1. Brief description of topics

Stage 1 (5-6 years)

Lesson 1: Choosing the name of the circle. Get the kids interested in a new activity. Arouse desire by experimental activity.

Lesson 2: Introductory. Introduction to the laboratory. Organization of the experiment.

Lesson 3: Experience with water "Floats or sinks"

Lesson 4: Experience with water "What color is water" No. 1

Lesson 5: Experience with water "What color is water" No. 2

Lesson 6: Experience with water "What does water smell like"

Lesson 7: Experience with water "What shape does water have"

Lesson 8: Experience with water "In which direction does the water press"

Lesson 9: Experience with water "Water as a solvent"

Lesson 10: Experience with water "Experiment with water" Precipitation in fresh and salt water "

Lesson 11: Experiment with water "Disturbance of balance"

Lesson 12: Experience with water "Measuring the temperature of water"

Lesson 13: Experience with water "Ice - hard water"

Lesson 14: Experience with water "Snow turns into water"

Lesson 15: Experiment "How to get away with it"

Lesson 16: Experiment with water “Freezing, water moves stones”

Lesson 17: Experience with water "Saturated solutions"

Lesson 18: Experience with water "Change in the volume of water from heating"

Lesson 19: Experience with water "Water in a spacesuit"

Lesson 20: Experience with water "Bottomless glass"

Lesson 21: Floating paperclip experiment

Lesson 22: Experiment "Oncoming traffic"

Lesson 23: Experiment "Movement of arcs from a friend"

Lesson 24: Experiment "Water Candlestick"

25 - 27 lessons: Experience "Water and sound"

Lesson 28: Experiment "How to get water for drinking"

Lesson 29 - 31: Experience with air "Air is everywhere"

Lesson 32: Experiment "Lemon inflates a balloon"

Lesson 33 - 34: Experience with air "Work of air"

Lesson 35: Experience with air "Air pressure"

Lesson 36: Experience with air "Expansion of hot air and its movement"

Stage 2 (6 - 7 years):

Lesson 1: Introductory. Fix the rules of work in the laboratory.

Lesson 2: Experiment with fire "On - does not burn"

Lesson 3: Experience with fire "Working with fire"

Lesson 4: Experiment "Living shadow"

Lesson 5: Working with floor scales. Acquaintance.

6 - 7 lesson: Weighing objects on floor scales

Lesson 8: Experiment Record weight "

Lesson 9 - 10: Experience with a magnet "Magnetic problem"

Lesson 11: Experience with the magnet "Dancing paper clips"

Lesson 12: Experiment "Flying Butterfly"

Lesson 13: Experience with a magnet "Magnet and Arrow"

Lesson 14: Trick with a magnet

Lesson 15: Experience with a magnet "The force of attraction of magnets"

Lesson 16: Experiment with a magnet "All bodies are attracted to each other"

Lesson 17: Scientific experiment "Snow flowers"

Lesson 18: Scientific experiment "Hanging without a rope"

Lesson 19: Scientific experiment "Broken pencil"

Lesson 20: scientific experiment "Restless grains"

Lesson 21: Experiment "Submarine from grapes"

Lesson 22: Experiment "Submarine from an egg"

Lesson 23: Scientific experiment "Vaults and tunnels"

Lesson 24: Experiment "Where did the ink go"

Lesson 25: Experiment "How to pierce a balloon without harm to it"

Lesson 26: The concept of electric charges

Lesson 27: Scientific experiment "Dancing foil"

Lesson 28: Experience for the big story "Consideration of Substances"

Lesson 29: Experience for the big story "Volcano Eruption"

Lesson 30: Experience for the big story "Mountain Building"

Lesson 31: Experience for the big story "The Flood"

Lesson 32: Experiment with plants "Where did the plants come from"

Lesson 33: "Why green plants growing in the ocean do not live deeper than 100m"

Lesson 34: Experience with plants "How a plant seeks light"

Lesson 35: Experience with plants "How plants eat"

Lesson 36: Experience with plants "How the stems of plants wither"

3.1. Compliance with the requirements of the state educational standard

The work of the circle "Young Researcher" is based on regulatory documents, including:

• Appendix 2 to the Order of the Ministry of Education of the Russian Federation of 22.08.96 No. 448 "Temporary (exemplary) requirements for the content and methods of education and training implemented in a preschool educational institution";
• Charter of MDOU "Kindergarten No. 189 "Sun".

3.2. Continuity

The circle program involves:

• Formation of the activity of experimentation of a preschooler;
• Formation of the child's personality;
• The basis for further acquaintance of elementary school children with natural science ideas.

1. Techniques and methods of organizing the educational process

Research methods of teaching are used in the work of the circle:

• Reproductive methods: explanatory and illustrative (the teacher's communication of ready-made information by various means) and reproductive (the creation by the teacher of conditions for the formation of skills and abilities through exercises);
• Productive methods: partial search or heuristic (breaking up a large task into a series of smaller subtasks, each of which is a step towards solving the problem) and research (the path to knowledge through one's own, creative search)

4.1. Didactic material and technical equipment of classes

Basic equipment:

• assistant devices(magnifying glasses, scales, sand scales, compass, magnets, telescope, etc.);
• various vesselsfrom various materials, different volume and shape;
• variety of natural materials; recycled material(wire, pieces of leather, fabric, plastic, etc.);
• technical materials(nuts, paper clips, bolts, nails, etc.);
• different types of paper; dyes(food and non-food);
• medical materials(pipettes, measuring spoons, syringes, etc.);
• Other materials(mirrors, flour, salt, sugar, sieve, candles, etc.).

Optional equipment:

• special clothing(robes, aprons);
• containers for loose and small items;
• chart cards conducting an experiment;
• individual diaries of experiments;
• rules for working with the material;
• individual diaries.

1. Bibliography

1. “Education program in the kindergarten of the school of free development of the personality based on the pedagogical technology of Maria Montessori”;
2. “A child in the world of search” by O.V. Dybina, N.P. Rakhmanov, V.V. Shchetinin;
3. "Methodology for conducting educational research in kindergarten" A.I. Savenkov;
4. "Organization of experimental activities of preschoolers" L.N. Prokhorova;
5. "Children's research as a method of teaching older preschoolers" A.I. Savenkov.

Application No. 1

Pedagogical diagnostics

Indicators of the level of children's mastery of experimental activities are:

Levels	Attitude towards experimental activity	goal setting	Planning	Implementation	Reflection
Tall	Cognitive attitude is stable. The child shows initiative and creativity in problem solving.	He sees the problem on his own. Actively speculates. Puts forward hypotheses, assumptions, ways to solve them, widely using argumentation and evidence	Independently plans future activities. Consciously chooses objects and materials for independent activity in accordance with their qualities, properties, purpose.	Acting in a planned manner. Remembers the purpose of the work throughout the activity. In a dialogue with adults, explains the course of activities. Brings things to an end.	Formulates in the speech whether the result is achieved or not, notices the incomplete correspondence of the result to the hypothesis. Able to establish a variety of temporary, sequential, causal relationships. Draws conclusions.
Average	In most cases, the child shows an active cognitive interest.	He sees the problem sometimes on his own, sometimes with a little help from an adult. The child makes assumptions, builds a hypothesis on his own or with a little help from others (peers or an adult).	Takes an active part in planning activities together with an adult.	Independently prepares material for experimentation, based on their qualities and properties. Shows perseverance in achieving results, remembering the purpose of the work.	Can formulate conclusions independently or on leading questions. Argues his judgments and uses evidence with the help of an adult.
Short	In most cases, the child does not show an active cognitive interest.	Doesn't see the problem on its own. The child does not make assumptions, cannot build a hypothesis on his own or with a little help from others (peers or an adult).	Passive when planning activities together with an adult.	Independently prepares material for experimentation, but does not take into account their qualities and properties. Does not show perseverance in achieving results.	Cannot formulate conclusions independently only on leading questions.

The mastery of the above knowledge, skills and abilities by children is recorded in the table at the beginning and end of the year.

Application No. 2

Educational - thematic plan

class number	List of topics	Number of lessons
		theoretical	Practical
	Stage 1 (5 - 6 years):
	Choice of the name of the group. Get the kids interested in a new activity. Arouse desire by experimental activity.
	Introductory. Introduction to the laboratory. Organization of the experiment
	Experiments with water
	"Floats or sinks"
4 – 5	"What color is the water"
	"What does water smell like"
	What is the shape of water
	What direction is the water pushing?
	"Water as a solvent"
	"Experiment with water "Precipitation in fresh and salt water"
	"Disbalance"
	"Water temperature measurement"
	"Ice is hard water"
	"Snow Turns to Water"
	"How to get out of the water"
	""Freezing, water moves stones"
	"Saturated Solutions"
	"Change in the volume of water"
	"Water in a spacesuit"
	"Bottomless glass"
	"Floating Clip"
	"Oncoming traffic"
	"Moving Apart"
	"Water Candlestick"
25 - 27	"Water and Sound"
	"How to get drinking water"
	Experiments with air
29 - 31	"Air is everywhere"
	"Lemon inflates a balloon"
33 - 34	"Air Work"
	"Air pressure"
	"Hot Air Expansion and Movement"
	Stage 2 (6 - 7 years):
	Introductory. Fix the rules of work in the laboratory
	Experiments with fire
	"On - not on"
	"Working with Fire"
	"Living Shadow"
	Experiments with floor scales
	“Working with floor scales. Acquaintance"
6 - 7	"Weighing Items"
	"Record weight"
	Experiments with a magnet
9 - 10	"Magnetic Challenge"
	"Dancing Paper Clips"
	"Flying Butterfly"
	"Magnet and Arrow"
	"Magnet Focus"
	"The force of attraction of magnets"
	"All bodies are attracted to each other"
	Scientific experiments
	"Snow Flowers"
	"Hanging Without Rope"
	"Broken Pencil"
	"Restless Grains"
	"Submarine made of grapes"
	Egg Submarine »
	"Vaults and Tunnels"
	"How to pierce a balloon without harming it"
	"The concept of electric charges"
	"Dancing Foil"
	Experiences for a great story
	"Consideration of Substances"
	""Eruption"
	"Mountain building"
	"Global flood"
	Experiments with plants
	"Where do plants come from"
	"Why don't green plants growing in the ocean live deeper than 100m"
	"How a plant seeks light"
	"How Plants Eat"
	"How the stems of plants wither"

Experience Technology

1. Theoretical interpretation of experience

1. Conditions for experience
2. Justification of relevance and prospects
3. Theoretical base of experience
4. Novelty of experience
5. Leading pedagogical idea
6. Efficiency
7. Experience Technology
8. Target orientation

1. Experience Technology

2.1. The program of the circle "Young researcher"

2.2. Monitoring the effectiveness of additional education for children on experimental activities

MONITORING

the effectiveness of additional education of children in experimental activities

MBDOU "Kindergarten No. 189 "Sun"

Kamen-on-Obi

CONSIDERED APPROVED

at a meeting of the pedagogical council

Protocol No. _____________ __________

dated "__" __________ 2015 Order No. ____________

from "__" ____________ 2015

WORKING PROGRAMM

in the educational field "Cognitive development",

(Cognitive development (Introduction to the natural world) / Introduction to socio-cultural values).

in the middle group "Sunshine"

(for children 4-5 years old)

From birth to school. Exemplary basic general educational program of preschool education educator

/ Ed. N.E.Veraksy, T.S.Komarova, M.A.Vasilyeva. - M., MOSAIC - SYNTHESIS. year 2014.

Compiled by:

Shygyrdan 2015

I . Target Section

1.1. Explanatory note

The work program was developed for the middle group "Sunshine" of the MBDOU "Kindergarten "Sandugach".

Exemplary basic general educational program of preschool education "From birth to school", ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva is an integral component of the Educational Program of the Preschool Educational Institution, characterizes the system for organizing the educational activities of teachers, determines the value-target guidelines, the educational model and the content of education.

The program was developed in accordance with the Federal State Educational Standard for Preschool Education, approved by the order of the Ministry of Education and Science of the Russian Federation dated 10/17/2013. No. 1155 and taking into account the exemplary basic general educational program of preschool education "From birth to school", ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva.

The development of the Program is regulated by the legal and documentary framework, which includes:

Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”;

Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. No. 1155 "On the approval of the federal state educational standard for preschool education" and an appendix to it;

Constitution of the Russian Federation, art. 43, 72;

Convention on the Rights of the Child (1989);

Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 Moscow dated “On approval of SanPiN 2.4.1.3049-13"Sanitary and epidemiological requirements for the device, content and organization of the mode of operation of preschool educational organizations"(Registered with the Ministry of Justice of Russia on May 29, 2013 No. 28564);

Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014"On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Educational Programs - Educational Programs of Preschool Education" (Registered in the Ministry of Justice of Russia on September 26, 2013 No. 30038);

Statute of the Municipal budgetary preschool educational institutionKindergarten "Sandugach"Shygyrdan village, Batyrevsky district.

1.2. Purpose of the work program

Development of children's interests, curiosity and cognitive motivation;creative activity.

1.3. Tasks of the working program:

2. objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and effects, etc. ).

3. Formation of ideas about the planet Earth as a common home for people, about the features of its nature, the diversity of countries and peoples of the world.

5. Formation of a conscious attitude to compliance with the rules of the road.

1.4. Principles and approaches to the formation work program

When building a work program, the following principles are taken into account:

Corresponds to the principle of developmental education, the purpose of which is the development of the child;

Combines the principles of scientific validity and practical applicability (the content of the work program must comply with the main provisions of developmental psychology and preschool pedagogy)

Meets the criteria of completeness, necessity and sufficiency (to allow solving the set goals and objectives only on the necessary and sufficient material, to get as close as possible to a reasonable "minimum");

Ensures the unity of the educational, developmental and training goals and objectives of the process of educating preschool children, in the process of implementing which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;

It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas;

Based on the complex-thematic principle of building the educational process;

Provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of children, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education;

It involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with children of preschool age and the leading activity for them isa game.

Ensures the implementation of the educational process in two main organizational models, including: joint activities of an adult and children, independent activities of children;

Takes into account the gender specificity of the development of preschool children;

The program is aimed at interacting with the family in order to ensure the full development of the child, creating equal conditions for the education of preschool children, regardless of the material wealth of the family, place of residence, linguistic and cultural environment, ethnicity.

1.5. Brief description of the age characteristics of children of the middle group

In the play activities of children of middle preschool age, role-playing interactions appear. They indicate that preschoolers are beginning to separate from the accepted role. During the game, the roles can change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation of play and real interactions of children.

Significant development receives visual activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, sometimes clothes and details. The technical side of visual activity is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc.

The design becomes more difficult. Buildings can include 5-6 parts. Design skills are formed according to one's own plan, as well as planning a sequence of actions.

The motor sphere of the child is characterized by positive changes in fine and gross motor skills. Agility, coordination of movements develop. Children at this age are better than younger preschoolers in maintaining balance, stepping over small obstacles. Ball games become more difficult.

By the end of middle preschool age, the perception of children becomes more developed. They are able to name the form that this or that object looks like. They can isolate simple forms in complex objects from simple forms to recreate complex objects. Children are able to arrange groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Improved orientation in space.

The amount of memory is increasing. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape, they remember the instructions of adults, they can learn a short poem, etc.

Imaginative thinking begins to develop. Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to the scheme, solve labyrinth problems. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction. However, at the same time, it is difficult to take the position of another observer and, on the internal plane, make a mental transformation of the image.

For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of the amount of volume and size. For example, if you show them three black paper circles and seven white paper circles and ask: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more white.

The imagination continues to develop. Its features such as originality and arbitrariness are being formed. Children can independently come up with a short fairy tale on a given topic.

Increased attention span. The child is available concentrated activity for 15-20 minutes. He is able to keep in memory when performing any action a simple condition.

In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhyme.

The grammatical side of speech develops. Preschoolers are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes out of situational.

The content of communication with a child and an adult is changing. It goes beyond the concrete situation in which the child finds himself. The cognitive motive becomes the leader. The information that the child receives in the process of communication can be complex and difficult to understand, but it is of interest to him. Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon.

Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups. There is competition, competitiveness. The latter is important for comparing oneself with others, which leads to the development of the image. I'm a child, detail it.

The main achievements of the age are associated with the development of gaming activities; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development of imaginative thinking and imagination, self-centeredness of the cognitive position; development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of a need for respect from an adult, the appearance of resentment.

1.6. Form of organization of training

Direct educational activity in the form of specially organized training is carried out in the first half of the day, lasting no more than 20 minutes (in accordance with the "Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool organizations", resolution No. 91 of July 22, 2010. ( SanPiN 2.4.1.2660 - 10 (as amended by the Decree of the Chief State Doctor of the Russian Federation of December 20, 2010 3 164).

1.7. Planned results of the program development

Names familiar objects, explains their purpose, highlights and names signs (color, shape, material).

Oriented in the premises of the kindergarten.

Names his city, can tell about it.

Has an idea about the Russian army, knows some military professions.

Knows and names some plants, animals and their young.

Highlights the most characteristic seasonal changes in nature.

Shows respect for nature.

Has primary ideas about himself: knows his name, age, gender. Has primary gender representations (men are brave, strong; women are gentle, caring).

Calls members of his family, their names.

Distinguishes and names special modes of transport, explains their purpose.

Understands the meaning of traffic lights, names some road signs.

Familiar with some professions (educator, doctor, salesman, cook, driver, builder).

II . Content section

2.1. Content of the working curriculum

Formation of cognitive actions, formation of consciousness.

To form the ability to focus on objects and phenomena of the subject-spatial developing environment; to establish the simplest connections between objects and phenomena, to make the simplest generalizations.

Creation of favorable conditions for the upbringing of a tolerant personality - instilling love and respect for people of other nationalities, for their cultural values.

Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world.

Mandatory content of education.

Formation of a system of knowledge about the environment and oneself: about external physical differences from other people according to the main features (height, hair color, gender, voice); formation of a primary system of knowledge about a person; development of the ability to determine the belonging of personal items to him.

The image of I. Continue to form elementary ideas about the growth and development of the child, the change in his social status in connection with the beginning of attending kindergarten.

Gradually form an image of I. Inform children of a variety of things related directly to their information (you are a boy, you have gray eyes, you like to play, etc.), including information about the past (could not walk, talk; ate from a bottle) and about the changes that have taken place with them (now you know how to properly behave at the table, draw, dance; you know “polite” words). To form initial ideas about a person, primary gender ideas (boys are strong, skillful; girls are gentle, feminine).

Family. Talk with the child about members of his family, consolidate the ability to call their names.

Kindergarten. Through the involvement of children in the life of the group, continue to normalize the sense of community, the significance of each child for kindergarten. Encourage children (it is desirable to involve parents as well) to participate in the design of the group, the creation of its symbols and traditions. Introduce the traditions of kindergarten. To acquaint with the rights (to play, a friendly attitude, new knowledge, etc.) and responsibilities (to eat, dress, clean up toys, etc.) of children in a group.

Remind the names and patronymics of kindergarten workers (music director, nurse, head teacher, senior teacher, etc.). To form the ability to greet teachers and children, to say goodbye to them.

Continue to acquaint children with the objects of the immediate environment, their purpose. Develop the ability to determine the color, size, shape, weight (light, heavy) of objects; their location in relation to themselves (far, close, high).

Introduce materials (wood, paper, fabric, clay), their properties (strength, hardness, softness).

To form the ability to group (tea, tableware, kitchen utensils) and classify (dishes, clothes) familiar objects.

To acquaint with the theater through mini-performances and performances, as well as through dramatization games based on works of children's literature.

To acquaint with the immediate environment (the main objects of urban infrastructure): a house, a street, a shop, a clinic, a hairdresser.

To acquaint the child with professions that are understandable (doctor, policeman, salesman, educator).

The content formed by the participants of educational relations.

Development of gaming activities, which reflect the surrounding reality of the Czech Republic, the world of adults, the formation of ideas about work, professions of adults working in their hometown; children of another nationality of the peoples of the Volga region, native nature, social life.

Formation of ideas about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

Mandatory content of education.

Expand children's understanding of plants and animals. Continue to acquaint with pets and their cubs, their behavior and nutrition.

To acquaint children with the inhabitants of a corner of nature: aquarium fish and ornamental birds (budgies, canaries).

Expand ideas about wild animals (bear, fox, squirrel, hedgehog, etc.). Get to know the frog.

To form the ability to observe birds arriving at the site (crow, dove, tit, sparrow, bullfinch), feed them in winter.

Expand children's ideas about insects (butterfly, Maybug, ladybug, dragonfly).

Develop the ability to distinguish and name by appearance: vegetables (cucumber, tomato, carrot, turnip), fruits (apple, pear), berries (raspberries, currants).

To acquaint with some plants of the area: with trees, flowering herbaceous plants (dandelion, coltsfoot).

Introduce indoor plants (ficus, geranium). Understand that plants need land, water, and air to grow.

To acquaint with the characteristic features of the consecutive seasons and the changes that occur in connection with this in the life and work of adults and children.

Give an idea of ​​the properties of water (flows, overflows, heats up, cools), sand (dry - crumbles, wet - molds), snow (cold, white, melts from heat).

To form ideas about the simplest relationships in animate and inanimate nature. To acquaint with the rules of behavior in nature (do not tear plants unnecessarily, do not break tree branches, do not touch animals, etc.).

Seasonal observations.

Autumn. Develop the ability to notice changes in nature: it's getting colder, it's raining, people put on warm clothes, leaves begin to change color and fall off, birds fly to warmer climes.

Expand the idea that fruits and vegetables are harvested in autumn. To develop the ability to distinguish in appearance, taste, shape the most common vegetables and fruits and name them.

Winter. Expand ideas about the characteristic features of winter nature (it's cold, it's snowing; people put on winter clothes).

Organize observations of birds arriving at the site, feed them. To form the ability to notice the beauty of winter nature: snow-covered trees, fluffy snow, transparent ice floes, etc.

Encourage them to participate in sledding downhill, making snow crafts, decorating snow buildings.

Spring . Continue to acquaint with the characteristic features of spring nature: the sun shines brighter, the snow begins to melt, becomes loose, grass has grown, leaves have blossomed on trees, butterflies and May beetles appear.

To expand children's ideas about the simplest connections in nature: the sun began to warm - it got warmer - grass appeared, birds sang, people replaced warm clothes with lightweight ones.

Show how seeds of flower plants and vegetables are planted in the beds.

Summer. Expand ideas about summer changes in nature: hot, bright sun, plants bloom, people swim, chicks appear in nests.

To give children basic knowledge about garden and garden plants. To consolidate knowledge that many fruits, vegetables and berries ripen in summer.

To form a system of knowledge that wildlife is a person, plants and animals; that all living things breathe, feed, develop and multiply, feel the need for certain conditions for growth and development (light, heat, air, nutrition, care); about the relationship between living and non-living things.

The content formed by the participants of educational relations.

Acquaintance with the nature of the native land, the formation of ecological culture.

Familiarization of children with the peculiarities of life and life of the peoples inhabiting the Republic of Chuvashia, holidays, events of the public life of the republic.

Formation of knowledge about the small motherland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays.

Mandatory content of education.

Formation of a system of knowledge about the Republic of Chuvashia, about multinationality.

Education of cognitive interest and feelings of admiration for the results of cultural creativity of representatives of different peoples living in the Republic of Chuvashia and the city of Novocheboksarsk.

To acquaint children with fiction of different genres; show interest in the works of the Chuvash, Russian and other peoples living in the Chechen Republic, oral folk art: fairy tales, traditions, legends, proverbs, sayings.

To form a holistic picture of the world, to expand the horizons of children, the culture of knowledge and intellectual activity, to widely use the possibilities of folk and museum pedagogy.

The content formed by the participants of educational relations.

Expanding children's knowledge about their native land - Cheboksarsk; fostering interest in the phenomena of native nature.

Familiarization of children with the peculiarities of life and life of the peoples inhabiting the Republic of Chuvashia, holidays, events of the public life of the republic. Introduce the traditions of kindergarten.

To give ideas about the native country, about the native culture.

Formation of a conscious attitude to the observance of traffic rules.

Mandatory content of education.

Formation of the ability to group transport according to its purpose, to highlight their structures. Consolidation of knowledge about the parts of the street: buildings, road, sidewalk, lawn, pedestrian crossing; concept of traffic lights and traffic signals.

Systematization of knowledge about the rules of behavior of pedestrians on the road.

The content formed by the participants of educational relations.

Familiarization with a zebra, a traffic light and the rules of behavior on the street: talk quietly, keep clean.

Transferring knowledge to children about dangerous situations that are accessible to them, occurring at home, in kindergarten and on the streets of their native city.

2.2. Forms, methods, methods and means of implementing the program

Independent activity

children

Forms of organization of children

Individual

Subgroup

Group

Group

Subgroup

Individual

Individual

Subgroup

Role-playing game

consideration

Observation

Reading

Experimental game

Educational game

Target walks

Integrative activity

Construction

Story

Conversation

Building collections

Project activity

Experimentation

Problem situation

game situation

The game is a journey

Role-playing game

consideration

Observation

Reading

Experimental game

Educational game

Situational conversation with children

Excursion

Integrative activity

Construction

Research activities

Story

Conversation

Building collections

Project activity

Experimentation

Problem situation

In all types of independent children's activities

2.3. Curriculum for the educational area "Cognitive Development"

(Introduction to the world of nature, development of cognitive research) in the middle group.

Quantity per week

Quantity per month

Quantity per year

Duration no more

Cognitive development (Introduction to the natural world) / Introduction to socio-cultural values

2.4. Ways and directions of supporting the initiative of children

In order to support the initiative of children 4-5 years old in the implementation of the content of the work program on cognitive development, the use of modern pedagogical technologies is envisaged: A.I. Savenkova "Educational research of children 3-8 years old"

It also provides for the use of methods:

Modeling.

Experimentation.

Research activity.

Design.

Design and research activities.

The method of "Disheveling knowledge".

Active listening method.

TRIZ method.

Trial and error method".

A special role in the development of children's activity is assigned to different types of games: didactic, developing, etc.

2.5. Interaction with family

The most important condition necessary for creating a social situation for the development of children is interaction with parents on the education of the child, their direct involvement in educational activities.

Target

Creation in the kindergarten of the necessary conditions for the development of responsible and interdependent relations with the families of pupils, ensuring the holistic development of the child's personality, the competence of his parents, which consists in the ability to resolve different types of social and pedagogical situations related to the upbringing of the child.

Tasks kindergarten-family interactions:

The study of the attitude of teachers and parents to various issues of upbringing, education, development of children, the conditions for organizing various activities in kindergarten and the family.

Acquaintance of teachers and parents with the best experience of raising preschool children in kindergarten and family, revealing the means, forms and methods of developing the integrative qualities of the child, as well as familiarity with the difficulties that arise in the family and public education of preschoolers.

Informing each other about the urgent tasks of raising and educating children at different age stages of their development and about the possibilities of the kindergarten and the family in solving these problems.

Prospective plan of interaction with parents

Months

event title

September

Competition of family newspapers "How we rested in the summer"

Family evening "Housewarming at the guys"

Consultation "Children in the country"

October

Consultation "The influence of outdoor games on the mental development of children"

Photo booth "My grandmother"

November

Exhibition of works "The city where I live"

December

Consultation "Seven parental misconceptions about a frosty winter"

January

Tips for Parents “Play with your child”

February

Photo exhibition "My dad is a defender of the Fatherland"

March

Exhibition of children's works "My Mom"

How to spend a weekend with a child

April

Creation of a corner of Chuvash culture

May

Holiday "Tree"

Photo exhibition "The life of a child in kindergarten"

III . Organization section.

3.1. Approximate complex - thematic planning

The thematic principle of building the educational process makes it easy to introduce regional and ethno-cultural components, to take into account the specifics of a preschool institution.

The integrated thematic planning proposed in the Program should be regarded as exemplary. A preschool educational institution, in order to introduce a regional and cultural component, to take into account the characteristics of its preschool institution, has the right, at its discretion, to partially or completely change the topics or titles of topics, the content of the work, and the time period.

One topic is given at least one week. The theme is reflected in the selection of materials in the group and development corners.

My kindergarten

To develop in children cognitive motivation, interest in school, books. To form friendly, benevolent relations between children. Continue to introduce the kindergarten as the closest social environment of the child (pay attention to the changes that have taken place: the fence has been painted, new tables have appeared), expand the understanding of the professions of kindergarten employees (teacher, assistant teacher, music director, doctor, janitor, cook, etc.)

Holiday "Day of Knowledge". Children do not prepare a holiday, but actively participate in competitions, quizzes; demonstrate their abilities.

Expand understanding of modes of transport and its purpose. To expand ideas about the rules of conduct in the city, the elementary rules of the road.

Plot - role-playing game according to traffic rules

My home, my city

Get to know your hometown/village. To form initial ideas about the native land, its history and culture. Cultivate love for the native land.

Expand your understanding of health and wellness. Expand children's ideas about their family. To form initial ideas about family relationships in the family (son, daughter, mother, father, etc.). To consolidate children's knowledge of their first name, last name and age; parents' names. To acquaint children with the professions of parents. Raise respect for the work of close adults.

To form a positive self-esteem, an image of I (to help each child as often as possible to make sure that he is good, that he loves him). Develop children's ideas about their appearance. To cultivate emotional responsiveness to the condition of loved ones, the formation of a respectful, caring attitude towards elderly relatives.

Open Health Day.

Expand children's ideas about autumn. To develop the ability to establish the simplest connections between the phenomena of animate and inanimate nature (it got colder - butterflies disappeared, flowers faded, etc.), conduct seasonal observations. Expand ideas about agricultural professions, about the profession of a forester. Expand knowledge about vegetables and fruits (local, exotic). Expand your understanding of the rules of safe behavior in nature. Cultivate respect for nature. Form elementary ecological ideas,

Holiday "Autumn".

Exhibition of children's creativity.

My city, my country

Keep getting to know your hometown. To form initial ideas about the native land, its history and culture. Cultivate love for the native land. Expand your understanding of the profession. Introduce some of the prominent people who glorified Russia

Sports holiday.

All professions are important

Expand your understanding of the profession.

Kindness rules the world

To teach children politeness, the need to say hello, say goodbye, politely express your request, thank you for the service rendered

Expand children's ideas about winter. To develop the ability to establish the simplest connections between the phenomena of animate and inanimate nature. To develop the ability to conduct seasonal observations, to notice the beauty of winter nature. Introduce winter sports. To form ideas about the safe behavior of people in winter. To consolidate knowledge about the properties of snow and ice. Expand ideas about places where it is always winter, about the animals of the Arctic and Antarctic.

Holiday

Exhibition

children's creativity.

New Year's celebration

To organize all types of children's activities (playing, communicative, labor, cognitive research, productive, musical and artistic, reading) around the theme of the New Year and New Year's holiday.

Holiday "New Year", Exhibition

children's creativity.

Winter fun

Introduce winter sports. To form ideas about the safe behavior of people in winter. Expand ideas about places where it is always winter, about the animals of the Arctic and Antarctic.

Holiday

Exhibition

children's creativity.

The unknown is near

To form research and cognitive interest in the course of experimenting with water and ice. To consolidate knowledge about the properties of snow and ice.

Objects of the immediate environment

To acquaint children with the purpose of household items (stool, chair, armchair) To form the ability to identify some features of objects. Introduce the classification of utensils.

Defender of the Fatherland

Introduce children to military professions (soldier, tanker, pilot, sailor, border guard); with military equipment (tank, aircraft, military cruiser); with the flag of Russia. Cultivate love for the motherland.

To carry out gender education (to form in boys the desire to be strong, courageous, to become defenders of the Motherland; to educate girls in respect for boys as future defenders of the Motherland). To introduce to Russian history through acquaintance with epics about heroes.

Exhibition of children's creativity.

Organize all types of children's activities (playing, communicative, labor, cognitive-research, productive, musical-artistic, reading) around the theme of family, love for mother, grandmother. Cultivate respect for teachers. Expand gender representations. Involve children in making gifts for mom, grandmother, educators,

Expand children's ideas about spring. To develop the ability to establish the simplest connections between the phenomena of animate and inanimate nature, to conduct seasonal observations. Expand your understanding of the rules of safe behavior in nature. Cultivate respect for nature.

Form elementary ecological ideas. To form ideas about the work carried out in the spring in the garden.

Involve children in feasible work in the kindergarten area, in the flower garden.

Holiday

Exhibition

children's creativity.

Acquaintance with folk culture and traditions

Expand ideas about folk toys (Dymkovo toy, matryoshka, etc.). 3 introduce folk crafts. Continue to acquaint with oral folk art. Use folklore in the organization of all types of children's activities.

Folklore holiday. Exhibition

children's creativity.

Victory Day

Provide patriotic education. Cultivate love for the motherland. To form ideas about the holiday dedicated to Victory Day. Raise respect for war veterans.

Exhibition

children's creativity.

Summer is coming

Expand children's ideas about summer. To develop the ability to establish the simplest connections between the phenomena of animate and inanimate nature, to conduct seasonal observations. Introduce summer sports. To form ideas about safe behavior in the forest.

Holiday "Summer"

Sports holiday. Exhibition

children's creativity.

During the summer period, the kindergarten operates during the holidays.

3.2. The content of psychological and pedagogical work

Main

directions

(task groups

educational

areas in

According to

Theme and form

means, methods and techniques for organizing educational activities

Mandatory part of the content of education

Direct educational activities

Educational activities during regime moments

(on the calendar)

Joint activities of adults and children

Independent activity of children

September

"Hello, Kindergarten"

Game situation "All about kindergarten."

O.V. Dybina “Introduction to the subject and social environment” p.53

game situation.

Continue to acquaint children with kindergarten, with groups and rooms in the kindergarten building. Bring up

love for the kindergarten, respect for its employees, their work. To form concepts - “I am a pupil of a kindergarten”, “kindergarten is my home”.

Raise respect for the work of adults.

looking at illustrations,

C / r game "Kindergarten".

Kindergarten tour

Security Week

Formation of cognitive actions, formation of consciousness.

The game "Rules of the road. Traffic lights"

N.E.Veraksy "Complex studies" p.149

game situation.

Artistic word.

Introduce some road signs, consolidate knowledge about traffic lights; to form the ability to draw a plot composition; to form the skill of orienting on road signs and traffic signals.

Clarification of children's knowledge about the purpose of a traffic light and the work of a policeman; development of observation.

Listening to the song "If I were a car."

Traffic light drawing.

P / and "Sparrows and the car."

Looking at road signs.

Reading a poem by M. Druzhinina.

Organize a trip to the traffic lights at the intersection. Watch for pedestrians crossing the road.

My city

Formation of primary ideas about the small homeland.

Game "Journey with a Newbie"

Artistic word.

Keep getting to know your hometown. To form initial ideas about the native land, its history and culture. Cultivate love for the native land.

Examination of a set of postcards "Novocheboksarsk"

Excursion around the city.

I am human

"I am human".

game situation.

To form the ability to realize one's own importance among people; be able to see the similarities and differences of people, the difference between man and animal.

To form children's ideas about themselves as a person, about different stages of human development (infant, preschool child, teenager, adult and old person); develop self-examination skills.

Cultivate interest, a friendly attitude towards peers.

Activate the mental analytical activity of the child - self-knowledge of one's own personality.

D / and "Who is this?".

D / and "Human Development".

Autumn, seasonal changes

Acquaintance with the signs of autumn.

Description of pictures.

To form the ability to observe changes in nature, to describe autumn in the picture.

Continue to form the ability to establish the simplest connections between the phenomena of animate and inanimate nature; consolidate knowledge of the signs of autumn.

Observing the signs of autumn.

D / and "Summer or autumn".

Drawing "Autumn in the forest".

Examination of plot pictures "Seasons". Listening to the song "Autumn" (music by I. Kishko, lyrics by T. Volgina).

Maintain interest in the plants of Chuvashia,

draw the attention of children to the beauty of the autumn garden on the territory of the kindergarten (birch leaves in golden autumn are all golden yellow)

Formation of cognitive actions.

Formation of primary ideas about the features of nature.

Game situation "What did autumn bring us?".

O.A. Solomennikova "Introduction to nature in kindergarten" p.28

game situation.

Expand children's ideas about vegetables, consolidate

knowledge about seasonal changes in nature. Explain the benefits of natural vitamins.

Develop logical thinking.

Watching vegetables in the garden.

C / r game "Vegetable shop".

D / and "What is superfluous."

Introduce some types of vegetables: shape, color, taste (eggplant, zucchini, radish, lettuce, turnip, peas, onions) growing in Chuvashia

Formation of cognitive actions.

Formation of primary ideas about the objects of the surrounding world (shape, color, size, part and whole).

Formation of primary ideas about the features of nature.

Game "Favorite fruits".

N.E.Veraksy "Complex studies" p.69

game situation.

To consolidate the ability to describe fruits, compare them. To form the ability to use nouns with a generalizing meaning.

Continue to introduce fruits; ability to paint.

Looking at pictures of fruits.

D / and "In the garden or in the garden."

C / r game "Fruit stall".

Draw the attention of children to the apple tree growing on the territory of the kindergarten.

Trees and bushes

Formation of primary ideas about the objects of the surrounding world (shape, color, size, part and whole).

The game "Passing the ecological path."

O.A. Solomennikova "Introduction to nature in kindergarten" p.33

game situation.

Artistic word.

observation.

Expand children's ideas about autumn changes in nature. Show the objects of the ecological trail in the autumn. Build respect for the environment. To give elementary ideas about the relationship between man and nature.

Tree watching on a walk.

P / and "Run to the named tree."

D / and “From which tree is the leaf?”.

Leaf coloring.

Labor on the site: collecting fallen leaves.

To maintain interest in the plants of Chuvashia, to form the ability to highlight parts of a tree on a visual sample.

Houseplants

Formation of primary ideas about the objects of the surrounding world

The world of indoor plants.

O.A. Solomennikova "Introduction to nature in kindergarten" p.57

game situation.

Artistic word.

To form the ability to distinguish indoor plants in appearance.

Expand children's ideas about indoor plants: their benefits and structure. Strengthening the ability to water plants.

Caring for indoor plants in a corner of nature,

viewing the album "Indoor Flowers",

C / r game "Flower shop",

learning Tokmakova's poem "Flowers".

Arouse a desire to be on duty in a corner of nature, to take care of indoor plants.

Formation of knowledge about the small motherland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays.

The game is a journey "My country".

The teacher's story about Russia.

game situation.

Artistic word.

To give ideas about the Motherland, to cultivate love for the native country. Formation of ideas about public holidays that are understandable to preschoolers.

The development of curiosity.

Examination of illustrations about Russia.

Drawing the flag of Russia.

Listening to "Songs about the Motherland" by I. Dunayevsky.

Formation of cognitive actions, formation of consciousness.

Formation of primary ideas about oneself, other people,

The game "My family".

O.V. Dybina “Introduction to the subject and social environment” p.19

game situation.

Artistic word.

Introduce the term "family". To give children initial ideas about family relationships:

each child is simultaneously a son (daughter), grandson (granddaughter), brother (sister); mom and dad - daughter and son of grandparents. Cultivate a sensitive attitude towards close people - family members.

Develop thinking; develop respect for family members.

C / r game "Family".

Examination of plot pictures.

Conversation "What we do together".

Finger game "Who lives in the family."

Teach children to pronounce family members in Chuvash.

Cultivate respect and love for parents, brothers and sisters.

Professions

Formation of primary ideas about other people, objects of the surrounding world.

A conversation about professions.

N.E.Veraksy "Complex studies" p.222

Reading poems about different professions.

Games "Who needs these items?".

"What are the items for?"

Expansion of preschoolers' ideas about the work of adults, about different professions. Formation of interest in the professions of parents, emphasizing the importance of their work.

Continued acquaintance with professions; educate love for the work of adults.

Examination of illustrations "Professions".

Role-playing games.

Observation of the work of the janitor on a walk.

Consolidate knowledge about the professions of parents

Our good deeds

Formation of cognitive actions, formation of consciousness.

Formation of primary ideas about oneself, other people,

Let's be polite.

A conversation about courtesy.

game situation.

Artistic word.

Teach children politeness, the need to greet, say goodbye, politely express their request, thank for the service rendered.

Continue to develop positive relationships among children.

Finger game "Friendship".

D / and "Let's dress the doll for a walk."

D / and "Kind words."

Domestic and wild animals

Game "Autumn gatherings".

Conversation about animals.

O.A. Solomennikova "Introduction to nature in kindergarten" p. 38, p. 41

game situation.

Artistic word.

Introduction to animals.

Acquaintance with the peculiarities of the color of animals at different times of the year.

Introduce the names of animals, their habitat. Develop an interest in the environment. Cultivate a caring attitude towards animals.

Continue to acquaint with the diversity of the animal world.

P / and "Homeless Hare".

Examination of illustrations "Wild animals".

Riddles.

Fix the names of domestic and wild animals of our region,

to give children the knowledge that among wild animals there are orderlies of the forest.

Formation of cognitive actions.

Development of imagination and creative activity.

Formation of primary ideas about the features of nature.

Game situation "On a visit to the grandfather of the Naturalist."

O.A. Solomennikova "Introduction to nature in kindergarten" p.50

observation.

Artistic word.

Expand children's ideas about winter phenomena in nature. To form the ability to observe objects of nature in the winter. To give elementary concepts about the relationship between man and nature.

Inviting children to participate in winter fun: sledding downhill, skiing, sculpting fakes from snow.

Watching for signs of winter.

Drawing winter patterns.

Riddles.

P / and "Like snow on the hill ...".

Work on the site: snow removal.

Introduce signs, sayings of the Chuvash about winter

On a walk, draw the attention of children to the beauty of nature, to the changes around.

Health

Formation of cognitive actions, formation of consciousness. Formation of primary ideas about oneself, other people.

The game “I save health. I will help myself."

game situation.

Cultivate a culture of communication and behavior.

Develop children's cognitive interest in a healthy lifestyle.

Clarify and consolidate the concept of "vegetables", "fruits", "vitamins", explain the benefits of eating vegetables and fruits.

Strengthen cultural skills and knowledge on the protection of life and health. To continue acquaintance of children with parts of the body and human senses.

C / r "Hospital".

D / and "What is it for?"

Talk about the meaning of body parts.

Consideration of the thematic picture "Me and my body."

snow properties

Formation of cognitive actions.

Game-experiment "Why did the Snow Maiden melt?".

O.A. Solomennikova "Introduction to nature in kindergarten" p.45

Riddles.

Artistic word.

To form the ability to see the beauty of the surrounding nature; learn about the properties of snow.

Continue to expand the idea that the snow melts in a warm room.

Snow experience.

Drawing snowflakes.

Watching the falling snow while walking.

New Year

Formation of cognitive actions, formation of consciousness.

Game New Year's Eve. Elegant Christmas tree»

N.E.Veraksy "Complex studies" p.157

game situation.

Artistic word.

Introduce the traditions of the New Year holiday; to form the ability to describe Christmas decorations.

Consideration of the plot picture "Christmas Tree".

Christmas tree drawing with lights.

Learning songs about the New Year holiday.

Expand ideas about places where it is always winter, about the animals of the Arctic and Antarctic.

Winter fun

Formation of cognitive actions, formation of consciousness.

Winter fun.

Tell children about their favorite winter fun.

N.E.Veraksy "Complex studies" p.174

game situation.

To form the ability to talk about winter fun.

Introduce winter sports. To form ideas about the safe behavior of people in winter.

Develop thinking and attention.

Memorizing a poem by O. Vysotskaya "On a sled."

Snowman drawing.

Listening to P. Tchaikovsky's play "January".

Organize games on a walk - fun that is already familiar to children, for the purpose of an emotional response.

(tools, electrical appliances).

Formation of primary ideas about the objects of the surrounding world

Appliances.

Looking at pictures of household appliances.

The game "What is it for?".

Acquaintance with the purpose, operation and rules for using household electrical appliances (vacuum cleaner, electric kettle, iron, etc.).

Develop thinking, attention.

C / r game "Let's help mom."

Excursion to the laundry.

Riddles.

Formation of cognitive actions.

Formation of primary ideas about the objects of the surrounding world

The game "Journey to the past of the armchair."

O.V. Dybina “Introduction to the subject and social environment” p.43

Riddles.

Look at pictures of furniture.

Familiarization with the parts that make up the subject.

To acquaint children with the purpose of household items (stool, chair, armchair) To form the ability to determine some features of objects (parts, shape).

Develop a retrospective view of objects.

D / and "What is superfluous."

Viewing the album "Furniture".

Modeling (table, chair, bed).

Game situation "Let's arrange a room for the doll."

Formation of cognitive actions.

Formation of primary ideas about the objects of the surrounding world

Dishes game.

N.E.Veraksy "Complex classes" p.106

Consideration of a plot picture depicting children placing dishes for dinner on the table.

Tableware classification.

Familiarization with the signs of the material from which the dishes are made.

Expand your vocabulary on the topic "Cookware"; introduce the classification of dishes; to form the ability to use the name of dishes in the singular and plural in the nominative and genitive cases, to describe them.

Continue to teach children how to properly use cutlery.

C / r game "In a cafe."

Examining illustrations.

D / and "Name what dishes."

Modeling "Plate".

To acquaint with some items of utensils of national cuisine. Develop cultural and hygienic skills

Cultivate the ability to monitor the cleanliness of dishes.

Defender of the Fatherland Day

Formation of knowledge about the small motherland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays.

Game situation "Our army".

O.V. Dybina "Introduction to the subject and social environment" p.37

Artistic word.

To give children ideas about the soldiers who protect our Motherland; to clarify the concept of “defenders of the Fatherland” (warriors who guard, protect their people, their homeland; every people, in every country, including Russia, has an army, the Russian army has defended its people from invaders more than once).

To introduce children to some military professions (sailors, tankers, pilots, border guards). Raise pride in our warriors.

P / and "Shooter".

"Hit the target."

Listening to the song "Good Soldiers".

Drawing up the layout of the "Russian army".

To acquaint with the types of military professions in their hometown, with their activities. Tell about the dependence of the peace of all people on military professions.

I will grow up healthy

Formation of cognitive actions, formation of consciousness.

Formation of primary ideas about oneself, other people, objects of the surrounding world.

Game Wonderful Doctor.

O.V. Dybina “Introduction to the subject and social environment” p.34

game situation.

To give children an idea of ​​the importance of the work of a doctor and a nurse, their caring attitude towards children and people. Note that the result of labor is achieved through the attitude to work (business and personal qualities). Show that the products of the work of a doctor and a nurse reflect their feelings, personal qualities, interests.

Continue to expand our understanding of the importance of sleep, hygiene procedures, movements, hardening for health.

Excursion to the nurse's office.

Game situation "At the doctor's appointment".

International Women's Day

Formation of knowledge about the socio-cultural values ​​of our people, about domestic traditions and holidays.

Mother's day.

Holiday talk.

Reading poems about mother and grandmother.

Looking at photos of mothers and grandmothers.

Describe the concept of International Women's Day.

Raise love and respect for mother and grandmother.

C / r game "Mother's daughters".

Drawing "Bouquet for mom."

Learning songs for the holidays.

Organize a pre-talk "Tell me about your mom"

Formation of cognitive actions.

Formation of primary ideas about the objects of the surrounding world (shape, color, size, part and whole).

Formation of primary ideas about the features of nature.

Introduction to flowers.

Flower structure.

Comparison of garden, forest and meadow flowers.

Talk about the meaning of colors.

N.E.Veraksy "Complex studies" p.38

Introduce the names of flowers, their structure.

Developing the ability to recognize and name flowers.

Examining illustrations depicting flowers.

Listening to a musical composition

flowers, music K. Delibes.

Watching

flowers while walking.

To give children knowledge about the abundance of varieties of meadow flowers in the region

Formation of cognitive actions.

Formation of primary ideas about the objects of the surrounding world

Formation of primary ideas about the features of nature.

"Spring is coming to us."

Talk about the signs of spring.

The teacher's story about spring.

Comparison of spring and winter signs.

To form the ability to notice changes in nature, compare the weather in spring and winter.

Develop the ability to recognize and name the time of year.

Listening to the song “Winter has passed” (music by N. Metlova, lyrics by M. Klokova).

Examining illustrations depicting spring.

Watching for signs of spring while walking.

Fix the signs of spring, characteristic of Chuvashia,

pay attention to the changes in the spring on the streets of the city and in the grove.

Pay attention to the transformations that are visible on the territory of the kindergarten.

Nature around us

Formation of primary ideas about the objects of the surrounding world

Formation of primary ideas about the features of nature

game situation

Ecological trail in spring.

O.A. Solomennikova "Introduction to nature in kindergarten" p.66

Show the objects of the ecological trail in spring. Build respect for the environment. To give elementary ideas about the relationship between man and nature.

Expand your understanding of seasonal changes in nature.

Examining illustrations. Birdwatching. Examination of trees growing on the site. Learning a poem.

Painting. Listening to a song.

Properties and qualities of items

Formation of cognitive actions.

Formation of primary ideas about the objects of the surrounding world (shape, color, size, material).

Game-experiment "In the world of glass".

O.V. Dybina “Introduction to the subject and social environment” p.36

The teacher's story.

game situation.

Help children identify the properties of glass (strong transparent, colored, smooth). Cultivate respect for things. Develop curiosity.

Continued acquaintance with the features of objects, improvement to determine their shape, color, size

Riddles

Our kindergarten

Formation of primary ideas about other people, objects of the surrounding world Formation of primary ideas about a small homeland

Formation of knowledge about the small motherland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays.

"Our kindergarten is so good - you won't find a better kindergarten."

O.V. Dybina “Introduction to the subject and social environment” p.27

Talk about kindergarten.

Examining photographs of kindergarten workers.

Listening to the song "Kindergarten".

Culture and traditions of the Chuvash people.

The story of the educator about the culture of the Chuvash people.

Examination of the Narspi doll in the Chuvash dress.

Clarify children's knowledge about kindergarten. (A large beautiful building with many cozy groups, two halls (music and sports), a spacious kitchen where cooks prepare food, a medical office where children are helped). Kindergarten is like a big family where everyone takes care of each other. Expanding knowledge about people of different professions working in kindergarten.

To create in children ideas about the Chuvash culture; show the beauty of the sound of the Chuvash speech, the beauty of the costume, embroidery.

Consolidation of the child's ideas about himself as a member of the team, the development of a sense of community with other children.

Arouse interest in the Chuvash language.

Guided tour of the kindergarten.

Drawing "Kindergarten".

Reviewing the album "Professions".

Drawing Chuvash patterns.

Examining illustrations.

Fix the name of the kindergarten, the name of the group.

Organize a mini tour for groups.

To form the ability to examine dolls in national Russian and Chuvash clothes and call them by name, nationality.

To acquaint children with the appearance of old Chuvash clothes.

Formation of knowledge about the small motherland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays.

A conversation about games.

Familiarity with the rules of safe behavior during games. Formation of the ability to observe the rules of cultural behavior during the game.

The development of children's play activities.

Watching older kids play.

P / and "Freeze".

To acquaint children with Tatar folk games

World of Music and Theater

Formation of knowledge about the small homeland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays.

"Visiting the music director."

O.V. Dybina “Introduction to the subject and social environment” p.41

game situation.

Examination of musical instruments.

Games on musical instruments.

Surprise moment.

To acquaint children with the business and personal qualities of a music director. Lead to an understanding of the holistic image of the music director.

Develop an emotionally benevolent attitude towards the music director.

Excursion to the music hall.

Modeling "Rattles".

Singing songs.

Develop interest in Tatar music

Victory Day

Formation of knowledge about the small motherland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays.

"Bow to you veterans."

Conversation, teacher's story, looking at illustrations.

Provide patriotic education. Cultivate love for the motherland. To form ideas about the holiday dedicated to Victory Day.

Raise respect for war veterans.

Meet fellow veterans

Transport

Formation of primary ideas about the objects of the surrounding world. Formation of a conscious attitude to the observance of traffic rules.

Ground transport.

Fixing the names of land transport.

Examining a toy car.

The task "What is faster."

Game "Describe the transport."

Conversation about modes of transport.

To acquaint with land transport, its types, their components, to form the ability to compare types of land transport and describe them.

Continue to expand children's knowledge of public transport

C / r game "Bus"

Transport surveillance

car drawing

To consolidate knowledge of the modes of transport of the native city,

to educate through game images the rules of conduct in public transport. Teach children that their health depends on following the rules of the road

Summer, seasonal changes, insects

Formation of cognitive actions.

Formation of primary ideas about the features of nature.

The game "Visiting the mistress of the meadow."

O.A. Solomennikova "Introduction to nature in kindergarten" p.59

game situation.

Build respect for the environment. Develop the ability to guess riddles about insects. To consolidate knowledge about the structure of insects.

Expand children's ideas about the diversity of insects.

Walking insect observation.

Reviewing the album "Insects".

Drawing "Butterflies".

To consolidate the knowledge of the insects of Chuvashia

Work in the garden and in the garden.

Formation of cognitive actions.

Formation of primary ideas about the features of nature.

The game "Planting onions".

O.A. Solomennikova "Introduction to nature in kindergarten" p.54

game situation.

Expand children's ideas about the conditions necessary for the growth and development of a plant (soil, moisture, heat and light). To give elementary concepts about natural vitamins. Build work skills and knowledge.

Riddles.

Planting an onion.

Bow drawing.

Rabat in the kindergarten garden

3.3. Cultural and leisure activities

The development of cultural and leisure activities of preschoolers according to their interests allows each child to provide rest (passive and active), emotional well-being, and contributes to the formation of the ability to occupy oneself.

Features of traditional events, holidays, events September - Knowledge Day, City Day. October - International Day of Older Persons, Autumn holiday. November - National Unity Day, Mother's Day. December - New Year's Eve. February - Defender of the Fatherland Day, Maslenitsa. March is International Women's Day. April - Aviation and Cosmonautics Day. May - Victory Day. June - Children's Day, Father's Day. July - Family Day. On the basis of the above listed traditional events, holidays, events, a comprehensive thematic plan, a plan for cultural and leisure activities were built.

3.4. Organization of the developing object-spatial environment

The development environment of the group meets the requirementsSanPiN 2.4.1.3049-13, GEF DO and the program "From birth to school", and provides the opportunity for communication and joint activities of children and adults, physical activity of children, as well as opportunities for solitude. The developing object-spatial environment is rich in content, transformable, semi-functional, variable, accessible and safe.

The developing subject-spatial environment of a preschool organization should be:

content-saturated, developing; transformable; polyfunctional; variable; accessible; safe; health-saving; aesthetically attractive.Basic principles of environment organization: the equipment of the corners should change in accordance with the thematic planning of the educational process.

Development centers can be:

corner for role-playing games;

dressing corner (for theatrical games);

Book corner;

area for board and printed games;

exhibition (children's drawings, children's creativity, products of folk craftsmen, etc.);

corner of nature (observation of nature);

sports section;

sand play area

corners for various types of independent activities of children - constructive, visual, musical, etc.;

play corner (with toys, building material).

3.5. Educational-methodical and information support of the program.

Colored and simple pencils. Equipment for experiments and experiments (magnifier, mirrors, jars, glasses, flasks, bowls, etc.).

The World in Pictures series (objective world)

Transport. - M.: Mosaic-Synthesis, 2005-2010. Appliances. - M.: Mosaic-Synthesis, 2005-2010. Clothing. - M.: Mosaic-Synthesis, 2005-2010.

Pets. - - M.: Mosaic-Synthesis, 2005-2010.

Vegetables and fruits. - - M.: Mosaic-Synthesis, 2005-2010.

What is good, what is bad. - M.: Mosaic-Synthesis, 2005-2010.

Toys.

- Moscow: Mosaic-Synthesis, 2005-2010.

Houseplants. - M.: Mosaic-Synthesis, 2005-2010.

Professions. - M.: Mosaic-Synthesis, 2005-2010.

Seasons. - M.: Mosaic-Synthesis, 2010.

Road signs. - M.: Mosaic-Synthesis, 2005-2010.

Trees. - M.: Mosaic-Synthesis, 2005-2010.

Birds. - M.: Mosaic-Synthesis, 2005-2010.

Series of presentations in accordance with the calendar-thematic plan

Literature.

1. An exemplary basic general educational program of preschool education “From birth to school” / edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva / - M .: MOSAIC-SINTEZ, 2014. - 336 p.

2. Federal state educational standard for preschool education. October 17, 2013 No. 1155.

3. Law "On Education" of the Russian Federation. 09/01/2013 №273

4. UN Convention on the Rights of the Child, 1989.

5. World Declaration on the Survival, Protection and Development of Children, 1990.

6. Davydov V. V., Petrovsky V. A. et al. The concept of preschool education // Preschool education. -1989. -No. 5.

7. UN Children's Fund UNICEF. Declaration of the Rights of the Child, 1959.

8. Decree of the Government of the Russian Federation dated January 18, 2012 No. 2562 “On Approval of the Model Regulations on a Preschool Educational Institution”.

9. Solomennikova O.A. Classes on the formation of elementary ecological ideas in the middle group. M.: Mosaic-Synthesis, 2010

10. Dybina O.V. Lesson on familiarization with the outside world in the middle group of kindergarten. - M .: Mosaic-Synthesis, 2010.

11. Dybina O.V. Familiarization with the subject and social environment in the middle group of kindergarten. - M.: Mosaic - Synthesis. – 2012 – 80 p.

12. Surrounding world. Integrated classes with children 4-7 years old.M.P. Kostyuchenko. Volgograd. 2013.

13. The program of raising a preschool child. Under the arms O.V. Dragunova. - Cheboksary: ​​Chuvash book publishing house, 1995.

14. Dybina O.V., Rakhmanova N.P. and others. Unexplored nearby: Experiments and experiments for preschoolers. – M.: TC Sphere, 2010.

15. Savenkov A.I. Development of research abilities of children. //Preschool education -2004. -#7.

Municipal budgetary preschool educational institution -

Kindergarten "Fairy Tale"

Shipunovo village, Shipunovsky district, Altai Territory

Adopted at the meeting I approve

Pedagogical Council Head of MBDOU "Fairy Tale"

MBDOU - kindergarten "Fairy Tale" _____________ T.A. Vikanova

Minutes No. ___ dated ___________ "___" ______________ 2014

Working programm

mug

"Why"

on the formation of cognitive interest

through the development of speech in young children

preschool age

(from 3 to 4 years)

Developed by: E.V. Samsonova,

educator MBDOU "Fairy Tale"

Shipunovo village

1. Target section

1.1. Explanatory note

1.2. Planned results.

3. Organizational department.

4. Literature

Target Section

Explanatory note

A feature of a healthy psyche of a child is cognitive activity. The curiosity of the baby is constantly aimed at knowing the world around him and building his own picture of this world. The child plays, experiments, tries to establish causal relationships and dependence. He has many questions about the phenomena of life around him. The more mentally active the child is, the more questions he asks and the more varied these questions are. The task of the teacher is to help the child find answers to all his questions, to maintain interest in the world around him with the help of various forms of work.

The program of additional education "Why" is aimed at the formation of cognitive interest in children of primary preschool age through the development of speech.

The “Why Why” program was developed in accordance with the current Federal State General Educational Standard (FGOS order No. 1155 of October 17, 2013).

The program was developed on the basis of the general education program "The program of education and training in kindergarten" ed. M.A. Vasilyeva and others, 2007; pedagogical technologies: “Complex classes of the second junior group” according to the program edited by M.A. Vasilyeva, “Album on the development of speech for preschoolers” by S.V. Batyaeva.

Planned results

The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strive to be persistent in achieving the result of their actions.

Shows a negative attitude towards rudeness, greed

Complies with the rules of elementary politeness (on his own or when reminded, he says “thank you”, “hello”, “goodbye”, “good night” (in the family, in the group)); has primary ideas about the elementary rules of behavior in kindergarten, at home, on the street and tries to follow them.

Owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys. Speech becomes a full-fledged means of communication with other children.

Strives to communicate with adults and actively imitates them in movements and actions; there are games in which the child reproduces the actions of an adult. Emotionally responds to the game offered by adults, accepts the game task.

Shows interest in peers observes their actions and imitates them. Knows how to play next to peers without disturbing them. Shows interest in playing together in small groups

Shows interest in the surrounding world of nature, participates with interest in seasonal observations.

With understanding follows the actions of the heroes of the puppet theater; shows a desire to participate in theatrical and role-playing games

cognitive development

Speech development

Social and communicative development

Artistic and aesthetic development

Physical development

The leading goal of the "Why" program is to create conditions corresponding to the age characteristics and opportunities of children for the development of cognitive activity and speech of children of primary preschool age.

The implementation of this goal is carried out through the solution of the following tasks:

Learn to see the beauty of the world around you, strive to know it.

To develop mental operations in children (analysis, classification,

generalization, comparison), cognitive processes (perception, attention, memory,

imagination), fine motor skills of hands, creativity and fantasy.

To cultivate interest in intellectual games, to form the desire to bring things to the end, a friendly attitude towards peers.

These tasks are implemented in the process of various types of children's activities: gaming, communicative, cognitive research, social, reading fiction.

The principles underlying the program: accessibility, visibility, scientific character, democracy and humanism, “from simple to complex”, consistency and consistency.

The work is built taking into account the individual characteristics of the pupils. It involves the construction of the educational process on age-appropriate forms of work with children.

The program provides for various forms and methods of conducting classes:

Forms: conversation, excursion, didactic and board games, theatrical games, classes using experimental activities, creating a problem situation, etc.

Methods: explanatory and illustrative (they perceive and assimilate finished products), reproductive (perceive the main methods of activity), partially exploratory (solution of the task set together with the teacher), research (independent work).

Each lesson of the "Why" circle reveals to the child the little-known aspects of the object being cognized, prompts questions, guesses. The teacher poses questions that encourage, based on observations, experiences, previously acquired knowledge, to compare individual facts, and then, with the help of reasoning, come to a conclusion. Children freely express their thoughts, doubts, follow the answers of their comrades, learn to think logically. Cognitive activity develops all mental processes: sensation, perception, memory, imagination, thinking, and especially the speech of children.

Organization section

The development of cognitive interests is facilitated by the subject-developing environment created in the group. It meets all the requirements of the Federal State Educational Standard:

The environment is rich, provides the child with the opportunity for active exploration and problem solving. It contains modern materials: constructors, materials for the formation of sensory development, an experimental laboratory, a theater corner, a play area for story games. The game is the main activity of young children, therefore, all cognitive activities are carried out only in a playful way, including classes using technical means.

The most effective form of conducting classes in the second junior group: by subgroups. This form allows children to better assimilate the program material, ensures their performance, and promotes contact between the teacher and each child. The composition of subgroups is not stable, during the year it is reviewed taking into account the level of speech and cognitive development of children based on monitoring.

Monitoring is carried out throughout the year. which includes the following methods of pedagogical examination:

Observation of the "speech behavior" of the child (as he says, communicating with

peers and adults;

Conversations with children and parents;

Questioning of parents (legal representatives);

Acquaintance with the living conditions of the child in the family;

Testing of preschoolers (carried out at the beginning and end of the school year by the teacher in an individual conversation with the child),

tests are used ed. E.V. Kolesnikova).

Diagnostics helps to notice deviations from the “norm” of speech and cognitive development in time, to help the child, to draw the attention of parents to problems. At the beginning and end of the school year, it allows you to find out the readiness for the next age stage of education, as well as plan individual work with the child.

The program includes 32 lessons per year, one lesson per week, lasting 15 minutes. Classes are held in the form of a game.

Calendar - thematic lesson plan

		Program content	Materials and equipment, literature
	D / game: "What is good and bad in autumn?"	Fix the signs of autumn. Learn to understand cause and effect connection between phenomena.	Didactic pictures on the topic: "Autumn", board game: "Seasons". Literature: "My first book",
	Word game: "Guess from the description?"	Learn to understand the generalizing word "vegetables". Recognize and name vegetables according to the description, Explain the benefits of vegetables.	Model of vegetables (real vegetables), d / game: "Kopatych's Garden", "Find and Name
	The game is a dramatization based on the fairy tale "Turnip	Develop the ability to dramatize small folk tales. Develop children's speech, creativity.
	Didactic game: "What grows where?"	Learn to understand the generalizing word "fruits", "vegetables". To develop the ability to distinguish in appearance, to acquaint with their benefits. Learn to group (fruits, vegetables).	Models of vegetables and fruits, subject pictures, d / game "Find and name", "Kopatych's garden", "Album on the development of speech for preschoolers" S.V. Batyaeva.
	Didactic game: "What grows in the forest?" Houseplants	Expand your understanding of different types of plants. Learn to group them: grass, trees, flowers. Cultivate respect for them To acquaint with the "geranium", parts of the plant (stem, leaves, flower). Learn to notice its features. Show that plants need land, water and air to grow.	The plot picture "Forest", a set of plot pictures on the topic. "The ABC of Plants". "Album on the development of speech for preschoolers" S.V. Batyaeva. Work in the green
	Didactic game: "From which tree is the leaf?"	Fix the names of trees (spruce, birch, mountain ash, pine), learn to recognize them. Introduce the parts of a tree (trunk, branches, leaves).	D / game: “What tree is a leaf from?”, Board game - inserts “Who lives in the forest, what grows in the forest?”
	Didactic game: "Find mom."	To consolidate the idea of ​​domestic animals and their cubs, the features of their behavior and nutrition.	D / games: "Where, whose children?". “Guess by the shadow”, “Whose house?”
	Didactic game: "To whom to say "thank you"?"	Expand the understanding of pets, what benefits they bring to humans.	A set of didactic pictures about animals. D / games: "Where, whose children?". “Guess by the shadow”, “Whose house?” Fiction: “My first book”, “Who lives in the village? ".
	Didactic game: "Who lives in the forest?".	Expand your understanding of wild animals and their habits, name their cubs.	A set of didactic pictures about animals. D / games: “Where, whose children?”, “Guess by the shadow”, “Whose house?”. Educational game: "Stories about animals." "Album on the development of speech for preschoolers" S.V. Batyaeva.
	Game - dramatization based on the fairy tale "Teremok"	Cultivate self-confidence	Costumes of fairy-tale characters (masks).
	Birds are amazing animals	Expand your understanding of birds (crow, dove, tit, sparrow, bullfinch). Learn about their body structure.	Didactic pictures on the topic. Didactic game: "What for?". "Album on the development of speech for preschoolers" S.V. Batyaeva.
	Poultry yard	Expand your understanding of poultry and their chicks, what they eat, what benefits they bring. Raise a humane attitude towards birds, learn how to care for them.	Didactic pictures on the topic. Didactic games: "Where, whose children?", "Find the baby", "Guess by the shadow." Table theater "Ryaba Hen".
	Who is hiding in the forest?	Expand your understanding of wild animals as they prepare for winter.	D / game: "Whose house?" Fiction: "My first book", "Album on the development of speech for preschoolers" S.V. Batyaeva.
		Expand your understanding of the characteristic features of winter nature.	Didactic game: "Seasons". Didactic doll in winter clothes. "Album on the development of speech for preschoolers" S.V. Batyaeva.
	The game is a dramatization based on the fairy tale "Zayushkina's hut"	Develop the ability to dramatize small folk tales, develop children's speech, creative abilities. Cultivate self-confidence	Costumes of fairy-tale characters (masks).
	Experimental work: "Snow, what kind?"	Introduce children to the properties of snow. Show that the snow contains dirt particles.	Equipment: dishes with snow
	Water, water...	To acquaint with the properties of water (transparent, colorless, paint dissolves in water). Encourage research interest, teach to draw conclusions.	Equipment: dishes with water, paint.
	Multicolored ice toys	Introduce children to the properties of snow Encourage research interest, teach to draw conclusions.	Equipment: dishes with water, paint, molds for freezing.
	Pick up the car. Special transport.	Fix machine parts. To acquaint with special transport, its purpose	Construction set, a set of didactic pictures "Transport". "Album on the development of speech for preschoolers" S.V. Batyaeva.
		Fix parts of the day.	Didactic game: "When does it happen?"
	Attention game: "What has changed?"	Fix the name of the toys. Learn to use the generalizing word "toys" in speech. Develop attention. Cultivate respect for toys.	Set of toys.
	Didactic game: "What is it for?"	Fix furniture and its purpose. Cultivate respect for furniture.	Game set of furniture, subject pictures.
	Didactic game: "Who needs what for work?"	To form an idea about the work of adults (doctor, policeman, seller, educator), what benefits they bring. Develop logical thinking.	Didactic game "Who needs what for work?" Role-playing games: "Hospital", "Shop", "set of a policeman
	Clothes for boys and girls	To fasten items of clothing, its meaning. Learn to use a generalizing word in speech. Learn to distinguish between clothes for boys and girls.	Subject pictures, didactic doll boy and girl. "Album on the development of speech for preschoolers" S.V. Batyaev.
	Attention game: "Find the difference"	Develop attention, logical thinking.	Didactic game "Find the difference
	Game of logical thinking "What why?"	Develop attention, logical thinking, speech of children.	A set of pictures with a developing plot.
	Tell me about spring.	Continue to acquaint with the characteristic features of spring nature. Cultivate respect for nature.	A story about spring. "Album on development speeches for preschoolers" S.V. Batyaev.
	Didactic game: "Who lives where?"	To consolidate the idea of ​​\u200b\u200banimals and their dwellings. Cultivate respect for animals.	Didactic game: "Who lives where?". Educational game; "Animal Stories".
	What is needed?	Continue to acquaint with the objects of the immediate environment, learn to group them according to their intended purpose.	A set of objects and subject pictures.
	What is it made of?	Introduce materials (wood, paper, fabric, clay).	Set of objects and subject pictures
	Tell me about summer.	Continue to acquaint with the characteristic features of summer nature. Learn to write a story from a picture. Cultivate respect for nature.	Storyline about summer. "Album on development speeches for preschoolers" S.V. Batyaev.

Planned results of the program development

With the successful development of the program of additional education "Why" by the age of four, children:

They have an idea about household items necessary for a person (clothing, furniture, dishes, transport) and their purpose.

They show interest in animals and plants, in their features, in the simplest interactions in nature, treat it with care.

Observe the elementary rules of interaction with plants and animals.

Identify the most characteristic seasonal changes in nature.

They make groups of homogeneous objects and single out one object from the group.

They use various methods of examining objects, including the simplest experiments.

They experience positive emotions from correctly solved cognitive tasks, from cognitive research activities.

Establishes the simplest connections between objects and phenomena, makes simple generalizations.

In dialogue with the teacher, they are able to hear, understand the question asked and answer it.

All parts of speech are used, simple uncommon sentences and sentences with homogeneous members.

Show interest in different types of games and participate in them.

At the request of an adult, they act out small fairy tales (excerpts) on their own.

They imitate the movements, facial expressions, intonation of the depicted characters.

Literature

The program of education and training in kindergarten. Edited by M.A. Vasilyeva M: Mosaic, - Synthesis, 2005.

Complex classes according to the program edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. Second junior group. – Ed. 2nd. Volgograd: Teacher, 20120.

3. V.N.Volchkova. Comprehensive classes in the second junior group of kindergarten. – T.Ts. "Teacher". Voronezh. 2007

4. O.V. Dybina. Classes on familiarization with the outside world in the second junior group of kindergarten. Publishing house Mosaic - Synthesis,

M. 2012.

5. T.M. Bondarenko. Comprehensive classes in the second junior group of kindergarten - Voronezh, 2008.

6. S.V. Batyaeva. Album on the development of speech for preschoolers. - M.: ROSMEN-PRESS, 2013.

7. S.V. Batyaeva. Album on the development of speech for the little ones. - M.: ROSMEN-PRESS, 2013.

8. E.S. Chaiko. The first book of kids - Minsk: Harvest, 2008.

9. “The big book for kids is me and the world around me. M. "AST-PRESS", 2002.