The sample program “From birth to school” was developed on the basis of the Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013) and is intended for use in preschool educational organizations for the formation of basic educational programs (BEP).
The main task The goal facing the authors of the Program is to create a program document that helps teachers organize the educational process in accordance with the requirements of the Federal State Educational Standard and allows them to write their own PEP based on the Model Program.
Leading goals of the Program— creating favorable conditions for a child to fully enjoy preschool childhood, forming the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing for life in modern society, for studying at school, ensuring the safety of a preschooler’s life.
To achieve the goals of the Program, the following are of paramount importance:
Caring for the health, emotional well-being and timely comprehensive development of each child;
Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;
Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
Creative organization (creativity) of the educational process;
Variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;
Respect for the results of children's creativity;
Unity of approaches to raising children in preschool educational institutions and families;
Maintaining continuity in the work of kindergartens and primary schools, eliminating mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching.
The program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject-centrism in teaching.
comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role in the Program is given to play activities as leading ones in preschool childhood (A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, etc.).
The authors of the Program were based on the most important didactic principle - developmental education and on the scientific position of L. S. Vygotsky that properly organized training “leads” development. Education and mental development cannot act as two separate processes independent of each other, but at the same time, “upbringing serves as a necessary and universal form of child development” (V.V. Davydov).
References
1. Approximate general educational program for preschool education “From birth to school” / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. — M.: MOSAIC - SYNTHESIS, 2014.
Current page: 1 (book has 32 pages in total) [available reading passage: 21 pages]
Approximate basic general education program for preschool education from birth to school
Edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva
3rd edition, corrected and expanded
Leaders of the team of authors– Rector of the ANO VPO "Moscow Pedagogical Academy of Preschool Education", Dean of the Faculty of Educational Psychology of the Russian State University for the Humanities, Doctor of Psychology, Professor - N. E. Veraksa; Doctor of Pedagogical Sciences, Professor, Honored Scientist of the Russian Federation, Head of the Department of Aesthetic Education at Moscow State University for the Humanities. M. A. Sholokhova - T. S. Komarova.
Scientific editors: N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.
Authors: A. V. Antonova, Doctor of Pedagogical Sciences; N. A. Arapova-Piskareva; K. Yu. Belaya, M. M. Borisova, Candidate of Pedagogical Sciences; A. N. Veraksa, N. E. Veraksa, Doctor of Psychology; V. V. Gerbova, Candidate of Pedagogical Sciences; N. F. Gubanova, Candidate of Pedagogical Sciences; N.S. Denisenkova, Candidate of Psychological Sciences; E. M. Dorofeeva, O. V. Dybina, Doctor of Pedagogical Sciences; E.S. Evdokimova, Candidate of Pedagogical Sciences; M. V. Zhigoreva, Doctor of Pedagogical Sciences; M. B. Zatsepina, Doctor of Pedagogical Sciences; T. S. Komarova, Doctor of Pedagogical Sciences; G. M. Lyamina, Candidate of Pedagogical Sciences; V. I. Petrova, Doctor of Pedagogical Sciences; T. D. Stulnik, Candidate of Pedagogical Sciences; O. A. Solomennikova, Candidate of Pedagogical Sciences; E. Ya. Stepanenkova, Candidate of Pedagogical Sciences; S. N. Teplyuk, Candidate of Pedagogical Sciences.
Preface
The program “FROM BIRTH TO SCHOOL” was first published in September 2010. The program was tested in many regions of Russia and was generally approved by practitioners who sent their positive feedback. Numerous positive reviews of the Program were received from regional ministries and educational authorities of various regions of Russia, scientific institutes and institutes for advanced training. I would like to express special gratitude to practical workers for their numerous reviews, questions, comments, and recommendations. Many specific issues related to the content of the Program, its implementation in practice, and the compliance of the FGT Program were discussed during forums, conferences, seminars, and courses in different regions of the country.
All received questions, comments, and suggestions were carefully studied and taken into account when finalizing and preparing for printing the second revised and expanded edition (2011) of the approximate basic general education program for preschool education “FROM BIRTH TO SCHOOL.”
In the second edition clarifications were made to the explanatory note, sections were finalized and supplemented: “Organization of life and upbringing of children”, “Safety”, “System for monitoring the achievement of children’s planned results in mastering the Program”, “Interaction of the kindergarten with the family”. The necessity of sections devoted to the education of young children (from birth to 2 years) is substantiated. Approximate comprehensive thematic planning and planning of educational activities when working on a five-day week in all age groups have been improved.
In the third edition adjustments have been made to the planning of educational activities when working on a five-day week for the middle group and the daily routines of the middle, senior and preparatory groups in connection with the adoption of SanPiN 2.4.1.2660-10. The rest of the edition is identical to the previous one, which can be used by teachers taking into account the specified changes.
Currently, the development and release of a complete educational and methodological set for the program “FROM BIRTH TO SCHOOL” is underway.
Explanatory note
The program “FROM BIRTH TO SCHOOL” (hereinafter referred to as the Program) is an innovative general educational program document for preschool institutions, prepared taking into account the latest achievements of science and practice of domestic and foreign preschool education.
The program was developed in accordance with the current Federal state requirements for the structure of the basic general education program of preschool education (FGT, Order No. 655 of November 23, 2009).
The Program brings to the fore the developmental function of education, ensuring the development of the child’s personality and orienting the teacher to his individual characteristics, which corresponds to the modern scientific “Concept of Preschool Education” (authors V.V. Davydov, V.A. Petrovsky, etc.) on recognition self-values of the preschool period of childhood.
The program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities. The Program lacks strict regulation of children's knowledge and subject-centrism in teaching.
When developing the Program, the authors relied on the best traditions of domestic preschool education, its fundamental nature: a comprehensive solution to problems of protecting the lives and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role in the Program is given to play activities as leading ones in preschool childhood (A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, etc.).
The authors of the Program were based on the most important didactic principle - developmental education and the scientific position of L. S. Vygotsky that properly organized training “leads” development. Education and mental development cannot act as two separate processes independent of each other, but at the same time, “upbringing serves as a necessary and universal form of child development” (V.V. Davydov). Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children.
The Program comprehensively presents all the main content areas of a child’s upbringing and education from birth to school.
The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education and makes up for the shortcomings of spiritual, moral and emotional education. Education is considered as a process of introducing a child to the main components of human culture (knowledge, morality, art, work). The main criterion for selecting program material is its educational value, the high artistic level of the cultural works used (classical and folk - both domestic and foreign), the possibility of developing the child’s comprehensive abilities at each stage of preschool childhood.
The leading goals of the Program are to create favorable conditions for a child to fully enjoy preschool childhood, form the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, prepare for life in modern society, for studying at school, ensuring the safety of life of a preschooler .
These goals are realized in the process of various types of children's activities: play, communication, work, cognitive-research, productive, musical and artistic, reading.
To achieve the goals of the Program, the following are of paramount importance:
Caring for the health, emotional well-being and timely comprehensive development of each child;
Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;
Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
Creative organization (creativity) of the educational process;
Variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;
Respect for the results of children's creativity;
Unity of approaches to raising children in a preschool educational institution and family;
Maintaining continuity in the work of kindergartens and primary schools, eliminating mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching.
Solving the goals and objectives of education outlined in the Program is possible only with the purposeful influence of the teacher on the child from the first days of his stay in a preschool educational institution. The level of general development that the child will achieve and the degree of strength of the moral qualities he has acquired depend on the pedagogical skill of each educator, his culture, and love for children. Taking care of the health and comprehensive education of children, teachers of preschool educational institutions, together with the family, should strive to make every child’s childhood happy.
In 2007, UNESCO published the World Monitoring Report of the UNESCO Education for All (EFA) Programme. The UNESCO report places great emphasis on education, which it calls a strong foundation for life, and advocates that children's learning should begin at birth. The first chapter of the document, “Learning Begins at Birth,” is devoted to discussing this issue. The need for early education is justified by the Convention on the Rights of the Child, as well as scientific findings on the development possibilities of an early child.
The report states: “A child's experience of early childhood care and education – a special theme in the 2007 Global Education Monitoring Report – underpins his or her later learning. A strong foundation of early childhood care and education, including good health, nutrition and child-friendly environments, can help ensure a child's smooth transition to primary school, provide a good opportunity to complete basic education, and help them escape poverty and other developmentally disadvantaged conditions. It is therefore no coincidence that the first EFA goal calls on governments to expand and improve early childhood care and education (ECCE) and is an instrument to guarantee the rights of the child.”
The program “FROM BIRTH TO SCHOOL” reflects innovative developments carried out within the framework of the joint pilot project of the Moscow Government and UNESCO “Moscow education: from infancy to school”.
General educational program of preschool education “FROM BIRTH TO SCHOOL”:
Corresponds to the principle of developmental education, the goal of which is the development of the child;
Combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the basic principles of developmental psychology and preschool pedagogy and at the same time has the possibility of implementation in mass practice of preschool education);
Meets the criteria of completeness, necessity and sufficiency (allows you to solve set goals and objectives only using necessary and sufficient material, to get as close as possible to a reasonable “minimum”);
Ensures the unity of educational, developmental and training goals and objectives of the education process for preschool children, during the implementation of which 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 children, the specifics and capabilities of educational areas;
Based on the complex thematic principle of constructing the educational process;
Provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;
It involves building the educational process on age-appropriate forms of working with children. The main form of work with preschoolers and their leading activity is play;
It is built taking into account the principle of continuity between all age preschool groups and between kindergarten and primary school.
The program begins with the section “Organization of life and upbringing of children”, which provides general principles for constructing a daily routine, creating a subject-specific educational environment, integrating educational areas and designing the educational process.
Contents of psychological and pedagogical work for children’s mastery of educational areas “Health”, “Physical Education”, “Safety”, “Socialization”, “Labor”, “Cognition”, “Communication”, “Reading Fiction”, “Artistic Creativity”, “Music” is focused on diversified development of preschool children, taking into account their age and individual characteristics in the main areas - physical, social, personal, cognitive, speech and artistic and aesthetic. The tasks of psychological and pedagogical work on the formation of physical, intellectual and personal qualities of children are solved in an integrated manner during the development of all educational areas, along with tasks reflecting the specifics of each educational area, with mandatory psychological support.
The content of psychological and pedagogical work is presented by age groups. The program covers four age periods of physical and mental development of children: early age - from birth to 2 years (first and second groups of early age), junior preschool age - from 2 to 4 years (first and second junior groups), middle preschool age - from 4 to 5 years (middle group), senior preschool age - from 5 to 7 years (senior and preparatory groups for school).
The inclusion in the Program of sections devoted to the education of young children (from birth to 2 years) is due to the achievements of domestic science (N. M. Aksarina, E. F. Arkhipova, G. M. Lyamina, N. M. Shchelovanova, etc.) and practices in this area. At the same time, due to the age specificity and developmental characteristics of children from birth to 2 years, sections for the first and second groups of early age are structurally different from the sections for preschool groups.
In the sections on early age groups for each age, characteristics of the age-related characteristics of the mental development of children, features of the organization of children’s lives, an approximate daily routine are given, and the tasks of education and training are defined.
In the sections on preschool groups for each age, in addition to characterizing the age-related characteristics of the mental development of children, the characteristics of the organization of children’s lives, an approximate daily routine and the content of psychological and pedagogical work, approximate comprehensive thematic planning and planned intermediate results of mastering the Program are given.
At the same time, the solution of program educational tasks is provided not only within the framework of direct educational activities, but also during routine moments - both in the joint activities of adults and children, and in the independent activities of preschoolers.
For clarity of presentation, at the beginning of the section for each educational area there is a quote from the FGT (Federal State Requirements), indicating the goals and objectives of this educational area.
The planned intermediate results of mastering the Program in the preparatory school group coincide with the final results of mastering the Program, therefore, they are presented in a separate section, completing the content of the Program.
In the section “System for monitoring children’s achievement of the planned results of mastering the Program” the principles of monitoring children's achievement of the planned intermediate and final results of mastering the Program are outlined.
The authors of the Program, recognizing the value of the family as a unique educational institution and the need to develop responsible and fruitful relationships with the families of pupils, highlight a section in the Program “Interaction between kindergarten and family”.
The problem of raising and educating children with disabilities in the general education environment is reflected in the Program in the section "Correctional work".
Extensive list of necessary programs, technologies, teaching aids will help teachers create a basic general education program for their preschool educational institution based on the program “FROM BIRTH TO SCHOOL” and successfully implement it.
In accordance with the FGT (Federal State Requirements), each educational institution approves and implements a basic general education program for preschool education. The program is made up of two parts: a mandatory part (based on approximate basic general education programs for preschool education) and a part formed by participants in the educational process. At the same time, the part of the Program formed by participants in the educational process should take no more than 20% of the time required to implement the entire Program.
The compilation of the part of the Program formed by participants in the educational process can be carried out in several directions. First of all, this part can be built on the basis of a regional component. In this case, the areas of the Program are changed by changing the content specific to the region.
In addition, changes in the content of education can be carried out due to the priority direction in which the preschool educational institution works (intellectual development, aesthetic development, work with the family, etc.). In this case, the most optimal option may be for the preschool educational institution team to develop its own project for an additional educational program, which takes up no more than 20% of the total time, including children’s independent activities and routine moments. For example, an additional educational program can be based on one day a week.
Also, the direction of development of an additional program may be related to the characteristics of the teaching staff of the preschool educational institution. If preschool educational institution employees have additional qualifications or have undergone professional training or advanced training courses in any area, this can also form the basis of the teaching team’s project to develop the Program.
Another direction for developing an additional program may be determined by the characteristics of the population of children attending preschool educational institutions. These may be children with developmental disabilities that require inclusion in the preschool system, or migrant children who require additional work to master the language.
Other options for constructing the part of the Program formed by participants in the educational process are also possible.
Organization of life and upbringing of children
Daily routine
The correct daily routine is a rational duration and reasonable alternation of various types of activities and rest for children during the day. The main principle of correct construction of the regime is its compliance with the age-related psychophysiological characteristics of children.
When implementing routine moments, it is also necessary to take into account the child’s individual characteristics (duration of sleep, taste preferences, pace of activity, etc.). The closer the kindergarten regime is to the individual characteristics of the child, the more comfortable he feels, the better his mood and the higher his activity.
It is advisable to allocate constant time in the daily routine for reading to children. You should read not only fiction, but also educational books, children's illustrated encyclopedias, stories for children on the history and culture of their native country and foreign countries. At the same time, reading should not be turned into a compulsory activity - the child can either listen or go about his business at his own discretion. The teacher’s task is to make the reading process exciting and interesting so that all or most children listen with pleasure.
The sections of the Program by age present approximate daily routines for each age group. The regime can be adjusted taking into account the work of a specific preschool institution (children, climate in the region, availability of a swimming pool, time of year, length of daylight hours, etc.).
TEACHER'S WORK PROGRAM
MBDOU "Combined Kindergarten No. 153" In accordance with the Federal State Educational Standard for Preschool Education (second junior group, 3 - 4 years). Compiled taking into account the basic educational program of preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva.
Group No.___
Teachers_________________
_________________
I Explanatory note……………………………………………………………………………….3
Age characteristics of children………………………………………………………4
Goal…………………………………………………………………………………5
Objectives……………………………………………………………………………….6
Implementation period…………………………………………………………………………………6
Basic principles………………………………………………………………………………….6
Expected results of the program……………………………………6
Daily routine………………………………………………………………………………………..8
Curriculum…………………………………………………………………………………9
GCD schedule…………………………………………………………………………………9
Methods and means of program implementation……………………………………….10
Educational topics of the week……………………………………………………..11
Forms of working with children according to the Federal State Educational Standard………………………………………………………20
IIIConditions for the implementation of the work program……………………………………………...26
Equipment of the group………………………………………………………………..26
Subject-spatial development environment in the group……………………..28
References………………………………………………………………………………….31
1. EXPLANATORY NOTE.
The work program for children 3-4 years old of the second junior group of MBDOU “Combined Kindergarten No. 153” was developed in accordance with the requirements of the main regulatory documents:
Law of the Russian Federation “On Education”
Letter of the Ministry of Defense of the Russian Federation dated 02.06.98 No. 89/34-16 “On the implementation of the right of preschool educational institutions to choose programs and pedagogical technologies”
SanPin 2.4.1.3049-13
Instructional and methodological letter of the Ministry of Defense of the Russian Federation dated March 14, 2000 No. 65 “On hygiene requirements and the maximum load on preschool children in organized forms of education.”
Order of the Ministry of Defense and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” (Registered with the Ministry of Justice of Russia on November 14, 2013 No. 30384)
This program is compiled on the basis of the main educational program of preschool education “From birth to school”, edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva.
Partial programs: E.V. Kolesnikov “Mathematical steps”; I.M. Kaplunova, I.A. Novoskoltsev “Ladushki”; I.E. Domogatskaya “Development of speech”; E.V. Kolesnikov “From sound to letter”; I.A. Lykova “Colored palms”; L.V. Kutsakov “Design and manual labor”, as well as based on the capabilities of the methodological potential of the teacher, information and technical support for the kindergarten and group.
1. Age characteristics of children
Junior group
(from 3 to 4 years)
At the age of 3–4 years, the child gradually leaves the family circle. His communication becomes non-situational. An adult becomes for a child not only a family member, but also a bearer of a certain social function. The child’s desire to perform the same function leads to a contradiction with his real capabilities. This contradiction is resolved through the development of play, which becomes the leading activity in preschool age.
The main feature of the game is its convention: performing certain actions with certain objects presupposes their attribution to other actions with other objects. The main content of the play of younger preschoolers is actions with toys and substitute objects. The game duration is short. Younger preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age.
A child’s visual activity depends on his ideas about the subject.. At this age they are just beginning to form. Graphic images are poor. Some children's images lack detail, while others' drawings may be more detailed. Children can already use color.
Modeling is of great importance for the development of fine motor skills.. Younger preschoolers are able to sculpt simple objects under the guidance of an adult.
It is known that application has a positive effect on the development of perception. At this age, children have access to the simplest types of appliqué.
Constructive activity in early preschool age is limited to the construction of simple buildings according to a model and design.
In early preschool age, perceptual activity develops. Children move from using pre-standards - individual units of perception - to sensory standards - culturally developed means of perception. By the end of primary preschool age, children can perceive up to 5 or more shapes of objects and up to 7 or more colors, are able to differentiate objects by size, orient themselves in the space of a kindergarten group, and with a certain organization of the educational process - in the premises of the entire preschool institution.
Memory and attention develop. At the request of an adult, children can remember 3-4 words and 5-6 names of objects. By the end of primary preschool age, they are able to remember significant passages from their favorite works.
Visual and effective thinking continues to develop. At the same time, transformations of situations in a number of cases are carried out on the basis
targeted trials based on the desired result. Preschoolers are able to establish some hidden connections and relationships between objects.
In early preschool age, imagination begins to develop, which is especially clearly manifested in play, when some objects act as substitutes for others.
The relationships between children are determined by norms and rules. As a result of targeted influence, they can learn a relatively large number of norms, which serve as the basis for evaluating their own actions and the actions of other children.
Children's relationships are clearly manifested in play activities. They are more likely play nearby and actively interact. However, already at this age stable selective relationships can be observed. Conflicts between children arise mainly over toys. The child’s position in the peer group is largely determined by the opinion of the teacher.
In early preschool age, one can observe a subordination of motives for behavior in relatively simple situations. Conscious control of behavior is just beginning to emerge; in many ways The child’s behavior is still situational. At the same time, one can also observe cases of the child himself limiting his own motives, accompanied by verbal instructions. Self-esteem begins to develop, and children are largely guided by the teacher’s assessment. Their gender identification also continues to develop, which is manifested in the nature of the toys and stories they choose.
2.Purpose
Creation of favorable conditions for a child to fully enjoy preschool childhood, formation of the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, formation of prerequisites for educational activities, ensuring the safety of life of a preschooler.
3.Tasks
Caring for the health, emotional well-being and timely comprehensive development of each child;
Creating an atmosphere in the group of a humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;
Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
Creative organization (creativity) of the educational process;
Variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;
Respect for the results of children's creativity;
Unity of approaches to raising children in a preschool educational institution, group and family;
Maintaining continuity in the work of kindergartens and primary schools, excluding mental and physical overload in the content of education for preschool children, ensuring the absence of pressure on subject teaching.
4. Implementation period
The work program is drawn up taking into account integration, the content of children's activities is distributed over months and weeks and represents a system designed for one academic year.
5.Basic principles
The principle of developmental education: organization of the educational process based on the zone of proximal development of each child;
The principle of scientific validity and practical applicability (compliance with the basic principles of developmental psychology and preschool pedagogy);
Principle of integration;
Complex thematic principle of constructing the educational process;
-the principle of cultural conformity (the process of introducing a child to the main components of human culture: knowledge, morality, art, work);
The principle of continuity between all age preschool groups and between kindergarten and primary school.
6.Expected results of the program implementation
The child masters basic cultural means, methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; able to choose his own occupation and participants in joint activities.
The child has a positive attitude towards the world, towards different types of work, other people and himself, and has a sense of self-esteem; actively interacts with peers and adults, participates in joint games.
Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, and tries to resolve conflicts. Able to express and defend his position on various issues.
Able to collaborate and perform both leadership and executive functions in collaborative activities.
Understands that all people are equal, regardless of their social origin, ethnicity, religious and other beliefs, or their physical and mental characteristics.
Shows empathy towards other people and a willingness to help those who need it.
Shows the ability to hear others and the desire to be understood by others.
The child has a developed imagination, which is realized in various types of activities, and above all in play; masters different forms and types of games, distinguishes between conventional and real situations; knows how to obey different rules and social norms. Able to recognize various situations and assess them adequately.
The child has a fairly good command of oral speech, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, highlight sounds in words, the child develops the prerequisites for literacy.
The child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements.
The child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene skills.
Shows responsibility for the work started.
The child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; capable of making his own decisions, relying on his knowledge and skills in various types of activities.
He is open to new things, that is, he shows a desire to gain knowledge and positive motivation for further education at school or college.
Shows respect for life (in its various forms) and care for the environment.
Emotionally responds to the beauty of the surrounding world, works of folk and professional art (music, dance, theatrical activities, visual arts, etc.).
Shows patriotic feelings, feels proud of his country, its achievements, has an idea of its geographical diversity, multinationality, and the most important historical events.
Has primary ideas about himself, family, traditional family values, including traditional gender orientations, shows respect for his own and the opposite sex.
Complies with elementary generally accepted norms, has primary value ideas about “what is good and what is bad,” strives to do well; Shows respect for elders and care for younger ones.
Has basic ideas about a healthy lifestyle. Perceives a healthy lifestyle as a value.
II. PROGRAM CONTENT
DAY REGIME
second junior group
(from 3 to 4 years)
| Morning reception (in the warm season outdoors), gymnastics, games, individual communication between the teacher and the children | |
| Preparation for breakfast, hygiene procedures, | |
| Continuous educational activities | |
| Preparing for a walk, walk (games, observations, work) | |
| Returning from a walk, independent activity, | |
| Preparing for lunch, lunch | |
| Getting ready for bed, naps | |
| Gradual ascent, hardening and hygiene procedures, independent activity | |
| Joint activities of teacher and children, games | |
| Reading fiction | |
| Walk, preparing for a walk, | |
| Returning from a walk or game. Dinner. | |
| Games, children going home |
2.Curriculum (types of GCD)
| Types of educational activities | Qty |
| Indoor physical education | 2 times a week |
| Physical education on a walk | 1 time per week |
| Cognitive development | 2 times a week |
| Speech development | 1 time per week |
| Drawing | 1 time per week |
| 1 time every 2 weeks |
|
| Application | 1 time every 2 weeks |
| 2 times a week |
3.GCD schedule
Monday:
9.00 – 9.15 cognitive development
9.25-9.40 music
Tuesday:
9.00 – 9.15 physical education
9.25 - 9.40 FEMP
Wednesday:
9.00 - 9.15 speech development
9.25 – 9.40 physical education
Thursday:
9.00 – 9.15 drawing
9.25 - 9.40 physical education
Friday:
9.00 – 9.15 sculpting/applique
9.25 – 9.40 music
4. Methods and means of program implementation
| Methods | Means |
| Verbal methods: story, explanation, conversation, clarification, assignment, analysis of situations, discussion, exhortation, work with a book | spoken or printed word: Folklore: songs, nursery rhymes, chants, fairy tales, proverbs, epics; poetic and prose works (poems, literary fairy tales, short stories, stories, etc.); tongue twisters, riddles, etc. |
| Visual methods: | observable objects, subjects, phenomena; visual aids |
| Illustration method | involves the use of pictures, drawings, images, symbols, illustrated aids: posters, paintings, maps, reproductions, sketches, etc. |
| Demonstration Method | associated with the demonstration of objects, experiments, cartoons, films, filmstrips, etc. |
| Display method | Various actions and movements, manipulations with objects, imitating movements, etc. |
| Practical teaching methods | Tongue twisters, poems. Musical-rhythmic movements, sketches-dramatizations. Didactic, musical and didactic games. Various materials for productive and creative activities. |
| Exercises (oral, graphic, motor (for the development of gross and fine motor skills) and labor) |
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| Training. |
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| Technical and creative activities |
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| Problem-based learning methods | |
| Element of problem |
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| Cognitive problem presentation |
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| Dialogical problem presentation |
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| Heuristic or search method |
5.Educational topics of the week
| Educational theme | Implementation period | Target | Tasks |
| “Goodbye, summer. Hello kindergarten | 1st week of September | We continue to expand children’s ideas about summer and their ability to reflect their impressions in various types of children’s activities; activate the personal experience of preschoolers. |
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| “I love you, dear Voronezh!” | 2nd week of September | Formation of primary ideas about the small homeland. | Introduce the sights of the city through walks and excursions with parents; Form ideas about your own address (country, city, street where you live). Learn to convey images of objects in drawings; listen to musical and poetic works about their small homeland. To cultivate patriotic feelings for your small homeland, pride for your city, love for the place where you live. |
| “What did autumn give us?” | 3rd week of September | Form ideas about autumn. | Introduce seasonal changes in nature, the behavioral characteristics of forest animals and birds in the fall; introduce agricultural professions; expand (give) children’s ideas about harvest time. To introduce the rules of safe behavior in nature, to cultivate a caring attitude towards nature. Expand (give) an idea of the display of autumn in works of art (poetic, visual, musical). |
| "Book Week" | 4th week of September | Develop an interest in books and children's reading. | Develop an interest in books, introduce them to the variety of book publications and the history of the book. To cultivate a value-based attitude towards a book as a work of art. Expand children's horizons; enrich and activate vocabulary (cover, binding, illustration, typography, font, manuscript, parchment, papyrus, birch bark, encyclopedia, dictionary, etc.). Introduce children to “book house” and the work of a librarian. |
| "Me and my family" | 1st week of October | Form children’s ideas about themselves and their family. | Enrich your ideas about yourself (the image of “I”) and your family, about the names of your parents, their professions. Introduce ideas about health and a healthy lifestyle. Expand your skills in caring for your face and body. Develop gender perceptions. |
| “All works are good - choose according to your taste” | 2nd week of October | To form ideas about the work of adults, its role in society and the life of each person. | Introduce professions. Expand knowledge about where parents work and how important their work is to society. Foster respect for the work of adults. |
| "Journey Through Fairy Tales" | 3rd week of October | To generate interest and need for the perception of fairy tales. | To introduce book culture, teach to understand by ear texts of various genres of children's literature. Learn to retell a fairy tale, reinforce the correct pronunciation of sounds, cultivate a love of folk art and native language. Teach to analyze the content of a work, find teachings in it, teach children to think, and evoke a desire to help fairy-tale characters. To stimulate interest in theatrical activities, to develop figurative speech using expressive means, fine motor skills of the hands, to evoke a desire to make attributes for favorite fairy tales in different types of artistic creativity. |
| "Merry Geometricians" | 4th week of October | To form children's ideas about various geometric shapes. | Learn to distinguish objects by shape and name them. Be able to identify special features of geometric shapes using vision and touch. Learn to group shapes by color, shape and size. Develop the ability to correlate the shape of objects with geometric figures known to children. Analyze the shape of objects as a whole and their individual parts. Recreate objects of complex shape from individual parts using contour patterns. |
| "My country, my Russia" | 1st week of November | Formation of ideas about Russia – a huge multinational country. | Expand (give) an idea of the Motherland - Russia. Introduce children to the flag, coat of arms, and anthem. Expand (give) an idea of Moscow - the main city, the capital of Russia. To cultivate patriotism and respect for the cultural past of Russia through the means of aesthetic education: music, artistic activity, artistic expression. To cultivate a feeling of love for the Motherland, for our native nature. |
| "Life safety - a child and a road." | 2nd week of November | To form children's ideas about the rules of behavior on the roads. | Familiarize yourself with traffic rules and road signs. Clarify children's knowledge about the elements of the road (roadway, pedestrian crossing, sidewalk), about traffic flow, and about the operation of traffic lights. To consolidate (familiarize) children’s knowledge about the rules of behavior in public transport. |
| “Autumn time is a charm of the eyes” | 3rd week of November | To form a generalized idea of autumn as a time of year. | Develop the ability to notice the beauty of autumn nature. |
| "Cloth" | 4th week of November | Expand and concretize the idea of clothing, its purpose, the details of which it consists. | Learn to group and classify objects: clothes, shoes, hats. Expand and cultivate the idea of a neat and careful attitude to clothing. |
| “Hello, guest winter!” | 1st week of December | Form ideas about winter. | Learn to recognize the changing seasons. Enrich knowledge about the features of winter nature (cold, frost, snowfall, wind, etc.). Develop the ability to establish simple connections between living and inanimate phenomena. To form an idea of safe behavior of people in winter. To develop research and educational interest while experimenting with water and ice. Reinforce knowledge about the properties of snow and ice. |
| "Pets" | 2nd week of December | Develop an understanding of domestic animals. | Expand, concretize and systematize children’s ideas about domestic animals and birds. Cultivate a caring attitude towards pets. Foster respect for the work of rural residents. |
| "Wild Animals" | 3rd week of December | To form an idea of wild animals, birds, their appearance and way of life. | To give an idea that different animals live in the forest, and that winter is a difficult time of year for everyone, that animals are differently adapted to life at this time. Foster a desire to help animals. |
| "New Year's Adventures" | 4th week of December | Introduce children to the festive culture of the Russian people. | Develop interest in educational entertainment that introduces the traditions and customs of the people, the origins of culture. Involve children in the process of preparing different types of entertainment; to develop a desire to participate in puppet shows, musical and literary concerts; sports games, etc. Develop an emotionally positive attitude towards the upcoming holiday. Foster a desire to take part in holidays and the desire to congratulate your loved ones and present gifts made with your own hands. |
| "Christmas Vacation". | 1st week of January | ||
| “One, two, three, four, five - we all learn to count.” | 2nd week of January | Form elementary mathematical concepts. | Develop a general understanding of plurality. Improve counting skills. To form an idea of equality and inequality of groups of objects. Teach the ability to compare objects of different sizes; divide an object into parts. |
| "Winter fun" | 3rd week of January | To develop children's interest in various types of games and encourage them to be active. | Organize all types of children's activities (play, communication, work, productive, musical and artistic) around the theme “winter fun” |
| "Journey into the world of inanimate nature." | 4th week of January | To form a general understanding of inanimate nature. | To introduce children to the characteristics of objects, to enrich children’s ideas about the world of objects. To develop the ability to examine objects, to familiarize with the properties and qualities of various materials. |
| “Life safety is a child at home.” | 1st week of February | Develop safe indoor behavior skills. | Introduce sources of danger at home (stove, iron, etc.). Develop skills for safe movement indoors (carefully going down and up stairs, holding the railings; opening and closing doors while holding the door handle). Develop the ability to follow the rules in games with small objects (do not put objects in your ear, nose; do not put them in your mouth). Teach children not to talk to or open the door to strangers. |
| "Colorful World" | 2nd week of February | To form in children an idea of sensory standards of color. | Help children discover the diversity of the world by assigning the names of the colors of the spectrum. Continue to develop aesthetic perception, imagination, aesthetic feelings, artistic and creative abilities. |
| "Defenders of the Fatherland." | 3rd week of February | To form children’s general ideas about the Russian Army . | Introduce children to military professions, military equipment, and the Russian flag. Talk about the difficult and honorable duty to defend the Motherland, protect its peace and security. To form in boys the desire to be strong, courageous, to become defenders of the Motherland; to instill in girls respect for boys as future defenders of the Motherland. |
| "Transport Week". | 4th week of February | Develop an understanding of different types of transport. | Reinforce traffic rules. Expand children's understanding of types of transport and their classifications. Introduce children to the rules of behavior in transport. Give an idea of professions in transport. |
| “My beloved mommy!” | 1st week of March | Cultivate a respectful, reverent attitude towards the most precious person in the world - mother. | Organize all types of children's activities (play, communication, work, cognitive-research, productive, musical and artistic) around the theme of family, love for mother and grandmother. Form (expand) gender ideas, instill in boys the idea that men should treat women with care and respect. Involve children in making gifts for their mother, grandmother, or teacher. |
| "Week of Good Deeds" | 2nd week of March | Form basic ideas about what is good and what is bad. | Cultivate friendly relations between children, the desire to please elders with good deeds. Develop the ability to cooperate, give in to each other, and correctly evaluate good and bad deeds. Expand your knowledge of polite words by reading fiction. Cultivate a respectful attitude towards others. |
| "People's holidays". | 3rd week of March | Formation of primary ideas about domestic traditions and holidays | Introduce children to the festive culture of the Russian people. Cultivate a desire to take part in holidays. To form a sense of belonging to the events that take place in kindergarten and in the country. Foster love for the Motherland. |
| "Theatre Week" | 4th week of March | To develop children’s interest in theatrical activities, to create conditions for the forms of its implementation. | Teach children to perform simple performances based on fairy tales; teach to feel and understand the emotional states of the hero. Develop creative independence, aesthetic taste in conveying an image; clarity in pronunciation; make you want to try yourself in different roles. To develop the skills of theatrical culture, to introduce them to theatrical art. |
| “The birds have arrived - they have brought spring.” | 1st week of April | To form an idea about birds, their appearance and way of life. | Give (expand) the concept of migratory and wintering birds; about their lifestyle, about nutrition; about people helping birds. Cultivate a caring attitude towards birds. To form generalized ideas about spring as a season and about spring changes in nature. |
| “Who are astronauts?” | 2nd week of April | Intensify work with children to develop knowledge about space. | Give (expand) the concept of space. Give (expand) to children the concept of what a rocket is and who the astronauts are: look at the astronaut’s spacesuit, talk about its features. Develop curiosity, cultivate a sense of pride for the Motherland. |
| “A healthy mind in a healthy body.” | 3rd week of April | Form ideas about a healthy lifestyle. | To acquaint children with the structural features and functions of the human body. To form an idea of the importance of physical activity in human life. Learn to use special physical exercises to strengthen your organs and systems. To form ideas about rational nutrition, rules and types of hardening, and the benefits of hardening procedures. Cultivate a desire to exercise and lead a healthy lifestyle. |
| "Fire is a friend, fire is an enemy." | 4th week of April | To form an idea of the benefits and dangers of fire. | Teach and reinforce ideas about the rules of behavior when interacting with matches and electrical appliances. Explain to children the causes of a fire and the rules of behavior during a fire. Tell children about the work of firefighters, about special vehicles, about the interaction between fire and medical services. Cultivate accuracy and attentiveness when handling fire. |
| “Our army. Victory Day". | 1st week of May | Form an idea of the holiday dedicated to Victory Day. | Fulfill patriotic feelings. Foster love for the Motherland. Expand knowledge about the heroes of the Great Patriotic War, about the victory of our country in the war. Foster respect for war veterans. Introduce monuments to the heroes of the Great Patriotic War. Talk about the continuity of generations of defenders of the Motherland: from ancient heroes to heroes of the Great Patriotic War. |
| “Mom, dad, I am a friendly family.” | 2nd week of May | To form children's ideas about a friendly family. | Deepen the child’s understanding of the family and its history. Create conditions for holding joint events between kindergarten and family; encourage children's participation in preparing family holidays. Cultivate friendly relationships and mutual assistance. Promote cohesion between children and adults. |
| "In the world of music." | 3rd week of May | To promote the development of children's musicality and ability to perceive music emotionally. | Develop music listening culture skills. Promote the development of singing skills. To develop in children the skill of rhythmic movement in accordance with the nature of the music, to recognize familiar works. Introduce children to some children's musical instruments. Expand children's horizons in terms of basic understanding of music as an art form. |
| “Whether in the garden or in the vegetable garden.” | 4th week of May | Form ideas about the work carried out in the spring in the garden. | To give children basic knowledge about garden and vegetable garden plants and about the work carried out in the spring in the garden and vegetable garden. Show how seeds of flower plants and vegetables are planted in beds. Learn to observe the planting and germination of seeds. Involve children in working in the garden and flower beds. |
Summer themed calendar
| Educational theme | Implementation period | Target |
| "Children on the big planet!" | 1st week of June | We form children’s ideas that a huge number of people live on our planet, that they differ from each other in appearance (racial and national division). We cultivate a friendly attitude towards people. |
| "Visiting Summer." | 2nd week of June | Expand children's understanding of summer changes in nature. Form research and educational interest in experimenting with water and sand. |
| "Life Safety - Child and Nature." | 3rd week of June | Continue to form the basis for the safety of human life in nature. |
| "Vitamins of nature." | 4th week of June | We form children's understanding of the beneficial qualities of berries, vegetables and fruits. |
| “Sun, air and water are our best friends!” | 1st week of July | We continue to develop the skills of hardening and the influence of sun, air and water on the body. |
| "Favorite cartoons." | 2nd week of July | Develop goodwill, friendliness, mutual assistance based on Soviet cartoons. |
| "Secrets of the Forest." | 3rd week of July | To form children's ideas about the mysteries of the forest. |
| "Funny fun." | 4th week of July | Organize all children's play activities around a theme. Develop children's creativity and imagination while playing. |
| "Ecological trail" | 1st week of August | Form the foundations of environmental culture. |
| "In the world of friends!" | 2nd week of August | Formation of a friendly attitude towards each other in preschoolers; nurturing friendly, tolerant relationships between children. |
| "Toy Week" | 3rd week of August | Introduce children to a variety of toys. Cultivate a caring attitude towards toys. |
| "Flower Mosaic". | 4th week of August | Develop aesthetic senses in children. |
6.Forms of working with children according to the Federal State Educational Standard, corresponding to each type of activity
| Educational areas | (types of activities: GCD + regime moments) | Forms of working with children |
| Physical development Includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing qualities such as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.). | (physical culture ), in mode day morning exercises, outdoor games during a walk, low mobility games in a group, physical exercises in class, finger exercises, exercises after sleep, hardening procedures Types of activities: Gaming; Communicative;
(in nature and indoors); Fine; Construction; Musical; Motor. | Outdoor games, outdoor games with rules, game exercise, round dance games, Russian folk games, games of the peoples of the north, finger games, musical and rhythmic games. Compiling and guessing riddles, playing with rules, memorizing nursery rhymes and counting rhymes Implementation of projects, examination of illustrations Reading, discussion, learning, conversations about writers, poets, watching presentations and cartoons; listening dramatization, watching theater Joint actions, assignments, project implementation, cultural and hygienic skills Performance, improvisation, experimentation, rhythmic gymnastics, musical games Morning exercises, outdoor games while walking, low mobility games in a group, physical exercises, finger exercises, exercises after sleep, hardening procedures, competitions, entertainment, holidays. |
| Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world (shape, color, size, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and effects, etc.), about small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world. | Continuous educational activities(Formation of elementary mathematical concepts, cognitive and research activities, artistic work in all age groups). Passes through regime moments with the integration of educational areas: Types of activities: Gaming; Communicative; Cognitive and research; Perception of fiction; Self-care and basic household work(in nature and indoors); Fine; Construction; Musical; Motor. | Games with rules, role-playing games, games with story toys; didactic, board and printed games, game exercise. Conversation, situational conversation; speech situation; composing and guessing riddles; story games; memorization of proverbs and sayings, poems; composing stories, inventing fables. Observation; experimentation, conversation, excursions; solving problem situations; collecting; modeling; implementation of projects; games with rules; didactic exercise; viewing presentations and videos; quizzes and KVN; meeting interesting people; mini-museum; creation of albums, panels; shelf of smart books; maintaining calendars. Growing seedlings. Workshop for the production of children's creativity products; viewing presentations; implementation of projects; admiration; viewing reproductions, illustrations, sculptures; “Beauty Shelf”, thematic exhibitions; "Mountain of Gems"; holidays, entertainment, visiting exhibitions; experimentation. Workshop for the production of children's creativity products (production of crafts from paper, natural and waste materials; friezes, collages); project implementation, creation of collections, construction games. Hearing; execution; improvisation; experimentation; musical and didactic games; playing musical instruments; background music; theatrical performances, round dance games; themed holidays; Outdoor games, outdoor games with rules, game exercises, competitions, story games, games with rules, games of the peoples of the North, Russian folk games, sedentary games; implementation of the project, hardening, physical exercises, finger games. |
| Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent speech, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write. | Continuous educational activities(speech development in all age groups; preparation for literacy, reading fiction in senior and preparatory school groups). Passes through regime moments with the integration of educational areas: cognitive development, social and communicative development, artistic and aesthetic development, physical development. Types of activities: Gaming; Communicative; Cognitive and research; Perception of fiction; Self-care and basic household work(in nature and indoors); Fine; Construction; Musical; Motor. | Role-playing game, games with story toys; didactic, printed board games, game exercise, finger games, physical exercises, dramatization game. Conversation, situational conversation; speech situation; composing and guessing riddles; story games; games with rules; quizzes and KVN; memorization of proverbs and sayings, poems; writing stories; dialogue, monologue; ZKR, breathing exercises. Experimentation, conversation, excursions; solving problem situations; collecting; modeling; implementation of projects; didactic exercise; quizzes and KVN. Meeting interesting people Reading; discussion; conversation; viewing illustrations; viewing presentations and cartoons; listening to reading; listening to recordings; learning, dramatization, theater watching; entertainment; Cultural and hygienic skills; joint action; duty; instructions; project implementation; observations, introduction to professions Workshop for the production of children's creativity products; implementation of projects; viewing reproductions, illustrations, sculptures; "Beauty Shelf" |
| Artistic and aesthetic development involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world, the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.) | Continuous educational activities(musical, visual arts, reading fiction in older preschool age). Passes through regime moments with the integration of educational areas: social and communicative development, artistic and aesthetic development, physical development, speech development. Types of activities: Gaming; Communicative; Cognitive and research; Perception of fiction; Self-care and basic household work(in nature and indoors); Fine; Construction; Musical; Motor. | Didactic, printed board games, game exercise, plot games, round dance games, dramatization game, finger games, game exercise. Conversation, situational conversation, speech situation, composing and guessing riddles, theatrical performances, conversations and meetings with interesting people, quizzes and KVN; memorizing proverbs and sayings, poems, nursery rhymes; compiling stories from personal experience and from a picture. Excursions (library, museum), solving problem situations, experimenting (with paints), collecting, implementing projects, watching presentations and videos; quizzes and KVN; meeting interesting people; mini-museum; creation of albums, panels; shelf of smart books, viewing reproductions, illustrations, sculptures, folk crafts Reading, discussion, learning, looking at illustrations, talking about writers, poets, watching presentations and cartoons; hearing; listening to recordings; learning, dramatization, theater watching; entertainment. Preparing the workplace for GCD, duty, assignments Workshop for the production of children's creativity products, implementation of the project, "Beauty Shelf", creation of exhibitions of children's creativity. Workshop for the production of children's creativity products (production of crafts from paper, natural and waste materials; friezes, collages); implementation of the project. Hearing; execution; improvisation; experimentation; musical and didactic games; playing musical instruments; theatrical performances, round dance games. Russian folk games, games of the peoples of the North using chants, nursery rhymes, songs; rhythmic gymnastics, dance studies. |
| Social and communicative development Aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature. | Not allocated to a separate unit of the GCD schedule. Passes through regime moments with the integration of educational areas: cognitive development, speech development, artistic and aesthetic development, physical development. Types of activities: Gaming; Communicative; Cognitive and research; Perception of fiction; Self-care and basic household work(in nature and indoors); Fine; Construction; Musical; Motor | Games with rules, role-playing games, games with story toys; didactic, board and printed games, game exercise. Training session. Conversation, situational conversation; speech situation; composing and guessing riddles; story games; games with rules; quizzes and KVN; memorization of proverbs and sayings, poems; writing stories; dialogue, monologue; ZKR. Observation; experimentation, conversation, excursions; solving problem situations; collecting; modeling; implementation of projects; games with rules; didactic exercise; viewing presentations and videos; quizzes and KVN. Meeting interesting people Reading; discussion; conversation; viewing illustrations; viewing presentations and cartoons; hearing; learning, dramatization. Cultural and hygienic skills; joint action; duty; instructions; project implementation; observations, introduction to professions Workshop for the production of children's creativity products; viewing presentations; implementation of projects; admiration; viewing reproductions, illustrations, sculptures; "Beauty Shelf" Workshop for the production of children's creativity products (production of crafts from paper, natural and waste materials; friezes, collages); viewing presentations; implementation of the project. Hearing; execution; improvisation; experimentation; musical and didactic games; playing musical instruments; theatrical performances, round dance games. Outdoor games, outdoor games with rules, game exercises, competitions, story games, games with rules, games of the peoples of the North, Russian folk games, sedentary games; implementation of the project. |
III. Conditions for implementing the work program.
1. Group equipment
All groups of our preschool educational institution are equipped with new, modern furniture, equipped with didactic and visual aids, educational games, soft modules, and different types of toys. Teachers, with the participation of parents, have created activity centers (cognition, physical education, art activities, theater, life safety, nature, etc.) in accordance with the age characteristics and needs of children.
| Type of room Functional use | Equipment |
| Group rooms Role-playing games Self-service Labor activity Independent creative activity Getting to know nature, working in nature Construction games Theatrical activities Sensory development Speech development Getting to know the world around you Familiarization with fiction, arts and crafts, fine arts Development of elementary mathematical concepts and logic Literacy training Development of elementary historical and geographical concepts Sports center Musical activities | Children's furniture for practical activities Book corner Center for children's visual activities Play furniture. Attributes for role-playing games: “Family”, “Shop”, “Hairdresser”, “Hospital”, “Atelier”, “Library”, “School”, etc. Nature Center Constructors of various types Puzzles, mosaics, puzzles, board games, lotto Educational games in mathematics and logic Different types of theaters Didactic games for the development of mental functions - thinking, attention, memory, imagination Didactic materials on sensory, mathematics, speech development, literacy Geographic map of the world, map of Russia Dummy vegetables and fruits Weather calendar Posters and sets of didactic visual materials depicting letters, numbers, animals, birds, insects, inhabitants of seas and rivers, reptiles Tape recorder, audio recordings, CDs Easel Carpet Musical instruments Sports center, items, equipment for performing outdoor activities, basic types of movements: handkerchiefs, balls, cubes, skittles, hoops, gymnastic sticks, sandbags, jump ropes, jumpers, tambourine, games like “Ring Throw” |
| Sleeping quarters Daytime nap Play activity Gymnastics after sleep | Bedroom furniture Physical education equipment for gymnastics after sleep: ribbed track, massage mats and balls, rubber rings and cubes. |
| Changing rooms Information and educational work with parents | Information corner Exhibitions of children's creativity Visual information material for parents Children's furniture: cabinets, benches |
| Methodical office Providing methodological assistance to teachers Organization of consultations, seminars, pedagogical councils Exhibition of didactic and methodological materials for organizing work with children in various areas of development | Library of pedagogical and methodological literature: Pedagogical documentation; Diagnostics of children according to program sections; Control; Continuity in the work of preschool educational institutions and schools; Working with parents; Information about teaching staff; Experience of teachers; Long-term plans; Library of periodicals; Study aids; Demonstration material for classes with children Illustrative material Computer, printer Methodological material for preschoolers according to sections of the program on electronic media. |
| Music room, music director's office Music education classes Individual lessons Themed leisure activities Entertainment Theater performances Holidays and matinees Rhythm classes Parent meetings and other events for parents Entertainment, holidays Consultative work with parents and educators | Library of methodological literature, collections of notes A variety of musical instruments for children A selection of discs with musical works Screen for puppet theater Children's chairs Gymnastic benches |
| Office of a teacher-psychologist, teacher-speech therapist Group, subgroup and individual lessons | Stands; List of methodological literature on speech therapy; List of methodological literature on psychology; Benefits for the development of visual perception; Aids to orientation in large and small spaces; Guides for the development of mental activity; Benefits for the development of fine motor skills; Aids for the perception and understanding of various types of paintings; Manuals for the development of non-speech and speech means of communication; Sand Therapy Center; Dry pool; Music Center; Soft modules; |
| Gym, physical education instructor's office Physical education classes Sports activities | Music Center; Soft modules; Gymnastic benches Library of methodological literature Sports equipment Cabinet for used aids, toys, attributes and other materials |
| Walking areas | Children's outdoor equipment: Sandboxes; Gazebo houses; Rocking chairs; Covered gazebos with benches; |
| Playground | Outdoor sports equipment: Sports stand; Sports complex; Gymnastic balance beams; Basketball stands; Labyrinths; Jumping pit |
Much attention is paid to the territory. Together with parents, kindergarten teachers participate in landscaping, planting flower beds, and planting trees and shrubs.
2. Subject-spatial development environment in the group.
The group environment is created in such a way as to provide the child with the opportunity to make his own choices. The group room is divided into several centers, each of which contains a sufficient amount of materials for exploration and play.
The subject-spatial development environment in the group solves the following problems:
1. Providing conditions for the development of children’s cognitive and creative abilities.
2. Maintaining cognitive activity, ensuring its further growth.
3. Creation of conditions for the implementation of methods of activity learned in direct educational activities and acquired knowledge.
4. Creating conditions for the child to emotionally experience various situations in order to comprehend the perceived contents.
The space of the group room is conventionally divided into centers:
Speech center
Center for Cognitive Activity
Book Center
Security Center
Center for Health and Physical Development
Center for musical and theatrical activities.
Center for role-playing games.
Labor Center.
Art Center
Speech center
"Money Box of Words"
Didactic games on speech development (on sound pronunciation, grammatical structure, vocabulary, etc.)
Illustrations for tongue twisters, sayings, proverbs, riddles, poems.
Confusion pictures, riddle pictures, upside-down pictures.
Models, diagrams, pictograms.
Speech leisure activities.
Fiction.
Center for Cognitive Activity
Properly selected and promptly provided visual aids to children will help broaden their horizons and clarify and concretize newly formed and accumulated knowledge, arouse and intensify interest in understanding the world.
Availability of smart books (atlases, encyclopedias).
Didactic games for cognitive development.
Thematic exhibitions dedicated to the professions of adults, the works of famous people - composers, writers, poets, etc.
Nature Center, center for children's experimentation.
A selection of books, games, illustrations about different types of landscapes, about different countries and peoples living in them, about space, about public holidays.
Magnetic board.
Availability of indoor plants.
Selection of didactic games, illustrations about the animal and plant world, about man.
A selection of illustrations (thematic exhibitions) about different types of human settlements (city, village, town, village, hamlet, etc.).
Fiction.
Book Center.
1. Fiction.
2.DVDs.
3. Educational games
4. Owner of the corner
5. Material for children's creativity
Security Center.
1.Illustrations about the rules of behavior in the surrounding reality.
2. Didactic games according to the rules of street, personal, fire safety.
3. Layouts, intersections.
4.Board games.
5. Fiction.
Center for Health and Physical Development.
1. Sports equipment: balls, jump ropes, ribbons, skittles, cubes, etc.
2. Leg exercisers.
3.Massage paths for feet
4.Object equipment for independent motor activity.
5.Illustrations, fiction: about the formation of ideas about a healthy lifestyle.
6. Schemes for developing cultural and hygienic skills: hand washing, dressing rules, proper nutrition.
7. Photo exhibition about the healthy lifestyle of the group.
Center for musical and theatrical activities.
Various types of theaters: tabletop bi-ba-bo, finger theater, etc.
Illustrations for songs.
Musical and didactic games.
Voiced toys with different sound principles, homemade “noise makers”.
Musical instruments.
Illustrations for songs, works of composers, musical instruments.
Center for role-playing games.
Availability of play equipment, toys made of various materials, selection of masks, attributes.
Substitute items for games.
Didactic and board-printed games.
Availability of a card index of role-playing games.
Labor Center.
1. Schemes of the sequence of labor actions.
2. Tool items: spatula, scoop, rake, watering can, etc.
3.Illustrations about the work of adults, about professions.
4. Printed board games.
3.References
Scientific, methodological and educational literature.
1.The Constitution of the Russian Federation.
2. UN Convention on the Rights of the Child.
3. State program for the development of education for 2013-2020.
4. Order of the Ministry of Education and Science of Russia dated October 17, 2013. No. 1155 “On approval of the federal state educational standard for preschool education.”
5. Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations - SanPiN 2.4.1.3049-13.
6. Federal Law of December 29, 2012 No. 273-FZ “On education in the Russian Federation”.
7. Federal Law of the Russian Federation dated December 29, 2010 No. 436-FZ “On the protection of children from information harmful to their health and development” (came into force on September 1, 2012).
8. The main educational program of preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. –M.: 2016
9. Complex classes. Edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. –M.: 2014
10. Fundamentals of life safety for preschool children. St. Petersburg - 2009
11. O.V. Chermashentseva “Fundamentals of safe behavior of preschool children”
Volgograd - 2012
12. I.A. Pomoraeva, V.A. Pozina “Formation of elementary mathematical concepts” M-2015.
13. L.N. Korotovskikh “Lesson plans for the development of mathematical concepts in preschool children” St. Petersburg-2013.
14. T.M. Bondarenko “Practical materials on the development of educational areas in the preparatory group of kindergarten” Voronezh-2013.
15. N.E. Veraksa, O.R. Galimov “Cognitive and research activities of preschool children” M-2015.
16. G.P. Tugusheva, A. E. Chistyakova “Experimental activities of children of middle and senior preschool age. St. Petersburg-2010
17.N.E. Veraksa, A.N.Veraksa “Project activities of preschool children” M-2014.
18. O.V. Dybina “Acquaintance with the subject social environment” M-2015.
19. O.A. Solomennikov “Acquaintance with nature in kindergarten” M-2015.
20. S.N. Nikolaev “Young ecologist” M-2010.
21. L.Yu. Pavlova “Collection of didactic games for getting to know the world around us” M-2015.
22. V.V. Gerbova “Speech development in kindergarten” M-2015.
23. O.S. Ushakova “Come up with a word” M-2015.
24. I.A. Lykova, V.A. Shipunova “The ABC of safe communication and behavior” M-2013.
25. O.S. Ushakova, N.V. Gavrish “Introducing literature to children 5-7 years old” M-2010.
26. V.N. Petrova, T.D. Chair “Ethical conversations with preschoolers” M-2015.
27. Moral and patriotic education of preschool children. St. Petersburg - 2011
28. N.V. Krasnoshchekova “Plot-role-playing games for preschool children”
Rostov-on-Don -2008
29. N.F. Gubanov “Theatrical activities of a preschooler” M-2011.
30. N.F. Gubanov “Development of gaming activities” M-2014.
31. M.M. Borisov “Sedentary games and play exercises” M-2015.
32. I.A. Lykova “Didactic games and activities” M-2009.
33. T.M. Bondarenko “Educational games in preschool educational institutions” Voronezh-2009.
34. L.A. Ulanova, S.O. Jordan “Methodological recommendations for organizing and conducting walks for children aged 3-7 years” St. Petersburg-2010.
35. T.G. Kobzeva, G.S. Alexandrova, I.A. Kholodova “Organization of children’s activities during a walk” Volgograd-2015.
36. G.V. Laptev “Developmental walks for children” St. Petersburg-2010.
37. S.V. Cherkova “Parent meetings in kindergarten” M-2010
38. M.B. Zatsepina, T.V. Antonov “Folk holidays in kindergarten” M-2008.
39. A complete reader for preschoolers. Volume 1,2. M-2009
40. L.V. Kutsakov “Design from building materials” M-2014.
41. L.V. Kutsakova “Design and artistic work in kindergarten” M-2015.
42. I.A. Lykova “Artistic work in kindergarten” M-2011.
43. I.V. Novikova “Working with non-traditional materials in kindergarten”
Yaroslavl 2012
44. T.S. Komarova “Art activities in kindergarten” M-2015.
44. I.A. Lykova “Art activities in kindergarten” M-2010.
45. D.N. Koldina “Drawing with children” M-2015.
46. D.N. Koldina “Modeling with children” M-2015.
47. D.N. Koldina “Applique with children” M-2015.
48. A.N. Malysheva, N.V. Ermolaeva, Z.M. Povarchenkova “Applique in kindergarten”
Yaroslavl-2010
The main general educational program of preschool education “From birth to school”, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, is an innovative general educational program document for preschool institutions and was developed in accordance with current federal state requirements (FGT, order No. 655 of November 23, 2009).
The leaders of the team of authors are Doctor of Psychology, Professor, Dean of the Faculty of Preschool Pedagogy and Psychology of Moscow State Linguistic University - N. E. Veraksa; Doctor of Pedagogical Sciences, Professor, Honored Scientist of the Russian Federation. Head of the Department of Aesthetic Education, Moscow State University for the Humanities. M. A. Sholokhova - T. S. Komarova.
Authors - A. V. Antonova, Doctor of Pedagogical Sciences; N. A. Arapova-Piskareva: M. M. Borisova, candidate of pedagogical sciences; N. E. Veraksa, Doctor of Psychological Sciences; V. V. Gerbova, candidate of pedagogical sciences; N. F. Gubanova. Candidate of Pedagogical Sciences; N. S. Denisenkova, Candidate of Psychological Sciences: E. M. Dorofeeva, O. V. Dybina, Doctor of Pedagogical Sciences; M. V. Zhigareva, Doctor of Pedagogical Sciences; M. B. Zatsepina, Doctor of Pedagogical Sciences; T. S. Komarova, Doctor of Pedagogical Sciences; G. M. Lyamina, candidate of pedagogical sciences; B.I. Petrova, Doctor of Pedagogical Sciences; S. N. Pidrichnaya, candidate of pedagogical sciences; T. D. Stulnik, candidate of pedagogical sciences; O. A. Solomennikova, candidate of pedagogical sciences; E. Ya. Stepanenkova, candidate of pedagogical sciences; S.N. Teplyuk, candidate of pedagogical sciences.
In the Program "From birth to school"the developmental function of education comes to the fore, ensuring the formation of the child’s personality and orienting the teacher to his individual characteristics, which corresponds to modern scientific concepts of preschool education about the recognition of the intrinsic value of the preschool period of childhood.
Program is built on the positions of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal values, as well as abilities and competencies. The Program lacks strict regulation of children's knowledge and subject-centrism in teaching.
When developing the Program, the authors relied on the best traditions of domestic preschool education, its fundamental nature: a comprehensive solution to problems of protecting the lives and strengthening the health of children, comprehensive education, amplification (enrichment) of development based on the organization of various types of children's creative activities. A special role is given to play activity as a leading one in preschool childhood (A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, etc.).
The authors of the Program were based on the most important didactic principle - developmental education and the scientific position of L. S. Vygotsky that properly organized training “leads” development. Education and mental development cannot act as two separate processes independent of each other, but at the same time, “upbringing serves as a necessary and universal form of child development” (V.V. Davydov). Thus, development within the framework of the Program acts as the most important result of the success of the upbringing and education of children.
In the Program “From birth to school” edited by N. E. VeraksaThe main content lines of a child’s upbringing and education from birth to school are presented comprehensively.
The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education and makes up for the shortcomings of spiritual, moral and emotional education. Education is considered as a process of introducing a child to the main components of human culture (knowledge, morality, art, work). The main criterion for selecting program material is its educational value, the high artistic level of the cultural works used (classical and folk - both domestic and foreign), the possibility of developing the child’s comprehensive abilities at every stage of preschool childhood.
Leading goals of the Program “From birth to school” edited by N. E. Veraksa:
Creating favorable conditions for a full-fledged preschool child to live;
Formation of the foundations of the basic culture of the individual;
Comprehensive development of mental and physical qualities in accordance with age and individual characteristics;
Preparation for life in modern society, for studying at school;
Ensuring the life safety of a preschooler.
These goals are realized in the process of various types of children's activities: play, communication, work, cognitive-research, productive, musical and artistic, reading.
To achieve the goals of the Program “From birth to school” edited by N. E. VeraksaOf paramount importance are:
Caring for the health, emotional well-being and timely comprehensive development of each child;
Creating an atmosphere in groups of a humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;
Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
Creative organization (creativity) of the educational process;
Variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;
Respect for the results of children's creativity;
Unity of approaches to raising children in a preschool educational institution and family;
Maintaining continuity in the work of kindergarten and primary schools, eliminating mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching.
The solution indicated in the Program “From birth to school” edited by N. E. Veraksathe goals and objectives of education are possible only with the purposeful influence of the teacher on the child from the first days of his stay in a preschool educational institution. The level of general development that the child will achieve and the degree of strength of the moral qualities he has acquired depend on the pedagogical skill of each educator, his culture, and love for children. Taking care of the health and comprehensive education of children, teachers of preschool educational institutions, together with the family, should strive to make every child’s childhood happy.
Content and structure of the Program “From birth to school” edited by N. E. Veraksa
General educational program of preschool education “FROM BIRTH TO SCHOOL”:
Corresponds to the principle of developmental education, the goal of which is the development of the child;
Combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the basic principles of developmental psychology and preschool pedagogy and at the same time has the possibility of implementation in mass practice of preschool education);
Meets the criteria of completeness, necessity and sufficiency (allows you to solve set goals and objectives only using necessary and sufficient material, to get as close as possible to a reasonable “minimum”);
Ensures the unity of educational, developmental and training goals and objectives of the education process for preschool children, during the implementation of which 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 children, the specifics and capabilities of educational areas;
Based on the complex thematic principle of constructing the educational process;
Provides for the solution of program educational tasks in the joint activities of adults and children and the independent activities of preschoolers, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;
It involves building the educational process on age-appropriate forms of working with children. The main form of work with preschoolers and the leading type of their activity is play.
The program begins with the section “Organization of life and upbringing of children”, which provides general principles for constructing a daily routine, creating a subject-developing educational environment, integrating educational areas and designing the educational process.
The content of psychological and pedagogical work on children’s mastery of the educational areas “Health”, “Physical Education”, “Safety”, “Socialization”, “Labor”, “Cognition”, “Communication”, “Reading Fiction”, “Artistic Creativity”, “ Music" is focused on the diversified development of preschool children, taking into account their age and individual characteristics in the main areas - physical, social-personal, cognitive-speech and artistic-aesthetic. The tasks of psychological and pedagogical work on the formation of physical, intellectual and personal qualities of children are solved integrated in the course of mastering all educational areas along with tasks reflecting the specifics of each educational area, with mandatory psychological support.
The content of psychological and pedagogical work is presented by age groups. The program covers four age periods of physical and mental development of children: early age - from birth to 2 years (first and second groups of early age), junior preschool age - from 2 to 4 years (first and second junior groups), middle preschool age - from 4 to 5 years (middle group), senior preschool age - from 5 to 7 years (senior and preparatory groups for school).
At the same time, due to the age specificity and developmental characteristics of children from birth to 2 years, the sections for the first and second early age groups are structurally different from the sections for preschool groups.
In the sections on early age groups for each age, characteristics of the age-related characteristics of the mental development of children, features of the organization of children’s lives, an approximate daily routine are given, and the tasks of education and training are defined.
In the sections on preschool groups for each age, in addition to characterizing the age-related characteristics of the mental development of children, the characteristics of the organization of children’s lives, an approximate daily routine and the content of psychological and pedagogical work, approximate comprehensive thematic planning and planned intermediate results of mastering the Program are given.
At the same time, the solution of program educational tasks is provided not only within the framework of direct educational activities, but also during routine moments - both in the joint activities of adults and children, and in the independent activities of preschoolers.
For clarity of presentation, at the beginning of the section for each educational area there is a quote from the FGT (Federal State Requirements), indicating the goals and objectives of this educational area.
The planned intermediate results of mastering the Program in the preparatory group for school coincide with the final results of mastering the Program, therefore they are presented in a separate section that completes the substantive part of the Program.
The section “System for monitoring children’s achievement of the planned results of mastering the Program” sets out the principles of monitoring children’s achievement of the planned intermediate and final results of mastering the Program.
The authors of the Program, recognizing the value of the family as a unique educational institution and the need to develop responsible and fruitful relationships with the families of students, highlight work with parents in a separate section in the Program.
The problem of raising and educating children with disabilities in the general education environment is reflected in the Program in the “Correctional Work” section.
An extensive list of necessary programs, technologies, and teaching aids will help teachers create a basic general education program for their preschool education based on the “FROM BIRTH TO SCHOOL” program and successfully implement it.
Recommendations for writing part of the program formed by participants in the educational process
The program “FROM BIRTH TO SCHOOL” can be used in its entirety without changes as the main general education program of a preschool institution. The scope of the Program is designed to cover 100% of the time allocated to the educational process.
Participants in the educational process can change up to 20% of the total volume of the Program to reflect: 1) the diversity of institutions, the presence of priority areas of activity, including ensuring equal starting opportunities for teaching children in general education institutions, carrying out sanitary and hygienic, preventive and health measures and procedures for the physical, social-personal, cognitive-speech, artistic and aesthetic development of children (except for activities for the qualified correction of deficiencies in the physical and (or) mental development of children with disabilities); 2) the specifics of national-cultural, demographic, climatic conditions in which the educational process is carried out
Continuity
It should be noted that the program “FROM BIRTH TO SCHOOL”, being a modern innovative product, is based on the best traditions of domestic education and in many areas maintains continuity in relation to the most famous preschool education program of the last decade - “Program of education and training in kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. Thanks to this continuity, most of the manuals for the “Program of Education and Training in Kindergarten” can also be used when working under the program “FROM BIRTH TO SCHOOL”.
