Dubinina Nadezhda Alexandrovna
Position: educator
Educational institution: MBDOU №48 "Rostok"
Locality: Surgut, Tyumen region
Material name: Working programm groups
Topic: Socially - personal development child through play activities in the conditions of the Federal State Educational Standard
Publication date: 06.01.2017
Chapter: preschool education

Approved by: Deputy Head of Water Resource Management _______________ N.A. Seredkina I approve the Head of MBDOU DS No. 48 "Rostok" ____________________ N.N. Huseynova
WORKING PROGRAMM

Towards

"Socio - personal development of the child through play activities in the conditions of the Federal State Educational Standard".

group "Yablonka"

senior preschool age (6-7 years)
Compiled by the educator: Dubinina Nadezhda Alexandrovna, Surgut, 2016-2017 academic period

CONTENT
page
1. TARGET SECTION
1.1. Abstract 4 1.2. Purpose and objectives of the Program implementation 4-5 1.3. Characteristics significant for the development and implementation of the Program 5-6 1.4. Planned results of the development of the Program 6 1.4.1. Targets 6-7 1.4.2. Achievement criteria 7-10
2. CONTENT SECTION
2.1. Description of educational activities in accordance with the directions of the child's development 10-12 2.1.1. "Social and communicative development" 12-17 2.1.2
«
Educational activities in accordance with the program "Sociocultural Origins", used in the part formed by the participants in educational relations" 17 2.1.3. "Cognitive development" 17-23 2.1.4. "Speech development" 23-27 2.1.5.
«
The program "Teaching preschoolers to read and write" by L.E. Zhurova and N.S. Varentsova. 27 2.1.6. "Artistic and aesthetic development" 27-33 2.1.7. "Physical development" 34 2.2. Description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of pupils, the specifics of their educational needs and interests 35-38 2.2.1. Individual characteristics of the contingent of pupils 38-39 2.3. Description of the educational activities for the professional correction of developmental disorders in children 40-42 2.4. Features of educational activities different types and cultural practices 42-43 2.5. Ways and directions of support for children's initiative 43-45 2.6. Features of the interaction of the teaching staff with the families of pupils 45
3. ORGANIZATION SECTION
3.1. Description of the logistics of the Program, security teaching materials 46-49 3.2. Description of the features of the organization of the developing subject-spatial environment 49-50 3.3. Description of the psychological and pedagogical conditions for the implementation of the Program 50 3.4. Assessment of the individual development of children 51 3.5. Designing educational activities: 51 2
3.5.1. Daily routine in the cold (warm) period 51 3.5.2. Curriculum 51 3.5.3. Calendar study schedule 52 3.5.4. Schedule of directly educational activities 52 3.5.5. Organization motor activity children 52 3.5.6. A comprehensive plan of work with parents and children to ensure the safety of pupils and promote healthy lifestyles in the group 52 3.5.7. Classification of games on the topics of living in a group 52 3.5.8. Comprehensive and thematic planning 52 3.5.9. Norms of time spent on the implementation of the Program (the ratio of the mandatory and formed parts of the program). An approximate definition of the ratio of the mandatory and formed parts of the Program for the senior group preschool age from 6 to 7 years 52-53 3.6. Organization Model educational process in the group of senior preschool age from 6 to 7 years 53-59 3.7. Features of traditional events, holidays, events 59
5. LIST OF LITERARY SOURCES USED IN DEVELOPING THE PROGRAM
60

3

1. TARGET SECTION

1.1. annotation
This document was developed by the educators of the Yablonka group. based on the main educational program of a preschool institution (OPDO). The work program (hereinafter referred to as the WP) determines the content and organization of the educational process in the group of middle preschool age from 6 to 7 years old "Yablonka", taking into account the age, individual characteristics, as well as the educational needs of pupils. The obligatory part of the Program is developed on the basis of the educational program preschool education"From birth to school" edited by N.E. Verax. "Teaching swimming in kindergarten" T.I. Osokina; "Welcome to ecology" O. A. Voronkevich; "Colored palms" I.A. Lykova. Correctional work in the educational institution is carried out by a teacher - a speech therapist and a teacher-psychologist. Within the framework of corrective and preventive work, the provision of psychological, pedagogical, medical and social assistance pupils who experience difficulties in mastering the OPTO, their development and social adaptation. Psychological-medical-pedagogical support is carried out in the following areas: psychological-pedagogical, medical-social support. GPs at the request of educators and parents (legal representatives) through advisory assistance, seminars, the work of the club "Growing up and learning together", posting information on the official website of the educational institution; early diagnosis of deviations in speech development and the development of the cognitive sphere through diagnosis and referral to TMPMPK; correctional assistance to children through correctional and developmental classes. The variable part of the Program is focused on introducing children and their parents to the basic spiritual, moral and socio-cultural values ​​of Russia, through the implementation of the Program "Socio-cultural origins" / I. A. Kuzmin, A. V. Kamkin /. This Program complements, expands and enriches the content of the OPTO, and allows you to comprehensively, systematically, integratively, relying on domestic traditions, in close cooperation with the family, solve the problems of the spiritual and moral development of preschoolers. In order to form the ecological culture of a preschooler on the basis of familiarization with the historical, geographical and natural features of the city of Surgut, the Yugorsky Territory, the teachers of the educational institution developed the project "Yugorskaya Mosaic". Currently, special attention is paid to the problem of social and personal development of preschoolers. At preschool age, the child discovers the world of human relations, various activities and social functions of people. He feels a strong desire to get involved in this adult life, to actively participate in it, which, of course, is not available to him. In addition, he strives no less strongly for independence. From this contradiction, a game is born - an independent activity of children, simulating the life of adults. The social and personal development of preschool children is multifaceted, difficult and costly, often delayed in time. Social and personal development is the development of a child's positive attitude towards himself, other people, the world around him, the communicative and social competence of children. The most important basis for the full-fledged social and personal development of the child is his positive sense of self: confidence in his abilities, that he is good, he is loved. This process begins in childhood and continues throughout life. According to this, it is determined
direction

work

groups
for 2016-2017 academic period:
"Socio-personal development

child through play activities in the conditions of GEF DO.
(Appendix №1,2) 4

1.2. Target
: forming the first initial submissions social nature and the inclusion of children in the system of social relations.
Tasks:
1. To study the state of the problem in the psychological and pedagogical literature. 2. Create a play space for the development of the child's ability to social adaptation. 3. To promote awareness of the parents of pupils of the role of the family in the development of the social competence of the child. 4. Formation in children of the foundations of the personality of the future citizen. Cognitive interest in the social and personal development of children includes forms of direct and indirect interaction. As
direct forms of interaction
we considered
direct educational activity (GCD) with children
. were more varied
forms of indirect interaction
, they were assigned
forms of joint gaming activity of the educator and

children, and independent play activities.
These included: the creation and selection of material for the subject-developing environment; meetings with people of different professions; joint games with older children; visiting and excursions to the hospital, shop, etc.; role-playing games. By the end of preschool age, the child acquires the experience of social life among children of different ages, adults, his awareness of the importance and necessity of observing the norms and rules of interaction; has a high level of cognitive and personal development, developed, competent, able to adapt socially and professionally in a rapidly changing world. The child's self-confidence, openness to the outside world, a positive attitude towards himself and others. 5

1.2. Characteristics significant for the development and implementation of the Program.

Age and individual characteristics of the contingent of children
Table 1
Senior preschool age 6 - 7 years
In role-playing games, children of the preparatory group for school begin to master the complex interactions of people. Children's play activities become more complex. The playing space is getting more complex. If the logic of the game requires the emergence of a new role, then the child can take on a new role in the course of the game, while retaining the role taken earlier. Children can comment on the performance of a role by one or another participant in the game. The drawings become more detailed, their colors are enriched. The differences between the drawings of boys and girls become more pronounced. The image of a person becomes even more detailed and proportional. The children of the school-preparatory group have largely mastered the construction of building materials. They are fluent in generalized methods of analyzing both images and buildings, they are able to perform constructions of various degrees of complexity, both according to their own design and according to conditions. "Yablonka" 27 children, of which 15 are girls - 12 health groups 1 group 2 group Children continue to develop perception, but they cannot always take into account several different signs at the same time. Imaginative thinking develops. The attention of preschoolers continues to develop, it becomes arbitrary. Speech continues to develop in preschoolers: its sound side, grammatical structure, vocabulary. Connected speech develops. As a result of properly organized educational activities, dialogic and some types of monologue speech develop. In the preparatory school group, the preschool age is completed. His main achievements are related to the development of the world of things as objects of human culture; mastering forms of positive communication with people; the development of gender identification, the formation of the position of the student. Predominantly negative emotional background Aggressiveness Anxiety Passivity No need to communicate with others Bilingualism Patiented speech disorders Visual impairment By the end of preschool age the child has a high level of cognitive and personal development, which allows him to successfully study at school in the future.
1.3. Planned results of the development of the Program
The planned results of the development of the Program are the targets of preschool education - social and normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education.

6

1.3.1. Targets
table 2
Targets

at the stage of completion of preschool education
The child masters the basic cultural means, methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc .; is able to choose his occupation, participants in joint activities . The child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of his own dignity; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts. He knows how to express and defend his position on various issues. Able to cooperate and perform both leadership and executive functions in joint activities. Understands that all people are equal regardless of their social origin, ethnicity, religious and other beliefs, their physical and mental characteristics. Shows empathy towards other people, willingness to help those who need it. Demonstrates the ability to hear others and the desire to be understood by others. The child has a developed imagination, which is realized in various activities, and above all in the game; owns different forms and types of play, distinguishes between conditional and real situations; knows how to obey different rules and social norms. Able to recognize various situations and adequately assess them. The child speaks well enough, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation, highlight sounds in words, the child develops the prerequisites for literacy. The child has developed large and fine motor skills; he is mobile, hardy, masters the basic movements, can control his movements and manage them. The child is capable of strong-willed efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene skills. Shows responsibility for the job. The child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary ideas from the field of wildlife, natural science, mathematics, history, etc. ; able to make their own decisions, relying on their knowledge and skills in various activities. Open to new things, that is, shows a desire to learn new things, independently acquire new knowledge; positive attitude towards learning 7
at school. Shows respect for life (in its various forms) and concern for the environment. Emotionally responds to the beauty of the surrounding world, works of folk and professional art (music, dance, theatrical activity, visual activity, etc.). He shows patriotic feelings, feels pride in 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 the elders and care for the younger ones. Has initial ideas about a healthy lifestyle. Perceives a healthy lifestyle as a value.
1.3.2. Criteria for achieving targets
Table 3
Target

Tasks (according to the educational program)
The child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive and research activities f l about with t and, designing, etc.; is able to choose his occupation, participants in joint activities; 1. Independently applies the acquired methods of activity, depending on the situation, changes the ways of solving problems. He is able to offer his own idea and embody it in a drawing, construction, story. 2. Independently performs cultural and hygienic skills and follows the rules of a healthy lifestyle. Shows initiative in experimentation and collaborative activities. 3. Initiates communication and joint activities with adults and peers. Organizes plot-role-playing, theatrical, directing games. The child has a positive attitude to the world, to different types of work, to other people and to himself, has a sense of self-worth; a t i v o interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts; 1. Emotionally responds to the experiences of close adults, children, characters in fairy tales and stories, cartoons and feature films, puppet shows. 2. Emotionally reacts to works of fine art, musical and artistic works, the natural world. 3. Actively uses verbal and non-verbal means of communication, constructive ways of interacting with children and adults. 4. Negotiates, exchanges objects, distributes actions in cooperation, is able to change the style of communication with an adult and a peer, depending on the situation. eight
The child has a developed imagination, which is realized in various types of activity, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms; 1. Unfolds a variety of plots (individually and with peers), freely combining events and characters from different semantic spheres; unfolds the plot with equal ease through roles (role-playing interactions) and through the director's game, often plays episodes of the plot in a purely verbal narrative plan; may be the initiator of a fantasy game with a peer. Easily finds a semantic place in the game of peers, picks up and develops their ideas, connects to their form of play. 2. Owns a large arsenal of games with rules different type: for luck, for dexterity, for mental competence. Strives to win, but knows how to control his emotions when winning and losing. 3. Controls its actions and the actions of partners. Often uses different types of lots (counting, subject) when resolving conflicts. Can come up with rules for playing with unfamiliar material or variants of rules in familiar games The child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a verbal statement in a communication situation, can to divide sounds and words, the prerequisites for literacy are formed; 1. Communicates with an adult and peers on the content of what they read, expressing their attitude, assessment. 2. Able to communicate with people of different categories (peers and adults, older and younger children, acquaintances and strangers). Owns dialogic speech. In conversation, he freely uses direct and indirect speech. 3. Talks about his own idea, using a descriptive story about his own way of solving the problem, using the form of a narrative story about the sequence of performing an action. 4. Owns elementary forms of speech reasoning and uses them for planning activities, proofs, explanations. Guesses descriptive and metaphorical riddles, proving the correctness of the guess (this riddle is about a hare, because ...). The child has developed large and fine motor skills; he is mobile, enduring, masters the basic movements, can control his movements and manage them; 1. The level of development of physical qualities and basic movements corresponds to the age and gender standards. Motor activity corresponds to age standards. The child is capable of strong-willed efforts, can follow social norms of behavior and rules in various types of activities, in mutual relations with adults 1. Is able to work according to the rules and patterns. 2. Knows how to listen to an adult and follow his instructions. 3. Able to act with concentration for 15-20 minutes. 4. Behavior is regulated by the requirements of adults and primary values ​​9
peers, can observe the rules of safe behavior and personal hygiene; orientations. 5. Able to plan his actions to achieve a specific goal. 6. Follows the rules of conduct on the street, in public places. Plans game activities, arguing about the sequence of plot development and the organization of the game environment. Explains to peers the rules of a new printed board game. The child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions; inclined to observe, experiment 1. Asks questions to an adult, is interested in new things, is active in educational activities. Gives advice while experimenting. Shows interest in the countries of the world and Russia, its social structure. 2. In case of difficulties, seeks help from an adult. Possesses basic knowledge about himself, about the natural and social world in which he lives; familiar with the works of children's literature, has elementary and ideas from the field of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities. 1. Has an idea about himself, his family (composition, family relations, distribution of family responsibilities, family traditions). He has an idea about his native land, its features. 2. Has an idea about the Russian Federation, cultural values. 3. Has an idea about the planet Earth, the diversity of countries and states (European, African, Asian, etc.), the population and the unique nature of the planet. 4. Has an idea about various types of labor. 5. Determines its place in the nearest society. 6. Has ideas about serial relations between concepts. 7. Has ideas about the composition of numbers up to ten of the two smaller ones. 8. Masters ideas about the patterns of formation of numbers in a number series. 9. Represents in the mind a holistic image of the subject. Targets correspond to the targets of GEF DO. At the stage of completion of preschool education, the student should have initial ideas about a healthy lifestyle, perceive a healthy lifestyle as a value, be able to obey different rules and norms, be able to recognize various situations and adequately evaluate them, have a primary idea of ​​himself, family. The targets of the Program involve the formation of the prerequisites for learning activities in preschool children at the stage of completion of preschool education.
2. CONTENT SECTION

2.1. Educational activities in accordance with the directions of the child's development (in educational areas).
The content of the Program ensures the development of the personality, motivation and abilities of children in various activities and 10
covers the following structural units representing certain areas of development and education of children (hereinafter referred to as educational areas):  social and communicative development;  cognitive development;  speech development;  artistic and aesthetic development;  physical development.
Components of educational areas according to the Federal State Educational Standard of preschool education

(goals and objectives of educational areas)
Table 4 Educational areas Components of educational areas Social and communicative development Assimilation of norms and values ​​accepted in society, including moral and ethical 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; Formation of positive attitudes towards various types labor and creativity; Formation of the foundations of safe behavior in everyday life, society, nature. Cognitive development Development of children's interests, curiosity and cognitive motivation; Formation cognitive activities, the formation of consciousness; Development of imagination and creative activity; Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world. Speech development Possession of speech as a means of communication and culture; enrichment of the active dictionary; 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; eleven
Development of coherent, grammatically correct dialogic and monologue speech; Formation of sound analytic-synthetic activity as a prerequisite for teaching literacy. Artistic and aesthetic development Development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; Formation of elementary ideas about the types of art; Perception of music, fiction, folklore; Stimulation of empathy for the characters of works of art; Realization of independent creative activity of children (fine, constructive-model, musical, etc.). Physical development Gaining experience in the following types of children's activities: motor activities, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility;, large and fine motor skills both hands, as well as with the correct performance of basic movements that does not harm the body (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules; The formation of purposefulness and self-regulation in the motor sphere; Formation of the values ​​of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.). The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as through mechanisms of child development):
Types of children's activities in accordance with GEF DO

Table 5 Game, including role-playing game, a game with rules and other types of games Communicative (communication and interaction with adults and peers) Cognitive research (study of objects of the surrounding world and experimentation with them) Perception of fiction and folklore, Self-service and elementary household work (indoors and outdoors) Construction from different materials, including constructors, modules, paper, natural and other materials, Visual (drawing, modeling, appliqué) 12
Musical (perception and understanding of the meaning of musical works, singing musical and rhythmic movements, playing children's musical instruments) Motor (mastery of basic movements)
2.1.1.

Educational area "Social and communicative development"
Social and communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and ethical 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, nature. Table 6 To cultivate friendly relations between children, to develop the ability to independently unite for joint play and work, to engage in independently chosen business, to negotiate, to help each other. To cultivate organization, discipline, collectivism, respect for elders. Cultivate a caring attitude towards babies, the elderly; learn to help them. To form such qualities as sympathy, responsiveness, justice, modesty. To develop strong-willed qualities: the ability to limit one's desires, to comply with established norms of behavior, to follow a positive example in one's actions. Cultivate respect for others. To form the ability to listen to the interlocutor, not to interrupt unnecessarily. Develop the ability to calmly defend your opinion. Enrich the dictionary with formulas of verbal politeness (greeting, farewell, requests, apologies). To expand children's ideas about their responsibilities, especially in connection with preparation for school. To form an interest in learning activities and a desire to study at school.
Image I
. Develop an idea of ​​the time perspective of a person, of a change in a person’s position with age (a child attends kindergarten, a student studies, an adult works, old man passing on his experience to other generations). To deepen the child's ideas about himself in the past, present and future. To consolidate traditional gender representations, to continue to develop in boys and girls the qualities inherent in their gender.
Family.
Expand children's understanding of family history in the context of history home country(the role of each generation in different periods of the country's history). Tell children about the military awards of grandparents, parents. To consolidate the knowledge of the home address and telephone number, the names and patronymics of the parents, their professions.
Kindergarten
. Continue to expand ideas about the immediate environment (decoration of premises, a kindergarten site, a park, a square). Teach children to highlight eye-pleasing components environment(wall painting, furniture, site design, etc.). thirteen
Involve children in creating a developing environment preschool(mini-museums, exhibitions, libraries, design workshops, etc.); to form the ability to aesthetically assess the environment, to express value judgments, to justify one's opinion. To form children's ideas about themselves as an active member of the team: through participation in project activities that involve younger children age groups and parents; feasible participation in the life of a preschool institution (adaptation of younger preschoolers, preparation for holidays, performances, competitions in kindergarten and beyond, etc.).
Mother country
. To expand ideas about the native land. Continue to acquaint with the sights of the region in which the children live. On the basis of expanding knowledge about the environment, cultivate patriotic and international feelings, love for the Motherland. To deepen and clarify ideas about the Motherland - Russia. Encourage children's interest in the events taking place in the country, instill a sense of pride in its achievements. To consolidate knowledge about the flag, coat of arms and anthem of Russia (the anthem is performed during a holiday or other solemn event; when the anthem sounds, everyone stands up, and men and boys take off their hats). Develop ideas that the Russian Federation (Russia) is a huge, multinational country. To cultivate respect for people of different nationalities and their customs. Expand ideas about Moscow - the main city, the capital of Russia. Expand knowledge about public holidays. Tell children about Yu. A. Gagarin and other heroes of space. Deepen knowledge about the Russian army. To cultivate respect for the defenders of the Fatherland, for the memory of fallen soldiers (lay flowers with children at obelisks, monuments, etc.).
Cultural and hygienic

skills
. Cultivate the habit of washing your face quickly and correctly, drying yourself dry using an individual towel, brushing your teeth properly, rinsing your mouth after eating, using a handkerchief and a comb. Strengthen children's ability to carefully use cutlery; behave properly at the table; to ask, to thank. To consolidate the ability to monitor the cleanliness of clothes and shoes, to notice and eliminate disorder in their appearance, tactfully inform a friend about the need to fix something in a suit, hairstyle.
Self service
. To consolidate the ability to independently and quickly dress and undress, put clothes in the closet, put shoes in place, dry wet things if necessary, take care of shoes (wash, wipe, clean). To consolidate the ability to independently, quickly and accurately clean up the bed after sleep. To consolidate the ability to independently and timely prepare materials and manuals for the lesson, without a reminder to clean up your workplace.
Socially useful work
. To continue to form labor skills and abilities, to cultivate industriousness. Teach children to diligently, carefully follow instructions, save materials and objects, put them away after work. To cultivate the desire to participate in joint labor activities on an equal basis with everyone, the desire to be useful to others, to enjoy the results of collective work. To develop the ability to independently unite for joint play and work, to help each other. 14
Strengthen planning skills labor activity, select necessary materials, to make simple preparations. Continue to teach children to maintain order in the group and on the site: wipe and wash toys, building materials, repair books and toys together with the teacher (including books and toys of pupils of younger groups of kindergarten). Continue to teach yourself how to clean up the kindergarten area on your own: sweep and clean the paths from debris, in winter - from snow, pour sand in the sandbox; decorate the site for the holidays. Teach children to conscientiously fulfill the duties of dining room attendants: fully set tables and wipe them after eating, sweep the floor. To instill an interest in learning activities and a desire to study at school. To form the skills of educational activities (the ability to listen carefully to the teacher, act according to the plan proposed by him, as well as independently plan his actions, complete the task, correctly evaluate the results of his activities).
labor in nature
. To consolidate the ability to independently and responsibly perform the duties of a duty officer in a corner of nature: water indoor plants, loosen the soil, wash feeders, prepare food for fish, birds, guinea pigs, etc. Instill in children an interest in working in nature, involve them in all possible participation: in the fall - to harvesting vegetables from the garden, collecting seeds, digging up bulbs, flower tubers, digging beds, transplanting flowering plants from the ground into a corner of nature; in winter - to shovel snow to tree trunks and shrubs, grow green food for birds and animals (inhabitants of a corner of nature), plant root crops, grow flowers with the help of a flower educator for the holidays; in the spring - to dig up the earth in the garden and in the flower garden, to sow seeds (vegetables, flowers), planting seedlings; in summer - to participate in loosening the soil, weeding and hilling, watering the beds.
Respect for the work of adults
. To expand ideas about the work of adults, about the significance of their work for society. Cultivate respect for working people. Continue to introduce children to professions related to the specifics hometown(village). To develop interest in various professions, in particular in the professions of parents and their place of work.
Safe behavior in nature.
Form the foundations of ecological culture. Continue to acquaint with the rules of behavior in nature. To acquaint with the Red Book, with individual representatives of the animal and plant world listed in it. To clarify and expand ideas about such natural phenomena as a thunderstorm, thunder, lightning, rainbow, hurricane, to acquaint with the rules of human behavior in these conditions.
Road safety.
To systematize the knowledge of children about the structure of the street, about traffic. To acquaint with the concepts of "square", "boulevard", "avenue". Continue to acquaint with road signs - warning, prohibition and information-indicative. Encourage children to understand the need to follow the rules of the road. To expand children's ideas about the work of the traffic police. Cultivate a culture of behavior on the street and in public transport. Develop free orientation within the area closest to the kindergarten. To form the ability to find the way from home to kindergarten on the map of the area.
Safety of own life
. To form ideas that useful and necessary household items, if misused, can cause harm and cause trouble (electrical appliances, gas stove, tools and household items). To consolidate the rules for the safe handling of household items. Reinforce the rules of safe behavior during games in different time year (swimming in water, cycling, 15
sledding, skating, skiing, etc.). To bring children to an understanding of the need to take precautions, to teach them to evaluate their ability to overcome danger. To form in children the skills of behavior in situations: “Home Alone”, “Lost”, “Lost”. Develop the ability to seek help from adults. To expand the knowledge of children about the work of the Ministry of Emergency Situations, the fire service, the ambulance service. Clarify knowledge about the work of firefighters, the rules of behavior in case of fire. To consolidate the knowledge that, if necessary, adults call "01", "02", "03". To consolidate the ability to say your name, surname, age, home address, phone number. Table 7
direct educational activities. Work forms.
Game conversation with elements of movements Examination Game Integrative children's activity Morning gymnastics Control and diagnostic activity of GCD on physical development Thematic ADHD Experimentation Conversation Story Reading Game task Project activity Thematic leisure Problem situation Joint actions Observations Viewing and analyzing cartoons, videos, TV shows Pedagogical situations 16
Excursions Holiday Reading, conversations after reading Situational conversations with children Situations of moral choice Conversations of social and moral content Assignments and tasks, duty of the SDIA of a project nature

HRE Consideration Experimentation Research activities Joint actions Observations Game Consideration Conversation, reading Project activity Construction Educational games Individual games Joint games with peers All types of independent children's activities Creation of an appropriate subject-developing environment

2.1.2. Educational activities in accordance with the program "Sociocultural Origins", used in the part formed

participants in educational relations.

Program objectives according to age
Table 8 17
The initial felt perception by children of the values ​​of the inner world of a person (Faith, Hope, Love, Wisdom). Further development of the experience of active interaction with adults and peers. Developing the ability to empathize, empathize and understand the emotional state of others. Development of primary reflection and identification. Creating conditions for the formation of adequate self-esteem
2.1.3. Educational area "Cognitive development".
Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world. Table 9
Primary ideas about the objects of the surrounding world.
Continue to expand and refine children's ideas about the objective world; about the simplest connections between objects of the immediate environment. To deepen ideas about the essential characteristics of objects, about the properties and qualities of various materials. Expand ideas about the quality of the surface of objects and objects. Learn to use a variety different ways surveys of subjects (overlay, application, comparison by quantity, etc.). Develop cognitive and research interest, showing entertaining experiments, tricks; engage in simple experiments and observations.
sensory development.
Develop vision, hearing, smell, touch, taste, sensorimotor abilities. Improve hand-eye coordination; develop fine motor skills of hands in a variety of activities. To develop the ability to contemplate objects, phenomena (peer, listen), directing attention to a more subtle distinction between their qualities. To teach to single out several qualities of objects in the process of perception; compare objects by shape, size, structure, position in space, color; highlight characteristic details, beautiful combinations of colors and shades, various sounds (musical, natural). Develop the ability to classify objects according to general qualities (shape, size, structure, color). To consolidate children's knowledge of chromatic and achromatic colors.
Project activity.
Develop project activities of all types (research, creative, normative). In research project activities, to form the ability to pay attention to the analysis of the effectiveness of information sources. Encourage discussion of the project among peers. To promote creative project activities of an individual and group nature. eighteen
In the work on normative projects, encourage children to discuss the situations corresponding to these projects and the negative consequences that may arise if the established norms are violated. To help children in the symbolic display of the situation, living its main meanings and expressing them in a figurative form.
Didactic

games.
Continue to teach children to play various didactic games (lotto, mosaic, spillikins, etc.). Develop the ability to organize games, play the role of a leader. Learn to coordinate your actions with the actions of the leader and other participants in the game. Develop in the game ingenuity, the ability to independently solve the problem. Involve children in creating some didactic games("Noise Makers", "Shurshalki", etc.). Develop and consolidate sensory abilities. To promote the manifestation and development in the game of the qualities necessary for preparing for school: arbitrary behavior, associative-figurative and logical thinking, imagination, cognitive activity.
Expand and clarify children's ideas about the objective world.
To form ideas about objects that facilitate the work of people in production. Enrich ideas about modes of transport (ground, underground, air, water). Continue to acquaint with libraries, museums. Deepen children's ideas about further education, form elementary knowledge about the specifics of the school, college, university (if possible, visit the school, get to know teachers and students, etc.). To expand children's awareness in the areas of human activity (science, art, production and services, agriculture), ideas about their significance for the life of the child, his family, kindergarten and society as a whole. Across
experimentation and practice
give children the opportunity to get acquainted with the elements of professional activity in each of the listed areas (conduct and explain the simplest experiments with water, air, a magnet; create a collective panel or drawing, cook something; help collect for a walk junior group; grow an edible plant, take care of pets). Expand ideas about the elements of the economy (money, its history, significance for society, family budget, different levels of people's well-being, the need to help less well-to-do people, charity). To form elementary ideas about the evolution of the Earth (the emergence of the Earth, the evolution of flora and fauna), the place of man in the natural and social world, the origin and biological validity of various races. To form elementary ideas about the history of mankind through acquaintance with works of art (painting, sculpture, myths and legends of the peoples of the world), play and productive activities. Tell children that the Earth is our common home, there are many different countries; about how important it is to live in peace with all nations, to know and respect their culture, customs and traditions. To expand ideas about one's belonging to the human community, about the childhood of children in other countries, about the rights of children in the world (Declaration of the Rights of the Child), about domestic and international organizations involved in the observance of the rights of the child (guardianship authorities, UNESCO, etc.). To form elementary ideas about the freedom of the individual as an achievement of humanity. nineteen

Quantity and account.
To develop general ideas about the set: the ability to form sets on given grounds, to see the constituent parts of the set, in which objects differ in certain characteristics. Exercise in combining, adding to sets, removing a part or its individual parts from a set. Establish relationships between the individual parts of the set, as well as the whole set and each of its parts on the basis of counting, pairing objects or connecting objects with arrows. Improve the skills of quantitative and ordinal counting within 10. Introduce counting within 20 without operations on numbers. Introduce the numbers of the second ten. To consolidate the understanding of the relationship between the numbers of the natural series (7 is more than 6 by 1, and 6 is less than 7 by 1), the ability to increase and decrease each number by 1 (within 10). Learn to name numbers in forward and reverse order (oral counting), the next and previous number to the one named or indicated by a number, to determine the missing number. Introduce the composition of numbers within 10. Learn to decompose a number into two smaller ones and make up a larger one from two smaller ones (within 10, on a visual basis). Introduce coins in denominations of 1, 5, 10 kopecks, 1, 2, 5, 10 rubles (distinguishing, setting and exchanging coins). To teach on a visual basis to compose and solve simple arithmetic problems for addition (less is added to more) and subtraction (subtracted less than the remainder); when solving problems, use the action signs: plus (+), minus (-) and the ratio sign equals (=).
Value.
Learn to count according to a given measure, when not one, but several objects or part of an object is taken as a unit of account. Divide an object into 2-8 or more equal parts by bending an object (paper, fabric, etc.), as well as using a conditional measure; correctly designate parts of the whole (half, one part of two (one second), two parts of four (two fourths), etc.); establish the ratio of the whole and the part, the size of the parts; find parts of the whole and the whole from known parts. To develop in children the initial measuring skills. Learn to measure the length, width, height of objects (segments of straight lines) using a conditional measure (paper in a cage). To teach children to measure the volume of liquid and bulk substances using a conditional measure. Give an idea of ​​the weight of objects and how to measure it. Compare the weight of objects (heavier - lighter) by weighing them on the palms. Introduce weights. Develop the idea that the measurement result (length, weight, volume of objects) depends on the value of the conditional measure.
Form.
Clarify knowledge of known geometric shapes, their elements (vertices, angles, sides) and some of their properties. Give an idea of ​​a polygon (using the example of a triangle and a quadrilateral), a straight line, a straight line segment *. Learn to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size. Model geometric shapes; make one polygon from several triangles, one large rectangle from several small squares; from parts of a circle - a circle, from four segments - a quadrangle, from two short segments - 20
one long, etc.; construct figures according to verbal description and enumeration Definitions are not given of their characteristic properties; make thematic compositions from figures according to your own design. Analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from separate parts according to contour samples, according to description, presentation.
Orientation

space.
Teach children to navigate in a limited area (a sheet of paper, a blackboard, a page of a notebook, books, etc.); arrange objects and their images in the indicated direction, reflect in speech their spatial arrangement (above, below, above, below, left, right, left, right, in the upper left (lower right) corner, in front of, behind, between, next to) with plan, scheme, route, map. Develop the ability to model spatial relationships between objects in the form of a drawing, plan, diagram. To teach to "read" the simplest graphic information denoting the spatial relationships of objects and the direction of their movement in space: from left to right, from right to left, from bottom to top, from top to bottom; independently move in space, focusing on the conventions (signs and symbols).
Orientation

time.
To give children elementary ideas about time: its fluidity, periodicity, irreversibility, the sequence of all days of the week, months, seasons. Learn to use the concepts in speech: “first”, “then”, “before”, “after”, “earlier”, “later”, “at the same time”. Develop a "sense of time", the ability to save time, regulate their activities in accordance with time; distinguish between the duration of individual time intervals (1 minute, 10 minutes, 1 hour). Learn to tell the time on the clock with an accuracy of 1 hour.
Natural environment.
Expand and clarify children's ideas about trees, shrubs, herbaceous plants; plants of the meadow, garden, forest. Concretize children's ideas about the living conditions of indoor plants. To acquaint with the methods of their vegetative propagation (cuttings, leaves, mustaches). Learn to establish relationships between the state of the plant and environmental conditions. Introduce medicinal plants (plantain, nettle, etc.). Expand and systematize knowledge about domestic, wintering and migratory birds; domestic animals and inhabitants of a corner of nature. Continue to introduce children to wild animals. Expand understanding of the features of adaptation of animals to the environment. To expand the knowledge of children about mammals, amphibians and reptiles. Introduce some forms of protection of amphibians and reptiles from enemies (for example, it scares off enemies with hissing, etc.) Expand ideas about insects. To acquaint with the peculiarities of their life (ants, bees, wasps live in large families, ants live in anthills, bees live in hollows, hives). Learn to distinguish in appearance and correctly name butterflies (cabbage, urticaria, peacock eye, etc.) and beetles (ladybug, ground beetle, etc.). Learn to compare insects according to the method of movement (fly, jump, crawl). Develop interest in the native land. Cultivate respect for work villagers(farmers, machine operators, foresters, etc.). Learn to generalize and systematize ideas about the seasons. 21
To form ideas about the transition of substances from a solid state to a liquid state and vice versa. Observe such natural phenomena as frost, hail, fog, rain. To consolidate the ability to convey their attitude to nature in stories and productive activities. Explain to children that everything in nature is interconnected. To teach to establish cause-and-effect relationships between natural phenomena (if insects - pollinators of plants disappear, then the plants will not produce seeds, etc.). To bring children to the understanding that human life on Earth largely depends on the environment: clean air, water, forest, soil have a positive effect on human health and life. To consolidate the ability to behave correctly in nature (do not break bushes and branches of trees, do not leave garbage, do not destroy anthills, etc.). Design albums about the seasons: select pictures, photographs, children's drawings and stories.
Seasonal observations

Autumn.
To consolidate the knowledge of children that September is the first autumn month. Learn to notice the signs of autumn (it got colder; the ground became hard from frost; puddles froze; leaf fall; frost on the soil). Show pruning shrubs, tell why they do it. Involve in planting garden plants (nasturtium, asters) in pots. Learn to collect natural material (seeds, cones, acorns, leaves) for making crafts.
Winter.
Enrich children's ideas about seasonal changes in nature (most short days and long nights, cold, frost, ice, etc.). Draw the attention of children to the fact that on some trees fruits are stored for a long time (on mountain ash, spruce, etc.). Explain that this is bird food. Learn to determine the properties of snow (cold, fluffy, crumbles, sticky, etc.; it is better to make buildings from wet heavy snow). Teach children to notice that in February the weather changes (the sun is shining, the wind is blowing, it is snowing, icicles appear on the roofs of houses). Explain that December 22 is the shortest day of the year. Involve in planting oat seeds for birds.
Spring.
To expand the ideas of preschoolers about spring changes in nature (the sun shines more often, snowdrops bloom; buds bloom on trees and shrubs, ice begins to drift; grass frogs, toads, lizards wake up; birds make nests; hive butterflies fly out; ants appear). Introduce the thermometer (a column of mercury can quickly rise and fall, depending on where it is located - in the shade or in the sun). Watch how trees and shrubs are planted and pruned. Learn to notice changes in a corner of nature (houseplants begin to give new leaves, bloom, etc.); transplant 22
indoor plants, including cuttings. Teach children how to grow flowers (tulips) for International Women's Day. Introduce children to folk omens: “Long icicles - for a long spring”, “If a lot of cobwebs fly in the spring, the summer will be hot”
Summer.
Clarify children's ideas about the changes taking place in nature (the longest days and short nights, warm, hot; there are heavy rains, thunderstorms, rainbows). Explain that in summer the most favorable conditions for plant growth: grow, bloom and bear fruit. To acquaint with folk signs: “A rainbow from the rain stands for a long time - to bad weather, it will soon disappear - to clear weather”, “In the evening mosquitoes fly in a dense swarm - to be warm”, “Agaric mushrooms appeared - summer is over”. Talk about the fact that June 22 is the day of the summer solstice (the longest day of the year: from this day the night lengthens and the day subsides). To acquaint people with labor in the fields, in gardens and orchards. Raise the desire to help adults. Table 10 23

2.1.4. Educational area "Speech development"
Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic 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 analytic-synthetic activity as a prerequisite for learning to read and write. Table 11 24

Creation of collections Project activity Research activity Construction Experimentation Educational games Observation Problem situations Story Conversation
Independent activity of children
SRI Consideration Experimentation Research activity Construction Educational games
25
Main goals and objectives

The development of speech.
Development of free communication with adults and children, mastery of constructive ways and means of interaction with others. The development of all components of children's oral speech: the grammatical structure of speech, coherent speech - dialogic and monologic forms; vocabulary formation, education of sound culture of speech. Practical mastering by pupils of the norms of speech.
Developing speech environment.
To accustom children - future schoolchildren - to take the initiative in order to gain new knowledge. Improve speech as a means of communication. Find out what children would like to see with their own eyes, what they would like to know, what board and intellectual games they would like to learn to play, what cartoons they are ready to watch again and why, what stories (about what) they prefer to listen to, etc. Based on the experience of children and taking into account their preferences, select visual materials for independent perception, followed by discussion with the teacher and peers. Clarify the statements of children, help them more accurately characterize the object, situation; to teach to make assumptions and draw the simplest conclusions, to express their thoughts clearly for others. Continue to develop the ability to defend your point of view. Help to master the forms of speech etiquette. Continue to tell children in a meaningful, emotional way about interesting facts and events. Teach children to make independent judgments.
Formation of a dictionary.
Continue work to enrich the everyday, natural history, social science vocabulary of children. Encourage children to be interested in the meaning of the word. Improve the ability to use different parts of speech in strict accordance with their meaning and purpose of the statement. Help children learn the expressive means of the language.
Sound culture of speech.
To improve the ability to distinguish by ear and in pronunciation all the sounds of the native language. Practice diction: teach children to clearly and distinctly pronounce words and phrases with natural intonations. Improve phonemic hearing: learn to name words with a certain sound, find words with this sound in a sentence, determine the place of a sound in a word. Develop intonation expressiveness of speech.
The grammatical structure of speech.
Continue to exercise the children in matching the words in the sentence. To improve the ability to form (according to the model) single-root words, nouns with suffixes, verbs with prefixes, adjectives in comparative and superlative degrees. Help to build complex sentences correctly, use language tools to connect their parts (to, when, because, if, if, etc.).
Connected speech.
Continue to improve the dialogic and monologue forms of speech. To form the ability to conduct a dialogue between the teacher and the child, between children; to teach to be friendly and correct interlocutors, to cultivate a culture of verbal communication. Continue to teach meaningful and expressive retelling of literary texts, dramatize them. To improve the ability to compose stories about objects, about the content of the picture, based on a set of pictures with a consistently developing action. Help plan the story and stick to it. Develop the ability to compose stories from personal experience. Continue to improve the ability to compose short tales on a given topic.
Preparing for literacy.
Give ideas about the sentence (without a grammatical definition). Exercise in making sentences, dividing simple sentences (without conjunctions and prepositions) into words, indicating their sequence. To teach children to divide two-syllable and three-syllable words with open syllables (na-sha Ma-sha, ma-li-na, be-re-za) into parts. Learn to form words from syllables (orally).

Joint activities of adults and children. Forms of work
Scenarios of activating communication. Didactic games Dramatization games Experimenting with natural material. Learning, retelling Speech tasks and exercises Imitation exercises Leisure and holidays Creative tasks Excursions, project activities Experimentation Integrated classes Thematic leisure activities Reading fiction Modeling and playing out problem situations Talking with children, writing riddles Problem situations Games (role-playing, theatrical, directing) Productive activity Use of various types of theater Discussion, storytelling, conversation Quiz, dramatization
Independent activity of children
All types of independent activities that involve communication with peers Game communication Role-playing game Games (role-playing, directing, theatrical) Independent activities in the book corner and theatrical activity corner (consideration, expressive reading, staging, etc.) 26
productive activity
Direct educational activities
Imitative exercises, plastic sketches Scenarios of activating communication Reading, looking at illustrations (conversation) Communication trainings Joint productive activities Work in a book corner Excursions, project activities
2.1.5. The program "Teaching preschoolers to read and write" by L.E. Zhurova and N.S. Varentsova.
Table 12
Tasks of the 2nd year of study:
 children learn to analyze and synthesize sentences of different designs.  get acquainted with all the letters of the Russian alphabet.  learn some spelling rules, lay out words and sentences from the letters of the split alphabet using the spelling rules.  master syllabic and continuous ways of reading.
2.1.6.

Educational area "Artistic and aesthetic development".
Artistic and aesthetic development involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.). Table 13
Main goals and objectives
Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude to objects and phenomena of the surrounding world, works of art; fostering interest in artistic and creative activities. Development of aesthetic feelings of children, artistic perception, figurative representations, imagination, artistic and creative abilities. Development of children's artistic creativity, interest in independent creative activity (fine, constructive - model, musical, etc.); meeting the needs of children in self-expression. 27

Introduction to art.
Development of emotional susceptibility, emotional response to literary and musical works, the beauty of the surrounding world, works of art. Introducing children to folk and professional art (verbal, musical, fine, theatrical, architecture) through familiarization with the best examples of domestic and world art; educating the ability to understand the content of works of art. Formation of elementary ideas about the types and genres of art, means of expression in various types of art. To develop aesthetic perception, a sense of rhythm, artistic taste, an aesthetic attitude to the environment, to art and artistic activity. To form an interest in classical and folk art (music, fine arts, literature, architecture). Form the foundations of artistic culture. Develop an interest in art. To consolidate knowledge about art as a form of creative activity of people, about the types of art (decorative, fine arts, literature, music, architecture, theater, dance, cinema, circus). To expand children's knowledge of fine arts, to develop artistic perception of works of fine art. Continue to acquaint children with works of painting: I. Shishkin (“Rye”, “Morning in a Pine Forest”), I. Levitan (“Golden Autumn”, “March”, “Spring. Big Water”), A. Savrasov (“Rooks have arrived"), A. Plastov ("Noon", "Summer", "Haymaking"), V. Vasnetsov ("Alyonushka", "Bogatyrs", "Ivan Tsarevich on the Gray Wolf"), etc. Enrich ideas about the sculpture of small forms, highlighting figurative means of expression (shape, proportions, color, characteristic details, postures, movements, etc.). Expand ideas about artists - illustrators of children's books (I. Bilibin, Yu. Vasnetsov, V. Konashevich, V. Lebedev, T. Mavrina, E. Charushin, etc.). Continue to acquaint with folk arts and crafts (Gzhel, Khokhloma, Zhostovo, Mezen painting), with ceramics, folk toys. Continue to acquaint with architecture, consolidate and enrich children's knowledge that there are buildings for various purposes (residential buildings, shops, cinemas, kindergartens, schools, etc.). To develop the ability to highlight the similarities and differences of architectural structures of the same purpose. To form the ability to highlight the same parts of the structure and features of the details. To acquaint with the specifics of temple architecture: a dome, arches, an arcade belt along the perimeter of the building, a drum (a round part under the dome), etc. e. To introduce architecture based on the regional features of the area in which children live. Tell the children that, as in every art form, there are monuments in architecture that are known all over the world: in Russia, these are the Kremlin, St. Basil's Cathedral, the Winter Palace, St. Isaac's Cathedral, Peterhof, the monuments of the Golden Ring and others - in each their city. To develop the ability to convey in artistic activity the images of architectural structures, fabulous buildings. Encourage the desire to depict the details of buildings (platbands, carved valance along the contour of the roof). To expand children's ideas about creative activity, its features; to form the ability to name the types of artistic activity, the profession of artists (artist, composer, artist, dancer, singer, pianist, violinist, director, theater director, architect, etc.). 28
Develop aesthetic feelings, emotions, experiences; the ability to independently create artistic images in various activities. To form an idea of ​​the significance of the human senses for artistic activity, to form the ability to correlate the senses with the types of art (they listen to music, look at paintings, read and listen to poetry, etc.). Introduce history and art forms; to form the ability to distinguish between folk and professional art. Organize a visit to the exhibition, theater, museum, circus (together with parents). Expand ideas about the diversity of folk art, art crafts (different types of materials, different regions of the country and the world). Raise interest in the art of the native land; love and care for works of art. Encourage the active participation of children in artistic activities of their own free will and under the guidance of an adult.
Visual activity.
To form in children a steady interest in visual activity. Enrich the sensory experience, include hand movements on the subject in the process of familiarization with objects. Continue to develop figurative aesthetic perception, figurative representations, form aesthetic judgments; to teach in a reasoned and detailed way to evaluate images created by both the child himself and his peers, paying attention to the obligation of a benevolent and respectful attitude towards the work of comrades. To form an aesthetic attitude to objects and phenomena of the surrounding world, works of art, to artistic and creative activities. Cultivate independence; learn to actively and creatively apply previously learned methods of image in drawing, modeling and application, using expressive means. Continue to learn to draw from nature; develop analytical skills, the ability to compare objects with each other, highlight the features of each object; to improve the ability to depict objects, conveying their shape, size, structure, proportions, color, composition. Continue to develop collective creativity. To cultivate the desire to act in concert, to agree on who will do what part of the work, how individual images will be combined into a big picture. To form the ability to notice the shortcomings of their work and correct them; make additions to achieve greater expressiveness of the created image.
Subject drawing.
Improve the ability to depict objects from memory and from nature; develop observation, the ability to notice the characteristic features of objects and convey them by means of drawing (shape, proportions, location on a sheet of paper). Improve your imaging technique. Continue to develop freedom and at the same time the accuracy of hand movements under the control of vision, their smoothness, rhythm. Expand the set of materials that children can use in drawing (gouache, watercolor, dry and oily pastels, sanguine, charcoal pencil, gel pen, etc.). Offer to combine different materials in one drawing to create an expressive image. Learn new ways to work with already familiar materials (for example, paint with watercolor on a wet layer); different ways to create a background for the depicted picture: when drawing in watercolor and gouache - before creating the main image; when drawing with pastels and 29
with colored pencils, the background can be prepared both at the beginning and at the end of the main image. Continue to develop the ability to fluently use a pencil when performing a line drawing, teach smooth hand turns when drawing rounded lines, curls in different directions (from a branch and from the end of a curl to a branch, vertically and horizontally), learn to move with the whole hand when drawing long lines, large shapes, with one finger - when drawing small shapes and small details, short lines, strokes, grass (Khokhloma), animation (Gorodets), etc. Learn to see the beauty of the created image and in the transfer of form, smoothness, unity of lines or their subtlety, elegance, the rhythm of the arrangement of lines and spots, the uniformity of painting the picture; feel the smooth transitions of color shades, resulting from even painting and adjusting the pressure on the pencil. Develop an idea of ​​the variety of colors and shades, based on the real color of objects, decorative painting, fairy tales; learn to create colors and shades. Gradually bring children to the designation of colors, for example, including two shades (yellow-green, gray-blue) or likened to natural (raspberry, peach, etc.). Draw their attention to the variability of the color of objects (for example, in the process of growth, tomatoes are green, and ripe ones are red). Learn to notice a change in color in nature due to a change in the weather (the sky is blue on a sunny day and gray on a cloudy one). Develop color perception in order to enrich the color scheme of the picture. To teach children to distinguish shades of colors and convey them in a drawing, to develop perception, the ability to observe and compare the colors of surrounding objects, phenomena (pale green leaves that have just appeared, pale green stems of dandelions and their dark green leaves, etc.).
Story drawing.
Continue to teach children to place images on the sheet in accordance with their actual location (closer or farther from the drawer; closer to the bottom edge of the sheet - foreground or farther from it - background); convey differences in the size of the depicted objects (a tall tree, a flower below the tree; a small sparrow, a large crow, etc.). To form the ability to build a composition of the picture; convey the movements of people and animals, plants leaning in the wind. Continue to form the ability to convey in drawings both the plots of folk tales and author's works (poems, fairy tales, stories); show independence in choosing a theme, composition and color scheme.
Decorative drawing.
Continue to develop the decorative creativity of children; the ability to create patterns based on folk paintings already familiar to children and new ones (Gorodets, Gzhel, Khokhloma, Zhostovo, Mezen painting, etc.). To teach children to highlight and convey the colors of folk decorative art of a certain type. To consolidate the ability to create compositions on sheets of paper of various shapes, silhouettes of objects and toys; paint toys fashioned by children. To consolidate the ability, when drawing up a decorative composition based on one or another type of folk art, to use the characteristic elements of the pattern and color scheme for it.
modeling
. Develop children's creativity; to learn to freely use various techniques learned earlier to create images of objects, objects of nature, fairy-tale characters; continue to teach to convey the shape of the main part and other parts, their proportions, posture, characteristic features of the depicted objects; process the surface of the form with finger movements and a stack. Continue to form the ability to convey the characteristic movements of humans and animals, create expressive images (the bird raised its wings, prepared to fly; the goat jumps, the girl dances; children do gymnastics - a collective composition). thirty
To teach children to create sculptural groups of two or three figures, to develop a sense of composition, the ability to convey the proportions of objects, their ratio in size, the expressiveness of postures, movements, and details.
Decorative molding.
Continue to develop decorative modeling skills; learn to use different methods of modeling (sticking, in-depth relief), apply a stack. To teach when sculpting from clay to paint a plate, to create a pattern in a stack; create subject and plot, individual and collective compositions from clay, multi-colored plasticine.
Application.
Continue to learn how to create subject and plot images from life and from representation: develop a sense of composition (learn to beautifully arrange figures on a sheet of paper in a format corresponding to the proportions of the objects depicted). To develop the ability to make patterns and decorative compositions from geometric and floral elements on sheets of paper of various shapes; depict birds, animals according to the idea of ​​children and based on folk art. To fix the techniques for cutting symmetrical objects from paper folded in half; several objects or their parts made of paper folded like an accordion. When creating images, encourage the use of various techniques for cutting, tearing paper, gluing images (smearing them with glue in whole or in part, creating the illusion of conveying volume); to teach the mosaic method of the image with a preliminary light designation with a pencil of the shape of the parts and details of the picture. Continue to develop a sense of color, color, composition. Encourage creativity.
Artistic work: work with paper and cardboard.
To consolidate the ability to fold paper rectangular, square, round shape in different directions (cap); use paper of different textures, make markings using a template; create fun toys (athlete bear, pecking cockerel, etc.). To form the ability to create objects from strips of colored paper (mat, path, bookmark), to select colors and their shades in the manufacture of toys, souvenirs, costume details and decorations for the holidays. Develop the ability to use a sample. To improve the ability of children to create voluminous toys using the origami technique.
Artistic work: work with fabric.
To form the ability to thread a needle, tie a knot; sew on a button, hanger; sew the simplest products (a bag for seeds, an apron for dolls, a needle case) with a “forward needle” seam. To consolidate the ability to make an applique using pieces of fabric of various textures (silk for a butterfly, a bike for a bunny, etc.), draw a contour with a chalk and cut it out in accordance with the intended plot.
Artistic work: work with natural material.
To consolidate the ability to create figures of people, animals, birds from acorns, cones, bones, grass, branches, roots and other materials, convey the expressiveness of the image, create general compositions (“Forest Glade”, “Fairytale Heroes”). Develop fantasy, imagination. Strengthen children's ability to use materials carefully and economically
Constructive-model activity.
Introduction to design; development of interest in constructive activities, acquaintance with various types of designers. Education of the ability to work collectively, to combine their crafts in accordance with a common plan, to agree on who will do what part of the work. To form interest in a variety of buildings and structures (residential buildings, theaters, etc.). Encourage the desire to convey their features in constructive activities. 31
Learn to see the design of an object and analyze its main parts, their functional purpose. Invite children to independently find individual constructive solutions based on an analysis of existing structures. Strengthen teamwork skills: the ability to distribute responsibilities, work in accordance with a common plan, without interfering with each other.
Building material construction.
To teach children to build different structures of the same object in accordance with their purpose (bridge for pedestrians, bridge for vehicles). Determine which parts are most suitable for construction, how best to combine them; continue to develop the ability to plan the process of erecting a building. Continue to teach how to build buildings united by a common theme (street, cars, houses).
Construction

details

designers.
Familiarize yourself with a variety of plastic designers. To teach how to create various models (buildings, planes, trains, etc.) according to the drawing, according to the verbal instructions of the educator, according to their own plan. To acquaint children with a wooden constructor, the details of which are fastened with pins. To teach how to create various designs (furniture, cars) according to the drawing and according to the verbal instructions of the educator. To learn how to create structures united by a common theme (a playground, a parking lot, etc.). Learn to disassemble structures using a staple and a mallet (in plastic constructors).
Musical and artistic

activity.
Introduction to musical art; formation of the foundations of musical culture, familiarization with elementary musical concepts, genres; education of emotional responsiveness in the perception of musical works. Development of musical abilities: poetic and musical ear, sense of rhythm, musical memory; the formation of song, musical taste. Raising interest in musical and artistic activities, improving skills in this type of activity. Development of children's musical and artistic creativity, the implementation of independent creative activity of children; satisfaction of the need for self-expression. Continue to introduce children to musical culture, to cultivate artistic taste. Continue to enrich the musical impressions of children, evoke a vivid emotional response when perceiving music of a different nature. Improve pitch, rhythmic, timbre and dynamic hearing. Contribute to the further formation of a singing voice, the development of movement skills to music. Learn to play children's musical instruments. Introduce elementary musical concepts.
Hearing.
Continue to develop the skills of perceiving sounds in height within fifths - thirds; enrich children's impressions and shape musical taste, develop musical memory. To promote the development of thinking, imagination, memory, hearing. Introduce elementary musical concepts (tempo, rhythm); genres (opera, concerto, symphony concerto), the work of composers and musicians. Introduce children to the melody of the National Anthem of the Russian Federation.
Singing.
Improve singing voice and vocal-auditory coordination. To consolidate the practical skills of expressive performance of songs ranging from to the first octave to re of the second octave; learn to take the breath and hold it until the end of the phrase; pay attention to articulation (diction). 32
To consolidate the ability to sing independently, individually and collectively, with and without musical accompaniment.
Song creativity.
Learn to invent melodies on your own, using Russian folk songs as a model; independently improvise melodies on a given topic according to the model and without it, using familiar songs, musical pieces and dances for this.
Musical-rhythmic movements.
To promote the further development of dance movement skills, the ability to move expressively and rhythmically in accordance with the diverse nature of the music, conveying emotional and figurative content in the dance. To acquaint with national dances (Russian, Belarusian, Ukrainian, etc.). Develop dance and game creativity; to form the skills of artistic performance of various images when staging songs, theatrical performances.
Musical game

dance

creation.
To promote the development of children's creative activity in accessible types of musical performance activities (playing in an orchestra, singing, dance movements, etc.). To teach children to improvise to music of an appropriate nature (skier, skater, rider, fisherman; crafty cat) To teach to come up with movements that reflect the content of the song; act expressively with imaginary objects. Learn to independently look for a way to convey musical images in movements. To form musical abilities; to promote the manifestation of activity and independence.
Playing children's musical instruments.
To acquaint with musical works performed by various instruments and in orchestral arrangement. Learn to play the metallophone, flute, percussion and electronic musical instruments, Russian folk musical instruments: rattles, rattles, triangles; perform musical works in the orchestra and in the ensemble.
Forms of work

direct educational activities. Forms of work
Listening to age-appropriate folk, classical, children's music Musical didactic games, integrative conversations Integrative children's activities Joint and individual musical performance Musical exercises, chants, chants Motor, plastic, dance etudes Creative tasks, improvisation concerts
Joint activities of adults and children
Listening to music that accompanies the holding of sensitive moments Making decorations for a group room for the holidays, items for games, souvenirs, items for educational and research activities Creating layouts, collections and their design Decorating items for personal use Examining aesthetically attractive items (vegetables, fruits, trees, flowers, etc.), patterns in the works of folk artists and works of fine arts and crafts, works of book graphics, illustrations, works of art, reproductions of paintings and 33
book graphics Organization of exhibitions of works by folk artists and works of fine arts, books with illustrations by artists (thematic and personal), reproductions of paintings and book graphics, thematic exhibitions (by seasons, mood) Discussion (of works of art, means of expression, etc.) Musical mobile games, integrative children's activities, improvisation concerts (on a walk)
Independent activity of children
Creation of an appropriate subject-developing environment Drawing, modeling, application, examination
2.1.7. Educational area "Physical development"
Table 14
Formation of initial ideas about a healthy lifestyle
Expand children's ideas about rational nutrition (volume of food, the sequence of its intake, diversity in nutrition, drinking regimen). To form ideas about the importance of physical activity in human life; the ability to use special physical exercises to strengthen their organs and systems. Form ideas about active recreation. To expand ideas about the rules and types of hardening, about the benefits of hardening procedures. Expand understanding of the role of sunlight, air and water in human life and their impact on health.
Physical education.
To form the need for daily motor activity. To develop the ability to maintain correct posture in various activities. To improve the technique of basic movements, achieving naturalness, lightness, accuracy, expressiveness of their performance. Strengthen the ability to maintain a given pace in walking and running. To learn to combine a run with repulsion in jumping on a soft surface, in length and height from a run. To achieve active movement of the hand when throwing. Learn to climb from span to span of the gymnastic wall diagonally. To learn to quickly rebuild on the spot and during movement, to equalize in a column, line, circle; perform exercises rhythmically, at the pace indicated by the teacher. Develop psychophysical qualities: strength, speed, endurance, agility, flexibility. Continue to exercise children in static and dynamic balance, develop coordination of movements and orientation in space. Teach yourself to monitor the state of physical education equipment, sportswear actively participate in care. To ensure the versatile development of the child's personality: to cultivate endurance, perseverance, determination, courage, organization, initiative, independence, creativity, imagination. 34
Continue to teach children to independently organize outdoor games, invent their own games, game options, combine movements. Maintain interest in physical culture and sports, individual achievements in the field of sports.
Movable

games.
To teach children to use a variety of outdoor games (including games with elements of competition) that contribute to the development of psychophysical qualities (dexterity, strength, speed, endurance, flexibility), coordination of movements, the ability to navigate in space; independently organize familiar outdoor games with peers, fairly evaluate their results and the results of their comrades. Learn to come up with game options, combine movements, showing creative abilities. To develop interest in sports games and exercises (towns, badminton, basketball, table tennis, hockey, football).
2.2. Description of variable forms, ways, methods and means of implementing the Program, taking into account age and individual

characteristics of pupils, the specifics of their educational needs and interests.

Forms, methods, means and technologies for the implementation of the Program
Table 15
educator

naya area

Forms and Methods

Tools and technologies

6-7 years old

6-7 years old

Social

communicative

development

Creating Situations
pedagogical, moral choice; conversations of social and moral content, special stories of the educator to children about interesting facts and events, about getting out of difficult everyday situations, situational conversations with children.
Games:
didactic, didactic with elements of movement, plot-role-playing, mobile, psychological, musical, round dance, theatrical, dramatization games, games for a walk, outdoor games of an imitative nature.
Making and guessing riddles.

Collaboration

Duty

Order

Tasks

Project implementation
Video library, projects, presentations for classes Productive reading technology, - problem-dialogical technology, - game technology, - ICT 35

Speech development

Reading and discussion
program works of different genres, reading, reviewing and discussing educational and artistic books, children's illustrated encyclopedias
Listening and discussion
folk, classical, children's music, didactic games related to the perception of music
Review and discussion
subject and plot pictures, illustrations for familiar fairy tales and nursery rhymes, toys, aesthetically attractive objects (trees, flowers, household items, etc.), works of art (folk, arts and crafts, fine art, book graphics, etc.), discussion of means of expression Productive reading technology, - gaming technology, - ICT
Review and discussion
cartoons, videos, TV shows
Quizzes
composing riddles
Staging and dramatization
excerpts from fairy tales, learning poems, developing artistic abilities in outdoor games of an imitation nature
cognitive development

Observation

Excursion

Problem solving

situations
(KVN, quiz)
Experimentation

Collecting

Modeling
(construction)
Project implementation

Games with rules
Problem-dialogical technology, - game technology, - ICT card file of experiments, multimedia presentations, video library, various collections - Gyenes blocks, - Kuizener sticks, - Nikitin cubes, - puzzles, - collections, - encyclopedias, - logical games - equipment for conducting experimental -experimental activities 36

Artistic

aesthetic development

Hearing

Execution
(singing, dancing, playing along, staging and dramatization). Singing joint singing, exercises for the development of the vocal apparatus, articulation, singing voice, conversations on the content of the song (answers to questions), dramatization of songs. Dances showing adults dance and dance musical and rhythmic movements, showing a child dance movements, joint actions of children, joint compilation of dances to folk melodies, round dances. Playing along with musical instruments, an orchestra of children's musical instruments;
Improvisation, experimentation

Outdoor games
with musical accompaniment (round dance, folk)
Musical and didactic games

Exhibition design
works of folk craftsmen, works of decorative and applied art, books with illustrations, reproductions of paintings, etc.; thematic exhibitions (according to the seasons, mood, etc.), exhibitions of children's creativity, corners of nature.
Workshops
for the production of products of children's creativity: drawing, modeling, appliqué, artistic work, according to the plan, on the themes of folk rhymes, based on familiar poems and fairy tales, on the theme of a read or viewed work; drawing illustrations for works of art; drawing, modeling fabulous animals; creative tasks, drawing illustrations for listened to musical works, making attributes for games, decorations for holidays, souvenirs, etc.
Realization of creative projects.
Electronic musical works, musical instruments, ribbons, scarves, sultans, folk costumes. - equipment and materials for artistic and productive activities: paints, brushes, paper, plasticine, scissors, etc., - works of arts and crafts, - art objects, - reproductions of paintings by artists, albums - multimedia presentations Project technology
Physical

development

Physical education
game, plot, thematic (with one type of physical exercise), complex (with elements of developed speech, mathematics, design), control and diagnostic, educational and training nature, physical education minutes; games and exercises for the texts of poems, nursery rhymes, folk songs, author's poems, counting rhymes; plot physical education classes on the topics of read fairy tales, nursery rhymes; rhythmic gymnastics, games and exercises to music, game conversations with elements of movement. Gaming technology, circuit training

37

Joint educational activities carried out during regime moments
Table 16
Main directions

development

Regime moments
Physical development Complexes of tempering procedures (wellness walks, washing hands with cool water before each meal, rinsing the mouth and throat after meals, air baths, walking barefoot along ribbed paths before and after sleep, contrast foot baths), morning exercises, exercises and outdoor games at 2 noon. Social and communicative development Situational conversations during security moments, emphasizing their benefits; development of labor skills through assignments and assignments, shifts, self-service skills; help for adults participation of children in the arrangement and cleaning of inventory and equipment for classes, in the construction of structures for outdoor games and exercises (from soft blocks, sports equipment); formation of skills of safe behavior during regime moments. Cognitive development Design and layout, cognitive research activities. Speech development Creation of speech development environment; free dialogues with children in games, observations, when perceiving pictures, illustrations, cartoons; situational conversations with children; naming labor activities and hygiene procedures, with children; naming labor actions and hygiene procedures, encouraging the speech activity of children; discussion (the benefits of hardening, physical education, hygiene procedures). Artistic and aesthetic development The use of music in the daily life of children, in the game, in leisure activities, on a walk, in fine arts, during morning exercises, drawing children's attention to a variety of sounds in the world around them, to the design of the room, the attractiveness of equipment, beauty and cleanliness surrounding premises, objects, toys.

Forms of independent activity of children
. Table 17
Main directions

development

Independent activity
Physical development Independent outdoor games, games on fresh air, sports games and activities (sledding, skiing, cycling), etc. Social and communicative development Individual games, joint games, all types of independent activities involving communication with peers Cognitive development Independent coloring of “smart coloring books”, developing board-printed games , games for a walk, auto didactic games (educational puzzles, insert frames, paired pictures), etc. Speech development Independent reading by children short poems, independent games based on artistic 38
works, independent work in the corner of the book, in the corner of the theater, role-playing games, looking at books and pictures singing, dancing), playing children's musical instruments (tambourine, drum, bell, etc.), listening to music Table 18
2.2.1. Individual characteristics of the contingent of pupils
from 3 to 4 years from 4 to 5 years from 5 to 6 years from 6 to 7 years - volitional sphere Violations in the development of cognitive processes Results of pedagogical monitoring of educational achievements (beginning of the educational period) Optimal Sufficient Low Results of psychological and pedagogical diagnostics of the child's readiness for educational activities 39
Optimal Sufficient Low Pupils who have difficulties in mastering the EITI. Pupils who have passed PMPK Pupils who have passed TPMPC
2.3. Description of educational activities for the professional correction of developmental disorders in children
The purpose of corrective work is to ensure the correction of deficiencies in the development of various categories of children with special educational needs and to provide assistance in mastering the general education program. The correctional-developing direction of the educational process in the group is represented by two directions: psychological - pedagogical and speech therapy correction and child development.
Adaptation mechanism for education of children with disabilities
Educational work in the group is based on the provisions of the Constitution of the Russian Federation and the Law of the Russian Federation "On Education in the Russian Federation" that all children have equal rights to education and medical, psychological and pedagogical support for their development. Corrective work is carried out with children with disabilities according to indications identified as a result of medical, pedagogical, speech therapy, psychological and social study of the developmental characteristics of children brought up in a group. Pupils receive educational services in general developmental groups. For children with disabilities, an adapted educational program of preschool education is being developed.
Individual adapted program of psychological, medical and pedagogical support for a child
- gives an idea of ​​the types of difficulties that a child has in mastering the basic general education program; - reveals the reason underlying the difficulties; - contains exemplary activities carried out by the subjects of support, tasks for correction. It is developed on the basis of the following documents: a diagnostic card for mastering the general education program; - maps speech development, conclusions of TPMPC; - a set of tasks for corrective work to overcome difficulties.
Directions of correctional and speech therapy work with

pupils with disabilities in the group
40

caregiver
1. Plans work taking into account the results of diagnostics, the conclusion of TPMPC. 2. Organizes educational, joint and independent activities of children (including joint activities with teachers, parents) in accordance with a certain stage of correctional activities. 3. Conducts individual work(including high-quality performance on the instructions of a speech therapist teacher). 4. Creates a subject-developing environment. 5. Organizes a favorable emotional climate in the group. 6. Works with parents: activates participation in parent meetings, draws up visual information, consults.
2.3.1. The system of work of a teacher - a speech therapist and a teacher in a group

Basic conditions
implementation of corrective work on the development of speech:  early diagnosis and correction of speech defects;  propaedeutics (prevention) of speech disorders;  comprehensive impact on the child by all those who interact with him (specialists, teacher, parents);  working with a child, take into account age and individual characteristics, speech conclusion;  organization of a subject-developing environment conducive to corrective work. Corrective speech therapy work with preschool children is carried out by a speech therapist and educator jointly (development of the communicative function of speech, education of speech activity, teaching grammatically correct speech and storytelling, enrichment and activation of the dictionary, formation of a sound culture of speech, etc.). The teacher-speech therapist develops the skills of correct speech. The teacher is engaged in consolidating the skills of correct speech. Table 19
Tasks of the educator
1. Creating an environment for the emotional well-being of children in the group 2. Surveying the general development of children, the state of their knowledge and skills according to the program of the previous age group 3. Filling out the survey protocol, studying its results in order to advanced planning correctional work 4. Discussion of the survey results. Compilation of the psychological and pedagogical characteristics of the group as a whole 5. Education of the general and speech behavior of children, including work on the development of auditory attention 6. Expanding the horizons of children through the use of excursions, targeted walks, observations, subject-practical activities, viewing filmstrips, cartoons and performances, reading fiction, games 7. Refinement of the existing vocabulary of children, expansion of the passive vocabulary, its activation of lexical and thematic cycles 8. Development of children's ideas about time and space, shape, size and color of objects (sensory education of children) 9. Development of a general, small and articulatory motility of children 41
10. Preparing children for the upcoming speech therapy session, including completing assignments and speech therapist recommendations 11. Consolidation of speech skills learned by children on speech therapy classes: their use in the classroom, in practical activities, in games, in everyday life 12. Development of children's memory by memorizing speech material of various types 13. Consolidation of word-building skills in various games and in everyday life 14. Control over the speech of children on the recommendation of a speech therapist, tactful correction of mistakes 15. Development of dialogical speech of children through the use of mobile, speech, board-printed games, role-playing and dramatization games, theatrical activities of children, assignments in accordance with the level of development of children 16. Formation of the skill of drafting short story, anticipating speech therapy work in this direction
Organization of life and activities of children
1. Strict adherence to the regime of the day, change of work and rest, sufficient stay of children in the fresh air, implementation of recreational activities 2. Drawing up a schedule of classes in accordance with the age of children 3. Organization of the pedagogical environment for the formation of children's speech of its communicative function
Conditioning
1. Equipping the group with visual, didactic, game material in accordance with the requirements of the program for the upbringing and correctional education of children open classes, practical techniques and an exercise for working with children at home to consolidate the speech skills acquired in kindergarten upbringing and socialization of the child.
2.4. Features of educational activities of different types and cultural practices. Traditions within the group.
Table 20 1 Sports activities “Mom, dad, I am a friendly family!” “Growing up healthy” Spartakiad for the holiday “Defender of the Fatherland Day” “Hello summer!” 1 time per quarter 2 Sports competitions Drafts competitions "Checkers Tournament" Governor's competitions 2 times a year 3 Days of Health "Life is great - great!" 2 times a year 42
"In the country of Neboleykino" 4 Concerts of "Aspen" Concert for Mother's Day. New Year's ball. Concert for the holiday "March 8" Concert for veterans on May 9 5 times a year 5 Excursions To Lyceum No. 1 To the Central Children's Library To the ICC "Old Surgut" To the traffic police To the fire department To the polyclinic No. 1 To the station of young naturalists according to the plan 6 Contests Festival children's creativity "Star drops" Festival of children's creativity "Red Easter" Festival of children's creativity "Christmas" "Autumn fantasies" ( creative work from natural material) "New Year's gift" (creative works on New Year's theme) "Country of childhood" (drawing competition for Children's Day) according to plan
2.5. Ways and directions to support children's initiative
Support for the individuality and initiative of the pupils of the group is carried out through: - creating conditions for the children to freely choose activities, participants in joint activities; - creating conditions for children to make decisions, express their feelings and thoughts; -providing non-directive assistance to children, supporting initiative and independence in various types of activities (game, research, project, cognitive, etc.).
The conditions necessary for the development of cognitive and intellectual activity of children in a group:
1. The developing subject-spatial environment is diverse in its content. 2. The content of the developing environment takes into account the individual characteristics and interests of the children of the group. 3. A democratic style of communication between teachers and children prevails in the group. 4. Educators and parents develop the ability of children to choose activities and relationships in accordance with their interests. 5. Parents are aware of everything that happens in the life of a child: what he did, what he learned new, how he can be helped in search of a new one.
Means of development of cognitive initiative of children of senior preschool age
Table 21 43
The main tasks and directions of development of cognitive activity of older preschool children are:  Enrichment of children's consciousness with new content, which contributes to the accumulation of the child's ideas about the world, prepares him for an elementary understanding of some concepts;  systematization of the accumulated and received information through logical operations (analysis, comparison, generalization, classification);  the desire for further accumulation of information (individual facts, information) and the willingness to streamline the accumulated and newly received information; classify it. The cognitive activity of older preschoolers is more clearly manifested in activities that require an effective method of cognition, in comparison with the figurative one. The design technology is focused on the joint activities of participants in the educational process in various combinations: educator - child, child - child, children - parents. Joint-individual, joint-interacting, joint-research forms of activity are possible.
Solving the problems of increasing the cognitive activity of children involves:
 educational games;  dramatization games, cooperation games;  dynamic games of cognitive content;  games-experiments with various materials;  classification and generalization of game material, objects, pictures for various reasons;  creation of problem situations;  use of artistic word, musical accompaniment;  informative conversations;  questions of the educator (leading, clarifying, generalizing, etc.) aimed at activating and generalizing the cognitive ideas of children, at developing the ability to reason independently, establish the simplest cause-and-effect relationships and patterns, and draw conclusions;  comparative analysis of various objects, objects of the surrounding (natural, social) world with visual reliance on visibility and without reliance on visibility;  examination of various subjects;  observation of the studied objects and phenomena of the surrounding world (natural, social), the work of adults, etc.;  experimental experimentation with objects of inanimate nature, physical phenomena;  sign-symbolic designations of landmarks;  demonstration of visual material, visual samples;  verbal instructions (stating instructions, commentary instructions and interpretation instructions), “rule-making”;  joint discussion of information, collective formulation of conclusions, summing up;  study of the rules of interaction in group activities; 44
 planning, distribution of roles, implementation of game actions;  creation of design situations (method of projects);  self- and mutual control of intellectual and cognitive activity (primarily when working in subgroups).
Effective forms of support for children's initiative
1. Joint activity of an adult with children, based on the search for solutions problem situation offered by the child. 2. Project activity. 3. Joint cognitive and research activities of an adult and children - experiments and experimentation. 4. Observation and elementary household work in the center of experimentation. 5. Joint activity of an adult and children in the transformation of objects of the man-made world and wildlife. 6. Creation of conditions for independent activity of children in development centers.
Traditions that have developed in the group that contribute to the development of children's initiative
 Circle. Every morning a circle is held in the group room.  Music of Russian and foreign composers in groups is played daily.  Favorite Toy Day - children bring their favorite toy from home and tell the children about it on the “circle”.  The day of the holiday is Friday. On this day, all holidays and entertainment are held (according to the work plan)  “Minute of silence” (rest) daily  “Bell”. Used to attract children.  Announcing the menu before the meal, inviting the children to the table and wishing them bon appetit.  New toys. Introducing children to new toys that appear in the group.  "Birthday" Congratulating children on their birthday, performing the song "Loaf", presenting a gift.
Ways to support children's initiative
Table 22
The priority area of ​​the initiative is learning. The activities of the educator to support the children's initiative:
Introduce an adequate assessment of the result of the child's activity while recognizing his efforts and indicating possible ways and means to improve the product. Calmly respond to the failure of the child and offer several options for correcting the work: re-execution after a while, finishing; improvement of details, etc. Tell your children about the difficulties you yourself experienced in learning new activities. To create situations that allow the child to realize his competence, gaining respect and recognition from adults and peers. To turn to children with a request to show the educator and teach him those individual achievements that everyone has. Maintain a sense of pride in your work and satisfaction with its results. To create conditions for a variety of independent creative activities of children. If necessary, help children in solving problems in the organization of the game. 45
Involve children in planning the life of the group for the day, week, month. Consider and implement their wishes and suggestions. Create conditions and allocate time for independent creative or cognitive activity of children according to their interests.
2.6. Features of interaction with the families of pupils.
Table 23
Forms of interaction with the family.

Getting to know the family
Meetings - acquaintances; questioning; Acquaintance with group rooms, group rules.
Informing parents about progress

educational activities
Open days, individual and group consultations, parent meetings, information stands, creating memos, the media, the site of the preschool educational institution, organizing exhibitions of children's art, inviting parents to children's concerts and holidays.
Team work
Involving parents in the organization and holding of competitions, family holidays, excursions
3. ORGANIZATION SECTION

Description

logistical

ensure

Programs,

security

methodical

materials

means

teaching and educating children of senior preschool age.
The group has the necessary game and didactic material for organizing the game, motor, musical, productive and creative activities of children: plot, board-printed, educational games, games for sensory development, for the development of basic movements.
Provision with methodological materials and means of training and education
Table 24 Educational area Methodological materials Physical development E.J. Adashkevicene "Classes in physical culture", "Sports games and exercises" Stepanenkova E.Ya. "Physical education in kindergarten" - M .: Mosaic - Synthesis 2006 Kharchenko T.E. "Morning exercises in kindergarten" (exercises for children 3-7 years old). M.: Mosaic, 2009 Penzulaeva L.I. "Physical education in kindergarten" M .: Mosaic-Sintez, 2008 Penzulaeva L.I. Improving gymnastics for children 3-7 years old M. Mosaic-Synthesis 2011 Galanov A.S. "Games that heal" M: creative center "Sphere" 2003 Runova M.A. "Movement day by day" Link - Press Moscow 2007 Novikova I.M. "Formation of ideas about a healthy lifestyle among preschoolers" Mosaic-Synthesis 2009-2010. Knowledge of O.A. Voronkevich "Welcome to ecology!" Partial program. GEF 46
OA Voronkevich "Welcome to ecology!" Workbook for children 6-7 years old. Preparatory group. Part 1, part 2 GEF E.V. Kolesnikov Demonstration material. Mathematics for children 6-7 years old. GEF E.V. Kolesnikova Mathematics for children 6-7 years old. Teaching aid to the workbook "I count to twenty" E.V. Kolesnikov I count to twenty. Mathematics for children 6-7 years old GEF DO E.V. Kolesnikova I solve arithmetic problems. Workbook for children 5-7 years old. GEF E.V. Kolesnikova I make up numbers. Workbook for children 5-7 years old L.A. Paramonova Developing classes with children 6-7 years old. Federal State Educational Standard V. Golub Pre-school preparation. Mathematics. Practical guide. Math trainer. GEF N. Durova, L.E. Zhurova Developmental exercises to prepare children for school. Mathematics. OV Dybina Familiarization with the subject and social environment. Preparatory group. Federal State Educational Standard L. Kutsakova Design and artistic work in kindergarten. The program and lecture notes L.Kutsakova Designing from building material. Preparatory group. GEF. Nosova E.A. Logic and mathematics for preschoolers. - SPb., 2007 How to work with Kuisener sticks? Games and exercises for teaching mathematics to children aged 5-7 years / L.D. Komarov. - M .: GNOM Publishing House O.I. Krushelnitskaya, A.N. Tretyakova "Right - left, up - down" (development of spatial perception). - M. Creative Center, 2004 M. Druzhinina "Play, solve, guess", "Guess the word" (crossword puzzles and games for children). OOO "Altey-Buk" E.R. Smirnova "Guess: crosswords, puzzles, rebuses" 2008 M Drako "Matesha. Puzzles for preschoolers "Minsk: Potpourri", 2009. Man-made world. Scenarios of games for preschoolers. / O. V. Dybina. - M: 2001. Social and communicative development L.A. Paramonova "Developing activities with children 6-7 years old" Federal State Educational Standard I.A. Kuzmin Workbooks for the program "Sociocultural Origins" Preparatory group Bure R.S. "Social and moral education of preschoolers" - a methodological guide Mosaic-Synthesis 2011 Zatsepina M.V. Days of military glory. Patriotic education of preschoolers ”- met. allowance Mosaic-Synthesis 2008-2010 Petrova V.I., Stulnik T.D. Moral education in kindergarten. Program and methodical recommendations. 2nd ed., rev. and add.-M .: Sintez, 2008. Petrova V. I., Stulnik T. D. Ethical conversations with children 4-7 years old. moral education in kindergarten. Handbook for teachers and methodologists. 2nd ed., rev. and add. - M .: 2008. Conversations with preschoolers about professions. / T.V. Potapova - M: Sphere, 2005. (Series "Together with preschoolers"). 47
Gubanova N. F. Game activity in kindergarten. Program and methodical recommendations. - M.: Mosaic-Synthesis, 2008. Kutsakova L.V. "Moral and labor education in kindergarten" - methodological manual Mosaic-Synthesis 2007-2010 Belaya K.Yu. "Formation of the basics of safety in preschoolers" - a method. allowance, 2012 T.P. Garnysheva "Life safety for preschoolers" Work planning, class notes, games. Khabibullina E.Ya. "Road alphabet in kindergarten." Abstracts of classes. - SPb., 2010 Fire safety. Non-standard lessons. Author - comp. R.A. Zhukov. - Volgograd: ITD Kolomiets N.V. Formation of a culture of safe behavior in children aged 3-7 years Speech development L.A. Paramonova Developing classes with children 6-7 years old. GEF O.S. Ushakova Development of speech of children 5-7 years old. GEF O.S. Ushakova Workbook on the development of speech for children aged 6-7 years E.V. Kolesnikov's ABC. My first textbook. GEF DO N. Durova, L.E. Zhurova Teaching preschoolers to read and write. Didactic materials in 4 books by N. Durov, L.E. Zhurov Steps of the letter. A set of demo material, slave. notebooks and methodological manual N. Durova, L.E. Zhurova Teaching preschool children to read and write according to the methods of D. B. Elkonin, L. E. Zhurova, N. V. Durova. Program N. Durova, L.E. Zhurova Exercises to test and consolidate knowledge in teaching preschoolers to read and write according to the method of N. Durova N. Durova, L.E. Zhurova The first steps on the steps of literacy. Preschool workbook. GEF DO N. Durova, L.E. Zhurova Games and exercises for the development of phonetic-phonemic hearing in preschoolers. A book for educators N. Durova, L.E. Zhurova Developmental exercises to prepare children for school. Literacy education. Development of speech Maksakov A.I. Education of the sound culture of speech in preschoolers. Handbook for teachers of preschool institutions. - 2nd ed. - M .: Mosaic-Synthesis, 2007. Maksakov A.I. The development of the correct speech of the child in the family. A guide for parents and educators. 2nd ed. - M.: Mosaic-Synthesis, 2008. Varentsova N.S. Teaching preschoolers literacy. Handbook for teachers. For classes with children 3-7 years old. - 2nd ed., Rev. and additional - M .: Mosaic-Synthesis, 2009. Gerbova V.V. The development of speech in kindergarten. Program and methodical recommendations. Gerbova V.V. Introducing children to fiction. Program and methodical recommendations. - 2nd ed., corrected. and additional - M. Mosaic-Synthesis, 2008 48
Artistic and aesthetic development of I.A. Lykova Visual activity in kindergarten. Preparatory group. Educational and methodical manual G.S. Shvaiko Classes on visual activity in kindergarten. Preparatory group. Program, notes O.V.Pavlova Visual activity and artistic work. Prep.gr. GEF DO Komarova T.S. Visual activity in kindergarten. Program and methodical recommendations. - M .: Mosaic-Synthesis, 2010. Solomennikova O.A. The joy of creativity. Familiarization of children 5-7 years old with folk art. - 2nd ed., Rev. and additional - M .: Mosaic-Synthesis, 2008 I. M. Petrova. Volume application. - St. Petersburg, 2008. I. M. Petrova. Magic stripes. - SPb., 2009 Zatsepina M.B. Musical education in kindergarten. Zatsepina M.B., Antonova T.V. Folk holidays in kindergarten. Methodological guide for teachers and musical leaders. / Ed. T.S. Komarova. - M. 2008. Zaretskaya N.V. Calendar musical holidays for children of senior preschool age: A guide for practitioners of preschool educational institutions. - M .: Iris-press, 2004. O.P. Radynov "Childhood with Music". Modern pedagogical technologies of musical education and development of children of early and preschool age, 2010 O.P. Radynov "Conversations about musical instruments". A set of 3 audio cassettes with a didactic album. "We listen to music." Tutorial. A set of 6 audio cassettes with methodological recommendations (compiled by O. P. Radynova). – M.: 1997.
3.2. Features of the organization of the developing subject-spatial environment in the group.
The organization of a developing subject-spatial environment is aimed at creating comfortable, favorable conditions for the development of a child in independent and joint activities, provides play, cognitive, research and creative activity for all pupils, experimenting with materials available to children (including sand and water); motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions; emotional well-being of children in interaction with the object-spatial environment; opportunity for children to express themselves. When creating a subject-developing environment of the group, the characteristics of the children attending the group are taken into account: age, level of development, interests, inclinations, abilities, a gender approach is used. The organization of the developing object-spatial environment corresponds to the principle of multifunctionality: game modules, screens, substitute objects have the possibility of a variety of uses in various types of children's activities. The equipment of the premises of the group is safe, health-saving, 49
aesthetically attractive and developmental characteristics. Furniture is appropriate for the height and age of children, ensuring the availability of play equipment, toys provide maximum given age developmental effect. The space of the group is organized in the form of "activity centers", equipped with a large number of developing materials (books, toys, materials for creativity, developing equipment, etc.). All subjects are available to children, which allows preschoolers to choose activities that are interesting for themselves, alternate them during the day, and the teacher makes it possible to effectively organize the educational process, taking into account the individual characteristics of children.
List of "Activity Centers"
Table 25 1 "Center for the Arts"; 2 "Construction Center"; 3 "Literary Center" (in senior groups - "Center for Literacy and Writing"); 4 "Center for role-playing (dramatic) games"; 5 "Sand and Water Center"; 6 "Center for Mathematics and Manipulative Games"; 7 "Center for Science and Natural Science"; 8 "Cookery Center"; 9 "Open area".
3.3. Psychological and pedagogical conditions for the implementation of the Program
Pedagogical and educational support staff carry out continuous support for the implementation of the Program: - ensure the emotional well-being of children through a respectful attitude towards each child, to his feelings and needs, - provide support for the individuality and initiative of children through the creation of conditions for the free choice of activities by children, participants in joint activities, for children to make decisions, express their feelings and thoughts, support children's initiative and independence, - create conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as having different (in including limited ones) health opportunities, for the development of children's communication skills, allowing them to resolve conflict situations with peers, work in a group of peers - they build the educational route of the child, focusing on the zone of his proximal development, through the organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children, assessment of the individual development of children, - interact with parents (legal representatives) on the education of the child, directly involve them into educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family. 50

3.4. Assessment of individual development of children.

Schedule for the 2016-2017 academic period of pedagogical and psychological and pedagogical diagnostics in MBDOU No. 48 "Rostok"
Table 26 № p / p Monitoring Subject / method of diagnosis Age category of pupils / timing 1 Monitoring the adaptation of children to the conditions of the MBDOU Assessment of the level (degree) of adaptation / observation, questioning of parents Newly admitted children / the first month of the child's stay in the MBDOU (at the end of the adaptation period) 2 Pedagogical monitoring of the educational achievements of the child Pedagogical diagnostics (assessment of individual development) in educational areas through observation, conversations, products of children's activities, special diagnostic situations Pupils from 3 to 6 years old / 2 times a year (from September 15 to September 30, 2016, from 14 to 28 April 2017) 3 Pedagogical monitoring of the integral indicators of the child's development Evaluation of the integral indicators of the development of the intellectual and motivational-dynamic characteristics of the child's activity Pupils from 3 to 6 years / 2 times a year (from September 15 to 30, 2016, from April 14 to April 28, 2017 ) 4 Motivational monitoring ionic sphere and readiness for teaching children at school Pedagogical diagnostics of individual development carried out through observation, conversations, products of children's activities, didactic games Pupils of the group / 2 times a year (from September 15 to 30, 2016, from April 14 to April 28, 2017) 6 Psychological- pedagogical diagnostics of a child’s readiness for learning activities Assessment of the level of readiness for school / diagnostic complex “Diagnosis of a child’s psychological readiness for schooling” edited by N.I. Gutkina Pupils from 5 to 7 years old / 2 times a year (from September 15 to 30, 2016, from 14 to 28 April 2017)
3.5. Designing educational activities.

3.5.1. Daily regime

cold (warm) period
(Appendix No. 2,3)
3.5.2. Curriculum MBDOU No. 48 "Rostok" for the 2016-2017 academic period (
Appendix №4) 51

The curriculum of MBDOU No. 48 "Rostok" for the summer period 2016-2017.
(Appendix No. 5)
3.5.3. Calendar training schedule MBDOU No. 48 "Rostok" for the 2016-2017 academic period
(Appendix No. 6)
3.5.4. Schedule of direct educational activities for the 2016-2017 academic period of the municipal budget

preschool educational institution of kindergarten No. 48 "Rostok"
(Appendix No. 7)
3.5.5. Organization of physical activity of children.

The mode of distribution of children's motor activity.
(Appendix No. 8)
3.5.6. A comprehensive plan of work with parents and children to ensure the safety of pupils and promote healthy lifestyles in the group
(Annex 9)
3.5.7. Classification of games according to the topics of living in a group (
Appendix No. 10)
3.5.8. Complex - thematic planning
(Appendix No. 1,12,13,14,15)
3.5.9. Standards of time spent on the implementation of the Program
Table 27 Month of the year Number of working days Standard time, by age, hour from 6 to 7 years September, 2016 22 12650/210 h 50 min 12075/201 h 15 min October, 2016 21 November, 2016 21 12075/201 h 15 min December, 2016 22 12650/210 h 50 min January, 2017 17 9775/ 162 h 55 min February, 2017 19 10925/182 h 05 min March, 2017 22 12650/210 h 50 min 52
April, 2017 20 11500/191 h 40 min May, 2017 19 10925/182 h 05 min June, 2017 21 12075/201 h 25 min July, 2017 21 12075/201 h 15 min August, 2017 23 13025/25 min Total for the academic year 248 49 weeks 3 days 142600/2376h40m Table 28
Standard for the day

Mandatory

formed
Time standard according to GEF, % 63% 37% Time standard according to GEF, hour 7 h 35 min. 4 hours 25 minutes
3.6.

Model of the organization of the educational process in the group of senior preschool age
Table 29
Regime

moment,

time

Time,

actually

spent

implementation

educator

Programs

Day of the week/activity content

(didactic units implemented during the educational process, areas)

Monday

Tuesday

Wednesday

Thursday

Friday
7.00-8.00 Morning meeting of children (outdoors in good weather): independent activities of children (SC, F);
daily work in

calendar of nature (P, R)
53
Reception of children inspection, games (60 min. O
-
20 minutes.
F - 40 min.)

minutes

ecological

thinking (P, R)
Talk on the topic of the week (P, R, SC)
(With

inclusion

topics

educational

programs

"Sociocultural

origins")
Examination of illustrations (ChE, R, P). Board-printed games (P, R, SK).
Conversation on

environmental theme

(R, P).
Individual labor assignments (SK). Examination of books, encyclopedias, in order to develop vocabulary enrichment (SK, R, P). Games for the development of fine motor skills of hands (P, R).
minutes

ecological

thinking (P, R)
Conversation about morality (P, SC)
(with inclusion

topics

educational

programs

"Sociocultural

origins")
Learning poems (R, SK, P). Word game (P, P). Games - dramatizations (ChE, P, R, SK).
Conversation on

environmental theme

(R, P).
Conversation on traffic rules (P, R). Examination of illustrations on the topic of the day (P, R, XE, SC)
Work in albums

(educational

program

"Sociocultural

origins)
Labor assignments (SK). D / and for the development of speech (R, P).
minutes

ecological

thinking (P, R)
Conversation on life safety (SC). Examination of posters on life safety (P, SK, CE). Games with a constructor for the development of constructive abilities (P, K). Morning exercises 8.00-8.30 (30 min. O
-
15 minutes.
F - 15 min.)
Independent activity of children (SK, F), interaction with the family (SK, R); outdoor games (F).
morning

gymnastics (F). Morning social circle (R, SC)
Preparation for breakfast, breakfast 8.30-8.50 (20 min. O-15 min.
F - 5 min)
Preparing for breakfast (SC, R, P). Breakfast (P, R, SC). Education of cultural and hygienic skills Games, independent activities of children 8.50-9.00 10 min. (O
-
5 minutes.
F - 5 min.)
Joint play activities. Outdoor games (F)
Articulatory

gymnastics (P)
Word games (P, R, SK)
Musical

rhythmic

movement (HE)
Game - improvisation (P, SC)
Finger

gymnastics (SC, R)
Sedentary games (P, R, SK, F)
Musical

rhythmic

movement (HE)
Didactic and r y (P, R, S K)
Articulatory

gymnastics (P)
Games. Preparation for GCD (P, SK, R). Direct educational activities 9.00-10.10 30 min / 10 min. Directly educational activities according to the GCD schedule (P, R, SK, HE, F). Physical education
minutes in

time of GCD (F, R)
54
(70 min) O -60 min.
F - 10 min.)
Second breakfast (juice) 10.10-10.15 (5 min. O-5 min.) Second breakfast (SK, P, R). Walk (games, observations, work, experimentation, communication according to interests), return from a walk 10.15-12.30 (135 min O-80 min.
F-55 min.)


). Walk (R, R, SC
ecological trail

(ETC)
Observation of natural phenomena: expanding children's ideas about various natural objects, phenomena (P, K).
Ecological game (P,

R)
Outdoor games for the development of motor activity (SC, F). Sedentary games: development of attention,
Watching

phenomena

nature:

extension

representation

children about various

natural

objects, phenomena

(ETC).
Outdoor games for the development of motor activity (SC, F).
ecological game

(ETC)
Work on the site:
Ecological

trail (P, R)
Observing Social Phenomena: Human Interactions (SK, P, R).
deepening

representations

children about seasonal

changes

nature, oh

activities

man in nature

(P, R, SK).
Labor assignments Monitoring of means of transportation (P, R).
Labor assignments

area cleaning:

bring up

desire to help

(SK).
Independent gaming activity with remote material (P, R, SK).
ecological game

(ETC)
Outdoor games (F, SK).
Ecological

trail (P, R)
Conversations about safe behavior in nature or at home (R, P, SK). Outdoor games: development of coordination of movements, the ability to navigate in space (F). Sedentary games (P, R, F).
ecological game

(ETC)
55
thinking (F, R, P). Role-playing game: develop the idea and plot of the game (P, R, SK). Labor in nature: to cultivate a desire to help (SK, P). Work with children on an individual basis (P, R, SK, CHE). cultivate a desire to help (SK, P). Role-playing game on the theme of the day (SK, P, R). Sedentary games: development of attention, thinking (P, K, F) Dramatization games (P, K, XE, SK). Physical exercises for agility (F). Individual work in physical education (F). on the site: to cultivate a desire to help (SK, P).
ecological game

(ETC)
Independent gaming activity with remote material (P, R, SK). Outdoor games Sedentary game Individual work on visual activity (ChE, P) Role-playing game on the topic of the day (P) Role-playing game (SK, P, R). Individual work on physical development (F). Sedentary game (SK, F).
Labor

instructions for

plot:

bring up

desire to help
(SK, P) Role-playing game on the theme of the day (SK, P, R). Construction games (SK, P, R). Work with children on an individual basis (P, R, SK, CHE). Activities of children on activated days and days of shortened walks.
Didactic games

(ETC).

Story - conversation on the topic

day (P, R).

Classes for

interests (modelling,

Painting,

application)

(P, R, SK).

Outdoor games

Guessing

riddles (P, R).

Role-playing

games (P, R, SC).

Reading

artistic

related literature

day (P, R).

Outdoor games

(R, SK).

Reading

artistic

literature (P, R).

Musical

didactic

games

(P, R, XE).
Preparation for dinner, lunch 12.30-13.00 (30 min. O-15 min.
F-15 min.)
Preparing for dinner. Dinner. (P, R, SK).
Time spent on the implementation of the educational program in the first half of the day - 6 hours (360 minutes)

O- 3 hours 35 minutes. (215 min.)

F - 2 hours 25 minutes. (145 min.)
56
Preparation for sleep, relaxing gymnastics before bedtime 13.00-13.10 (10 min O-5 min
F- 5 min
) Preparation for sleep
.
Hygienic procedures (SK, P, R).
Relaxing gymnastics before bedtime (F)
Daytime sleep 13.10-15.00 (110 min. O-110 min.) Daytime sleep Gradual rise, air and water procedures 15.00-15.10 (10 min. O
–
5 minutes.
F - 5 min.)
Gradual rise.
Hardening activities: gymnastics after sleep, hardening procedures, etc. (P, R,

SC).
Children dressing. (L, R) Afternoon snack 15.10 – 15.20 (10 min O-10 min
f-5 min
) Preparing for afternoon tea. afternoon tea. (P, R, SK). Directly educational activities 15.20 - 15.50 (30 min O-25 min.
F-5 min.)
Directly educational activities according to the GCD schedule (P, R, SK, HE, F).
Physical education minutes

during the GCD (F, R)
Games, leisure activities, independent activities, individual work 15.50-16.50 (60 min. O
–
25 min.
F - 35 min.)
Joint and independent gaming activities. Activities in the activity centers. Work in the book center (P, R, SC).
Laboratory

young

researcher (P, R)
Work with children on an individual basis (P, R, SK) Mobile and r y (F).
Reading

environmental

fairy tales (P, K)
Construction games (P, R, SK).
Laboratory

young

researcher (P, R)
Individual work on the development of speech (P, R, SK). Plot - role-playing game (P, R, SK).
Reading

ecological fairy tales

(P, K)

Laboratory

young

researcher (P, R)
Entertainment on the theme of the week (all areas). Preparation for dinner, dinner 16.50-17.05 (15 min.
–
10 min.
F - 5 min.)
Preparing for dinner. Dinner (R, SK). Posture while eating.
Hygiene procedures - rinsing

oral cavity (R, P, SK).
57
Preparation for a walk, walk, independent games of children, communication, interaction with parents, leaving children home 17.05-19.00 (115 min) O
– 50
min.
F - 65 min.)
Preparation for a walk: fixing dressing techniques (P, R); education of independence, mutual assistance (SK, P, R);
daily conversations on the protection of the safe life of children on a walk (P, R, SK,
). Walk (P, R, SK). Return from a walk.
Observation

phenomena

nature:

extension

representation

children

various

natural

objects, phenomena

(P, K).

ecological game

(ETC)
Outdoor games for the development of motor activity (SC, F). Role-playing game: develop the idea and plot of the game (P, R, SK). Work with children on an individual basis (P, R, SK, CHE).
Conversations

safe

behavior

nature

or in everyday life (R, P, SK).
Labor in the part: to cultivate a desire to help (SK, P). Role-playing game on the theme of the day (SK, P, R). Sedentary games: development in understanding, thinking (P, K, F) Dramatization games (P, K, HE, SK). Physical exercises for dexterity (F). Individual work on fiz.raz. (F). Observing Social Phenomena: Human Interactions (SK, P, R).
deepening

representations

children

seasonal

changes

p r o d s,

activities

h e l o v e k a

nature

SC).
Labor orders at the site: cultivate a desire to help (S K, P).
Ecological

game (P, R)
Outdoor games F). Sedentary game (F, R). Individual work on visual activity (ChE, P, R) Observation of vehicles (P, R).
Labor assignments for

u b o r k e

at h and with t to and:

bring up

wish

help (SK).
Independent gaming activity with remote material (P, R, SK).
Ecological game (P,

R)
Outdoor games (F, SK). Role-playing game (SK, P, R). Individual work on physical development (F). Sedentary game (SK, F).
B e c e d s

safe

c o m e n t

nature

everyday life (R, P, SK).
Outdoor games: development of coordination of movements, the ability to navigate in space (F). Sedentary games (P, R, F).
Ecological

game (P, R)

Labor

order

plot:

bring up

desire to help
(SK, P) Work with children on an individual basis (P, R, SK, CHE). 58
Didactic games to consolidate KGN (P, R, SK).
Work in a bookstore

center (P, R),

work in albums

(educational

program

"Sociocultural

origins)
Construction games (P, R, SK).
Work in the center of fine arts

Working with parents

pupils

(program

"Sociocultural

origins")
Outdoor games (SK, F).
Work in a bookstore

center (P, R),

work in albums

(educational

program

"Sociocultural

e origins)
Sedentary games (SC, F).
Work in the center of fine arts

(he)
Outdoor games (SK, F).
Work in a bookstore

center (P, R)

Work with the

parents

pupils

(program

"Sociocultural

e origins")

Time spent on the implementation of the educational program in the afternoon 6 hours (360 minutes)

O- 4 hours (240 minutes)

F- 2 hours (120 minutes)

Time spent on the implementation of the educational program

12 hours (720 minutes)

Mandatory part - 7 hours 35 minutes (455 minutes) - 63%

Part formed by participants in educational relations - 4 hours 25 minutes (265 minutes) - 37%

Symbols for the model of organization of the educational process:
SC - Social and communicative development P - Cognitive development R - Speech development HE - Artistic and aesthetic development F - Physical development M - Mandatory part of the Program
F -
Part of the Program formed by participants in educational relations
3.7.

Features of traditional events, holidays, events.
(Appendix No. 15,16) 59

4. List of literary sources used in the development of the Program
Table 30 No. p / p Literary source 1. Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education in the Russian Federation." 2. Federal State Educational Standard of Preschool Education of October 17, 2013, No. 1155. 3. Convention on the Rights of the Child 4. Decree of the Chief State Doctor of the Russian Federation dated May 15, 2013 No. 26 "On approval of SanPiN 2.4.1. 3049-13" Sanitary - epidemiological requirements to the device, content and organization of the mode of operation of preschool educational organizations. 5. Exemplary basic general education program "From birth to school", M., Mozaika-Sintez, 2012. 6. Tolstikova O.V. Development of the main educational program for preschool education. Guidelines. Yekaterinburg, 2014. 7. Tolstikova O.V. O. Savelyeva O.V., Ivanova T.V. Modern pedagogical technologies for the education of preschool children. Toolkit. Yekaterinburg, 2014 8. Zyryanova A.V. Guidelines for organizing and conducting an examination of exemplary basic educational programs at all levels of general education. Moscow, 2013. 9. Information and analytical report based on the results of a comprehensive study "The quality of preschool education in the Sverdlovsk region". Yekaterinburg, 2014. 10. Zhigulina M.L., Mamontova M.Yu. Tools for collecting contextual information. Ekaterinburg, 2014. 11. Journal "Practice of management of preschool educational institutions" No. 2, 2014. Andreenko T.A. Introduction and implementation of GEF DO. Action plan 12. Journal "Handbook of the senior educator" No. 3, 2014, O.A. Skorolupova. Federal state educational standard for preschool education: organization of implementation in preschool educational institutions. 13. Ilyasov R.M. Main educational program: regulatory requirements and formation algorithm. Yekaterinburg, 2014. 60

At present, the tasks of the social and personal development of children are solved by preschool pedagogy through the awareness of the relationship between their mental characteristics and upbringing and education.

Among the indicators of social and personal development of preschoolers, researchers note adequate ways of communicating with close adults, social competence, or social maturity, in the unity of its motivational, cognitive and behavioral components, orientation in the surrounding objective world, in ideas about oneself, about the events of one's own life and about their activities, as well as about the phenomena of public life.

The interaction of a child of the third year of life with peers is based on interest in each other, games nearby. This is how “prosocial behavior” is formed, that is, the ability to share with someone, to show elementary concern for others.

The child's assimilation of social experience occurs in the process of the formation of subject-play activity, its productive types, and learning. Cognition of the surrounding life takes place in the game, including the plot.

It is during this period (from 2 to 3 years) that the baby begins to realize that he has an individual name that he hears, recognizes, and knows the affectionate versions of. The child identifies himself as a person.

A special place is occupied by the issues of gender identification and socialization of the child, which are included in the structure of the image of "I" and are realized not only in communication with the family, but also with peers.

In order to form a positive attitude in the child, educators must create such conditions,

so that he feels his importance for others, their love and be sure that he will always receive support and help from them. Such a positive attitude strengthens the child's trust in the world of adults and provides an opportunity to actively and effectively explore it.

To this end, the educator can often create situations where the center of attention is each of his wards. In a group room, it is desirable to place photos of children so that any kid can see and recognize himself in the photo, show it to other children and adults.

It is useful to arrange an album that contains family photos, group shots. It is good to exhibit drawings, crafts of each child, to show them to parents, employees, peers of the “author”, to praise in his presence. It is advisable to celebrate the birthdays of the children with the whole group, to prepare and give gifts to the birthday man.

It is important to show interest in the child's feelings and preferences, talk with him about his parents, events in his life, favorite games, toys. Teachers and parents should be sensitive to all the experiences of the baby, rejoice with him, sympathize with grief, help to understand the reason for this or that experience, expressing it in words.

Adults should contribute to the development of the child's ideas about his appearance. It is necessary to pay attention to the color of the eyes, hair, clothes, emphasize its dignity. This should be done both in direct communication and looking at the reflection in the mirror with him, where you can see details that are usually invisible to the baby, for example, a bow on the back, a pattern on the back pocket, etc.

In the third year of life, a differentiation of the child's ideas about his capabilities, abilities and actions takes place, his attitude towards himself is clarified. These changes are clearly manifested in the behavior of the baby.

Children usually have a clear idea of ​​themselves as a boy or a girl, therefore, at an early age, attention should be paid to the formation of gender-role identification in a child: point out the features of the hairstyles and clothes of boys and girls, offer girls to be mother, aunt, nanny in games, boys - dad, uncle, driver, etc. In the group room and on the site there should be toys for both girls and boys. This does not mean that girls can only play with dolls and boys with cars. Everyone has the right to play with the Toys they like, but the assortment must be chosen in such a way as to stimulate games that promote gender identification.

A significant achievement of this age period is the development of social skills. They are formed in the course of daily procedures that take up most of the time spent by the baby in the full day group. Social skills should not be seen as simply providing for the physiological needs of the child. All procedures, how they are carried out, form an important part of the pedagogical process.

At these moments, the opportunity opens up for individual communication between the educator (parent) and the baby, an occasion to be with him one on one, to talk. They need to be used to establish trusting relationships, strengthen the emotional connection between the child and the adult. In the course of daily procedures, talking with the baby, an adult names objects and actions, explains something, asks, answers questions, reads poetry - all this contributes to the cognitive and speech development of the child.

In the process of washing, dressing, eating, he learns various actions: take soap and lather his hands, open the tap, put on tights, fasten and unfasten fasteners on clothes and shoes. Gradually, children learn to wash themselves, dress themselves, etc. Participating in everyday activities together with educators and parents, following the example of adults, they acquire social skills.

The main thing that educators (and parents) should strive for, conducting daily procedures, is to create a friendly atmosphere of cooperation. When accustoming children to independence, it is necessary to take into account the individual characteristics of each: do not rush the slow, do not offer unbearable actions for the baby, do not do for him what he can do himself, call the child only by name.

The arrival of children in preschool and leaving it are very important moments for the child and his parents. In the morning, it can be difficult for babies to switch to a different environment, to be separated from their mother. In the evening, some guys who are passionate about the game do not want to go home, part with the teacher, friends or toys. Adults have to smooth these moments, make them pleasant for the baby.

If the teacher at the meeting every day shows individual attention to each family, affectionately welcomes the child, encourages him, this helps to relieve the tension of the situation, makes it less anxious.

Parents and caregivers are supposed to exchange information at a meeting about how the baby slept, ate, and what mood he was in. This will allow adults to take into account the condition of the child, change the daily routine accordingly. For example, he does not want to part with the toy with which he was playing at the time when they came for him, he refuses to stop the game, ignoring his mother. The teacher can invite her to play with her son, take the toy with her. If it turns out that the baby did not eat well in the nursery, the parents will feed him dinner early.

Affectionately saying goodbye to the child, the teacher prepares him for tomorrow's meeting: “Goodbye, Ninochka! Come back tomorrow, we'll play again. Till tomorrow!"

Undressing and dressing children take a lot of time during the day. These procedures are advisable to use in order to accustom the child to independent actions. He must be given the opportunity to practice the sequence of operations. The child can observe how other children dress themselves, try to imitate them. Imitating the actions of peers, acting on the show of the educator or following him simple instructions, the baby learns to take off and put on clothes, unfasten and fasten fasteners. Parents need to make sure that clothes and shoes are with comfortable fasteners (zippers, Velcro), bright colors, with a memorable pattern or had distinctive features that you need to introduce the child to.

Helping the baby to dress and undress, educators (and parents) should be calm and patient, not scold, do not push the child, do not make sharp and rude actions. Everything should be accompanied by an affectionate speech, naming items of clothing, a story about what and why an adult and a child are doing at the moment: “Now we will take socks and put them on so that the legs do not freeze, then we will put on boots. That's it, Sashenka, well done!

Inviting the child to try to perform this or that action on his own, you need to cheer him up and instill confidence in the success and help of an adult: “Katya, you yourself put on one mitten. Now try to put on the second one as well. What, stuck finger? It doesn't matter, I'll help you a little, and everything will work out. So you learned how to put on gloves. Now the handles will not freeze in the cold. You are great!

Adults draw the attention of children to their appearance, delicately remind them how to use a handkerchief, eliminate mess in clothes, hair: "Valya, let's tie a bow for you, make a beautiful hairstyle." Helping the child to tuck in his shirt, comb his hair, blow his nose, you can bring him to the mirror and admire the neat view together, praise him: “Well done, Petenka, now everything is in order with you.”

The teacher approves the neat appearance of the children, encourages them to rejoice clean clothes, neat hairstyle. Do not shame the child, draw the attention of other children to the disorder in his appearance. Gradually, children begin to notice soiled clothes and shoes, dirty hands, and they themselves turn to an adult with a request for help.

Most successfully, various social skills are formed in children of the third year of life in the process of cooperation with adults, when they observe their activities and are included in it.

The teacher draws the attention of the kids to their actions, tells what and why he is doing, offers to help him set the table, bring and lay out spoons, napkins, hang towels.

At the end of the game or lesson, the teacher encourages his wards to put the toys in their place with him. It is necessary to explain to them that any toy is easy to find if it is always in “its own house”. The teacher offers the kids to wash toys, bathe dolls, wash their dresses or trousers.

Children learn to hang clothes, put shoes, put hat, scarf and mittens in place in their locker. To easily find it, a subject picture is usually attached to the door. Let the child choose it himself. Undressing and dressing the children, teachers also encourage them to help: show where the cap is, where to put the boots, how to put the mittens in place.

Children learn the rules of etiquette more easily if adults in the family and in kindergarten serve as role models.

Toddlers learn to be polite by following the rules: greet when meeting and say goodbye when parting; to thank for the help, for the gift; use a napkin and a handkerchief; wish you bon appetit and Good night; apologize if you accidentally caused someone trouble; ask permission if you want to join the other children's play or take someone's toy, do not interrupt the elders.

Before eating, an adult wishes the child a good appetite, teaches him to say "thank you" after eating. During the meal, the teacher talks quietly with the children: tells what they will eat for the first and second, asks if the compote is delicious, praises the kids.

In the course of daily procedures, children often act up, express dissatisfaction, and come into conflict with adults. The child may refuse to take food or some kind of it, does not want to sit down at the table, does not want to use a spoon, cup, etc., while eating. P.

Some do not like to change clothes, cry, resist, picky. It happens that the baby does not go to bed for anything or does not fall asleep for a long time, calls his mother, cries. Many children do not know how to ask to go to the toilet, they refuse to sit on the potty, they hate to wash and comb their hair.

To understand real reasons resistance, it is important for the educator to imagine the feelings and experiences of the child in this situation. Refusal to perform routine procedures is most often associated with negative sensations that have arisen or entrenched (cold pot, awkward posture, soap in the eyes, unusually solid food, uncomfortable clothes, etc.).

Experiences can be caused by the indelicate treatment of an adult (sharp, hasty movements, a loud and irritated voice of the educator, suppression of the desire for independence, interruption of interesting activities). In such cases, crying, whims are a signal of discomfort, emotional distress experienced by the baby, and are not just a sign of indiscipline.

Personally-oriented interaction helps to avoid coercive methods of conducting security procedures, which can lead to persistent negative consequences. It is recommended to use affectionate persuasions, explanations suitable for the situation, songs, poems, stories, playing out the procedure, encouraging the child's independence, following the pace of his actions.

Methods of personality-oriented interaction require special efforts, patience and creativity from an adult, but they allow a small person to experience positive emotions, give rise to a sense of confidence, trust in an adult, and contribute to the development of a child’s independence.

Ershova M.V.

The conferenceTopical issues of preschool, primary and general secondary education

Ershova Marina Vyacheslavovna

Educator of the 1st quarter category

MADOU "Kindergarten of the combined type No. 35" Nightingale "

Naberezhnye Chelny, Republic of Tatarstan

Theme "Social and personal development of children of middle preschool age, taking into account the GEF DO"

Currently, special attention is paid to the problem of social and personal development of preschoolers.The social and personal development of preschoolers is multifaceted, labor-intensive, and often delayed in time.Social and personal development is the development of a child's positive attitude towards himself, other people, the world around him, the communicative and social competence of children. The most important basis for the full-fledged social and personal development of the child is his positive sense of self: confidence in his abilities, that he is good, he is loved.This process begins in childhood and continues throughout life.

A child, as a social unit, learns the norms and patterns of behavior accepted in the society in which he lives, learns interaction, the ability to build relationships, first in the family, in a narrow circle of close relatives, then in a group of peers, then in larger societies. The development of initial ideas of a social nature and the inclusion of children in the system of social relations occurs through the solution of the following tasks:

- development of children's play activities;

-initiation to the elementary generally accepted norms and rules of relationships with peers and adults (including moral ones);

–formation of gender, family, citizenship, patriotic feelings sense of belonging to the global community.

Based on this, we, teachers, are faced with the task of working with a group of children, to use such methods and techniques that will give the highest results in social and personal development of children.

From the age of four, a child cannot do without peers. Role playing comes first.Since the game is the leading activity of preschool children and the most effective form of socialization of the child, in which the foundations of the future personality are laid.

Adult participation in games by the age of five is reduced to zero. Relations in the children's team are getting better, they play together, learn to cooperate, resolve conflicts, and settle quarrels. Thanks to role-playing games with peers, the child experiences new emotions and feelings that he has not met before.

In order to contribute to the social development of the child, the adult needs to encourage all kinds of play. Children most often reproduce the life of adults in a playful way - the games "Supermarket", "Medical Center", "Kindergarten", "Mothers and Daughters". In their game, children use the didactic games "Logic chains", "Domino", "Lotto", "Animals, fish, birds", "Useful and harmful food", "Who needs what for work", "I know all professions"; organize theatrical performances "Masha and the Bear", "Three Bears", "Teremok", using facial expressions, gestures, intonation to embody the image; play outdoor games "Cunning Fox", "Traps", "Traffic Light", etc., independently organizing them with a group of peers.

When creating an imaginary situation in the game, the child learns to participate in social life, "trying on" the role of an adult. In the game, options for resolving conflicts are being worked out, dissatisfaction or approval is expressed, children support each other - that is, a kind of model of the world of adults is built in which children learn to adequately interact

At preschool age, the child discovers the world of human relations, various activities and social functions of people. He feels a strong desire to get involved in this adult life, to actively participate in it, which, of course, is not available to him. In addition, he strives no less strongly for independence. From this contradiction, a game is born - an independent activity of children, simulating the life of adults.

Childhood without play and without play is not normal. Depriving a child of playing practice is depriving him of the main source of development

Regular joint games will enrich children with new experiences, contribute to the formation of social competence skills, give them new social experience, which is so important for the development of their personality.

For the social development of children of middle preschool age great value not only the game has: classes "Family", "A Day in Kindergarten", "Such different professions", conversations "How we can make good friends", "How to play and not quarrel", game exercises "Let's show how to fold clothes" , “How to feel sorry for a comrade”, “Let's show Petrushka how to wipe your hands dry”, “Joy-sadness”, acquaintance with music, reading books - E. Shklovsky “How to behave during an illness”, V. Oseeva “The Magic Word” observation, discussion of various situations, for example, “Trees also hurt”, encouragement of mutual assistance and cooperation of children, their moral deeds - all this becomes the bricks that make up a person’s personality. The child perceives beauty very deeply - which means that he needs to be introduced to the best creations of man, to show reproductions of paintingsI. Levitan "Birch Grove”, Social development is no less necessary for the individual than the development of intellectual, creative, physical abilities. The modern world is arranged in such a way that one of the conditions for success is the ability to work fruitfully in a team, to find ways of interaction, mutual understanding with the people with whom you work. And, of course, the spiritual comfort, emotional satisfaction of the child will directly depend on how his relationships with other people will develop, what role he will play in the team in which he will be, and who he feels like. And our task. as a teacher - correctly and skillfully help him acquire social skills.

In childhood, the child, in parallel with the knowledge of the world around him, continues to know himself. In this process, self-consciousness performs a central and regulatory function. The child is aware of the desires and actions that are regulated by his personal norms (in accordance with his understanding of the moral requirements and rules of behavior transmitted to him by adults). The child is able to evaluate himself, realizing to some extent the correspondence of his own qualities and actions to certain expectations or requirements of others. At preschool age, the first ethical instances arise: moral consciousness and moral assessments are formed, moral regulation of behavior is formed, social and moral feelings are intensively developed. Thus, each type of activity contributes to the process of socialization of the individual in accordance with its specificity and, therefore, is important both in itself and in interconnection with other types.

Bibliography:

1. Exemplary basic general educational program of preschool education "From birth to school" /Ed. NOT. Veraksy, T.S. Komarova,M.A. Vasilyeva. - M.: MOSAIC-SYNTHESIS, 2014. - 304 p.

2. The development of social confidence in preschoolers: A guide for teachers of preschool institutions.-M.: Humanitarian publishing center VLADOS.-2010.

3.Journal" preschool education"No. 2 - 2009

4. Smirnova E. O."Child psychology". M - 2008

6. http: www. pclever. en/ goncs-831-1/ html

SOCIAL - PERSONAL DEVELOPMENT OF CHILDREN OF PRESCHOOL AGE.

Kolomytseva Anna Vladimirovna

educator MK preschool educational institution Pavlovsky kindergarten No. 10

V modern world the problem of social development of the younger generation has become one of the most urgent. Parents and educators are more than ever concerned about what needs to be done so that the child entering this world becomes confident, happy, smart, kind and successful.

In this complex process, the formation of a person depends a lot on how the child adapts in the world of people, whether he can find his place in life and realize his own potential.

The problem of social and personal development of children is one of the actively developed problems in the theory and practice of preschool education. At the same time, every phase life path, as L.S. Vyhovsky, certain social situations of development are formed as a kind of attitude of the child to the social reality surrounding him. According to L.S. Vygovsky, the social situation of development "determines wholly and completely those forms and the path, following which the child acquires new personality traits, drawing them from social reality as the main source of development, the path along which the social becomes individual." social situation development, including a system of relations, various levels of social interaction, various types and forms of activity, is considered as the main condition for personal development. This situation can be changed by a person, just as he tries to change his place in the world around him, realizing that it does not correspond to his capabilities. If this does not happen, then there is an open contradiction between the way of life of the child and his capabilities. The main direction in emotional sphere- the ability to control feelings. Emotions and feelings reflect a person's direct experience of the life meaning of objects and phenomena of reality. Feelings accompany all types of human activity and behavior. Through emotions and feelings, we show and show love for people, perform controlled and uncontrolled actions. .

At preschool age, the foundations of personal development are laid, personal mechanisms of behavior begin to form. Will and arbitrariness become the most important personality neoplasms. The development of the will is associated with the formation of the motivational sphere of the child, the development of arbitrariness is determined by the formation of awareness and mediation of behavior. At preschool age, the core of the personality is formed - the Concept. In preschoolers, it remains very plastic, subject to the influence of numerous factors. For a child, such components of self-awareness become important as a representative of a certain gender, representing oneself in time (in the past, present and future), evaluating oneself in relation to rights and obligations. A child, being born as an individual, gradually acquires personality traits and the subject of social relations. The entry of a child into society is called socialization. The ability to social interaction develops during life, in the process of interaction with an adult. Communication with adults during preschool childhood develops and takes different forms.

Socialization is the process of assimilation by a child of patterns of behavior, social norms and rules, value ideas, skills and abilities that allow him to successfully operate in society.

Social and personal development is the most important direction in the development and education of preschool children, which is due to the need of society to educate the modern generation. Firstly, they are able to find “themselves” and their place in life; secondly, those who understand the importance of observing the norms and values ​​of a given society; thirdly, successfully socialized; fourthly, capable of self-development and constant self-improvement, manifestation of independence, purposefulness and self-regulation of their own actions.

Over many years of research by scientists in the field of preschool pedagogy and psychology, the fact has been proved that it is in the first years of a child’s life that the basic structures of his personality are laid, which imposes an important mission and special responsibility on education. necessary qualities from the new younger generation to parents and teachers of preschool educational organizations. Consequently, the problem of social and personal development becomes especially relevant in the theory and practice of preschool education.

This fact is reflected in the main federal documents that determine the activities of governing bodies and educational institutions. Article 12 of the Law of the Russian Federation "On Education in the Russian Federation" presents the requirements for educational programs and the content of education, which should "promote the realization of the right of students to freely choose opinions and beliefs, ensure the development of the abilities of each person, the formation and development of his personality in accordance with accepted in the family and society with spiritual, moral and socio-cultural values” .

The federal state educational standard for preschool education also indicates the value and significance of the childhood period, the importance of recognizing the child as the subject of educational relations and the need to take into account his individual needs.

In the Federal State Educational Standard, the requirements for the structure of the main educational program of preschool education also include “Social and communicative development”, as an area focused on the development of norms and values ​​accepted in society. Communication and interaction of the child with adults and peers. The development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude towards a sense of belonging to one's family and to the community of children and adults.

Problemssocial - personal development and education of preschool children lie in the changes that are taking place in our society and state. In the context of the ongoing instability of the socio-economic, political life of the country, the number of children who find themselves in difficult living conditions continues to grow: the number of divorces and the number of incomplete families conditions of keeping children are deteriorating, there are families with child abuse, alcoholism and drug addiction.

In kindergarten, teachers face the following problems: there are kids with communication disorders, with increased shyness, anxiety, aggressiveness, hyperactivity, and insecure children.

CausesThese violations can be very different, but all these violations interfere not only with those around them, but also with the children themselves. These data indicate the importance and necessity of carrying out work on the social and personal development of children in a preschool educational institution.

Socially - pedagogical activity in the conditions of a preschool educational institution, this is the work that includes pedagogical and psychological activities aimed at helping the child, teacher and parent in developing their own individuality, organizing themselves, their psychological state; assistance in solving emerging problems and overcoming them in communication; as well as help in becoming a small person in society.

For the qualitative development of the socialization process, the following areas are distinguished:

Work with children;

Interaction of preschool educational institution with parents;

Working with teachers.

When working with children, special attention should be paid to the following aspects:

Adaptation of children early age;

Joint games aimed at understanding emotions (feelings) in senior preschool age;

Identification of the structure and correction of interpersonal relations in preparatory groups.

The process of social and personal development of preschoolers in the nursery educational institution includes various activities:

Game activity - makes the child feel like an equal member of human society. In the game, the child gains confidence in his own abilities, in the ability to get a real result.

Research activity - allows the child to independently find a solution or refutation of his own ideas.

Visual activity - allows the child to get used to the world of adults with the help of work, fantasy, to know it and take part in it.

Objective activity - satisfies the cognitive interests of the child in a certain period, helps to orient in the world around.

Observation - enriches the child's experience, stimulates the development of cognitive interests, gives rise to and reinforces social feelings.

Communicative activity (communication) - unites an adult and a child, satisfies the various needs of the child in emotional closeness with an adult, in his support and appreciation.

Project activity - activates the independent activity of the child, ensures the unification and integration of different types of activities.

Constructive activity - makes it possible to form complex mental actions, creative imagination, mechanisms for controlling one's own behavior.

Every teacher needs to develop a respectful attitude to traditions. family education children and recognize the priority parental rights in the upbringing of the child.

Work with parents should include both individual interaction and their mass involvement in cooperation with preschool educational institutions. To improve interaction with parents, both traditional and non-traditional forms are used, such as:

Frontal and individual surveys of parents, the study of the social portrait of the families of pupils (Together with the families of pupils, the album "My Family" was created, questionnaires);

Group meetings in the form of round tables, discussions, debates, parental living rooms;

Organization of an "Open Day" (parents can see for themselves how educational and educational work is carried out in a preschool educational institution);

Targeted and spontaneous conversations - meetings with family members of pupils;

Theatrical performances for children with the participation of parents;

Pedagogical education of parents (This work is carried out in all areas of educational and educational work with children, using copyright developments, which are computer presentations to familiarize parents and children with the history of their native city, with the history of the All-Russian holiday "Mother's Day", games created on the same topic);

Parent meetings with presentations: “Why do I love my kindergarten?”, where children share their impressions of the group and “What to tell the child about the city?” the sights of the city should be told to him;

Satisfying the individual requests of parents - creative homework for parents with children, allowing you to establish a trusting relationship with the child, and at the same time participate in the educational process.

Presentation of the group on the DOW website;

Creation of the newspaper "Grow Up";

Creation of computer didactic games - quizzes for children and parents "What has changed?" or "Our City", where you can test your knowledge about your hometown.

Creation of the “Raising Together” album, where parents share their experience on various issues of education, and the teacher sees what issues concern the families of pupils and promptly responds with advice or advice to parents on how to act in this problem situation.

The federal state educational standard for preschool education is aimed at improving the quality and status of preschool education, which, accordingly, also provides for the professional development of teachers, increasing their professional and personal competencies. The world is changing, children are changing, which, in turn, puts forward new requirements for the qualifications of a teacher. The teacher must constantly improve himself and meet the requirements of modernity.

Thus, a brief review of the social and personal development of preschool children allows us to draw the following conclusions:

Social development is a multidimensional process, as a result of which a person is introduced to the "universal social".

Preschool age is a sensitive period in human social development.

The social and personal development of preschool children is carried out in the actual activity of mastering the objective world and the world of relations between people.

The formation of the social and personal development of preschoolers will be successful, subject to the following organizational and pedagogical conditions:

Creating an atmosphere of goodwill, mutual understanding and love;

Learning to listen and hear others;

Development of the ability to use facial expressions, pantomime and voice in communication;

The development of communication skills in children in various life situations;

Learning to use the formulas of speech etiquette is addressed and motivated;

Cultivating a friendly attitude towards peers;

Formation of a feeling of sympathy between the participants of communication;

Explaining to children that a carelessly spoken word hurts is no less painful than an action;

Teaching children self-control;

Development of the ability to analyze the situation;

Purposeful formation of communication skills in children.

Bibliography.

Alieva Sh. G. Social development of preschoolers // Young scientist. - 2014. - No. 2. - S. 711-715. - URL h Bibliographic description: Aliyeva Sh. G. Social development of preschoolers // Young scientist. - 2014. - No. 2. - S. 711-715. - URL https://moluch.ru/archive/61/9058/ (accessed 10/17/2018).ttps://moluch.ru/archive/61/9058/ (accessed 10/17/2018).

Bozhovich L.I. Selected psychological works. Problems of personality formation Pod. ed. DI. Feldstein - M.: Mezh. ped. Academy, 1995. - 212

Vygotsky L. S. Collected works: in 6 volumes. - M., 1984. - V. 4: Child psychology. – 432 p.

The quality of preschool education: state, problems, prospects. - M.: Publishing house "GNOM and D", 2002. - 240 p. 8. The concept of modernization of Russian education for the period up to 2010 // Bulletin of Education of Russia, 2002. - No. 6. 13

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” [Electronic resource] //

Federal Law "On Education in the Russian Federation" - 0 - 13 [Text] / M .: Prospekt, 2013. - 160 p.

Features of the organization of activities for social and personal development in the conditions of the Federal State Educational Standard.

Social and personal development in the context of the Federal State Educational Standard is included in educational area"Social and communicative development":

• assimilation of norms and values ​​accepted in society, including moral and ethical 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;
• building a respectful attitude and 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, nature.

The organization of activities for social and personal development in a preschool educational institution is available in the following forms:

• GCD;
• joint activities of the educator with children;
• joint activities of children;
• individual work of a teacher with a child;

Currently, the main attention is paid to the problem of social and personal development and education of preschoolers, which is one of the components of the project of the State Standard for Preschool Education. The social and personal development of a preschooler, that is, the formation of a child’s attitude to himself and to the environment, the development of social motives and needs by him, the formation of his self-knowledge is a rather complicated process, it requires a lot of labor from the teacher and in terms of performance.

Social development is associated with the formation of the self-concept, i.e. awareness of the child as a person. The tasks of the social development of preschoolers are the following:

1. Formation of ideas about the social world and about oneself.
2. Education of social feelings.
3. Education of an active position.
4. Formation of ideas about oneself, surrounding people, nature, man-made world.

The process of socialization begins in childhood and continues throughout life. It is well known that the timely development of the necessary components of social behavior in children is hampered by an insufficient level of speech development, which contributes to the appearance of emotional, personal and behavioral difficulties. The child strives for vigorous activity, and it is important not to let this desire fade away, it is important to contribute to its further development. The fuller and more varied children's activity, the more significant it is for the child and corresponds to his nature, the more successful his development is. That is why the closest and most natural for a preschooler are games and active communication with others - with adults and peers.

Many adults believe that a child should do something useful, and not just play.The axiom is the position that the game is the leading activity of preschoolers. During the game, the development of the child moves at a rapid pace: social, mental, emotional ... All games can and should be used for their social development, since the game is in most cases a collective activity that implies the need to communicate with peers or adults, identify leaders, "stars ' and 'outcasts'.

Social and personal development is successful under the condition of its continuous implementation, i.e. inclusion in all moments of the educational process.

The personal experience of the child is organized in such a way that he naturally, in the types of activities available to him, masters the means and methods of cognition, communication and activity, allowing him to show independence, responsiveness, a culture of communication, a humane attitude towards the world.

The game helps the child to enter society. Through the game, the child gets acquainted with the relations of people, various professions, tries himself in different social roles. The game is perhaps the only type of activity aimed at developing not individual abilities (for art or technology), but the ability to be creative as a whole. At the same time, the child is included in the system of social relations, the assimilation and processing of norms of behavior and human community.

Watching children play, you can see that not all children know how to play. It seems incredible, but it's true. The task of preschool teachers is to teach children to play, which means to teach them to live.

Teachers must have extensive game material, including taking into account the classification of games, which allows to increase the effectiveness of pedagogical influence.

In preschool pedagogy, there are several classifications of children's games.

The first class of games - games initiated by children (independent plot, with water and sand, directorial, theatrical).

The second class - games initiated by adults (didactic, mobile, fun games, intellectual).

The third class is folk games (ceremonial, training, leisure, archaic).

We take a broader view of the classification of games with the goal of covering all games.

1. Creative games (plot-role-playing, directing, construction, theatrical, games with sand and water).
2. Games with rules, which are divided into didactic (with mathematical and environmental content, related to the development of speech, activity, sensory, musical), mobile (plot-based, plotless, attractions, elements of sports games and exercises); intellectual (games for pedagogical correction, computer and musical games, folk games, fun games).

The use of game situations often helps to solve the problem of preschoolers' reluctance to participate in new, unusual, difficult types of work. Cognition, work, self-service, social work can be organized using individual game elements, techniques, or completely carried out in a game form.

In the process of participating in such games, children learn to communicate, try themselves in various roles and situations. They learn to be leaders and obey the decision of the majority, become workers, engineers, designers, inventors, designers, test pilots and astronauts, living and experiencing these roles in situations that can help them in adulthood.

Consequently, the enrichment of the socio-cultural experience of a child of preschool age is possible through a specially given game activity. The game encourages him to cooperate with both children and adults, to take into account the needs and needs of others.

The developing feelings of empathy, friendly affection are enriched in the child precisely in the game, they change, being the basis for the emergence of more complex social feelings. It is in the gaming community that he develops the main psychological neoplasms - orientation towards others, the ability to evaluate his actions and deeds in terms of the requirements of the culture of society; personal mechanisms of a culture of behavior develop - control and self-control, self-restraint, evaluation and self-esteem. By identifying himself with an adult, the child thereby learns cultural patterns and norms. Of course, the first pronounced identifications occur with parents first from a purely external side, then the internal features of the parents, their tastes, social relations, and way of behavior are assimilated, which, of course, cannot but be reflected in the choice of the plot of the games. That is why adults, especially parents, are responsible in this regard.

Thus, the socialization of a child is a process of mastering social experience, where the following are combined into an integral system:

1. the child's activity in the development of socially significant content;
2. communication of the child, expressed in the structure of his social roles;
3. the content and structure of his self-consciousness.

The game allows you to solve a variety of educational and educational tasks:

1. helps to gain self-confidence, faith in people, optimism;
2. provides self-adjustment for cheerfulness, for the development and exaltation of oneself, for the realization of one's human destiny, the development of a habit of constant self-improvement;
3. includes the child in the process of self-knowledge and self-education;
4. fosters responsibility, accuracy, diligence, which develops the child's ability to self-organize.

It is important to remember that communication is one of the most important areas of human spiritual life. The higher mental functions of the child, such as numbing, attention, thinking, are first formed in communication with adults and only then become completely arbitrary. In the process of communication, the child learns the laws and norms of human relationships. Properly built communication is the process of raising and developing a child. And the game - as a complex socio-psychological phenomenon is of great importance not only in the life of a child, but throughout the life of an adult and is an indispensable condition for the versatile development of the individual. Socio-communicative skills are developed in daily activities, didactic, mobile, role-playing games.

For your attention, we offer an application with games for the development of social and communication skills. These games are aimed at developing constructive communication skills, the ability to get joy from communication, the ability to listen and hear another person, the emotional sphere.

This card file of games has certain goals and objectives:

• a sense of unity, cohesion, the ability to act in a team, the removal of bodily barriers "Glue brook", "Blind man and guide", "Magic algae", etc.
• the ability to establish friendly relations, notice the positive qualities of others and express it in words, make compliments “Polite words”, “ Magic bouquet flowers”, “Gift for everyone”, etc.
• the ability to resolve conflict situations and overcome conflicts in communication with each other "Games-situations", "Rug of reconciliation", "Hands get to know each other, hands quarrel, hands reconcile", etc.
• the development of non-verbal and objective ways of interaction "Depict a proverb", "Talk through the glass", "Squiggle", "Scouts", etc.
• creating a favorable atmosphere of direct, free communication and emotional intimacy "Catch a mouse", "Press conference", "Understand me", "Without a mask", etc.