Long-term plan for the program “First Steps. Long-term plan in the senior group Planning. Long-term plans - Long-term planning of work with children with special needs in designing from paper using the origami technique

The work program shows how, taking into account specific conditions, educational needs and developmental characteristics of students, a teacher creates an individual pedagogical model of education based on federal state requirements.
The work program contains classes that are grouped into sections of the program:
Quantity and counting.
Magnitude.
Geometric figures.
Time orientation.
Orientation in space.
Logic problems.
It is based on the program of education and training of children in kindergarten, edited by M. A. Vasilyeva, T. S. Komarova, V. V. Gerbova.


Cyclogram of long-term calendar planning in the 2nd junior group in accordance with FGT
The cyclogram was developed according to the Program of Education and Training in Kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. 2007. The cyclogram presents daily forms of work with children and directions in working with parents in accordance with the implementation of the main educational areas of the program during the week. Memos are attached: a cyclogram for planning organized educational activities, forms of work with parents, a regional component.
The material can also be used when planning work on the program “From birth to school”, ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva.


Direction “Artistic and aesthetic development”
Educational field: Artistic creativity of children of senior preschool age
Pages: 90
Program description
Explanatory note.
The structure of the organization of the educational field “Artistic Creativity”.
Principles of artistic creativity.
Forms of organization of the educational field “Artistic Creativity”.
Material and technical (spatial) conditions for organizing the artistic creativity of children in the senior group.
Age and individual characteristics of the senior group of children.
Organizational living conditions for children.
Long-term planning of the educational field “Artistic Creativity”.
The content of psychological and pedagogical work on the development of the educational field “Artistic Creativity”.
Integration of the content of the educational field “Artistic Creativity”.
Content - organizational model of the work program.
Planned intermediate results of mastering the program.
A system for monitoring children’s achievement of the planned results of the program.
Monitoring the educational process.
Monitoring child development.
A list of programs, technologies, and teaching aids necessary for the implementation of the educational process.
It is based on the Education and Training Program in Kindergarten, edited by M.A. Vasilyeva., V.V. Gerbova., T.S. Komarova.


The document presents:
Long-term planning of classes on sensory development in the senior group (MSD, systemic speech impairment).
Long-term planning of classes on sensory development in the preparatory group.
Long-term thematic planning of classes on the development of fine motor skills and sensory development with children with mental retardation (senior group).
Author: Teacher-defectologist Krutova I.E.
Literature used in preparation:
Markova L.S. Organization of correctional and developmental education for preschoolers with mental retardation. M., 2002, Arkti Publishing House.

Changes in Russian education encourage teachers to look for new approaches to implementing the tasks of preschool education. The changes affected not only program documents, but also, mainly, the activities of teachers with children. It is known that the first step to action should be planning. The effectiveness of the pedagogical process largely depends on the quality of planning.

There are ready-made long-term and calendar plans for some sample preschool education programs. However, it is worth paying attention to the fact that such plans sometimes do not take into account a number of important points: the current situation of children’s development, the characteristics of the group of children, the technologies being implemented, the regional component, the variable part of the educational program, and also do not always allow the implementation of such requirements of the Federal State Educational Standard for Education, as taking into account the interests of the child, supporting his initiative and the formation of the child as a subject of his education. Our planning notes comply with the Federal State Educational Standard for Education, but:

ready-made plans can only partially be used to develop teachers’ own plans. When downloading the plan, you should read it in detail and change it in accordance with your children, their interests and abilities.

The effectiveness of the implementation of educational areas as a whole depends on how thoughtfully and competently the planning is carried out.

Long-term planning of the educational process in age groups is the advance determination of the order and sequence of implementation of the educational process for the academic year with the definition of tasks and content for each month. It is based on the basic general education program of a preschool institution. A long-term plan is drawn up by teachers of each age group for a month, quarter, six months or a year (corrections during work in this type of plan are acceptable).

The long-term plan is developed independently by educators and specialists for one academic year and is implemented on the basis of a curriculum approved by the head. Long-term planning of direct educational activities (DEA) is compiled for each age group, taking into account complex thematic planning.

The long-term plan includes (depending on the preschool educational institution program):

Implementation deadlines;
educational areas (socio-communicative development, cognitive development, speech development, artistic and aesthetic development; physical development);
goals and objectives (for a month);
types of children's activities,
used literature and teaching aids,
work with parents for the school year (parent meetings and consultations);
at the beginning of each month, the following is determined: morning exercise complexes, after-sleep exercise complexes, work with parents and children for the month (individual and group consultations, group and kindergarten-wide parent meetings, information stands, moving folders, reminders, competitions, exhibitions, seminars, musical and sporting events, open days, etc.).

The shelf life of the calendar-thematic and long-term plan is 5 years.

Summary of long-term plans for the year

1.

The summary includes:

• Routine and routine processes (child adaptation, physical education and health activities, organization of daytime sleep)
• Classes
• Independent play activity
• Working with parents, topics of consultations and conversations.
• A complex of morning exercises for every month.
• Games-activities by day.

2.

Author Lyamina Alevtina Ivanovna. Methodological work and long-term planning in the 1st junior group for the academic year.docx>>

3.

Summary of long-term lesson planning for the year by month

One week - one common theme. Each week includes classes in the following areas: cognition, communication, fiction, drawing, modeling, design.

Planning for the program "From birth to school"

Developments according to the program “From birth to school” by N. E. Veraksa, M. A. Vasilyeva, T. S. Komarova for the 1st junior group for the entire academic year, divided into weeks, given the topic, tasks, cognitive, artistic, gaming, work and other activities. Author Kostikova Natalia Petrovna. Long-term planning in the first junior group for the academic year (pdf file)>>

Another planning summary for the “From Birth to School” program. The work program is compiled according to educational areas: physical development, social and communicative development, cognitive development, speech development, artistic and aesthetic development (FSES DO). Teacher Sukhikh Natalya Sergeevna. Download abstract >>

Long-term planning in the 1st junior group according to the Rainbow program

Teacher Osovskaya Natalya Aleksandrovna. Download plans for "Rainbow" >>

Long-term planning of the first junior group based on an approximate educational program for the Federal State Educational Standard "Childhood"

Summary 5 weeks

Planning classes and routines for the first junior group in 5-week cycles in accordance with 5 educational areas. These are social-communicative development, cognitive development, speech development, artistic-aesthetic and physical. Notes from mid-September to mid-October.

The meaning of long-term planning in an educational institution is to give the process of education and upbringing of children an organized character, to make the work of a teacher more orderly, meaningful and effective.

Work on your long-term plans using materials from the MAAM portal.

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Perspective-thematic plan for the implementation of the “Security” section in sensitive moments in the first junior group September - Introduction to basic rules of behavior in children's garden: play with children without disturbing them or causing pain; leave kindergarten only with parents. Conversation: “Why should there be order in a group”. Conversation “Autumn has come, it has become cold” Situations “If you broke...

Perspective-thematic plan for the implementation of the section “Labor education” in special situations September. Teach children to take off and put on certain items of clothing; Form the habit of cleaning up after games, with the help of adults, putting toys back in their place. - d/i “Let’s pack the doll for a walk” Helping the teacher put things in order in the group room before going out...

Planning. Long-term plans - Long-term planning of work with children with special needs in designing from paper using the origami technique

Publication “Long-term planning of work with children with special needs in the design...” PERSPECTIVE PLAN FOR TRAINING ORIGAMI TECHNIQUES FOR CHILDREN IN A SENIOR Speech Therapy GROUP (first year of study) month Lexical topic Origami theme Main tasks (Program content, literature September “Vegetables” “Fruits” 1. “Travel to an interesting country of origami” 2.”Grow...

Image library "MAAM-pictures"

Long-term plan for developing a culture of behavior in an early age group September 1. Conversation “Matryoshka dolls came to visit us.” Goal: to teach to greet warmly when meeting, to say goodbye when parting. Didactic games: “Let’s get to know each other (say goodbye), nesting dolls.” 2. Conversation “Teaching a bear to make a request to the teacher.” Goal: to strengthen skills...

Approximate long-term planning of educational activities with middle-aged children for the study of traffic rules according to the Federal State Educational Standard Approximate long-term planning of direct educational activities with middle-aged children to study traffic rules according to the Federal State Educational Standard. September. Topic: Streets of our city. Objectives: to complement children’s ideas about the street, consolidate knowledge about the sidewalk,...

A long-term comprehensive thematic plan in the preparatory group, taking into account the implementation of the regional component A long-term comprehensive thematic plan in the preparatory group, taking into account the implementation of the regional component. Compiled by Kudinova O.Yu. Topic/timeline Final event Contents I. “Goodbye summer, hello kindergarten.” 1. “It’s so nice in our garden” (1 week of September) 2....

Planning. Long-term plans - Long-term work plan within the framework of the children's legal association “Law and I” for the prevention of bad habits

Municipal educational institution School of the village of Kharp Long-term work plan within the framework of the children's legal association of additional education "Law and Me" on the prevention of bad habits (2019-2020 academic year) Compiled by: social teacher Murashova Irina...

Long-term work plan for the basic (core) classroom for the prevention of bad habits (2019–2020 academic year) Municipal educational institution School of the village of Kharp Long-term plan for the work of the basic (support) classroom for the prevention of bad habits (2019-2020 academic year) Compiled by: social teacher Murashova Irina Anatolyevna Forms of work for the prevention of substance abuse substances in the school of the village of Kharp No....

Tatiana Shemshura
Long-term plan for the “First Steps” program

Long-term GCD plan

on speech development in first junior group(2 – 3 years)

(2 classes per week, 8 classes per month, 72 classes per year)

Educational area "Speech development"

Literature: Methodological materials for Integrated educational program for young children « FIRST STEPS» , part 1 and 2.

September 1. Topic: "Acquaintance".

Target: To develop children’s ability to listen to each other.

Develop auditory attention.

Strengthen communication skills

Bring up

friendly relations

Material: toy (doll Masha)

Literature: S. Yu. Meshcheryakova. Page 26. No. 1. 2h.

2. Theme: "Do as I do".

Target: To develop children’s ability to imitate each other.

Develop auditory attention and articulatory apparatus.

Strengthen the ability to listen carefully to the teacher.

Cultivate friendly relations with each other.

Material: toy

(bear).

Literature: E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 30.No. 13.2

1. Topic: "Sun and Rain".

Target: To develop the ability to perform simple movements and actions in connection with the text.

To consolidate knowledge about seasonal changes in nature.

Material: children's chairs, umbrella.

Literature: E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 52.No. 48. 2 hours.

2. Theme: "Rain"

Target (fingers) with text;

Develop hand motor skills.

Material: toy (bunny)

Literature: E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 36.No. 23. 2 hours.

1. Topic: "Moms and their children".

Target: To develop children’s ability to name animals and their babies.

Develop children's vocabulary.

Strengthen children's knowledge and skills about primary ideas about animals.

Cultivate interest and love for wild and domestic animals.

Material: pictures depicting adult animals and their young.

Literature: Page 113. No. 42. 1 hour.

2. Theme: "How are you?".

Target: To develop children’s ability to depict answers with gestures.

Develop the articulatory apparatus.

Strengthen communication skills.

Material:

Literature: E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 121. No. 49. 1 hour. 1. Subject: "Take the ball".

Target: To develop children’s ability to listen carefully to an adult.

Strengthen communication skills.

Cultivate friendly relationships.

Material: ball.

Literature: E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshche-ryakova. Page 86. No. 2. 1 hour.

2. Theme: "Doll's Birthday".

Target: To develop children’s ability to use not only toys, but also pictures depicting objects.

Develop the articulatory apparatus.

Strengthen knowledge about family traditions

Cultivate love for loved ones.

Material: doll, pictures depicting various objects, toys, mushroom, spinning top, flower, etc., box, bags.

Literature: E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshche-ryakova. Page 107. No. 33. 1 hour.

1 week 2 week 3 week 4 week

October 1. Topic:

"In the process of getting dressed".

Target: To develop children’s skills and abilities for KGN.

Develop children's speech.

Strengthen knowledge about clothing.

Cultivate an interest in fiction.

Material: children's clothing, a book with poems by E. Blaginina “I’ll teach you how to put on shoes”, N. Sakonskoy “Where is my finger?”, “Masha put on a mitten”.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 81. No. 4.. 1 hour.

2. Theme:

"In the process of washing,

bathing."

Target

Develop children's speech.

Consolidate knowledge of KGN.

Cultivate an interest in fiction.

Material:

Literature:

E. O. Smirnova,

L. N. Galiguzova,

S. Yu. Meshcheryakova. Page 81. No. 5.

1. Topic:

"Horned goat".

Target: To develop children’s ability to perform movements in connection with the text.

Develop children's speech.

Strengthen motor skills.

Cultivate an interest in fiction.

Material: goat toy

Literature:

E. O. Smirnova,

L. N. Galiguzova, S. Yu. Meshcheryakova. Page 92. No. 14.

2. Theme:

"Bear".

Target: To develop children’s ability to imitate an adult.

Develop children's speech.

Strengthen knowledge and skills about nursery rhymes.

Material:toy (bear).

Literature:E. O. Smirnova,

L. N. Galiguzova, S. Yu. Meshcheryakova. Page 94. No. 20.

1. Topic:

"Come to me".

Target: To develop children’s ability to listen carefully to an adult.

Develop children's speech.

Strengthen the ability to conduct dialogue with character.

Material: bear (toy).

Literature: E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 85. No. 1.

2. Theme:

"Come to me, run to me".

Target

Develop children's speech.

Strengthen listening skills.

Cultivate friendships in the game.

Material: doll (toy).

Literature: E. O. Smirnova, L. N. Galiguzova,

S. Yu. Meshcheryakova. Page 86. No. 4.

1. Topic:

“Who lives in the house?”.

Target: To develop children’s ability to give each other pleasure from this game.

Develop children's speech.

Bring up

Material: bear, bunny, bird, goat, dog (toys).

Literature:

E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 106. No. 32. 1 hour.

2. Theme:

"Geese".

Target: To develop the ability to correlate hand movements (fingers) with text;

Develop hand motor skills. children's speech.

Strengthen listening skills.

Cultivate love and friendly relationships.

Material: pictures of geese.

Literature:

E. O. Smirnova,

L. N. Galiguzova,

S. Yu. Meshcheryakova. Page 120. No. 47. 1 hour.

1 week 2 week 3 week 4 week

1. Topic:

"During the game".

Target: To develop children’s skills in joint play between an adult and a child, accompanied by suitable poems.

Develop children's speech.

Strengthen the ability to conduct dialogue.

Foster a love and interest in toys.

Material: doll

(toy).

Literature: E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 77. No. 1. 1 hour.

2. Theme:

"Take it, roll it".

Target: To develop children’s ability to perform movements as shown by an adult. Develop children's speech. Strengthen listening skills.

Cultivate friendships in the game.

Material: hoop, machine, ball, ball, cubes (toys)

Literature: E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 86. No. 3. 1 hour.

1. Topic:

"Hiding

toys."

Target: To develop children’s skills to make requests to adults and peers.

Develop children's speech.

Strengthen listening skills.

Material (toys).

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 107. No. 34. 1 hour.

2. Theme "The doll is dancing".

Target: To develop children’s ability to perform movements as shown by an adult.

Develop children's speech.

Strengthen listening skills.

Cultivate interest and love for toys.

Material: dolls

(toys).

Literature: E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 110. No. 38, part 1.

1. Topic:

"Before bedtime".

Target: To develop children’s ability to listen carefully to the teacher.

Develop children's speech.

Material:

(toy).

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 80. No. 3. 1 hour.

2. Theme:

"During feeding".

Target: To develop children’s ability to listen carefully to the teacher.

Develop children's speech.

Secure the KGN.

Cultivate love for each other.

Material: illustrations.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 82. No. 6. 1h

1. Topic:

"Fists".

Target

Develop children's speech.

Strengthen listening skills.

Cultivate friendships in the game.

Material: toys

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshche-ryakova. Page 92. No. 15. 1 hour.

2. Theme:

"On the bumps".

Target: To develop children’s ability to perform movements in connection with the text.

Develop children's speech.

Strengthen listening skills.

Cultivate friendships in the game.

Material: toys

Literature:

E. O. Smirnova,

L. N. Galiguzova,

S. Yu. Meshcheryakova. Page 93. No. 19.

1 week 2 week 3 week 4 week

1. Topic:

"On walk» .

Target: To develop children’s ability to pay attention to natural phenomena.

Develop children's speech.

Strengthen the ability to listen to fiction.

Cultivate friendly relationships in the game.

Material:

illustrations.

Literature:

E. O. Smirnova, L. N. Galiguzova,

S. Yu. Meshcheryakova. Page 77. No. 2. 1 hour.

2. Theme:

"Domino".

Target: To develop children’s ability to look at pictures and name what is depicted on it.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly relationships in the game.

Material: educational game "Domino" (pictures on different topics).

Literature:

E. O. Smirnova,

L. N. Galiguzova,

S. Yu. Meshcheryakova. Page 113. No. 41. 1h

1. Topic:

“They drowned,

clapped."

Target: To develop children’s ability to perform movements as shown by an adult.

Develop children's speech.

Strengthen the ability to listen to the teacher.

Cultivate friendships in the game.

Material: doll, dog, frog, cow (toys).

Literature:

E. O. Smirnova,

L. N. Galiguzova, S. Yu. Meshcheryakova. Page 87. No. 5. 1 hour.

2. Theme:

"Clap-clap hands".

Target: To develop children’s ability to perform movements as shown by an adult.

Develop children's speech.

Strengthen the ability to listen to the teacher.

Cultivate friendships in the game.

Material: dolls, toys.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 87.

1. Topic:

"Snowflakes-fluffs".

Target: To develop children’s skills and the ability of children to perform movements as shown by an adult.

Develop children's speech.

Strengthen the ability to listen to the teacher.

Cultivate friendships in the game.

Material: illustrations.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 49. No. 42. 2 hours.

2. Theme:

"Snowball".

Target: To develop children’s ability to perform movements in connection with the text.

Develop children's speech.

Strengthen listening skills.

Cultivate friendships in the game.

Material: illustrations.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 49. No. 43. 2 hours.

1. Topic:

"Who's at the door?".

Target: To develop children’s ability to recognize animals by imitation of an adult.

Develop children's speech.

Strengthen listening skills.

Foster love and interest in animals.

Material:

toys (horse, goat, cow, dog, etc.)

Literature:

E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 103. No. 27. 1 hour.

2. Theme:

"Who's calling you?".

Target: To develop children’s ability to recognize animals.

Develop children's speech.

Strengthen the ability to govern

different pronunciation.

Foster love and interest in animals.

Material: screen, toys (cat, dog, bird, frog, cockerel).

Literature: E. O. Smirnova,

L. N. Galiguzova,

S. Yu. Meshcheryakova.

1 week 2 week 3 week 4 week

1. Topic:

"Bug Competition"

Target: To develop the ability to correlate hand movements (fingers) with text;

Develop children's speech.

Strengthen communication skills.

Cultivate friendly mutual relationships.

Material: Pictures.

Literature:

E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova.

Page 122. No. 52. 1 hour.

2. Theme:

"Flowers"

Target: To develop the ability to correlate hand movements (fingers) with text;

Develop children's speech.

Strengthen communication skills.

Cultivate interest and love for flowers.

Material: illustrations.

Literature:

E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 122. No. 53. 1h

1. Topic:

"Hands up and on your side"

Target: To develop the ability to perform movements as demonstrated by an adult.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly relationships.

Material: toys, musical works.

Literature:

E. O. Smirnova, L. N. Galiguzova,

S. Yu. Meshcheryakova.

Page 88. No. 7. 1 hour.

2. Theme:

“We raise our hands together”

Target: To develop the ability to perform movements as shown by an adult.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly relationships.

Material: musical works.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 88. No. 8. 1 hour.

1. Topic:

"When supervising the affairs of adults"

Target: To develop children’s ability to observe the actions of an adult. Develop children's speech.

Strengthen the ability to help each other.

Foster love and interest in adults.

Material:

illustrations.

Literature:

E. O. Smirnova, L. N. Galiguzova,

S. Yu. Meshcheryakova. Page 83.

2. Theme:“In case of failures, grief and other events”

Target: To develop children’s ability to understand the meaning of nursery rhymes and songs.

Develop children's speech.

Strengthen listening skills.

Material: illustrations.

Literature:

E. O. Smirnova, L. N. Galiguzova,

S. Yu. Meshcheryakova.

1 week 2 week 3 week 4 week

1. Topic:

"Sparrow"

Target: To develop children’s ability to perform movements as shown by an adult.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly mutual relationships.

Material: illustrations.

Literature:

E. O. Smirnova,

L. N. Galiguzova,

S. Yu. Meshcheryakova.

2. Theme:

"Wonderful bag"

Target: To develop children’s ability to name objects.

Develop children's speech.

Strengthen listening skills.

Cultivate interest and love for the world around us.

Material: bag, toys (cube, ball, comb, cup, machine, etc.).

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 105.

1. Topic:

"Baba sowed peas"

Target: To develop children’s ability to listen to short poems without relying on visuals.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly mutual relationships.

Material: illustrations.

Literature:

E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova.

2. Theme:

"Tushki-tutushki"

Target: To develop children’s ability to perform movements in connection with the text.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly mutual relationships.

Material: toys, music.

Literature:

E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 92.

1. Topic:

“The carriages are moving, let’s go….knock-knock-knock”

Target: To develop children’s ability to perform movements in connection with the text.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly relationships.

Material: illustrations.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 119.

2. Theme:

"Two Centipedes"

Target: To develop children’s ability to correlate hand movements (fingers) with text;

Develop children's speech.

Strengthen motor skills.

Cultivate friendly relationships.

Material: illustrations.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 121.

1 Topic:

"Improvisation of fairy tales with

using toys"

Target: To develop children’s ability to participate in the improvisation of fairy tales using toys.

Develop children's speech.

Strengthen children's ability to listen to fairy tales.

Cultivate an interest in fiction.

Material: puppet theater characters.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshche-ryakova. Page 89. No. 10. 1 hour.

2. Theme: "Children's Cinema"

Target: To develop children’s ability to accompany the show with a story, focusing on the picture that the children especially liked.

Develop children's speech.

Strengthen children's ability to name fairy tales they already know.

Cultivate interest and love for fairy tales.

Material: videos.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshche-ryakova. Page 89. No. 9. 1 hour.

1 week 2 week 3 week 4 week

1. Topic:"The chicken clucks"

Target (fingers) with text;

Develop children's speech.

Strengthen motor skills.

Cultivate friendly mutual relationships.

Material: illustrations.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 92. No. 16. 1 hour.

2. Theme:"Boy and Dog"

Target: To develop the ability to encourage children to listen to speech sounds, correlate them with objects that produce these sounds, and stimulate sound imitation.

Develop children's speech.

Strengthen children's ability to listen and differentiate words that clearly differ in sound composition, and subsequently become increasingly similar in sound.

Cultivate an interest in fiction.

Material: illustrations.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 98. No. 2. 1 hour.

1. Topic:

"Flowers"

Target

Develop children's speech.

Strengthen listening skills.

Cultivate friendly mutual relationships.

Material: illustrations, flowers.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 33.

2. Theme:

"Big Portrait"

Target: To develop children’s ability to depict a human figure on the entire sheet.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly mutual relationships.

Material: sheets of cardboard, felt-tip pens, colored crayons.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 66.

1. Topic:

"The Bird Eats"

Target: To develop children’s ability to take care of a bird.

Develop children's speech.

Strengthen listening skills.

Cultivate interest and love for toys.

Material:

toys (bird, plate, doll set, grains.

Literature:

E. O. Smirnova, L. N. Galiguzova,

S. Yu. Meshcheryakova. Page 109.

2. Theme:

"Puzzles"

Target: To develop children’s ability to recognize objects by verbal description, relying on the visual perception of objects.

Develop children's speech.

Strengthen listening skills.

Cultivate interest in the world around you.

Material: illustrations.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 115.

1. Topic:

"Doll's House"

Target: To develop children’s ability to build together, together.

Develop children's speech.

Strengthen the ability to take care of a doll.

Material: toys (cubes, doll).

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshche-ryakova. Page 63.

2. Theme:

"Beads for a doll"

Target

Develop children's speech.

Strengthen listening skills.

Cultivate interest and love for toys.

Material: colorful beads

large size, rope, large doll.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshche-ryakova. Page 64.

1 week 2 week 3 week 4 week

1. Topic:

"Children's books"

Target: To form the ability of children to contribute to the development in children of the ability to listen to the speech of an adult based on actions and movements, to repeat words and phrases after him.

Strengthen knowledge about children's works.

Cultivate an interest in fiction.

Material: illustrations.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 89. No. 11. 1 hour.

2. Theme:

"Short Poems"

Target: To develop children’s ability to continue some words or lines together with an adult.

Develop children's speech.

Strengthen children’s ability to memorize their favorite poems.

Cultivate an interest in fiction.

Material:: illustrations.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 96.

1. Topic:

automobile"

Target: To develop children’s ability to perform movements together with the teacher.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly mutual relationships.

Material: steering wheel or

(toys).

Literature

2. Theme:

"Captains"

Target

Develop children's speech.

Strengthen listening skills.

Bring up

Material: children's chairs.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 39.

1. Topic:

"Magpie"

Target: To develop children’s ability to correlate hand movements (fingers) with text;

Develop children's speech.

Strengthen motor skills.

Cultivate friendly relationships.

Material:

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 91.

2. Theme:

"Okay"

Target: To develop children’s ability to correlate hand movements (fingers) with text;

Develop children's speech.

Strengthen motor skills.

Cultivate friendly relationships.

Material:

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 90.

1. Topic:

"Masha is walking, Masha has fallen"

Target: To develop children’s ability to accompany their actions with words.

Develop children's speech.

Strengthen listening skills.

Cultivate interest and care for toys.

Material: toys

(children's construction set, doll.)

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshche-ryakova. Page 110.

2. Theme:

“The fingers went out for a walk”

Target:

To develop children’s ability to correlate hand movements (fingers) with text;

Develop children's speech.

Strengthen motor skills.

Cultivate friendly relationships.

Material:

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshche-ryakova. Page 123.

1 week 2 week 3 week 4 week

1. Topic:

"Fingers

say hello"

Target: to develop the ability to correlate hand movements (fingers) with text;

Develop children's speech.

Strengthen motor skills

Cultivate friendly relations

Material:

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 122.

2. Theme:

"Help"

Target: To develop children’s ability to help each other.

Develop children's speech.

Strengthen listening skills.

Material: toys (doll, doll furniture, dishes, comb, clothes for the doll).

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 109.

1. Topic:

"Present"

Target: To develop children’s ability to depict an object using movements and gestures.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly relations.

Material: toys.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 59.

2. Theme:

"Dancing to the tune"

Target: To develop children’s ability to perform movements together with the teacher.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly relations.

Material: pipe.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 54.

1. Topic:

"Pass the bell"

Target: To develop children’s ability to perform movements as shown by an adult.

Develop children's speech.

Strengthen knowledge about musical instruments.

Material: bell.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 108.

2. Theme:

"Mouse-bear"

Target: Develop children's skills

phonemic hearing

promoting games using words that sound similar.

Develop children's speech.

Strengthen the skill of correct pronunciation.

Cultivate friendships.

Material: pictures depicting objects whose names have a similar sound composition.

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova. Page 104.

1. Topic:

"Who's hiding in the house?"

Target: To develop the ability to distinguish by ear and pronounce words both similar and different in sound.

Develop children's speech.

Strengthen listening skills.

Material:toys (house, mouse, bear, matryoshka, monkey, parsley, tumbler)

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshche-ryakova. Page 104. No. 29. 1 hour.

2. Theme:

"Legs"

Target: To develop children’s ability to perform movements together with the teacher.

Develop children's speech.

Strengthen listening skills.

Cultivate friendly relations.

Material: doll

Literature:E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshche-ryakova. Page 95.

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1 Municipal government preschool educational institution “Kindergarten “Olenenok” p. Khalyasavey, Purovsky district Approved by: Head of MKDOU “DS “Olenenok” E.G. Shestakova 2012 PERSPECTIVE PLANNING FOR THE PROGRAM “FROM BIRTH TO SCHOOL” EDITED BY N.E. VERAXY, T.S. KOMAROVA, M.A. VASILYEVA PREPARATORY GROUP p. Khalyasaway

2 Municipal state preschool educational institution “Kindergarten “Olenenok” p. Khalyasavey, Purovsky district Approved by: Head of MKDOU “DS “Olenenok” E.G. Shestakova 2012 “COGNITION” COGNITIVE-RESEARCH AND PRODUCTIVE (CONSTRUCTIVE) ACTIVITY

SEPTEMBER 3 Time Organized educational activities Topic: “Buildings” Exercise: in the construction of various buildings according to the proposed conditions; preliminary sketching of structures; analysis of circuits and structures. Develop the ability to: perceive objects and phenomena in their relationships, establish them; justify your decisions. Form: design skills; directed imagination. Lead to the perception of elementary astronomical concepts and ideas. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Analyze the object from the point of view of its practical use and specified conditions, spatial position of parts and details; make buildings strong, connect rarely placed bricks and bars together, preparing the basis for floors; develop their own ideas, experiment with new materials, and carry out planning. They design according to plan and select more effective methods of action. They actively demonstrate positive emotions from cooperation (cognition: FEMP, formation of a holistic picture of the world, broadening their horizons, cognitive-research and productive activities, work). Agree on ways to jointly search for and solve cognitive problems; organize role-playing games; independently control and evaluate the quality of the result; in conversation they freely use direct and indirect speech (socialization, work, communication). Types of children's activities Analysis of diagrams and structures, examination of illustrations of various buildings, sketching of structures, experimentation, group and individual productive activities to create various buildings according to the proposed conditions, role-playing and outdoor games for playing out buildings, solving cognitive problems.

OCTOBER 4 Topic: “Machines” Form: ideas about different types of machines, their structure and purpose; culture of verbal communication, ability to conduct dialogue. Exercise: in planar modeling and diagramming. Develop: the ability to generate new original ideas, to analyze diagrams, drawings, structures; independence, activity, confidence, independent thinking. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) They create structures united by a common theme, combine, plan the construction process, select the necessary parts to complete one or another construction; vary the use of parts depending on the available material, connect several small planes into one large one (cognition: FEMP, formation of a holistic picture of the world, broadening one’s horizons, cognitive-research and productive activity, labor). Plan their own and general (collective) work, select more effective methods of action, distribute them in collaboration; use forms of descriptive and narrative stories, stories from the imagination in the process of communication, speak dialogical speech: they know how to ask questions and answer them using grammatical form (socialization, work, communication). Types of children's activities Analysis of various sources of information, search for constructive solutions, planning and discussion of construction, modeling, creation of diagrams, drawings, structures, group communication activities to find new original ideas, outdoor games of an imitation nature when playing with machines, compiling descriptive and narrative stories during analysis and evaluation of structures.

NOVEMBER 5 Topic: “Aircraft” Summarize, systematize, clarify ideas about the history of the development of aircraft, their purpose, the dependence of the structure on the functional purpose. Develop: design skills; ability to model on a plane; build diagrams and make sketches of future objects; creativity and ingenuity. Exercise: in quickly solving problem situations. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Develop their own ideas, experiment with new materials, when working with paper, bend the sheet in different directions, plan, design according to plan (cognition: FEMP, formation of a holistic picture of the world, expansion outlook, cognitive-research and productive activity, work). They use variable methods when solving design problems from any material and multifunctional material, model on a plane; have an understanding of the achievements of science and technology, the inventions of mankind, their use in the modern world (cognition: the formation of a holistic picture of the world, broadening their horizons, artistic creativity), they demonstrate cognitive activity both in joint activities with adults and in independent activities; feel satisfaction from the results achieved in independent cognitive activity, are able to control negative manifestations of emotions, and enjoy the success of their peers; independently control and evaluate the quality of the result, correct it if necessary (socialization, work, communication). Types of children's activities Reading and discussion of educational literature, sketching diagrams and design objects, modeling on a plane, solving problem situations, dialogues when discussing the design of aircraft; productive activities to create them; role-playing games: playing out buildings.

DECEMBER 6 Topic: “Robots” Expand knowledge about the history of robotics. Exercise: in creating diagrams and drawings; modeling on a plane; construction from various building kits and construction sets. Develop: fantasy, imagination, attention, intelligence; the ability to make inferences, compare, generalize, classify. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Expand knowledge about the history of robotics, create designs based on drawings, verbal instructions, their own ideas and disassemble them, analyze the object from the point of view of its practical use, given conditions, spatial position of parts and details, classify, highlight essential features. Sustained curiosity is shown in in-depth research not only of the new, but also of the already known (cognition: FEMP, formation of a holistic picture of the world, broadening one’s horizons, cognitive-research and productive (constructive) activity, work). In the process of communication, they use forms of descriptive and narrative stories, stories from the imagination, express in speech an assessment of the behavior of peers, establishing a connection between an act and a moral rule (socialization, communication). Types of children's activities Reading and discussion of a children's illustrated encyclopedia, creating diagrams and drawings, modeling on a plane, constructing from various building sets and construction sets, discussing projects with peers, writing descriptive stories on the use of robots, dialogues in pairs and groups to highlight the essential features of structures , independent research activities: comparison, generalization, classification of robots; expressing your own conclusions.

JANUARY 7 Topic: “City Projects” Practice drawing up construction plans. Improve design abilities. Form joint search activities. Develop the ability to draw conclusions from independent research. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Construct from various building materials, independently determine which parts are most suitable for construction, how best to combine them; distinguish and correctly name the main parts of a building material (cube, brick, prism, plate). They take an interested part in the educational process, making proposals for organizing the developmental environment, discussing current issues (cognition: the formation of a holistic picture of the world, broadening their horizons, cognitive research and productive (constructive) activities, work). Organize role-playing games; react to the surrounding reality, understand the emotional state of the communication partner; in conversation freely uses direct and indirect speech (socialization, communication). Types of children's activities Solving questions when thinking about construction; dialogues involving the expression of one’s own opinions and proposals for organizing joint activities; collective search activity for city design. Formulation of conclusions based on the results of independent research, construction from various construction materials, role-playing games to play out the building.

FEBRUARY 8 Topic: “Bridges” Improve the ability to: design bridges for various purposes, moving mechanisms from a construction set; construct a simple lever mechanism that allows you to set in motion individual structural elements. Practice building diagrams and drawings of bridges. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Analyze sources of information, construct moving mechanisms from construction kit parts, develop their own ideas, experiment with new materials, design according to design, use variable methods of solving constructive problems from any material (cognition : formation of a holistic picture of the world, broadening one’s horizons, cognitive-research and productive (constructive) activities, work). They use a variety of constructive ways to interact with children and adults: negotiate, exchange objects, distribute actions in cooperation, initiate communication in the correct form, organize role-playing games (labor, socialization, communication). Types of children's activities Reading and discussing educational literature, looking at illustrations, analyzing sources of information, independent cognitive activity in the construction of a simple lever mechanism that allows you to set in motion individual structural elements. Planning and design of bridges; collective productive activity to design bridges for various purposes and moving mechanisms from a construction set, role-playing games to play out the construction.

MARCH 9 Topic: “Ships” Expand your understanding of ships (types of ships, functional purpose, structural features). Practice building various ships. Introduce the use of a block (a wheel with a groove on the rim for a rope) in mechanisms. Give an idea of ​​belt drive. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Create different designs of the same object, taking into account certain conditions, schematically conveying not only its shape, but also its characteristic features and details. They analyze the main parts of the structure, know their functional purpose, develop their own ideas, experiment with new materials, plan their own activities (cognition: the formation of a holistic picture of the world, broadening their horizons, cognitive-research and productive (constructive) activities, work). They actively show positive emotions from cooperation in cognitive and research activities, use a variety of constructive ways of interacting with children and adults: they negotiate, exchange objects, distribute actions during cooperation (labor, socialization, communication). Types of children's activities Reading and discussion of educational literature, looking at illustrations, collective cognitive research activities to study various ships, writing descriptive stories about ships and their purpose, dialogues and cooperation in pairs and groups, construction using a block (a wheel with a groove on the rim for a rope) in mechanisms, analysis of buildings..

APRIL 10 Topic: “Railroads” Exercise in constructing diagrams and subsequent construction based on them. Develop: spatial thinking, intelligence; independence in finding your own solutions. Learn to show confidence, defend your idea, critically evaluate your actions. Introduce gears and gears; features of this rotational movement. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Have ideas about the achievements of science and technology, inventions of mankind, their use in the modern world. They determine which parts are most suitable for construction, use the parts taking into account their structural properties (stability, shape, size) (cognition: FEMP, formation of a holistic picture of the world, broadening one’s horizons, cognitive-research and productive (constructive) activities). Able to plan their own and general (collective) work; willingly share information with peers and adults, can change the style of communication with an adult or peer depending on the situation, adequately and consciously use a variety of non-verbal means of communication: facial expressions, gestures, actions (work, socialization, communication). Types of children's activities Search for independent solutions in constructing diagrams and subsequent design based on them, planning your own and collective work with gears, gear transmission and the features of a given rotational movement, discussing the project, independent creation of diagrams, models and designs; construction of a building united by the theme of the railway; role-playing games with construction.

MAY 11 Topic: “Creating and Making” Develop: children's creativity; design abilities; the ability to manage one’s activities, independently organize work, and perform a variety of intellectual actions. Strengthen the ability to: assemble models that are original in design, showing independence of thinking; reason, prove your point of view; be critical of your work and the activities of your peers. Introduce gears and gears; features of this rotational movement. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Design according to plan, use variable methods when solving constructive problems from any material. They connect several small planes into one large one (cognition: FEMP, formation of a holistic picture of the world, broadening one’s horizons, cognitive-research and productive (constructive) activity). Discover cognitive interests and preferences; show initiative and turn to adults and peers with suggestions for experimentation, using adequate speech forms. Able to work in a team: negotiate, distribute responsibilities, fairly organize collective work, control themselves and other children in achieving a common goal, in case of difficulties. They speak dialogical speech: they know how to ask questions and answer them using grammatical form; They regard their own work, its results, the work of others and their results as a value, they like to work independently (cognition: broadening their horizons, work, socialization, communication). Types of children's activities Solving cognitive problems, planning one's activities, creating models that are original in design, dialogues in the process of analyzing and evaluating works, arguing one's point of view, designing an exhibition of children's creativity.

12 Municipal state preschool educational institution “Kindergarten “Olenenok” p. Khalyasavey, Purovsky district Approved by: Head of MKDOU “DS “Olenenok” E.G. Shestakova 2012 “COGNITION” FORMATION OF ELEMENTARY MATHEMATICAL CONCEPTS

13 SEPTEMBER Month Lesson 1 Form general ideas about the action of addition as the unification of parts into a single whole, about the relationship and dependence of a part on the whole. To consolidate the idea of ​​equality and inequality: to recreate an equal (and unequal) number of objects according to a model and a given number. Teach independence when choosing a method (technique) for comparing groups Contents of organized educational activities Lesson 2 Lesson 3 Lesson 4 Develop general ones Repeat education Strengthen ideas about the action of subtraction as a part from the whole, about the relationships and interdependencies of the whole and parts. Consolidate knowledge of the composition of a number from two smaller ones (within 5) on specific material. numbers of the second heel. Consider the formation of two numbers (for example, 6 from 5 and 1, 6 without 1 is 5). Reinforce the concepts of: the formation of a subsequent number by adding one to the previous one; formation of the previous number by removing one from the subsequent one. quantitative counting skills within 10. Learn to count in any direction: left to right, right to left, top to bottom and regardless of the shape of the objects. items. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Establish: part-whole, equality-inequality, connections between the whole and its parts; quantitative relationships within known numbers; transform ways of solving problems; operate with numbers and figures within 10. Remove individual parts from a set; use counting skills; understand the principles of constructing a number series; name numbers in forward and reverse order up to 10, starting with any number in the natural series (cognition: FEMP, communication). They are able to act independently according to a simple rule or pattern set by an adult (productive (constructive) activity). They are interested in new, unknown objects in the world (communication, formation of a holistic picture of the world, broadening their horizons). They strive to participate in cognitive activity, maintaining activity throughout it; in cases

SEPTEMBER 14 difficulties are addressed to adults with questions; apply independently acquired knowledge and methods of activity to solve new problems (cognition, work, socialization, communication). Types of children's activities Formulating and solving a problem situation, playing together with peers (pairs, in a small group), independent use of cognitive techniques and the formation of elementary mathematical concepts: counting toys, completing tasks in printed notebooks, in board games with mathematical content. Participation in educational and didactic games with mathematical content, formulating and solving a problem situation, observing the actions of other children and describing them in words. Telling a story based on a picture with mathematical content, composing oral statements, answering questions in a conversation, listening to the teacher, independent work in educational coloring books of a cognitive and educational nature; participation in role-playing games related to counting and geometric material (“In the store”, “School”, “Mail”). Independent cognitive activity: exercises in the ability to increase and decrease each number by 1; exercises in quantitative calculation within 10. Lesson 5 Strengthen the ability to compare not only collections of different objects, but also to divide groups into subgroups and compare with each other. Practice counting cells in a notebook, drawing segments 5 cells long, etc. Lesson 6 Strengthen the ability to compare objects that differ in any one characteristic, and establish quantitative relationships between them. Lesson 7 Reinforce the concepts of “equally”, “not equally”, “more”, “less”. Learn to find ways to more conveniently and quickly count objects depending on the nature of their location. Lesson 8 Form the concept of number when counting not only real objects and images, but also sounds and movements. Learn to determine the number of objects by touch (touch). Learn to group objects according to 2-3 different characteristics (size, develop coordination of shape, location and movements of hands and eyes, etc.). Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Use counting skills, establish quantitative relationships within known numbers (cognition: FEMP); classify objects according to a selected characteristic; compare them according to a certain criterion,

OCTOBER 15 agree on ways to jointly search for and solve cognitive problems, are able to cooperate in cognitive activities, experience positive emotions from being included in this activity and a sense of satisfaction from the completed task. Expand their own cognitive interests and needs (formation of a holistic picture of the world, broadening their horizons, sensory development, socialization). Able to ask questions and answer them using the appropriate grammatical form; are able to act independently according to a simple rule set by an adult (communication). Types of children's activities Exercises in the ability to: form sets and see their component parts, compare objects and group them according to 2-3 different characteristics, establish quantitative relationships between them; game activity in counting sounds and movements. Solving a problem situation by finding ways to quickly count objects; independent activity to solve cognitive problems; research and play activities to determine the number of objects by touch (by touch). Lesson 10 Lesson 12 Introduce counting in Form within 20, a feature only Lesson 9 Form the concept that number (number of objects) does not depend on the shape of the objects, the distance between them, color, shape, size and direction of counting. Reinforce the concept that a number only changes if items are added to or removed from a group. formation of two-digit numbers (11-20). Consolidate: knowledge about the composition of numbers from units of the first heel; the ability to compare the number of sets of objects of different sizes (long and short, wide and narrow, red and blue). Lesson 11 Practice mental counting within 20. Consolidate knowledge about the peculiarities of the formation of two-digit numbers within 20. The concept of number (within 20) is not real objects and images, but also sounds and movements. Learn to determine the number of objects by touch (touch).

16 OCTOBER Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Correlate the number and number of subjects; establish quantitative relationships within known numbers; understand the principles of constructing a number series; count to 10 and beyond (quantitative, ordinal counting within 20), understand the formation of numbers in the second ten, use counting and computational skills (cognition: FEMP). Use survey activities and sensory standards (cognition: sensory development); act independently according to the model set by an adult, participate with interest in the educational process, plan their actions (cognition: communication). They experience a feeling of satisfaction from a completed cognitive task (socialization, work). Types of children's activities Solving cognitive problems to determine the characteristics of the formation of two-digit numbers (11-20), exercises: in the ability to decrease and increase numbers. Participation in a game together with peers (pair room, in a small group) to determine the number of objects by touch, by counting sounds and movements within 20. Cognitive activity to form the concept that the number of objects does not depend on their location, the distance between them, color, shape, size and counting direction. Lesson 13 Develop the concept that the number of objects can be found out not only by counting them, but also by looking at the numbers. Teach: correlate the number and quantity of objects; draw a number in the air, trace the image of the number with your finger. Introduce the number 0 Lesson 14 Develop the ability to establish a correspondence between the number of objects and the number. Familiarize yourself with numbers 1, 4 and 7. Pay attention to the configuration of these numbers. Learn to compare their outlines, establish similarities and differences, draw them in the air, trace the image of numbers with your finger. Lesson 15 Develop the ability to establish a correspondence between the number of objects and the number. Familiarize yourself with numbers 2 and 5. Pay attention to the configuration of these numbers. Learn to compare their designs, establish similarities and differences, draw them in the air, trace the image of numbers with your finger. Lesson 16 Develop the ability to establish a correspondence between the number of objects and the number. Familiarize yourself with numbers 3 and 8. Pay attention to the configuration of these numbers. Learn to compare their designs, establish similarities and differences, draw them in the air, trace the image of numbers with your finger.

17 NOVEMBER Planned results for the level of development of the child’s integrative qualities (based on the integration of educational areas) Operate with numbers and figures within 10, correlate the number and the number of objects (cognition: FEMP). They are able to act independently according to a simple rule or pattern set by an adult; expand their own cognitive interests and needs through cognitive questions. Able to perceive and retain instructions for performing cognitive and research tasks, establish cause-and-effect relationships; experience satisfaction from the results of independent cognitive activity, control negative manifestations of emotions (cognition: formation of a holistic picture of the world, broadening one’s horizons, sensory development, socialization, communication). Able to use elements of planning in cognitive activity, methods of retaining a given rule or pattern in memory; rejoice at the successes of their peers (cognition: productive (constructive) activity, work, artistic creativity). Types of children's activities Solving cognitive problems on the relationship between numbers and the number of objects within 10; exercises in comparing and drawing numbers, gaming cognitive activity to establish a correspondence between a number and the number of objects, independent use of cognitive techniques and the formation of elementary mathematical concepts: counting objects, completing tasks in printed notebooks, in board games with mathematical content. Lesson 18 Lesson 19 Lesson 20 Fix about Introduce to Familiarize Lesson 17 Develop the ability to establish a correspondence between the number of objects and a number. Learn to compare their designs, establish similarities and differences, draw them in the air, trace the image of numbers with your finger. quantitative composition of numbers from units (within 5). Familiarize yourself with numbers 6 and 9. Pay attention to the configuration of these numbers. the quantitative composition of the number 6. To consolidate the idea of ​​the number 6. with the quantitative composition of the number 7 from units. Reinforce the idea of ​​the number 7.

18 NOVEMBER Planned results for the level of development of the child’s integrative qualities (based on the integration of educational areas) Use counting and computational skills, establish quantitative relationships within known numbers, operate with numbers and figures within the first ten, compare them, understand the patterns of constructing a number series. They apply acquired knowledge to solve new problems (cognition: FEMP, formation of a holistic picture of the world, broadening their horizons); are able to act independently according to the model set by adults. Able to listen to an adult and follow his instructions; notice the characteristic features of objects, convey them by means of drawing (cognition: productive (constructive) activity, labor, artistic creativity, socialization, communication). Types of children's activities Exercises to consolidate the quantitative composition of numbers within 10; independent cognitive activity of observing the configuration of numbers and describing them; drawing numbers, establishing a correspondence between the number of objects and the number; participation in educational and didactic games with mathematical content, answering questions in conversation, listening to the teacher and the answers of other children. Lesson 21 Introduce the quantitative composition of the number 8 from units. Reinforce the idea of ​​the number 8. Lesson 22 Familiarize yourself with the quantitative composition of the number 9 from units. Reinforce the idea of ​​the number 9. Lesson 23 Familiarize yourself with the quantitative composition of the number 10 from units. Strengthen the idea of ​​numbers 1, 0. Lesson 24 Strengthen: ordinal counting skills (within 10); the concept of the ordinal value of a number and ordinal relations. Clarify knowledge of the questions “how much?”, “which?”, “which?”. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Understand the patterns of constructing the number series; are interested in new, unknown objects in the world; transform ways of solving problems (cognition: FEMP, formation of a holistic picture of the world, broadening one’s horizons); are able to act independently, experience satisfaction from the results achieved in independent cognitive activity, and are able to control negative manifestations of emotions (work, socialization, communication).

DECEMBER 19 Types of children's activities Formulating and solving a problem situation, observing the actions of other children and composing oral statements. Reasoning based on a picture of mathematical content, independent use of cognitive techniques and the formation of elementary mathematical concepts: mental calculation, completing assignments in printed notebooks, in board games with mathematical content; using the questions “how many?”, “which?”, “which?” in a joint conversation. Lesson 26 Lesson 27 Lesson 28 Develop the skill Exercise: in Consolidate Lesson 25 Strengthen the idea of ​​​​the relative arrangement of objects in a row. Learn: use prepositions and adverbs in speech that denote spatio-temporal relationships (before, behind, between, next to, first, then, before, after, before); determine the sequence of all, name the next and previous number for each number in the natural series within 10. Practice establishing correspondence between the number of objects and a number within 10. name subsequent and previous numbers; in comparison of adjacent numbers. ability to name the next and previous number. Encourage, using visual material, to prove that 8 is less than 9 and 1, and 9 is more than 8 and 1, between them there is the number 7. days of the week. Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Understand the patterns of constructing the number series; determine temporary relationships; expand independence in research activities; operate with numbers and figures within 10. Solve problems of ordering objects according to some basis; offer various options for solving cognitive problems, transform ways of solving them (cognition: FEMP, formation of a holistic picture of the world, broadening one’s horizons). They speak dialogical speech, use complex sentences (communication) and experience satisfaction from the results in independent cognitive and productive activities (cognition, work, socialization).

DECEMBER 20 Types of children's activities Exercises in determining the sequence of days of the week, naming subsequent and previous numbers and comparing adjacent numbers. A joint game with peers (pairs, in a small group), associated with naming the next and previous number for natural numbers within 10. Dialogues in games using prepositions and adverbs in speech denoting spatio-temporal relationships (before, behind, between, next, first, then, before, after, before). Solving cognitive problems using visual material with mathematical content. Lesson 29 Learn to formulate your statement, correctly use the signs “>”, “<» и отношение «=». Занятие 30 Закрепить умение сравнивать рядом стоящие числа; умение уравнивать множества. Учить самостоятельно выбирать способ доказательства, что одно множество больше другого: путем составления пар, расположения напротив друг друга, соединения стрелками или замещения реальных предметов символами. Занятие 31 Учить называть числа в прямом и обратном порядке на конкретном материале в пределах 10. Закрепить знание о составе чисел из единиц первого пятка и определение количественного состава чисел из единиц второго пятка. Занятие 32 Закрепить знание о назывании чисел в прямом и обратном порядке на наглядном материале; знание о количественном и порядковом значении числа в пределах 10. Учить называть числа в прямом и обратном порядке без наглядного материала. Планируемые результаты к уровню развития интегративных качеств ребенка (на основе интеграции образовательных областей) Устанавливают отношения «равенство неравенство», проявляют познавательный интерес в процессе общения со взрослыми и сверстниками; используют счетные и вычислительные навыки. Называют числа в прямом и обратном порядке в пределах 10; устанавливают количественные отношения в пределах известных чисел. Решают простые арифметические задачи с числами первого десятка, на упорядочивание объектов по какому-либо основанию; классифицируют предметы по разным основаниям решения (познание: ФЭМП, формирование целостной картины мира, расширение кругозора). Используют формы умственного экспериментирования: составляют собственные высказывания (познание: сенсорное развитие, познавательно-исследовательская и продуктивная (конструктивная) деятельность, коммуникация, труд).

JANUARY 21 Types of children's activities Exercises in naming numbers in forward and reverse order within 10 on subject material; formulating statements using the signs “>”, “<», «=». Диалоги в играх по сравнению рядом стоящих чисел; решение познавательных задач по уравниванию множеств, поисковая деятельность по самостоятельному выбору способа доказательства, что одно множество больше другого: путем составления пар, расположения их напротив друг друга, соединения стрелками или замещения реальных предметов символами. Занятие 34 Занятие 35 Закрепить знания об Закрепить знания об отношении целого и его отношении целого и его частей; приемы деления на частей; представление о две равные части. делении целого на четыре эти части. Ввести понятие «одна равные части. Рассмотреть вторая часть». Познакомить с делением Упражнять: в делении и на восемь равных частей; составлении целой фигуры, с понятиями «одна работая с листом бумаги, четвертая часть», «одна квадратом, кругом. восьмая часть». Упражнять в делении листа бумаги. Занятие 33 Закрепить умение считать в пределах 20. Познакомить с особенностью образования двузначных чисел (11-20). Упражнять: в назывании предыдущего и последующего числа к названному числу или обозначенному цифрой (в пределах 10); в назывании пропущенного при счете числа; в понимании выражений «до» и «после». Занятие 36 Закрепить умение делить целый предмет на 2, 4, 8 равных частей и сравнивать зависимость размера каждой части от общего количества частей. Показать: чем больше частей при делении целого, тем меньше каждая его часть, и наоборот. Учить находить по части целое и по целому его часть. Дать представление о том, что при сравнении частей фигур разного размера получаются неравные части. Развивать мышление. логическое

22 JANUARY Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Understand the formation of numbers of the second ten, use counting and computational skills, establish quantitative relationships within known numbers; know how to divide figures, compare them by size by measuring, and determine the results of measurements. Establish relationships “part-whole equality-inequality”; use methods of direct and indirect measurement and comparison of objects by size, offer various options for solving problem-cognitive tasks (cognition: FEMP, formation of a holistic picture of the world, broadening one’s horizons, cognitive-research and productive (constructive) activities). Able to work according to a model and follow the instructions of an adult; plan their activities in achieving the goal (socialization, work). Types of children's activities Exercises in counting within 10, in naming and forming two-digit numbers; participation in didactic games to understand the expressions “before” and “after”. Solving cognitive problems to develop the ability to divide a whole object into 2,4,8 equal parts and compare these parts; independent cognitive and research activity: dividing and composing a whole figure, working with a sheet of paper, a square, a circle. Finding parts of a whole and parts of a whole; participation in educational games with mathematical content for logical thinking. Lesson 37 Form an idea of ​​the composition of a number from 2 smaller ones. Learn to decompose a number into two smaller ones and get one larger number from two smaller ones. Lesson 38 Systematize knowledge about the number 6 and the number 6. Form an idea of ​​the composition of the number 6 from two smaller ones. Learn to decompose the number 6 into two smaller ones and get one larger number from two smaller ones. Lesson 39 Systematize knowledge about the number 7 and the number 7. Form an idea of ​​the composition of the number 7 from two smaller ones. Learn to decompose the number 7 into two smaller ones and get one larger number from two smaller ones. Lesson 40 Systematize knowledge about the number 8 and the number 8. Form an idea of ​​the composition of the number 8 from two smaller ones. Learn to decompose the number 8 into two smaller ones and get one larger number from two smaller ones.

FEBRUARY 23 Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Use counting skills; operate with numbers and figures within 10, are able to act independently according to a simple rule or pattern given by an adult; achieve the intended goal, explain the actions taken, establish causal dependencies based on existing ideas. Able to act independently; provide assistance to another (adult, child), including educational assistance (cognition: FEMP, sensory development, formation of a holistic picture of the world, broadening one’s horizons, cognitive research and productive (constructive) activity, communication, work). They initiate communication in the correct form, are tolerant and friendly in games (socialization). Types of children's activities: Observing a number series, formulating and solving a problem situation, telling a story based on a picture with mathematical content, composing oral statements, logical reasoning. Exercises in decomposing a number into 2 smaller ones, independent cognitive activity: forming one larger number from two smaller numbers; educational game to strengthen the skills of decomposition and formation of numbers 6,7,8; answers to questions in a conversation. Lesson 42 Lesson 43 Systematize Introduce knowledge about the number 10 and numbers in denominations 1,2,5,10 1,0 to coins. rubles and 10 kopecks. Form Introduce concepts: “money”, an idea of ​​the composition of a “coin”, “ruble”, the number 10 from the two smaller ones. "penny". Learn to decompose a number Learn to set 10 into two smaller ones and the correspondence between getting one larger number from two smaller ones. Lesson 41 Systematize knowledge about the number 9 and the number 9. Form an idea of ​​the composition of the number 9 from two smaller ones. Learn to decompose the number 9 into two smaller ones and get one larger number from two smaller ones. coins and numbers. Learn to make different sets from available coins (up to 6 rubles). Lesson 44 Consolidate knowledge about the composition of numbers from ones and from two smaller numbers. Learn to make different sets of available coins in denominations (up to 10 rubles). To consolidate knowledge about coins, their names, sets and exchange.

FEBRUARY 24 Planned results for the level of development of the child’s integrative qualities (based on the integration of educational areas) They are able to obtain the numbers of the first ten by adding one to the previous one and subtracting one from the next one, they know coins in denominations of 10 kopecks, 1,2,5, rubles (cognition : FEMP). Plan actions aimed at achieving the goal, offer various options for solving problem-cognitive problems; in cases of difficulties, turn to an adult for help (cognition: FEMP, formation of a holistic picture of the world, broadening one’s horizons, socialization, work). They identify and analyze the relationship between goals, process and results in games, establish constructive role-playing and real social relationships with adults and children (communication, socialization, work). Types of children's activities Collective activities: exercises in decomposing the number 9 into two smaller numbers and obtaining it from two smaller numbers, working according to the model proposed by adults; independent cognitive activity: decomposing the number 10 into two smaller numbers and obtaining it from two smaller numbers. Getting to know coins (participating in a conversation with an adult) and the concepts of “money”, “coins”, “ruble”, “kopeck”. Establishing correspondence between coins and numbers (participation in conversation with adults and peers). Lesson 45 Give an idea of ​​an arithmetic problem. Introduce the structure of the task. Learn to distinguish between parts: condition (what is said in the problem) and question (what is asked in the problem). Understand: in order to answer the question of a problem, you need to solve it. Lesson 46 Strengthen the ability to find a condition and a question in a problem. Continue to develop your reasoning skills. Learn to formulate arithmetic operations. Practice: composing addition problems using visual material. Learn to compose and solve problems using coins in denominations of 1, 2, and 5 rubles. Lesson 47 Introduce problems involving finding a sum (integer). Learn to solve problems involving finding a sum; write an arithmetic operation using the “+” sign; model the relationships described in the problem with data and using schematic images. between the required ones with Lesson 48 Continue familiarization with problems of finding a sum (whole). Learn to solve problems involving finding a sum; write an arithmetic operation using the “+” sign; model the relationships between the data and the required ones described in the problem using schematic images.

MARCH 25 Planned results for the level of development of the child’s integrative qualities (based on the integration of educational areas) Solve simple arithmetic problems, explain the actions performed, show cognitive interest in the process of communicating with adults and peers: ask questions of a search nature (“why?”, “why? "), offer various options for solving cognitive problems. Expand independence in research activities (cognition: FEMP, formation of a holistic picture of the world, broadening one’s horizons, communication, work). They use elements of planning in cognitive activity, ways to retain a given rule or pattern in memory, the ability to direct their actions, focusing on given requirements (cognition: the formation of a holistic picture of the world, broadening their horizons, cognitive-research and productive (constructive) activity, socialization). Types of children's activities Introduction to an arithmetic problem, free statements according to the conditions of the problem; independent productive activity in composing addition problems using visual material and using numerical data; solving problems on finding a sum with notation of an arithmetic operation with a “+” sign; modeling the relationships described in the problem using visual material and schematic images. Cognitive research and productive activities in solving and modeling; communicative activity when discussing results. Lesson 49 Introduce problems of finding a part. Learn to solve problems involving finding using the arithmetic sign “-”. parts, consolidate the ability to see a condition and a question in a problem. Lesson 50 Continue learning: solve simple arithmetic problems; formulate arithmetic operations of subtraction and addition; write down arithmetic operations using cards with numbers and signs “+”, “-” and relations “=”. Learn to choose the right arithmetic operation. Lesson 51 Introduce problems involving increasing a number by several units. Learn to solve problems involving increasing a number by several units. Strengthen the ability to correctly choose an arithmetic operation and formulate it. Lesson 52 Introduce problems involving reducing numbers by several units. Learn to solve problems involving decreasing a number by several units. Strengthen the ability to correctly choose an arithmetic operation and formulate it.

MARCH 26 Planned results for the level of development of the child’s integrative qualities (based on the integration of educational areas) Identify the condition and question of the task, are able to correctly select an arithmetic operation and explain it; offer various options for solving problems; solve simple arithmetic problems, explain the actions performed (cognition: FEMP, formation of a holistic picture of the world, communication). Monitor and correct their own activities and those of their partner; in case of difficulties, turn to an adult for help, adequately use means of communication, expand independence in research activities (cognition: cognitive-research and productive (constructive) activity, socialization, communication, work). Types of children's activities Discussion of a problem situation in solving problems of finding a part, playing together with peers (pairs, in a small group) solving simple arithmetic problems, independent use of cognitive techniques and the formation of elementary mathematical concepts: solving problems of increasing and decreasing a number by several units, completing assignments in printed notebooks and in board games with mathematical content. Lesson 53 Strengthen the skill: understand the condition and question of the task; choose the right solution. Continue to teach how to compose problems using pictures and symbols. Systematize knowledge and skills: compose simple arithmetic problems; distinguish between condition and question; highlight numerical data and establish relationships between them; give a detailed answer to the question of the problem. Lesson 54 Strengthen the skills of counting and counting objects. Introduce techniques for quickly counting homogeneous objects, when two objects are taken as a unit of counting. Lesson 55 Strengthen the ability to form groups of homogeneous objects and rearrange them. Learn to establish a connection between the number of groups and the number of objects in the group. Practice quantitative counting in pairs, threes, and heels. Lesson 56 Strengthen the ability to compare the lengths of objects using superposition. Form the idea that in order to compare some objects they need to be measured. Introduce the yardstick and how to measure it with a yardstick. Learn to choose measurements for measuring the length of an object. Strengthen the ability to measure the length of objects using a conventional measure.

APRIL 27 Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Solve simple arithmetic problems and problems of ordering objects on any basis, explain the actions performed, give a detailed answer, direct their actions, focusing on given requirements (cognition : FEMP, formation of a holistic picture of the world, communication, work). Classify objects according to a selected characteristic; measure and compare objects by size; choose complex methods of interaction in cognitive activity (cognition: the formation of a holistic picture of the world, cognitive research and productive (constructive) activity, socialization, communication, work). Types of children's activities Compilation and solution of problems, exercises in the ability to give a detailed answer to the question of the problem. Game activity: consolidation of counting skills; a joint game with peers (pairs, in a small group) to develop quantitative counting skills in pairs, triplets, heels. Exercises to establish a connection between the number of groups and objects in a group; solving a problem situation, independent activity in choosing measurements and comparing the lengths of objects in different ways. Lesson 58 Lesson 59 Lesson 60 Learn to draw equal and Learn: measure loose unequal segments on paper into substances; follow the conditional cell; compare results. full measure; understand, determine volume. Practice measuring what depends on it. Repeat straight line segments with the measurement result. measurements using cell counting. by standards. Continue to learn how to measure objects using different standards. Develop fine motor skills, eye, self-control. Lesson 57 Practice measuring using a conventional measure. Learn to compare and organize objects along one dimension, distracting from other dimensions. Develop eye, visual memory, attention. To form the concept of the dependence of the result of measuring length on the size of the measure. Teach specific rules using measures

APRIL 28 Planned results to the level of development of the child’s integrative qualities (based on the integration of educational areas) Measure and compare objects by size; master the techniques of measuring bulk substances, direct and indirect measurement and comparison of objects with different standards. They use methods for measuring and comparing volume, classify objects according to a selected attribute, solve problems of ordering objects according to a selected basis (cognition: FEMP, cognitive-research and productive (constructive) activity, labor). Possess dialogical speech and constructive methods of interaction; offer various options for solving problem-cognitive problems; know how to build a business dialogue while jointly carrying out an assignment (cognition: formation of a holistic picture of the world, broadening one’s horizons, socialization, communication, work). Types of children's activities Exercises in measurement using a conventional measure; comparison and ordering of objects; solving a cognitive problem. Independent cognitive activity: drawing segments on squared paper, measuring segments by counting cells using different measures. Independent research activities: measurement of bulk solids; a joint game with peers (pairs, in a small group) to determine the volume using a conventional measure. Lesson 61 Practice measuring liquid using a compound measure. Develop an understanding of the dependence of the result of measuring volume on the size of the measure. Lesson 62 Form an idea of ​​the concepts “heavier” and “lighter” based on direct comparison of the object. Learn to compare objects “by weight”, select equal and unequal weights. Lesson 63 Show the invariance of length, volume, weight in the case of actions of moving objects from place to place, pouring quantities of cereal, pouring liquid from one container to another. Lesson 64 Clarify the idea of ​​geometric shapes: triangle, square, rectangle, circle, oval and their main features. Practice analyzing various properties of shapes: equality and inequality of sides, ratio of angles and vertices. Develop both visual and abstract thinking.

September NGO “Cognitive Development” DEVELOPMENT OF COGNITIVE, RESEARCH AND PRODUCTIVE (CONSTRUCTIVE) ACTIVITIES Time Organized educational activities 1 2 Buildings Contents

State budgetary preschool educational institution kindergarten 19 combined type of the Moskovsky district of St. Petersburg Adopted by the Pedagogical Council 1 Minutes 1 of September 30, 2016 Approved

Reviewed and approved by the pedagogical council Protocol 2 dated 09/01/2014. I approve the Head of the MBDOU kindergarten “Golden Cockerel” Bloshenko A.M. Order 71 of 09/01/2014 Comprehensive planning for

Contents Target section 1. Explanatory note 2. Grid schedule for comprehensive planning of organized types of children's activities Content section 3. Complex thematic planning

State budgetary preschool educational institution kindergarten 58 of a combined type of the Kirov district of St. Petersburg ADOPTED by the decision of the pedagogical council _1 dated 08/28/2014 APPROVED

1 Contents Target section 1. Explanatory note 2. Grid schedule for comprehensive planning of organized types of children's activities Content section 3. Complex thematic planning

Adopted by the Pedagogical Council of GBDOU 42 of the Primorsky district of St. Petersburg Minutes 1 dated 08/29/2014 I approve the Order dated 09/03/2014 27-OD Head of GBDOU 42 L.N.Sidorova Work program of Educators

Work program Preparatory group (age 6-7 years) for the 2018-2019 academic year, St. Petersburg 2018. Contents 1. Explanatory note. 2. Grid schedule for comprehensive planning of organized

The work program was developed in accordance with the Law of the Russian Federation “On Education in the Russian Federation” dated December 29, 2012 273-FZ, the Federal State Educational Standard for Preschool Education, educational

Contents 1. Abstract to the work program. 2. Grid schedule for comprehensive planning of organized types of children's activities 3. Comprehensive thematic planning of the content of organized activities

Municipal autonomous preschool educational institution of the city of Kaliningrad “Kindergarten 100” Work program of the main general educational program of preschool education MADOU d/s 100 educational

Municipal government educational institution "Secondary school 1" s.p. Anzorey of the Lesken municipal district of the KBR ACCEPTED APPROVED at a meeting of the pedagogical council Director

MUNICIPAL PRE-SCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN "RUCHEEK" s. RYTKUCHI ACCEPTED: APPROVED By the pedagogical council of the MDOU DS “Rucheek” p. Rytkuchi By order of the head of the MDOU DS Rucheyok" p. RytkuchiProtocol

State budgetary preschool educational institution kindergarten 38 of the Moskovsky district of St. Petersburg “AGREED” Minutes of the pedagogical council 3 dated 02/02/2015 “APPROVED” Head of the GBDOU

Municipal budgetary preschool educational institution kindergarten "Solnyshko" Oktyabrsky. Considered at a meeting of the teachers' council, protocol _10_ dated _01.09._2014. I confirm: Head T.A. Tolstykh

1 Contents Target section 1. Explanatory note.2 2. Grid schedule for comprehensive planning of organized types of children's activities 7 Content section 3. Complex thematic planning

Contents 1. Explanatory note. 2. Grid schedule for comprehensive planning of organized types of children's activities 3. Comprehensive thematic planning of the content of organized activities

Explanatory note Direction: Cognitive development. Section: Cognition. Formation of elementary mathematical concepts. Goals and objectives: Quantity and counting develop general ideas about set,

“Agreed” by the Pedagogical Council Minutes of 08/29/2014 1 “I approve” Order dated August 29< Л а & \ - Заведующий ГБДОУ Рабочая программа воспитателя Ж- Г^да Волковой Натальи Александровны Вострокнутовой

Administration of the municipal formation "Polessk municipal district" Municipal budgetary educational institution Zalesovskaya secondary educational school of the Polessky district of the Kaliningrad region

1 Contents 1. Explanatory note. 2. Grid schedule for comprehensive planning of organized types of children's activities 3. Comprehensive thematic planning of the content of organized activities

Branch "Raduga" of the municipal budgetary preschool educational institution "Kindergarten 1 "Cheburashka" of the Rzhaksinsky district of the Tambov region in the r.p. rzhaksa Reviewed and recommended for approval

Long-term planning of the educational field “Cognition. FEMP" in the preparatory group. Month Week Topic of the week Preschool educational institution, page September 1st 2nd 3rd Goodbye, summer, hello, kindergarten! I

Explanatory note Direction: Cognitive development. Section: Cognition. Formation of elementary mathematical concepts. Goals and objectives: 1. Quantity and counting: Strengthen the ability to create sets

Explanatory note The program “Mathematical steps” is compiled on the basis of the program by E.V. Kolesnikova “Mathematical steps” for children 5-7 years old. The educational program is aimed at developing

Appendix 6 was approved by order of MBOU Secondary School 95 dated September 13, 2016 145/4 ADDITIONAL GENERAL EDUCATIONAL PROGRAM - ADDITIONAL GENERAL DEVELOPMENTAL PROGRAM OF THE TRAINING COURSE “MATHEMATICAL STEPS” (paid

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Appendix to the adapted educational program of preschool education for children with special educational needs Calendar-thematic planning of a teacher-defectologist “Formation of elementary

Program "Mathematics for preschoolers". The work program is aimed at creating favorable conditions for the full development of a preschool child, forming the foundations of basic personal culture,

AGREED APPROVED BY THE PEDAGOGICAL COUNCIL OF KRAMSKOV MINUTES OF 0.09.205 HEAD OF MBDOU G.A. ORDER 65 FROM 09.205 WORK PROGRAM for the implementation of the educational program “From birth to school”

Appendix 1 Long-term plan for the formation of elementary mathematical concepts in the senior group for the 2016-2017 academic year Educator: Anna Anatolyevna Klarova Explanatory note Formation program

Metod-1kl-2011.indd 26 08/31/2011 11:34:29 26 Approximate thematic planning of mathematics lessons CHARACTERISTICS OF TYPES OF STUDENT ACTIVITIES Topic Signs, arrangement and counting of objects (10 hours) 1 53 Contents

Explanatory note The work program is based on the “Continuity” program for preparing children aged 5-7 years for school (scientific supervisor N.A. Fedosova), the author’s program by S.I. Volkova “Mathematical

1 Contents 1. Target section 1.1 Explanatory note 1.2.Goals and objectives of the implementation of the Program 3 1.3.Principles and approaches to the formation of the Program.3 1.4.Age characteristics of children in the preparatory group.5

SEPTEMBER Thematic planning of educational activities on the formation of elementary mathematical concepts 1st year of study (children 5-6 years old) Month Week arr. activities 1 1 2 2 Topic,

Explanatory note to the program “One is a step, two is a step” (development of mathematical concepts) The additional educational program for teaching mathematics has a socio-pedagogical orientation

Long-term plan “Formation of elementary mathematical concepts” Subject Objectives Materials Source 1. Repetition to consolidate counting skills from 1 to 5; Set of geometric shapes "Mathematics in material,

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Explanatory note In accordance with the Federal Law “On Education in the Russian Federation” 273-FZ dated December 29, 2012. “Additional education for children and adults is aimed at the formation and development

Abstract to the work program “Formation of elementary mathematical concepts” Children’s age is 5-6 years. The program provides for the development of attention in children in the process of various types of activities,

Municipal autonomous preschool educational institution of the city of Kaliningrad “Kindergarten 100” Work program of the main general educational program of preschool education MADOU d/s 100 educational

Work program for the course “Mathematical steps” (module of N. A. Fedosova’s program “Continuity. Preparing children for school” for preschoolers) Planned results of mastering the course: - master universal

Explanatory note Work program for the development of elementary mathematical concepts in children of the preparatory group (educational areas “cognitive development, social and communicative

Mathematics 1. Muravyova, G. L. Mathematics: textbook. allowance for 1st grade. public institutions avg. education with Russian language training / G. L. Muravyova, M. A. Urban. Minsk: NIO, 2015. 2. Mathematics. Workbook

Gulyaeva Oksana Nikolaevna teacher of the highest category Excellent Student of Education (RS) I Municipal budgetary preschool educational institution "Kindergarten "Keskil" Tuora-Kuel MR "Tattinsky ulus",

Calendar planning for the development of elementary mathematical concepts in preschoolers by age group, section “Quantity and Counting” Developed by senior methodologist Oskina E.V. Second junior group

1. EXPLANATORY NOTE The work program determines the content and organization of the educational process in the educational field “Cognitive Development” (FEMP) for children of the 5th year of study

1. Explanatory note The work program “Design” (educational field “Artistic and Aesthetic Development”) was compiled on the basis of the author’s planning by L.V. Kutsakova “Design

Long-term plan for design (educational field of cognitive and artistic-aesthetic development) Program “From birth to school” edited by V.E. Veraks, T.V. Komarova, M.A. Vasilyeva

Municipal budgetary educational institution Shchelkovo gymnasium, Shchelkovo municipal district, Moscow region Work program of the course “Mathematical Kaleidoscope” (development of mathematical