Work program for a preschool teacher according to the Federal State Educational Standard in the middle group. Educational field "Cognitive development"

Working programm. Middle group (from 4 to 5 years)

Compiled on the basis of the general education program “From birth to school”. N.E. Veraksa, M.A. Vasilyeva, T. S. Komarova (2014).

The work program of the middle group of MKDOU "Kalacheevsky Kindergarten No. 2" ensures the diversified development of children aged 4 to 5 years, taking into account their age and individual characteristics in the main areas of development: physical, social-communicative, cognitive, speech and artistic-aesthetic.

1. Explanatory note.
1.1 Goals and objectives of the basic general education program of preschool education “From birth to school.”
1.2 Group passport.
1.3 Age characteristics of children.
1.4 Targets at the stage of completion of preschool education.
2. Organization of group activities.
2.1 Types of organized activities.
2.2 Daily routine during the cold period.
2.3 Daily routine during the warm period.
2.4 Grid of direct educational activities.
3. Content of psychological and pedagogical work with children.
3.1 Educational area “Social and communicative development”.
3.2 Educational area “Cognitive development”.
3.3 Educational area “Speech development”.
3.4 Educational field “Artistic and aesthetic development”.
3.5 Educational area “Physical development”.
3.6 Development of gaming activities.
4. Appendix 1 Long-term planning of direct educational activities.
5. Appendix 2 Long-term planning of physical culture.
6. Appendix 3 Long-term plan for working with parents.
7. Appendix 4 Complex of morning exercises.
8. Appendix 5 Monitoring of children’s achievement of the planned results of mastering the work program in educational areas.
8. Appendix 6 Finger games.
9. Appendix 7 Role-playing games.
10. Appendix 8 Didactic games.
11. Contents.
Explanatory note.
This working curriculum is based on the basic general education program of preschool education “From birth to school”.
Authors: N. E. Veraksa, T. S. Komarova. M.A. Vasilyeva, developed in accordance with the Federal State Educational Standard and ensures that pupils achieve the results of mastering the basic general education program established by the relevant federal state standards for working with children of secondary preschool age.
The specifics of organizing the activities of a general education group for children 4-5 years old are determined by the developmental characteristics of children in this category and the basic principles of constructing psychological and pedagogical work, as well as taking into account the requirements of regulatory documents:
1. Constitution of the Russian Federation, Art. 43.72
2. Convention on the Rights of the Child 1989
3. Law of the Russian Federation “On Education”
4. Order of the Min. Arr. and science of the Russian Federation from October 17, 2013.
5. Concept of Preschool Education
6. The concept of building a developmental environment in a preschool institution
7. San Pin 2.4.1.3049-
8. Charter of MKDOU
9. GEF DO
The program determines the content and organization of the educational process for children and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of children’s health.
The structure of the working curriculum reflects the educational areas “Health”, “Socialization”, “Labor”, “Safety”, “Cognition” (cognitive, research and productive activities, the formation of elementary mathematical concepts, the formation of a holistic picture of the world), “Communication”, “Reading fiction”, “Artistic creativity”, number of weeks per year, duration of direct educational activities, volume.
The work program defines types of integration of educational areas and targets for preschool education.
The work program takes into account practical work experience, transformed in accordance with the requirements of the Federal State Educational Standard for Preschool Education
The work program is “open” and provides for variability, integration, changes and additions as professional needs arise.
Goals and objectives of the main educational program of the preschool educational institution “FROM birth to school”
The main goal of the Program: creating favorable conditions for a child to fully enjoy preschool childhood, forming the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing for life in modern society, for studying at school, ensuring the safety of life of a preschooler .
To achieve the goal, the following tasks are solved:
- protecting the lives and strengthening the physical and mental health of children.
- Ensuring the physical education, health, cognitive, speech, social, personal and artistic and aesthetic development of children.
- Implementation of the necessary correction of deficiencies in the child’s physical development (in particular in speech development).
- Education taking into account age categories, citizenship, respect for human rights and freedoms, love for the surrounding nature, Motherland, family.
- Interaction with the family for the full development of the child.
- Providing advisory and methodological assistance to parents (legal representatives) of children on issues of upbringing and development.
- Ensuring continuity between preschool and primary general education.
Group passport
The middle group is attended by 21 pupils: 14 boys and 7 girls. Seventeen children have health group I, four children have health group II. All children live in an urban settlement. Seventeen children mastered the program material of the second younger group. With a high level of the program 74%, with an average 26%, with a low level no. Four children are new arrivals. The adaptation period is going well.
An analysis of the social status of families revealed that there are 18 children in two-parent families, and 3 children in single-parent families. Two children from large families (3 children). The majority of families are middle-income. With higher education - 9 people (5 mothers, 4 fathers), with secondary education - 11 people (7 mothers, 4 fathers), with secondary education - 14 people (6 mothers, 8 fathers), incomplete secondary education - 2 (1 mother, 1 dad).
Age characteristics of children
Role interactions appear in the play activities of middle preschool children. They indicate that preschoolers begin to separate themselves from the accepted role. During the game, roles may change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation between playful and real interactions of children.
Visual arts are undergoing significant development. The drawing becomes substantive and detailed. The technical side of visual arts is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc.
Design becomes more complicated. Buildings can include 5-6 parts. Design skills according to one’s own design are developed, as well as planning a sequence of actions.
The child’s motor sphere is characterized by positive changes in fine and gross motor skills. Develops dexterity and coordination of movements. Children at this age are better than younger preschoolers in maintaining balance and stepping over small obstacles. Ball games become more difficult.
By the end of middle preschool age, children's perception becomes more developed. They are able to name the shape that this or that object resembles. They can isolate simple forms from complex objects and recreate complex objects from simple forms. Children are able to organize groups of objects according to sensory attributes - size, color; select parameters such as height, length and width. Orientation in space is improved.
Memory capacity increases. Children remember up to 7-8 names of objects. Voluntary memorization begins to take shape: children are able to accept the memorization task and remember the instructions of adults.
Imaginative thinking begins to develop. Children are able to use simple diagrammatic images to solve simple problems. Anticipation develops. Based on the spatial arrangement of objects, children can tell what will happen as a result of their interaction.
The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.
The stability of attention increases. The child has access to concentrated activity for 15-20 minutes. He is able to retain in memory, when performing any actions, a simple condition.
In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals and intonationally highlight the speech of certain characters. The rhythmic structure of speech and rhymes are of interest.
The grammatical aspect of speech develops. Preschoolers engage in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult it becomes non-situational.
The content of communication between a child and an adult changes. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leading one. The information that a child receives during communication may be complex and difficult to understand, but it arouses his interest.
Children develop a need for respect from an adult; their praise turns out to be extremely important for them. This leads to their increased sensitivity to comments. Increased sensitivity is an age-related phenomenon.
Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. Regular play partners appear. Leaders begin to emerge in groups. Competitiveness and competitiveness appear. The latter is important for comparing oneself with another, which leads to the development of the child’s self-image and its detailing.
The specifics of preschool childhood (flexibility, plasticity of the child’s development, a high range of options for its development, its spontaneity and involuntary behavior) do not allow requiring a preschool child to achieve specific educational results and necessitates the need to determine the results of mastering the educational program in the form of target guidelines.
The targets for preschool education presented in the Federal State Educational Standard for Preschool Education should be considered as social-normative age characteristics of a child’s possible achievements. This is a guideline for teachers and parents, indicating the direction of the educational activities of adults.
Targets at the stage of completion of preschool education
The child masters basic cultural means, methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; able to choose his own occupation and participants in joint activities.
The child has a positive attitude towards the world, towards different types of work, other people and himself, and has a sense of self-esteem; actively interacts with peers and
adults, participates in joint games.
Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, and tries to resolve conflicts. Able to express and defend his position on various issues.
Able to collaborate and perform both leadership and executive functions in collaborative activities.
Understands that all people are equal, regardless of their social origin, ethnicity, religious and other beliefs, or their physical and mental characteristics.
Shows empathy towards other people and a willingness to help those who need it.
Shows the ability to hear others and the desire to be understood by others.
The child has a developed imagination, which is realized in various types of activities, and above all in play; masters different forms and types of games, distinguishes between conventional and real situations; knows how to obey different rules and social norms. Able to recognize various situations and assess them adequately.
The child has a fairly good command of oral speech, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, highlight sounds in words, the child develops the prerequisites for literacy.
The child has developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements.
The child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene skills.
Shows responsibility for the work started.
The child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; capable of making his own decisions, relying on his knowledge and skills in various activities.
Open to new things, that is, he shows a desire to learn new things and independently acquire new knowledge; has a positive attitude towards learning at school.
Shows respect for life (in its various forms) and care for the environment.
Emotionally responds to the beauty of the surrounding world, works of folk and professional art (music, dance, theatrical activities, visual arts, etc.).
Shows patriotic feelings, feels proud of his country, its achievements, has an idea of ​​its geographical diversity, multinationality, and the most important historical events.
Has primary ideas about himself, family, traditional family values, including traditional gender orientations, shows respect for his own and the opposite sex.
Complies with elementary generally accepted norms, has primary value ideas about “what is good and what is bad,” strives to do well; Shows respect for elders and care for younger ones.
Has basic ideas about a healthy lifestyle. Perceives a healthy lifestyle as a value.
Organization of group activities
Types of organized activities Number
Cognition [Cognitively exploratory and productive
(constructive) activity. Formation of elementary mathematical concepts. Formation of a holistic picture of the world) 2
Communication. Reading fiction 1
Artistic creativity
Drawing
Modeling
Application
1
0,5
0,5
Physical education 3
Music 2
Total quantity 10
Daily routine of the average group during the cold period
duty 7.00-8.25
Preparation for GCD, GCD 8.55-10.00
Second breakfast 10.00-10.10
Games, preparation for the walk, walk 10.10-12.10
(games, observations, work)
Return from a walk, games 12.10-12.20
Preparation for lunch, lunch 12.20-12.50
Gradual rise, aerial,
water procedures, games 15.00-15.25

Daily routine of the average group during the warm period
Reception, examination, games, daily morning exercises,
duty 7.00-8.25
Preparation for breakfast, breakfast 8.25-8.55
Games, independent activities for children 8.55-10.00

Second breakfast 10.00-10.10
Preparing for the walk, walk 10.10-12.15
Music/physical education class 11.30-11.50
Return from a walk, games 11.50-12.15
Preparation for lunch, lunch 12.15-12.50
Getting ready for bed, naps 12.50-15.00
Ascent, air and water procedures, games 15.00-15.25
Preparation for afternoon tea, afternoon tea 15.25-15.50
Games, independent activities for children 15.50-16.30
Preparing for the walk, walk, children going home 16.30-19.00
Contents of psychological and pedagogical work
Educational field "Social and communicative development"
“Socio-communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.”
Main goals and objectives
Socialization, development of communication, moral education.
Contribute to the formation of the child’s personal attitude towards compliance (and violation) of moral norms: mutual assistance, sympathy for the offended and disagreement with the actions of the offender; approval of the actions of the one who acted fairly, gave in at the request of a peer (divided the cubes equally).
Continue to work on forming friendly relationships between children (talk about what is good about each pupil, help each child as often as possible to make sure that he is good, that he is loved, etc.).
Teach collective games and the rules of good relationships. To cultivate modesty, responsiveness, the desire to be fair, strong and courageous; teach to feel a sense of shame for an unseemly act.
Remind children of the need to say hello, say goodbye, call preschool workers by name and patronymic, not interfere in the conversation of adults, politely express your request, and thank them for the service provided.
Child in family and community, patriotic education.
Self-image. Form ideas about the growth and development of the child, his past, present and future (“I was little, I’m growing, I’ll be an adult”). To form children’s primary ideas about their rights (to play, a friendly attitude, new knowledge, etc.) and responsibilities in the kindergarten group, at home, on the street, in nature (to eat, dress independently, put away toys, etc.). To form in every child the confidence that he is good and that he is loved.
Form primary gender ideas (boys are strong, brave; girls are gentle, feminine).
Family. Deepen children's understanding of the family and its members. Give initial ideas about family relationships (son, mother, father, daughter, etc.).
Be interested in what responsibilities the child has around the house (put away toys, help set the table, etc.).
Kindergarten. Continue to introduce children to the kindergarten and its staff. Improve the ability to freely navigate the premises of a kindergarten. Strengthen the skills of caring for things, teach them to use them for their intended purpose, and put them in their place.
Introduce the traditions of kindergarten. To consolidate the child’s idea of ​​himself as a member of a team, to develop a sense of community with other children. To develop the ability to notice changes in the design of a group and a hall, a kindergarten section (how beautiful bright, elegant toys, children’s drawings, etc. look). Involve in discussion and feasible participation in the design of the group, in the creation of its symbols and traditions.
Home country. Continue to cultivate love for your native land; tell children about the most beautiful places in their hometown (village), its attractions.
Give children understandable ideas about public holidays. Talk about the Russian army, about the soldiers who protect our Motherland (border guards, sailors, pilots).
Self-service, independence, labor education.
Cultural and hygienic skills. Continue to instill in children neatness and the habit of taking care of their appearance. Develop the habit of washing yourself, washing your hands with soap before eating, when dirty, and after using the toilet.
Strengthen the ability to use a comb and handkerchief; When coughing or sneezing, turn away and cover your mouth and nose with a handkerchief.
Improve the skills of careful eating: the ability to take food little by little, chew well, eat silently, correctly use cutlery (spoon, fork), napkin, rinse your mouth after eating.
Self-service. Improve the ability to dress and undress independently. Learn to neatly fold and hang clothes, and with the help of an adult, put them in order (clean, dry). Cultivate the desire to be neat and tidy. Accustom yourself to prepare your workplace and clean it
after finishing classes in drawing, modeling, applique (washing jars, brushes, wiping the table, etc.)
Socially useful work. To instill in children a positive attitude towards work and a desire to work. Form a responsible attitude towards the assigned task (the ability and desire to complete the task, the desire to do it well).
To develop the ability to carry out individual and collective assignments, to understand the significance of the results of one’s work for others; to develop the ability to negotiate with the help of the teacher about the distribution of collective work, to take care of the timely completion of a joint task.
Encourage initiative in helping comrades and adults.
To teach children to independently maintain order in the group room and in the kindergarten area: to put away building materials and toys; help the teacher glue books and boxes.
Teach children to independently perform the duties of dining room attendants: carefully arrange bread bins, cups and saucers, deep plates, place napkin holders, lay out cutlery (spoons, forks, knives).
Labor in nature. Encourage children's desire to care for plants and animals; water the plants, feed the fish, put food in the feeders (with the participation of the teacher).
In the spring, summer and autumn, involve children in all possible work in the flower garden (sowing seeds, watering, weeding); in winter - to clear snow.
Involve children in the work of growing greens to feed birds in the winter; for feeding wintering birds.
Develop a desire to help the teacher put in order the equipment used in work activities (clean, dry, take to a designated place).
Respect for the work of adults. Introduce children to the professions of loved ones, emphasizing the importance of their work. To form an interest in the professions of parents.
Formation of security fundamentals.
Safe behavior in nature. Continue to introduce the diversity of flora and fauna, and the phenomena of inanimate nature. To form basic ideas about ways of interacting with animals and plants, about the rules of behavior in nature.
Form the concepts: “edible”, “inedible”, “medicinal plants”.
Introduce dangerous insects and poisonous plants.
Road safety. Develop observation skills, the ability to navigate the premises and area of ​​the kindergarten, and the surrounding area.
Continue to introduce the concepts of “street”, “road”, “intersection”, “public transport stop” and basic rules of behavior on the street. Make children aware of the need to follow traffic rules.
Clarify children's knowledge about the purpose of traffic lights and the work of a policeman.
To introduce various types of urban transport, the features of their appearance and purpose (“Ambulance”, “Fire”, Emergencies Ministry vehicle, “Police”, tram, trolleybus, bus).
Familiarize yourself with the traffic signs “Pedestrian crossing”, “Public transport stop”.
Develop skills of cultural behavior in public transport.
Safety of your own life. Introduce the rules of safe behavior during games. Talk about situations that are dangerous to life and health.
Introduce the purpose, operation and rules for using household electrical appliances (vacuum cleaner, electric kettle, iron, etc.).
Strengthen the ability to use cutlery (fork, knife), scissors.
Introduce the rules of cycling. Introduce rules of conduct with strangers. Tell children about the work of firefighters, the causes of fires and the rules of behavior in case of fire.
EDUCATIONAL AREA “COGNITIVE DEVELOPMENT”
“Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.”
Main goals and objectives
Primary ideas about objects in the surrounding world. Create conditions for expanding children's understanding of the world around them, developing observation and curiosity.
Learn to identify individual parts and characteristic features of objects (color, shape, size), continue to develop the ability to compare and group them according to these features. Form generalized ideas about objects and phenomena, the ability to establish simple connections between them.
Encourage children to try to independently examine objects using familiar and new ways; compare, group and classify objects by color, shape and size.
Continue to acquaint children with the characteristics of objects, teach them to determine their color, shape, size, weight. Talk about the materials from which objects are made, their properties and qualities. Explain the feasibility of making an object from a certain material (car bodies are made of metal, tires are made of rubber, etc.).
Help children establish a connection between the purpose and structure, purpose and material of objects.
Sensory development. Continue work on sensory development in various activities. Enrich sensory experience by introducing children to a wide range of objects and objects, with new ways of examining them. Strengthen previously acquired skills in examining objects and objects.
Improve children's perception through the active use of all senses (touch, vision, hearing, taste, smell). Enrich sensory experience and the ability to record received impressions in speech.
Continue to introduce geometric shapes (circle, triangle, square, rectangle, oval), colors (red, blue, green, yellow, orange, purple, white, gray).
Develop your sense of touch. To become familiar with various materials by touch, by touching, stroking (characterizing sensations: smooth, cold, fluffy, hard, prickly, etc.).
Form figurative ideas based on the development of figurative perception in the process of various types of activities.
Develop the ability to use standards as generally accepted properties and qualities of objects (color, shape, size, weight, etc.); select items based on 1–2 qualities (color, size, material, etc.).
Project activities. Develop primary skills in design and research activities, provide assistance in formalizing its results and creating conditions for their presentation to peers. Involve parents in participating in children's research activities.
Didactic games. Teach children games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects by external characteristics and group; make a whole from parts (cubes, mosaics, puzzles).
Improve children's tactile, auditory, and taste sensations (“Identify by touch (by taste, by sound)”). Develop observation and attention (“What has changed?”, “Who has the ring?”).
Help children master the rules of the simplest printed board games (“Dominoes”, “Loto”).__
Introduction to sociocultural values
Create conditions for expanding children's understanding of the world around them. Expand children's knowledge about public transport (bus, train, plane, ship).
Expand your understanding of the rules of conduct in public places.
Form initial ideas about the school.
Continue to introduce cultural phenomena (theater, circus, zoo, opening day), their attributes, people working in them, rules of behavior.
To give basic ideas about life and the peculiarities of work in the city and in rural areas, based on the experience of children. Continue to introduce various professions (driver, postman, salesman, doctor, etc.); expand and enrich ideas about labor actions, tools, and results of labor.
To form elementary ideas about changes in the types of human labor and life using the example of the history of toys and household items.
Introduce children to money and the possibilities of using it
Formation of elementary mathematical concepts
Quantity and counting. Give children an idea that a set (many) can consist of elements of different quality: objects of different colors, sizes, shapes; learn to compare parts of a set, determining their equality or inequality based on pairing objects (without resorting to counting). Introduce expressions into children’s speech: “There are many circles here, some are red, others are blue; there are more red circles than blue ones, and fewer blue circles than red ones” or “there are equal numbers of red and blue circles.”
Learn to count to 5 (based on visualization), using the correct counting techniques: name the numbers in order; correlate each numeral with only one item of the group being counted; relate the last numeral to all counted objects, for example: “One, two, three - only three mugs.” Compare two groups of objects called numbers 1–2, 2–2, 2–3, 3–3, 3–4, 4–4, 4–5, 5–5.
To form ideas about ordinal counting, to learn how to correctly use cardinal and ordinal numbers, to answer the questions “How much?”, “Which one?”, “In which place?”.
Form an idea of ​​equality and inequality of groups based on counting.
Learn to equalize unequal groups in two ways, adding one (missing) item to a smaller group or removing one (extra) item from a larger group.
Count items from a larger quantity; lay out, bring a certain number of items in accordance with a sample or a given number within 5.
Based on counting, establish the equality (inequality) of groups of objects in situations where objects in groups are located at different distances from each other, when they differ in size, in the shape of their location in space.
Magnitude. Improve the ability to compare two objects by size (length, width, height), as well as learn to compare two objects by thickness by directly superimposing or applying them to each other; reflect the results of comparison in speech using adjectives (longer - shorter, wider - narrower, higher - lower, thicker - thinner or equal (identical) in length, width, height, thickness).
Learn to compare objects according to two criteria of size (the red ribbon is longer and wider than the green one, the yellow scarf is shorter and narrower than the blue one). Establish dimensional relationships between 3-5 objects of different lengths (width, height), thickness, arrange them in a certain sequence - in descending order or increase in value. Introduce into children’s active speech concepts denoting the dimensional relationships of objects (this (red) turret is the highest, this (orange) is lower, this (pink) is even lower, and this (yellow) is the lowest," etc. ).
Form. To develop children's understanding of geometric shapes: circle, square, triangle, as well as ball and cube. Learn to identify special features of figures using visual and tactile-motor analyzers (presence or absence of angles, stability, mobility, etc.).
Introduce children to a rectangle, comparing it with a circle, square, triangle. Learn to distinguish and name a rectangle, its elements: angles and sides.
Form the idea that figures can be of different sizes: large - small cube (ball, circle, square, triangle, rectangle).
Learn to correlate the shape of objects with known geometric shapes: plate - circle, scarf - square, ball - ball, window, door - rectangle, etc.
Orientation in space. Develop the ability to determine spatial directions from oneself, move in a given direction (forward - backward, right - left, up - down); denote in words the position of objects in relation to oneself (there is a table in front of me, a door to my right, a window to my left, toys on the shelves behind me).
Introduce spatial relationships: far - close (the house is close, but the birch tree grows far away).
Time orientation. Expand children's understanding of the parts of the day, their characteristic features, sequence (morning - day - evening - night).
Explain the meaning of the words: “yesterday”, “today”, “tomorrow”.
Introduction to the natural world. Expand children's understanding of nature.
Introduce pets.
Introduce children to representatives of the reptile class (lizard, turtle), their appearance and methods of movement (the lizard has an oblong body, it has a long tail, which it can shed; the lizard runs very fast).
Expand children's understanding of certain insects (ant, butterfly, beetle, ladybug).
Continue to introduce fruits (apple, pear, plum, peach, etc.), vegetables (tomato, cucumber, carrots, beets, onions, etc.) and berries (raspberries, currants, gooseberries, etc.), mushrooms (butterflies, honey mushrooms, russula, etc.).
To consolidate children's knowledge about herbaceous and indoor plants (impatiens, ficus, chlorophytum, geranium, begonia, primrose, etc.); introduce ways to care for them.
Learn to recognize and name 3-4 types of trees (fir-tree, pine, birch, maple, etc.).
Tell children about the properties of sand, clay and stone.
Organize observations of birds flying to the site (crow, pigeon, tit, sparrow, bullfinch, etc.), feed them in winter.
Expand children's understanding of the conditions necessary for the life of people, animals, plants (air, water, food, etc.).
Teach children to notice changes in nature. Talk about protecting plants and animals.
Seasonal observations.
Autumn. Teach children to notice and name changes in nature: it gets colder, precipitation, wind, leaves fall, fruits and roots ripen, birds fly south.
Establish the simplest connections between the phenomena of living and inanimate nature (it got colder - butterflies and beetles disappeared; flowers faded, etc.).
Involve in collecting plant seeds.
Winter. Teach children to notice changes in nature, compare autumn and winter landscapes.
Observe the behavior of birds on the street. Examine and compare bird tracks in the snow. Provide assistance to wintering birds and name them.
Expand children's understanding that in cold weather water turns into ice and icicles; ice and snow melt in a warm room.
Invite them to participate in winter fun: sledding downhill, making crafts from snow.
Spring. Teach children to recognize and name the seasons; highlight the signs of spring: the sun became warmer, the buds on the trees swelled, grass appeared, snowdrops blossomed, insects appeared.
Tell children that many indoor plants bloom in spring.
To form ideas about the work carried out in the spring in the garden. Learn to observe the planting and germination of seeds.
Involve children in working in the garden and flower beds.
Summer. Expand children's ideas about summer changes in nature: blue clear sky, the sun is shining brightly, heat, people are lightly dressed, sunbathing, swimming.
In the process of various activities, expand children's understanding of the properties of sand, water, stones and clay.
To consolidate knowledge that many fruits, vegetables, berries and mushrooms ripen in the summer; Animals have babies growing up
EDUCATIONAL FIELD “SPEECH DEVELOPMENT”
“Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite
teaching literacy."
Main goals and objectives
Developmental speech environment. Discuss with children information about objects, phenomena, events that go beyond their usual immediate environment.
Listen to children, clarify their answers, suggest words that more accurately reflect the characteristics of an object, phenomenon, state, or action; help to express a judgment logically and clearly.
Promote the development of curiosity.
Help children communicate kindly with their peers, suggest how to please a friend, congratulate him, how to calmly express your dissatisfaction with his actions, how to apologize.
Formation of a dictionary. Replenish and activate children's vocabulary based on deepening knowledge about their immediate environment. Expand ideas about objects, phenomena, events that did not take place in their own experience.
Intensify the use in speech of the names of objects, their parts, and the materials from which they are made.
Learn to use the most common adjectives, verbs, adverbs, and prepositions in speech.
Introduce nouns denoting professions into the children's dictionary; verbs characterizing labor actions.
Continue to teach children to identify and name the location of an object (left, right, next to, near, between), time of day. Help replace demonstrative pronouns and adverbs often used by children (there, there, such, that) with more precise expressive words; use antonym words (clean - dirty, light - dark).
Learn to use nouns with a general meaning (furniture, vegetables, animals, etc.).
Sound culture of speech. Reinforce the correct pronunciation of vowels and consonants, practice the pronunciation of whistling, hissing and sonorant (r, l) sounds. Develop the articulatory apparatus.
Continue to work on diction: improve the clear pronunciation of words and phrases.
Develop phonemic awareness: learn to distinguish by ear and name words that begin with a certain sound.
Improve intonation expressiveness of speech.
The grammatical structure of speech. Continue to develop in children the ability to coordinate words in a sentence and correctly use prepositions in speech; form the plural form of nouns denoting young animals (by analogy), use these nouns in the nominative and accusative cases (little foxes - fox cubs, bear cubs - bear cubs); correctly use the plural form of the genitive case of nouns (forks, apples, shoes).
Recall the correct forms of the imperative mood of some verbs (Lie down! Lie down! Ride! Run! etc.), indeclinable nouns (coat, piano, coffee, cocoa).
Encourage the word creation characteristic of the fifth year of life, tactfully suggest a generally accepted word pattern.
Encourage children to actively use the simplest types of compound and complex sentences in speech.
Coherent speech. Improve dialogical speech: learn to participate in a conversation, answer and ask questions in a clear way for listeners.
Teach children to tell: describe an object, a picture; practice composing stories based on a picture created by a child using didactic handouts.
To train children in the ability to retell the most expressive and dynamic passages from fairy tales.
Fiction
Continue to teach children to listen to fairy tales, stories, poems; remember small and simple rhymes.
Help them, using different techniques and pedagogical situations, to correctly perceive the content of the work and empathize with its characters.
At the child’s request, read out a favorite passage from a fairy tale, short story, or poem, helping to develop a personal relationship with the work.
Maintain attention and interest in the word in a literary work.
EDUCATIONAL FIELD “ARTISTIC AND AESTHETIC DEVELOPMENT”
“Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent
children’s creative activities (visual, constructive-model, musical, etc.).”
Main goals and objectives
Introduction to art. To introduce children to the perception of art, to develop interest in it. Encourage the expression of aesthetic feelings, the manifestation of emotions when viewing objects of folk and decorative art, listening to works of musical folklore.
Introduce children to the professions of an artist, artist, composer.
Encourage to recognize and name objects and phenomena of nature and the surrounding reality in artistic images (literature, music, fine arts).
Learn to distinguish between genres and types of art: poetry, prose, riddles (literature), songs, dances, music, paintings (reproductions), sculpture (fine arts), buildings and structures (architecture).
Learn to identify and name the basic means of expressiveness (color, shape, size, rhythm, movement, gesture, sound) and create your own artistic images in visual, musical, and constructive activities.
Introduce children to architecture. Form the idea that the houses in which they live (kindergarten, school, other buildings) are architectural structures; houses are different in shape, height, length, with different windows, with different numbers of floors, entrances, etc.
Arouse interest in the various buildings located around the kindergarten (houses in which the child and his friends live, school, shops).
Draw children's attention to the similarities and differences of different buildings, encourage them to independently highlight parts of the building and its features.
Strengthen the ability to notice differences in buildings that are similar in shape and structure (shape and size of entrance doors, windows and other parts).
Encourage children's desire to depict real and fairy-tale buildings in drawings and applications.
Organize a visit to the museum (together with parents), talk about the purpose of the museum. Develop interest in visiting the cinema and exhibitions.
To consolidate children's knowledge about books and book illustrations. Introduce the library as a storage center for books created by writers and poets.
Cultivate a caring attitude towards works of art.
Visual Activities
Continue to develop children's interest in visual arts. Evoke a positive emotional response to the offer to draw, sculpt, cut and paste.
Continue to develop aesthetic perception, figurative ideas, imagination, aesthetic feelings, artistic and creative abilities.
Continue to develop the ability to examine and examine objects, including with the help of hands.
Enrich children's ideas about fine art (illustrations for works of children's literature, reproductions of paintings, folk decorative art, small sculpture, etc.) as the basis for the development of creativity. Teach children to identify and use means of expression in drawing, modeling, and appliqué.
Continue to develop the ability to create collective works in drawing, modeling, and appliqué.
Teach to be friendly when evaluating the work of other children.
Drawing. Continue to develop in children the ability to draw individual objects and create plot compositions, repeating the image of the same objects (roly-polys are walking, trees on our site in winter, chickens walking on the grass) and adding others to them (the sun, falling snow, etc.). )
Form and consolidate ideas about the shape of objects (round, oval, square, rectangular, triangular), size, and arrangement of parts.
When conveying the plot, help children arrange images on the entire sheet in accordance with the content of the action and the objects included in the action. Direct children's attention to conveying the relationship of objects in size: a tall tree, a bush below a tree, flowers below a bush.
Continue to consolidate and enrich children’s ideas about the colors and shades of surrounding objects and natural objects. Add new ones to already known colors and shades (brown, orange, light green); form an idea of ​​how these colors can be obtained. Learn to mix paints to obtain the desired colors and shades.
To develop a desire to use a variety of colors in drawing and appliqué, to pay attention to the multicolored world around us.
Strengthen the ability to correctly hold a pencil, brush, felt-tip pen, colored chalk; use them when creating an image.
Teach children to paint over drawings with a brush or pencil, drawing lines and strokes in only one direction (top to bottom or left
right); rhythmically apply strokes and strokes throughout the entire form, without going beyond the contour; draw wide lines with the whole brush, and narrow lines and dots with the end of the brush bristles. Strengthen the ability to cleanly rinse your brush before using paint of a different color. By the end of the year, develop in children the ability to obtain light and dark shades of color by changing the pressure on the pencil.
Develop the ability to correctly convey the location of parts when drawing complex objects (doll, bunny, etc.) and correlate them by size.
Introduce children to Gorodets products. Learn to highlight elements of Gorodets painting (buds, flowers, roses, leaves); see and name the colors used in painting.
Modeling. Continue to develop children's interest in modeling; improve the ability to sculpt from clay (plasticine, plastic mass).
Reinforce the modeling techniques mastered in previous groups; teach pinching with a slight pull on all the edges of a flattened ball, pulling out individual parts from a whole piece, pinching small parts (ears on a kitten, beak on a bird). Learn to smooth the surface of a sculpted object or figurine with your fingers.
Teach techniques for pressing the middle of a ball or cylinder to obtain a hollow shape. Introduce techniques for using stacks. Encourage the desire to decorate sculpted products with a pattern using stacks. Reinforce the techniques of careful sculpting.
Application. Cultivate interest in the application by complicating its content and expanding the possibilities of creating a variety of images.
Develop the ability to hold and use scissors correctly. Teach cutting, starting with developing the skill of cutting in a straight line, first short and then long strips. Learn to make images of different objects from stripes (fence, bench, ladder, tree, bush, etc.). Learn to cut round shapes from a square and oval shapes from a rectangle by rounding the corners; use this technique to depict vegetables, fruits, berries, flowers, etc. in appliqué.
Strengthen the skills of neat cutting and pasting. Encourage activity and creativity.
Structural-model Activities
Draw children's attention to various buildings and structures around their home and kindergarten. During walks while playing, look at cars, carts, buses and other types of transport with children, highlighting their parts, naming their shape and location in relation to the largest part.
Continue to develop in children the ability to distinguish and name construction parts (cube, plate, brick, block); learn to use them taking into account their structural properties (stability, shape, size). Develop the ability to establish associative connections by asking them to remember what similar structures children have seen.
Learn to analyze a building sample: identify the main parts, distinguish and correlate them by size and shape, install
spatial arrangement of these parts relative to each other (in houses - walls, at the top - ceiling, roof; in a car - cabin, body, etc.)
Learn to build buildings from large and small building materials, use parts of different colors to create and decorate buildings.
Teach paper construction: bend a rectangular sheet of paper in half, matching the sides and corners (album, flags for decorating a site, greeting card), glue parts to the main shape (to a house - windows, doors, pipe; to a bus - wheels; to a chair - back).
Musical and artistic activities
Continue to develop in children an interest in music, a desire to listen to it, and evoke emotional responsiveness when perceiving musical works.
Enrich musical impressions, contribute to the further development of the foundations of musical culture.
Hearing. Develop skills in the culture of listening to music (don’t get distracted, listen to the piece to the end).
Learn to feel the character of music, recognize familiar works, express your impressions of what you listened to.
Learn to notice the expressive means of a musical work: quiet, loud, slow, fast. Develop the ability to distinguish sounds by pitch (high, low within a sixth, seventh).
Singing. To teach children expressive singing, to develop the ability to sing in a drawn-out, agile, coordinated manner (within the limits of the resi of the first octave). Develop the ability to take breath between short musical phrases.
Song creativity. Learn how to independently compose the melody of a lullaby and answer musical questions (“How are you
name?”, “What do you want, kitty?”, “Where are you?”). Develop the ability to improvise melodies to a given text.
Musical and rhythmic movements. Continue to develop in children the skill of rhythmic movement in accordance with the nature of the music.
Improve dance movements: straight gallop, spring, circling alone and in pairs.
Teach children to move in pairs in a circle in dances and round dances, put their feet on their toes and heels, clap their hands rhythmically, perform simple formations (from the circle scattered and back), and jumps.
Development of dance and gaming creativity. To promote the development of emotional and imaginative performance of musical and playful exercises (leaves spinning, snowflakes falling) and skits using facial expressions and pantomime (happy and sad bunny, cunning fox, angry wolf, etc.).
Learn to dramatize songs and stage small musical performances.
Playing children's musical instruments. To develop the ability to play along with simple melodies on wooden spoons, rattles, drums, and metallophones.
EDUCATIONAL AREA “PHYSICAL DEVELOPMENT”
“Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).”
Formation of initial ideas about a healthy lifestyle
Continue to familiarize children with the parts of the human body and sense organs. To form an idea of ​​the importance of body parts and sensory organs for human life and health (hands do many useful things; legs help move; mouth speaks, eats; teeth chew; tongue helps chew, speak; skin feels; nose breathes, catches smells; ears hear ).
Foster the need to adhere to a diet, eat vegetables and fruits, and other healthy foods. To form an idea of ​​the substances and vitamins that a person needs. Expand ideas about the importance of sleep, hygiene procedures, movements, and hardening for health.
Introduce children to the concepts of “health” and “illness”.
Develop the ability to establish a connection between the action being performed and the state of the body, well-being (“I brush my teeth - that means they will be strong and healthy”, “I got my feet wet on the street and I got a runny nose”).
To develop the ability to provide basic assistance to oneself in case of bruises, to seek help from adults in case of illness or injury.
Form ideas about a healthy lifestyle; about the importance of physical exercise for the human body. Continue to introduce physical exercises to strengthen various organs and systems of the body.
Physical Culture
Form correct posture.
Develop and improve children’s motor skills and abilities, the ability to creatively use them in independent motor activities.
Strengthen and develop the ability to walk and run with coordinated movements of the arms and legs. Learn to run easily, rhythmically, energetically pushing off with your toes.
Learn to crawl, crawl, climb, climb over objects. Learn to climb from one span of a gymnastic wall to another (right, left).
Learn to push off energetically and land correctly when jumping on two legs in place and moving forward, to navigate in space. In standing long and high jumps, learn to combine take-off with a swing of the arms, and maintain balance when landing. Learn to jump over a short rope.
Strengthen the ability to take the correct starting position when throwing, hit the ball on the ground with your right and left hands, throw and catch it with your hands (without pressing it to your chest).
Teach children to walk in a sliding step, make turns, and climb mountains.
Teach formations and maintaining distance while moving. Develop psychophysical qualities: speed, endurance, flexibility, agility, etc.
Learn to play a leading role in outdoor play and be conscious of following the rules of the game.
Outdoor games. Continue to develop children's activity in games with balls, jump ropes, hoops, etc.
Develop speed, strength, agility, spatial orientation. Foster independence and initiative in organizing familiar games.
Train yourself to perform actions when given a signal.
DEVELOPMENT OF GAMING ACTIVITIES
Creating conditions for the development of children's play activities. Formation of gaming skills, developed cultural forms of play. Developing children's interest in various types of games. Comprehensive education and harmonious development of children in play (emotional-moral, mental, physical, artistic-aesthetic and social-communicative).
Development of independence, initiative, creativity, self-regulation skills; developing a friendly attitude towards peers, the ability to interact, negotiate, and independently resolve conflict situations
Role-playing games. Continue work on developing and enriching game plots; Using indirect methods of guidance, lead children to independently create game plans. In joint games with the teacher, containing 2-3 roles, improve the children’s ability to unite in the game, distribute roles (mother, father, children), perform game actions, act in accordance with the rules and the general game plan.
Teach children to agree on what they will build, distribute material among themselves, coordinate actions and achieve results through joint efforts.
Nurture friendly relationships between children, develop the ability to take into account the interests of comrades.
Expand the scope of children’s independent actions in choosing a role, developing and implementing a plan, and using attributes; develop the social relationships of those playing by understanding the professional activities of adults.
Outdoor games. Continue to develop physical activity; agility, speed, spatial orientation.
To foster children's independence in organizing familiar games with a small group of peers.
Train yourself to follow rules independently.
Develop children's creative abilities in games (inventing game options, combining movements).
Theatrical games. Continue to develop and maintain children’s interest in theatrical play by acquiring more complex gaming skills (the ability to perceive an artistic image, monitor the development and interaction of characters).
Teach children to perform simple performances based on familiar literary works; use known expressive means (intonation, facial expressions, gesture) to embody the image.
Encourage children to show initiative and independence in choosing a role, plot, and means of transformation; provide the opportunity for experimentation when creating the same image.
Learn to feel and understand the emotional state of the hero, to enter into role-playing interactions with other characters.
Promote the further development of director's play by providing space, play materials and the opportunity to bring several children together in long-term play.
To teach the use of figurative toys and bibabo, independently sculpted figures from clay, plastic, plasticine, and toys from Kinder surprises in theatrical games.
Continue to use the capabilities of the pedagogical theater (for adults) to accumulate emotional and sensory experience, and for children to understand the complex of expressive means used in the performance.
Didactic games. Learn to play didactic games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects by external characteristics, group, and make a whole from parts (cubes, mosaics, puzzles).
Improve tactile, auditory, taste sensations (“Identify by touch (by taste, by sound)
Appendix 1 Long-term planning of direct educational activities.
Appendix 2 Long-term planning of physical culture.
Appendix 3 Long-term plan for working with parents.
Appendix 4 Complex of morning exercises.
Appendix 5 Monitoring of children's achievement of the planned results of mastering the work program in educational areas.
Appendix 6 Finger games.
Appendix 7 Role-playing games.
Appendix 8 Didactic games

Middle group work program

Author-compiler: Podgornykh Olga Mikhailovna.
The work program was developed on the basis of the Model educational program for preschool education “Childhood”, authors T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva. and others (SPb.: PUBLISHING HOUSE "CHILDHOOD-PRESS" LLC, 2014).
The program is based on the use of the following programs:
The main educational program of MKDOU "Kindergarten No. 1"
Environmental education program in kindergarten “Young Ecologist”. S.N. Nikolaeva. M. Moscow-Sintez, 2010
Introducing children to the origins of Russian folk culture. Program, O.A. Knyazeva.SPb. Childhood – Press, 2010
Program for the social and emotional development of preschool children “I - you - we”. M. Moscow-Sintez, 2003
Program “What preschoolers can know about a person.” A.I. Ivanova. M. Sphere shopping center, 2010
Program for artistic education, training and development of children 2-7 years old by I.A. Lykova. M. TC Sfera, 2011.
Technologies used: gaming, health-saving, project activities, educational game technologies, mnemonics, modeling, TRIZ
The work program determines the content and organization of educational activities for children in the middle group and is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the child’s behavior, activities and attitude to the world. The content of the work program includes a set of educational areas that ensure the diversified development of children’s personality in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics in the main areas - social-communicative, cognitive, speech, artistic and aesthetic.
The program is aimed at: creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creativity based on cooperation with adults and peers and age-appropriate activities; to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.

1.2.Goals and objectives for the implementation of the work program
Purpose of the program:
Target: Creating conditions for the harmonious development of the personality of a child of middle preschool age in various types of communication and activities, taking into account their age, individual, psychological and physiological characteristics, providing each child with the opportunity to develop abilities, broad interaction with the world, active living in various types of activities, creative self-realization .
Based on the goal, the following tasks are formed:
Tasks:
Strengthen health and strengthen children's bodies through health-saving technologies
Contribute to the formation and enrichment of motor experience, confident and active implementation of the basic elements of the technique of general developmental exercises, basic movements, sports exercises; Compliance and control of rules in outdoor games; Perceiving the demonstration as a model for performing the exercise independently; Purposefully develop speed, speed-strength qualities, general endurance, flexibility, promote the development of coordination and strength in children.
To create the need for physical activity by observing the correct physical activity of the day, corresponding to the age, psychological and individual characteristics of the children in the group
To develop and support children’s cognitive activity, to master the means and methods of cognition, to enrich the experience of activities and ideas about the world around them.
To foster independence and develop the desire for self-affirmation and self-expression by creating opportunities for varied play activities that meet the needs and interests of children in the group.
Strengthen friendly relations between children and friendly relationships in joint activities, develop a desire for joint games
Develop creativity and imagination in various activities.
Enrich social ideas about people: adults and children, appearance features, manifestations of gender and age differences, some professions of adults, rules of relations between adults and children
Develop interest in your native village, region, country
To promote the development of all components of children's play: enrichment of themes and types of games, game actions, plots, skills to establish role-playing relationships, conduct role-playing dialogue, create a game environment using real objects and their substitutes, act in real and imaginary situations
Create a basis for the development of the content of children's games: enrich children's ideas about the world and range of interests with the help of children's literature, watching puppet shows, while taking into account the interests and needs of children
Foster a culture of communication with adults and peers, develop emotional responsiveness, kindness, and the desire to help.
1.3 Principles of construction and implementation of the work program
Principles of program construction
The work program complies with the following principles:
The principle of full-fledged living by a child at all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development.
The principle of constructing educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of preschool education.
The principle of assistance and cooperation between children and adults, recognition of the child as a full participant (subject) of educational relations.
The principle of supporting children's initiative in various activities.
The principle of cooperation with the family.
The principle of introducing children to sociocultural norms, traditions of the family, society and state.
The principle of the formation of cognitive interests and cognitive actions of a child in various types of activities.
The principle of age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics).
The principle of taking into account the ethnocultural situation of children's development. [Federal State Educational Standards clause 1.4] The program is aimed at: creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities based on cooperation with adults and peers and age-appropriate activities; to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.
The program involves building the educational process on age-appropriate forms of working with children, maximizing the development of all specific children's activities - and, first of all, games as the leading activity of a preschool child.

Principles for implementing the work program:

The principle of developmental education, the goal of which is the development of the child as a subject of children's activity and behavior
- the principle of practical applicability (based on this principle, the program practically implements an approach to organizing the holistic development and education of a preschool child as a subject of children’s activity and behavior
- the principle of ethnocultural relevance (the program is aimed at introducing the child to the origins of the folk culture of his country)
- the principle of harmonious education (the program provides a unified process of socialization - individualization of the individual through the child’s awareness of his needs, capabilities and abilities)
- the principle of integration of educational areas (a meaningful connection between different sections of the program allows the teacher to integrate educational content when solving educational tasks, which makes it possible to develop in unity the cognitive, emotional and practical spheres of the child’s personality
- the principle of a comprehensive thematic construction of the educational process, which is based on the idea of ​​integrating the content of different educational areas around a single, common theme, which for a certain time becomes unifying.
1.4.Characteristics of the population, characteristics of the families of students
The total number of children is 20 people.
Contingent of pupils by gender: 7 girls, 13 boys.
Distribution of children by health groups:
Health group - 2
Social characteristics of families:
Family composition: 16 – two-parent family, 1 – supervised child.
Three children in the family are 5, two children are 9, one is 6.
Thus, in the contingent of pupils there is a predominant number of boys; Health group 2, most children are raised in two-parent families.

2. Content section
2.1. Age-related psychological and individual characteristics of children of middle preschool age
As a rule, by the age of five, children, without an adult’s reminder, say hello and goodbye, say “thank you” and “please,” do not interrupt the adult, and address him politely. In addition, they can, on their own initiative, put away toys, perform simple work duties, and bring the job to the end. At this age, children develop ideas about how girls should behave and how boys should behave, and the foundations of gender are laid. By the age of five, children have an understanding of the characteristics of the most common male and female professions, and of individual female and male qualities. Children of this age have developed cultural, hygienic and self-care skills. By the age of 4-5, a child is able to simply characterize his state of health and attract the attention of an adult in case of illness.
Children aged 4-5 years continue to act out actions with objects, but now the external sequence of these actions already corresponds to reality. In the game, children name their roles and understand the conventions of the accepted roles. There is a separation between gaming and real relationships. At 4-5 years old, peers become more attractive and preferred play partners for the child than adults.
At the age of 4 to 5 years, children continue to assimilate generally accepted sensory standards. Children, as a rule, already have a good understanding of primary colors, geometric shapes and relationships of quantities. Attention becomes more and more stable, action according to the rule appears - the first necessary element of voluntary attention. It is at this age that children begin to actively play games with rules: board, didactic and
mobile. In middle preschool age, the child’s memory intensively develops. At the age of 5, he can already remember 5-6 objects (out of 10-15) depicted in the pictures presented to him. At this age, reproductive imagination predominates, recreating images that are described in poems, adult stories, found in cartoons, etc. Elements of productive imagination begin to take shape in play, drawing, and design.
At this age, the child develops initiative and independence in communicating with adults and peers. Children have a need for praise, so a child of the fifth year of life reacts to the comments of adults with increased sensitivity. Communication with peers is still closely intertwined with other types of children's education, but situations of pure communication are already noted. In an effort to attract the attention of a peer and keep him in the process of verbal communication, the child learns to use the means of intonation speech expressiveness. In the process of communicating with adults, children use the rules of speech etiquette: words of greeting, farewell, gratitude, polite request, consolation, empathy and sympathy. Speech becomes grammatically correct and consistent.
In artistic and productive activities, children emotionally respond to works of musical and visual art, fiction, in which various emotional states of people, animals, and fairy-tale characters are conveyed using figurative means. Children begin to perceive plots more holistically and understand images. Children master the simplest technical skills. Construction begins to take on the character of a productive activity: children conceive a future design and search for ways to implement it
2.2. Program content
The content of the program is structured in accordance with the current interests of modern preschoolers and is aimed at children mastering the basis of personal culture. In accordance with the Federal State Educational Standard for Educational Education, the program is built on age-appropriate forms of working with children, the basis of which is play. Therefore, the development of all educational areas is provided for in play activities, as well as in communicative, motor, cognitive and research activities, the perception of fiction and works of art that are understandable to children of this age.
The main educational unit in the program is an organized educational activity or an educational situation, that is, a form of joint activity between a teacher and children that is planned with the aim of solving certain problems of development and education. Mostly educational situations are complex in nature and include tasks implemented in different types of activities on the same thematic content. The main objectives of such organized educational situations are the formation in children of new ideas, skills and abilities, the development of the ability to think, reason, and draw conclusions.

Thematic planning of the educational process

Programs and technologies used:

Physical education in kindergarten. E.Ya. Stepanenkova.
M. Publishing house "Mosaic Synthesis", 2005.
Health work in kindergarten. E.Yu.Alexandrova.
Volgograd. Publishing house “Teacher”, 2007.
Integrated planning of walks. O.R. Meremyanina.
Volgograd. Ed.! Teacher" 2013.
Educational walks for children. G. Lapina.
St. Petersburg. Publishing house "Rech" 2011.
Mobile games with running. E.A. Sochevanova.
St. Petersburg "Childhood Press", 2012.
Walks in kindergarten. I.V. Kravchenko, T.L. Dolgova.
M.TC "Sfera", 2012.
Outdoor play as a means of developing physical qualities in preschool children. S.V. Artyshko, G.V. Korneichuk. Khabarovsk, 2013.
A series of educational targeted and thematic excursions for children 4-7 years old. S.N.Nifontova, O.A.Gashtova.
St. Petersburg."Childhood Press", 2010.
Morning exercises in kindergarten. T.E. Kharchenko.
M.Izd. "Mosaic-Synthesis", 2011.
Collection of outdoor games. E.Ya. Stepenenkova.
M.Izd. "Mosaic-Synthesis", 2012.
Outdoor games and entertainment. T.I.Osokina, E.A.Timofeeva.
M. Education, 1983.
Seasonal themed walking maps for every day.
Material support:
Equipment for physical and motor activity.
Didactic games with a sports theme.
Sets of pictures and illustrations with different sports.
Cards on life safety.
Sets for outdoor and folk games.
Flags, ribbons.
2.3.2.Educational field “Socio-communicative development”
“Socio-communicative development”: assimilation of norms and values, communication and interaction with adults and peers, the formation of positive attitudes towards work and creativity, the establishment of the foundations of safe behavior in everyday life, society, nature - once a week.. As well as daily conversations, reminders, instructions, exercises, in each lesson and outside of class - creating game and practical situations of communication and joint actions, observation of social objects, games and game exercises.
Artemova L. V. Theatrical games for preschoolers
M.: Education, 1999.
Attributes for role-playing games.
Didactic and educational games.
Sets of building material.
Sets for director's play.
Sets of utensils for various purposes.
Dolls of different sizes.
M. Mozaika-Sintez, 2003. Series of large format paintings: “We are playing”, “Kindergarten”, “Who to be”
Visual and demonstration material on the topics: “My Home”, “My Family”, “Our Rights”, “Emotions”, “My Land”, “Our Motherland”
Subject pictures, a selection of works of art.
Didactic, educational games on the topics: “Good deeds”, “Our rights”, “Our mood”, “Family tree”, “What is good and what is bad”
Illustrations about the Army.
Introducing children to the origins of Russian folk culture.
O.L.knyazeva, M.D. Makhaneva. – St. Petersburg. Publishing house "Childhood-Press", 2010.
Together with the doll I grow.
O.R. Meremyanova - Volgograd, Uchitel Publishing House, 2012.
Formation of gender identity.

N.A. Vinogradova, N.V. Miklyaeva.
M. Creative Center "Sphere", 2012.
Conversations about good and bad behavior;
Conversations about children's rights.
T.A. Shorygina.
Aesthetic tales;
Sociable tales;
Good fairy tales;
T.A. Shorygina.
M. Creative center "Sphere", 2014
Conversations about behavior at the table.
V.G. Alyamovskaya, K.Yu. Belaya, V.N. Zimonina and others.
M. Creative center "Sphere", 2005
Conversations about professions With children 4-7 years old.
T.V. Potapova.
M. Creative center "Sphere", 2011.
Moral conversations with children 4-6 years old.
G.N. Zhuchkova.
M. Publishing house "Gnome", 2012.
Ethical conversations with children 4-7 years old.
V.I. Petrova, T.D. Stulnik.
M. Publishing house "Mosaic-Sintez", 2013.
Equipment for children's work activities, care of indoor plants
Visual, demonstration,
didactic material “Adult Labor”, “Professions of People”
A selection of works of art about the work of people of different professions.
Thematic, plot pictures.
Avdeeva, N.N., Knyazeva, N.L., Styorkina, R.B. Safety: A textbook on the basics of life safety for children of senior preschool age. – St. Petersburg: OOO Publishing House “Childhood-Press”, 2013
Safe Tales
T.A. Shorygina.
M. Creative center "Sphere", 2014.
Conversations about household electrical appliances;
about traffic rules with children 5-8 years old.
T.A. Shorygina.
M. Creative center "Sphere", 2015.
Road ABC;
Dangerous objects, creatures and phenomena.
I.A. Lykova, V.A. Shipunova.
M. Publishing House "Color World", 2013.
Life safety for younger preschoolers.
N.S. Golitsyn.
M.Izd. "Scriptorium 2003", 2011.
Fire safety. Middle group.
T.V. Ivanova.
Volgograd, Publishing house "Corypheus", 2011.
Traffic rules for preschoolers.
S.N. Cherepanova.
M. Ed. "Scriptorium 2003", 2009.
Safety. We introduce preschoolers to sources of danger.
G.Ya.Pavlova, N.N.Zakharova and others.
M. Creative center "Sphere", 2012
How to teach children traffic rules?
T.N.Garnysheva.
Formation of a culture of safe behavior in children 3-7 years old.
N.V. Kolomeets.
St. Petersburg LLC Publishing House "Childhood-Press", 2009.
Road alphabet in kindergarten.
E.Ya. Khabibullina.
St. Petersburg: OOO Publishing House "Childhood-Press", 2011.
School of road signs.
O.V. Startseva.
M. Creative center "Sphere", 2012.
Formation of security fundamentals.
K.Yu. Belaya.
M. Ed. "Mosaic-Synthesis", 2011.
If you play with your child on the street."
Yu.A.Kirillova.
St. Petersburg LLC Publishing House "Childhood-Press", 2012.
Visual material, board - classification games, books - albums, toys - symbols.
Demonstration material: “Road rules and safety for preschoolers (set of story pictures); “So that there is no fire”, life safety, dangerous objects and phenomena, etc.
Cartoons from the series “Masha and the Bear”, “Fixies”
Sets of play fire and police uniforms.
Traffic signs, toy cars for various purposes.
Children's fiction by topic.
posters and visual material on developing ideas about health and rules of safe behavior.
2.3.3. Educational area “Cognitive development”
“Cognitive development”: development of interests, curiosity, cognitive motivation, formation of elementary mathematical concepts, formation of primary ideas about oneself, surrounding people, objects of the surrounding world, formation of the foundations of environmental consciousness, formation of the foundations of experimentation, acquaintance with the small homeland and Fatherland - 2 times a day week.
“Cognitive development”: formation of elementary mathematical concepts – 1 time per week. As well as daily conversations, the creation of game and practical situations, games and exercises with mathematical content, experiments and experiments in free activity and on a walk.
Programs, technologies, material support used:
Development of preschoolers' abilities through commented drawing. N.V. Miklyaeva.
M.UC "Perspective", 2010.
Amazing stories. L.E.Belousova.
St. Petersburg LLC Publishing House "Childhood-Press", 2003.
Formation of a holistic picture of the world” O.M. Podgornykh.
Volgograd, Publishing House "Teacher", 2015..
Educational classes for preschool children with elements of the Montessori method. E.A. Divina.
SPb.LLC Publishing House "Childhood-Press", 2013
Pre-matic games. Z.A. Mikhatsilova, I.N. Cheplashkina.
Logical and mathematical development of preschool children. Z.A. Mikhailova, E.A. Nosova.
St. Petersburg LLC Publishing House "Childhood-Press", 2013.
Complex classes in the middle group of kindergarten. T.M. Bondarenko.
Voronezh. Publishing house “Teacher”, 2009.
Introducing preschoolers to mathematics. L.V. Voronina. and N.D. Suvorova.
M. Creative center "Sphere", 2011.
Preschool mathematics. M.A. Kasitsyna.
M. Publishing house "Gnome and D", 2001.
Mathematics in problem situations for young children. A.A. Smolentseva, O.V. Suvorova.
Mathematics before school. Ch.G.Smolentseva, A.A.Pustovoyt.
St. Petersburg: OOO Publishing House "Childhood-Press", 2000.
Mathematics from 2 to 7. Z.A. Mikhailova.
. St. Petersburg: OOO Publishing House "Childhood-Press", 2000.
Formation of elementary mathematical concepts in kindergarten. N.A. Arapova-Piskareva.
M.Izd. "Mosaic-Synthesis", 2009.
Lesson plans for the development of mathematical concepts in preschool children. L.N. Korotovskikh.
St. Petersburg LLC Publishing House "Childhood-Press", 2010.
Raising the sensory culture of a child from birth to 6 years. A. Wenger, E. G. Pilyugina, N. B. Wenger; - M.: Education, 2000.
We introduce preschoolers to their hometown and country. N.V. Aleshina.
M. UTs Perspektiva, 2011.
Classes on patriotic education in kindergarten. L.A.Kondrykinskaya.
M. Creative Center "Sphere", 2011.
We live in Russia. Middle group. N.G. Zelenova, L.E. Osipova.
M.Izd. "Scriptorium 2003", 2007.
Raising a little citizen” by G.A. Kovalev.
M.Izd. "ARKTI", 2005.
We introduce children to our small Motherland.” N.G. Panteleeva.
M. Publishing house TC "Sfera", 2015.
Folk culture and traditions. V.N. Kosareva.
V.Ed. "Teacher", 2013.
Origins of Patriotism. S.N.Savushkin.
M. Publishing House "Sfera", 2016.
My family. T.A. Shorygina.
M.TC "Sfera", 20е12.
We introduce children to the world around them. T.V. Vostrukhina, L.A. Kondrykinskaya.
M. Publishing House "Sphere", 2011.
The child and the world around him. O.V. Dybina.
M. Mozaika-Sintez, 2010.
Software development of educational areas in the middle group of kindergarten. N.A. Karpukhina.
Voronezh. Ed. "Teacher", 2013.
Familiarization of preschoolers with the world around them. E.V. Marudova.
organizing and conducting walks for children aged 3-7 years.
St. Petersburg LLC Publishing House "Childhood-Press", 2011.
Familiarization of preschoolers with the objective world; Man-made world;
What happened before..;
What are the objects made of? O.V. Dybina.
M.TC "Sfera" 2010.
A collection of educational games to familiarize yourself with the surrounding world. L.Yu. Pavlova.
M. Publishing house "Mosaic-synthesis", 2012.
Organization of experimental activities for children 2-7 years old. E.A. Martynova, I.M. Suchkova.
Volgograd. Publishing house “Teacher”, 2011.
Conversations about space and time;
about water in nature; about health; about children of WWII heroes; about who lives where. A. Shorygina.
M.TC "Sfera", 2011.
Conversations about space. E.A. Panikova. M.TC "Sfera", 20е12.
Formation of ecological culture of preschool children. L.G.Kireeva, S.V.Berezhnova.
Volgograd. Publishing house “Teacher”, 2007.
Environmental education in kindergarten. O.A. Solomennikova.
M. "Mosaic-Synthesis", 2009.
Young ecologist. S.N. Nikolaeva.
M. "Mosaic-Synthesis", 2010.
Nature. Fairy tales and games for children.
E.A. Alyabyeva. M.TC "Sfera", 2012.
What animals are in the forest?;
Trees. What are they?;
Pets. What are they? T.A. Shorygina.
M.Izd. "Gnome and D", 2003.
Fun anatomy. Formation of ideas about yourself and your body. V.M. Nishchev, N.V. Nishcheva.
SPb.: LLC Publishing House. "Childhood - Press" 2015. Instilling the basics of a healthy lifestyle in children. N.S. Golitsyna, I.M. Shumova.
M. Ed. "Scriptorium 2003", 2006.
Human. Natural science observations and experiments in kindergarten. A.I. Ivanova.
M.TC "Sfera", 2010.
Smile. Educational and preventive program on oral hygiene. Khabarovsk, 1995.
Human world. Me and my body. S.A. Kozlova, S.E. Shukshina.
M. School Press, 2009.
Series of large format paintings: “Wild Animals”, “Domestic Animals”, “Sounding Word”
Demonstration material on the topics: dishes, electrical appliances, hats, transport, berries and fruits, animals of hot countries, wild and domestic animals, trees, mushrooms, flowers, space, etc.
Material for children's experimentation, microscopes, magnifying glasses, globes, geographical atlases and maps. region, village, country, region.
Models of vegetables, fruits, mushrooms.
Counting material
Demonstration material for solving logical problems, for composing and solving arithmetic problems. Voskobovich's games. Rings of Lull.
Manuals for teaching spatial orientation.
A set of pictures depicting objects of different shapes, colors and sizes.
Sets: Dienesh blocks, Cuisenaire sticks and demonstration material for working with them.
Construction sets, constructors.
Natural and waste material.
Educational cards “Seasons”
Magic tree" nature calendar.
My rights. Workbook.
Ecological diary of a preschooler according to the seasons.
The amazing world of nature. Preschool simulator.
Picture of the world workbook for children 4-5 years old. E.G. Andreevskaya.
Methodological recommendations for the workbook “Picture of the World” by E.G. Andreevskaya, O.N. Montazeri.
Welcome to ecology. Workbook for children 4-5 years old. O.A. Voronkevich.
Didactic games: weather and nature. O.A. Romanovich.
Entertaining ecology. A set of worksheets for activities with children 4-5 years old. E.A. Shcherbaneva.
Take care of your health. Visual material.
Me and my body. Thematic dictionary in pictures.
How a person works. Flashcards.
Children's encyclopedia of health. Robert Rotenberg.
Be healthy. Set of cards. Introducing preschool children to a healthy lifestyle. E.I. Gumenyuk. workbook.
The human body. My first encyclopedia.
2.3.4. Educational field “Artistic and aesthetic development”
“Artistic and aesthetic development” – fine arts, development of productive activities and children’s creativity – 2 times a week, as well as daily – independent visual arts for children.
Programs, technologies, material support used:
Visual activities in kindergarten. Middle group (artistic and aesthetic development). Lykova I.A.
M. Publishing house "Color World", 2014.
Visual activities in kindergarten. T.S. Komarova.
M.Izd. "Mosaic - Synthesis", 2010.
Visual activity and artistic work. Middle group. O.V. Pavlova. Volgograd.Pub. "Teacher", 2013.
Artistic creativity. Middle group. N.N. Leonova. Volgograd.Pub. "Teacher", 2016.
Thematic, plot pictures, educational games
Illustrative material for children's art.
A set of paintings, demonstration material: for children about art, decorative drawing in kindergarten, modeling in kindergarten, Russian folk arts and crafts in kindergarten, applique in kindergarten, illustrations depicting trees, animals, people, transport, buildings, objects folk art.
Visual and didactic material with lesson notes. Folk crafts. T.A. Kulikovskaya.
Funny words Khokhloma. L. Yakhnin.
Origami and child development. T.I. Tarabarina.
Yaroslavl. "Academy of Development", 1998.
Plasticineography for kids. G.N. Davydova.
M.Izd. "Scriptorium 2003", 2008.
Software development of educational areas. Reading fiction in the middle group. N.A. Karpukhina.
Voronezh.Pub. "Teacher", 2013.
A book to read. V.V.Gerbova.
M.Izd. "Onyx", 2011.
Lukoshko. Reader on Far Eastern literature.
Portraits of Russian and Soviet writers.
A thematic selection of works of literature and folklore: about big and small, fun and jokes, about our little brothers, about nature, we get acquainted with a fairy tale.
Flannelograph for Russian folk tales: “Kolobok”, “Turnip”, “Teremok”, “Zayushkina’s hut”, etc.
Illustrations for the themes: seasons, pets, birds, insects, flowers.
Illustrations for fairy tales.
Hats, masks, screens, dolls for theatrical activities
Tape recorder, audio cassettes, discs (voices of birds, fairy tales, folk songs, favorite children's songs from cartoons, dance music)
2.3.5. Educational field "Speech development"
“Speech development”: mastery of speech as a means of communication and culture; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; enrichment of the active vocabulary; development of sound and intonation culture of speech, phonemic hearing; the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write; acquaintance with fiction - once a week, as well as in all types of activities, both jointly with the teacher and independently.
Programs, technologies, material support used:
Development of coherent speech. Middle group. HE. Ivanishchina, E.A. Rumyantseva.
Volgograd, Publishing house “Teacher”, 2013.
Special course “Teaching preschool children to read and write.” L.E. Zhurova, N., S. Varentsova.
M. Education, 1996.
We teach retelling to preschoolers. A.A. Guskova.
M. Sphere shopping center, 2013.
Lesson notes for the middle group of kindergarten. A.V.Adji.
Voronezh, shopping center "Teacher", 2009.
Speech development classes in kindergarten. O.S. Ushakova.
M. Education, 1993.
Speech development in kindergarten. V.V.Gerbova.
M. Ed. "Mosaic - Synthesis", 2010.
Word games in kindergarten. A.K. Bondarenko.
Speech development of children from one to 6 years old. I.I. Karelova.
Volgograd.Pub. "Teacher", 2013.
M. Education, 1974.
. Card index of themed finger games. L. N. Kalmykova.
Volgograd. Publishing house “Teacher”, 2014.
Mastery of the educational field “Communication” by children aged 4-7 years. I.A. Modina.
Volgograd, Publishing house "Teacher", 2014.
Sets of paintings, reading books, didactic games, visual - didactic material, subject, subject pictures
A selection of works of art by age, illustrations for works.
“Speech development in kindergarten” by V.V. Gerbova. Handouts and visual materials. Tongue twisters.
Right or wrong. V.V.Gerbova. Visual = didactic aid.
I'm learning to retell. Oprah pictures. N.E. Teremkova.
Teaching children to retell using reference pictures. N.V. Nishcheva. I say. Workbook
Nitcography. Speech development.
Games with adjectives, verbs, nouns.
Workbook for speech development.
2.4.Children's activities in the educational process
Activities and activities
1. Play is a form of child activity, aimed not at the result, but at the process of action and methods of implementation, the child’s adoption of a conditional position. Creative games: director's games, role-playing games, dramatization games, theatrical games, games with building materials, fantasy games, improvised sketch games.
Games with rules: didactic, active, educational, musical, computer.
2. Cognitive-research - a form of children’s activity aimed at learning properties and connections, mastering methods of cognition, contributing to the formation of a holistic picture of the world. Experimentation, research, modeling: drawing up models, activities using them.
3. Communicative – a form of children’s activity aimed at interacting with each other as a subject, a potential communication partner, involving coordination and unification with the aim of establishing relationships and achieving a common result.
Constructive communication and interaction with adults and peers, oral speech as the main means of communication.
4. Motor activity is a form of children’s activity that allows them to solve motor problems by implementing motor function. Gymnastics: basic movements, drill exercises, dance exercises, with elements of sports games.
Games: active, with elements of sports.
Scooter, sled, bicycle, skiing.
5. Self-service and elements of household work are a form of activity for children that requires efforts to satisfy physiological and moral needs and brings results that can be seen, touched, and felt. Self-service, elements of household labor, feasible labor in nature, manual labor.
6. Visual activity is a form of children’s activity, as a result of which a material or ideal product is created. Drawing, modeling, applique.
7. Construction from various materials is a form of activity for children that develops their spatial thinking, forms the ability to foresee a future result, provides an opportunity for the development of creativity, enriches speech Construction: from building materials, waste and natural materials.
Artistic work: applique, origami, handmade.
8. The perception of fiction and folklore is a form of children’s activity that does not involve passive contemplation, but activity that is embodied in internal assistance, empathy with the characters, in the imaginary transference of events to oneself, resulting in the effect of personal presence and personal participation in events. Reading, discussion, storytelling, learning, situational conversation.

2.5. Dynamics of child development
Characteristics of the dynamics of child development assume the following types: positive dynamics: high level; positive dynamics: above average level; relatively – positive dynamics: average level; slight dynamics: low level; negative dynamics (the child’s inability to master the content of a particular section of the program); wave-like dynamics; electoral dynamics. The main indicators of a child’s mental development are general intellectual skills: accepting a task, understanding the conditions of this task, methods of execution - does the child use practical orientation; learning ability in the process of diagnostic examination; interest in cognitive tasks, productive activities and attitude towards the results of one’s activities.
2.6.Pedagogical diagnostics
The implementation of the work program involves assessing the individual development of children. Such an assessment is carried out by a pedagogical worker within the framework of pedagogical diagnostics (assessment of the individual development of preschool children, related to the assessment of the effectiveness of pedagogical actions and underlying their further planning).[FGOSP.3.2.3]
Pedagogical diagnostics are carried out during observations of children’s activity in spontaneous and specially organized activities.
Toolkit for pedagogical diagnostics - observation cards of child development, which allow recording the individual dynamics and development prospects of each child during:
communications with peers and adults (how the ways of establishing and maintaining contact, making joint decisions, conflict resolution, leadership, etc. are changing);
gaming activities;
cognitive activity (how the development of children's abilities and cognitive activity proceeds);
project activities (how children’s initiative, responsibility and autonomy develop, how the ability to plan and organize their activities develops);
artistic activity;
physical development.
Pedagogical diagnostics is primarily aimed at studying a preschool child to understand his individuality and assess his development as a subject of cognition, communication and activity; to understand the motives of his actions, see the hidden reserves of personal development, predict his behavior in the future
3. Organizational section
3.1. Features of the organization of a developing subject-spatial environment
When organizing the developing subject-spatial environment, the following principles were observed:
Openness and accessibility
Multifunctionality
Flexible zoning
The subject-game environment includes:
Play equipment, toys, various types of play paraphernalia, play materials.
All of these play materials are located in the group room and kindergarten area. The educational environment of the group is comfortable and aesthetic. In accordance with the age of the children in the group, there are toys of various themes and purposes. In the group, furniture and equipment correspond to the height and age of the pupils, the number of boys and girls, and are installed so that each child can find a convenient and comfortable place to study in terms of his emotional state: sufficiently distant from children and adults or, conversely, allowing him to feel close contact with them, or providing for contact and freedom in equal measure. Together with the parents, attributes and costumes for role-playing games and for the “dressing up” corner were purchased. To develop fine motor skills, the ability to speak and act for your character (director's play) - small toys, didactic and educational games. In the book corner, books on various topics, the first children's encyclopedias, illustrations and sets of characters for familiar fairy tales, and supporting diagrams for retelling familiar fairy tales are constantly updated. To develop children's creative abilities: crayons, paper of various formats, coloring stencils, colored pencils, markers, paints, plasticine, natural and waste materials. For theatrical activities, masks, illustrations for fairy tales, tabletop, flat, finger, shadow and puppet theaters were purchased.
For physical activity there are balls of different sizes and quality, skittles, sandbags, ring throws, jump ropes, serso, darts. There are Voskobovich games, Dienesh blocks, educational and didactic games, board and printed games, which are constantly updated.
The subject-game environment of the group is organized in such a way that each child has the opportunity to engage in interesting, exciting activities and does not disturb his friends.
activity."
In accordance with the requirements of the Federal State Educational Standard for the conditions for the implementation of the basic general education program of a preschool educational institution, comfortable conditions have been created both for the organization of organized educational activities and for joint, independent activities, as well as for carrying out routine moments (compliance with the motor regime during the day, change of different types of activities, rational use of types of activities, etc.) from the perspective of their influence on the psychophysical state and health of children. Interaction with children is based on a person-oriented model of communication, an individual approach and taking into account the zone of proximal development.
In the reception room there is a mobile stand with information for parents, and there is a permanent exhibition of children's works.
The subject-spatial environment created in the group provides:
- The opportunity for communication and joint activities of children and adults, in the whole group and in small groups, and also provides the opportunity for privacy.
- Implementation of the educational program.
- Game, cognitive, research, creative, motor activity of pupils.
A subject-based developmental environment ensures that the daily life of the group is filled with interesting activities, problems, ideas, allows each child to be included in meaningful activities, promotes the development of children’s personal behavior, and helps in the realization of children’s interests and life activity.
3.2. Grid-schedule of educational organized activities (educational situation)
There are 11 lessons in total, duration no more than 20 minutes, break no less than 10 minutes.
Explanatory note to the OOD grid schedule
The schedule grid is built in accordance with the sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational institutions (SanPin 2.4.1.3049-13), the instructional and methodological letter of M.O. RF “On hygienic requirements for the maximum load on preschool children in organized forms of education No. 65/23-16 dated March 14, 2000, and reflects the main content of the MKDOU program.
According to SanPin 2.4.1.3049-13:
In the middle of the time allotted for educational activities, dynamic pauses are carried out.
Educational activities that require increased cognitive activity and mental stress of children should be organized in the first half of the day. To prevent children from becoming fatigued, educational activities alternate with physical education and music classes.
When regulating the load on a child, it is necessary to take into account his individual characteristics. The implementation of an individual approach to children should be based on systematic observations, primarily on identifying signs of fatigue in a particular child.
3.3.Distribution of children into subgroups for organizing educational activities
Based on the conducted pedagogical diagnostics to solve the following problems: (Complex diagnostic tools. Dynamics of child development. T.P. Nicheporchuk)
individualization of education (including support for the child, building his educational trajectory or professional correction of his developmental characteristics)
optimization of work with a group of children.
all children were divided into two groups:
1 subgroup - children's names
Subgroup 2 - children's names

3.4.Group mode
The kindergarten has developed a flexible daily routine that takes into account the age-related psychophysiological capabilities of children, their interests and needs, ensuring the relationship of planned activities with the daily life of children in kindergarten. In addition, climatic conditions are taken into account (during the year, the daily routine changes twice). While walking with children, games are played that help relieve psychological inertia. more time is allocated for independent motor activity.
To develop responsibility for the assigned task, children begin to perform the duties of an attendant in the dining room and in the corner of nature.
3.5. Interaction between the teacher and parents of middle group children
One of the important principles of the technology for implementing the work program is the joint upbringing and development of preschool children with parents, and the involvement of parents in the educational process.
Currently, non-traditional interactive forms of work with parents, based on cooperation and interaction between teachers and parents, are actively used. New forms of interaction with parents implement the principle of partnership and dialogue
Therefore, the task of the teacher is to interest parents in the possibilities of raising a child together, to show parents their special role in the development of the child.
Objectives of interaction between a teacher and parents of middle school children
1. To acquaint parents with the developmental features of a child of the fifth year of life, the priority tasks of his physical and mental development.
2. Maintain parents’ interest in the development of their own child, the ability to assess the characteristics of his social and cognitive development, notice and enjoy his successes.
3. Orient parents to, together with the teacher, introduce the child to a healthy lifestyle, develop the skills to follow the rules of safe behavior at home, on the street, in nature.
4. Encourage parents to develop the child’s friendly relationships with adults and peers, care, attention, emotional responsiveness towards loved ones, a culture of behavior and communication.
5. Show parents the possibilities for the child’s speech development in the family (games, topics of conversation, children’s stories), the development of the ability to compare, group, and the development of his horizons.

1.1. Regulatory framework

The work program of the secondary group “Golden Key” of the municipal budgetary preschool educational institution “Kindergarten of general developmental type No. 16” “Victoria” of the Chistopol municipal district of the Republic of Tatarstan was developed in accordance with the regulatory documents of the Russian Federation and the Republic of Tatarstan:

3. The procedure for organizing and implementing educational activities in general educational programs of preschool education, approved by order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014

4. National doctrine of education in the Russian Federation for the period until 2025.

5. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education”

6. Federal state educational standard for preschool education (registered with the Ministry of Justice of the Russian Federation on November 14, 2013 No. 30384)

7. DRAFT Methodological recommendations for organizing a subject-spatial developmental educational environment in educational organizations implementing educational programs for preschool education in preparation for the introduction of the Federal State Educational Standard for preschool education

8. Letter of the Ministry of Defense of the Russian Federation No. 06-1844 dated December 11, 2006 “On approximate requirements for additional education programs for children.”

9. “On approval of the rules for the provision of paid services in the field of preschool and general education (Decree of 07/05/2001. No. 505)”;

10. DECISION of the Chief State Sanitary Doctor of the Russian Federation “On approval of SanPin 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations” dated May 15, 2013 No. 26 OB

11. Action plan to ensure the introduction of the Federal State Educational Standard for Education dated December 31, 2013.

12. Law of the Republic of Tajikistan No. 16 of March 3, 2012 “On the state languages ​​of the Republic of Tatarstan and other languages ​​in the Republic of Tatarstan.”

14. The Charter of the MBDOU (07.10.2011 approved by Resolution of the Executive Committee of the Chistopol Municipal District of the Republic of Tatarstan No. 1043).

1.2. Goals and objectives of the program implementation.

Purpose of the program: positive socialization and comprehensive development of a child of early and preschool age in age-appropriate children's activities.

Tasks:

1) protection and strengthening of the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;

5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, and society;

6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;

7) ensuring variability and diversity of the content of the Program of organizational forms of preschool education, the possibility of creating Programs of various directions, taking into account the educational needs, abilities and health status of children;

8) the formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.

To implement the national-regional component, it is used “Regional program of preschool education” by R.K. Shaekhova. The activities of adults and children to implement the regional component are organized during the day in two main models - joint activity of adults and children and independent activity of children. Solving the goals and objectives of education outlined in the Work Program is possible only with the purposeful influence of the teacher on the child from the first days of his stay in a preschool educational institution.

The program is aimed at comprehensive physical, social and personal, cognitive-speech, artistic and aesthetic development and provides for the enrichment of child development through familiarization with the origins of national culture, local history, and the study of the Tatar (Russian) language.

1.3. Principles and approaches to the formation of the Program

1) The principle of developmental education, according to which the main goal of preschool education is the development of the child.

2) The principle of scientific validity and practical applicability.

3)Principle of Content Integration preschool education in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas.

4) Complex thematic principle building the educational process.

When organizing the educational process, it is necessary to ensure the unity of educational, developmental and training goals and objectives, while the set goals and objectives should be solved, avoiding overloading children, on the necessary and sufficient material, getting as close as possible to a reasonable “minimum”. Building the educational process on a comprehensive thematic principle, taking into account the integration of educational areas, makes it possible to achieve this goal.

Building the entire educational process around one central theme provides great opportunities for children's development. Themes help organize information in the optimal way. Preschoolers have numerous opportunities to practice, experiment, develop basic skills, and conceptual thinking.

The thematic principle of constructing the educational process makes it easy to introduce a regional component and take into account the specifics of a preschool institution.

The introduction of similar topics in different age groups ensures the achievement of unity of educational goals and continuity in child development throughout preschool age, the organic development of children in accordance with their individual capabilities.

One topic is given at least one week.

The work program is compiled taking into account comprehensive thematic planning.

Municipal budgetary educational institution

"Secondary school No. 10

Municipal Municipality "Akhtubinsky District"

preschool groups

"APPROVED"

Director of MBOU "Secondary School No. 10"

Municipal Municipality "Akhtubinsky District"

S.A. Kandili

Order No. ____________

dated_______________2017

WORKING PROGRAMM

middle group teacher

Artyukhova N.A.

for the 2017-2018 academic year

Minutes of the pedagogical council

No.___from_________________

Verkhniy Baskunchak

EXPLANATORY NOTE

This work program has been developed on the basis of the educational program Preschool groups of the Municipal Budgetary Educational Institution “Secondary School No. 10” in accordance with the Federal State Educational Standard for the structure of the main general education program of preschool education for children of secondary preschool age.

The work program determines the content and organization of educational activities for children in the middle group, and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of children’s health.

The implementation of the work program is carried out in the process of various activities:

1. Educational activities carried out in the process of organizing various types of children's activities (playing, communicative, labor, cognitive-research, productive, musical and artistic, reading)

2. Educational activities carried out during regime moments

3.

4. Interaction with children's families to implement the work program.

Thus, the solution to program problems is carried out in the joint activity of adults and children and the independent activity of children, not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education.

This work program was developed in connection with the implementation of the Federal State Educational Standard in the educational process of preschool educational institutions.

Program implementation period - 1 year (2017 - 2018 academic year)

Relevance

The work program is intended for organizing educational activities with children of the middle group (children 4 - 5 years old).

The basis of the approximate work program is the selection of material for detailed long-term planning, compiled according to the preschool education program “From Birth to School” edited by N.E. Veraksy, T.S. Komarova, M. A. Vasilyeva.

The program brings to the fore the developmental function of education, ensuring the development of the child’s personality and focusing on his individual characteristics.

When developing the program, we took into account a comprehensive solution to the problems of protecting the lives and strengthening the health of children, comprehensive education, and enrichment of development through the organization of various types of children's activities.

The program comprehensively presents all the main content areas of a child’s upbringing, education and development.

Purpose of the program- creating favorable conditions for a child to fully enjoy preschool childhood, forming the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing the child for life in modern society, ensuring the safety of the child’s life.

The main form of educational activity is an entertaining activity, during which a variety of games, exercises and game situations, demonstration pictures and tables, and handouts are widely used.

Children's knowledge, skills and abilities are consolidated in the process of everyday communication with preschoolers, during walks, games, and independent activities.

Goals and objectives of the work program.

1) increasing the social status of preschool education;

2) ensuring by the state equal opportunities for every child to receive quality preschool education;

3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions for the implementation of educational programs of preschool education, their structure and the results of their development;

4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.

Presenter purpose The work program is to create favorable conditions for a child to fully enjoy preschool childhood, form the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, prepare for life in modern society, for studying at school, ensuring the safety of life of a preschooler. These goals are realized in the process of various types of children's activities.

Tasks of the work program.

1) protecting and strengthening the physical and mental health of children, including their emotional well-being;

2) ensuring equal opportunities for the full development of every child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);

3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);

4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;

5 ) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and rules and norms of behavior accepted in society in the interests of the individual, family, and society;

6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;

7) ensuring variability and diversity of the content of Programs and organizational forms of preschool education, the possibility of creating Programs of various directions, taking into account the educational needs, abilities and health status of children;

8) formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;

9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.

Tasks of the preschool educational institution:

1. Promote the natural process of mental and physical development of children through the organization of gaming, communication, cognitive-research, labor, motor, reading fiction, musical, artistic, and productive activities;

2. Provide psychological and pedagogical support for the development of educational areas;

3. Implement forms of organizing joint adult-children (partnership activities) in the course of direct educational activities (DEA), independent activities (SD), regime moments, and work with parents.

Principles and approaches to the formation of a work program.

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

1) corresponds to the principle of developmental education, the goal of which is the development of the child;

2) combines the principles of scientific validity and practical applicability (the content of the work program must correspond to the basic principles of developmental psychology and preschool pedagogy);

3) meets the criteria of completeness, necessity and sufficiency (allows you to solve set goals and objectives only using necessary and sufficient material, comes as close as possible to a reasonable “minimum”);

4) ensures the unity of educational, developmental and training goals and objectives of the education process for preschool children, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children; is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of students, the specifics and capabilities of educational areas;

5) is based on a comprehensive thematic principle of constructing the educational process;

6) provides for the solution of program educational tasks in joint activities

adults and children and children’s independent activities not only within the framework of direct educational activities, but also during routine moments in accordance with the specifics of preschool education;

7) involves building the educational process on age-appropriate forms of working with children. The main form of work with preschool children and the leading activity for them is play;

8) ensures the implementation of the educational process in two main organizational models, including: joint activities of adults and children, independent activities of children;

9) takes into account the gender specifics of the development of preschool children;

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

Regulations.

The work program has been developed in accordance with the following regulatory documents:

In the field of education at the federal level:

1. Law of the Russian Federation “On Education” of July 10, 1992. No. 3266-1. With amendments and additions introduced by Federal Laws of January 13, 1996. No. 12-FZ; dated November 16, 1997 No. 144-FZ; dated July 20, 2000 No. 102-FZ; dated August 7, 2000 No. 122-FZ (extract);

2. Sanitary and epidemiological requirements for the design, content and organization of the regime of preschool educational institutions . SanPin 2.4.1.2660-10;

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

5. Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPin 2.4.1.3049.13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”;

6. Order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1014 “On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education”;

7. Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the Federal State Educational Standard for Preschool Education”

Age characteristics of children 4-5 years old.

Role interactions appear in the play activities of middle preschool children. They indicate that preschoolers begin to separate themselves from the accepted role. During the game, roles may change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation between playful and real interactions of children.

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

Design becomes more complicated. Buildings can include 5-6 parts. Are being formed

design skills according to one’s own design, as well as planning a sequence of actions.

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

By the end of middle preschool age, children's perception becomes more developed. They are able to name the shape that this or that object resembles. They can isolate simple forms from complex objects and recreate complex objects from simple forms. Children are able to organize groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Orientation in space is improved.

Memory capacity increases. Children remember up to 7-8 names of objects. Voluntary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.

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

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

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

The stability of attention increases. The child has access to concentrated activity for 15-20 minutes. He is able to retain a simple condition in memory when performing any action.

In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals and intonationally highlight the speech of certain characters. The rhythmic structure of speech and rhymes are of interest.

The grammatical aspect of speech develops. Preschoolers engage in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult it becomes extra-situational.

The content of communication between a child and an adult changes. It goes beyond the specific situation in which the child finds himself. The cognitive motive becomes the leading one. The information that a child receives during communication may be complex and difficult to understand, but it arouses his interest.

Children develop a need for respect from an adult; their praise turns out to be extremely important for them. Increased sensitivity to comments appears. Increased sensitivity is an age-related phenomenon.

Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. Regular play partners appear. Leaders begin to emerge in groups. Competitiveness and competitiveness appear.

The main achievements of age are associated with the development of play activity; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development of imaginative thinking and imagination, self-centered cognitive position; development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of the need for respect from an adult, the emergence of touchiness, competitiveness, competition with peers, the further development of the child’s self-image, its detailing.

Planned results of mastering the program.

Specifics of preschool childhood (flexibility, plasticity of development

child, the high range of options for its development, its spontaneity and involuntary behavior) does not allow requiring a preschool child to achieve specific educational results and necessitates the determination of the results of mastering the educational program in the form of targets.

The targets for preschool education presented in the Federal State Educational Standard for Preschool Education should be considered as social-normative age characteristics of a child’s possible achievements. This is a guideline for teachers and parents, indicating the direction of the educational activities of adults.

The targets outlined in the Federal State Educational Standard for Education are common to the entire educational space of the Russian Federation, however, each of the exemplary programs has its own distinctive features, its own priorities, targets that do not contradict the Federal State Educational Standard for Education, but can deepen and complement its requirements.

Middle age education targets:

the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;

uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior;

has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;

strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;

shows interest in peers; observes their actions and imitates them;

shows interest in poems, songs and fairy tales, looking at pictures, strives to move to music; responds emotionally to various works of culture and art;

The child has developed gross motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).

Targets at the stage of completion of preschool education:

The child masters the basic cultural means, methods

activities, shows initiative and independence in different

types of activities - play, communication, cognitive research

activities, design, etc.; able to choose his own occupation and participants in joint activities.

The child has a positive attitude towards the world, towards

to different types of work, to other people and to oneself, has a sense of

self-esteem; actively interacts with peers and

adults, participates in joint games.

Able to negotiate, take into account the interests and feelings of others,

empathize with failures and rejoice in the successes of others, adequately expresses one’s feelings, including a sense of self-confidence, tries to resolve

conflicts. Able to express and defend his position on various issues.

Able to collaborate and perform both leadership and executive functions in collaborative activities.

Understands that all people are equal regardless of their social status

origin, ethnicity, religious and other beliefs, their physical and mental characteristics.

Shows empathy towards other people, willingness

come to the aid of those who need it.

Shows the ability to hear others and the desire to be understood

The child has a developed imagination, which is realized in

different types of activities, and above all in the game; masters different forms and types of games, distinguishes between conventional and real situations; can

obey different rules and social norms. Able to recognize various situations and assess them adequately.

The child has a fairly good command of oral speech and can express

your thoughts and desires, use speech to express your thoughts,

feelings and desires, constructing a speech utterance in a communication situation, identifying sounds in words, the child develops the prerequisites for literacy.

The child has developed gross and fine motor skills; he is mobile,

Liv, masters basic movements, can control and control his movements.

The child is capable of volitional efforts and can follow social

norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene skills.

Shows responsibility for the work started.

The child shows curiosity, asks questions of adults and

peers, is interested in cause-and-effect relationships, tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which

he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; capable of making his own decisions, relying on his knowledge and skills in various activities.

Open to new things, that is, he shows a desire to learn new things and independently acquire new knowledge; has a positive attitude towards learning

Shows respect for life (in its various forms) and care for

environment. Emotionally responds to the beauty of the surrounding world, works of folk and professional art (music, dance, theatrical activities, visual arts, etc.).

Shows patriotic feelings, feels proud of his country, its achievements, has an idea of ​​its geographical diversity, multinationality, major historical events.. Has primary ideas about himself, family, traditional family values, including traditional gender orientations,

shows respect for one's own and the opposite sex.

Complies with basic generally accepted norms, has primary

value ideas about “what is good and what is bad”,

strives to do well; shows respect for elders and care for

Has basic ideas about a healthy lifestyle. Perceives a healthy lifestyle as a value.

EDUCATIONAL ACTIVITIES IN ACCORDANCE

WITH DIRECTIONS OF DEVELOPMENT OF CHILDREN AGED 4-5 YEARS OLD

The content of psychological and pedagogical work with children 4-5 years old is given in educational areas: “”, “Cognitive development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”. The content of the work is focused on the diversified development of preschool children, taking into account their age and individual characteristics. The tasks of psychological and pedagogical work on the formation of physical, intellectual and personal qualities of children are solved in an integrated manner during the development of all educational areas, along with tasks reflecting the specifics of each educational area, with mandatory psychological support.

At the same time, the solution of program educational tasks is provided not only within the framework of direct educational activities, but also during regime moments - both in the joint activities of adults and children, and in the independent activities of preschoolers.

Educational area

"SOCIAL-COMMUNICATIVE

DEVELOPMENT"

“Socio-communicative development is aimed at mastering the norms and values ​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.”

MAIN GOALS AND OBJECTIVES

Socialization, development of communication, moral education. Assimilation of norms and values ​​accepted in society, education

moral and moral qualities of the child, developing the ability to correctly evaluate their actions and the actions of their peers.

Development of communication and interaction of the child with adults and peers, development of social and emotional intelligence, emotional responsiveness, empathy, respectful and friendly attitude towards others.

Forming children's readiness for joint activities, developing the ability to negotiate, and independently resolve conflicts with peers.

Child in family and community. Formation of self-image, respectful attitude and sense of belonging to one’s family and to the community of children and adults in the organization; formation of gender and family affiliation.

Self-service, independence, labor education. Development of self-service skills; the formation of independence, purposefulness and self-regulation of one’s own actions.

Education of cultural and hygienic skills.

Formation of positive attitudes towards various types of work and creativity, nurturing a positive attitude towards work and the desire to work.

Fostering a value-based attitude towards one’s own work, the work of other people and its results. Formation of the ability to responsibly relate to the assigned task (the ability and desire to complete the task, the desire to do it well).

Formation of primary ideas about the work of adults, its role in society and the life of each person.

Formation of security fundamentals. Formation of primary ideas about safe behavior in everyday life, society, and nature. Fostering a conscious attitude towards compliance with safety rules.

Formation of a cautious and prudent attitude towards situations that are potentially dangerous for humans and the surrounding natural world.

Formation of ideas about some typical dangerous situations and methods of behavior in them.

Formation of basic ideas about road safety rules; fostering a conscious attitude towards the need to comply with these rules.

Socialization, development of communication,

moral education

Contribute to the formation of the child’s personal attitude towards compliance (and violation) of moral norms: mutual assistance, sympathy for the offended and disagreement with the actions of the offender; approval of the actions of the one who acted fairly, gave in at the request of a peer (divided the cubes equally).

Continue to work to form friendly relationships between children, draw children’s attention to each other’s good deeds.

Teach collective games and the rules of good relationships.

To cultivate modesty, responsiveness, the desire to be fair, strong and courageous; teach to feel a sense of shame for an unseemly act.

Remind children to say hello, goodbye, and name

employees of a preschool institution by name and patronymic, do not interfere in the conversation of adults, politely express your request, thank for

the service provided.

Child in family and community

Image of I. Form ideas about the growth and development of the child, his past, present and future (“I was little, I’m growing, I’ll be an adult”). To form children’s primary ideas about their rights (to play, a friendly attitude, new knowledge, etc.) and responsibilities in the kindergarten group, at home, on the street (to eat, dress independently, put away toys, etc.).

To form in every child the confidence that he is good and that he is loved.

Form primary gender ideas (boys are strong, brave; girls are gentle, feminine).

Family. Deepen children's understanding of the family and its members. Give initial ideas about family relationships (son, mother, father, daughter, etc.).

Be interested in what responsibilities the child has around the house (put away toys, help set the table, etc.).

Kindergarten. Continue to introduce children to the kindergarten and its staff. Improve the ability to freely navigate the premises of a kindergarten. Strengthen in children the skills of caring for things, teach them to use them for their intended purpose, and put them in their place.

Introduce the traditions of kindergarten. To consolidate the child’s idea of ​​himself as a member of a team, to develop a sense of community with other children. To develop the ability to notice changes in the design of a group and a hall, a kindergarten section (how beautiful bright, elegant toys, children’s drawings, etc. look). Involve in discussion and feasible participation in the design of the group, in the creation of its symbols and traditions.

Self-service, independence,

labor education

Cultural and hygienic skills. Continue to instill in children neatness and the habit of taking care of their appearance.

Develop the habit of washing yourself, washing your hands with soap before eating, when dirty, and after using the toilet.

Strengthen the ability to use a comb and handkerchief; When coughing or sneezing, turn away and cover your mouth and nose with a handkerchief.

Improve the skills of careful eating: the ability to take food little by little, chew well, eat silently, correctly use cutlery (spoon, fork), napkin, rinse your mouth after eating.

Self-service. Improve your skills on your own

dress, undress. Learn to neatly fold and hang clothes, and with the help of an adult, put them in order (clean, dry).

Cultivate the desire to be neat and tidy.

Accustom yourself to preparing your workplace and cleaning it after finishing classes in drawing, modeling, appliqué (washing jars, brushes, wiping the table, etc.)

Socially useful work. Nurture positive behavior in children

attitude to work, desire to work. Form a responsible attitude towards the assigned task (the ability and desire to complete the task, the desire to do it well).

To develop the ability to carry out individual and collective assignments, to understand the significance of the results of one’s work for others; to develop the ability to negotiate with the help of the teacher about the distribution of collective work, to take care of the timely completion of a joint task.

Encourage initiative in helping comrades and adults.

To teach children to independently maintain order in the group room and in the kindergarten area: to put away building materials and toys; help the teacher glue books and boxes.

Teach children to independently perform the duties of dining room attendants: carefully arrange bread bins, cups and saucers, deep plates, place napkin holders, lay out cutlery (spoons, forks, knives).

Labor in nature. Encourage children's desire to care for plants and animals; water the plants, feed the fish, wash the drinking bowls, pour water into them, put food in the feeders (with the participation of the teacher).

In the spring, summer and autumn, involve children in all possible work in the garden and flower garden (sowing seeds, watering, harvesting); in winter - to clear snow.

Involve children in the work of growing greens to feed birds in the winter; for feeding wintering birds.

Develop a desire to help the teacher put in order the equipment used in work activities (clean, dry, take to a designated place).

Respect for the work of adults. Introduce children to the professions of loved ones, emphasizing the importance of their work. To form an interest in the professions of parents.

At the end of the year, children can:

 treat your clothes with care, be able to put them in order;

 independently maintain order in the premises and area of ​​the kindergarten;

 care for birds and plants in the group room and on the site;

 independently clean your workplace after finishing classes and perform the duties of canteen attendants.

Forming the foundations of security

Safe behavior in nature. Continue to introduce the diversity of flora and fauna, and the phenomena of inanimate nature.

To form basic ideas about ways of interacting with animals and plants, about the rules of behavior in nature.

Form the concepts: “edible”, “inedible”, “medicinal plants”.

Introduce dangerous insects and poisonous plants.

Road safety. Develop observation skills, the ability to navigate the premises and area of ​​the kindergarten, and the surrounding area.

Continue to introduce the concepts of “street”, “road”, “intersection”, “public transport stop” and basic rules of behavior on the street. Make children aware of the need to follow traffic rules.

Clarify children's knowledge about the purpose of traffic lights and the work of a policeman.

To introduce various types of urban transport, the features of their appearance and purpose (“Ambulance”, “Fire”, Emergencies Ministry vehicle, “Police”, tram, trolleybus, bus).

Familiarize yourself with the traffic signs “Pedestrian crossing”, “Public transport stop”.

Develop skills of cultural behavior in public transport.

Safety of your own life. Introduce the rules of safe behavior during games. Talk about situations that are dangerous to life and health.

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

Strengthen the ability to use cutlery (fork, knife), scissors.

Introduce the rules of cycling.

Introduce rules of conduct with strangers.

Tell children about the work of firefighters, the causes of

fires and rules of conduct in case of fire.

At the end of the year, a child in the middle group may know:

 Low level. Knows what kind of transport is moving on the road. Knows its parts; knows how to navigate in space. Knows the purpose of traffic lights in general.

 Intermediate level. Knows what kind of transport moves on the road (roadway) and railway. Knows the components of transport. Familiar with the work of a driver and driver. Knows about the rules of conduct on the roadway, on the sidewalk, on the street, in transport; on a winter road, knows the purpose of each traffic light color.

 High level. It is oriented in that cars move along the roadway, and pedestrians walk along the sidewalk. Knows the purpose of the traffic light and all its signals, orients himself well in space. Has an idea of ​​types of transport and the peculiarities of their movement. Has an idea of ​​the purpose of specialized transport: fire truck, police car, ambulance. Knows how to behave correctly in all types of public transport. Knows what rules of safe behavior must be followed on the road. It is oriented in that the movement of cars can be one-way or two-way, and the roadway of the street in two-way traffic can be divided by a line. Knows that there is a “safety island” on the road and has an idea of ​​its purpose. He knows what city he lives in and what his address is. Knows the safe way from kindergarten to home. Focused on the fact that there are many road signs on the roads. Knows and explains the purpose of such road signs as “Pedestrian crossing”, “Underground crossing”, “Overground crossing”, “Two-way traffic”, “Caution, children!”.

Educational area

"COGNITIVE DEVELOPMENT"

“Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.”

MAIN GOALS AND OBJECTIVES

Formation of elementary mathematical concepts. Formation of elementary mathematical concepts, primary ideas about the basic properties and relationships of objects in the surrounding world: shape, color, size, quantity, number, part and whole, space and time.

Development of cognitive and research activities. Development of children's cognitive interests, expansion of experience of orientation in the environment, sensory development, development of curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, rhythm, tempo, causes and effects, etc.).

Development of perception, attention, memory, observation, ability to analyze, compare, highlight characteristic, essential features of objects and phenomena of the surrounding world; the ability to establish the simplest connections between objects and phenomena, to make the simplest generalizations.

Familiarization with the subject environment. Familiarization with the objective world (name, function, purpose, properties and qualities of the object); perception of an object as a creation of human thought and the result of labor.

Formation of primary ideas about the diversity of the subject environment; that a person creates an objective environment, changes and improves it for himself and other people, making life more convenient and comfortable. Development of the ability to establish cause and effect

connections between the world of objects and the natural world.

Introduction to the social world. Familiarization with the surrounding social world, broadening the horizons of children, forming a holistic picture of the world. Formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays. Formation of citizenship; nurturing love for the Motherland, pride in its achievements, and patriotic feelings. Formation of elementary ideas about planet Earth as the common home of people, about the diversity of countries and peoples of the world.

Introduction to the natural world. Familiarization with nature and natural phenomena. Development of the ability to establish cause-and-effect relationships between natural phenomena. Formation of primary ideas about the natural diversity of planet Earth. Formation of elementary ecological ideas. Forming an understanding that man is part of nature, that he must preserve, protect and protect it, that everything in nature is interconnected, that human life on Earth largely depends on the environment. Developing the ability to behave correctly in nature. Fostering a love for nature and a desire to protect it.

IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS OLD)

Formation of elementary mathematical concepts

Quantity. Give children the idea that a set (“many”) can consist of elements of different quality: objects of different colors, sizes, shapes; learn to compare parts of a set, determining their equality or inequality based on pairing objects (without resorting to counting). Introduce expressions into children’s speech: “There are many circles here, some are red, others are blue; there are more red circles than blue ones, and fewer blue circles than red ones” or “there are equal numbers of red and blue circles.”

Learn to count to 5 (based on visualization), using the correct counting techniques: name the numbers in order; correlate each numeral with only one item of the group being counted; relate the last numeral to all counted objects, for example: “One, two, three - only three mugs.” Compare two groups of objects called numbers 1-2, 2-2, 2-3, 3-3, 3-4, 4-4, 4-5, 5-5.

To form ideas about ordinal counting, to learn how to correctly use cardinal and ordinal numbers, to answer the questions “How much?”, “Which one?”, “In which place?”.

Form an idea of ​​equality and inequality of groups based on counting: “Here are one, two bunnies, and here are one, two, three Christmas trees. There are more Christmas trees than bunnies; 3 is more than 2, and 2 is less than 3."

Learn to equalize unequal groups in two ways, adding one (missing) object to a smaller group or removing one (extra) object from a larger group (“To 2 bunnies they added 1 bunnie, there were 3 bunnies and 3 Christmas trees. There are equal numbers of Christmas trees and bunnies - 3 and 3" or: "There are more Christmas trees (3), and fewer bunnies (2). They removed 1 Christmas tree, and there were also 2 of them. There were equal numbers of Christmas trees and bunnies: 2 and 2").

Count items from a larger quantity; lay out, bring a certain number of items in accordance with a pattern or a given number within 5 (count out 4 cockerels, bring 3 bunnies).

Based on counting, establish the equality (inequality) of groups of objects in situations where objects in groups are located at different distances from each other, when they differ in size, in the shape of their location in space.

Magnitude. Improve the ability to compare two objects by size (length, width, height), as well as learn to compare two objects by thickness by directly superimposing or applying them to each other; reflect the comparison results in speech using adjectives (longer - shorter, wider - narrower, higher - lower, thicker - thinner or equal (identical) in length, width, height, thickness).

Learn to compare objects based on two dimensions (the red ribbon is longer and wider than the green one, the yellow scarf is shorter and narrower than the blue one).

Establish dimensional relationships between 3-5 objects of different lengths (width, height), thickness, arrange them in a certain sequence - in descending or increasing order of size. Introduce into children’s active speech concepts denoting the dimensional relationships of objects (this (red) turret is the highest, this (orange) is lower, this (pink) is even lower, and this (yellow) is the lowest," etc. ).

Form. To develop children's understanding of geometric shapes: circle, square, triangle, as well as ball and cube.

Learn to identify special features of figures using visual and tactile-motor analyzers (presence or absence of angles, stability, mobility, etc.).

Introduce children to a rectangle, comparing it with a circle, square, triangle. Learn to distinguish and name a rectangle, its elements: angles and sides.

Form the idea that figures can be of different sizes: large - small cube (ball, circle, square, triangle, rectangle).

Learn to correlate the shape of objects with known geometric shapes: a plate is a circle, a scarf is a square, a ball is a sphere, a window, a door is a rectangle, etc.

Orientation in space. Develop the ability to determine spatial directions from oneself, move in a given direction (forward - backward, right - left, up - down); denote in words the position of objects in relation to oneself (there is a table in front of me, a door to my right, a window to my left, toys on the shelves behind me).

Introduce spatial relationships: far - close (the house is close, but the birch tree grows far away).

Time orientation. Expand children's understanding of the parts of the day, their characteristic features, sequence (morning - day - evening - night).

Explain the meaning of the words: “yesterday”, “today”, “tomorrow”.

By the end of the year, five-year-old children can:

 distinguish what parts a group of objects is made of, name their characteristic features (color, shape, size);

 compare two groups by individually correlating objects (making pairs);

 lay out 3-5 objects of various sizes (length, width, height) in ascending (descending) order; talk about the size of each item in the row;

 distinguish and name triangle, circle, square, rectangle; ball, cube, cylinder; know their characteristic differences;

 find objects in the environment that are similar to familiar figures;

 determine the direction of movement from yourself (right, left, forward, backward, up, down);

 distinguish between left and right hands;

 identify parts of the day.

Development of cognitive and research activities

Cognitive and research activities. Continue to introduce children to generalized methods of studying various objects using specially developed systems of sensory standards, and help them master perceptual actions. To develop the ability to obtain information about a new object in the process of its practical research.

Develop the ability to perform a series of sequential actions in accordance with the task and the proposed activity algorithm. Learn to understand and use models proposed by adults in cognitive and research activities.

Sensory development. Continue work on sensory development in various activities. Enrich sensory experience by introducing children to a wide range of objects and objects, with new ways of examining them.

Strengthen previously acquired skills in examining objects and objects.

Improve children's perception through the active use of all senses (touch, vision, hearing, taste, smell).

Enrich sensory experience and the ability to record received impressions in speech.

Continue to introduce geometric shapes (circle, triangle, square, rectangle, oval), colors (red, blue, green, yellow, orange, purple, white, gray).

Develop your sense of touch. To become familiar with various materials by touch, by touching, stroking (characterizing sensations: smooth, cold, fluffy, hard, prickly, etc.).

Form figurative ideas based on the development of figurative perception in the process of various types of activities.

Develop the ability to use standards as generally accepted properties and qualities of objects (color, shape, size, weight, etc.); select items based on 1-2 qualities (color, size, material, etc.).

Project activities. Develop primary skills in design and research activities, provide assistance in formalizing its results and creating conditions for their presentation to peers. Involve parents in participating in children's research activities.

Didactic games. Teach children games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects by external characteristics and group; make a whole from parts (cubes, mosaics, puzzles).

Improve children's tactile, auditory, and taste sensations (“Identify by touch (by taste, by sound)”). Develop observation and attention (“What has changed?”, “Who has the ring?”).

Help children master the rules of the simplest printed board games (“Dominoes”, “Loto”).

Familiarization with the subject environment

Create conditions for expanding children's ideas about objects in the world around them. Talk about the items children need in different types of activities (play, work, drawing, appliqué, etc.).

Continue to introduce children to the characteristics of objects, encourage them to determine their color, shape, size, weight. Talk about the materials (glass, metal, rubber, leather, plastic) from which objects are made, their properties and qualities. Explain the feasibility of production

an object made of a certain material (car bodies are made of metal, tires are made of rubber, etc.).

To form elementary ideas about changes in the types of human labor and life using the example of the history of toys and household items.

Introduction to the social world

Expand your understanding of the rules of conduct in public places.

Expand children's knowledge about public transport (bus, train, plane, ship).

Form initial ideas about the school.

Continue to introduce cultural phenomena (theater, circus, zoo, opening day), their attributes, people working in them, rules of behavior.

Talk about the most beautiful places in your hometown (village),

its attractions. Give children understandable ideas about public holidays. Talk about the Russian army, about the soldiers who protect our Motherland (border guards, sailors, pilots).

Give basic ideas about life and the peculiarities of work in the city and in rural areas (based on the experience of children). Continue to introduce various professions (driver, postman, salesman, doctor, etc.); expand and enrich ideas about labor actions, tools of labor, and results of labor.

Introduce children to money and the possibilities of using it.

Continue to cultivate love for your native land; tell children about the most beautiful places in their hometown (village), its attractions.

Give children understandable ideas about public holidays.

Talk about the Russian army, about the soldiers who protect our Motherland (border guards, sailors, pilots).

Introduction to the natural world

Expand children's understanding of nature. Introduce pets, ornamental fish (goldfish, except veiltail and telescope, crucian carp, etc.), birds (budgies, canaries, etc.).

Introduce children to representatives of the reptile class (lizard, turtle), their appearance and methods of movement (the lizard has an oblong body, it has a long tail, which it can shed; the lizard runs very fast).

Expand children's understanding of certain insects (ant, butterfly, beetle, ladybug).

Expand your understanding of fruits (apple, pear, plum, peach, etc.), vegetables (tomato, cucumber, carrots, beets, onions, etc.) and berries (raspberries, currants, gooseberries, etc.), mushrooms (butter, honey mushrooms , russula, etc.).

To consolidate children's knowledge about herbaceous and indoor plants (impatiens, ficus, chlorophytum, geranium, begonia, primrose, etc.); introduce ways to care for them.

Learn to recognize and name 3-4 types of trees (fir tree, pine, birch, maple, etc.).

In the process of experimental activities, expand children’s understanding of the properties of sand, clay and stone.

Organize observations of birds flying to the site (crow, pigeon, tit, sparrow, bullfinch, etc.), feed them in winter.

To consolidate children's ideas about the conditions necessary for the life of people, animals, plants (air, water, food, etc.).

Teach children to notice changes in nature.

Talk about protecting plants and animals.

Seasonal observations

Autumn. Teach children to notice and name changes in nature: it gets colder, precipitation, wind, leaves fall, fruits and roots ripen, birds fly south.

Establish the simplest connections between the phenomena of living and inanimate nature (it got colder - butterflies and beetles disappeared; flowers faded, etc.).

Involve in collecting plant seeds.

Winter. Teach children to notice changes in nature, compare autumn and winter landscapes.

Observe the behavior of birds on the street and in a corner of nature.

Examine and compare bird tracks in the snow. Provide assistance to wintering birds and name them.

Expand children's understanding that in cold weather water turns into ice and icicles; ice and snow melt in a warm room.

Invite them to participate in winter fun: sledding downhill, skiing, making crafts from snow.

Spring. Teach children to recognize and name the seasons; highlight the signs of spring: the sun became warmer, the buds on the trees swelled, grass appeared, snowdrops blossomed, insects appeared.

Tell children that many indoor plants bloom in spring.

To form children’s ideas about the work carried out in the spring in the garden. Learn to observe the planting and germination of seeds.

Involve children in working in the garden and flower beds.

Summer. Expand children's ideas about summer changes in nature: blue clear sky, the sun is shining brightly, heat, people are lightly dressed, sunbathing, swimming.

In the process of various activities, expand children's understanding of the properties of sand, water, stones and clay.

To consolidate knowledge that many fruits, vegetables, berries and mushrooms ripen in the summer; Animals have babies growing up.

By the end of the year, children can:

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

 show interest in objects and phenomena that they did not (do not have) the opportunity to see;

 talk with pleasure about family, family life, traditions; actively participate in activities prepared in a group, in a preschool educational institution, in particular aimed at pleasing adults, children (adult, child);

 write a story about your hometown (town, village);

 talk about the desire to acquire a certain profession in the future (to become a policeman, firefighter, military man, etc.);

 know the meaning of money and use analogues of banknotes in the game;

 participate in observations of plants, animals, birds, fish and in feasible labor to care for them; share your knowledge about living and nonliving things; do not tear or break plants, treat living beings with care, do not harm them;

 talk about seasonal changes in nature.

 independently repeat the experiments done together with adults;

 draw up a plan for research work, make diagrams and sketches;

 compare the results of observations, compare, analyze, draw conclusions and generalizations.

Educational area

"SPEECH DEVELOPMENT"

“Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.”

MAIN GOALS AND OBJECTIVES

Speech development. Development of free communication with adults and children,

mastering constructive ways and means of interaction with others.

Development of all components of children's oral speech: grammatical structure of speech, coherent speech - dialogic and monologue forms; formation of a dictionary, education of the sound culture of speech.

Practical mastery of speech norms by pupils.

Fiction. Cultivating interest and love for reading; development of literary speech.

Cultivating the desire and ability to listen to works of art and follow the development of the action.

IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS OLD)

Speech development

Developmental speech environment. Discuss with children information about objects, phenomena, events that go beyond their usual immediate environment.

Listen to children, clarify their answers, suggest words that more accurately reflect the characteristics of an object, phenomenon, state, or action; help to express a judgment logically and clearly.

Promote the development of curiosity.

Help children communicate kindly with their peers, suggest how to please a friend, congratulate him, how to calmly express your dissatisfaction with his actions, how to apologize.

Formation of a dictionary. Replenish and activate children's vocabulary based on deepening knowledge about their immediate environment. Expand ideas about objects, phenomena, events that did not take place in their own experience.

Intensify the use in speech of the names of objects, their parts, and the materials from which they are made.

Learn to use the most common adjectives, verbs, adverbs, and prepositions in speech.

Introduce nouns denoting professions into the children's dictionary; verbs characterizing labor actions.

Continue to teach children to identify and name the location of an object (left, right, next to, near, between), time of day. Help replace demonstrative pronouns and adverbs often used by children (there, there, such, that) with more precise expressive words; use antonym words (clean - dirty, light - dark).

Learn to use nouns with a general meaning (furniture, vegetables, animals, etc.).

Sound culture of speech. Reinforce the correct pronunciation of vowels and consonants, practice the pronunciation of whistling, hissing and sonorant (r, l) sounds. Develop the articulatory apparatus.

Continue to work on diction: improve the clear pronunciation of words and phrases.

Develop phonemic awareness: learn to distinguish by ear and name words that begin with a certain sound.

Improve intonation expressiveness of speech.

The grammatical structure of speech. Continue to develop in children the ability to coordinate words in a sentence and correctly use prepositions in speech; form the plural form of nouns denoting young animals (by analogy), use these nouns in the nominative and accusative cases (fox cubs - fox cubs, bear cubs - bear cubs); correctly use the plural form of the genitive case of nouns (forks, apples, shoes).

Remind the correct forms of the imperative mood of some verbs (Lie down! Lie down! Go! Run! etc.), indeclinable nouns (coat, piano, coffee, cocoa).

Encourage the word creation characteristic of the fifth year of life, tactfully suggest a generally accepted word pattern.

Encourage children to actively use the simplest types of compound and complex sentences in speech.

Coherent speech. Improve dialogical speech: learn to participate in a conversation, answer and ask questions in a clear way for listeners.

Teach children to tell: describe an object, a picture; practice composing stories based on a picture created by a child using didactic handouts.

To train children in the ability to retell the most expressive and dynamic passages from fairy tales.

 significantly increase your vocabulary, in particular, through words denoting objects and phenomena that have not occurred in the child’s own experience;

 actively use words denoting an emotional state (angry, sad), ethical qualities (cunning, kind), aesthetic characteristics, various properties and qualities of objects. Understand and use antonym words; form new words by analogy with familiar words (sugar bowl - suharnitsa);

 meaningfully work on your own pronunciation, highlight the first sound in a word;

 comprehend cause-and-effect relationships; use compound and complex sentences;

 talk in detail, with detail and repetition, about the content of the plot picture, with the help of an adult, repeat samples of the description of the toy, dramatize (dramatize) excerpts from familiar works;

 tell incredible stories, which is a consequence of the rapid development of imagination;

 actively accompany your activities with speech (games, everyday activities and other activities).

Introduction to fiction

Continue to teach children to listen to fairy tales, stories, poems; remember small and simple rhymes.

Help them, using different techniques and pedagogical situations, to correctly perceive the content of the work and empathize with its characters.

At the child’s request, read out a favorite passage from a fairy tale, short story, or poem, helping to develop a personal relationship with the work.

Maintain attention and interest in the word in a literary work.

Continue to create interest in the book. Offer children illustrated editions of familiar works. Explain how important drawings are in a book; show how much interesting things can be learned by carefully looking at book illustrations. Introduce books designed by Yu. Vasnetsov, E. Rachev, E. Charushin.

By the end of the year, children in the middle group can:

 express a desire to listen to a certain literary work;

 look at illustrated editions of children's books with interest;

 name your favorite fairy tale, read your favorite poem, and, under the supervision of an adult, choose a driver using a counting rhyme;

 with the help of an adult, dramatize (stage) short fairy tales;

 children try to meaningfully answer the questions “Did you like the work?”, “Who did you especially like and why?”, “Which passage should I read again?”

Educational area

"ARTISTIC AND AESTHETIC DEVELOPMENT"

“Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).”

MAIN GOALS AND OBJECTIVES

Formation of interest in the aesthetic side of the surrounding reality, aesthetic attitude towards objects and phenomena of the surrounding world, works of art; nurturing interest in artistic and creative activities.

Development of children's aesthetic feelings, artistic perception, figurative ideas, imagination, artistic and creative abilities.

Development of children's artistic creativity, interest in independent creative activities (visual, constructive-model, musical, etc.); satisfying children's need for self-expression.

Introduction to art. Development of emotional sensitivity,

emotional response to literary and musical works, the beauty of the surrounding world, works of art.

Introducing children to folk and professional art (verbal, musical, visual, theatrical, architecture) through familiarization with the best examples of domestic and world art; developing the ability to understand the content of works of art.

Formation of elementary ideas about types and genres of art, means of expression in various types of art.

Visual activity. Development of interest in various types of visual activities; improving skills in drawing, modeling, appliqué, and applied arts.

Cultivating emotional responsiveness when perceiving works of fine art.

Fostering the desire and ability to interact with peers when creating collective works.

Constructive modeling activity. Introduction to design; development of interest in constructive activities, familiarity with various types of constructors.

Developing the ability to work collectively, unite your crafts in accordance with a common plan, and agree on who will do what part of the work.

Musical activity. Introduction to the art of music;

development of prerequisites for value-semantic perception and understanding

musical art; formation of the foundations of musical culture, familiarization with elementary musical concepts and genres; nurturing emotional responsiveness when perceiving musical works.

Development of musical abilities: poetic and musical ear, sense of rhythm, musical memory; formation of song and musical taste.

Cultivating interest in musical and artistic activities, improving skills in this type of activity.

Development of children's musical and artistic creativity, implementation of independent creative activity of children; satisfying the need for self-expression.

IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS OLD)

Introduction to art

To introduce children to the perception of art, to develop interest in it.

Encourage the expression of aesthetic feelings, the manifestation of emotions when viewing objects of folk and decorative art, listening to works of musical folklore.

Introduce children to the professions of an artist, artist, composer.

Encourage to recognize and name objects and phenomena of nature and the surrounding reality in artistic images (literature, music, fine arts).

Learn to distinguish between genres and types of art: poetry, prose, riddles (literature), songs, dances, music, paintings (reproductions), sculpture (fine arts), buildings and structures (architecture).

Learn to identify and name the basic means of expressiveness (color, shape, size, rhythm, movement, gesture, sound) and create your own artistic images in visual, musical, and constructive activities.

Introduce children to architecture. Form the idea that the houses in which they live (kindergarten, school, other buildings) are architectural structures; houses are different in shape, height, length, with different windows, with different numbers of floors, entrances, etc.

Arouse interest in various buildings located around the kindergarten (houses in which the child and his friends live, school, cinema).

Draw children's attention to the similarities and differences of different buildings, encourage them to independently highlight parts of the building and its features.

Strengthen the ability to notice differences in buildings that are similar in shape and structure (shape and size of entrance doors, windows and other parts).

Encourage children's desire to depict real and fairy-tale buildings in drawings and applications.

Organize a visit to the museum (together with parents), talk about the purpose of the museum.

Develop interest in visiting puppet theaters and exhibitions.

To consolidate children's knowledge about books and book illustrations. Introduce the library as a storage center for books created by writers and poets.

Introduce works of folk art (rhymes, fairy tales, riddles, songs, round dances, chants, products of folk arts and crafts).

Cultivate a caring attitude towards works of art.

Visual activities

Continue to develop children's interest in visual arts.

Evoke a positive emotional response to the offer to draw, sculpt, cut and paste.

Continue to develop aesthetic perception, figurative ideas, imagination, aesthetic feelings, artistic and creative abilities.

Continue to develop the ability to examine and examine objects, including using your hands.

Enrich children's understanding of fine art (illustrations for works of children's literature, reproductions of paintings, folk decorative art, small sculptures, etc.)

as the basis for the development of creativity. Teach children to identify and use means of expression in drawing, modeling, and appliqué.

Continue to develop the ability to create collective works in drawing, modeling, and appliqué.

Strengthen the ability to maintain the correct posture when drawing: do not hunch, do not lean low over the table, towards the easel; sit freely without straining. Teach children to be neat: keep their workplace in order, and remove everything from the table after finishing work.

Teach to be friendly when evaluating the work of other children.

Drawing. Continue to develop in children the ability to draw individual objects and create plot compositions, repeating the image of the same objects (roly-polys are walking, trees on our site in winter, chickens walking on the grass) and adding others to them (the sun, falling snow, etc.). ).

Form and consolidate ideas about the shape of objects (round, oval, square, rectangular, triangular), size, and arrangement of parts.

When conveying the plot, help children arrange images on the entire sheet in accordance with the content of the action and the objects included in the action. Direct children's attention to conveying the relationship of objects in size: a tall tree, a bush below a tree, flowers below a bush.

Continue to consolidate and enrich children’s ideas about the colors and shades of surrounding objects and natural objects. Add new ones to already known colors and shades (brown, orange, light green); form an idea of ​​how these colors can be obtained.

Learn to mix paints to obtain the desired colors and shades.

To develop a desire to use a variety of colors in drawing and appliqué, to pay attention to the multicolored world around us.

Strengthen the ability to correctly hold a pencil, brush, felt-tip pen, colored chalk; use them when creating an image.

Teach children to paint over drawings with a brush or pencil, drawing lines and strokes in only one direction (top to bottom or left to right); rhythmically apply strokes and strokes throughout the entire form, without going beyond the contour; draw wide lines with the entire brush, and narrow lines and dots with the end of the brush bristles. Strengthen the ability to cleanly rinse your brush before using paint of a different color. By the end of the year, develop in children the ability to obtain light and dark shades of color by changing the pressure on the pencil.

Develop the ability to correctly convey the location of parts when drawing complex objects (doll, bunny, etc.) and correlate them by size.

Decorative drawing. Continue to develop the ability to create decorative compositions based on Dymkovo and Filimonov patterns. Use Dymkovo and Filimonov products for the development of aesthetic perception of beauty and as models

to create patterns in the style of these paintings (toys fashioned by children and silhouettes of toys cut out of paper can be used for painting).

Introduce children to Gorodets products. Learn to highlight elements of Gorodets painting (buds, flowers, roses, leaves); see and name the colors used in painting.

Modeling. Continue to develop children's interest in modeling; improve the ability to sculpt from clay (plasticine, plastic mass). Reinforce the modeling techniques mastered in previous groups; teach pinching with a slight pull on all the edges of a flattened ball, pulling out individual parts from a whole piece, pinching small parts (ears on a kitten, beak on a bird). Learn to smooth the surface of a sculpted object or figurine with your fingers.

Teach techniques for pressing the middle of a ball or cylinder to obtain a hollow shape. Introduce techniques for using stacks. Encourage the desire to decorate sculpted products with a pattern using stacks.

Reinforce the techniques of careful sculpting.

Application. Cultivate interest in the application by complicating its content and expanding the possibilities of creating a variety of images.

To develop in children the ability to hold and use scissors correctly. Teach cutting, starting with developing the skill of cutting in a straight line, first short and then long strips. Learn to make images of different objects from stripes (fence, bench, ladder, tree, bush, etc.). Learn to cut round shapes from a square and oval shapes from a rectangle by rounding the corners; use this technique to depict vegetables, fruits, berries, flowers, etc. in appliqué.

Continue to expand the number of objects depicted in the appliqué (birds, animals, flowers, insects, houses, both real and imaginary) from ready-made forms. Teach children to transform these shapes by cutting them into two or four parts (a circle into semicircles, quarters; a square into triangles, etc.).

Strengthen the skills of neat cutting and pasting.

Encourage activity and creativity.

By the end of the year, children can:

 highlight the expressive means of Dymkovo and Filimonov toys, show interest in book illustrations;

in drawing:

 depict objects and phenomena, using the ability to convey them expressively by creating distinct forms, choosing colors, carefully painting, using different materials: pencils, paints (gouache), felt-tip pens, colored greasy crayons, etc.;

 convey a simple plot by combining several objects in a drawing, placing them on the sheet in accordance with the content of the plot;

 decorate the silhouettes of toys with elements of Dymkovo and Filimonov painting.

 highlight elements of Gorodets painting (buds, flowers, roses, leaves); see, name the colors used in painting;

 create images of different objects and toys, combine them into a collective composition; use all the variety of learned techniques;

in the application:

 hold the scissors correctly and cut with them in a straight line, diagonally (square and rectangle), cut a circle from a square, an oval from a rectangle, smoothly cut and round corners;

 carefully paste images of objects consisting of several parts;

 select colors in accordance with the color of objects or at your own request;

 make patterns from plant shapes and geometric shapes;

Constructive modeling activities

Draw children's attention to various buildings and structures around

their home, kindergarten. On walks while playing, consider with children

cars, trolleys, buses and other types of transport, highlighting their parts,

name their shape and location in relation to the largest part.

Continue to develop in children the ability to distinguish and name construction parts (cube, plate, brick, block); teach to use

them taking into account their structural properties (stability, shape, size).

Develop the ability to establish associative connections by asking them to remember what similar structures children have seen.

Learn to analyze a building sample: identify the main parts, distinguish and correlate them by size and shape, establish the spatial arrangement of these parts relative to each other

(in houses - walls, at the top - ceiling, roof; in a car - cabin,

body, etc.).

Learn to independently measure buildings (in height, length and width), to follow the design principle given by the teacher (“Build the same house, but tall”).

Learn to build buildings from large and small construction materials

material, use parts of different colors to create and decorate buildings.

Teach paper construction: bend a rectangular sheet of paper in half, aligning the sides and corners (album, flags for decoration

plot, greeting card), glue to the main form of the part

(to the house - windows, doors, pipe; to the bus - wheels; to the chair - backrest).

Involve children in making crafts from natural materials:

bark, branches, leaves, cones, chestnuts, nutshells, straw (boats, hedgehogs, etc.). Learn to use glue to secure parts,

plasticine; use coils and boxes of different sizes in crafts

and other items.

By the end of the year, children can:

in design:

 children's knowledge and ideas about constructed objects expand;

 ideas about the activities of people related to construction, the creation of equipment, objects, things are expanding;

 children learn to analyze buildings, designs, drawings;

 children develop ideas about building parts, their names and properties (shape, size, stability, methods of connection, fastening);

 children learn to transform buildings according to different parameters, to build according to verbal instructions;

 constructive skills are improved (they combine parts, combine them in shape, connect them in different ways, applying them, attaching them, experimenting with them);

 spatial orientation skills develop (front, back, inside, etc.);

 children create buildings according to individual and joint plans and play with them;

 creativity and invention develops;

 aesthetic taste is formed in the harmonious combination of elements when designing buildings and crafts;

 children practice making simple flat toys from paper strips by folding them in half and decorating them with cut out paper elements;

 learn to make basic origami toys;

 practice making crafts from waste (boxes) and natural materials;

 learn to use scissors and glue;

 business and play communication between children develops;

 children are taught to be neat and tidy in their work.

Musical activities

Continue to develop in children an interest in music, a desire to listen to it,

cause emotional responsiveness when perceiving musical

works.

Enrich musical impressions, promote further

development of the foundations of musical culture.

Hearing. To develop the skills of a culture of listening to music (not

distract yourself, listen to the piece to the end).

Learn to feel the character of music, recognize familiar works,

express your impressions of what you listened to.

Learn to notice the expressive means of a musical work:

quiet, loud, slow, fast. Develop the ability to distinguish sounds

in height (high, low within the sixth, seventh).

Singing. Teach children expressive singing, develop the ability

sing drawn out, movingly, consistently (within the D - B of the first octave). Develop the ability to take breath between short musical phrases. Learn to sing a melody clearly, soften the ends of phrases, pronounce words clearly, sing expressively, conveying the character of the music.

Learn to sing with and without instrumental accompaniment (with the help of a teacher).

Song creativity. Learn to independently compose the melody of a lullaby and answer musical questions (“What’s your name?”,

“What do you want, kitty?”, “Where are you?”). Develop the ability to improvise melodies to a given text.

Musical and rhythmic movements. Continue to form

Children have the skill of rhythmic movement in accordance with the nature of the music.

Learn to independently change movements in accordance with the two- and three-part form of music.

Improve dance movements: straight gallop, spring,

circling alone and in pairs.

Teach children to move in pairs in a circle in dances and round dances, put their feet on their toes and heels, clap their hands rhythmically, perform simple formations (from the circle scattered and back), and jumps.

Continue to improve children's basic movement skills

(walking: “solemn”, calm, “mysterious”; running: light, swift).

Development of dance and gaming creativity. To promote the development of emotional and imaginative performance of musical and playful exercises (leaves spinning, snowflakes falling) and skits using facial expressions and pantomime (happy and sad bunny, cunning fox, angry wolf, etc.).

To teach dramatization of songs and production of small musical

performances.

Playing children's musical instruments. Build skill

play along with simple melodies on wooden spoons, rattles, drums, metallophones.

By the end of the year, children can:

 listen carefully to a piece of music, feel its character; express your feelings with words, drawings, movement;

 recognize songs by melody;

 distinguish sounds by height (within the sixth - seventh);

 sing slowly, pronounce words clearly; start and finish singing together;

 perform movements that correspond to the nature of the music, independently changing them in accordance with the two-part form of the musical work;

 perform dance movements: springing, jumping, moving in pairs in a circle, circling alone and in pairs;

 perform movements with objects (with dolls, toys, ribbons);

 stage (together with the teacher) songs and round dances;

 play the simplest melodies on a metallophone using one sound.

Educational area

"PHYSICAL DEVELOPMENT"

“Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).”

MAIN GOALS AND OBJECTIVES

Formation of initial ideas about a healthy lifestyle. Formation of children's initial ideas about a healthy lifestyle.

Physical Culture. Preservation, strengthening and protection of children's health; increasing mental and physical performance, preventing fatigue.

Ensuring harmonious physical development, improving skills in basic types of movements, nurturing beauty, grace, expressiveness of movements, and developing correct posture.

Formation of the need for daily physical activity.

Development of initiative, independence and creativity in motor activity, the ability to self-control, self-esteem when performing movements.

Development of interest in participation in outdoor and sports games and physical exercises, activity in independent motor activities; interest and love for sports.

IN THE MIDDLE GROUP (FROM 4 TO 5 YEARS OLD)

Formation of initial ideas

about a healthy lifestyle

Continue to familiarize children with the parts of the human body and sense organs.

To form an idea of ​​the meaning of body parts and organs

senses for human life and health (hands do many useful things; legs help move; mouth speaks, eats; teeth chew; tongue helps chew, speak; skin feels; nose breathes, catches smells; ears hear).

Foster the need to adhere to a diet, eat vegetables and fruits, and other healthy foods.

Form an idea of ​​the substances a person needs

and vitamins. Expand understanding of the importance of sleep for health,

hygiene procedures, movements, hardening.

Introduce children to the concepts of “health” and “illness”.

Develop the ability to establish connections between actions performed

and the state of the body, well-being (“I brush my teeth - that means they will be strong and healthy”, “I got my feet wet on the street, and my

a runny nose has started."

To develop the ability to provide basic assistance to oneself in case of bruises, to seek help from adults in case of illness or injury.

Form ideas about a healthy lifestyle; about the meaning

physical exercises for the human body. Continue to introduce physical exercises to strengthen various organs and systems of the body.

Physical Culture

Form correct posture.

Develop and improve children’s motor skills and abilities, the ability to creatively use them in independent motor activities.

Strengthen and develop the ability to walk and run with coordinated

movements of the arms and legs. Learn to run easily, rhythmically, energetically pushing off with your toes.

Learn to crawl, crawl, climb, climb over objects. Learn to climb from one span of a gymnastic wall to another (right, left).

Learn to push off energetically and land correctly when jumping on two legs in place and moving forward, to navigate in space. In standing long and high jumps, learn to combine take-off with a swing of the arms, and maintain balance when landing. Learn

jumping over a short rope.

Strengthen the ability to take the correct starting position when

throwing, hitting the ball on the ground with the right and left hand, throwing and catching

with his hands (without pressing him to his chest).

Learn to ride a two-wheeled bicycle in a straight line, in a circle.

Teach children to ski with a sliding step, perform turns,

ascend a mountain.

Teach formations and maintaining distance while moving.

Develop psychophysical qualities: speed, endurance, flexibility, agility, etc.

Learn to play a leading role in outdoor play and be conscious of following the rules of the game.

In all forms of organizing motor activity, develop

Children have organization, independence, initiative, ability

maintain friendly relationships with peers.

Outdoor games. Continue to develop children's activity in games

with balls, jump ropes, hoops, etc.

Develop speed, strength, agility, spatial orientation.

Foster independence and initiative in the organization

familiar games.

Train yourself to perform actions when given a signal.

By the end of the fifth year, children can:

 walk and run, observing the correct technique of movements;

 climb the gymnastic wall without missing the slats, climbing from one flight to another; crawl in different ways: leaning on your hands, knees and toes, on your feet and palms; on your stomach, pulling yourself up with your arms;

 take the correct starting position when jumping from a standing position, land softly, and long jump from a standing position to a distance of at least 70 cm;

 catch the ball with your hands from a distance of up to 1.5 m; take the correct starting position when throwing, throw objects in different ways with the right and left hand; hit the ball on the ground (floor) at least five times in a row;

 perform exercises for static and dynamic balance;

 line up in a column one at a time, in pairs, in a circle, in a line;

 slide independently along ice paths (length 5 m);

 ski at a sliding step for a distance of up to 500 m, perform a turn by stepping, climb a hill;

 ride a two-wheeled bicycle, make turns to the right and left;

 navigate in space, find the left and right sides;

 come up with options for outdoor games, perform movements independently and creatively;

 perform simulation exercises, demonstrating beauty, expressiveness, grace, and plasticity of movements.

Mastering and improving abilities and skills in basic types of movements, outdoor games and sports exercises should be provided for in all forms of work organized by the teacher: in physical education classes, on a morning walk, during individual work on an evening walk.

The invariant part of the curriculum for educational work in the middle group is compiled on the basis of the approximate basic educational program of preschool education “From birth to school”, edited by N.E. Veraksa, T. S. Komarova, M.A. Vasilyeva 2015 and provides a mandatory amount of knowledge, skills and abilities for children 4-5 years old.

For children in the middle group, from September to May, 10 lessons per week lasting 20 minutes are held. The number of classes in the curriculum corresponds to the Sanitary and Epidemiological Rules and Standards (SanPin 2.4.1.2660-10).

In accordance with the order of the Ministry of Education of Russia, the Ministry of Health of Russia and the Russian Academy of Education dated July 16, 2002 No. 2715/227/166/19 “On improving the process of physical education in educational institutions of the Russian Federation,” the volume of physical activity in organized forms of health-improving and educational activities has been increased to 8 hours a week, taking into account the psychophysiological characteristics of children and the time of year. A rational combination of different types of physical education classes represents a whole range of health-improving, educational and educational activities.

The educational process in the middle group is built taking into account the contingent of students, their individual and age characteristics, and the social order of the parents.

When organizing the educational process, the unity of educational, developmental and training goals and objectives is ensured, while the set goals and objectives are solved, avoiding overload of children, using the necessary and sufficient material, getting as close as possible to a reasonable “minimum”. Building the educational process on a comprehensive thematic principle, taking into account the integration of educational areas, makes it possible to achieve this goal.

WORKING WITH PARENTS.

"Social and communicative development"

To interest parents in the development of children's play activities, ensuring successful socialization and the assimilation of gender behavior.

Introducing parents to situations that are dangerous to the child’s health (at home, in the country, on the road, in the forest, near a pond) and how to behave in them.

To study the traditions of labor education in the families of pupils.

"Cognitive Development"

To orient parents to the child’s development of the need for cognition and communication with adults and peers.

"Speech development"

Develop communication skills in parents using family round tables and communication trainings.

Prove to parents the value of reading at home.

"Artistic and aesthetic development"

To support the desire of parents to develop the artistic activities of children in kindergarten and at home.

To reveal the possibilities of music as a means of beneficial effects on the mental health of a child.

"Physical development"

Informing parents about factors affecting the child’s physical health (calm communication, nutrition, hardening, movement).

Involving parents in participating in physical education celebrations and other events with their children).

Daily regime

Cold season

Warm period of the year

DurationOrganizededucational activities:

For children from 4 to 5 years old - no more than 20 minutes

The maximum permissible amount of educational load in the first half of the day:

In the junior and middle groups it does not exceed 30 and 40 minutes, respectively.

In the middle of the time allotted for organized educational activities, physical education minutes are held.

Breaks between periods of organized educational activities are at least 10 minutes.

Educational activities that require increased cognitive activity and mental stress of children are organized in the first half of the day.

Form of organization of classes: from 3 to 7 years (frontal).

The educational process uses an integrated approach, which allows flexible implementation of various types of children's activities in the daily routine.

The organization of life activities includes both forms of children’s activities organized by teachers together with children (school activities, entertainment, leisure, holidays), and independent activities of children.

Partial programs are an addition to the Model Basic General Education Program for Preschool Education “From Birth to School” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva and constitute no more than 40% of the total academic load.

There are no classes held during the summer. At this time, the duration of walks increases, and sports and outdoor games, sports festivals, excursions, etc. are also held. Regulations for direct educational activities

Educational activities during regime moments

Comprehensive thematic planning

MONITORING CHILD DEVELOPMENT.

Monitoring of child development is carried out twice a year (November, April). The main task of monitoring is to determine the degree to which a child has mastered the educational program and the impact of the educational process organized in a preschool institution on the development of a preschooler.

Monitoring of the educational process is carried out by tracking the results of mastering the educational program, and monitoring of child development is carried out on the basis of assessing the development of the child’s integrative qualities.

Monitoring the educational process

Monitoring of the development of the educational program is carried out by the teacher on the basis of observation and analysis of the products of children's activities.

Monitoring of child development is carried out using the observation method, criterion-based diagnostic techniques and test methods by teachers, psychologists, and medical workers.

Development level assessment:

1 point - requires specialist attention;

2 points - corrective work of the teacher is required;

3 points - average level of development;

4 points - level of development above average;

5 points - high level of development.

System of physical education and health work with children

Motor mode

Subject-spatial developmental educational environment

Literature

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Dybina O.V. Familiarization with the subject and social environment. Middle group. - M.: MOSAIC-SYNTHESIS, 2014. - 96 p.

Koldina D.N. Application for children 4-5 years old. Lesson notes. - M.: MOSAIC-SYNTHESIS, 2011. - 48 pp.: color. on

Kolesnikova E.V. Mathematics for preschoolers 4-5 years old: Scenarios for classes on the development of mathematical concepts. - M.: TC Sfera, 2002. - 80 p.

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Reader for the middle group / comp. M.V. Yudaeva. - Samovar-books LLC, 2015. - 208 p.