Federal State Educational Standard DO. WORK PROGRAM OF A TEACHER IN A KINDERGARTEN GROUP PREPARATORY FOR SCHOOL

Korobova Tatyana Vladimirovna,
teacher at GBPOU "Pedagogical College No. 4" of St. Petersburg

Content

1. Target section of the Work Program:

1.1. Explanatory note

1.1.1. Goals and objectives of the implementation of the Work Program

1.1.2. Principles and approaches to the formation of the Work Program

1.1.3. Reasons for developing the Work Program

1.1.5. Social portrait of the group

1.2. Targets at the stage of completion of preschool education (planned results of mastering the Work Program)

1.3. Evaluation of the results of mastering the Work Program

1.4. Implementation period of the Work Program

2. Content section of the Work Program:

2.2. Organization and forms of interaction with parents (legal representatives)

3. Organizational section of the Work Program:

3.1. Mode of stay for children in the group

3.1.2. Daily routine in the cold season in inclement weather

3.1.3. Flexible mode during the cold season

3.1.4. Daily routine during active recreation, vacations, and during the warm season

3.1.5. Daily routine during active recreation, vacations, during the warm season in inclement weather

3.2.1. Features of the organization of the RPPS

3.3.1. OD planning for a five-day week

3.3.2. Organization of OD in a five-day week

3.4. Methodological support of the work program

3.4.1. Methodical manuals

3.4.2. Workbooks

Applications

1. TARGET SECTION OF THE WORK PROGRAM

1.1.Explanatory note

1.1.1 Goals and objectives of the implementation of the Work Program

This work program has been developed for a kindergarten preparatory group on the basis of an educational preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education.

The purpose of the Work Program is:

· creation of favorable conditions for a full-fledged life for every preschool child

· creating conditions for the formation in children of the foundations of basic personality culture, the comprehensive development of the mental and physical qualities of each child in accordance with age and individual characteristics

· preparing preschoolers for life in modern society

· ensuring the life safety of a preschooler

The goals of the Work Program are realized in the process of various types of children's activities:

• Educational activity, which is carried out in the process of organizing various types of children's activities - play, communication, work, cognitive-research, productive, musical and artistic, reading fiction.
• Educational activities carried out during regime moments.
• Independent activity of children.
• Interaction with children's families on the implementation of the educational program.

To achieve the goals of the program, the following are of paramount importance:

• caring for the health, emotional well-being and timely comprehensive development of each child;
• creating in groups an atmosphere of humane and friendly attitude towards all students, which will allow them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;
• maximum use of a variety of children's activities; their integration in order to increase the efficiency of the educational process;
• creative organization of the process of education and training;
• variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;
• respectful attitude towards the results of children's creativity;
• unity of approaches to raising children in preschool and family settings;
• observance of continuity in the work of kindergarten and primary schools, excluding mental and physical overload in the content of education for preschool children, ensuring the absence of pressure from subject teaching.

Based on the goals of the Work Program, the following tasks are formed:

· Contribute to the natural process of mental and physical development of children through the organization of gaming, communicative, cognitive-research, labor, motor, reading fiction, musical, artistic, and productive activities;

· Strengthen the health of pupils, introduce them to a healthy lifestyle, develop the motor and hygienic culture of children.

· Provide psychological and pedagogical support for the development of educational fields;

· Implement forms of organizing joint adult-children (partnership activities) in the course of direct educational activities, in independent activities, in routine moments, and in working with parents.

· Develop a humanistic orientation in children’s attitude towards the world, cultivate in children a culture of communication, emotional responsiveness and goodwill towards people.

· To develop in children cognitive activity, cognitive interests, intellectual abilities, independence and initiative, the desire for active work and creativity.

· Develop children's aesthetic senses, creative abilities, emotional and value orientations, and introduce students to art and fiction.

1.1.2 Principles and approaches to the formation of the Work Program

The work program is based on the basic principles of preschool education (see paragraph 1.4. Federal State Educational Standard for Preschool Education):

1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;

2) building 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 a subject of education (hereinafter referred to as individualization of preschool education);

3) assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;

4) supporting children’s initiative in various activities;

5) cooperation of the Organization with the family;

6) introducing children to sociocultural norms, traditions of the family, society and state;

7) formation of cognitive interests and cognitive actions of the child in various types of activities;

8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);

9) taking into account the ethnocultural situation of children's development.

The work program uses the main scientific approaches that underlie the Federal State Educational Standard for Education:

1. Cultural-historical approach.

2. Personal approach.

3. Activity approach.

1.1.3. Basis for developing the work program

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

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

· “Sanitary and epidemiological requirements for the structure, content and organization of the work schedule of preschool organizations.” Sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13, approved by Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26.

· Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education.”

· Order of the Ministry of Education and Science of the Russian Federation dated August 13, 2013. No. 1014 "0b approval of the Procedure for organizing and implementing educational activities for basic general education programs - educational programs for preschool education."

· Charter of the GBDOU kindergarten 118 of the Vyborg district of St. Petersburg

1.1.4. Age characteristics of children in the group

In the preschool group, children begin to master complex interactions between people in role-playing games, reflecting characteristic significant life situations. Game actions become more complex and take on a meaning that is not always revealed to an adult. The playing space is becoming more complex. It can have several centers, each of which supports its own storyline. At the same time, children are able to monitor the behavior of partners throughout the playing space and change their behavior depending on their place in it.

Images from surrounding life and literary works conveyed by children in visual activities become more complex. The drawings become more detailed and their color range is enriched. The differences between the drawings of girls and boys become more obvious. With the right pedagogical approach, preschoolers develop artistic and creative abilities for visual activities.

Children largely master the design of building materials. They are able to carry out constructions of varying degrees of complexity, both according to their own plans and conditions.

Children can learn complex addition shapes from a piece of paper and create their own. This type of activity is important for deepening spatial understanding.

Design from natural materials becomes more complicated. Children have access to complete compositions based on a preliminary plan.

Children continue to develop perceptions, but they cannot always take into account several different signs at the same time.

Figurative thinking develops, but reproduction of metric relationships is difficult.

Generalization and reasoning skills continue to develop, but they are largely limited to visual cues of the situation.

The imagination continues to develop, but one can often observe a decrease in the development of imagination at this age in comparison with the older group. This can be explained by various influences, including the media, leading to stereotypical images.

Attention continues to develop, it becomes voluntary. In some types of activities, the time of voluntary attention reaches 30 minutes.

Speech, its sound side, grammatical structure, and vocabulary continue to develop. Coherent speech develops. Children's statements reflect both the expanding vocabulary and the nature of generalizations that are formed at this age. Children actively use generalizing nouns, synonyms, antonyms, adjectives, etc. Children develop dialogic and some forms of monologue speech.

This year the children of the group are completing preschool age. The main achievements are associated with the development of the world of things as objects of human culture, with the development of forms of positive communication with people, with the development of gender identification, with the formation of the student’s position. By the end of preschool age, children should have a high level of cognitive and personal development, which will allow them to successfully study in school in the future.

1.1.5 Social portrait of the group

The group is attended by 22 children aged 6–7 years. Of these, 8 children (36%) were with health group I, 13 children (59%) were with health group II, and 1 child (5%) were with health group III.

An analysis of the social status of families revealed that in the group 18 families (82%) are complete families, 4 families (18%) are single-parent families (the child lives with the mother), 1 family (5%) has many children. The standard of living of families is satisfactory.

Analysis of the ethnic composition of the group’s pupils: 20 children are Russians (91%), 2 children are Armenians (9%). 1 child (5%) is from a bilingual family, which introduces certain difficulties into the joint activities of the teacher with this child.

There are 10 boys (45%) and 10 girls (55%) in the group.

This school year, 2 children from other kindergarten groups joined our group. The newly arrived children organically “joined” the children's team. At the moment, there is a close-knit children's team; friendly relations have been established between children, which are manifested in all types of activities. The children are active and friendly. Parents take part in the life of the group and kindergarten, are interested in the lives of their children, rejoice at their successes, and provide all possible assistance in the upbringing and development of their children.

1.2. Targets at the stage of completion of preschool education (planned results of mastering the program)

The child masters the basic cultural 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, various types of work, other people and himself, has a sense of self-esteem, actively interacts with peers and adults, and participates in joint games.

The child is 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.

The child is able to cooperate and perform both leadership and executive functions in joint activities.

The child understands that all people are equal, regardless of their social origin, ethnicity, religious and other beliefs, their physical and mental characteristics.

The child shows empathy towards other people and a willingness to help those who need it.

The child demonstrates the ability to hear others and the desire to be understood by others.

The child has a developed imagination, which is realized in different types of activities, and above all in play, masters different forms and types of play, distinguishes between conventional and real situations, and 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, uses speech to express his thoughts, feelings and desires, construction. 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, and 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. He can follow the rules of safe behavior and personal hygiene.

The child shows responsibility for the work he has 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. He is inclined to observe, experiment, has basic knowledge about himself, 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. The child is inclined to make his own decisions, relying on his knowledge and skills in various activities.

The child is open to new things, shows a desire to gain knowledge, and has positive motivation for further education at school and college.

The child shows respect for life in its various forms and care for the environment.

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

The child shows patriotic feelings, feels proud of his country, its achievements, has ideas about its geographical diversity, multinationality, and the most important historical events.

The child has primary ideas about himself, family, traditional family values, including traditional gender orientations, and shows respect for his own and the opposite sex.

The child observes basic generally accepted norms, has primary value ideas about “what is good and what is bad,” strives to do good, shows respect for elders and care for younger ones.

The child has basic ideas about a healthy lifestyle and perceives a healthy lifestyle as a value.

1.3.Assessment of the results of mastering the Work Program

When implementing the Work Program, it may be carried out assessment of children's individual development. Forms and methods of pedagogical diagnostics - observation and analysis of the products of children's activities. Such an assessment is carried out within the framework of pedagogical diagnostics (assessment of the individual development of preschool children), associated with assessing the effectiveness of pedagogical actions and underlying their further planning.

The results of pedagogical diagnostics can be used exclusively to solve the following educational problems:

Individualization of education

Optimizing work with a group of children

1.4. Implementation period of the Work Program

2. CONTENT SECTION OF THE WORK PROGRAM

2.1. The content of joint activities between the teacher and children

The work program determines the content and organization of joint activities of the teacher and children in the kindergarten preparatory group. It is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities of children 6-7 years old, the formation of prerequisites for educational activities, ensuring their further social success, maintaining and promoting health.

2.1.1. Comprehensive thematic planning

The Work Program is based on a thematic approach. Each week is dedicated to a specific topic, which is initially addressed during the Cognitive Development OD held on Monday. All other OA continue the proposed topic and are more or less related to it. Even for those ODs that have goals unrelated to the week's theme, brief mention of the week's theme is given at specific points. The theme of the week, whenever possible, is fixed in routine moments, in working with family.

The use of a comprehensive thematic planning principle, taking into account the integration of educational areas, makes it possible to ensure the unity of educational, developmental and training goals and objectives, while achieving the set goals and objectives, avoiding overloading children.

Period			Subject	Final event
1st quarter - AUTUMN	September		"Day of Knowledge"	Group holiday “Day of Knowledge”
			“My Russia, folk culture and traditions. Russian folk crafts"	Exhibition of children's creativity: “Khokhloma boards” (decorative drawing).
			"Fun Math"	Evening of mathematical entertainment.
			"My city, my street, my home"	Exhibition of children's creativity: “My Street” (applique, drawing). Quiz "Road Rules"
	October		"My city. Walking around St. Petersburg"	Exhibition of children's creativity: “Autumn in the Summer Garden” (drawing).
			"Gifts of Nature"	Exhibition of children's crafts made from natural materials. Group holiday “Forest mysteries”.
			"Healthy lifestyle"	Group holiday "Growing Healthy."
			"Autumn"	Autumn Festival.
	November		"Day of National Unity"	Group holiday "My Motherland - Russia".
			"Tales of Korney Ivanovich Chukovsky"	Exhibition of children's creativity: “Wonderful tree” (drawing + applique). Quiz “Tales of Chukovsky” (with fun competitions and prizes).
			"The Journey of a Drop of Water"	Exhibition of children's creativity “Fishes are water inhabitants” (drawing, modeling, appliqué, origami). Educational conversation “The water cycle in nature.”
			"Mothers Day"	Celebration “My Beloved Mommy”
2nd quarter - WINTER	December		"Russian folk tales"	Group holiday “Fairytale Journey”
			"Winter sports"	Exhibition of children's creativity: “Winter sports” (drawing, modeling, applique).
			"Fun Workshops"	Making New Year's cards. New Year's decoration for the group.
			"New Year"	New Year's celebration.
	January		"Portrait, landscape, still life"	Exhibition of children's creativity: “Winter Landscape” (drawing).
			"Fairy Tale Week"	Exhibition of children's creativity "Magic Birds" (drawing + applique).
			“My favorite city is St. Petersburg”	Group holiday “We are St. Petersburgers”
	February		"Winter"	Educational conversation “Winter is a magician.”
			"Fundamentals of Life Safety"	Educational conversation: “Rules of safe behavior in different life situations.”
			"Defender of the Fatherland Day"	Evening of entertainment "Daddy's holiday". Making holiday cards.
			"Physical education and sports"	Evening of sports entertainment “Dad, Mom, I – a sports family.” Exhibition of children's creativity "Sports Games".
3rd quarter - SPRING, 4th quarter - SUMMER	March		"International Women's Day"	Holiday "Concert for mothers and grandmothers." Making holiday cards.
			"Plants around us"	Exhibition of children's creativity: “Flowers” ​​(applique, origami).
			"Maslenitsa"	Musical leisure "Maslenitsa"
				Exhibition of children's creativity "Birds" (drawing, modeling, applique, origami).
	April		"Children's Book Week"	Exhibition of favorite home books.
			"Planet Earth. Cosmonautics Day"	Evening of musical entertainment “Space Travel”. Exhibition of children's creativity "Cosmos"
			"World of Insects"	Exhibition of children's creativity "Butterflies" (drawing, modeling, applique, origami).
			"Spring, holiday of spring and labor"	Group holiday “Spring is coming, make way for spring!”
	May		"Victory Day"	Meeting with veterans. Concert for veterans.
			"My family"	Exhibition of joint works of parents and children “Genealogical tree of my family”, “Coat of arms of my family”.
				Holiday "Goodbye, kindergarten!"
			"Vivat, St. Petersburg"	Holiday "Vivat, St. Petersburg"
	June		"Pushkin's Poetry"	Evening of entertainment “There, on unknown paths...”
			Russia is my homeland"	Musical leisure “I love you, Russia, my dear Rus'!”
				Musical and sports festival “The sun is shining through the window, red summer has come!”

2.1.2. Contents of educational activities

1.Social and communicative development: aimed at mastering the norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and 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, in society, in nature.

Main goals and objectives:

Socialization, development of communication, moral education.

Formation of gender and family identity.

Self-service, independence, labor education.

Formation of security fundamentals.

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

Main goals and objectives:

Formation of elementary mathematical concepts.

Development of cognitive and research activities, including experimental activities (educational and methodological manual “Entertaining experiments with air, water, sand and static electricity”)

Familiarization with the subject environment.

Introduction to the social world.

Introduction to the natural world.

3. Speech development includes mastery of speech as a means of communication and culture, enrichment of active vocabulary, development of coherent and grammatically correct dialogical and monologue speech, development of speech creativity. Speech development also includes the 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:

Children's speech development.

Introduction to fiction.

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

Main goals and objectives:

Introduction to art.

Visual activity.

Constructive modeling activity.

5. Physical development includes gaining experience in the following activities for children:

Motor activity associated with the correct execution of basic movements that does not cause damage to the body (walking, running, soft jumps, turns in both directions)

Performing exercises aimed at developing such physical qualities as coordination and flexibility, contributing to 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;

Formation of initial ideas about some sports;

Mastering outdoor games with rules;

Formation of focus and self-regulation in the motor sphere;

Formation of the values ​​of a healthy lifestyle, 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

Physical Culture.

An integral part of the educational field “Physical Development” also includes:

1. Carrying out outdoor games, sporting events, leisure and holidays.

2. Physical exercises (motor-speech exercises, eye gymnastics, finger exercises, relaxation exercises), this is a necessary component of every static plan GCD (methodological development “We need physical exercises, they are important for children!”)

3. Invigorating gymnastics, performed daily after a nap

4. Morning exercises, carried out daily in the morning.

5. Acupressure self-massage and breathing exercises (cold season, risk of acute respiratory infections, ARVI)

6. System of hardening measures:

Contrast air baths (group room and gym) - after naps and during physical education classes

Walking barefoot (group room) - after nap

Lightweight clothing for children (group room) - during the day

Washing hands and faces. neck with cool water (group room) - during the day

The work program is based on the complex thematic principle of constructing the educational process; involves building the educational process on age-appropriate forms of working with children.

In the part of the Work Program formed by participants in educational relations (no more than 40%), are presented:

1. Partial programs aimed at the development of children in several educational areas:

· Social and communicative development - “Ethnocalendar of St. Petersburg, 2015”, St. Petersburg, Fregat, 2014.

· Artistic and aesthetic development- I.A. Lykova “Colored palms. Visual activities in kindergarten. School preparatory group", M.: "Karapuz", 2009

· Physical development- L.D. Glazyrina “Program “Physical Education for Preschoolers”, M. Vlados, 2004

· Cognitive development- G. Alifanova “First steps. St. Petersburg studies for children from 3 to 7 years old,” M. Paritet, 2008. The implementation of the regional component is carried out through familiarization with the national and cultural characteristics of the city of St. Petersburg. Getting acquainted with his hometown and its attractions, the child learns to recognize himself as living in a certain time period, in certain ethnocultural conditions.

2. Innovative technologies(modern educational technologies), forms of organizing work with children that best suit the needs and interests of children in this group.

· Project activities

· ICT technology (“Exemplary ways of using ICT technologies in the educational activities of preschool educational institutions” http://aneks.spb.ru/index.php/2012-02-17-05-23-58/57-2012-11-20-13-07-27/2728-2014-11-30-20- 28-08)

· TRIZ technology, methods for developing the creative imagination of preschoolers (“Games and exercises for developing the creative imagination of preschoolers”

· Dienesha Blocks, ("System of initial game lessons with Dienesha Blocks" http://aneks.spb.ru/index.php/publikacii/45-preschool/787-2013-06-18-20-05-44)

· Fairytale therapy

· Research technology ("Entertaining experiments with air, water, sand and static electricity"

· Mnemonics.

· Technology of musical influence.

· Voskobovich's games.

· Health-forming technologies:

Logorhythmics.

Finger gymnastics, (“Finger games are the best way to develop fine motor skills in the hands of preschoolers”

Gymnastics for the eyes, (“We need physical exercises, they are important for children!”

Relaxation exercises (elements of psycho-gymnastics), (“Game relaxation exercises for older preschoolers”

The work program is drawn up taking into account the integration of educational areas, the content of children's activities is distributed over months and weeks and represents a system designed for one academic year. It is intended for children aged 6 - 7 years (kindergarten preparatory group for school) and is designed for 40 weeks.

The work program provides for the solution of program educational tasks not only within the framework of educational activities, but also during routine moments, both in the joint activities of adults and children, and in the independent activities of preschoolers.

Long-term planning of joint activities of a teacher with children aged 6–7 years in a kindergarten preparatory group is presented in the form of an Appendix to the Work Program.

2.2. Organization and forms of interaction with parents (legal representatives)

The legal basis for the interaction of a preschool educational institution with parents is documents of international law (Declaration of the Rights of the Child and the Convention on the Rights of the Child), as well as laws of the Russian Federation (Constitution of the Russian Federation, Family Code of the Russian Federation, Laws “On Education”, “On Basic Guarantees of the Rights of the Child in the Russian Federation” "). The most important provisions of these documents are reflected in this Work Program:

The child’s right to education, humanistic in nature, health care and recreation, free participation in cultural and creative life, and art;

Careful attitude towards the individuality of each child, the peculiarities of his development;

The child's right is protection from all forms of physical and mental violence, abuse, neglect or neglect;

Interaction between preschool educational institutions and families in order to promote the health, education and full development of the child.

Work with parents is based on the principles of trust, dialogue, partnership, taking into account the interests of parents and their experience of raising children. Educators use different forms in their work with families:

· Conducting thematic parent meetings (3 times a year).

· Consultations for parents. Parents, if they wish, can familiarize themselves with the text of each consultation in paper form or on the teacher’s personal website http://tvkorobova.jimdo.com/, section “For Parents” (files with texts of consultations and presentations of consultations).

· Daily open communication with parents “VKontakte” on any questions that interest them on the official page of the “Znayka” group (group No. 4 of GBDOU 118 of the Vyborg district of St. Petersburg).

· Organization of group exhibitions of creative works of children and joint creative works of children and parents.

· Joint visits to children, parents and teachers of children's theaters, conducting excursions to museums (on weekends).

· Organization of themed parties with the participation of children and parents.

	Subject	Forms of work
IX-2015	“Psychological characteristics of children 5-6 years old”	Consultation for parents
	"Age characteristics of children 6 - 7 years old"	Parent meeting
	“Rules for parents of the ZNAIKA group”	Consultation for parents
X-2015	“Rules for transporting children in a private car”	Consultation for parents
		Consultation for parents
	"Autumn Fantasy"	Competition of crafts made from natural materials, made jointly by children and parents.
	“Golden autumn has come to visit us”
XI-2015	“Preschooler’s daily routine”	Consultation for parents
	"Crybaby"	Consultation for parents
		Consultation for parents "prevention of colds in children of senior preschool age"
		Themed holiday with the participation of children and parents "Mother's Day"
XII-2015	"Russian folk tales"	A joint visit to the children's theater on a day off (children, parents, teachers) - a performance based on Russian folk tales.
	"Winter sports games for children of senior preschool age"	Parent meeting
		Consultation for parents "Finger games are the best way to develop fine motor skills in preschoolers"
		Themed holiday with the participation of children and parents "Hello, New Year"
I-2016	KVN "Fairy Tale"	Themed evening of entertainment with the participation of children and parents
	“The role of childhood impressions in the development of artistic creativity of preschool children”	Consultation for parents
		Consultation for parents "The child is active and hyperactive. What is the difference?"
	"Russian Museum"	Joint excursion to the Russian Museum for children, parents and teachers “Portrait, landscape, still life” on a day off.
II-2016	"Winter is a magician"	Competition of creative crafts on a winter theme, made jointly by children and parents.
	“Safety precautions for preschoolers - rules for parents!”	Consultation for parents
	“Gender education of preschool children. Raising girls, raising boys"	Consultation for parents
	“Prevention of poor posture and arch of the foot in preschool children”	Consultation for parents
III-2016	"Concert for mothers and grandmothers"	Themed holiday with the participation of children and parents
	"Rights and responsibilities of parents"	Consultation for parents
	"Bird Day"	Birdhouse competition made jointly by children and parents.
	"Maslenitsa"	Joint visit to the children's theater on a day off (children, parents, teachers) - the play “Farewell to Winter”.
	"All about the Mantoux test"	Consultation for parents
IV-2016	"Space trip"	Competition of creative crafts on space themes, made jointly by children and parents.
	"My favorite book"	Exhibition of children's books
	“Safety rules for child pedestrians and accompanying adult pedestrians"	Consultation for parents
	"Children's toys and requirements for them"	Consultation for parents
V-2016	"Victory Day"	Meeting with the great-grandfathers and great-grandmothers of the children of the group, WWII veterans. Concert for veterans.
	"My family"	Photo exhibition of family photographs taken by parents.
	“The family tree of my family”, “The coat of arms of my family”	Exhibition of joint works of parents and children.
	"Soon to school"	Parent meeting
	“Goodbye, Kindergarten! Hello, School!	Themed holiday with the participation of children and parents
	"Vivat, St. Petersburg"	Themed holiday with the participation of children and parents
VI-2016	“Color is the mirror of the soul. How to determine the child’s mood and the child’s character traits based on the colors of a child’s drawing.”	Consultation for parents
	“Hardening preschool children at home”	Consultation for parents
	“The sun is shining through the window, red summer has come!”	Musical and sports festival with the participation of children and parents
	“Summer walk in the forest with a child - safety rules”	Consultation for parents

3. ORGANIZATIONAL SECTION OF THE WORK PROGRAM

3.1 Mode of stay for children in the group

The daily routine is a clear routine of life during the day, providing for the alternation of wakefulness and sleep, as well as the rational organization of various types of activities. Maintaining a daily routine is one of the most important conditions for high performance of the human body. If it is observed, a certain biological rhythm of the body’s functioning is developed, i.e. a stereotype is developed in the form of a system of alternating conditioned reflexes. By becoming stronger, they make it easier for the body to carry out its work, since they create conditions and opportunities for internal physiological preparation for the upcoming activity. The daily routine has hygienic and educational significance, cultural and hygienic skills are formed, and the body is protected from overwork and overexcitation. With strict adherence to the daily routine, the child develops qualities: organization, independence, self-confidence.

When drawing up the regime for children to stay in the group, the climatic features of the region were taken into account. St. Petersburg is central Russia. The main features of the climate are: cold winters and dry, hot summers.
Based on the climatic characteristics of the region, the daily routine is compiled in accordance with the identification of two periods: the cold season, winter period, school year (September-May) and the warm season, summer period, holidays (June-August).

3.1.1. Daily routine in the cold season

07.00-08.30

08.30-08.50

08.50-09.00

09.00-10.40 Organized children's activities (total duration, including breaks).

10.40-10.50 Lunch.

10.50-12.30

12.30-12.40

12.40-13.00 Preparing for lunch, lunch.

13.00-15.00

15.00-15.25

15.25-15.40 Afternoon snack.

15.40-16.40 Games, independent and organized activities.

16.40-18.30

18.30-18.45 Returning from a walk

18.45-19.00

3.1.2. Daily routine in the cold season in inclement weather

07.00-08.30 Arrival of children in kindergarten, free play, independent activity of children, morning warm-up.

08.30-08.50 Preparing for breakfast, breakfast.

08.50-09.00 Games, independent activities of children.

09.00-10.40 Organized children's activities (total duration, including break).

10.40-10.50 Lunch.

10.50-12.40

12.40-13.00 Preparing for lunch, lunch.

13.00-15.00 Preparing for bed, daytime sleep.

15.00-15.25 Gradual ascent, invigorating gymnastics, hygiene procedures, independent activity.

15.25-15.40 Afternoon snack.

15.40-16.40

16.40-18.45

18.45-19.00 Independent activity, children going home.

3.1.3.Flexible mode during the cold season

Monday

07.00-08.30 Arrival of children in kindergarten, free play, independent activity of children, morning warm-up.

08.30-08.50 Preparing for breakfast, breakfast.

08.50-09.00 Games, independent activities of children.

09.00-09.30 Organized children's activities: natural world/cognitive development, subject and social environment.

09.30-09.40

09.40-10.10 Organized children's activities: art activities, applique / modeling

10.10-10.40 Independent activity.

10.40-10.50 Lunch.

10.50-11.00 Preparing for a walk.

11.00-11.30 Organized children's activities: physical education on the street.

11.30-12.30 Morning walk,

12.30-12.40 Returning from a walk, independent activity.

12.40-13.00 Preparing for lunch, lunch.

13.00-15.00 Preparing for bed, daytime sleep.

15.00-15.25 Gradual ascent, invigorating gymnastics, hygiene procedures, independent activity.

15.25-15.40 Afternoon snack.

15.40-15.55 Cognitive conversation on a lexical topic.

15.55-16.30

16.30-16.40

16.40-18.00 Preparing for a walk, evening walk.

18.00-18.20 Returning from a walk, independent activity.

18.20-19.00 Independent activity, children going home.

Tuesday

07.00-08.30 Arrival of children in kindergarten, free play, independent activity of children, morning warm-up.

08.30-08.50 Preparing for breakfast, breakfast.

08.50-09.00 Games, independent activities of children.

09.00-09.30

09.30-09.40 Dynamic pause (break between GCDs).

09.40-10.20 Organized children's activities: visual arts, drawing.

10.20-10.40 Independent activity.

10.40-10.50 Lunch.

10.50-12.30 Preparing for a walk, morning walk.

12.30-12.40 Returning from a walk, independent activity.

12.40-13.00 Preparing for lunch, lunch.

13.00-15.00 Preparing for bed, daytime sleep.

15.00-15.25 Gradual ascent, invigorating gymnastics, hygiene procedures, independent activity.

15.25-15.40 Afternoon snack.

15.40-16.10

16.10-16.30 Games. Independent activity.

16.30-16.40 Reading fiction

16.40-18.00 Preparing for a walk, evening walk.

18.00-18.20 Returning from a walk, independent activity.

18.20-19.00 Independent activity, children going home.

Wednesday

07.00-08.30 Arrival of children in kindergarten, free play, independent activity of children, morning warm-up.

08.30-08.50 Preparing for breakfast, breakfast.

08.50-09.00 Games, independent activities of children.

09.00-09.30 Organized children's activities: speech development, preparation for literacy.

09.30-09.35

09.35-10.05

10.05-10.10 Returning to the group from the music hall.

10.10-10.40 Organized children's activities: cognitive development, cognitive and research activities.

10.40-10.50 Lunch.

10.50-12.30 Preparing for a walk, morning walk.

12.30-12.40 Returning from a walk, independent activity.

12.40-13.00 Preparing for lunch, lunch.

13.00-15.00 Preparing for bed, daytime sleep.

15.00-15.25 Gradual ascent, invigorating gymnastics, hygiene procedures, independent activity.

15.25-15.40 Afternoon snack.

15.40-15.55 Educational conversation “Healthy lifestyle” / “Healthy lifestyle”

15.55-16.30 Games. Independent activity.

16.30-16.40 Reading fiction

16.40-18.00 Preparing for a walk, evening walk.

18.00-18.20 Returning from a walk, independent activity.

18.20-19.00 Independent activity, children going home.

Thursday

07.00-08.30 Arrival of children in kindergarten, free play, independent activity of children, morning warm-up.

08.30-08.50 Preparing for breakfast, breakfast.

08.50-09.00 Games, independent activities of children.

09.00-09.30 Organized children's activities: cognitive development, formation of elementary mathematical concepts.

09.30-09.40 Dynamic pause (break between GCDs).

09.40-10.20 Organized children's activities: visual activities. drawing.

10.20-10.40 Independent activity.

10.40-10.50 Lunch.

10.50-12.30 Preparing for a walk, morning walk.

12.30-12.40 Returning from a walk, independent activity.

12.40-13.00 Preparing for lunch, lunch.

13.00-15.00 Preparing for bed, daytime sleep.

15.00-15.25 Gradual ascent, invigorating gymnastics, hygiene procedures, independent activity.

15.25-15.40 Afternoon snack.

15.40-16.10 Organized children's activities: physical education.

16.10-16.30 Games. Independent activity.

16.30-16.40 Reading fiction

16.40-18.00 Preparing for a walk, evening walk.

18.00-18.20 Returning from a walk, independent activity.

18.20-19.00 Independent activity, children going home.

Friday

07.00-08.30 Arrival of children in kindergarten, free play, independent activity of children, morning warm-up.

08.30-08.50 Preparing for breakfast, breakfast.

08.50-09.00 Games, independent activities of children.

09.00-09.30 Organized children's activities: speech development.

09.30-09.40 Children go to the music room.

09.40-10.20 Organized children's activities: music.

10.20-10.25 Returning children to the group.

10.25-10.40 Group holiday / independent activity

10.40-10.50 Lunch.

10.50-12.30 Preparing for a walk, morning walk.

12.30-12.40 Returning from a walk, independent activity.

12.40-13.00 Preparing for lunch, lunch.

13.00-15.00 Preparing for bed, daytime sleep.

15.00-15.25 Gradual ascent, invigorating gymnastics, hygiene procedures, independent activity.

15.25-15.40 Afternoon snack.

15.40-15.55 Educational conversation (art) / Construction.

15.55-16.30 Games. Independent activity.

16.30-16.40 Reading fiction

16.40-18.00 Preparing for a walk, evening walk.

18.00-18.20 Returning from a walk, independent activity.

18.20-19.00 Independent activity, children going home.

3.1.4. Daily routine during active recreation, vacations, and during the warm season

07.00-08.30 Arrival of children in kindergarten (meeting children on the street), free play, independent activity of children, morning warm-up.

08.30-08.50 Returning from a walk. Preparing for breakfast, breakfast.

08.50-10.30

10.30-10.50 Lunch.

10.50-12.30 Preparing for a walk, morning walk.

12.30-12.40 Returning from a walk, independent activity.

12.40-13.00 Preparing for lunch, lunch.

13.00-15.00 Preparing for bed, daytime sleep.

15.00-15.25 Gradual ascent, invigorating gymnastics, hygiene procedures, independent activity.

15.25-15.40 Afternoon snack.

15.40-16.40 Games, independent activities.

16.40-18.30 Preparing for a walk, evening walk.

18.30-18.45 Returning from a walk, independent activity.

18.45-19.00 Independent activity, children going home.

3.1.5. Daily routine during active recreation, vacations, during the warm season in inclement weather

07.00-08.30 Arrival of children in kindergarten, free play, independent activity of children, morning warm-up.

08.30-08.50 Preparing for breakfast, breakfast.

08.50-10.30 Games. Joint activities with children, entertainment.

10.30-10.50 Lunch.

10.50-12.40 Outdoor games, sports games; work with books, independent artistic and speech activities of children. Construction and design games, didactic games.

12.40-13.00 Preparing for lunch, lunch.

13.00-15.00 Preparing for bed, daytime sleep.

15.00-15.25 Gradual ascent, invigorating gymnastics, hygiene procedures, independent activity.

15.25-15.40 Afternoon snack.

15.40-16.40 Games, independent and organized children's activities.

16.40-18.45 Outdoor games, sports games; individual work with children; theatrical games, manual labor; construction games; reading fiction.

18.45-19.00 Independent activity, children going home.

3.1.6. Daily routine during quarantine

1. Daily admission to the group is carried out when the child’s health status is clarified with the parents. The data is entered into a log.

2. Contacts with other groups are stopped.

3. Independent, playful and joint activities with the teacher are carried out with materials that are subject to special disinfection treatment.

4. The results of productive activities are disinfected and thrown away.

5. Organization of activities for physical and musical development is carried out in a group room.

6. Changes in the child’s health status are immediately reported to medical personnel and parents.

7. The group teachers and assistant teachers strictly comply with the requirements of “Events during the quarantine period.”

3.1.7. Individual gentle treatment after illnesses

It is prescribed to children who have had the disease and to frequently ill children by a pre-school medical worker to reduce physical and intellectual stress on the recommendation of the treating pediatrician for a certain period of time depending on the child’s health condition and the diagnosis of the disease. Approximate terms of the gentle regime:

1. ARVI, flu, sore throat, o. bronchitis, o. purulent otitis media, asthma after exacerbation – 25 days.

2. O. pneumonia, o. infectious diseases, exacerbation of eczema, concussion cf. severity, condition after abdominal surgery, after tonsillectomy - 2 months.

3. O.pyelonephritis, meningitis - more than 2 months.

TYPE OF ACTIVITY IN THE DAY REGIME WITH A GENTLE MODE
Arrival at preschool educational institution	8.00 – 8.30. Individual “minute of communication”
Morning workout	Reducing the load on running and jumping by 50%. Incorporating breathing exercises.
Hygiene procedures (washing)	Water temperature 16-20 degrees, thoroughly dry hands and face.
Tempering procedures (air baths, invigorating gymnastics)	The pajamas are taken off and a dry T-shirt is put on.
Nutrition	They sit down first at the table.
Preparing for a walk, going for a walk	They get dressed and go out last.
Walk	Involvement in moderate motor activity.
Returning from a morning walk	Return first, under the supervision of an adult, replacing a wet T-shirt with a dry one.
Physical education lesson
Intellectual lesson (static plan)	Involvement in active intellectual activity in the first half of the lesson.
Daytime nap	Laying down first, getting up as you wake up. Gradual rise, exercises with breathing exercises, walking along “health paths”, aerial procedures.
Joint activities with the teacher	Taking into account the child’s mood and desires.
Independent activity	Offer places away from windows and doors.
Going home	Until 18.00.

3.2. Conditions for the implementation of the Work Program

The most important condition for the implementation of the Work Program is the creation of an educational environment that is developmental and emotionally comfortable for the child. Staying in kindergarten should bring joy to the child, and educational situations should be exciting.

To fulfill these conditions, it is necessary to fulfill certain requirements for the implementation of the Work Program:

1. Ensuring the emotional well-being of every child.

2. Formation of friendly, attentive relationships in children.

3. Development of independence in children.

4. Creating conditions for the development of free play activities.

5. Creating conditions for the development of cognitive activity.

6. Creating conditions for the development of project activities.

7. Creating conditions for self-expression through art.

8. Creating conditions for physical development.

In order to fulfill all the listed requirements for the implementation of the Work Program, it is necessary to create and constantly update a developing subject-spatial environment in the group.

3.2.1. Features of the organization of a developing subject-spatial environment (DSES)

The RPPS group is content-rich, transformable, multifunctional, variable, accessible and safe for children. Furniture corresponds to the height and age of children, toys provide the maximum developmental effect for a given age. RPPS provides the opportunity for communication and joint activities of children and adults, physical activity of children, as well as opportunities for privacy.

Saturation of the environment corresponds to the age capabilities of children and the content of the work program. The group space is organized in the form of well-demarcated zones, equipped with a large number of educational materials (books, toys, creative materials, educational equipment, etc.). All items are accessible to children, which ensures playful, educational, research and creative activity for all pupils, experimentation with materials available to children; motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions; emotional well-being of children in interaction with the subject-spatial environment; opportunity for children to express themselves. Such organization of space allows preschoolers to choose games that are interesting to them, alternate them throughout the day, and gives educators the opportunity to effectively organize the educational process, taking into account the individual characteristics of children.

Transformability group space assumes the possibility of changes in RPES depending on the educational situation, including the changing interests and capabilities of children.

Multifunctionality materials suggests the possibility of varied use of various components of the RPPS group.

Variability RPPS groups give children the opportunity to freely choose their activities. The equipment of the RPPS corners changes in accordance with the thematic planning of the educational process, new items appear that stimulate the play, motor, cognitive and research activity of children. Such development corners in the group are:

Corner for role-playing games;

Book Corner;

Area for board and printed games;

Corner of nature (observations of nature);

Sports section;

Dressing corner;

Play corner (with toys, building materials);

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

RPPS group is available for pupils, children have free access to games, toys, materials, and aids that provide all basic types of children's activities. The serviceability and safety of all materials and equipment are constantly maintained.

When organizing the RPPS groups are observed requirementssecurity, which presupposes that all its elements comply with the requirements for ensuring the reliability and safety of their use.

The group has created conditions for independent physical activity of children: an area free of furniture and toys is provided, children are provided with toys that encourage physical play activities (balls, hoops, jump ropes). Aids and toys are located so as not to interfere with the free movement of children. The group organizes a rational motor regime by alternating a variety of active activities and rest.

The developmental environment meets sanitary and hygienic requirements and ensures all areas of children’s development.

3.3. Maximum permissible educational load

3.3.1. Planning educational activities during a five-day week

Types of educational activities	Quantity OD per week
Cognitive development: - Formation of elementary mathematical concepts - Subject and social environment - Natural world - Cognitive - research activities - St. Petersburg studies
Speech development: - Speech development
Visual activities: - drawing - modeling - applique
Physical Culture: - in room - on a walk
Music
TOTAL:	14

3.3.2. Organization of educational activities during a five-day week

According to the Sanitary and Epidemiological Rules and Standards SanPiN 2.4.1.3049-13, approved by Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26, the duration of continuous OD for children from 6 to 7 years old is no more than 30 minutes. Educational activities that require increased cognitive activity and mental stress of children should be organized in the first half of the day. The maximum permissible amount of educational load in the first half of the day in the kindergarten preparatory group is 1.5 hours. In the middle of the time allotted for OD, physical education minutes are spent. Breaks between periods of continuous educational activity are at least 10 minutes. Educational activities with children of senior preschool age can be carried out in the afternoon after a nap. Its duration should be no more than 25 - 30 minutes a day. In the middle of direct educational activities of a static nature, physical education minutes are held.

Day of the week		Educational activities
Monday	1 half day 1 half day 1 half day	Cognitive development, natural world/subject and social environment, 30 minutes Physical education on the street, 30 minutes Fine art, applique/sculpting, 30 minutes TOTAL: 1 hour 30 minutes
Tuesday	1 half day 1 half day 2 half day	30 minutes Visual arts, drawing, 30 minutes 30 minutes TOTAL: 1 hour 30 minutes
Wednesday	1 half day 1 half day 1 half day	Speech development, preparation for literacy, 30 minutes Music, 30 minutes Cognitive development, cognitive - research activities / St. Petersburg Studies, 30 minutes TOTAL: 1 hour 30 minutes
Thursday	1 half day 1 half day 2 half day	Cognitive development, the formation of elementary mathematical concepts, 30 minutes . Visual activity. drawing, 30 minutes Indoor physical training, 30 minutes TOTAL: 1 hour 30 minutes
Friday	1 half day 1 half day	Speech development, 30 minutes Music, 30 minutes TOTAL: 1 hour
		7 o'clock

3.4. Methodological support for the Work Program

All content of the joint activities of the teacher and children in the Work Program is structured in accordance with the OP of the preschool educational institution and the Federal State Educational Standard for Education, taking into account the partial Programs:

- “Ethnocalendar of St. Petersburg, 2015”, St. Petersburg, Fregat, 2014;

I.A. Lykova, “Colored palms. Visual activities in kindergarten", M. "Karapuz", 2009;

L.D. Glazyrina, “Physical education for preschoolers”, M. “Vlados”, 2011;

G. Alifanova “First steps. St. Petersburg studies for children from 3 to 7 years old,” M. Paritet, 2008

3.4.1. Methodical manuals

1. “From birth to school. exemplary general education program in accordance with the Federal State Educational Standard for Education" ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva, M. Mozaika-Sintez, 2014.

2. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education.”

3. “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool organizations.” Sanitary and epidemiological requirements SanPiN 2.4.1.3049-13, approved by Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26.

4. R.S. Bure, “Social and moral education of preschool children (3 – 7 years old)”, M. Mozaika-synthesis, 2013

5. V.I. Petrova, Stulnik T.D. “Ethical conversations with children aged 4 – 7 years”, M. Mozaika-synthesis, 2013

6. Kutsakova L.V. “Labor education in kindergarten. For classes with children 3 – 7 years old,” M. Mozaika-synthesis, 2013

7. K.Yu. Belaya “Formation of the fundamentals of safety in preschool children (3 – 7 years old)”, M. Mozaika-synthesis, 2013

8. T.F. Saulina “Introducing preschoolers to the rules of the road (3 – 7 years old)”, M. Mozaika-synthesis, 2013

9. N.E. Veraksa, A.N. Veraksa “Project activities of preschool children”, M. Mosaika-synthesis, 2013

10. N.E. Veraksa, Galimov O.R. “Cognitive and research activities of preschool children (4 – 7 years old)”, M. Mozaika-synthesis, 2013

11. E.E. Krasheninnikov, O.L. Kholodova “Development of cognitive abilities of preschool children (5 – 7 years old)”, M. Mozaika-synthesis, 2014

12. L.Yu. Pavlova “Collection of didactic games for getting to know the world around us (3 – 7 years old)”, M. Mozaika-synthesis, 2013

13. O.V. Dybina “Acquaintance with the subject and social environment. Preparatory group for school (6 - 7 years old)", M. Mozaika-synthesis, 2013

14. N. V. Lobodina “Comprehensive classes according to the program “From birth to school” for a kindergarten group preparatory to school (6 – 7 years old)”, M. Mozaika-sintez, 2013

15. I.A. Pomoraeva, V.A. Pozin “Formation of elementary mathematical concepts. Preparatory group for school (6 - 7 years old)", M. Mozaika-synthesis, 2013

16. G. Alifanova “First steps. St. Petersburg studies for children from 3 to 7 years old,” M. Paritet, 2008

17. V.V. Gerbova “Speech development in kindergarten. Preparatory group for school (6 - 7 years old)", M. Mozaika-synthesis, 2013

18. T.S. Komarova “Art activities in kindergarten. Preparatory group for school (6 - 7 years old)", M. Mozaika-synthesis, 2013

19. T.S. Komarova “Development of artistic abilities of preschool children”, M. Mosaic-synthesis, 2013

20. T.S. Komarova, M.B. Zatsepin “Integration in the educational work of kindergarten”, M. Mozaika-synthesis, 2013

21. L.V. Kutsakova “Design from building materials. Preparatory group for school (6 - 7 years old)", M. Mozaika-synthesis, 2013

22. I.A.Lykova “Colored palms. Visual activities in kindergarten. School preparatory group", M.: "Karapuz", 2009

23. M.M. Borisova “Sedentary games and play exercises. For classes with children 3 – 7 years old,” M. Mozaika-synthesis, 2013

24. L.I.Penzulaeva “Physical education in kindergarten. Preparatory group for school (6 - 7 years old)", M. Mozaika-synthesis, 2013

25. L.I.Penzulaeva “Recreational gymnastics. Sets of exercises for children 3 – 7 years old”, M. Mozaika-synthesis, 2013

26. E.Ya. Stepanenkova “Collection of outdoor games. For working with children aged 2 - 7 years", M. Mozaika-synthesis, 2013.

27. L.D. Glazyrina “Program “Physical Education for Preschoolers”, M. Vlados, 2004

29. L. Vakhrusheva “Educational fairy tales for children 4-7 years old”, M. Sfera, 2015

3.4.2. Workbooks

1. D Denisova, Y. Rogozhin “Mathematics for preschoolers. School preparatory group (6 – 7 years old).”

2. D Denisova, Y. Rogozhin “Speech development in preschool children. School preparatory group (6 – 7 years old).”

3. D Denisova, Y. Rogozhin “Literacy lessons for preschoolers. School preparatory group (6 – 7 years old).”

4. D Denisova, Y. Rogozhin “Copybooks for preschoolers. School preparatory group (6 – 7 years old).”

APPLICATIONS

The appendices to the Work Program most fully express the creative individuality of the teacher.

The appendices may contain various file cabinets, methodological developments, projects and other materials that are most significant from the teacher’s point of view for the successful implementation of the Work Program.

The main annex to the Work Program is long-term planning of joint activities of the teacher with the pupils of the group. It is advisable to present the long-term planning for each week in the form of a table, which indicates the various types of activities for each area of ​​​​development and the methodological support necessary for their implementation.

Example of forward planning for a week:

	Social and communicative development	Cognitive development	Speech development
	Didactic game: "Scullion" , P. (12) p. 48 Educational games FEMP: "Merry account", P. (15) p. 36 “What first, what then?”, P. (15) p. 40 Plot-role-playing game: "Polyclinic" Group holiday: "Growing up healthy" Situational conversations: “How should you behave to be healthy?” “Why do you need a handkerchief?” “Which food is healthy and which is harmful? Why?" “Why should you be honest?”	Educational conversation-fairy tale: “The Tale of the Country of Rotland”, V. (29) p.37 “Journey to the country of Umyvayka” V. (29) p.38 “Where do Vitamins live?”, V. (29) p.40 OD "World of Nature": "Healthy food all year round", L. (14) p. 384 OD "Petersburg Studies": “The history of our city. Peter and Paul Fortress" A. (16) pp. 105, 124, 224 FEMP No. 5 , P. (15) p. 36 FEMP No. 6 , P. (15) p. 38 Observations on the walk: seasonal clothes. The difference between autumn clothes and summer clothes and winter clothes.	OD No. 5: “This is the story” G. (17) p.31 OD No. 6: “Reading with discussion of A. Remizov’s fairy tale “The Voice of Bread” G. (17) p.32 Lexico-grammatical exercises: “Count the words” (number of words in a sentence), "Which? Which? Which?" (Subject attributes, adjectives) Articulation gymnastics: Complex No. 7 (Appendix 2) Fiction A. Fet “Dry leaf…” K. Chukovsky “Moidodyr” G. Zaitsev “Lessons of Aibolit” (pages from the book)
Methodological support	12. Pavlova “Collection of didactic games” 15. Pomoraeva, Pozina “FEMP”	14. Lobodina “Set. classes" 15. Pomoraeva, Pozina “FEMP” 16. Alifanova “First steps” 29. Vakhrusheva “Pozn. fairy tales"	17. Gerbova “Development of speech”

	Artistic and aesthetic development	Physical development	Collaboration with family
	OD, drawing: "Autumn Walk" (gouache), L. (22) pp. 32, 45 OD, drawing: "Fun exercise" (colored pencils) K. (18) p.53 OD, application: "Apple tree near the house", based on L. (14) p. 49 Design: From building material "Buildings", K. (21) p. 15	OD No. 22 , P. (24), p.27 OD No. 23, P. (24), p.28 OD No. 24 (on the street) , P. (24) p.28 Sports exercises and games: “Frogs” P. (24) p.28 and “Don’t get caught” P. (24) p.29 Outdoor games: “Wolf in the Moat” S. (26) p.123 “Who will take off the tape sooner”, S. (26) p.123 Physical education: “Visiting Aibolit” G. (27) p. 24 Morning workout : complex No. 7, P. (25), p. 100 Physical exercises : (Appendix 3) Invigorating gymnastics: Complex No. 7 (Appendix 4) Educational conversation about healthy lifestyle: “We take care of our health. About proper nutrition and the benefits of vitamins”, B. (7) p.36	Consultation for parents: (Appendix 6)
Methodological support	14. Lobodina “Complex classes” 18. Komarova “IZO” 21. Kutsakova “Design” 22. Lykova “IZO”	7. Belaya “Formation of life safety in preschool children” 24. Penzulaeva “Physical Education” 25. Penzulaeva “Recreational gymnastics” 26. Stepanenkova “Collection of items / games” 27. Glazyrina “Physical Education”

List of used literature

1. Korobova T.V. PIGGY OF KNOWLEDGE

Yulia Balibardina
Work program analysis

Work programs at preschool educational institutions have been developed:

Based on the Approximate basic general education programs preschool education "From birth to school", edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva;

Educational preschool educational programs;

In accordance with the Federal State Educational Standard, the requirements for the structure of basic general education programs preschool education for preschool children;

Regulations on teacher's work program.

Implementation period programs – 1 year.

Work programs determine the content and organization of the educational process at the preschool level. Ensure the development of preschool children, taking into account their psychological, age and individual characteristics, take into account the interests and needs of children and parents, pupils, priority areas and cultural and educational traditions.

Programs implemented during the child’s immediate stay in the preschool educational institution. Content programs corresponds to the basic principles of preschool education:

The principle of self-worth of everyone age:

The principle of continuity;

The principle of developmental education;

The principle of unity of educational, developmental and training goals and objectives.

Overall volume Programs is calculated in accordance with the age of the pupils, the main directions of their development, the specifics of preschool education and includes the time allocated on:

Educational activities carried out in the process of organizing various types of children's activities (play, communication, work, cognitive-research, productive, musical and artistic, reading);

Educational activities carried out during restricted periods; - independent activities of children;

Interaction with children’s families on the implementation of basic general education programs preschool education.

IN programs monitoring periods, participants, main tasks and indicators are defined analysis. Monitoring of child development is carried out on the basis of assessing the development of the child’s integrative qualities, and monitoring of the educational process is carried out through tracking the results of mastering educational programs.

Monitoring is based on analysis children’s achievement of intermediate final results for each age period.

"Physical development"

Development of physical qualities (speed, strength, flexibility, endurance and coordination);

Accumulation and enrichment of children’s motor experience (mastery of basic movements);

Formation in pupils of the need for motor activity and physical improvement.

"Speech development"

Development of free communication with adults and children;

Development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogical and monologue forms) in various forms and types of children's activities;

Practical mastery of speech norms by pupils.

"Cognitive Development"

Sensory development;

Development of cognitively research and productive (constructive) activities;

Formation of elementary mathematical concepts;

Formation of a holistic picture of the world, broadening the horizons of children.

"Artistic and aesthetic development"

Development of children's productive activities (drawing, modeling, applique, artistic work);

Development of children's creativity;

Introduction to fine arts.

Development of prerequisites for value-semantic perception and understanding of works of art (musical, verbal).

Structure programs

1. Target section of educational programs.

2. Explanatory note.

Goals and objectives of implementation Programs

Principles and approaches to formation Programs

Characteristics of developmental features of children of early and preschool age

3. Planned development results programs

It should be noted the patriotic orientation Programs, as well as a focus on moral education, support of traditional values ​​(sociocultural component, preservation and strengthening of children’s health.

Program is built on the positions of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities.

Educational plans work with children in preschool age groups are mandatory documents, developed and implemented by each preschool teacher.

Goals and objectives

1. Enforcement programs education and training of children with MKDOU in each age group.

2. Implementation of educational influence on children systematically and consistently

3. Achieving positive results in the upbringing, education and development of children.

The planning system for the educational process in preschool educational institutions includes myself:

Long-term planning of direct educational activities (NOD)

Scheduling

Long-term planning of direct educational activities:

1. Compiled by teachers of each different age group together.

2. Long-term planning of educational activities is developed monthly for each month of the academic year (from September to May inclusive).

3. Long-term planning of GCD is compiled for each age subgroup as part of a mixed-age group, taking into account complex thematic planning.

4. Long-term planning of GCD reflects:

Month, weeks of the month, school days of the week;

Integrating themes of weeks, months;

The name of the final event and the date of its holding;

Implemented basic and integrated educational areas in accordance with the schedule of direct educational activities;

Solvable pedagogical problems;

Types of children's activities and used in work games and exercises with children;

Educational and methodological support.

5. Long-term planning of educational activities is an integral part of the calendar planning of the educational process.

6. Long-term planning of GCD is prepared in printed form

Long-term plan

Table: 1 day of the week, 2 basic and integrating educational areas, 3 pedagogical tasks, 4 types of children's activities, a list of games and exercises used, 5 educational and methodological support. (compiled for each week of the month, indicating the theme of the week)

Calendar planning of the educational process is being compiled: every teacher; daily for the first and second half of the day; in accordance with the daily routine; for each age group without dividing into age subgroups; at the beginning of each month and determined: a complex of morning exercises, a complex of exercises after sleep, an individual plan working with children for a month(based on child development monitoring data); the content of direct educational activities is not outlined in the calendar plan - reference is made to the long-term planning of educational activities; to plan walks included: observations, work activity, games of different mobility, individual Job on the development of children’s basic movements, role-playing games; when planning each form work with children, the teacher indicates the type of game, name, goals, link to educational and methodological support

Scheduling reflects:

- Regime moments:

1 half day: morning reception of children; free activity of children; direct educational activities; walk; return from walks, lunch, getting ready for bed, sleep;

2 half day: getting up, gymnastics after sleep; free activity of children; walk.

Integration of educational areas;

Organization of joint activities between an adult and children: group and subgroup work, individual work, educational activities during restricted periods;

Organization of a subject-development environment for children’s independent activities;

Interaction with parents;

Scheduling is presented in the form of a table from columns: 1 regime moments; 2 integration of educational areas; 3-5 joint activity of an adult and children: group, subgroup (3rd column, individual Job(4th column, educational activities in special moments (5th column); 6 organization of a developmental environment for children’s independent activities; 7 interaction with parents, social partners

Structure of the work program of a preschool teacher.

Before approaching the design and writing of a teacher’s work program, it is important to know the basic concepts that exist in preschool education.

1) Sample basic educational program- developed by methodological scientists. Preschool institutions take it as a basis for developing their own educational program, taking into account the regional component and local conditions (for example, “From birth to school”, edited by N. E. Veraksa; “Origins”, “Rainbow”, etc.).

2) Educational program of the preschool educational institution- a management document that establishes certain norms, goals, content, technologies and methods, forms and means that are used in each specific preschool institution when organizing the educational process. Developed by the head of the preschool educational institution and the creative team.

3) Teacher's work program- is developed by a teacher based on the educational program of the preschool educational institution. The structure and content of the work program is developed taking into account the requirements and standards approved at the federal level (in our case, in accordance with the Federal State Educational Standard for Preschool Education, which has been in effect since January 1, 2014). The work program is a normative document and is approved by the head of the preschool institution.

Regulatory documents regulating the activities of educational institutions and teachers:

Article 2. Basic concepts used in this Federal Law

9) educational program - a set of basic characteristics of education (scope, content, planned results, organizational and pedagogical conditions and, in cases provided for by this Federal Law, certification forms, which is presented in the form of a curriculum, academic calendar, work programs of academic subjects, courses , disciplines (modules, other components, as well as assessment and teaching materials;

Article 48. Duties and responsibilities of teaching staff

1. Teaching staff are obliged:

1) carry out their activities at a high professional level, ensure the full implementation of the taught academic subject, course, discipline (module) in accordance with the approved work program.

Unified qualification directory of positions of managers, specialists and employees dated October 31, 2010 Section: job responsibilities:

Teacher-speech therapist -Implements educational programs.

Educational psychologist - Maintains documentation in the prescribed form, using it for its intended purpose. Participates in the planning and development of developmental and correctional programs of educational activities, taking into account the individual and age-gender characteristics of students, pupils, in ensuring the level of training of students, pupils that meets the requirements of the federal state educational standard, federal state educational requirements.

Educator (including the senior) - Develops a plan (program) of educational work with a group of students and pupils.

Federal State Educational Standard for Preschool Education(order dated 10/17/13, valid from 01/01/2014) - contains requirements for the structure of the educational program of preschool education, and therefore the requirements for drawing up a teacher’s work program.

Sections of the work program according to the Federal State Educational Standard.

1. Title page
2. Content:
3. Target section:

Explanatory note

Purpose and objectives of the main educational program

Principles and approaches to organizing the educational process

Characteristics that are significant for the development and implementation of a work program. Features of the organization of the educational process in a group (climatic, demographic, national - cultural and others)

Age and individual characteristics of the contingent of children

Planned results of mastering the Program.

1. Content section:

• Curriculum for the implementation of OOP CE in the senior group ... “Kindergarten No. __”. In table form: Directions of development; Types of children's activities; age group; Forms of educational activities
• List of teaching aids that ensure the implementation of educational activities in the senior group. In table form: Direction of development; methodological manuals; visual - didactic aids; workbooks.
• Forms, methods, methods and means of implementing the program in the senior group. In table form: direction of development; forms of program implementation (Joint activity, Independent activity, Interaction with family); methods; methods and techniques; facilities)
• Contents of correctional work (Logopunkt, psychological service; PMPk preschool educational institution).
• Interaction with family and society.
• Planning work with children in a group:

Approximate annual planning

Calendar and thematic planning (GCD and joint activities)

• A model for organizing joint activities of a teacher with pupils of a preschool educational institution.
• Part of the preschool educational institution: Features of the organization of the educational process in the group (climatic, demographic, national - cultural and others)

1. Organizational section.

• Design of the subject-spatial environment.
• Daily routine, GCD structure (schedule of classes, motor mode, scheme for hardening children.
• List of teaching aids (for the implementation of the main part and part of the preschool educational institution).

Structure of the work program of a preschool teacher according to the Federal State Educational Standard

1. Title page (Appendix 1).

2. Structure of the work program. (Appendix 2).

Annex 1

Sample

Municipal budgetary preschool educational institution "Child Development Center - Kindergarten "Alenka"

ACCEPTED:

Taking into account the opinion of the pedagogical council

Protocol No. __, dated __.__.20__.

I affirm:

Head of preschool educational institution_______Last name I.O.

Order No. __, dated __.__.20__.

Work program for joint activities of the teacher

with children _ -_ years old, …….. group “…….”

compiled on the basis of the Basic General Educational Program "MBDOU" TsRR - DS "Name"

Duration of the program: 1 academic year, from September 1, 20__ - May 31, 20__

Full name, position

Full name, position

En, 2015

Appendix 2

Sample

Sample sections of the work program

1. Title page.

2. Contents.

3. Target section:

Explanatory note

The work program for the joint activities of the teacher with children (hereinafter referred to as the Work Program) was developed in accordance with the OOP MBDOU “CRR - DS “Name”. In accordance with the implementation of the Federal State Educational Standard DO.

The work program ensures the diversified development of children aged __ to __ years, taking into account their age and individual characteristics in the main areas - physical, social-communicative, cognitive. Speech and artistic-aesthetic.

Partial programs used:

- « FROM BIRTH TO SCHOOL." Basic general education program for preschool education N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva; |

- “Young ecologist” S.N. Nikolaeva;

- …;

- …;

Goal and objectives (from OOP).

The implemented program is based on principles and approaches (from OOP).

Contents of psychological and pedagogical work (from OOP).

Characteristics that are significant for the development and implementation of a work program.

Features of the organization of the educational process in a group (climatic, demographic, national-cultural and others).

Age and individual characteristics of the contingent of children in the _____ group.

Planned results of implementation of the Program (in the form of targets).

4. Content section:

Curriculum for the implementation of OOP CE in a group, in the form of a table.

Main part

Variable part

Partial programs, etc.

Part of the preschool educational institution: features of the organization of the educational process in the group (climatic, demographic, national-cultural and others).

1) Climatic features: when organizing the educational process, the climatic features of the region, the start and end times of certain seasonal phenomena (leaf fall, snow melting, etc.) and the intensity of their occurrence are taken into account; composition of flora and fauna; length of daylight hours; weather conditions, etc.

Based on the climatic characteristics of the region, the schedule of the educational process is drawn up in accordance with the identification of two periods:

1. cold period: academic year (September-May, a certain daily routine and GCD schedule are drawn up);

2. summer period (June-August, for which a different daily routine is developed).

2) Demographic features:

An analysis of the social status of families revealed that the group brings up children from complete (___%), single-parent (___%) and large (___%) families. The majority of parents are middle-income, with higher (___%) and secondary vocational (___%) education.

3) National and cultural features:

The main contingent is children from Russian-speaking families. Education and training in preschool educational institutions is carried out in Russian.

The main contingent of pupils lives in the city (only ___ children in the village).

The implementation of the regional component is carried out through familiarization with the national and cultural characteristics of the native land. Getting acquainted with his native land and its attractions, the child learns to recognize himself as living in a certain time period, in certain ethnocultural conditions. This information is implemented through targeted (interactive) walks, conversations, fairy tales, projects in the “My City” section of the program once a week.

Forms, methods, methods and means of implementing the program in a group (according to the curriculum )

Directions of development

Types of children's activities

Chapter

Number of GCDs per week

Forms of educational activities

Mandatory part

Communication activities

Safety

Gaming

Basic labor (no more than 20 minutes (according to SanPin, clause 12.22)

Min.

(__ GCD)

Life safety, game problem situations, conversations, quizzes

Role-playing, didactic, etc.

Assignments, duty, games, conversations, HBT

Cognitive development

Construction

Logics

Sensory

FEMP

Natural world

Experimenting with materials

Min. (_ GCD)

Construction from paper, natural and other materials

Conversations, educational games, looking at paintings and illustrations, collecting, implementing projects, quizzes

Didactic and educational games, project implementation, quizzes

Speech development

Communication

Development of sound and intonation culture

Formation of sound analytical-syntactic activity as a prerequisite for learning to read and write

Vocabulary and grammar

Connected speech

Reading fiction

Min.

(_ GCD

Conversations, quizzes, didactic games, viewing paintings and illustrations

Conversations, listening. works, reading, learning poetry,

Productive

Artistic and manual labor

art

Modeling

Min.

(_ GCD)

Drawing, modeling, applique. Collage. Project. Meeting the artists. Exhibition.

Musical activities

Music

Listening, improvisation, performance, musical and outdoor games, leisure, holidays and entertainment

Theatrical play, theatricalization

Physical development

Motor

Physical Culture

Min.

(__ GCD)

Outdoor games, exercises, basic types of movement, general developmental exercises

TOTAL

Part formed by participants in the educational process

Social and communicative development

Communication activities

Psycho-gymnastics

Psychocorrection activities

"Traditions of the native land"

register

Cognitive development

Educational and research

"The unknown is nearby"

register

Speech development

Communication

Logorhythmics

"Pure Speech"

register

Artistic and aesthetic development

Productive musical activity

Theatricalization

"Merry notes"

Leisure activities

register

Physical development

Motor

Minutes of awakening

Dynamic hour

Horizontal plastic ballet “Plastic Show”

Wellness breaks “Green light of health”

register

TOTAL

- Approximate annual planning.

- Long-term calendar and thematic planning (GCD and joint activities)

Option 1

_ week (_ - _ month) “topic”

Regions

GCD

Cooperative activity

Creating conditions for independent activity

Planned results

Social and communicative development

Socialization

Cognitive development

Construction

FEMP (sensory)

Natural world

Speech development

Speech development

Artistic and aesthetic development

ISO:

Modeling

Drawing

Application

Musical (according to the plan of the music director

Theatricalization (joint plan)

Physical development

Physical education (according to the plan of the physical education instructor)

healthy lifestyle (lifestyle)

Option 2

Detailed calendar and thematic planning of educational activities directly

Month of NOVEMBER

Thematic week No. _ 9 _ "Our country"

Days of the week/GCD

GCD theme

Target

Planned results

Monday:

Socialization

Physical Culture

Tuesday

FEMP

Musical culture

Wednesday

Speech development

Physical Culture

Thursday

Drawing

Musical culture

Friday

Natural world

Physical Culture

5. Organizational section

Design of the subject-spatial environment.

Daily routine, GCD structure (schedule of classes, motor mode, scheme for hardening children.

List of teaching aids (for the implementation of the main part and part of the preschool educational institution).

Daily routine (for cold and warm periods of the year), GCD structure.

List of teaching aids ensuring the implementation of educational activities in the group

Development direction

Methodical manuals

Visual - didactic aids

Workbooks

Physical development

Cognitive development

Speech development

Social and communicative development

Artistic and aesthetic development