“Continuity” Basis for creating a system of pre-school preparation In order to create favorable conditions for preparing children for school, the Ministry of General and Vocational Education of the Russian Federation recommends organizing for children not brought up in pre-school educational institutions, classes on the basis of pre-school educational institutions for children 3-6 years old and general educational institutions for children 5-6 years old... To organize classes on the basis of general educational institutions, educational and methodological materials developed under the leadership of N.A. can be used. Fedosova First Deputy of the Ministry of General and Professional Education of the Russian Federation V. D. Shadrikov From the letter of the Ministry of Education of Russia dated /14-15 “On preparing children for school”

“Continuity” Features of the “Continuity” program Integration of content based on seasonal natural phenomena. Types of activities: play, productive activity and design (planar, linear, element-by-element, etc.) using a paper constructor (elements of handwritten letters), elements of geometric shapes, counting sticks, mosaics, etc. The “Continuity” program is invariant (prepares children for any , from the teaching systems adopted in primary school

“Continuity” The purpose of creating the program: development of the child’s potential; creation of prerequisites for school learning - the formation of prerequisites for universal educational activities (UAL); ensuring continuity of preschool and primary education programs; protection, strengthening and development of the child’s somatic and mental functions in preparation for school

“Continuity” The main tasks of preparing preschoolers for school are maintaining and strengthening health; development of personal qualities; formation of value systems and orientations; development of creative activity; formation and development of mental functions of the cognitive sphere; development of the emotional-volitional sphere; development of communication skills; development of skills to act according to rules

“Continuity” The main provisions of the school preparation program are developmental in nature; does not allow duplication of first class programs; helps to master the specifics of social relationships (in the family, with peers, with adults); ensures the formation of value attitudes; focuses not on the level of knowledge, but on the development of the child’s potential, on the zone of proximal development; provides a gradual transition from spontaneity to arbitrariness; organizes and combines productive activities in a single semantic sequence; prepares the transition from play to creative, educational activities; invariant and prepares for any school education system

“Continuity” Basic principles of the project General development, taking into account individual capabilities and abilities; development of creative activity; development of personal competencies; health support and preservation; the formation of spiritual and moral attitudes and orientations; development of sustainable psychological adaptation to new educational conditions; co-creation of teachers, students and parents;

“Continuity” The content of preparation for school is based on the following principles: taking into account the age and individual characteristics of the child; systematic and consistent; variation and variability; accessibility and sufficiency; visibility; reliability; complexity; relationship with the outside world; use of works of art, integration of all types of art, works of children's creativity; a variety of gaming and creative tasks; variety of types of artistic and creative activities (games, music, artistic speech, theatrical);

“Continuity” Continuity with the preschool education program Physical education: “Physical education” Health: “Tonic gymnastics” Safety: “Green path” Socialization: “Rhetoric for little ones” Communication: “From word to letter”, “Rhetoric for little ones”, “ Home." Cognition: “Construction”, “Mathematical steps”, Reading fiction: “From word to letter”, “Let's talk heart to heart” Artistic creativity: “The magical beauty of the world around us”, “Construction” Music: “Music” Correctional work. Program "Speech Development". Correction of delayed speech development in children of senior preschool age with pronounced deviations in the emotional-volitional sphere

“Continuity” Continuity with the program of primary general education Reading - From word to letter. Rhetoric for little ones Russian language - From word to letter Mathematics - Mathematical steps The world around us - Green path. Art - The magical beauty of the surrounding world Music - Music Technology - Artistic work - Construction

“Continuity” Program package: Programs for six-year-old children: Speech development - author N.A. Fedosova A comprehensive program for the development of speech in 6-year-old children with disorders of the emotional-volitional sphere - authors Vavinova E.V. and others. Mathematical steps - author Volkova S.I. Green path - author Pleshakov A.A. Music - author Sergeeva G.S. Fine arts “Magic transformations - author Popova O.V. Design - author Romanina V.I., Shmygova O.V. Physical culture - author Malykhina M.V.

“Continuity” Program package: Additional programs: Home - author Novitskaya M.Yu. and others. Let's have a heart-to-heart talk - author Kubasova O.V. Playing the flute - author Khlad Yu.I. Theatrical art - author Ermolenko E.V. Toning gymnastics - author Emelyanova E.M.

“Continuity” A set of printed manuals 1. Am I ready for school? – authors Belova T.V., Solntseva V.A. M.: Enlightenment, From words to letters. 1 hour 2 hours - author Fedosova N.V. - M.: Enlightenment, p. 3. Mathematical steps - author Volkova S.I. - M.: Enlightenment, p. 4. Green path - author Pleshakov A.A. - M.: Enlightenment, p. 5. The magical world of folk art. 1 hour, 2 hours. Ed. Shpikalova T.Ya. - M.: Enlightenment, p. 6.Rhetoric for little ones. (Speech communication) - authors Nikolskaya R.I. and others - M.: Education, p. 7. Design - author Romanina V.I. - M.: Enlightenment, p. 8. Home - authors Novitskaya M.Yu., Martinkova E.V. - M.: Enlightenment, p.

“Continuity” Organization of preparation for training Option 3 - adaptation - for all future first-graders Duration of training - 1 month Classes are held in the school building in primary classrooms for a duration of 2530 minutes with breaks of 510 minutes. The most favorable period for adaptation classes is May-June, when the teacher is free from lessons at school. The group is formed at the discretion of the teacher and at the request of the parents.

“Continuity” Results of preparation for studying at school according to the “Continuity” program Physiological readiness is expressed in the level of the main functional systems of the body and health status Social readiness is determined by the child’s readiness for new forms of communication interaction in a team, adequate self-esteem, etc. Psychological readiness is determined by the general level of mental child development, the level of mental oriented actions, in the development of the motivational sphere

“Continuity” Approximate lesson plan During the week (3-4 lessons per day) “Physical education” - 2 hours “The magical beauty of the surrounding world” -3 hours “Music” -2 “From word to letter”, “Verbal communication” "-4 hours. "Development of mathematical abilities" -3 hours. "Construction"-2 hours. Total 16 hours.

“Continuity” Approximate lesson plan Approximate number of classes with attendance 34 times a week “Physical education” - 1 hour “Green path” - 2 hours “The magical beauty of the surrounding world” - 2 hours “From word to letter”, “Speech” communication" - 3 hours. "Mathematical steps" - 2 hours. "Construction" - 1 hour. "Music" - 1 hour. Total 12 hours.

“Continuity” Sample lesson plan Adaptation classes 1 month, 23 lessons per week “From word to letter”, “Mathematical steps” -2 hours. “Green path”, “Magic beauty of the surrounding world” -2 hours “Construction”, “Magic transformations" -2 hours. Total 6 hours.

“Continuity” 24 The “Continuity” program is a person-oriented model of the school preparation system. This model can be implemented: In preschool educational institutions In the family In mini-gardens In short-term groups In educational institutions such as “primary school - kindergarten”

“Continuity” The portrait of a child entering 1st grade is physically developed and has basic cultural and hygienic skills. Dresses, undresses, takes care of clothes and shoes independently. Follows the basic rules of a healthy lifestyle. Takes care of plants, animals, toys, books. Knows primary information about himself, family, society, state, world and nature. Knows the means of communication and ways of interacting with adults and peers. Uses verbal and non-verbal means of communication, has dialogic speech and constructive ways of interacting with children and adults. Consciously and voluntarily constructs a speech utterance in oral form. Complies with the rules of behavior on the street (road rules), in public places (transport, shops, clinics, theaters, etc.).

“Continuity” Portrait of a child entering 1st grade Able to sympathize and respond to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Reacts emotionally to works of fine art, music and art, and the natural world. Curious, active. He is interested in new phenomena unknown to him in the world around him. Knows how to ask questions to adults and peers. Able to act independently in everyday life, in various types of children's activities. In cases of difficulty, seek help from an adult. Takes a lively, interested part in the educational process.

“Continuity” Portrait of a child entering 1st grade Possesses the universal prerequisites for educational activities - the ability to work according to rules and patterns, listen to an adult and follow his instructions; monitors its activities based on results; is able to adequately understand the assessment of adults and peers. Able to solve intellectual and personal tasks (problems) that are age appropriate. Able to apply independently acquired knowledge and methods of activity to solve new tasks (problems) posed by both adults and himself; Depending on the situation, it can transform ways of solving problems (problems). Able to perform actions with objects: analyze objects in order to identify features (essential, non-essential); synthesis as the composition of a whole from parts, to carry out classifications and establish analogies.

“Continuity” 28 The “Continuity” program The “Continuity” program is a personality-oriented model of the school preparation system The concept of the program considers preschool and primary education in the system of lifelong education The “Continuity” program is a program for preparing children for school The program takes into account the age characteristics of children The program does not duplicate primary education programs The program helps to form a child’s personal and socio-psychological readiness for learning in primary school

“Continuity” 29 The “Continuity” series has been published since 2000. In 1997, 2001, 2005 it was examined and had the stamp “Approved by the Ministry of Education of the Russian Federation.” Since then, it has been recommended to “Education management bodies of the constituent entities of the Russian Federation” by the Ministry of Education of Russia - Letter 990/14-15 from the year "On preparing children for school, when organizing classes on the basis of preschool educational institutions"

Number of 1st grade children tested High level (from 18 to 24 points) Average level (from 10 to 17 points) Low level (up to 9 points) 100 people. 81 people - 81% 19 people - 19% 0 people. - 0% SUCCESS IN TEACHING 1ST CLASS STUDENTS who have completed training under the “Continuity” program FOR TEACHING. YEAR Readiness of children to study in 1st grade. 32 For questions regarding the organization of information and methodological events, you can contact the Information Center for Promotion and Advertising of the Prosveshchenie Publishing House, tel. (495) (ext. 351, 355, 168) send applications by fax: (495) email address publisher's website address

Continuity. Program for preparing children 5-7 years old for school. Fedosova N.A., Kovalenko E.V. etc.

4th ed. - M.: 2016 - 160 p.

The “Continuity” program allows you to organize systematic preparation of children 5-7 years old for school. The content of the program is designed for the child’s gradual entry into the learning process, which ensures continuity between preschool and primary education. The program has been finalized in accordance with federal state requirements for the structure of the basic general education program of preschool education and the federal state educational standard for primary general education. The program is addressed to teachers of preschool educational institutions, primary school teachers, as well as parents.

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Content
Explanatory note 3
Age characteristics of children 5-7 years old(E.V. Kovalenko) 25
Interaction with family during preparation for school(I. A. Dyadyunova, E. V. Kovalenko) 36
Psychological and pedagogical support of the program(T. V. Belova, V. A. Solntseva) 41
Contents of psychological and pedagogical work on mastering educational areas 50
Physical development -
Module "Physical Education"
(M.V. Malykhina) -
Social and communicative development 61
Module “Native Home”
(M. Yu. Novitskaya) -
Module "Labor activity"
(S. G. Chigrina) 65
Cognitive development 75
Module “Green Path”
(A. A. Pleshakov) -
Module "Mathematical steps"
(S. I. Volkova) 79
Module "Design"
(O. V. Shmygova) 87
Speech development 96
Module “From Word to Letter”
(N.A. Fedosova) -
Module “Speech Development”
(N. A. Fedosova) 102
Module “Speech Communication”
(R.I. Nikolskaya, O.S. Sorokko) 105
Artistic and aesthetic development 109
Module “The magical beauty of the world around us”
(T. Ya. Shpikalova, T. S. Komarova, L. V. Koso-
Gorov, L.V. Ershova, M.B. Zatsepina) -
Module "Music"
(G. P. Sergeeva) 112
Corrective work 130
A comprehensive program for the development of speech in 6-year-old children with disorders of the emotional-volitional sphere (E. V. Vavinova, L. V. Kopeel, T. V. Krivoruchko, V. D. Mikhailova, N. I. Sautenko)
Additional modules (optional) 148
Module “Playing the pipe”
(Yu. I. Khlad) -
Module "Theater Arts"
(E.V. Ermolenko) 152
Module “Tonic gymnastics”
(E.V. Emelyanova) 154

The “Continuity” program represents a personality-oriented model of preparing preschool children for learning.
The relevance of the program is determined by the provisions of the new Federal Law “On Education in the Russian Federation”, according to which preschool education is aimed at the formation of a general culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of prerequisites for educational activities, the preservation and strengthening of the health of preschool children. Educational programs of preschool education are aimed, among other things, at achieving a level of development for preschool children that is necessary and sufficient for them to successfully master educational programs of primary general education1. The “Continuity” program is aimed at achieving these goals.

PRE-SCHOOL PROGRAM

"FUTURE FIRST-GRADE STUDENT"

Explanatory note

The problem of school readiness has been deeply studied in modern psychological and pedagogical literature. For a long time, it was believed that the main indicator of a child’s readiness for schooling was the level of his mental development. Currently, the concept of preparing children for school considers readiness for schooling as a complex holistic phenomenon, as a complex of qualities that form the ability to learn. A child’s psychological readiness for school is a necessary and sufficient level of psychophysiological development of a child for mastering the school curriculum; it is a certain level of intellectual and personal development of a child.

In our educational institution, these problems are solved in the “Future First-Grade” classes.Classes atFuture first grader» takes place on Tuesdays and Thursdaysfor children 6–7 years of age, pupils of preparatory groups of preschool educational institutions, as well as children for various reasons who do not attend them.

Preparing preschoolers for systemic education in the 1st grade is carried out according to the “Preparation for School” program from the “Continuity” series, authors N.A. Fedosova, T.S. Komarova. etc. This program is recommended by the Russian Ministry of Education.

A distinctive feature of the development of the educational system at the present stage is the active process of creating a system of continuous education. One of the main conditions for ensuring the functioning and development of a unified continuous education system is the implementation of continuity at different levels, in particular the continuity of preschool and primary education.
In this regard, educational technologies are being improved, the development of which takes into account the following trends in the development of education:
- from the reproduction of knowledge to its productive use, depending on the tasks being solved;
- from rote learning to learning as a process of intellectual development;
- from a statistical model of knowledge to dynamically structured systems of mental actions;
- from focusing on the average student to differentiated and individual training programs;
- from external motivation for learning to internal moral-volitional regulation.
Thus, the most important component of the pedagogical process becomespersonality-oriented approach, development of personal competencies.
The proposed concept of the “Continuity” Program is developed based on the idea of ​​continuity between preschool, primary and basic education.
The concept of the “Continuity” program considers continuity as the creation of conditions for a humane (conflict-free and comfortable) transition from one educational level to another, the goal of which is successful adaptation to new educational conditions.
Preparation for education is a continuity that allows for a humane transition from one age group to another and the implementation of the main tasks currently set for education.
The concept is based on the followingprinciples :
- continuity of child development;
- general development of the child based on his individual capabilities and abilities;
- development of creative abilities in children;
- development of the child’s personal competencies as a subject of creative activity, as an active subject of cognition;
- development and strengthening of personal health;
- development of spiritual and moral beliefs of the individual;
- development of sustainable psychological adaptation to new conditions of education;
- continuity between teachers, students and parents.
Reasons forimplementation of the principle of continuity between preschool and school education are:
- focus not on the level of knowledge, but on the potential capabilities of the child, on his “zone of proximal development”;
- creating conditions for the child’s inclusion in new social forms of communication;
- organization and combination of productive activities in a single semantic sequence;
- preparing the transition from gaming to educational activities;
- ensuring a gradual transition from spontaneity to randomness.
The basis of preparation for studying at school of the “Continuity” program ispersonality-oriented and developmental technologies.
Purposeperson-oriented technologies are the development and formation of an active creative personality in the process of preparing for training.
Developmental technologies are aimed at developing problem thinking in the child and developing mental activity.
Developmental technologies contain:educational didactic games, educational practical tasks, creative exercises, construction, analytical and synthetic activities.
The content proposed for preparation for training by the “Continuity” program corresponds to the age characteristics of children of senior preschool age and forms the basis for the use of personality-oriented and developmental technologies.
In accordance with the logic of child development, preparation for school is not educational, but developmental in nature. When preparing for school, the “Continuity” program does not allow duplication of the first grade of a comprehensive school. Preparation for schooling according to the “Continuity” invariant program. Its goal is to prepare a preschooler for any school education system.

The concept of the “Continuity” program considers preschool and primary education in the system of continuous education and proposesperson-centered model school preparation systems.

Asmain goals of preparing for school extend:
- development of the emotional-volitional sphere;
- development of communication skills;
- formation and development of mental functions and cognitive sphere of children;
- maintaining the health of preschool children.
The implementation of these goals makes it possible to ensure the mental and physical development of children at the level necessary for their successful inclusion in educational activities and further education at school. Thus,purpose preparing children for school is not mastery of any specific elements of educational activity, butcreation of prerequisites to schooling.
Mainprinciples of preparation for training are:
- unity of development, training and education;
- taking into account the age and individual characteristics of children;
- integrated approach;
- systematicity and consistency;
- variability and variability;
- consciousness and creative activity;
- visibility;
- accessibility and sufficiency.
The child’s leading activity is consideredplay and productive activity.
Maintasks preparation for training are:
- health protection and promotion;
- development of mental functions and personality traits;
- ensuring continuity between preparation for education and schooling.

The preparation stage for training acts as an independent complete block. The transitional stage ensures continuity in the development and education of preschool and primary education. Preparation for education includes quite a variety of content, the purpose of which is the development of the child.
A feature of the content of preparation for school is that the material proposed for preschool children is developed on an integrated basis and the division of content into subjects is conditional.
The “Future First-Grader” classes include the following sections: “From Word to Letter,” “Mathematical Steps,” and “The Magical World of Creativity.”

Preparing children for school begins on October 1 and lasts until April 30.
Classes are conducted with a group of children. Classes last 25 minutes with 5-minute breaks.

Approximate number of classes per week

Section title

Number of classes

"From word to letter"

"Mathematical steps"

"The magical world of creativity."

Total:

Classes are held 2 times a week (on Tuesdays and Thursdays) using a set of manuals prepared for the “Continuity” program.
Main activities - play and productive activity.

The “From Word to Letter” section consists of the “From Word to Letter” program. The “From Word to Letter” program solves the issues of practical preparation of children for learning to read, to learn to write and works to improve oral speech. The content of the course is aimed at the overall development of the child, through which a solid foundation is created for successful learning of the Russian language. The content is focused on solving the following tasks: creating conditions for the formation of a multilaterally developed personality of a child (intellectual, spiritual, moral, aesthetic, emotional development), to create the prerequisites for positive motivation for learning at school; practical preparation of children for learning to read and write; formation of elementary speech culture, improvement of children’s coherent oral speech skills at an accessible level.
A distinctive feature of this section of the program is the integration of close interrelated and interpenetrating work on preparing children for learning to read with work on the development of their oral coherent speech and with preparation for learning to write.

The section "Mathematical steps" is presented by the program of the course "Mathematical steps".
The selection of the content of the “Mathematical Steps” program is based on the principle of focusing on the paramount importance of the overall development of the child, which includes sensory and intellectual development using the capabilities and features of mathematics.

Program for the section “From Word to Letter” “From Word to Letter”

The course “From Word to Letter” (author - N.A. Fedosova) helps to practically prepare children for learning to read, write and improve their oral speech.
The content of the course is aimed at the overall development of the child, through which a solid foundation is created for successful learning of the Russian language.
The content is focused on solving the following problems:
- creating conditions for the formation of a multilaterally developed personality of a child (intellectual, spiritual, moral, aesthetic, emotional development), creating the prerequisites for positive motivation for learning at school;
- practical preparation of children for learning to read and write;
- formation of elementary speech culture, improvement of children’s coherent oral speech skills at an accessible level.
A distinctive feature of this section of the program, in comparison with existing ones, is the integration of work on preparing children for learning to read with work on the development of their oral coherent speech and with preparation for learning to write.
Main tasksspeech development at the preparatory stage are:
- expansion, enrichment and activation of children’s vocabulary;
- formation of the grammatical structure of the child’s speech;
- improving the skills of oral coherent speech, monologue and dialogic (answering questions, retelling a story, fairy tales, composing a story based on a picture, drawings and illustrations for a work, telling a story based on personal observations and impressions, composing riddles, fairy tales, short stories, verbal drawing, etc.); d.);
- creation of speech utterances of various types: descriptions (of people, animals, objects, premises); reasoning (read your favorite poem. Why do you like it? Tell your favorite fairy tale. Why do you like it more than others? Etc.); narration (various types of retelling, story).
The development of speech is carried out to a large extent on works of fiction, which helps enrich children’s speech, expand their vocabulary, their spiritual, moral and aesthetic development, prepares them for an adequate perception of literary works in the “Literary Reading” course in elementary school and the “Literature” course in primary school, stimulates the development of reading interest, educates the reader, which is one of the urgent tasks of a modern school. In addition, the material for activities that promote the speech development of children is the world around the child, phenomena of living and inanimate nature, works of various types of art (music, painting), etc.
The age characteristics of children 6-7 years old determine the need to use a variety of tasks during classes to expand and activate their vocabulary and speech development.
In preparation for mastering their native language, children, with the help of adults, get acquainted with stories, fairy tales, plot and subject illustrations, learn to answer questions and ask questions about the content of the texts read, retell what they read, expressively read poems learned by heart, make up riddles, fairy tales, stories based on illustrations .
In the process of getting to know works of art and working with them, the intellectual, moral and aesthetic education of children is carried out, and the development of their emotional responsiveness to the phenomena of life around them is carried out. They master dialogic and monologue speech, learn to speak expressively, without tension, without haste, pronouncing each word clearly.
Purposepreparation for learning to read is to create conditions for meaningful and conscious reading, education of an aesthetically developed and emotional reader.
In the process of reading (listening) to works of oral folk art and literary works, intensive multilateral development of the child occurs: intellectual, moral, emotional, aesthetic, speech; Children develop stable attention to the word in a literary text (which is the basis of the study of literature in primary and secondary schools), the ability to perceive the word as the main element of a work of art.
Already at preschool age, it is important to cultivate emotional responsiveness in children, which will subsequently be the key to successful mastery of works of fiction; conduct targeted and systematic work to develop the child’s ability to emotionally comprehend a work of art, express his own perception of what he read, his attitude towards the work and its characters.
It is important to emphasize that already at the stage of preparation for learning to read, children should become familiar with individual means of artistic expression (epithet, comparison) without introducing terms, should be able to determine their role in a work and be able to use them in their own speech - without this, the process of mastering the courses “Reading” in primary school and “Literature” in basic school will be significantly difficult.
An indispensable condition for successful work in preparing for reading is the creation of conditions for the formation in preschoolers of a strong and stable interest in works of fiction. This is achieved in several ways. First of all, a carefully thought-out selection of works for reading: these should be works that are examples of children's fiction, corresponding to the age and psychological characteristics of children, representing different literary genres (fairy tales, short stories, poems, riddles, proverbs, sayings). In addition, the use of predominantly game forms of work (dramatization of episodes, game improvisations based on the plots of literary works, various competitions, etc.).
In the content of the workon preparing children to learn to read includes:
- development of the sound culture of speech in order to prepare for learning to read and write (the ability to listen attentively to speech, to individual sounds, work on the correct pronunciation of sounds, training in correct intonation, controlling the tempo of speech). Work on the development of the articulatory apparatus (development of correct diction, voice strength, highlighting particularly significant words, etc.);
- reading poems by Russian and foreign poets, fairy tales, stories, proverbs, sayings, riddles;
- a conversation about what has been read according to the teacher’s questions (answers to questions related to the emotional perception of the work, understanding the plot, the characters of the main characters, the ability to hear, perceive expressive language means by ear - epithets, comparisons, of course, without using terminology);
- learning by heart and expressive reading.
In preparation for learning to read, a readiness is formed to speak coherently on certain topics, to understand at an elementary level what speech is, what its purpose and features are.
Work is underway to correct and develop phonemic hearing, to develop a distinct and clear pronunciation of sounds, syllables, and words.
In preparation for training, considerable time is devoted to working on the sound analysis of words; the concepts of “vowel sounds” and “consonant sounds” are introduced, which are recorded using various chips.
If the basis of preparation for learning to read and work on improving oral speech is auditory sensations, then in preparation for learning to write technical actions predominate.
Preparing to teach writing - the process is quite complex, since, in addition to developed auditory sensations, the child must have a well-prepared motor system, especially the small muscles of the arm; coordination of movements, fine motor skills and processes such as spatial perception, attention, imagination, memory, and thinking are developed.
When writing, the problem of interaction between visual and motor analyzers arises, since movements of the eye and hand occur simultaneously within the contour of the perceived object.
A significant part of children, when visually perceiving an object, tend to limit themselves to a very cursory examination of the exhibited object, so that the image that develops in their minds is very incomplete. This is reflected in the reproduction of images and their elements. Children can successfully visually identify an object, but experience noticeable difficulty in reproducing it. The image of letters of various configurations requires a fairly high level of organization of the motor apparatus of the hand, a very complete and detailed image. Therefore, the program offers a carefully thought-out system of exercises to prepare for writing.
Thus, the “From Word to Letter” program solves the problem of preparing children to learn reading, writing and improving their speech.
Training is based onplay activity and wearspractical character.
Of particular importance in preparing children to learn their native language are:speech games, construction, work on the formation of fine motor skills and the development of motor coordination. Speech games develop thinking, speech, attention, imagination. These are, for example, the games “Give me a word”, “Make a word”, “Guess the word”, “Make a riddle”, “Continue the tale”, “Continue the story”, “Repeat quickly and correctly”, “Tell about the toy (color, shape , size)”, “Name the sound”, “Choose words for a given sound”, “Guess the word”, etc.
Construction helps children consciously prepare for learning to write and develops their analytical skills. Design work takes place with the help of various objects: figures, elements of printed letters, from which children construct objects of various configurations, printed letters, make up patterns, and decorations.
Preliminary indicative action helps to form fine motor skills, develops coordination of movements, prepares children to perceive letter shapes. It includes tracing the outline of an object, tracing common elements in objects, shading objects, completing missing elements of objects, fitting objects into a limited space, finger gymnastics, etc.

Program content

Development and improvement of oral speech. Expand and activate children's vocabulary: enrich the child's vocabulary with words denoting actions, attributes of objects (the exact names of the qualities of inanimate objects - material, shape, color, size - and animate - people: character properties, signs of appearance, behavior), words with direct and figurative meaning, diminutive suffixes; draw children’s attention to generalizing words, stimulate their correct use in their own speech; find in a literary work read by the teacher (poem, fairy tale, story) words with the help of which the author accurately, aptly, figuratively and expressively describes a person, nature, and use them in his own speech.
To develop in children stable attention and interest in words, awareness of the role of words in the text of folklore and literary works. Learn works by heart. Learn to ask questions, make questions to a text, a picture, construct short messages. Develop skills and abilities of coherent monologue and dialogic speech. To teach to coherently, logically and consistently present the content of what you heard (fairy tales, short stories) based on illustrations, on the questions of the teacher (a story about an interesting event from your life, about the most vivid impressions, a story based on a picture, the creation of stories, fairy tales, poems, riddles, etc. .). At the same time, the main thing is to develop children’s interest in independent verbal creativity. To develop in children, already at the preparatory stage, the ability to notice and correct speech errors in their own speech and the speech of their comrades.
Expand your vocabulary of words denoting the names of objects, actions, and signs. Improve the ability to form words with the same root, and use complex sentences of different types in speech. Develop the ability to correctly use words appropriate to a given situation. Form a correct understanding of the figurative meaning of words. Learn to notice and correct speech errors in your speech.
Learn to compare objects, highlight and correctly name essential features; enrich the dictionary with precise names of qualities (material, shape, color, size). Pay attention to the correct understanding and use of generalizing words by children, and intensify their use in speech. Develop dialogic and monologue speech. Teach the transmission of text based on illustrations in a meaningful, logical and consistent manner. To develop in children attention and interest in the word, in its emotional coloring based on fairy tales and poems. Learn riddles, tongue twisters; retell fairy tales based on illustrations. Develop the ability to coherently talk about episodes from your own life on a given topic; describe orally the surrounding world (flowers, animals, birds, trees, vegetables, fruits, sky, sun, moon, etc.) according to the plan proposed by the teacher, or by analogy. Develop emotional perception of speech in adults and children. Learn to answer questions, ask questions, construct short messages. Learn to compose stories based on a picture: describe the content, come up with a plot that precedes the image and follows it. To develop children's interest in independent verbal creativity, to encourage the creation of stories, fairy tales, and poems. To awaken children’s desire to communicate, to arouse interest in the speech of others and their own, and on this basis begin the formation of basic skills of speech culture, correct speech behavior, the ability to listen, and also to speak out on related topics.
Along with the development of monologue and dialogic speech, special attention is paid to speech technique, and therefore the lesson includes elements of breathing exercises, articulation exercises, and speech warm-ups that help the development of oral speech and the assimilation of literary language norms.
Sound pronunciation: speech gymnastics (exercises for breathing, lips, tongue); pronunciation of sounds of the Russian alphabet, pronunciation and comparison of sounds, training exercises for pronunciation of sounds, consolidation and automation of sounds.
Areas of communication: household (everyday); art of words; business
Preparing to learn to read. Teach correct literary pronunciation, orthoepic norms of the literary language. Improve the sound culture of speech: the ability to distinguish by ear and pronunciation all the sounds of the native language. Improve phonemic awareness: teach children to name words with a certain sound, find words with this sound in a sentence, determine the place of the sound in a word. Reinforce the correct pronunciation of sounds. Practice differentiating sounds by ear. Strengthen and develop articulation: teach children to clearly pronounce words and phrases; to develop the ability to change the strength and pitch of the voice (voice, strength, melody, intonation, tempo of speech, pauses), to teach the correct use of intonation means. Introduce the correct pronunciation of sounds, isolate sounds from words in order; distinguish between vowels and consonants and designate them using colored chips and printed letters; recognize vowel and consonant sounds in words. Identify sounds at the beginning, end and middle of a word; match words by sound structure.
Preparing to learn writing: prepare the writing hand for writing by tracing patterns and letters of various configurations along the contours, drawing up patterns by analogy and independently, adding and shading objects, and doing finger exercises; introduce the rules of writing - the correct posture when writing, the position of the sheet, pencil (pen) when working in a notebook; learn to work in a limited space (in the working line), move the writing hand from below along the line, from left to right; introduce the outline of an object and its features; introduce the configuration of printed letters and their sound envelope; model and construct objects from elements of letters of various configurations.
Planned results:
- navigate situations corresponding to various areas of communication;
- know and use polite words (beginning and ending communication);
- know the stable formulas of speech etiquette - greeting, farewell, gratitude, request;
- realize that in different situations you can speak in different ways: loudly - quietly, quickly - slowly, cheerfully - sadly, etc.;
- articulate the sounds of Russian speech, understand that correct articulation and good diction contribute to effective communication;
- evaluate the sound of your voice in terms of pronunciation, tempo, volume;
- contact the interlocutor when appropriate, respond to the request;
- use appropriate situations, tempo, volume;
- follow socially accepted rules of conduct when speaking:
look at your interlocutor,
do not interrupt the speaker
use facial expressions and gestures that do not interfere, but help the interlocutor understand what was said, etc.;
- communicate certain information, agree on joint activities;
- maintain a culture of listening: polite listening, attentive listening;
- pronounce all sounds correctly;
- pronounce words clearly and clearly;
- identify sounds from words;
- find words with a certain sound;
- determine the place of sound in a word;
- observe orthoepic pronunciation standards;
- make sentences based on supporting words on a given topic;
- compose stories, fairy tales based on a picture, a series of paintings;
- retell a fairy tale, story (short in content) based on supporting illustrations;
- observe basic hygiene rules;
- navigate the notebook page.

Program of the section “Mathematical steps”
course "Mathematical steps"

The author of this chicken is S.I. Volkova. The basis for the selection of mathematical content, its structuring and the development of forms of presentation of material for the mathematical preparation of children for school is the principle of focusing on the paramount importance of the general development of the child, including his sensory and intellectual development, using the capabilities and features of mathematics.
Teaching children in preparation for school to count and measure in order to bring them to the concept of number remains one of the most important tasks.
But just as important and significant is the task of targeted and systematic development of cognitive abilities, which is carried out through the development of cognitive processes in children: perception, imagination, memory, thinking and, of course, attention.
The mathematical content of the preparatory period combines three main lines: arithmetic (numbers from 0 to 10, number and number, basic properties of numbers in the natural series, etc.), geometric (prototypes of geometric figures in the surrounding reality, shape, size, location on the plane and in space of the simplest geometric figures, making their models from paper, etc.) and content-logical, built mainly on the mathematical material of the first two lines and providing conditions for the development of attention, perception, imagination, memory, and thinking in children.
The course implements the main methodological idea - the development of cognitive processes in children will be more active and effective if it is carried out in the process of the child’s activity, rich in mathematical content, guided by a special selection and structuring of tasks, a form of their presentation that is accessible, interesting and exciting for children of this age .
Among the methods used when preparing children for school in mathematics, practical methods, the method of didactic games, and the modeling method are proposed as the main ones. These methods are used in various combinations with each other, while the leading one remains the practical method, which allows children to assimilate and comprehend mathematical material by conducting experiments, observations, performing actions with objects, models of geometric figures, sketching, coloring, etc.
Much attention is paid to developing the skills to communicate with the teacher (teacher), with other children, to work in the same rhythm with everyone when necessary, to work with counting and geometric handouts, to use a notebook with a printed base, etc.
The use of specially selected mathematical content and methods of working with it will bring the overall development of children to the level necessary for the successful study of mathematics at school.

Program content

Comparison of objects (shapes), groups of objects by shape (round, not round, triangular, rectangular, square, etc.); by size (long, short; narrow, wide; high, low; longer, shorter, the same, etc.); by location on the plane and in space (right, left, center, bottom, top, right, left, above, below, inside the figure, outside the figure, etc.); by color, by the material from which the items are made, by purpose, etc.
Numbers from 0 to 10. Counting objects. Oral numbering of numbers: names, sequence and designation of numbers from 0 to 10. Number and number. Reading numbers. Comparison of numbers of the first ten. The main characteristics of a sequence of numbers in the natural series: the presence of the first element, the connection of the previous and subsequent elements, the ability to continue the sequence further, no matter where we stop.
Simple geometric shapes: triangle, rectangle (square), circle.
Content-logical development tasks:
- attention: simple labyrinths, games “Fun Counting”, “Compare Pictures”, “Find Common Elements”, etc.;
- imagination: dividing figures into parts, composing figures from parts, composing figures from models of segments according to given properties, transforming one figure into another, etc.;
- memory: visual and auditory dictations using arithmetic and geometric material;
- thinking: identifying essential features, identifying patterns and using them to complete a task, conducting analysis, synthesis, comparison, constructing simple reasoning, etc.
Planned results:
- know the difference between a number and a single digit; names of single-digit numbers, be able to count to 10 and backwards, determine where there are more (less) objects, determine the number of objects of a given set and verbally indicate the result by number;
- know the name of the basic geometric shapes (triangle, rectangle, circle), distinguish them, find their prototypes in the surrounding reality;
- carry out the simplest logical reasoning and the simplest mental operations (compare objects, indicating similarities and differences, classify objects according to given characteristics, identify simple patterns and use them to complete tasks, etc.).

Work program for the course “From Word to Letter”

(module of the program “Continuity.

Preparing children for school" for preschoolers)

Russian language work program fordeveloped on the basis of N. A. Fedosova’s program “Continuity. Preparing children for school”, the author’s program by N.A. Fedosova “Speech development. From word to letter”, approved by the Ministry of Defense of the Russian Federation (Moscow 2015) in accordance with the requirements of the Federal State Educational Standard for Primary Education.

Fedosova N.A. Preschool education: Preparing for school. - M.: Education, 2016.

Fedosova N.A. From word to letter: A textbook for preparing children for school: in 2 hours - M.: Prosveshchenie, 2015.

The “From Word to Letter” program is aimed at the diversified development of the child through various types of activities that perform the functions of developing connected speech, phonemic hearing, creative thinking, coordination and fine motor skills of movements, muscles of the motor apparatus of the writing hand, visual and motor factors as a single whole action. The course prepares for learning to read, write and develops basic speech culture skills.

The content of the program is aimed at the overall development of the child, through which a solid foundation is created for successful learning of the Russian language.

The content is focused on solving the following problems:

- creating conditions for the formation of a multilaterally developed personality of a child (intellectual, spiritual, moral, aesthetic, emotional development), creating the prerequisites for positive motivation to study at school;

- practical preparation of children for learning to read and write;

- formation of elementary speech culture, improvement of children’s coherent oral speech skills at an accessible level.

A distinctive feature of this section of the program, in comparison with existing ones, is the integration of work on preparing children for learning to read with work on the development of their oral coherent speech and with preparation for learning to write.

The main tasks of speech development at the preparatory stage are:

- expansion, enrichment and activation of children's vocabulary;

- formation of the grammatical structure of the child’s speech;

- improving the skills of oral coherent speech, monologue and dialogic (answering questions, retelling a story, fairy tales, composing a story based on a picture, drawings and illustrations for a work, telling a story based on personal observations and impressions, composing riddles, fairy tales, short stories, verbal drawing, etc. .);

- creating speech utterances of various types: descriptions (of people, animals, objects, premises); reasoning (read your favorite poem. Why do you like it? Tell your favorite fairy tale. Why do you like it more than others? etc.); narration (various types of retelling, story).

The development of speech is carried out to a large extent on works of fiction, which helps enrich children’s speech, expand their vocabulary, their spiritual, moral and aesthetic development, prepares them for an adequate perception of literary works in the “Literary Reading” course in elementary school and the “Literature” course in primary school, stimulates the development of reading interest, educates the reader, which is one of the urgent tasks of a modern school. In addition, the material for activities that promote the speech development of children is the world around the child, phenomena of living and inanimate nature, works of various types of art (music, painting), etc.

The purpose of preparing for learning to read is to create conditions for meaningful and conscious reading, to educate an aesthetically developed and emotional reader.

In the process of reading (listening) to works of oral folk art and literary works, intensive multilateral development of the child occurs: intellectual, moral, emotional, aesthetic, speech; Children develop stable attention to the word in a literary text (which is the basis of the study of literature in primary and secondary schools), the ability to perceive the word as the main element of a work of art.

An indispensable condition for successful work in preparing for reading is the creation of conditions for the formation in preschoolers of a strong and stable interest in works of fiction. This is achieved in several ways. First of all, a carefully thought-out selection of works for reading: these should be works that are examples of children's fiction, corresponding to the age and psychological characteristics of children, representing different literary genres (fairy tales, short stories, poems, riddles, proverbs, sayings). In addition, the use of predominantly game forms of work (dramatization of episodes, game improvisations based on the plots of literary works, various competitions, etc.).

The content of work on preparing children for learning to read includes:

- development of the sound culture of speech in order to prepare for learning to read and write (the ability to listen attentively to speech, to individual sounds, work on the correct pronunciation of sounds, training in correct intonation, controlling the tempo of speech). Work on the development of the articulatory apparatus (development of correct diction, voice strength, highlighting particularly significant words, etc.);

- reading poems by Russian and foreign poets, fairy tales, stories, proverbs, sayings, riddles;

- a conversation about what has been read based on the teacher’s questions (answers to questions related to the emotional perception of the work, understanding of the plot, the characters of the main characters, the ability to hear and perceive expressive language means - epithets, comparisons, of course, without using terminology);

- learning by heart and expressive reading.

In preparation for learning to read, a readiness is formed to speak coherently on certain topics, to understand at an elementary level what speech is, what its purpose and features are.

Work is underway to correct and develop phonemic hearing, to develop a distinct and clear pronunciation of sounds, syllables, and words.

In preparation for training, considerable time is devoted to working on the sound analysis of words; the concepts of “vowel sounds” and “consonant sounds” are introduced, which are recorded using various chips.

If the basis of preparation for learning to read and work on improving oral speech is auditory sensations, then in preparation for learning to write technical actions predominate.

Preparing to learn to write is a rather complex process, since, in addition to developed auditory sensations, the child must have a well-prepared motor system, especially the small muscles of the hand; coordination of movements, fine motor skills and processes such as spatial perception, attention, imagination, memory, and thinking are developed.

When writing, the problem of interaction between visual and motor analyzers arises, since movements of the eye and hand occur simultaneously within the contour of the perceived object.

Thus, the “From Word to Letter” program solves the problem of preparing children to learn reading, writing and improving their speech.

Training is based on gaming activities and is practical in nature. Of particular importance in preparing children for learning their native language are speech games, construction, work on the formation of fine motor skills and the development of motor coordination. Speech games develop thinking, speech, attention, and imagination. These are, for example, the games “Give me a word”, “Make a word”, “Guess the word”, “Make a riddle”, “Continue the tale”, “Continue the story”, “Repeat quickly and correctly”, “Tell about the toy (color, shape , size)”, “Name the sound”, “Choose words for a given sound”, “Guess the word”, etc.

Planned results:

- navigate situations corresponding to various areas of communication;

- know and use polite words (starting and ending communication);

- know the stable formulas of speech etiquette - greeting, farewell, gratitude, request;

- realize that in different situations you can speak in different ways: loudly - quietly, quickly - slowly, cheerfully - sadly, etc.;

- articulate the sounds of Russian speech, understand that correct articulation and good diction contribute to effective communication;

- contact the interlocutor when appropriate, respond to the request;

- use appropriate situations, tempo, volume;

- follow socially accepted rules of conduct when speaking:

look at your interlocutor,

do not interrupt the speaker

use facial expressions and gestures that do not interfere, but help the interlocutor understand what was said, etc.;

- provide certain information, agree on joint activities;

- maintain a culture of listening: polite listening, attentive listening;

- pronounce all sounds correctly;

- pronounce words clearly and clearly;

- extract sounds from words;

- find words with a certain sound;

- determine the place of a sound in a word;

- observe orthoepic pronunciation standards;

- make sentences based on key words on a given topic;

- compose stories, fairy tales based on a picture, a series of paintings;

- retell a fairy tale or story (short in content) based on supporting illustrations;

- observe basic hygiene rules;

- navigate the notebook page.

Planning

№ CLASSES

HOURS

SECTION NAME

LESSON TOPIC

1h

Pre-letter period

(5 hours)

Development of coherent speech. Story by picture

1h

The concept of a proposal. Offer outline

1h

Drawing up proposals according to the scheme

2h

Syllable. Dividing words into syllables

1h

Emphasis. Stressed and unstressed syllables

1-2

2h

Letter period

(45 h)

The concept of letters and sounds.

1h

Vowels and consonants.

1h

The letter and sound a. Reading syllables and words with learned letters

1h

The letter and sound o. Reading syllables and words with learned letters

1h

The letter and sound y. Reading syllables and words with learned letters

1h

Letter and sound and. Reading syllables and words with learned letters

1h

The letter and sound e. Reading syllables and words with learned letters

1h

The letter and sound y. Reading syllables and words with learned letters

1h

Letter n, sounds n, n." Reading syllables and words with learned letters

1h

Composing syllables with learned letters

1h

Hard and soft consonants. Reading syllables and words with learned letters

1h

Letter r, sounds r, r." Reading syllables and words with learned letters

1h

Letter l, sounds l, l." Reading syllables and words with learned letters

1h

Letter m, sounds m, m." Reading syllables and words with studied letters

16-17

2h

Voiced and voiceless consonants. Reading syllables and words with learned letters

1h

Letter p, sounds p, p." Reading syllables and words with learned letters

1h

Letter b, sounds b, b". Reading syllables and words with studied letters

1h

Letter t, sounds t, t." Reading syllables and words with learned letters

1h

Letter d, sounds d, d". Reading syllables and words with learned letters

1h

Letter k, sounds k, k." Reading syllables and words with learned letters

1h

Letter g, sounds g, g". Reading syllables and words with learned letters

1h

Letter v, sounds v, v." Reading syllables and words with learned letters

1h

Letter f, sounds f, f." Reading syllables and words with learned letters

1h

Letter z, sounds z, z". Reading syllables and words with studied letters

1h

Letter s, sounds s, s". Reading syllables and words with learned letters

1h

Letter z, sound z. Reading syllables and words with learned letters

1h

Letter sh, sound sh. Reading syllables and words with learned letters

30-31

2h

Paired consonants. Reading syllables and words with learned letters

1h

Letter c, sound c. Reading syllables and words with learned letters

1h

Letter y, sound y’. Reading syllables and words with learned letters.

1h

Letter x, sounds x, x". Reading syllables and words with studied letters

1h

Letter h, sound h’. Reading syllables and words with learned letters

1h

Letter u, sound u’. Reading syllables and words with learned letters

1h

Letters ъ and ь signs. Reading syllables and words with learned letters

38 – 39

2h

The vowel letter "I". Reading syllables and words with learned letters

40-41

2h

The vowel letter "ё". Reading syllables and words with learned letters

42-43

2h

The vowel letter "e". Reading syllables and words with learned letters

44-45

2h

The vowel letter "yu". Reading syllables and words with learned letters

1h

Reading and writing

(6 hours)

Reading and writing letters and syllables. Game “Say the Word.”

1h

Reading and writing letters and syllables. Game "Guess the word"

1h

Reading and writing letters and syllables. Game "Continue the tale"

1h

Reading and writing letters and syllables. Game "Make a riddle"

1h

Reading and writing letters and syllables.

1h

Games “Choose words for a given sound”, “Guess the word”

Work program for the course “Mathematical steps”

Mathematics work program forpreschoolers (as part of additional paid educational services in preparation for school)developed on the basis of N. A. Fedosova’s program “Continuity. Preparing children for school,” author’s program by S.I. Volkova “Mathematical steps”, approved by the Ministry of Defense of the Russian Federation (Moscow 2009) in accordance with the requirements of the Federal State Educational Standard for Primary Education.

The work program is designed for 56 hours per year.

To implement program content the following are used:

Volkova S.I. Mathematical steps: A textbook for preparing children for school. - M.: Education, 2016.

N. A. Fedosova. Program “Continuity. Preparing children for school." - M.: Education, 2015

The logic of presentation and content of the author’s program fully complies with the requirements of the Federal component of the state standard of primary education, therefore no changes have been made to the program, while it is taken into account that educational topics that are not included in the mandatory minimum content of basic educational programs are classified as elements of additional (optional) content .

The "Mathematical Steps" program is aimed at developing the skills to make observations, compare, highlight the specified and new properties of an object, its essential and non-essential characteristics; understand the relativity of properties; draw conclusions, check their truth, be able to use these conclusions for further work.

The basis for the selection of mathematical content, its structuring and the development of forms of presentation of material for the mathematical preparation of children for school is the principle of focusing on the paramount importance of the general development of the child, including his sensory and intellectual development, using the capabilities and features of mathematics.

Teaching children in preparation for school to count and measure in order to bring them to the concept of number remains one of the most important tasks.

But just as important and significant is the task of targeted and systematic development of cognitive abilities, which is carried out through the development of cognitive processes in children: perception, imagination, memory, thinking and, of course, attention.

The mathematical content of the preparatory period combines three main lines: arithmetic (numbers from 0 to 10, number and number, basic properties of numbers in the natural series, etc.), geometric (prototypes of geometric figures in the surrounding reality, shape, size, location on the plane and in space of the simplest geometric figures, making their models from paper, etc.) and content-logical, built mainly on the mathematical material of the first two lines and providing conditions for the development of attention, perception, imagination, memory, and thinking in children.

The course “Mathematical Steps” implements the main methodological idea - the development of cognitive processes in children will be more active and effective if it is carried out in the process of the child’s activity, rich in mathematical content, guided by a special selection and structuring of tasks, a form of their presentation that is accessible, interesting and exciting for children of this age.

Among the methods used when preparing children for school in mathematics, practical methods, the method of didactic games, and the modeling method are proposed as the main ones. These methods are used in various combinations with each other, while the leading one remains the practical method, which allows children to assimilate and comprehend mathematical material by conducting experiments, observations, performing actions with objects, models of geometric figures, sketching, coloring, etc.

Much attention is paid to developing the skills to communicate with the teacher (teacher), with other children, to work in the same rhythm with everyone when necessary, to work with counting and geometric handouts, to use a notebook with a printed base, etc.

As a result of training in the “Mathematical Steps” program of the preparatory course, the child should know:

Composition of the first ten numbers;

How to get each number of the first ten (add or subtract 1);

Numbers 0-9, signs +,-,=;

Name of the current month, sequence of days of the week;

Coins in denominations of 1, 5, 10, 50 kopecks, 1, 2, 5, 10 rubles.

This section of the program is aimed at developing skills:

Name numbers in forward and reverse order within 10;

Correlate the number with the number of objects;

Use arithmetic action signs;

Compose and solve one-step problems involving addition and subtraction;

Measure the length of objects using a conventional measure;

Compose larger figures from several triangles (quadrangles);

Divide a circle or square into 2 and 4 equal parts;

Find your bearings on a piece of checkered paper.

Conduct observations;

Compare, highlight the specified and new properties of the object, its essential and non-essential characteristics;

Understand the relativity of object properties;

Draw conclusions based on the results of observations, check their truth;

Be able to use the findings for further work.

№ CLASSES

HOURS

SECTION NAME

LESSON TOPIC

1h

Pre-digital period

(10 hours)

Concepts "More, less, same"

1h

The concepts of “Longer-shorter”, “higher-lower”

3-5

3h

Visual-spatial orientation on a sheet, in a cage

1h

Introduction to geometric shapes (triangle)

1h

Introduction to geometric shapes (circle)

1h

Introduction to geometric shapes (quadrangle)

1h

Introduction to geometric shapes (rectangle)

1h

Introduction to geometric shapes (square)

11-12

2h

Digital period

(30 h)

Number and figure 1

13-14

2h

Number and figure 2

15-16

2h

Number and figure 3

17-18

2h

Number and figure 4

18-20

2h

Number and figure 5

21-22

2h

Consolidating the composition of numbers 1-5

23-24

2h

Number and figure 6

25-26

2h

Number and figure 7

27-28

2h

Number and figure 8

29-30

2h

Number and figure 9

31-32

2h

Consolidating the composition of numbers 6-9

33-34

2h

Number and figure 0. Counting down.

35-36

2h

Consolidating the composition of numbers 1-9

37-38

2h

Year, month.

39-40

2h

Days of the week, day

1h

Adding and subtracting numbers within 10

(13 hours)

The meaning of addition.

1h

Addition of the form +1

1h

Addition of the form +2

1h

Addition of the form +3

1h

Addition of the form +4

1h

Addition within 10

1h

The meaning of subtraction.

1h

Subtraction of the form -1

1h

Subtraction of the form -2

1h

Subtraction of the form -3

1h

Subtraction of the form -4

1h

Subtraction within 10

1h

Addition and subtraction within 10

1h

Simple tasks

(3 hours)

Solving simple problems based on clarity

1h

Game “Visiting the Queen of Mathematics”

1h

Coins of 1, 5, 10, 50 kopecks and 1, 2, 5, 10 rubles. Recruitment and exchange.

Work program for the course “The Magical World of Creativity”

(module of the program “Continuity. Preparing children for school” for preschoolers)

A special place in the development of a child’s personality is occupied by art, which can develop a sense of beauty, form high aesthetic tastes, the ability to understand and appreciate works of art, the beauty and richness of nature. Decorative and applied arts play an important role in educating the younger generation of internal culture, the ability to perceive beauty in the surrounding reality and folk art. By engaging in arts and crafts, children become familiar with the rich heritage of folk crafts and the world of national culture, they develop a sense of beauty, develop imagination and artistic and imaginative thinking.

The “Magical World of Creativity” program is focused on creating conditions for creative self-realization of the individual, the formation of an individual who integrates his own knowledge and skills into the improvement of this world. One of the ways to express yourself, create an individual style, and translate ideas into reality is arts and crafts.

It is important to develop high artistic taste in children from early school age. This program is aimed at students making applied products and models of simple technical objects, expanding art education.

Purpose of the program- creating conditions for the development of creative abilities and self-realization of children by including them in various types of applied creativity.

Program objectives:

expansion and consolidation of knowledge in the field of composition, shaping, decorative and applied arts;

the formation of figurative, spatial thinking and the ability to express one’s thoughts on a plane or in volume.

formation of the need to use modern technologies for artistic processing of materials in the process of manufacturing a product;

introduce children to folk arts and crafts (Gorodets, Zhostovo, Gzhel, etc.), expand their understanding of folk toys.

development of the child’s educational and cognitive activity: mental, emotional, musculoskeletal, cultural and aesthetic;

development of the child’s personality: imagination, thinking, intelligence, fantasy, artistic taste, technical thinking and design abilities;

developing communication skills in a team;

development and improvement of manual skills, fine motor skills, expansion of sensory experience, formation of skills in the field of technological paper processing.

This program is built on the basis of an analysis of general education programs in the field of technology and art, along with general ideas: the development of a general ability for creativity, the ability to find one’s place in life. Provides for the development of students' artistic and design abilities, non-standard thinking, and creative individuality. It encourages preschoolers to be independent in searching for compositional solutions and choosing methods for making crafts.

Expected results

developing children's interest in non-traditional artistic activities.

improving visual skills and abilities, developing the artistic and creative abilities of children.

Thematic planning

№ p/p

Lesson topic

Number of hours

Date

1

"Summer Meadow"

1 hour

1.10

2

“Let’s decorate a flower vase”

1 hour

6.10

3

"Butterflies I saw in summer"

1 hour

8.10

4

"Forest thorns"

1 hour

12.10

5

“Autumn Leaves”, Lesson I

1 hour

15.10

6

“Autumn Landscape”, Lesson II

1 hour

19.10

7

"I'm walking on a carpet of autumn leaves"

1 hour

22.10

8

“I love fluffy, I love prickly”

1 hour

26.10

9

Orientation in space. Spatial image

1 hour

29.10

10

"First Snow"

1 hour

3.11

11

“Pattern on a cutting board” (Gorodets painting)

1 hour

5.11

12

“Pattern on a plate” (Gorodets painting)

1 hour

10.11

13

“Drawing on a wet sheet.”

1 hour

12.11

14

“Cockerel - Golden Comb” Working with pano.

1 hour

17.11

15

Elements of Khokhloma painting.

1 hour

19.11

16

Tray painting using technique - Khokhloma

1 hour

24.11

17

1 hour

26.11

18

Modeling from plasticine and cereals “Heroes of fairy tales”.

1 hour

1.12

19

Origami “Bunny”, “Boat”.

1 hour

3.12

20

"Magic Snowflakes"

1 hour

7.12

21

“Winter Night”, Lesson I

1 hour

10.12

22

“Winter Night”, Lesson II

1 hour

15.12

23

"Winter Forest"

1 hour

17.12

24

“Ornate Christmas tree”

1 hour

22.12

25

Application “New Year's chains”, “Christmas tree toys”.

1 hour

24.12

26

Drawing with paints “Blotography”, “Magic threads”.

1 hour

12.01

27

Work in pairs to create pictures.

1 hour

14.12

28

Origami “Bird”, “Boy and Girl”.

1 hour

19.01

29

Dymkovo toy - what is it?

1 hour

21.01

30

DIY Dymkovo toy

1 hour

26.01

31

Farm. Animals made of plasticine.

1 hour

28.01

32

Curl (decorative drawing)

1 hour

2.02

33

Animals of hot countries

1 hour

04.02

34

Zhostovo tray. Let's look at the elements.

1 hour

09.02

36

Painting of the Zhostovo tray.

1 hour

11.02

37

Decorative modeling “Let's decorate the world with plasticine” (modeling on cardboard).

1 hour

16.02

38

Application “Postcard for February 23rd”

1 hour

18.02

39

1 hour

25.02

40

Drawing with pencils. Object drawing “The funniest and the saddest.”

1 hour

1.03

41

Drawing with pencils and paints “City landscape”.

1 hour

03.03

42

“Postcard for mom (mom’s favorite flowers)”

1 hour

10.03

43

"My mom"

1 hour

15.03

44

"Photo Frame"

1 hour

17.03

45

By design

1 hour

22.03

46

"Fantastic Planet"

1 hour

24.03

47

"Starry Sky"

1 hour

29.03

48

"Old painting"

1 hour

31.03

49

"The flowers have bloomed"

1 hour

05.04

50

“Colors of the Sea”, Lesson I

1 hour

07.04

51

“Colors of the Sea”, Lesson II

1 hour

12.04

52

“How I love dandelions”

1 hour

14.04

53

Making postcards and posters.

1 hour

19.04

54

1 hour

21.04

55

Application, floristry “Blooming Garden”.

1 hour

26.04

56

Combined final lesson.

1 hour

28.04