Long-term planning in the second junior group. Group of speech methods of interaction

Kozhukhar Tatiana Alexandrovna
Position: educator
Educational institution: MBDOU d \ s number 16
Locality: Balakhna, Nizhny Novgorod region
Material name: long-term plan
Topic: advanced planning in the second junior group on the topic "Friends"
Date of publication: 05.12.2017
Chapter: preschool education

Theme of the week "Friends". 13.11.-17.11.
Day of the week Mode Joint activities of an adult and children, taking into account the integration of educational areas Organization of a developing environment for independent activities of children Interaction with parents. Group, subgroup Individual Educational activity in regime moments
Monday

13.11.
Morning Morning exercises # 1. Finger gymnastics. "Fingers woke up in the morning." A conversation about friendship. Who are friends? What are friends for? How many friends should there be? - to foster a sense of collectivism, is kind to comrades. Conversation "My friend" to develop the ability in children to compose a short story about their friend, the ability to answer questions with a complete answer with Alexei, Kostya, Vanya P, Sonya, VanyaYerm, Maxim. Situational conversation about the rules of behavior at the table. Learn to hold a spoon correctly, eat carefully and independently. Children's games with board games (mosaic), put together a whole from parts (4 parts). Free play activity of children; creation of conditions for independent play activity of children. Remind parents of timely payment for kindergarten. Classes
1.Motor activity.
(physical education instructor's plan)
2. Research and cognition. Topic: "Friends".
Objectives: To develop a sense of self-confidence, a sense of collectivism, emotional responsiveness. To instill the ability to improve oneself as a person through communication with people. Foster a desire to be kind to adults and peers in kindergarten. (Conversation “Who are friends”, game “Name your friends”, “Tell a friend a kind word” _) Walk Observing the wind Objectives: to continue observing the wind with the help of a wind blower, Teaching children to dress correctly and quickly Situational conversation be able to Portable material Children's rake, cubes for
develop the ability to determine the weather (windy or calm). An outdoor game "Cats and Mice" to promote the formation of positive emotions in children, activity in independent motor activity. for a walk, neatly put things in your locker before and after a walk. With Lisa. Varya, Artem, Dasha, Masha, Ksyusha. Alyosha. dress. ”Fasten the dressing and undressing sequence. Remind children to keep their clothes clean. outdoor games, toys for playing with sand, dolls dressed for the weather, cars. Encourage independence in game selection. Work before bedtime Listening to a fairy tale: "A cat, a rooster and a fox." Purpose: to encourage emotional responses to the content of the fairy tale, to help children understand what "friendship" is. Evening Recreational gymnastics after sleep, walking on massage paths. Reading fiction: "Song of Friends" S. Mikhalkov. Role-playing game: "Bus". Purpose: to promote the formation of friendly relationships between children. Game "Guess what is gone?" for mastering the genitive plural form of nouns with Liza, Dasha, Alla, Vanya E, Darina, Timofei. "Give in to each other." Purpose: Explain to children how important it is in the game and in serious matters not to be rude, to yield to each other. Suggest coloring pages on the theme of "toys", paint a toy that a friend liked. Self-guided play corners encourage play groupings.
Tuesday

14.11.
Morning Morning exercises # 1. Finger gymnastics "Fingers woke up in the morning." Didactic game “Let's dress Tanya to Summarize the knowledge of children on the topic of friendship. Suggest a role-playing game situation "К
Conversation "Fight or negotiate": to develop children's communication skills in various life situations. Didactic game: "House of Friendship". Purpose: to arouse children's sympathy for the game characters, to be able to help them. walk ". Purpose: To teach children to choose items of clothing suitable for the weather with Varya, Dasha, Alena, Masha, Vladislava. Continue to teach children the ability to negotiate, help each other, expanding children's ideas about friendship. guests have come to us "- to continue to develop interest in joint games, to use substitute items in the game.
1. Musical activity
(according to the plan of the music director.
2. FEMP. Topic: Acquaintance with the concept of "wider-narrower". Count to three. Acquaintance with the arrangement of figures. Tasks:
develop the ability in children to compare two objects, highlight the width parameters (wider - narrower), find similarities and differences; consolidate the count to three, develop creativity. (game "Help the chickens", "Hen and chickens", "I am a cow") Walk Observing the sun. Objectives: to develop the idea that when the sun is shining, it is warm outside; Labor activity: Collection of dry twigs on the site. Purpose: to continue to foster the desire to participate in the work of the "Ball in the basket" Department to develop the ability to throw the ball right on target with Kostya, Ira, Vanya Ef, Sonya, Dasha, Alena. Strengthen the skill to politely seek help from an adult and peers; foster a respectful attitude towards adults and peers. Self-guided walking activities. Games with portable material. Spatulas, cubes and molds for each child for playing with snow, a doll,
Outdoor games: "Mice in the pantry." Purpose: to teach to run easily, without bumping into each other, move in accordance with the text, quickly change the direction of movement. cars. Work before going to bed Teach to undress yourself: take off your sandals, socks, shorts, with the help of an adult, take off your T-shirt and put your things neatly on the chair. Evening Recreational gymnastics after sleep, walking on massage paths. Conversation "Friendship is a wonderful word" to acquaint with the rules of friendship; show the importance of true friends in a person's life; teach goodwill, the desire to understand each other, teach to share the joys and sorrows of friends. Game "Call a friend" Control "Color the picture" continue to develop the ability to hold the pencil correctly. Paint over carefully with Artem, Alla, Timosha, Ksyusha, Varya. Situational conversation about being polite and caring towards a friend fostering a desire to take care of your friend. Help him. Invite the children to bake a cake for a friend. To form the ability to sculpt according to the plan, to consolidate familiar sculpting methods. Arouse the desire to make a nice gift to a friend.

Wednesday 15.11.
Morning Morning gymnastics. № 1. Finger gymnastics. "Fingers woke up in the morning." Д / и "Say kindly" Purpose: To enrich the children's vocabulary with words with diminutive-affectionate suffixes. Watering Plants Involving children in group watering. To form an understanding that plants need light and water, they need to be looked after. Together with the teacher, teach how to prepare equipment: bring watering cans, pour water into watering cans. Foster a desire to care for plants. FEMP work - to fix the main features of objects: color, shape, size with Sonya, Ira, Artem, Maxim, Varya, Masha. The game "Find a toy" in subgroups. Purpose: to develop the ability to navigate in a group. Reading fiction. Purpose: to awaken interest in Russian folk tales.
1.Motor activity.
(physical education planner) 2
... Painting. Topic: "The chicken and the kitten made friends."
Objectives: to continue to develop the desire in children to work with gouache. Develop the ability to smear paint with your hand, draw small details with a felt-tip pen. Develop imagination and imagination with blotography. Develop a desire to be friends with each other, to enjoy the friendly relations of others. Walk Observation of people's clothing (raincoats, jackets, boots, umbrellas in their hands). Why are people dressed like that. Individual work with Sonya P, Varya, Vanya, Nastya K, Anya N. -development Situational conversation “Do I need to be able to dress myself?” Reinforce the sequence Suggest a game situation “We are going to visit” Purpose: to promote the formation
An outdoor game "Blow up, my ball!" continue to develop the ability to form a circle. Act on signal. Labor assignments "sweep the path" foster a desire to work. movements. Purpose: the formation of the ability to perform walking and running without bumping into each other, with coordinated, free movements of the arms and legs. dressing and undressing. friendly relationships between children., the ability to use substitute items in the game. Work before bedtime Reading the Russian folk tale "Zayushkina's hut" Evening Recreational gymnastics after sleep, walking along the massage paths. Reading a poem: “You need to live together in the world.” Purpose: to teach to understand the meaning of the word “amicably”. Individual work with Timofey, Maxim, Katya, Vanya P - game "Who hid?" Purpose: to develop memory, attention. Formation of the ability with the help of an adult to put oneself in order; use individual items (handkerchief, towel, comb). Board games: "Puzzles"; "Lotto". Independent play activities in activity centers develop independence in choosing a game, encourage play groups.

Thursday

16.11
... Morning Morning gymnastics # 1. Finger gymnastics. "Fingers woke up in the morning." Conversation "Hello!" Purpose: to acquaint with the elementary rules of conduct, ethics of communication and greetings; develop communication skills in relation to peers and adults; to educate a culture of behavior. Didactic game "Find an object" Purpose: to teach to compare the shapes of objects with geometric patterns. Individual work with Maxim, Vanya E, Anya, Nastya, Liza, Timofey and Varya. develop the ability to properly hold a spoon exercise "Katya's doll will not know how to hold a spoon correctly, let's teach her." Formation of the ability to greet and say goodbye, express your own requests calmly, using the words "thank you", "please." Individual conversations and consultations at the request of parents Lesson
1. Musical activity
(according to the music director's plan.)
2. Application. The theme "We smile at each other."
Objectives: Clarify that the best gift for each other is a smile. To develop the ability to draw with pencils, use glue, a glue brush, a cloth, navigate the contour (left, right, middle), educate children to be friendly to each other. Walk Observation of the flora. Purpose: to acquaint with the structure of a tree; to bring up a respect for nature. An outdoor game "Along an even path." Purpose: to develop the consistency of movement of the arms and legs; Game exercise "Rabbits". Purpose: - to develop the ability to jump on two legs, moving forward; to develop dexterity, confidence in Labor assignment: collecting fallen leaves to bring up the desire in children to perform labor actions, to maintain order on the site. children to carry out role-based interaction, to play up their
-to teach to walk freely in a column one by one; develop a sense of balance, orientation in space for oneself. role, assign roles with the help of a caregiver. Work before bedtime Formation of cultural and hygienic skills: teach yourself to take off your clothes, put shoes in your locker. Learning a nursery rhyme: "Voditsa, voditsa, wash my face." Evening Gymnastics after sleep. A game based on the fairy tale "Teremok". Purpose: to develop the ability of children to play independently with figures of a tabletop theater. Play activities: d / and “Dress the doll for a walk”, “Guess by touch”, “Collect the whole”, “Collect the beads”. Individual drawing work with Vanya p, Nastya K, Anya N, Vanya E, Alexey. Purpose: to develop the ability to hold a pencil correctly, sit at a table, and maintain posture. Situational conversation "We are in order" to foster a desire in children to collect toys after games, to put each toy in their house. Play corner: construction set of various types. Enriching the corner of creativity: coloring books, pencils, wax crayons.

Friday

17.11.
Morning Morning exercises # 1. Finger gymnastics. “In the morning my fingers woke up.” A conversation about the importance of hygiene procedures: brushing teeth, hair care, nails. Purpose: to foster a desire to take care of your health. Individual work with Vova F, Irina, Alena, Alla, Maxim. Continue to introduce the names of the utensils. D ball game "Magic words" to instill a desire in children to use kind and polite words in active speech. Acquaintance with oral folk art, reading fairy tales. Purpose: to awaken interest in oral creativity. Class
1. Development of speech. Topic: "Like a chanterelle with a bull-calf quarreled." Tasks:
Coherent speech: develop the ability in children to answer questions and restore the content of a fairy tale; Sound culture of speech: to consolidate the correct pronunciation of sounds (b), (l); Vocabulary and grammar: activate the adverbs "hurt, sad, offensive" in children's speech
2. Recreational game hour (for a walk). Tasks:
walking along the path (imitating the step of a bear), running, game exercise "Get into the circle" to develop the ability to throw bags into a hoop. Exercise game exercise "Through the brook" in maintaining balance, and "Tram" exercise in walking and running in pairs.
Walk Observing a puddle - how did it appear, what is it, where does it disappear, what are they (large, deep, etc.)? Elementary work assignments - to collect toys in a basket after a walk. exercise "Dexterous couple" Purpose: to develop dexterity, the ability to perform the exercise in pairs with boys. To foster a desire in children to walk, trying not to get dirty, take good care of their clothes, put their shoes to dry after a walk. Children's games with portable material. Role-playing games at the choice of children. P \ game "Shaggy dog" - learn to move in accordance with the text. Work before bedtime Learning a nursery rhyme: "Voditsa, voditsa, wash my face." Formation of cultural and hygienic skills: to educate the ability to properly hold a spoon, eat carefully, over your plate, wash your hands before and after meals. Evening Finger gymnastics. Walking on ribbed paths. D / N: "Matryoshka". Purpose: exercise in shape correlation. Individual modeling work with Varya, Liza, Alena, Katya to develop the ability to roll plasticine on the palms, to do - exercise "Treat for a friend" Situational conversation "Say goodbye to a friend." foster a desire in children to say goodbye when they go home. Offer to organize a creative workshop "Make cookies" to continue to acquaint children with plasticine, to develop the ability to roll plasticine in a circular motion between the palms.

Approved by the Head of MBDOU kindergarten No. 2 Order No. From "" 2012. MBDOU kindergarten No. 2, Balakovo, Saratov region Working program 2 junior group for children from 3 to 4 years Authors - compilers: I.B. Suslina. - educator Mikheeva O.V. - educator Doronina I.G. - educator Yulenkova I.I. - educator Adopted by the decision of the pedagogical council From "" 2012 Protocol No. Introduction. The second youngest group (from 3 to 4 years old) Age characteristics of children. At the age of 3-4 years, the child gradually goes beyond the family circle. His communication becomes non-situational. An adult becomes for a child not only a family member, but also a bearer of a certain social function. The child's desire to perform the same function leads to a contradiction with his real capabilities. This contradiction is resolved through the development of play, which becomes the leading activity in preschool age. The main feature of the game is its conventionality: the performance of certain actions with some objects presupposes their relevance to other actions with other objects. The main content of the play of younger preschoolers is actions with toys and substitute objects. The duration of the game is short. Younger preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age. The visual activity of a child depends on his ideas about the subject. At this age, they are just beginning to form. The graphics are poor. Some children lack details in their images, while others may have more detailed drawings. Children can already use color. Modeling is of great importance for the development of fine motor skills. Younger preschoolers are able to sculpt simple objects under the guidance of an adult. It is known that application has a positive effect on the development of perception. At this age, the simplest types of applications are available to children. Constructive activity in younger preschool age is limited to the construction of simple buildings according to the model and by design. In the younger preschool age, perceptual activity develops. Children from the use of pre-standards - individual units of perception, move to sensory standards - culturally developed means of perception. By the end of the junior preschool age, children can perceive up to 5 or more forms of objects and up to 7 or more colors, they are able to differentiate objects in size, navigate in the space of the kindergarten group, and with a certain organization of the educational process, in the premises of the entire preschool institution. Memory and attention are developed. At the request of an adult, children can memorize 3-4 words and 5-6 names of objects. By the end of preschool age, they are able to memorize significant passages from their favorite works. Visual-action thinking continues to develop. In this case, the transformation of situations in a number of cases is carried out on the basis of targeted trials, taking into account the desired result. Preschoolers are able to establish some hidden connections and relationships between objects. At a younger preschool age, imagination begins to develop, which is especially clearly manifested in play, when some objects act as substitutes for others. The relationship of children is conditioned by norms and rules. As a result of purposeful influence, they can learn a relatively large number of norms that serve as the basis for assessing their own actions and the actions of other children. The relationship of children is clearly manifested in play activities. They play side by side rather than actively interact. However, already at this age, stable electoral relationships can be observed. Conflicts between children arise mainly over toys. The position of the child in the peer group is largely determined by the opinion of the educator. In younger preschool age, one can observe the subordination of the motives of behavior in relatively simple situations. Conscious behavior management is just beginning to take shape; in many ways, the child's behavior is still situational. At the same time, one can observe cases of limiting his own motives by the child himself, accompanied by verbal instructions. Self-esteem begins to develop, while children are largely guided by the teacher's assessment. Their sexual identification also continues to develop, which is manifested in the nature of the toys and subjects chosen. The content of psychological and pedagogical work Direction "Physical development" Educational area "Health" Explanatory note. "The content of the educational area" Health "is aimed at achieving the goals of protecting the health of children and forming the basis of a culture of health through the solution of the following tasks: preserving and strengthening the physical and mental health of children; fostering cultural and hygienic skills; forming initial ideas about a healthy lifestyle." Preservation and strengthening of the physical and mental health of children. Strengthening and protecting the health of children, creating conditions for the systematic hardening of the body, the formation and improvement of the main types of movements. Constant monitoring of the development of correct posture. Under the guidance of medical personnel, carrying out a complex of flooding procedures using various natural factors (air, sun, water). Maintaining the optimal temperature in the room. Organization of regular ventilation. Formation of the habit of being indoors in lightweight clothing. Ensuring that children stay outdoors in accordance with the daily routine. Daily morning exercises lasting 5-6 minutes. Teaching children to swim, subject to the availability of conditions. Education of cultural and hygienic skills. Improvement of cultural and hygienic skills, the formation of the simplest skills of behavior while eating, washing. Formation of the habit to monitor your appearance; the ability to use soap correctly, gently wash your hands, face, ears; Wipe dry after washing, hang the towel in place, use a comb and handkerchief. Formation of elementary skills of behavior at the table: correctly use a table and a teaspoon, fork, napkin; do not crush bread, chew food with your mouth closed, do not talk with your mouth full. Formation of initial ideas about a healthy lifestyle. The development of the ability to distinguish and name the senses (eyes, mouth, nose, ears), the formation of an idea of ​​their role in the body and how to take care of them and take care of them. Formation of ideas about wholesome and unhealthy food; about vegetables and fruits, dairy products useful for human health. Formation of ideas that morning exercises, games, physical exercises cause a good mood; with the help of sleep, strength is restored. Acquaintance with exercises that strengthen various organs and systems of the body. Formation of ideas about the need for hardening. Formation of ideas about the value of health; desire to lead a healthy lifestyle. Fostering a respectful attitude towards your body, your health, the health of other children. Formation of the ability to communicate well-being to adults, to avoid situations that are harmful to health, to be aware of the need for treatment. Formation of the need for hygiene and tidiness skills in everyday life. Educational area "Physical culture". "The content of the educational area" Physical culture "is aimed at achieving the goals of forming an interest and value attitude in children to physical culture, harmonious physical development through solving the following specific tasks: development of physical qualities (speed, strength, flexibility, endurance and coordination); accumulation and enrichment of the motor experience of children (mastering the basic movements); the formation of the need for motor activity and physical improvement among pupils. " Development of physical qualities, accumulation and enrichment of motor experience. Development of the ability to walk and run freely, without shuffling, without lowering the head, while maintaining cross-coordination of movements of the arms and legs; act together. Formation of the ability to build up in a column one by one, a line, a circle, find your place in the formations. Formation of the ability to maintain correct posture in sitting positions, standing, in motion, while performing exercises in balance. Formation of the ability to observe elementary rules, coordinate movements, navigate in space. Improvement of various types of movements, basic movements. Development of climbing, crawling skills; dexterity, expressiveness and beauty of movements. Introducing more complex rules into games with changing types of movements. The development of the ability to vigorously push off with two legs and land correctly in jumping from a height, in place and moving forward: take the correct starting position in long and high jumps from a place; in throwing sandbags, balls with a diameter of 15-20 cm. Strengthening the ability to vigorously repulse the balls when rolling, throwing; catch the ball with both hands at the same time. Learn to grip the bar while climbing. Strengthening the ability to crawl. Formation of the need for physical activity and physical improvement. Encourage children to participate in play and exercise together. Fostering interest in physical exercise, the desire to use exercise equipment in your free time. Formation of positive emotions in children, activity in independent motor activity. Formation of the desire and ability to ride a sled, tricycle, ski. Development of the ability to independently sit on a tricycle, ride it and get off it. Development of the ability to put on and take off skis, walk on them, put skis in place. Development of the ability to respond to signals "run", "catch", "stop", etc .; follow the rules in outdoor games. Development of independence and creativity when performing physical exercises, in outdoor games. Organization of outdoor games with rules. Encouragement of independent play of children with wheelchairs, cars, carts, bicycles, balls, balls. Complex thematic planning for the section of physical culture. September No. Weeks Topic 1 - 2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Classes number 1-2-3 Walking and running in small groups in a straight direction behind the teacher; Walking and running between parallel lines; P / and "Run to me"; Game of low mobility: "Let's find a bunny"; Game exercises: "Walk along the bridge", "Bring the object". Card file "Physical culture 2ml.group" D / v No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Lessons # 4-5-6 Walking and running with the whole group in a forward direction behind the teacher; Jumping on two legs in place; P / and "Catch the ball" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 3 weeks: Lessons # 7-8-9 Walking and running in a column one by one in small subgroups; Rolling balls to each other from a sitting position, legs apart; Jumping on two legs around the object; P / and "My cheerful ringing ball." developed by LI Penzulaeva. 4 weeks: Classes No. 10-11-12 Walking and running in a column one by one; Crawling on all fours with support on palms and knees; Walking between objects "snake", hands on the belt; P / and "Find your house." developed by L.I. Penzulaeva. October No. Weeks Topic 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Monitoring Filling in the screen of physical development and physical fitness of children. Filling in the cards for monitoring child development in the direction - physical development. 2 weeks: Monitoring Filling in the screen of physical development and physical fitness of children. Filling in the cards for monitoring child development in the direction - physical development. 3 weeks: Activities № 13-14-15 Teach children to walk and run in a circle; Develop a stable balance when walking and running with a reduced support area; Exercise in jumping on two legs; P / and "Mother hen and chickens" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Lessons № 16-17-18 Teach walking and running with a stop at the signal of the teacher; Develop the ability to land on bent legs while jumping; Roll the ball in a forward direction; P / and "Train" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by L.I. Penzulaeva. November No. Weeks Topic 1-2 weeks: "My home, my city" 3,4,5 weeks: "Me and my family" Tasks of the program content of the topic Methodological support 1 week: Lessons No. 19-20-21 Exercise in walking and running in a circle ; Develop the skill of vigorous repulsion when rolling balls to each other; Exercise crawling on all fours; P / and "Train". Card collection "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Classes № 22-23-24 To teach children, while walking and running, to act at the signal of the teacher; Exercise in the ability to maintain a stable balance when walking on a smaller support area; P / and "Run to the flags" Card index "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 3 weeks: Classes № 25-26-27 Exercise in the ability to alternate walking and running at the signal of the teacher; Develop a stable balance when walking on a reduced support area; Strengthen the skills of landing on bent legs in forward jumps; P / and "Mice in the pantry" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Classes № 28-29-30 To strengthen the skills of walking in a column one by one with the performance of tasks at the signal of the teacher; Exercise hoop-to-hoop jumping; To secure the rolling of the ball in the forward direction; P / and "Tram" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 5 weeks: Lessons № 31-32-33 To strengthen the skills of alternating walking and running in a column one by one; To develop dexterity and an eye in catching and throwing the ball; Exercise in arch crawling on all fours; P / and "Find your house." developed by L.I. Penzulaeva. December No. Weeks Topic 1-2 weeks: "Man and the animal world" 3-4 weeks: "New Year" Tasks of the program content of the topic Methodological support 1 week: Classes No. 1-2-3 (2nd quarter) hall area; Exercise in maintaining a stable balance while walking on a limited area of ​​support; Develop the skill of landing on bent legs in forward jumping; P / and "Mother hen and chickens" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Lessons № 4-5-6 Introduce walking and running in a circle; Learn jumping from a height; Exercise in rolling the ball to each other from a sitting position; P / and "Train" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 3 weeks: Lessons № 7-8-9 To teach to walk and run between objects without touching them; Exercise in rolling the ball to each other between objects; Learn to crawl under the arc on all fours, develop coordination of movements; P / and "Sparrows and a cat" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Lessons # 10-11-12 Exercise in walking and running in a circle; Learn to crawl under the cord in a grouping; Learn to walk on the board, hands on the belt, keeping balance; P / and "Bird and chicks" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by L.I. Penzulaeva. January No. Weeks Topic 2,3,4 weeks "Winter" Tasks of the program content of the topic Methodological support 1 week: Holidays 2 weeks: Lessons No. 13-14-15 To acquaint children with building and walking in pairs; Repeat balance and jumping exercises; Exercise in walking on the board while maintaining balance; P / and "Rabbits" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by L.I. Penzulaeva. 3 weeks: Classes № 16-17-18 Exercise in walking and running in random directions; Continue to learn to land softly when jumping on bent legs; Exercise in rolling the ball around the object; Develop coordination of movements; P / and "Tram" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Classes № 19-20-21 Exercise in walking in pairs, in a loose run; Fasten the rolling of balls and crawling under the arc; Develop an eye and dexterity of movements; P / and "Frogs". Card file "Physical culture 2ml.group" D / v No. 7 for 1989. developed by L.I. Penzulaeva. February No. Weeks Topic 1-2 weeks: "I will grow up healthy" 3-4 weeks: "Defender of the Fatherland Day" Tasks of the program content of the topic Methodological support 1 week: Classes No. 22-23-24 Exercise in walking and running with a stop at the signal of the teacher; Strengthen the skills of crawling under the cord in a grouping; Exercise in maintaining balance while walking on a limited area of ​​support; P / and "Find your color" Card file "Physical culture 2ml.group" Д / в №7 for 1989. developed by LI Penzulaeva. 2 weeks: Classes № 25-26-27 Strengthen the skills of walking and jogging; Exercise in balance and jumping; P / and "Mice in the closet" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 3 weeks: Classes № 28-29-30 Exercise in walking and running with the performance of tasks at the signal of the teacher; Continue to learn to land when jumping on bent legs; Learn to push off energetically when rolling the ball in a forward direction; P / and "Birds in their nests" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Classes № 31-32-33 Exercise in walking with stepping over objects; Exercise in crawling under the cord; Learn to throw balls over the cord; P / and "Sparrows and a cat" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by L.I. Penzulaeva. March № Topic 1-2 weeks: "International Women's Day" 3-4 weeks: "Man and the world of things" Tasks of the program content of the topic Methodological support 1 week: Classes № 1-2-3 (3rd quarter) To strengthen the skills of walking and running in a circle ; Exercise in walking with a variable step (through the slats of the stairs) while maintaining balance; Exercise in vigorous push-off and soft landing on bent legs in forward jumps; P / and "Rabbits" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Lessons № 4-5-6 Exercise in walking in pairs and running randomly; Introduce standing long jump; Develop dexterity when rolling the ball; P / and "Train" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 3 weeks: Classes № 7-8-9 To consolidate the skills of walking and running in a circle; Learn to throw the ball on the ground and catch it with both hands; Exercise in crawling on the board; P / and "Sparrows and a cat" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Lessons # 10-11-12 Teach the correct grip on the ladder slats when climbing; Strengthen walking and scattering skills; Exercise in walking with stepping over obstacles; P / and "Catch a mosquito". Card file "Physical culture 2ml.group" D / v No. 7 for 1989. developed by L.I. Penzulaeva. April № Topic 1, 2, 3 weeks: "Spring" 4-5 weeks: "Folk culture and traditions" Tasks of the program content of the topic Methodological support 1 week: Classes № 13-14-15 Exercise in walking and running with a stop at the signal of the teacher; Exercise in maintaining balance while walking on a gymnastic bench; To fasten the long jump from the spot; P / and "Mother hen and chickens" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Lessons № 16-17-18 Repeat walking in a column one by one; Fasten the run scatteringly; Exercise in throwing the ball on the floor; Exercise in long jump from a place; P / and "Tram" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by L.I. Penzulaeva. 3 weeks: Classes № 19-20-21 Exercise in walking and running in random directions; Securing the throwing of the ball up and catching it with both hands; Repeat crawling on the board; P / and "Catch a mosquito" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Lessons № 22-23-24 To strengthen the skills of walking and running in a column one by one; Exercise in climbing on an inclined ladder; Exercise in maintaining balance while walking on the board; P / and "Bubble" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 5 weeks: Classes № 25-26-27 To strengthen the skills of walking and running in a circle; Exercise in maintaining a stable balance when walking on an increased support; Exercise jumping through the cords; P / and "Mice in the pantry." developed by L.I. Penzulaeva. May No. Weeks Topic 1-2 weeks: "Fairy tales" Tasks of the program content of the topic Methodological support 5 weeks: Classes No. 28-29-30 Strengthen the skills of walking and jogging; Continue to learn to land on bent legs in standing long jump; Exercise in tossing the ball up; P / and "Train" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Classes № 31-32-33 To strengthen the skills of walking in a column one by one with the completion of tasks; Exercise in tossing the ball up; Strengthen the ability to crawl on all fours on the board; P / and "Train" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by L.I. Penzulaeva. 3 weeks: Monitoring Filling in the screen of physical development and physical fitness of children. Filling in the cards for monitoring child development in the direction - physical development. 4 weeks: Monitoring Filling in the screen of physical development and physical fitness of children. Filling out child development monitoring cards in the direction of physical development. Direction "Cognitive speech development". Educational area "Cognition". Explanatory note. "The content of the educational area" Cognition "is aimed at achieving the goals of development in children of cognitive interests, intellectual development of children through the solution of the following tasks: sensory development; development of cognitive-research and productive (constructive) activities; formation of elementary mathematical concepts; formation of a holistic picture of the world, expansion outlook of children "*. Sensory development. Development of perception; creating conditions for acquainting children with the color, shape, size, tangible properties of objects (warm, cold, hard, soft, fluffy, etc.); development of the ability to perceive the sound of various musical instruments, native speech. Consolidation of the ability to highlight color, shape, size as special properties of objects; to group homogeneous objects according to several sensory characteristics: size, shape, color. Improving the skills of establishing the identity and difference of objects according to their properties: size, shape, color. Reminding children of the names of the shapes (round, triangular, rectangular and square). Enriching the sensory experience of children, developing the ability to capture it in speech. Perception improvement (actively involving all senses). Development of figurative representations (using epithets and comparisons when characterizing objects). Demonstration of different ways of examining objects, actively including hand movements on the object and its parts (grasping the object with your hands, passing one or the other hand (finger) along the contour of the object). Explanatory note. Development of cognitive and research productive (constructive) activity. Encouraging exploratory interest, making simple observations. Acquaintance with the methods of examining objects, including the simplest experiments (sinking - not sinking, torn - not torn). Leading children to the simplest analysis of the created buildings. Improving constructive skills. Consolidation of the ability to distinguish, name and use the main building parts (cubes, bricks, plates, cylinders, triangular prisms), build new buildings using previously acquired skills (overlay, attach, attach), use parts of different colors in buildings. Maintaining the feeling of joy that arises when creating a successful building. Formation of the ability to place bricks, plates vertically in a row, in a circle, along the perimeter of the quadrangle), put them tightly to each other, at a certain distance (fence, gate). Encouraging children to create design options by adding other details (put triangular prisms on the gate posts, cubes next to the posts, etc.). The formation of the ability to change buildings in two ways: replacing some parts with others or building them up in height, length (low and high turret, short and long train). Development of the desire to construct buildings according to your own design; Formation of the ability to play around buildings, combine them according to the plot: path and houses - street; table, chair, sofa - furniture for dolls. Formation in children of the habit of neatly folding parts into boxes after play. Productive activity. Development of productive activity, consideration, discussion of its results. Formation of ideas about the connection between the result of activity and one's own purposeful activity, that is, about the authorship of the product. Explanatory note. Formation of elementary mathematical concepts. Quantity. Development of the ability to see a common feature of the objects of the group (all balls are round, these are all red, these are all large, etc.). Formation of the ability to compose groups of similar objects and to single out individual objects from them; to distinguish concepts many, one, one at a time, not one; find one or several identical objects in the environment; understand the question "How much?"; when answering, use the words many, one, not one. Formation of the ability to compare two equal (unequal) groups of objects on the basis of mutual comparison of elements (objects). Acquaintance with the techniques of sequential imposition and application of objects of one group to objects of another. Development of the ability to understand the questions "Is it equal?", "What is more (less)?"; answer questions using sentences such as: "I put a fungus on each circle. There are more circles, but fewer mushrooms" or "There are as many circles as there are mushrooms." The magnitude. Formation of the ability to compare objects of contrasting and the same size; when comparing objects, measure one object with another according to a given criterion of size (length, width, height, size in general), using the techniques of imposition and application; denote the result of the comparison with the words: long - short, equal (equal) in length, wide - narrow, equal (equal) in width, high - low, equal (equal) in height, large - small, equal (equal) in size. Form. Acquaintance of children with geometric shapes: circle, square, triangle. Examination of the shape of these figures (using sight and touch). Orientation in space. The development of the ability to navigate in the location of parts of your body and, in accordance with this, to distinguish the spatial directions from yourself: above - below, in front - behind (behind), on the right - on the left; distinguish between right and left hands. Time orientation. Formation of the ability to navigate in contrasting parts of the day: day - night, morning - evening. Complex thematic planning for the section on the formation of elementary mathematical concepts and productive (constructive) activities of the educational area "Cognition" September No. Weeks Topic 1 - 2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support FEMP 1 week: Lesson №1 (September) To strengthen the ability to distinguish and name a ball (ball) and a cube (cube) regardless of the color and size of the figures. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Designing week 2: "Fence for kindergarten" (lesson number 14 from the "Fence" cycle) Teach children to alternate shapes by color and type; To develop constructive abilities. T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova "Complex lessons in the 2nd junior group" p.72 L. V. Kutsakova "Design and artistic work in kindergarten" p. 43 FEMP 3 Week: Lesson # 1 (October) Strengthen the ability to distinguish the number of objects using the words one, many, few. Pomoraeva, VA Pozina "Classes on FEMP 2 junior group to group" FEMP 4 weeks: Lesson №2 (October) To acquaint with the compilation of a group of objects from separate objects and the selection of one object from it; Learn to understand words a lot, one, not one. Pomoraeva, V.A. Pozina "FEMP classes 2 junior group" October No. Weeks Topic 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Carrying out monitoring Filling out the monitoring cards of the mastery of children with the necessary skills and abilities in the educational area "Cognition" section FEMP and the development of productive (constructive) activity 2 weeks: Conducting monitoring Filling out the maps for monitoring the mastery of children with the necessary skills and abilities in the educational area "Cognition" section FEMP and the development of productive (constructive) activity separate items and select one item from it; Learn to answer the question "how much? "and define the aggregates with the words one, many, none. V.I. Pomoraeva, V.A. details.T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.72 L.V. Kutsakova "Designing and artistic work in kindergarten" p.38 November No. Weeks Topic 1-2 weeks: "My home, my city" 3,4,5 weeks: "Me and my family" Tasks of the program content of the topic Methodological support FEMP 1 week: Lesson number 1 (November) Learn to compare two subjects in length and indicate the result of comparison with words long - short, longer - shorter; Improve the ability to compose a group of objects from individual objects and select one object from the group; Designate the aggregate with the words one, many, not one. V. I. Pomoraeva, V. A. Pozina "Lessons on FEMP 2 junior group group "FEMP week 2: Lesson number 2 (November) Learn to find one and many about objects in a specially created setting, answer the question "how much?", using the words one, many; To continue teaching how to compare two objects in length by means of superposition and application, to indicate the comparison results with the words long - short, longer - shorter. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group, group" FEMP 3 weeks: Lesson №3 (November) Continue to learn to find one and many objects in a specially created environment, designate the aggregate with the words one, many; Introduce the square, learn to distinguish between a circle and a square. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Construction 4 weeks: "Houses" Teach children to build houses for nesting dolls; Strengthen the ability to name details and their color; To develop constructive abilities.LV Kutsakova "Designing and artistic work in kindergarten" p.41 FEMP Week 5: Lesson №4 (November) To strengthen the ability to find one and many objects in a specially created environment, to designate aggregates with the words one, many; Continue to learn to distinguish and name a circle and a square. Pomoraeva, VA Pozina "Classes on FEMP 2 junior group, group" December No. Weeks Topic 1-2 weeks: "Man and the animal world" 3-4 weeks: "New Year" Tasks of the program content of the topic Methodological support FEMP 1 week: Lesson No. 1 ( December) Improve the ability to compare two objects in length, designate the comparison results with the words long - short, longer - shorter, equal in length; Exercise in the ability to find one and many objects in the environment. IN AND. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group, group" FEMP 2 weeks: Lesson number 2 (December) Continue to improve the ability to find one or many objects in the environment; Strengthen the ability to distinguish and name a circle and a square; To improve the ability to compare two objects in length by means of superposition and application, the comparison results shall be denoted by the words long - short, longer - shorter, the same length. IN AND. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Designing week 3: "Fence for a horse (cow)" (lesson number 15 from the cycle "Fence") Teach children to build a fence, a fence for a horse; Strengthen the ability to name details and their color; To develop constructive abilities.LV Kutsakova "Designing and artistic work in kindergarten" p.43 FEMP 4 weeks: Lesson # 3 (December) To learn to compare two groups of objects by superposition, to understand the meaning of words in many, equally; Exercise in orientation on one's own body, distinguish between right and left hands. Pomoraeva, VA Pozina "Classes on FEMP 2 junior group" January No. Weeks Topic 2,3,4 weeks "Winter" Tasks of the program content of the topic Methodological support Week 1: Vacation FEMP 2 width, using overlay and application techniques, denote the comparison results with the words wide - narrow, wider - narrower; To continue to teach how to compare two groups of objects in a superimposed way, to denote the results of comparison with words in many, equally, as much as. IN AND. Pomoraeva, VA Pozina "FEMP lessons 2 junior group" E. Cherenkova "The ABC of the development of the simplest origami models" FEMP 3 weeks: Lesson №3 (January) Introduce the triangle: teach to distinguish and name a figure; To improve the ability to compare two equal groups of objects by the method of superposition, to denote the results of comparison with words in many, equally, as much as; Strengthen the skills of comparing two objects in width, learn to use the words wide - narrow, wider - narrower, the same length. IN AND. Pomoraeva, VA Pozina "FEMP classes 2 junior group" Construction week 4: "Matryoshka dances around the Christmas tree" (Lesson number 11 from the "Houses" cycle) Teach children to build a slide with two ladders; Strengthen the ability to name details and their color; Develop constructive ability. LV Kutsakova "Construction and artistic work in kindergarten" p.42 February No. Weeks Topic 1-2 weeks: "I will grow up healthy" 3-4 weeks: "Defender of the Fatherland Day" Tasks of the program content of the topic Methodological support FEMP 1 week: Lesson No. 1 (February) To continue to teach how to compare two equal groups of objects using the application method, to denote the comparison results with words in many, equally, as much as; Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle); Exercise in determining spatial directions from yourself and designate them with words above - below. IN AND. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group, group" FEMP 2 weeks: Lesson number 2 (February) To acquaint with the methods of comparing two objects in height, to learn to understand the words high - low, higher - lower; Exercise in determining spatial directions from yourself; To improve the skills of comparing two equal groups of objects by the application method, to designate the comparison results with words in many, equally, as much as. IN AND. Pomoraeva, VA Pozina "Classes on FEMP 2 junior group, group" FEMP 3 weeks: Lesson # 3 (February) Continue to teach how to compare two objects in height by means of overlay and application, designate the comparison results with the words high - low, higher - lower; To continue to improve the skills of comparing two equal groups of objects by means of superposition and application, to denote the comparison results with words in many, equally, as much as. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Construction 4 weeks: "Slide with ladders" Teach children to build a slide with two ladders; Strengthen the ability to name details and their color; To develop constructive abilities. L. V. Kutsakova "Designing and artistic work in kindergarten" p.37 March No. of the week Topic 1-2 weeks: "International Women's Day" 3-4 weeks: "Man and the world of things" Tasks of the program content of the topic providing FEMP 1 week: Lesson # 1 (March) Continue to teach how to compare two unequal groups of objects by means of superposition and application, to indicate the results of comparison with words more - less, equally, as much - how much; Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle). IN AND. Pomoraeva, VA Pozina "Classes on FEMP 2 junior group, group" FEMP 2 weeks: Lesson number 2 (March) Improve the ability to compare two equal and unequal groups of objects, use expressions more - less, equally, as much as; To consolidate the methods of comparing two objects in length and height, to indicate the results of the comparison with the appropriate words. IN AND. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group, group" FEMP 3 weeks: Lesson №3 (March) Exercise in comparison of two groups of objects by means of superposition and application and use words more - less, as much - how much; Strengthen the ability to distinguish and name parts of the day: day, night Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Construction 4 weeks: "Teremok" (Lesson number 12 from the cycle "Houses") To strengthen the ability to stand a house, a small house; Encourage the construction of additional buildings; Learn to play around buildings. LV Kutsakova "Construction and artistic work in kindergarten" p.136 April № Topic 1, 2, 3 weeks: "Spring" 4-5 weeks: "Folk culture and traditions" Tasks of the program content of the topic Methodological support FEMP 1 week: Lesson № 1 (April) Learn to reproduce a given number of objects and sounds according to a sample (without counting and the name of the number); Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle). IN AND. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group, group" FEMP 2 weeks: Lesson №2 (April) To consolidate the ability to reproduce a given number of objects and sounds according to the sample (without counting and name of the number); Exercise in the ability to compare two objects in size, denote the result of the comparison with the words large, small. Exercise in the ability to distinguish spatial directions from yourself and designate them with words: in front - behind, left - right. IN AND. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group, group" FEMP 3 weeks: Lesson №3 (April) To learn to distinguish one and many movements and designate their number with words one, many; Exercise in the ability to distinguish spatial directions relative to oneself and designate them with the words: in front - behind, left - right, above - below; Improve the ability to make a group of objects from separate objects and highlight one object from the group. IN AND. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Construction 4 weeks: "Gate" Teach children, change the building, transforming it into height; Anchor the names of parts; Develop imagination. L.V. Kutsakova "Designing and artistic work in kindergarten" p.40 FEMP 5 weeks: Lesson # 4 (April) To strengthen the ability to compare two equal and unequal groups of objects by means of superposition and application, to use expressions more - less, equally, as much - how; Exercise in comparing two objects in size, denote the result of the comparison with the words large, small; Learn to determine the spatial arrangement of objects using prepositions for, under, in, etc. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" May No. Weeks Topic 1-2 weeks: "Fairy tales" Tasks of the program content of the topic Methodological support of FEMP 1 week: Lesson No. 1 (May) Strengthen the ability to compare two equal and unequal groups objects by means of imposition and application, to use expressions more - less, equally, as much - how much; Exercise in comparing two objects in size, denote the result of the comparison with the words large, small; Learn to determine the spatial arrangement of objects using prepositions for, under, in, etc. IN AND. Pomoraeva, VA Pozina "Classes on FEMP 2 junior group, group" FEMP 2 weeks: Lesson №2 (May) Improve the ability to distinguish and name geometric shapes: circle, square, triangle, ball, cube V.I. Pomoraeva, V.A. Pozina "FEMP classes 2 junior group group" 3 weeks: Monitoring Filling in the monitoring cards of children's mastering of the necessary skills and abilities in the educational field "Cognition" FEMP section and the development of productive (constructive) activities 4 weeks: Monitoring Filling in the mastery monitoring cards children with the necessary skills and abilities in the educational area "Cognition" section FEMP and the development of productive (constructive) activities Explanatory note. Formation of a holistic picture of the world, broadening one's horizons. Subject and social environment. Formation of the ability to focus on objects and phenomena of the subject-spatial developmental environment; establish the simplest connections between objects and phenomena, make the simplest generalizations. Acquaintance with the objects of the immediate environment, their purpose. Development of the ability to determine the color, size, shape, weight (light, heavy) of objects; their location in relation to themselves (far, close, high). Acquaintance with materials (wood, paper, fabric, clay), their properties, strength, hardness, softness). Formation of the ability to group (tea, dining, kitchen utensils) and classify (dishes - clothes) familiar objects. Acquaintance with the theater through mini-performances and performances, as well as through dramatization games based on works of children's literature. Acquaintance with the immediate environment (the main objects of urban / village infrastructure): house, street, shop, clinic, hairdresser. Acquaintance with professions accessible to the child's understanding (doctor, policeman, salesman, educator, etc.). Acquaintance with nature. Expanding children's ideas about plants and animals. Continuation of acquaintance with domestic animals and their cubs, peculiarities of their behavior and nutrition. Acquaintance with the inhabitants of the corner of nature. Expansion of ideas about wild animals (3-4 species typical for a given area). Formation of the ability to observe birds arriving at the site (3-4 species typical for the area). Feeding birds in winter. Expansion of children's ideas about insects (3-4 species typical for a given area). The development of the ability to distinguish and name by appearance: vegetables (3-4 types), fruits (3-4 types), berries (3-4 types). Acquaintance with some of the plants in the area: trees, flowering herbaceous plants (3-4 species). Acquaintance with indoor plants (3-4 species). Formation of the belief that plants need land, water and air to grow. Acquaintance with the characteristic features of the seasons following each other and the changes that occur in connection with this in the life and activities of adults and children. Formation of ideas about the properties of water (pours, pours, heats up, cools), sand (dry - crumbles, wet - molds), snow (cold, white, melts from heat). Formation of ideas about the simplest relationships in living and inanimate nature. Acquaintance with the rules of behavior in nature (do not tear plants unnecessarily, do not break tree branches, do not touch animals, etc.). Seasonal observations Autumn. The development of the ability to notice changes in nature: it gets colder, it rains, people put on warm clothes, the leaves begin to change color and fall off, the birds fly away to warmer regions. Expanding the notion that vegetables and fruits are harvested in the fall. The development of the ability to distinguish the most common vegetables and fruits in appearance, taste, shape and name them. Winter. Expansion of ideas about the characteristic features of winter nature (cold, snowing; people wear winter clothes). Organization of observation of birds arriving at the site, feeding them. Formation of the ability to notice the beauty of winter nature: trees in a snow cover, fluffy snow, transparent ice floes, etc. Encouraging children to participate in sledding downhill, sculpting crafts from snow, decorating snow buildings. Spring. Acquaintance with the characteristic features of spring nature: the sun shines brighter, the snow begins to melt, becomes loose, the grass has grown, the leaves have blossomed on the trees, butterflies and May beetles appear. Expansion of children's ideas about the simplest connections in nature: the sun began to warm up - it got warmer - grass appeared, birds began to sing, people replaced warm clothes with lightweight ones. Observing the planting of seeds of flower plants and vegetables in the beds. Summer. Expansion of ideas about summer changes in nature: hot, bright sun, plants are blooming, people are swimming, chicks appear in their nests. Formation of elementary ideas about garden and vegetable garden plants. Consolidation of knowledge that many fruits, vegetables and berries ripen in summer. Complex thematic planning for the section forming a holistic picture of the world of the educational area "Cognition" September No. Weeks Topic 1 - 2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: "It's good in our kindergarten" Teach children to navigate in some premises of the preschool institution; To foster a benevolent attitude, respect for employees of a preschool institution. OV Dybina "Classes on familiarization with the outside world in the 2nd junior group." With. 22 T.V.Kovrigina, M.V.Kosianenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.56 Week 2: "What we do in kindergarten" Continue to acquaint children with the work of preschool workers - educators; To teach to call educators by name, patronymic, address them on "you"; To cultivate respect for the educator, his work. OV Dybina "Classes on familiarization with the outside world in the 2nd junior group." With. 333 week: "Acquaintance with root vegetables of turnips and carrots" To teach children to distinguish between carrots and turnips; Name the names of root crops, their sensory characteristics; To develop various sensations of children, their speech SN Nikolaeva "Young ecologist" p.114 week: "Acquaintance with beets and potatoes" To teach to distinguish vegetables - beets and potatoes; Know and name their names, features of shape, color, taste; To develop sensory sensations. SNNikolaeva "Young ecologist" p.14 October No. Weeks Topic 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Monitoring Filling out monitoring cards of the mastery of children with the necessary skills and abilities in the educational area "Cognition "section - formation of a holistic picture of the world2week: Monitoring Filling in maps for monitoring the acquisition of necessary skills and abilities by children in the educational area" Cognition "section - formation of a holistic picture of the world3week:" Acquaintance with fruits "To learn to distinguish between an apple, a pear, a plum; Know the names of fruits, their sensory characteristics; To develop various sensations of children - visual, tactile, gustatory and olfactory. SN Nikolaeva "Young ecologist" p.234 week: "Vegetables from the garden" Teach to distinguish by appearance and taste and name vegetables; Expand understanding of the cultivation of vegetable crops; Arouse the desire to participate in the dramatization of the Russian folk tale "The Turnip" 5 weeks: "Me and my family" Tasks of the program content of the topic Methodological support 1 week: "My hometown" Teach children to name their hometown; Give basic ideas about your hometown; Bring to the understanding that there are many streets, multi-storey buildings, different cars in the city. transport; Highlight the main features (color, shape, size, structure, etc.) ) OV Dybina "Classes on familiarization with the outside world in the 2nd junior group" p.113 week: "Dad, mom, I am a family" To form primary ideas about the family; To educate the child's interest in his own name. a mother takes care of her family, her beloved child; To form respect for mom. OV Dybina "Classes on acquaintance with the world around in the 2nd junior group" p.135 week: "Our family album" To form children's ideas about the family and their place in it; To foster independence, the desire to take care of family and friends; Encourage family members to be named. T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova "Complex lessons in the 2nd junior group" p.103 December No. Weeks Topic 1-2 weeks: "Man and the animal world" 3 -4 weeks: "New Year" Tasks of the program content of the topic Methodological support 1 week: "Visiting the grandmother" Continue to acquaint children with pets and their cubs; Teach correctly, handle pets; To form a caring attitude towards domestic animals. OA Solomennikova "FEEE classes in the 2nd junior group" p.8 2 weeks: "Dogs, cats, mice. Comparison and play" Clarify and consolidate children's ideas about dogs and cats, their habits , body structure. SNNikolaeva "Young ecologist" p.65 3 weeks: "Winter has come" Form ideas about the seasons (winter); Learn to name the main signs of the winter period; To cultivate love for nature. TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" p.108 4 weeks: "Holiday of the New Year tree for dolls" Help children remember a poem; To develop intonational expressiveness, to convey joy, triumph in speech. S.N. Nikolaeva "Young ecologist" p.36 T.V. Kovrigina, M.V. .128 January No. Weeks Topic 2,3,4 weeks "Winter" Tasks of the program content of the topic Methodological support 1 week: Holidays 2 weeks: "We feed the birds in winter" To consolidate the knowledge of children about winter natural phenomena; Show the children the bird feeder; Form a desire to feed the birds in winter; To expand ideas about wintering birds. OA Solomennikova "FEP lessons in the 2nd junior group" p.15 3week: "In January, in January, there is a lot of snow in the yard ..." To clarify the knowledge of children about winter natural phenomena; To form an aesthetic attitude to the surrounding nature; Enrich and activate vocabulary. OA Solomennikova "Lessons on FEED in the 2nd junior group" p.17 4 weeks: "Hare and wolf are forest dwellers (Hare, wolf, bear and fox are inhabitants of the forest" and the habits of forest dwellers during winter SNNikolaeva "Young ecologist" p.36 and p.40 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.142 February No. Weeks Topic 1-2 weeks: "I will grow up healthy" 3-4 weeks: "Defender of the Fatherland Day" Tasks of the program content of the topic Methodological support 1 week: "Aibolit checks the health of children" Start to educate an understanding of the value of health; get sick, improve health; Develop children's speech SNNikolaeva "Young ecologist" p.51 Week 2: "Our little rabbit got sick" To give children an idea that a mother takes care of her family, she is a doctor and a nurse in her house; To form respect for mom. OV Dybina "Classes on acquaintance with the outside world in the 2nd junior group" p.233 week: "As we are with Funtiko they were carrying sand "To give the children an idea that Dad takes care of his family; Dad knows how to drive a car, transport goods and people - he is a chauffeur in his house; To form respect for dad. OV Dybina "Classes to familiarize yourself with the world around you in the 2nd junior group" p.314 week: "We congratulate our dads" To acquaint with the public holiday - Defender of the Fatherland Day; Foster a good attitude towards dad; Arouse pride in your father. TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" p.168 March № Topic 1-2 weeks: "International Women's Day" 3 -4 weeks: "Man and the world of things" Tasks of the program content of the topic Methodological support 1 week: "This is how mother, golden straight" Continue to acquaint children with the work of mothers and grandmothers, show their business qualities; To foster respect for mom and grandmother, the desire to talk about them. OV Dybina "Classes to familiarize yourself with the world around you in the 2nd junior group" p.292 week: "Adventures in the room" Continue to acquaint children with the work of the mother at home; Foster respect for mom, a desire to help her. OV Dybina "Classes on familiarization with the outside world in the 2nd junior group" p.293 week: "Find objects of the man-made world" Encourage children to identify, distinguish and describe objects of the natural and man-made world. OV Dybina "Classes on familiarization with the outside world in 2 ml. group "p. Week 214: "Which is better: paper or cloth?" Strengthen children's knowledge about paper and fabric, their properties and qualities; Teach children to establish relationships between the material from which the object is made and the way the object is used. OV Dybina "Classes on familiarization with the outside world in the 2nd junior group" p. 36 April № Topic 1,2,3 weeks: "Spring" 4-5 weeks: "Folk culture and traditions" Tasks of the program content of the topic Methodological support 1 week: "Walk in the spring forest" To acquaint children with the characteristic features of spring weather; Expand understanding of forest plants and animals; To form elementary ideas about the simplest connections in nature. OA Solomennikova "Classes on FEP in the 2nd junior group" p.17 2 weeks: "Acquaintance with indoor plants" coleus, aspidistra); Learn to distinguish between leaves, stems, flowers, know that the roots are in the ground; Give an idea that they need to be fed in the spring. SNNikolaeva "Young ecologist" p.54 3 weeks: "Ecological path (Trees and shrubs on our site)" Expand children's knowledge about plants; Form a respectful attitude towards them; Form labor skills. OA Solomennikova "Lessons on FEED in the 2nd junior group" p.17 T.V.Kovrigina, MV Kosyanenko, OV Pavlova "Complex classes in the 2nd junior group" p.217 4 weeks: " A plate made of clay "To acquaint children with the properties of clay, with the structure of its surface. OV Dybina" Classes to familiarize themselves with the world around them in 2 ml. Group "p. 365 weeks: "Funny drawing" To acquaint children with the properties of paper, with the structure of its surface; Give knowledge about what can be drawn on paper; To acquaint with the work of some artists. OV Dybin "Classes on familiarization with the outside world in the 2nd junior group" p. 26 May № Week Topic 1-2 weeks: "Fairy tales" Tasks of the program content of the topic Methodological support Week 5: "Gifts for the bear" To consolidate the knowledge of children about the properties of materials, the structure of their surface; To improve the ability to distinguish between materials, to perform different actions with them. OV Dybina "Classes on familiarization with the outside world in the 2nd junior group" p. Week 382: "Golden Mom" ​​Continue to acquaint with E. Blaginina's poem "That's what kind of mother": To acquaint children with the properties of fabric, with the structure of its surface. Week 303: Monitoring Filling in maps for monitoring the acquisition of necessary skills and abilities by children in the educational field "Cognition" section - forming a holistic picture of the world 4 weeks: Conducting monitoring Filling in maps for monitoring the acquisition of necessary skills and abilities by children in the educational area "Cognition" Section - forming a holistic picture of the world Explanatory note. Educational area "Communication". "The content of the educational area" Communication "is aimed at achieving the goals of mastering constructive ways and means of interacting with people around them through solving the following tasks: 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 monologic forms) in various forms and types of children's activities; practical mastery of pupils' speech norms "*. Development of free communication with adults and children. Facilitating the communication of children with familiar adults and peers through assignments (ask, find out, offer help, thank, etc.). Reminder to children of examples of how to address adults who entered the group ("Say:" Come in, please "," Suggest: Want to see ... "," Ask: "Did you like our drawings?"). In everyday life, in independent games, helping children to interact and establish contacts with each other through speech ("Advise Mitya to transport the cubes in a big car", "Suggest Sasha to make the gate wider", "Say: It's a shame to fight! You are already big"). Encouraging children to communicate well with each other. The development of a desire to listen to the teacher's stories about cases in life that are understandable to children. Formation of the need to share their experiences with educators and parents. Encouraging the desire to ask questions of the caregiver and peers. Development of all components of oral speech, practical mastery of speech norms. Formation of the dictionary. Expansion and activation of the vocabulary of children based on the enrichment of ideas about the immediate environment. Clarification of the names and purpose of items of clothing, footwear, hats, dishes, furniture, modes of transport. Development of the ability to distinguish and name the essential details and parts of objects (for a dress - sleeves, collars, pockets, buttons), quality (color and shades, shape, size), surface features (smooth, fluffy, rough), some materials and their properties (paper breaks easily and gets soaked, glass objects break, rubber toys restore their original shape after squeezing), location (outside the window, high, far, under the cabinet). Drawing the attention of children to some objects similar in purpose (plate - saucer, chair - stool, fur coat - coat - sheepskin coat). Development of the ability to understand generalizing words (clothes, dishes, furniture, vegetables, fruits, birds, etc.) ); name parts of the day (morning, afternoon, evening, night); call pets and their babies, vegetables and fruits. Sound culture of speech. Improving the ability of children to clearly pronounce in words the vowels a, y, u, o, e) and some consonants (p - b - t - d - k - g; f - v; t - s - z - c). Development of motor skills of the speech motor apparatus, auditory perception, speech hearing and speech breathing, clarification and consolidation of the articulation of sounds. Development of the correct tempo of speech, intonational expressiveness. Formation of the ability to pronounce words and short phrases clearly, to speak calmly, with natural intonations. Grammatical structure of speech Improving the ability to coordinate adjectives with nouns in gender, number, case; use nouns with prepositions (in, on, under, for, about). Helping children in the use of singular and plural nouns in speech, denoting animals and their babies (duck - duckling - ducklings); plural forms of nouns in the genitive case (ribbons, nesting dolls, books, pears, plums). The attitude to the word-creation of children as to the stage of active mastering of grammar, prompting them the correct form of the word. Formation of the ability to receive from uncommon simple sentences (they consist only of a subject and a predicate), common by introducing definitions, additions, circumstances into them; make sentences with homogeneous members ("We will go to the zoo and see an elephant, a zebra and a tiger"). Coherent speech. Development of the dialogical form of speech. Involving children in conversation while looking at objects, paintings, illustrations; observations of living objects; after watching performances, cartoons. Formation of the ability to conduct a dialogue with a teacher: listen and understand the question asked, answer it clearly, speak at a normal pace, without interrupting the speaking adult. Reminders to say "thank you", "hello", "goodbye", "good night" (family, group). Providing children with pictures, books, sets of objects for independent examination in order to develop initiative speech, enrich and clarify ideas about the objects of the immediate environment. Development of initiative speech of children in interactions with adults and other children. Explanatory note. The educational area "Reading fiction" "The content of the educational area" Reading fiction "is aimed at achieving the goal of forming interest and the need for reading (perception) of books through solving the following tasks: the formation of a holistic picture of the world, including primary value ideas; development of literary speech ; introduction to verbal art, including the development of artistic perception and aesthetic taste ". Formation of interest and need for reading. Reading familiar works of art, loved by children, recommended by the Program for the first junior group. Development of the ability to listen to new fairy tales, stories, poems, follow the development of the action, empathize with the heroes of the work. Explanations of the actions of the characters and the consequences of these actions. Developing the ability, with the help of a teacher, to stage and dramatize short excerpts from folk tales and songs. Repetition of the most interesting, expressive passages from the read work (giving children the opportunity to finish words and easy phrases to reproduce). Development of the ability to read nursery rhymes and small author's poems by heart. Formation of interest in books. Regularly reviewing illustrations with children. Complex thematic planning for the section on the development of speech in the educational area "Communication" and "Reading fiction" September No. Weeks Topic 1-2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: "We are playing with blocks" Encourage children to compose a short story about the picture together with the teacher; Answer the teacher's questions with simple sentences; To develop visual perception, observation. NA Karpukhina "Program development of educational areas" in the 2nd junior group from week 432: "Come visit us" To acquaint children with the genre variety of small folklore forms: songs, nursery rhymes; Encourage children to guess descriptive riddles; To practice the pronunciation of the vowels a, y, o, and. A. Karpukhina "Program development of educational areas" in the 2nd junior group from 634 weeks: "Reading poems about autumn. Didactic exercise" What comes from what "Introduce children to poetry, develop poetic ear; Exercise in the formation of words by analogy. .Gerbova "Classes on the development of speech in the 2nd junior group" p.36 October No. Weeks Topic 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Monitoring Filling out monitoring cards of the mastery of children with the necessary skills and abilities in the educational area "Communication "and" Reading fiction "Week 2: Carrying out monitoring Filling out the monitoring cards of the mastery of children with the necessary skills and abilities in the educational field" Communi katsiya "and" Reading fiction "3 weeks:" Visiting the hostess's grandmother "Encourage children to compose a story of 3-4 simple sentences on a set of subjects together with the teacher; Develop visual perception, observation; To form in children the skill of using prepositions in, on, under, about, before, to expand the active vocabulary. NA Karpukhina "Program development of educational areas" in the 2nd junior group from 434 weeks: "Reading the poem by A. Blok" Bunny ". Memorizing A. Pleshcheev's poem" Autumn has come " sympathy for a hare who is cold, hungry and scary in an uncomfortable autumn time. VV Gerbova "Classes for the development of speech in the 2nd junior group" p.35 November No. Weeks Topic 1-2 weeks: "My home, my city" 3, 4, 5 weeks: "Me and my family" Tasks of the program content of the topic Methodological support 1 week: "Trolleybus and toys" Encourage children to compose a short story about a picture; Form a generalizing word - transport; Encourage them to pronounce words and short phrases clearly. Karpukhina "Program development of educational areas" in the 2nd junior group from 1392 week: "Knizhkin house" Encourage children to reproduce short stories close to the text; To develop auditory perception, intonational expressiveness; shaping and retelling literary texts. N. A. Karpukhina "Program development of educational areas" in the 2nd junior group from 1183 weeks: "Who is good here, who is good-looking. Reading the poem by S. Cherny "Pristavalka" Arouse sympathy in children for their peers with the help of the teacher's story; Help kids believe that each of them is a wonderful child, and adults love them. VV Gerbova "Classes on the development of speech in the 2nd junior group" p. 244 Week: "Reading a Russian folk tale" Cat, rooster and fox "To acquaint children with the fairy tale" The cat, the rooster and the fox "; By the example of the heroes of the fairy tale, show how family members care for each other. VV Gerbova" Classes on the development of speech in the 2nd junior group "p. 275 actions of Masha and Oika "To form in children a holistic perception of the literary text; To develop intonational expressiveness; Encourage children to convey their impressions, evaluate the actions of the heroes. N.A. Karpukhina" Program development of educational areas "in the 2nd junior group from 153 December No. Weeks Topic 1 -2 weeks: "Man and the animal world" 3-4 weeks: "New Year" Tasks of the program content of the topic Methodological support 1 week: "Cat with kittens" Encourage children to compose a short story about the picture together with the teacher; Teach to highlight the main thing in the picture, answering on wop dew; To develop visual perception, observation. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group with 178 T.V. Kovrigina, M.V.Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" With. Week 692: "Reading poems from the cycle S Marshak" Children in a cage "To acquaint children with vivid poetic images of animals from the poems of S. Marshak.VV Gerbova" Classes on the development of speech in the 2nd junior group "p.41 TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" p.873 week: "Visiting the Snow Maiden" Continue to acquaint children with Russian lyrics; Encourage children to emotionally convey their feelings; Activate children in speech adjectives and verbs. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group from 434 weeks: "Memorizing the poem by E. Ilyin" Our Christmas tree "To help children remember the poem; To develop intonational expressiveness, to convey joy, triumph in speech. N.A. Karpukhina "Software development of educational areas" in the 2nd junior group from 89 January No. Weeks Topic 2,3,4 weeks "Winter" Tasks of the program content of the topic Methodological support 1 week: Vacation 2 weeks: "Reading the fairy tale" Snegurushka and the fox "To acquaint children with the Russian folk tale" Snegurushka and the fox "; Exercise in expressive reading of the excerpt - lamentations of Snegurushka. VV Gerbova" Classes on the development of speech in the 2nd junior group "p. 44 N.A. Karpukhina "Program development of educational areas" in the 2nd junior group p. 923 weeks: "Reading L. Voronkova's story" It is snowing ", A. Boseev's poem" Three "To acquaint children with L. Voronkova's story" Snow is falling " ; Help memorize A. Boseev's poem "Three" by V. Gerbov "Classes on the development of speech in the 2nd junior group" p.46 make simple conclusions. VV Gerbova "Classes on the development of speech in the 2nd junior group" p.50 NA Karpukhina "Program development of educational areas" in the 2nd junior group p. 177 February No. Weeks Topic 1-2 weeks : "I will grow up healthy" 3-4 weeks: "Defender of the Fatherland Day" Tasks of the program content of the topic Methodological support 1 week: "Conversation on the topic" What is good and what is bad "To improve the dialogical speech of children; To teach to express their opinions. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group with 160 T.V. Kovrigina, M.V. Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" with .2562 week: "Learning a poem by V. Berestov" Petushki sweat "Help children memorize a poem; Teach to read it expressively. V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.1833 week: "Reading poems by B. Zakhoder" Builders ", O. Driz" We are men ", L. Lagzdyn" I am jumping " emotional perception and understanding of the content of the plot of a poetic text. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group from 119-1204 weeks: "Song of friends" poetic word. N.A. Karpukhin "Program development of educational areas" in the 2nd junior group from 120 March № Topic 1-2 weeks: "International Women's Day" 3-4 weeks: "Man and the world of things" Tasks of the program content of the topic Methodological providing 1 week: "Reading the poem by I. Kosyakov" All of her ". Didactic exercise "I love my mother very much, because ..." To acquaint children with the poem; Improve dialogic speech; To cultivate a kind, attentive attitude towards mother VV Gerbov "Classes on the development of speech in the 2nd junior group" p.58 TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex classes in 2 ml .group "p.189 Week 2:" Reading the Russian folk tale "The Wolf and the Seven Kids" Introduce children to the fairy tale; Arouse the desire to listen to the work again and remember the song of the goat; Raise love for animals, using the example of a fairy tale to show the mother's love for her children. T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.159 N.A. Karpukhina "Program development of educational areas" in the 2nd junior group from 1193 weeks: "Wonderful a bag (composing descriptive stories about a toy) "To form a coherent speech of children; Encourage composing a descriptive story about a toy with the teacher; To fix in the active dictionary the names of objects on the topic" Toys "by NA Karpukhin" Program development of educational areas "in 2 ml. group from week 1004: "Visiting Masha's doll (compilation of informative stories on a set of subjects) "Encourage children to compose a story on a set of subjects from 3-4 sentences together with the teacher; Develop visual perception, observation; Use singular and plural nouns in speech. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group from 158 April № Topic 1,2,3 weeks: "Spring" 4-5 weeks: "National culture and traditions "Tasks of the program content of the topic Methodological support 1 week:" Spring trills "To form children's creative activity when listening to the text and retelling it; To teach the ability to conduct a dialogue with a teacher; Pronounce vowels clearly and distinctly: a, y, and, o, e. NA Karpukhina "Program development of educational areas" in the 2nd junior group with. 2002week: "Reading A. Pleshcheev's poem" Spring ". Didactic exercise" When does it happen? " classes in the 2nd junior group "p.221 VV Gerbov" Classes on the development of speech in the 2nd junior group "p.58 3 weeks:" Repetition of poems. Memorizing the poem by I. Belousov "Spring Song" To help children remember the poems that they learned earlier; Remember a new poem. VV Gerbova "Classes on the development of speech in the 2nd junior group" p.71 4 weeks: "The magic chest of grandmother Arina" Introduce preschoolers to the heritage of world literature; Develop intonational expressiveness of speech; To foster love and interest in the poetry of world literature and the work of A.S. Pushkin. N.A. Karpukhin "Program development of educational areas" in the 2nd junior group with. 2005 week: "Sandman visiting children (small folklore forms)" To acquaint children with the semantic meaning of the content of nursery rhymes and songs; Develop an active vocabulary; To promote the development of arbitrary memory. N. A. Karpukhina "Program development of educational areas" in the 2nd junior group with. 47 May No. Weeks Topic 1-2 weeks: "Fairy tales" Tasks of the program content of the topic Methodological support 5 weeks: "Tales about the cockerel" To form in children an emotional perception of the literary genre - fairy tales; Encourage preschoolers to actively participate in staging and dramatizing individual passages; To consolidate the clear pronunciation of sounds З-Зь, to highlight these sounds in words. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group with. 1712 week: "Tales of the Fox" To form in children the image of the heroes of fairy tales; Develop observation skills; To consolidate the correct pronunciation of words with iotated sounds i, e, yu.N.A. Karpukhin "Program development of educational areas" in the 2nd junior group with. 1313 weeks: Conducting monitoring Filling out the monitoring cards of the mastery of the necessary skills and abilities by children in the educational field "Communication" and "Reading fiction" 4 weeks: Conducting monitoring Filling out the maps for monitoring the mastery of children with the necessary skills and abilities in the educational area "Communication" and "Reading fiction" Explanatory note. Direction "Artistic and aesthetic development". Educational area "Artistic creativity". "The content of the educational area" Artistic creativity "is aimed at achieving the goals of forming an interest in the aesthetic side of the surrounding reality, meeting the needs of children for self-expression through solving the following tasks: development of the productive activities of children (drawing, modeling, application, artistic work); development of children's creativity; to the fine arts ". Development of children's creativity. Development of aesthetic perception; attracting the attention of children to the beauty of surrounding objects (toys), objects of nature (plants, animals), promoting the emergence of a sense of joy from their contemplation. Formation of interest in art activities. The development of skills in drawing, modeling, application, depicting simple objects and phenomena, conveying their figurative expressiveness. Inclusion in the process of examining the object of the movement of both hands on the object, covering it with your hands. Promoting the emergence of a positive emotional response to the beauty of nature, works of art (book illustrations, handicrafts, household items, clothing). Development of the ability to create both individual and collective compositions in drawings, modeling, applications. Introduction to the fine arts. Leading children to the perception of works of art. Acquaintance with the elementary means of expressiveness in different types of art (color, sound, form, movement, gestures), leading to the distinction of types of art through the artistic image. Preparing children for visiting a puppet theater, an exhibition of children's works, etc. Development of interest in works of folk and professional art, in literature (poetry, songs, nursery rhymes, prose), for listening and performing musical works, highlighting the beauty of seasonal changes in nature, objects of the surrounding reality (color, shape, size: house, carpet, dishes, etc.). Aesthetic developmental environment. Contributing to the emergence of a feeling of joy from the design of the group: light walls, beautiful curtains on the windows, comfortable furniture, new toys, books with bright pictures are neatly arranged in the book corner. Fostering the desire to maintain cleanliness and order in the group, so that it is cozy and beautiful. Examining drawing materials with children, drawing attention to their diversity, color, the opportunity to get beautiful drawings. Creation of a joyful mood when examining images created by children in drawings, modeling, applications (individual, collective). Acquaintance with the equipment and design of the site, drawing attention to its beauty, convenience for children, cheerful multi-colored coloring of buildings, sports facilities. Drawing the attention of children to various plants, their diversity and beauty. Explanatory note. Development of productive activities. Painting. Ensuring the relationship of drawing with other educational areas in order to enrich the impressions of children, expand the impressions of objects and phenomena of reality. The urge to convey in the drawings the beauty of the surrounding objects and nature (blue sky with white clouds; colorful leaves swirling in the wind and falling to the ground; snowflakes, etc.). Improving the ability to properly hold a pencil, felt-tip pen, brush, without straining muscles or squeezing your fingers tightly. Formation of free movement of the hand with a pencil and brush while drawing. Formation of the ability to draw paint on a brush: gently dip it with all the nap into a jar of paint, remove excess paint on the edge of the jar with a light touch of the nap, rinse the brush well before picking up paint of a different color. Formation of the habit of drying the washed brush on a soft cloth or paper towel. Consolidation of color names (red, blue, green, yellow, white, black), acquaintance with shades (pink, blue, gray). Drawing the attention of children to the selection of a color that matches the depicted subject. Involvement of children in decorative activities: decorating with Dymkovo patterns the silhouettes of toys cut out by the teacher (bird, goat, horse, etc.), and various objects (saucer, mittens). The development of the ability to rhythmically apply lines, strokes, spots, strokes (leaves fall from the trees, it is raining, "snow is spinning, the whole street is white", "rain, rain, drip, drip, drip ..."). The urge to depict simple objects, draw straight lines (short, long) in different directions, cross them (stripes, ribbons, paths, a fence, a checkered handkerchief, etc.). Bringing children up to the image of objects of different shapes (round, rectangular) and objects consisting of combinations of different shapes and lines (tumbler, snowman, chicken, trolley, trailer, etc.). Formation of the ability to create simple plot compositions, repeating the image of one object (Christmas trees on our site, tumblers walking) or, depicting various objects, insects, etc. (bugs and worms crawl in the grass; the bun rolls along the path, etc.). Development of the ability to arrange images throughout the sheet. Complex thematic planning for the section on the development of productive activities - drawing, educational area "Artistic creativity" September No. Weeks Topic 1-2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: "Acquaintance with pencil and paper" Teach children to draw with pencils; Learn correctly, hold a pencil, guide them along the paper, do not press too hard on the paper; Draw the attention of children to the traces left by a pencil on paper. TSKomarova "Art classes in the 2nd junior group." With. 26 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.34 Week 2: "Beautiful ladders" Teach children to draw lines from top to bottom; Learn to draw paint on a brush, dip it with all the nap; Continue to acquaint with tsvety.T.S.Komarova "Classes in fine arts in the 2nd junior group." With. 30 3 week: "It is raining" Teach children to distinguish between carrots and turnips; Name the names of root crops, their sensory characteristics; To develop various sensations of children, their speech TS Komarova "Classes in fine arts in the 2nd junior group." With. 27 TVKovrigina, MVKosianenko, OVPavlova "Complex lessons in the 2nd junior group" p.43 4week: "Colored balls" Teach children to draw continuous lines in circular movements without lifting the pencil; In the process of drawing, use pencils of different colors; To draw the attention of children to the beauty of multi-colored images. TS Komarova "Classes in fine arts in the 2nd junior group." With. 34 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.68 October No. Weeks Topic 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Monitoring Filling out the maps for monitoring the acquisition of necessary skills and abilities by children in the educational field "Artistic creativity" 2 weeks: Conducting monitoring Filling out the maps for monitoring the acquisition of necessary skills and abilities by children in the educational area "Artistic creativity" 3week: "Colorful carpet of leaves" Develop aesthetic perception; Form figurative representations; Teach children to hold the brush correctly; To teach how to draw the leaves by applying the brush pile to the paper. TS Komarova "Art classes in the 2 mln group." With. 33 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.62 4week: "Trees on our site" To teach children to create an image of a tree in drawing; Draw objects consisting of straight vertical and oblique lines; To arrange images all over the sheet of paper. TS Komarova "Art classes in the 2nd junior group." With. 50 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.120 November No. Weeks Topic 1-2 weeks: "My home, my city" 3,4, 5 weeks: "Me and my family" Tasks of the program content of the topic Methodological support 1 week: "Beautiful balloons" To teach children to draw objects of a round shape; Learn correctly, hold a pencil; To develop an interest in drawing. TS Komarova "Art classes in the 2nd junior group. "p. 41 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.90 2 week:" Multicolored wheels "To teach children to draw round objects with a continuous continuous movement of the brush; To consolidate the ability to wash the brush; To develop the perception of color. TS Komarova "Art classes in 2 ml. group. "p. 43 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.95 3 weeks:" Rings "Teach children to hold a pencil correctly; Practice a circular motion of the hand To consolidate knowledge of flowers. TS Komarova "Art classes in 2 ml. group. "p. 36 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova" Complex lessons in the 2nd junior group "p.754 week:" Blow up the bubble "Teach children to transfer images of an outdoor game in a drawing; the ability to draw objects of a round shape of various sizes; To form the ability to draw with paints.T.S.Komarova "Art classes in 2 ml. group. "p. 375 week:" Draw something round "Exercise children in drawing objects of a round shape; Strengthen the ability to use paints; Teach to enjoy your drawings. TS Komarova" Art classes in 2 ml. group. "p. 45 December No. Weeks Topic 1-2 weeks:" Man and the animal world "3-4 weeks:" New Year "Tasks of the program content of the topic Methodological support 1 week:" Saucer for milk "Teach the correct techniques of painting without leaving for the outline, recognize the color and name it; Teach to enjoy your drawings. TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" p.101 2 week: "Who lives in the forest ? "Strengthen the ability to work with pencils or a brush; Develop creative imagination. TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.107 small "To reinforce the ability of children to draw objects of a round shape; Teach the correct techniques of painting with paints; Learn to repeat the image, filling the free space of the sheet. TS Komarova" Art classes in 2 ml. group. "p. 48 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.113 4 weeks:" Herringbone "To teach children to transfer the image of a Christmas tree in drawing; Continue to teach use paints and a brush. TS Komarova "Art classes in 2 ml. group. "p. 51 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.134 January No. Weeks Topic 2,3,4 weeks" Winter "Program tasks content of the topic Methodological support Week 1: Vacations Week 2: "Christmas tree with lights and balls" Teach children to convey the image of an elegant Christmas tree in a drawing; Teach to draw a Christmas tree large, full-length, decorate it; Introduce pink and blue flowers. TSKomarova "Art classes in the 2nd junior group." With. 55 TVKovrigina, MVKosianenko, OVPavlova "Complex lessons in the 2nd junior group" p.140 3week: "We made snowmen on a walk" To induce in children the desire to create images of funny snowmen in the drawing; Exercise in drawing objects of a round shape. TS Komarova "Classes in fine arts in the 2nd junior group." With. 62 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.160 4week: "Trees in the snow" To teach children to convey a picture of winter in a drawing; Exercise in drawing trees; Develop aesthetic perception. TSKomarova "Art classes in the 2nd junior group." With. 66 February No. Weeks Topic 1-2 weeks: "I will grow up healthy" 3-4 weeks: "Defender of the Fatherland Day" Objectives of the program content of the topic Methodological support 1 week: "The sun is shining" To teach children to convey the image of the sun in a drawing; Learn to supplement the drawing with images that match the topic; To develop independence. TS Komarova "Art classes in the 2nd junior group." With. 63 TVKovrigina, MVKos'yanenko, OVPavlova "Complex lessons in the 2nd junior group" p.172 Week 2: "Sunny bunny" Teach with a color spot, convey the character of the image; To develop skills in working with a brush. T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova "Complex lessons in the 2nd junior group" p.191 3 weeks: "Airplanes are flying" To strengthen the ability to draw objects consisting of several parts ; Learn to convey the image of an object in a drawing; To develop aesthetic perception. TS Komarova "Art classes in the 2nd junior group." With. 65 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.178 4 weeks: "Our legs walk along a flat path" images with the content of the action, to notice the nature of the traces applied, to perform movements in a general tempo for everyone. T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova "Complex lessons in the 2nd junior group" p.210 March No. Topic 1-2 weeks: "International Women's Day" 3-4 weeks: "Man and the world of things" Tasks of the program content of the topic Methodological support 1 week: "Draw who wants what is beautiful for mom" Develop aesthetic perception; Learn to see and highlight beautiful objects, phenomena; Strengthen the ability to draw with different materials; To bring up the desire to please the mother. TS Komarova "Art classes in the 2nd junior group." With. 71 2nd week: "Books - babies (as a gift)" Teach the formative movements of drawing quadrangular shapes by continuous movement of the hand from left to right, from top to bottom, etc. ; Refine the technique of painting by moving the hand from top to bottom or from left to right; Develop imagination. TSKomarova "Art classes in the 2nd junior group." With. 71 3rd week: "My cheerful, ringing ball" Form children's ideas about the round shape of objects and their size; Consolidate knowledge about color; To teach to paint over drawings with a brush. TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" p.216 4 weeks: "Beautiful flags on a string" Teach children to draw rectangular objects with separate vertical and horizontal lines; Introduce a rectangular shape; Continue to work out the techniques of drawing and painting over drawings with colored pencils. TS Komarova "Classes in fine arts in the 2nd junior group." With. 69 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p. 222 April № Topic 1,2,3 weeks: "Spring" 4-5 weeks: "People's culture and traditions "Tasks of the program content of the topic Methodological support 1 week:" All the icicles were crying "Teach rhythmically, apply strokes, placing them on a sheet of paper in accordance with the direction of the icicles; To develop skills of working with a brush. T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova "Complex lessons in the 2nd junior group" p.222 Week 2: "Dandelions in the grass" To induce in children the desire to convey the beauty of a blooming flower meadows, flower shape; Practice drawing techniques; Strengthen the ability to gently wash the brush. TSKomarova "Art classes in the 2nd junior group." With. 85 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.228 3week: "Birdhouse" To teach children to draw an object consisting of a rectangular shape, a circle, a straight roof; correctly convey the relative size of the parts of the object; Consolidate painting techniques. TSKomarova "Art classes in the 2nd junior group." With. 78 4th week: "Acquaintance with Dymkovo toys. Drawing patterns" To acquaint with folk Dymkovo toys; Arouse joy from looking at a bright, elegant painted toy; To learn to highlight and name the individual elements of the pattern, their color. TS Komarova "Art classes in the 2nd junior group." With. 53 5week: "Let's decorate the Dymkovo duck" Continue to acquaint children with the Dymkovo toy; Learn to highlight the elements of the painting, apply them to a duck cut out of paper; Arouse joy from the resulting result. TS Komarova "Art classes in the 2nd junior group." With. 58 May No. Weeks Topic 1-2 weeks: "Fairy tales" Tasks of the program content of the topic Methodological support Week 5: "Let's decorate a mitten - a house" Teach children to draw based on the fairy tale "Mitten", create a fabulous image; Develop imagination, creativity; Form the ability to decorate an object. TSKomarova "Art classes in the 2nd junior group." With. 56 Week 2: "Matryoshka Russian round dance" Learn to draw points and lines of different thickness with a brush; Develop the ability to work with gouache; To educate an aesthetic taste. T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p. 233 3 weeks: Carrying out monitoring Filling out the monitoring cards of children's mastering of the necessary skills and abilities in the educational field " Artistic creativity "Week 4: Conducting monitoring Filling out the monitoring cards of the mastery of children with the necessary skills and abilities in the educational field" Artistic creativity "Explanatory note. Educational area "Artistic creativity". Modeling. Formation of interest in modeling. Consolidation of ideas about the properties of clay, plasticine, plastic mass and modeling methods. The development of the ability to roll the lumps in straight and circular movements, connect the ends of the resulting stick, flatten the ball, crushing it with the palms of both hands. The urge to decorate sculpted objects using a stick with a sharpened end. Formation of the ability to create objects consisting of 2-3 parts, connecting them by pressing them together. Reinforcement of the ability to accurately use clay, put lumps and sculpted objects on the board. Incentive to sculpt simple objects consisting of several parts (tumbler, chicken, pyramid, etc.); combine sculpted figures into a collective composition (tumblers lead a round dance, apples are on a plate, etc.). Maintaining a sense of joy arising from the perception of the result of one's own and common work. Explanatory note. Educational area "Artistic creativity". Application. Introducing children to the art of applique, the formation of interest in this type of activity. Formation of the ability to pre-lay (in a certain sequence) on a sheet of paper finished parts of various shapes, sizes, colors, composing an image (conceived by the child or given by the teacher), and stick them. Formation of the ability to carefully use glue: spread it with a brush with a thin layer on the back of the figure to be pasted (on a specially prepared oilcloth); apply the side smeared with glue to a sheet of paper and press firmly with a napkin. Formation of skills for accurate work. Maintaining the sense of joy that comes with creating a successful image. The development of the ability to create in applications on paper of various shapes (square, rosette, etc.) object and decorative compositions from geometric shapes and natural materials, repeating and alternating them in shape and color. Consolidation of knowledge of the shapes of objects and their colors. Development of a sense of rhythm. Complex thematic planning for the section on the development of productive activities - modeling and application, of the educational area "Artistic creativity" September No. Weeks Topic 1 - 2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Modeling. "Acquaintance with plasticine clay" To give children the idea that clay is soft, you can sculpt from it, you can pinch off small lumps from a large lump; Learn to put clay and sculpted items only on the board, work carefully; To develop the desire to sculpt. TS Komarova "Art classes in the 2nd junior group." With. 27 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.29 2nd week: Application. "Big and small balls" Teach children to choose large and small round objects; To consolidate ideas about objects of a round shape, their difference in size; To learn to carefully stick the images. TS Komarova "Art classes in the 2nd junior group." With. 28 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.37 3 week: Sculpting. "Various colored crayons" Exercise children in stick molding by rolling clay with straight palms; Learn to work carefully with clay, plasticine; To develop the desire to sculpt, to enjoy the created. TS Komarova "Classes in fine art in the 2nd junior group." With. 30 TVKovrigina, MVKos'yanenko, OVPavlova "Complex lessons in the 2nd junior group" p.43 4th week: Application. "Vegetables (fruits) are on a round tray" To acquaint children with round objects; Encourage you to trace the shape along the contour with the fingers of one and the other hand, naming it; To teach the techniques of sticking. TS Komarova "Art classes in the 2nd junior group." With. 32 October No. Weeks Topic 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Conducting monitoring Filling out the monitoring cards of the mastery of the necessary skills and abilities in the educational field "Artistic creativity" in the educational area "Artistic creativity" 3 weeks: Modeling. "Bagels (Bagels)" Continue to acquaint children with clay; Learn to roll a stick into a ring; Strengthen the ability to roll out clay with straight movements, sculpt neatly. TS Komarova "Art classes in the 2nd junior group." With. 32 4 weeks: Application. "Large and small apples on a plate" Teach children to glue round objects; To consolidate the idea of ​​\ u200b \ u200bthe difference in size of objects; Reinforce correct gluing techniques. TSKomarova "Art classes in the 2nd junior group." With. 35 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.63-64 November No. Weeks Topic 1-2 weeks: "My home, my city" 3, 4.5 weeks: "Me and my family" Tasks of the program content of the topic Methodological support 1 week: Modeling. "Balloons" To develop the ability to sculpt balloons; Maintain a desire to portray an object; To foster a desire to be engaged in creativity. TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" p.83 Week 2: Application. "Colored lights in houses" Teach children to glue round images; Learn to alternate circles by color; Exercise in a neat gluing. TS Komarova "Art classes in the 2 ml. Group." With. 42 Week 3: Modeling. "Pretzels" Strengthen the technique of rolling clay with straight palms; Teach children to roll the resulting sausage in different ways; To form the ability to consider works. TS Komarova "Classes in fine arts in the 2nd junior group." With. 42 4th week: Application "Berries and apples on a platter. Canning fruits" To consolidate children's knowledge about the shape of objects; Learn to distinguish objects by size; Exercise in careful use of glue. TS Komarova "Art classes in 2 ml. Group." With. 38 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.695 Week: Sculpting. "Gingerbread" To consolidate the ability to sculpt balls; Learn to flatten the ball by squeezing it with your palms; To develop a desire to do something for others. TS Komarova "Art classes in the 2nd junior group." With. 44 December No. Weeks Topic 1-2 weeks: "Man and the animal world" 3-4 weeks: "New Year" Tasks of the program content of the topic Methodological support 1 week: Application "Chickens in the meadow" Teach children to compose a composition of several objects; Depict an object consisting of several parts; Continue to practice neat sticking skills. TSKomarova "Art classes in the 2nd junior group." With. 87 T.V.Kovrigina, M.V.Kosianenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.2412 week: Sculpting. "Gift to your beloved kitten" To form imaginative perception and imaginative representations, develop imagination; Teach children to use previously acquired skills in modeling; To cultivate a kind attitude towards animals. TS Komarova "Art classes in the 2nd junior group." With. 36 T.V.Kovrigina, M.V.Kosianenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.693 week: Application. "Pyramid (New Year's gifts)" Teach children to transfer the image of a toy in the application; Depict an object consisting of several parts; Consolidate knowledge of colors. TSKomarova "Art classes in the 2nd junior group." With. 51 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.128-130 4 weeks: Sculpting "Rattle" Teach children to sculpt an object consisting of two parts: sticks; Learn to connect parts by pressing them tightly to each other; Exercise in rolling the clay with straight and circular movements of the palms. TS Komarova "Art classes in the 2nd junior group." With. 49 January No. Weeks Topic 2,3,4 weeks "Winter" Tasks of the program content of the topic Methodological support 1 week: Holidays 2 weeks: Application. "Snowman" To consolidate the knowledge of children about the round shape, about the difference in size of objects; Learn to compose an image from parts; Exercise in a neat gluing. TS Komarova "Art classes in the 2 ml. Group." With. 60 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.115-116 3 weeks: Modeling. "Little dolls are walking in a snowy glade" To teach how to create an image of a doll in modeling; Learn to sculpt an object consisting of two parts; To consolidate the ability to roll clay between the palms in straight and circular movements. TS Komarova "Art classes in the 2nd junior group." With. 61 4week: "Stick, what kind of toy you want" Develop imagination, creativity of children; Consolidate knowledge about shape and size; Exercise in correct gluing techniques. TSKomarova "Art classes in the 2nd junior group." With. 54 February No. Weeks Topic 1-2 weeks: "I will grow up healthy" 3-4 weeks: "Defender of the Fatherland Day" Tasks of the program content of the topic Methodological support 1 week: Modeling. "Sparrows and a cat (based on an outdoor game)" Continue to develop the ability to reflect images of an outdoor game in modeling; Develop imagination and creativity; To consolidate the previously acquired skills and abilities. TS Komarova "Classes in fine arts in the 2nd junior group." With. 63 Week 2: Application. "Truck" Consolidate knowledge about shape and size; Develop imagination. TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" p.156 3 weeks: Modeling. "Airplanes are at the airfield" Teach children to sculpt an object consisting of two parts of the same shape; Strengthen the ability to divide a lump of clay by eye into two equal parts; Arouse joy from the created image. TS Komarova "Art classes in the 2nd junior group." With. 64 4 weeks: Application. "Flags" "Festive panorama" Consolidate the ability to create an image of a rectangular object in the applique; Distinguish and correctly name colors; Use glue carefully. TS Komarova "Art classes in 2 ml. group. "p. 68 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova" Complex lessons in the 2nd junior group "p.168 March № Topic 1-2 weeks:" International Women's Day "3- 4 weeks: "Man and the world of things" Tasks of the program content of the topic Methodological support 1 week: Modeling "Treats for the grandmother (dolls)" To develop the ability of children to choose the content of their modeling from the named objects; To foster independence; To consolidate the techniques of modeling. TS Komarova " Art classes in 2 ml. group. "p. 72 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.186 Week 2: Application." Flowers as a gift for mom, grandmother "Teach children to compose image from the details; Raise the desire to make a beautiful thing (gift); Develop aesthetic perception. TS Komarova "Art classes in 2 ml. group. "p. 67 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.193 3 weeks: Modeling. consisting of parts of a round shape of different sizes; To practice the ability to fasten parts of an object, tightly pressing them to each other. TS Komarova "Art classes in 2 ml. group. "p. 74 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.1994 week: Application." Beautiful napkin "Teach children to make a pattern on square paper ; To develop compositional skills, color perception. TS Komarova "Classes in fine arts in 2 ml. group. "p. 58 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova" Complex lessons in the 2nd junior group "p.142 April № Topic 1,2,3 weeks:" Spring "4- 5 weeks: "Folk culture and traditions" Tasks of the program content of the topic Methodological support 1 week: Sculpting. "Big and small birds on the feeding trough" Continue to form in children the desire to transfer images of birds in sculpting; Reinforce sculpting techniques; Develop the ability to talk about what they have blinded .T.S.Komarova "Art classes in 2 ml. group. "p. 67 2week: Application." Birdhouse "Teach children to depict objects in the application, consisting of several parts; Clarify knowledge of colors; Develop color perception. TS Komarova" Art classes in 2 ml. group. "p. 76 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.218 3 weeks: Modeling. from two parts; Teach to depict details by pinching; Include children in the creation of a collective composition. TS Komarova "Art lessons in 2 ml. group. "p. 82 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.212 4 weeks: Application." Napkin "Learn to make a pattern of circles and squares on square paper napkin; Develop a sense of rhythm; Reinforce the ability to stick parts neatly. TS Komarova "Art classes in 2 ml. group. "p. 73 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.205 5 weeks: Sculpting." Beautiful bird (based on the Dymkovo toy) "Learn to sculpt an object consisting of several parts; Reinforce the pinching technique with the tip of your fingers; Learn to sculpt according to the model of a folk (Dymkovo) toy. TS Komarova "Art classes in 2 ml. group. "p. 77 May No. Weeks Topic 1-2 weeks:" Fairy tales "Tasks of the program content of the topic Methodological support 1 week: Application." House (Teremok) "Teach children to compose an image from several parts; To consolidate the knowledge of geometric figures. .Komarova "Art classes in 2 ml. group. "p. 88 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.254 Week 2: Sculpting." Bowls of three bears "Teach children to sculpt bowls of different sizes ; Learn to flatten and pull the edges of the bowl up; Strengthen the ability to sculpt neatly. TS Komarova "Art classes in 2 ml. group. "p. 79 3 weeks: Conducting monitoring Filling out maps for monitoring the acquisition of necessary skills and abilities by children in the educational area" Artistic creativity "4 weeks: Conducting monitoring Filling out monitoring maps for the acquisition of necessary skills and abilities by children in the educational area" Artistic creativity "Explanatory note. area "Music." "The content of the educational area" Music "is aimed at achieving the goal of developing the musicality of children, the ability to emotionally perceive music through the solution of the following tasks: development of musical and artistic activities; familiarization with the art of music "*. Development of musical and artistic activities, familiarization with musical art. Listening. Introduction of children to folk and classical music. Acquaintance with three musical genres: song, dance, march. Formation of emotional responsiveness to a work, the ability to distinguish between cheerful and sad music. Formation of the ability to listen to a piece of music to the end, to understand the nature of the music, to determine how many parts are in the piece. Development of the ability of children to distinguish musical sounds in pitch within an octave - septims, to notice changes in the strength of the melody sound (loud, quiet). Improving the ability to distinguish between the sound of musical toys, children's musical instruments (musical hammer, barrel organ, rattle, drum, tambourine, metallophone, etc.). Singing. Formation of the ability to sing expressively. Development of singing skills (singing without tension in the range of re (mi) - la (si), at the same tempo with everyone, pronounce the words cleanly and clearly, convey the character of the song (cheerfully, drawn out, tenderly, melodiously)). Song creativity. Development of the desire to sing and finish singing melodies of lullabies to the syllable "bayu-bayu" and cheerful melodies to the syllable "la-la". Formation of skills in composing funny and sad melodies based on the pattern. Musical-rhythmic movements Formation of the ability to move in accordance with the two-part form of music and the strength of its sound (loudly, quietly); react to the beginning of the sound of music and its end. Developing the ability to march with everyone and individually, run easily, at a moderate and fast pace to the music. Improving the performance of dance movements: stamping alternately with two feet and one foot. The development of the ability to spin in pairs, perform a straight gallop, move rhythmically to the music and in accordance with the tempo and nature of the piece of music, with or without objects, toys. Development of skills for expressive and emotional transmission of playful and fairy-tale images: a bear is walking, a cat is sneaking, mice are running around, a bunny is galloping, a cockerel is walking, chickens are pecking grains, birds are flying, etc. Development of dance and play creativity. Encouragement of independent performance of dance movements by children to dance melodies. Formation of skills for more accurate execution of movements that convey the nature of the depicted animals. Playing children's musical instruments. Acquaintance with some children's musical instruments: pipe, metallophone, bell, tambourine, rattle, drum, as well as their sound. Formation of the ability to play along with children's percussion musical instruments. Planned intermediate results of the development of the Program. The intermediate results of the development of the Program are formulated in accordance with the Federal State Requirements (FGT) through the disclosure of the dynamics of the formation of integrative qualities of pupils in each age period of the development of the Program in all areas of child development. By the age of four, with the successful development of the Program, the next level of development of the child's integrative qualities is reached. Integrative quality "Physically developed, having mastered the basic cultural and hygienic skills." Anthropometric indicators (height, weight) are normal. Owns age-appropriate basic movements. The need for motor activity is formed: it shows positive emotions during physical activity, in independent motor activity. Shows an interest in participating in joint games and physical exercises. He uses exercise equipment in his free time. Performs age-appropriate hygiene procedures on his own. On his own or after a reminder, an adult observes the elementary rules of behavior while eating, washing. Has elementary ideas about the value of health, the benefits of hardening, the need to comply with the rules of hygiene in everyday life. Integrative quality "Inquisitive, active". Shows interest in various types of games, joint games. He is interested in himself (who am I?), Information about himself, about his past, about the changes taking place with him. Interested in objects of the immediate environment, their purpose, properties. Shows interest in animals and plants, in their features, in the simplest relationships in nature; participates in seasonal observations. Asks questions to an adult, an older child, listens to the teacher's stories about funny incidents in life. Likes to listen to new fairy tales, stories, poems; participates in discussions. Participates in conversations while examining objects, paintings, illustrations, observing living objects; after watching performances, cartoons. Active in the creation of individual and collective compositions in drawings, modeling, applications; takes part in exhibitions of children's works with pleasure. He tries to sing, sing along, move to the music. Shows interest in participating in holidays, performances, joint leisure and entertainment. The integrative quality "Emotionally responsive". Knows how to show benevolence, kindness, friendliness towards others. Reacts to the emotions of loved ones and friends. Makes attempts to take pity on a peer, hug him, help. Emotionally interested follows the development of the action in dramatization games and puppet shows, created by the forces of adults, and older children. Listening to new fairy tales, stories, poems, follows the development of the action, empathizes with the characters of Fairy Tales, stories, stories, tries to recite nursery rhymes and small poems with expression. Shows emotional responsiveness to works of fine art, to the beauty of surrounding objects (toys), objects of nature (plants, animals), feels a sense of joy; tries to depict simple objects and phenomena in drawing, modeling, application, betraying their figurative expressiveness. Shows emotional responsiveness to age-appropriate musical compositions, distinguishes between funny and sad melodies, tries to expressively convey playful and fairy-tale images. Attempts to reflect received impressions in speech and productive activities. Integrative quality "Who has mastered the means of communication, ways of interacting with adults and peers." Knows how in everyday life, in independent games through speech, to establish acts, to interact with peers. Knows how to unite with peers to play in a group of 2-3 people based on personal sympathy, choose a role in a role-playing game; shows the ability to interact and get along with peers in a short joint game. Knows how to share his impressions with educators and parents. In the event of a problematic situation, he may turn to a familiar adult and respond adequately to the comments and suggestions of an adult. Addresses the teacher by name and patronymic. Integrative quality "Able to manage his behavior and plan his actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior." Has a positive attitude towards adherence to basic rules of conduct in kindergarten and on the street; on the correct interaction with plants and animals; reacts negatively to obvious violations of the rules learned by him. Knows how to act together in outdoor games and physical exercises, to coordinate movements. I am ready to follow the elementary rules in joint games. Can communicate calmly, without yelling. Situationally shows a benevolent attitude towards others, the ability to share with a friend; has a track record of correctly assessing good and bad deeds. He understands that he must live together, use toys, books together, help each other. Observes the rules of elementary courtesy. On his own or after a reminder, he says "thank you", "hello", "goodbye", "good night" (in a family, in a group). Knows how to notice disorder in clothes and fix it with a little help from adults. Knows that it is necessary to observe order and cleanliness in the room and on the site of the kindergarten, after the game, put toys and building materials in place. After explaining, he understands the actions of the characters (works, performances) and the consequences of these actions. Integrative quality "Able to solve intellectual and personal tasks (problems), adequate to age." She strives to independently carry out elementary assignments, shows a desire to participate in caring for plants and animals in a corner of nature and on a site. Able to independently complete an elementary assignment (remove toys, arrange materials for classes). Can independently select attributes for a particular role: complement the game environment with missing objects, toys. Uses various methods of examining objects, including the simplest experiments. Able to establish the simplest connections between objects and phenomena, to make the simplest generalizations. Shows a desire to construct buildings according to his own design. Knows how to occupy himself with games, independent artistic activities. Integrative quality "Having primary ideas about himself, family, society, state, world and nature" Has primary ideas about himself: knows his name, age, gender. Has primary gender ideas (men are brave, strong; women are gentle, caring). Calls his family members, their names. Knows the name of his hometown (village). Familiar with some professions (educator, doctor, salesman, cook, driver, builder). Integrative quality "Having mastered the universal prerequisites of educational activity." Has the simplest skills of cultural behavior in kindergarten, at home, on the street. Able to independently carry out elementary assignments, overcome minor difficulties. In case of a problematic situation, he asks for help. Experiencing positive emotions from correctly solved cognitive tasks, from cognitive-research and productive (constructive) activities. In dialogue with the teacher, he knows how to hear and understand the question asked, does not interrupt the adult speaking. Shows interest in books, in viewing illustrations. Integrative quality "Having mastered the necessary skills and abilities." The child has formed the skills and abilities necessary for the implementation of various types of children's activities. Planned results of children's mastery of the necessary skills and abilities in educational areas. Educational area "Health". Accustomed to neatness (notices disorder in clothes, eliminates it with a little help from adults). Possesses the simplest behavior skills while eating, washing. Educational area "Physical culture". Knows how to walk straight without shuffling, maintaining a given direction. Knows how to run, maintaining balance, changing direction, pace of running in accordance with the instructions of the teacher. Keeps balance when walking and running on a limited plane, when stepping over objects. Can crawl on all fours, climb a ladder, a gymnastic wall in an arbitrary way. Vigorously pushes off in jumping on two legs, jumps in length from the spot at least 40 cm. Can roll the ball in a given direction from a distance of 1.5 m, throw the ball with both hands from the chest, from behind the head; hit the ball on the floor, throw it up 2-3 times in a row and catch it; throw objects with the right and left hand at a distance of at least 5 m. Educational area "Socialization". Can take on a role, briefly interact with peers in the game on behalf of the hero. Knows how to combine several game actions into a single storyline; to reflect in the game actions with objects and relationships of people. Able to adhere to game rules in didactic games. Able to monitor the development of theatrical action and respond emotionally to it (puppetry, drama theaters). At the request of an adult and independently plays out small excerpts from familiar fairy tales. Imitates movements, facial expressions, intonation of the characters portrayed. Can take part in conversations about the theater (theater - actors - spectators, behavior of people in the auditorium). Educational area "Labor". Knows how to dress and undress independently in a certain sequence. May help set the table for dinner. Knows how to feed fish and birds (with the help of a teacher). Educational area "Security". Observes the elementary rules of conduct in kindergarten. Observes the elementary rules of interaction with plants and animals. Has a basic understanding of the rules of the road. Educational area "Cognition". Productive (constructive) activity. Knows, names and correctly uses the details of the building material. Knows how to place bricks, plates vertically. Modifies buildings by adding or replacing some parts with others. Formation of elementary mathematical concepts. Knows how to group objects by color, size, shape (select all red, all large, all round objects, etc.). With the help of an adult, he can compose a group of similar objects and single out one object from the group. Knows how to find one and many identical objects in the environment. Correctly determines the quantitative ratio of two groups of objects; understands the specific meaning of the words: "more", "less", "the same". Distinguishes between a circle, a square, a triangle, objects with corners and a round shape. Understands the meaning of designations: top - bottom, front - back, left - right, on, above - below, top - bottom (strip). Understands the meaning of the words: "morning", "evening", "day", "night". Formation of a holistic picture of the world. Names familiar objects, explains their purpose, highlights and names features (color, shape, material). It is oriented in the premises of the kindergarten. Names his city (village, village). Knows and names some plants, animals and their babies. Highlights the most characteristic seasonal changes in nature. Shows respect for nature. Educational area "Communication". Answers a variety of adult questions regarding the immediate environment. Examines toys, plot pictures. Uses all parts of speech, simple uncommon sentences and sentences with homogeneous members. Educational area "Reading fiction". Retells the content of the work based on the drawings in the book, on the questions of the educator. Names the work (in free form) after listening to an excerpt from it. Can recite a short poem with the help of an adult. Educational area "Artistic creativity". Painting. It depicts individual objects, simple in composition, in plots that are uncomplicated in content. Matches colors that match the depicted objects. Uses pencils, markers, brushes and paints correctly. Modeling. Knows how to separate small lumps from a large piece of clay, roll them out with straight and circular movements of the palms. Sculpts various objects, consisting of 1-3 parts, using a variety of sculpting techniques. Application. Creates images of objects from ready-made shapes. Decorates paper blanks of various shapes. Selects colors that match the depicted objects and as desired; knows how to use materials carefully. Educational area "Music". Able to listen to a piece of music to the end. Recognizes familiar songs. Distinguishes sounds by pitch (within an octave). Notices changes in sound (soft - loud). Sings, not lagging behind and not ahead of others. Knows how to perform dance movements: spinning in pairs, stamping alternately with your feet, moving to the music with objects (flags, leaves, handkerchiefs, etc.). Distinguishes and names children's musical instruments (metallophone, drum, etc.).

Compiled by

Forward planning

in kindergarten

1st junior group

Implementation of FGT in a preschool educational institution

INTRODUCTION

This manual is compiled on the basis of the content of the work defined by comprehensive programs, taking into account federal state requirements (FGT) for the organization of the educational process in preschool institutions. It includes the topics of the types of organized activities and the content of the educational process carried out during the entire time of the child's stay in kindergarten.

In the proposed long-term planning of the types of organized activities, an attempt is made to combine them thematically in order to ensure the consolidation of the main program tasks in various types of children's activities - cognitive, communicative, productive. However, in the practice of work, it is necessary to correlate this plan with the schedule so as not to violate the logic of the educational process: first to acquaint with the subject or object, then read or talk about it, and only then offer to depict.

A feature of young children is the instability of attention, the need for frequent repetition of material for its assimilation. This is largely due to the construction of organized activities for communicative development, familiarization with the outside world and fiction. In this manual, such activities, as a rule, comprehensively solve these problems. It includes the main part in accordance with the type of organized activity and additional parts that implement tasks in other sections of the program. For example, in the lesson on communicative development, along with the main task of the formation of sound pronunciation, the tasks of acquaintance with fiction are included, and the lesson on acquaintance with the World around includes exercises on sound pronunciation, etc. Thus, a change in the activities of children and the consolidation of the material are provided. ...

Organized visual arts activities are aligned with the basic principles of teaching drawing and modeling to preschoolers. Children are encouraged to first tactilely feel the object, try to mold it, and then depict it with a pencil or paints. Important points are play motivation and children playing up the results of their activities.

Please note that the program content of organized drawing activities does not include tasks to consolidate children's knowledge of flowers. It is advisable to include these tasks in accordance with the paints offered to preschoolers for the image of an object.

When choosing a topic for organized activities, the manuals were used, a list of which is given at the end of the book.

The long-term planning of daily activities includes those sections of educational work with children that are convenient to plan long-term, for a month or a quarter. This type of planning gives the teacher more opportunity to vary his activities depending on the weather (observation of natural phenomena), the mood and condition of children (learning to play actions and elements of role-playing games), the content of educational material in organized activities (familiarization with the world around him), specific manifestations in the behavior of children (upbringing of a culture of behavior), etc. Certain areas of the educational process, such as the upbringing of cultural and hygienic skills, positive qualities, are proposed to be planned for a quarter / The formation of these skills is a long and painstaking process of more than one day.

In addition to the content of work for a month or quarter, the manual contains approximate methodological techniques that do not pretend to be unconditionally used, but will help educators, especially beginners, to implement the proposed content. General techniques - an indication, a reminder, an explanation, etc., as a rule, are not indicated, since they are constantly used in the course of the educational and educational process.

ADVANCED PLANNING OF THE EDUCATIONAL PROCESS IN THE ORGANIZED ACTIVITIES

	Cognition	Communication	Fiction	Painting	Molding
September
During the adaptation period, individual lessons are held, conversations with children, showing of toys, fun, organizing entertaining activities with individual children and in subgroups in accordance with the desires of children
October
	Didactic exercises: "Assignments", "Up and Down". Goals. Learn to distinguish and name toys and their main qualities (color, size). Continue to acquaint with the location of the group room, objects and things that are in it	Sound culture of speech: the sound "a". Games with the doll Alyonushka. Reading an excerpt from the poem "Alyonushka" by E. Blaginina. Goals... To learn the clear pronunciation of the sound "a" in words and short phrases. Learn to finish words when re-reading a poetic text	Telling of the Russian folk tale "Turnip". Goals. Learn to listen to a fairy tale accompanied by a display of table theater figurines	Miracle sticks. Goals. Introduce pencils. Learn to hold a pencil with three fingers, without squeezing too much, hold a sheet of paper with your left hand. Support attempts to compare the depicted with familiar objects and animals	Let's feed the birds. Goals... Introduce the properties of clay. Learn to pinch off pieces and put on the board
	Goals. Learn to look at the picture; name the objects depicted on it, their qualities, actions	Sound culture of speech: the sound "u". Didactic exercise "Who called". Goals. Learn to clearly articulate the sound "y" (isolated, in words, small phrases), pronounce it on one exhale, encourage you to pronounce sounds (by imitation) with different vocal strengths	Reading of A. Barto's poem "Horse". Goals. Encourage to memorize a poetic text, repeat individual lines	Weed for hares. Goals. Learn, draw grass in short strokes, freely place strokes over the entire surface of the sheet. Introduce green	Goals. Learn to tear off small lumps of clay from a large one, roll them in length between the palms

		Reading of A. Barto's poem "The Ship". Goals. Learn to listen carefully to the poem, repeat individual words, conveying the intonation of the request	Goals. Continue to introduce you to the techniques of working with paints. Learn to draw short lines by touching the paper easily with a brush	Goals. Strengthen the ability to roll clay in length, make an airplane out of sticks
	Examination of the painting by E. Baturina "Saving the Ball". Reading of A. Barto's poem "The Ball". Goals. Help understand the content of the picture. Learn to answer questions about the content, actively repeating individual words after the teacher. Encourage help to read a familiar poem	Didactic exercise "Do this". Exercise on onomatopoeia "Horses". Goals... Learn to listen to the end of the task, perform the appropriate actions, distinguish and perform actions that are opposite in meaning (go up, go down). Learn to clearly pronounce the sound "and"	Repetition of familiar nursery rhymes. Goals. Arouse joy from listening to familiar works, the desire to tell them together with the teacher. Promote the formation of intonational expressiveness of speech	Leaf fall, leaf fall, yellow leaves fly. Goals. Strengthen paint skills. To teach the adhesion technique. Encourage filling the entire surface of a sheet of paper	By design. Goals. Arouse the desire to sculpt from clay. Create images of objects from rolled clay columns, name them, play with
	Didactic exercise "Who left and who came." Reading the nursery rhyme "Our duck in the morning ..." Goals. Learn to distinguish and name the birds that are mentioned in the nursery rhyme. Learn to understand simple questions and answer them.	Play with nesting dolls. Sound pronunciation exercise "U lali have a toothache." Goals. Learn to compare objects in size using the appropriate adjectives (large, small). Learn to pronounce the sound "o" clearly, while rounding the lips	The storytelling of the Russian folk tale "Ryaba Chicken" Didactic exercise "Who is doing what." Goals. Learn to listen to a fairy tale with support for clarity (showing a table theater, illustrations, etc.) and without it. Exercise in the selection of nouns for verbs	By design. Goals. Strengthen the ability to use paints, recognize familiar objects in colored spots, play with them	Goals. Learn to sculpt round objects by rolling clay in circular motions between palms
	Didactic exercise "Recognize and name vegetables." Goals. Learn to recognize and name vegetables: carrots, onions, potatoes, tomatoes, cabbage. Lead to the understanding of the Generalized concept of "vegetables". Reinforce knowledge of colors: green, red, yellow	Exercise for sound pronunciation "Donkey". Consideration of plot pictures. Goals. Learn to pronounce the sounds "and", "o" correctly, harmoniously, on one exhalation. Activate words in speech: long, short	Reading the nursery rhyme "So people are sleeping ...". Goals. Help remember the content of the nursery rhyme, the names of animals that occur in the text	Colored balls. Goals. Form circular movements of the hand. Learn to draw closed rounded lines with a pencil	Beanbag. Goals. Continue learn to sculpt round items. Learn to sculpt a toy from two parts - ball and stick
December
	Examination of toys (trucks, cars, buses, trains). Goals. Learn to distinguish in appearance and name transport toys and their main parts: body, cabin, steering wheel, wheels, windows	Sound pronunciation exercise. Didactic game "Sheep and Goats". Goals. Exercise in the correct pronunciation of the sound "e" in isolation and in syllables: be, me. Develop auditory perception, the ability to differentiate loud and quiet sounds	Repetition of nursery rhymes "So people are sleeping ...", "Water, water ...". Goals... Arouse the desire to tell nursery rhymes with the teacher, contribute to the formation of intonational expressiveness of speech. Clarify the concept of washroom equipment and its purpose	By design. Goals. Strengthen your pencil and brush drawing skills. Encourage people to choose material for drawing, to recognize familiar objects in the picture	By design. Goals. Strengthen clay modeling skills. Encourage to play with sculpted objects
	Goals... Help remember and name the parts of the plant correctly: leaves, trunk (for ficus). Learn to see and name the difference between leaves: wide large leaf, narrow long. Explain that plants drink water, grow, and must be handled with care	Exercise for sound pronunciation "Guests". Reading the story "Cat" by E. Charushin. Goals. To teach to clearly pronounce the sounds "m", "m". Fix the pronunciation of the sound "y". Activate the words in speech: horns, butts, sharp claws, purrs, snorts. When answering questions, teach to coordinate words in a sentence	Reading the nursery rhyme "The cat went to the market ...". Goals. Help to understand the content of the nursery rhyme, make you want to pronounce the words	Cat tracks. Goals. Continue learning how to use paints. Learn to draw straight lines	Mink for the mouse. Goals. Strengthen the ability to sculpt a rounded shape. Learn to make a depression by pressing your finger into the center of the ball
	Examination of Katya's doll clothes. Dressing up the doll for a walk. Goals. Clarify ideas about clothes, about the purpose, the color of things. Learn to memorize the sequence of dressing	Education of the sound culture of speech. Repetition of the nursery rhyme "Fuck cat to the market ... ". Goals. To teach clearly pronounce the sounds "p", "p". Create a desire to repeat words by conveying the intonation of a request	Reading the nursery rhyme "Our Masha is small." Goals. Evoke an emotional response to reading a nursery rhyme, a desire to convey content in motion	Masha went for a walk: top-top-top. Goals. Learn to rhythmically touch the paper with a brush, draw traces all over the sheet	Snowman. Goals. Continue learning to sculpt a rounded shape. Learn to make a snowman figurine from two balls and additional, natural material
	Examining the illustration "New Year's Holiday". Goals. Learn to understand the content of the picture, name the characters, their actions	Didactic exercise "Car". Didactic exercise "Let's teach the doll Katya to undress after a walk." Goals. Learn to pronounce the sounds "b", "b" correctly and clearly, speak loudly and quietly. Help remember the sequence of undressing, teach how to neatly fold clothes. Encourage the use of the names of clothing items, their parts, actions in speech (remove, hang, put, put)	Reading poems about the tree. Goals. Contribute to the creation of a festive mood, anticipation of the holiday	We walk with mom and dad. Goals. Continue to learn how to apply large and small marks rhythmically with a brush	Goals. Continue to learn how to roll clay with straight movements between the palms, make up the simplest forms

January
	Christmas Holidays
	Didactic exercise "What a form". Goals... Learn to distinguish and name familiar geometric shapes (ball, cube, brick) in a variety of settings: upon presentation, among several other objects, according to the teacher's word	Exercise in sound pronunciation. Didactic exercise "Guess who came to us." Goals. Form a clear pronunciation of the sounds "m", "p", "b" ("m", "p", "b"). Promote the development of speech breathing. To learn to distinguish by ear similar sounding onomatopoeia, to differentiate the loudness of their pronunciation. Anchor the names of individual items	Goals. Learn to listen to a fairy tale accompanied by illustrations. Help to remember the characters, the sequence of their appearance. Learn to pronounce requests	The children really like the beautiful herringbone. Goals. Learn to draw using the ability to draw straight vertical and oblique lines	Chick. Goals. Continue learning to sculpt by rolling the clay in a circular motion between your palms. Learn to sculpt an object in two parts
	Didactic exercise "Guess and name". Goals. To acquaint with the purpose of individual objects, to activate words - the names of objects and their qualities. Learn to form nouns by analogy. Reinforce knowledge of primary colors	Examination of the painting "Tanya and Doves" (series "Our Tanya", author O. Solovyova). Exercise with leaves. Goals. Learn to perceive the content of the picture, answer the teacher's questions, repeating individual words and phrases. Develop a smooth, free exhalation	Telling of the Russian folk tale "Teremok". Goals. Learn to perceive a fairy tale without visual accompaniment, answer questions, pronounce individual fragments of a fairy tale	Comb for a doll. Goals. Reinforce the ability to hold a pencil correctly, draw horizontal and vertical lines	The birds flew to the feeder, v Goals. Continue learning to sculpt a two-piece object. Learn to convey individual details (small Balls - eyes, tail - by pinching)
	Didactic games: "Make no mistake", "Who tells." Goals. Strengthen the ability to name vegetables and fruits. Learn to relate objects to their images. Develop auditory attention	Didactic exercises: "Dog", "Far away, close." Goals. Strengthen the articulatory and vocal apparatus, offering tasks to consolidate the sound "f". Learn to pronounce sound combinations loudly (af-af, fu-fu). Learn to determine the distance to an object by eye and use the appropriate words (far, close)	Reading N. Saksonskaya's poem "Where is my finger?" Goals. To learn to listen to a poem accompanied by a demonstration of actions, to repeat individual words and movements of the teacher during repeated reading	Snowflakes are falling. Goals. Learn to paint snow with a nodding technique	By design. Goals. Encourage clay to sculpt familiar objects using straight and circular rolling techniques
February
	Didactic exercise "Roll the ball into the gate." Goals. Learn to look at the picture, answer questions about its content, reproduce what he saw in the picture, accompanying his actions with words	Didactic exercise on pronunciation (sound "k"). Goals... Learn to pronounce the sound "k" correctly and clearly. Learn to pronounce onomatopoeia loudly and quietly, promote the development of the vocal apparatus	Telling of the Russian folk tale "Kolobok". Goals... Help to understand the content of the tale. Encourage to pronounce words in Kolobok's song	Here is winter, it is white all around, a lot of snow has covered. Goals. Continue to learn to draw snow with a wetting technique and circular motions	Bunny met Kolobok. Goals... Learn to divide a lump of clay in half, roll a ball, divide the other half in half again, make a head, from the rest - two sticks (ears)
	Didactic exercises: "Let's arrange a room for the doll", "Snowflake", "Bell". Goals. Learn to distinguish and name pieces of furniture, talk about their purpose. Learn to use the verb "lie" in the imperative mood. Practice the pronunciation of the sounds "q", "n"	Goals. To learn to distinguish by ear onomatopoeia: ku-ku, ko-ko, drip-drip. Learn to pronounce the sound "n" correctly. Reinforce the correct pronunciation of the "o" sound. Learn to pronounce the sound combination nno-nno loudly and quietly	Repetition of the Russian folk tale "Kolobok". Goals... Learn to listen to a fairy tale without visual accompaniment. Learn to take part in the dramatization of passages from it. To form intonational expressiveness of speech	By design. Goals. Develop independence in image creation. Encourage to supplement the received images with speech, play with the image	By design. Goals. Develop imagination, complementing the image with accessible means of expression (natural material, speech, play). Improve the techniques of rolling, rolling, overlaying one part on another
	Didactic exercise "Bathing a bear cub". Staging game "Goose and Foal". Goals. Clarify the idea of ​​furniture: learn to distinguish and name them by the picture. Exercise in the correct pronunciation of the sound "g", consolidate the pronunciation of the sounds "a", "0", "and"	Didactic games: “Let's arrange a room for the doll”, “Where is Alenka”. Goals. Clarify the idea of ​​furniture, activate the corresponding words in speech. Promote the development of spatial orientations and the use of prepositions	Reading the tale of L. Tolstoy "Three Bears". Goals. Help to understand the content of the tale. Fix the names of furniture items. Activate words: large, smaller, smallest. Learn to repeat individual phrases after the teacher using a different timbre of speech	Sun. Goals... Strengthen the ability to draw a rounded shape and strokes.	Cookies for bears. Goals. Strengthen the ability to roll clay by making a ball. Learn to flatten the ball between the palms
	Watching the goldfish. Goals. Promote the development of observation. Help to realize that the fish is alive and needs careful handling and care	Didactic exercise "Name it correctly". Exercise for sound pronunciation "Knock-knock". Goals. Learn to form words with a diminutive suffix - ochek-. Learn to pronounce the sound "t" correctly, fix the pronunciation of the sound "k".	Repeated reading of L. Tolstbgo's fairy tale "Three Bears". Goals. Encourage participation in storytelling and dramatization of individual fragments	Air balloons. Goals... Learn to draw straight vertical lines with a pencil. Reinforce the ability to hold a pencil with three fingers	Bears love sweet cakes. Goals... Continue to learn to flatten a lump of clay between your palms. Encourage the drawing of a stack on the gingerbread
March
	Staging of D. Bisset's fairy tale "Ha-ha-ha". Goals. Learn to distinguish between animals in appearance and voices. Exercise onomatopoeia	Exercise for sound pronunciation "Tick-tock". Goals... Learn to pronounce the sounds "t", "t" correctly. Reinforce the correct pronunciation of the sound "k". Learn to pronounce words loudly and quietly, quickly and slowly	Reading the nursery rhyme "You, dog, do not bark." Goals... Evoke an emotional response to the work. Learn to pronounce individual words with the teacher, conveying the intonational expressiveness of speech	Ribbons for dolls. Goals. Learn to draw straight vertical lines with paints. Strengthen the ability to hold the brush correctly, paint without pressure, holding the pile along the brush stroke	Tumbler. Goals. Strengthen the ability to divide a lump of clay into large and small, roll balls, connect parts of a figure ,. complement with details (paper skirt, eyes made of natural material, etc.)
	Bird watching. Goals. Arouse the joy of observing a living object, the desire to protect the bird and take care of it. Learn to name the actions of the bird (flies, bites, jumps, looks)	Sound pronunciation exercise "Bear". Exercise for the development of speech breathing "Snowflakes". Exercise for the development of auditory perception "Guess by voice." Goals. Learn to pronounce the sound "e" correctly. Learn to distinguish by ear different sound combinations (tuk-tuk, tik-tak, kva-kva, ku-ku, ko-ko)	Telling of the Russian folk tale "Masha and the Bear". Goals. Help to understand the content of the tale. Learn to answer questions about its content. Arouse the desire to pronounce Masha's words "I see, I see ..."	Machine (based on the song "Machines" by Y. Chichkov). Goals. Learn to emotionally respond to a piece of music. To consolidate the ability to draw straight lines with paint	Let's bake pancakes. Goals. Strengthen the ability to roll clay into a ball and flatten it between the palms
	Bathing of Katya's doll. Goals. Help remember and use in speech the names of objects, qualities and actions (bath, soap, soap dish, towel, soap, wash off soap, wipe, hot, warm, cold water)	Exercise on onomatopoeia "The girl broke the cup." Exercise for the development of speech breathing "Steam locomotive". Exercise for the development of auditory, perception "Guess which clock is ticking." Goals. Learn to pronounce the sound "y" correctly. Learn to distinguish by ear the different volume and speed of pronouncing words. To teach in a drawn-out manner, in one breath to pronounce the sound "y"	Reading of S. Kaputikyan's poem "Masha is having dinner". Goals. Learn to listen to a poem. Consolidate knowledge about pets and their names. Learn to answer questions about the content of the poem	Carpet for Masha. Goals. Learn to draw straight horizontal lines with a pencil, felt-tip pen, crayons or a brush (your choice), create a checkered pattern, combining horizontal and vertical lines	A treat for the doll. Goals. Strengthen the ability to flatten a ball of clay between the palms, beat the depicted object
	Goals. To teach to understand what is depicted in the picture, to answer the teacher's questions about its content. Learn to relate the objects depicted in the plot picture with the corresponding subject pictures	Didactic exercise "Steamer". Goals. Learn to distinguish and name the qualities: hard and soft. Activate the words in speech: crumple, cannot crumple. Learn to pronounce the sound "y" clearly and correctly. Encourage you to make a sound softly - loudly. Exercise in the selection of nouns for the verb "swim"	Reading the poem "Sick Doll" by V. Berestov. Goals. Help understand the content of the poem, evoke an emotional response to it	Give the doll an apron. Goals. Arouse the desire to decorate the apron with strokes and lines	Medicines for a sick doll. Goals. Strengthen the ability to roll out, flatten the clay between the palms in straight and circular movements
April
	Observation of fish. Examination of the painting "Children feed the fish" (series authors E. Radina, V. Ezikeeva). Goals. Learn to observe the fish, note the features of their structure and behavior (moves the tail, swims, swallows food). Learn to behave correctly around the aquarium (do not make noise, do not knock on the walls of the aquarium). Help to understand the plot of the picture. Form the ability to answer questions	Familiarization with the qualities of objects. Goals. Continue to practice distinguishing between hard and soft texture. To activate words: hard, soft, soft. Learn to find hard and soft objects according to the pattern, the teacher's word, to the touch	Reading familiar nursery rhymes. Goals. Arouse pleasure from listening to familiar works, the desire to pronounce individual words and phrases	The fish swims in some water (based on M. Krasev's song “Rybka”). Goals. To consolidate the ability to convey an image with a linear contour and a spot	Goals. Strengthen the ability to flatten a ball of clay, make a turret
	Didactic exercises: "Who is doing what", "Vodichka". Goals. Clarify ideas about the labor actions of adults, teach them to correctly name these actions, professions and some tools	Didactic exercise "Wonderful box". Exercise for the development of auditory perception "Guess". Goals. Practice the correct pronunciation of sounds in words. Learn to name objects correctly, recognize an object, relying on the teacher's word, revealing its purpose	Reading the nursery rhyme "Because of the forest, because of the mountains ...". Goals. Encourage you to listen to the nursery rhyme, play with its content, repeating individual words	Hanging from the roof icicles. Goals. Learn to draw different in length icicles, strokes depict droplets	By design. Goals. Encourage to transfer images of familiar objects in sculpting, play with them
	Examination of indoor plants and tree branches with buds. Goals. Help remember the names of familiar plants (ficus, herb). Consider a branch of a poplar. Tell that plants are alive: they drink water, they grow, they need to be watered	Exercise for the formation of a clear and intelligible speech "Pass the doll to Katya." Exercise for the development of auditory perception "Guess". Goals. Form the ability to clearly pronounce individual words and phrases, politely ask a friend for a toy. Learn to listen carefully and guess simple riddles	Reading poems by A. Barto from the "Toys" cycle. Goals. Help remember familiar poems. Learn to reproduce individual lines. To educate the intonational expressiveness of speech	Multi-colored rings. Goals. Learn to draw closed lines like a circle and an oval. Reinforce the ability to hold a pencil correctly	By design. Goals. Strengthen your clay skills
	Familiarization with the qualities of objects. Goals. Clarify the concept of qualities: wide, narrow. Learn to use adjectives wide, narrow in speech	Staging game "How the car rolled animals." Repetition of the nursery rhyme "Ay kachi, kachi, kachi ...". Goals. Learn to participate in the dramatization of the story. Activate adverbs forward, backward and adjectives - color names. Arouse the desire to pronounce the nursery rhyme with the teacher. Learn to select nouns, to the verb "bake"	The telling of the Russian folk tale "The Wolf and the Kids". Goals. To learn to perceive a fairy tale accompanied by figures from a table theater. Activate words: goat, kids - kids, wolf, hut	By design. Goals. Strengthen the ability to paint with paints. Encourage the child to choose and name the object that will be portrayed. Contribute to the embodiment of the plan	Favorite toys (based on poems by A. Barto). Goals. Encourage to sculpt according to the content of the poem, using the existing skills
	Examination of the painting "Children playing with blocks" (series authors E. Radina, V. Ezikeeva). Goals. Clarify the idea of ​​the meaning of adjectives long, short, encourage them to use them in speech. Learn to understand the plot of the picture, answer questions and speak out about the depicted	Sound pronunciation exercise. Goals. Learn to pronounce words and phrases clearly with the sound "s"	Repetition of the Russian folk tale "The Wolf and the Kids". Didactic exercise "Who called". Goals. Encourage people to take part in storytelling, to finish off individual words and phrases. Learn to pronounce, the phrase of the wolf in a rough voice. Develop auditory attention, the ability to recognize the voices of children	Let's decorate the nesting dolls with sundresses. Goals. Arouse the desire to decorate with bright lines, strokes, rhythmically applying them to the silhouette of a sundress	Bowls for kids. Goals. Learn to sculpt a bowl from a lump of clay, flattening it between the palms and making a depression
	Didactic exercise "Who needs what." Goals. Exercise in naming objects and their qualities, correlating tools with a profession (cook, doctor, driver)	Exercise on pronunciation, education of distinct and intelligible pronunciation of words and phrases, development of auditory perception. Goals. Learn to pronounce the sounds "s", "s" correctly in separate words and phrases. Learn to distinguish onomatopoeia by ear	Reading the nursery rhyme "Ay kachi, kachi, kachi ...". Goals. Help understand the content of the nursery rhyme. Arouse the desire to repeat verse words and phrases. Work out a long exhalation	Air balloons, obedient to the breeze. Goals. Learn to draw shapes similar to a circle and an oval, place them all over the sheet. Strengthen paint skills	A plate with apples. Goals. Learn to sculpt flat and round shapes using the skills learned earlier
	Didactic exercise "Who eats what." Goals. Clarify the idea of ​​what animals and birds eat. Activate words: grain - grains, cabbage, crown	Examination of a picture from the series "Pets". Didactic exercise "Who is gone." Goals. Learn to distinguish between adult animals and their young. Exercise in pronouncing onomatopoeia with varying strength and pitch of voice	Reading the poem by A. Barto "Who shouts how". Goals. Help understand the content of the poem. Fix the names of pets and birds. Exercise onomatopoeia	The sun and the rain. Goals. Learn to convey different weather conditions, draw rounded and straight lines with paints, make rhythmic strokes	"Ay, swing, swing, swing ..." (according to the nursery rhyme). Goals. Strengthen the skills of working with clay: roll out, flatten, make a deepening. Encourage to decorate work with a stack
	Examination of the painting "Children feed a hen and chickens" (series authors E. Radina, V. Ezikeeva). Goals. Learn to look at the picture, answer questions about its content. Activate words: beak - beak, peck, chicken - chicken, dish - saucer	Didactic exercises: "Guess what it is", "Who is sitting where." Goals. Learn to pronounce the sounds "s", "z", "c" correctly, distinguish them by ear, pronounce syllables and words with these sounds clearly	Repetition of the Russian folk tale "Ryaba Chicken". Didactic exercise "Whose children". Goals. Encourage to take part in telling a fairy tale, conveying the intonation expressiveness of speech. Reinforce knowledge about pets and birds	This is how we can draw. Goals. Develop imagination, teach yourself to choose a drawing	What we can sculpt. Goals. Strengthen the ability to sculpt the simplest forms, recognize in them familiar images of objects, characters

ADVANCED PLANNING OF THE EDUCATIONAL PROCESS IN THE DAY MODE

SEPTEMBER

Cognitive development ( cognitive and research activities, familiarization with the subject environment, acquaintance with the social world, acquaintance with the natural world)

1. Topic: "Who lives in the house?"

Target: teach children to memorize the names of comrades, pay attention to their character traits, features of behavior.

(O. V. Dybina - 16)

II week

2. Topic: "It's good in our garden"

Target: Teach children to navigate in some areas of the preschool. To foster a benevolent attitude, respect for employees of a preschool institution.

(O. V. Dybina - 22)

III week

3. Topic: Teddy bear.

Target: learn to name the properties of the material, develop fine motor skills, spatial relationships.

(Z.A. Efanova - 6)

IV week

4. Theme: "Toys"

Target: generalize knowledge on the topic "Toys"; teach to compare objects; develop logical thinking, attention, memory, speech, fine motor skills.

(Z.A. Efanova - 47)

Cognitive development:

1. Topic: Ball and cube.

Purpose: To consolidate the ability to distinguish and name a ball and a cube, regardless of the color and size of the figures.

(I.A.Pomoraeva, 10).

II week

2. Topic: Big, Small.

Target: Strengthen the ability to distinguish contrasting objects using the words large, small.

(I.A.Pomoraeva - 11)

III week

3. Topic: A little, a lot.

Target: to consolidate the ability to distinguish the number of objects, while using the words one, many, few.

(I.A.Pomoraeva - 11)

IV week

4. Topic: One, none.

Target: to acquaint with the methods of composing a group of objects from separate objects and isolating one object from it.

(I. A. Pomoraeva - 12)

Speech development.

1. Topic: Who is good for us, who is good for us. Reading verse. S. Cherny "Pristavalka".

Purpose: to make children sympathize with their peers with the help of the teacher's story.

(V.V. Gerbova - 28).

II week

2. Topic: “Sound culture of speech: sounds a, y. Di. "Make no mistake."

Purpose: to exercise in the correct and distinct pronunciation of sounds, to activate generalizing words in the speech of children.

(V.V. Gerbova - 32).

III week

3. Topic: Surprise from Pinocchio.

Target: teach to consider toys, name the color, shape, size. Foster a respect for toys and the habit of putting them away.

(G.Ya. Zatulina - 6)

IV week

4. Topic: "Playing with a doll." Examination of a painting from the series by E. Baturina.

Target: teach to consider the picture, understand its content, teach to answer questions about the content of the picture.

(G.Ya. Zatulina - 10)

1. Topic: "Introduction to pencil and paper"

Target: To develop the ability of children to draw with pencils, hold a pencil correctly, guide them along the paper without pressing it too hard and without squeezing the pencil in your fingers. Draw the attention of children to the traces left on the paper with a pencil. Develop a desire to paint.

(TS Komarova –26)

II week

2. Topic: "Tie colored strings to the balls"

Target: To develop the ability of children to choose large and small round objects. To consolidate ideas about objects of a round shape, their differences in size.

(T.S.Komarova-29)

III week

3. Topic: "Beautiful ladders"

Target: To develop the ability of children to draw lines from top to bottom, draw them straight without stopping, draw paint on a brush, dip it with all the nap in the paint. Develop aesthetic perception.

(T. S. Komarova-30)

IV week

4. Topic: "Kitten"

Target: To develop the ability of children to paint animals using the poke method, to consolidate the ability to draw in different ways: by poking and the end of a brush.

(K.K. Utrobina-15)

1. Topic: "Acquaintance with clay, plasticine" (Modeling)

Purpose: To give children the idea that clay can be soft from it, you can pinch off small lumps from a large lump. Learn to put clay products only on the board. Develop a desire to sculpt.

(TS Komarova –27)

II week

2. Topic: "Big and small balls" (application)

Target: Develop the ability of children to hold a pencil correctly; draw straight lines from top to bottom, lead lines incessantly. Develop aesthetic perception.

(TS Komarova-28)

III week

3. Topic: "Various colored crayons" (Modeling)

Target: Exercise children in molding sticks, rolling clay with straight palms. Develop the ability to accurately work with clay, plasticine. To develop a desire to sculpt, to rejoice at what has been created.

(Komarova-30)

IV week

4. Topic: "Balls are rolling on the track" (application)

Target: To acquaint children with round objects. Encourage you to trace the shape along the contour with your fingers with one and the other hand, calling it. Develop skills in sticking techniques.

(T.S.Komarova-32)

OCTOBER

Cognitive development (

5. Topic: Vegetables from the garden.

Target: learn to distinguish in appearance and name vegetables. Expand understanding of the cultivation of vegetable crops.

(O. A. Solomennikova - 8)

II week

6. Topic: "Fruits of fruit trees"

Target: to consolidate knowledge about fruits, about the methods of their preparation; to teach to show hospitality, to take personal part in elementary labor processes. Foster independence.

(N.E. Veraksa - 77)

III week

7. Topic: "A trip to the forest for mushrooms"

Target: to teach to find one and many objects in a special setting, to form the knowledge of children about mushrooms and the forest.

(N.E. Veraksa - 78)

IV week

8. Topic: "What did autumn give us?"

Target: to expand the knowledge of children about the seasons, the main signs of autumn: cloudy, it is raining, leaves are falling, it becomes cold, to develop quick wits, thinking, activity.

(N.E. Veraksa - 37)

Cognitive development: Formation of elementary mathematical concepts.

5. Subject: One, none.

Target: continue to form the ability to compose a group of objects from separate objects and to single out one object from it, to acquaint with the circle.

(I.A.Pomoraeva - 13)

II week

6. Topic: Repetition.

Target: continue to learn to distinguish and name a circle, examine it and compare the circles by size: large, small.

(I.A.Pomoraeva - 14)

III week

7. Topic: Longer, Shorter.

Target:

(I.A.Pomoraeva - 15)

IV week

8. Topic: Longer-shorter.

Target: to learn to find one and many objects in a specially created environment, to answer the question how much?

(I.A.Pomoraeva - 16)

Speech development.

5. Topic: Wonderful little basket. Examining vegetables.

Target: continue to teach to distinguish in appearance and name vegetables, to develop interest in the surrounding objects of nature.

(G.Ya. Zatulina - 13)

II week

6. Topic: Reading a verse. A. Blok "Bunny". Memorizing verse. A. Plescheeva "Autumn".

Target: help the children memorize the verse. A. Plescheeva "Autumn". At the perception of the verse. A. Blok evoke sympathy for a hare who is uncomfortable in the autumn.

(V.V. Gerbova - 40)

III week

7. Topic: Consideration of plot pictures.

Target: teach children to look at the picture, answer the teacher's questions, listen to his explanations. Exercise in the ability to conduct a dialogue.

(V.V. Gerbova - 43)

IV week

8. Topic: Reading a verse. About autumn.

Purpose: to introduce children to poetry, to develop poetic ear.

(V.V. Gerbova - 41)

Artistic and aesthetic development. (Painting)

5. Topic: "Rings"

Target: Exercise children in drawing round objects. To consolidate the ability to use paints, to hold the brush correctly. Develop independence, creativity.

(TS Komarova - 36)

II week

6. Topic: "Colored balls"

Target: Encourage children to paint. To develop the ability to independently conceive the content of the drawing, to implement your plan. Practice pencil drawing. Foster independence, develop creativity.

(TS Komarova-34)

III week

7. Topic: "Drawing by design"

Target: continue to develop the desire and ability to independently determine the content of your drawing. To consolidate drawing techniques with paints. Consolidate knowledge of colors.

(T. S. Komarova - 81)

IV week

8. Topic: "Colorful carpet of leaves"

Target: To develop aesthetic perception, form figurative representations, teach children to hold the brush correctly, dip it into the paint with all the nap, remove an extra drop on the edge of the jar.

(T.S.Komarova-33)

Artistic and aesthetic development. (Application - modeling)

5. Topic: "Bagels" (Modeling)

Target: Continue to acquaint children with clay, teach how to roll a stick into a ring. Strengthen the ability to roll clay with straight movements

(TS Komarova-32)

II week

6. Topic: "Large and small apples on a plate" (Application)

Target : Develop children's ability to stick round objects. To consolidate the idea of ​​the difference in size of objects, to consolidate the correct gluing techniques.

(TS Komarova-35)

III week

7. Topic: "Gingerbread man" (Modeling)

Target: Strengthen the ability to sculpt rounded objects by rolling clay between the palms in a circular motion. Strengthen the ability to accurately work with clay. Learn to draw with a stick on a sculpted image.

(T.S.Komarova-36)

IV week

8. Topic: "Apples and berries on a silver platter" (Application)

Target: Strengthen children's knowledge about the shape of objects, teach them to distinguish objects by size, exercise in careful use of glue, use of a napkin for neat gluing.

(TS Komarova-38)

NOVEMBER

Cognitive development ( )

9.Theme: "Teremok"

Target: To acquaint children with the properties of wood, with the structure of its surface.

(O. V. Dybina - 18)

II week

10. Topic: "dad, mom, I am a family"

Target: form initial ideas about the family. Raise a child's interest in their own name.

(O. V. Dybina - 13)

III week

11. Topic: "What kind of furniture is"

Target: introduce the name of furniture items; learn to compare them, call them in the plural; to acquaint with the materials from which furniture is made; develop attention, speech.

(Z.A. Efanova - 105)

IV week

12. Topic: Land transport.

Target: teach to name the types of land transport, compare objects, acquaint with the components of transport.

(Z.A. Efanova - 53)

Cognitive development: Formation of elementary mathematical concepts.

9. Topic: Longer, Shorter. (Repetition)

Target: learn to compare two objects in length and denote the result of the comparison with the words long-short, longer-shorter.

(I.A.Pomoraeva - 15)

II week

10. Topic: Square.

Target: introduce a square, learn to distinguish between a circle and a square.

(I.A.Pomoraeva - 17)

III week

11. Topic: Circle and Square.

Target: continue to teach to distinguish and name a circle and a square, to learn to find one and many objects in a specially created environment.

(I.A.Pomoraeva - 17)

IV week

12. Topic: Consolidation.

Target: improve the ability to compare two objects in length, denote the results of comparisons in words, exercise to find one or many objects in the environment.

(I.A.Pomoraeva - 18)

Speech development.

9.Theme: "Goat with kids"

Purpose: to teach children to look at the picture, to continue to acquaint with pets.

(Zatulina - 35)

II week

10. Topic: Goat with kids.

Target: to teach to look at a picture, to continue to acquaint with pets, to develop an interest in pets.

(G.Ya. Zatulina - 35)

III week

11. Topic: Building a house.

Target: teach to consider the picture, understand its content, activate the dictionary with words, develop attention, thinking.

(G.Ya. Zatulina - 22)

IV week

12. Topic: What do people ride?

Target: consolidate knowledge about passenger transport, involve children in conversation during the game, teach how to answer questions.

(G.Ya. Zatulina - 79)

Artistic and aesthetic development. (Painting)

9.Theme: "Beautiful balloons"

Target: teach children to draw objects of a round shape. Learn how to hold a pencil correctly, use pencils of different colors in the drawing process. Develop an interest in drawing. Arouse positive emotions.

(TS Komarova - 41)

II week

10. Topic: "Drawing by design"

Target: To develop the ability of children to independently conceive the content of the picture. To consolidate the previously learned skills in drawing with paints. Foster a desire to look at drawings and enjoy them. Develop color perception, creativity.

(T.S.Komarova -40)

III week

11. Topic: "Draw something rectangular"

Target: To develop the ability of children to independently conceive the content of the drawing, apply the acquired skills of depicting various objects of a rectangular shape. Develop a sense of color, imagination.

(T.S.Komarova-74)

IV week

12. Topic: "Planes are flying"

Target: Strengthen the ability to draw objects consisting of several parts; draw straight lines in different directions. Develop aesthetic perception.

(TS Komarova-65)

Artistic and aesthetic development. (Application - modeling)

9. Topic: "By design"

Target: consolidate the early modeling skills. Teach children to name the sculpted objects. Develop independence, creativity.

(TS Komarova - 46)

II week

10. Topic: "Delicious gifts for Mishka's birthday"

Target: Strengthen the techniques of rolling clay with direct movements of the palms. Roll the resulting sausage in different ways. Form the ability to consider work. Highlight similarities and differences.

(T.S.Komarova-59)

III week

11. Theme: "House" (Application)

Target: Develop the ability of children to compose an image from several parts, observing a certain sequence; position it correctly on the sheet. Reinforce knowledge of geometric shapes.

(TS Komarova-88)

IV week

12. Topic: "Sculpting by design"

Target: Strengthen the ability of children to transfer images of familiar objects in sculpting; learn to independently determine what they want to blind; bring the plan to the end.

(T.S.Komarova-39)

DECEMBER

Cognitive development ( cognitive and research activities, familiarization with the subject environment, acquaintance with the social world, acquaintance with the natural world)

13. Topic: Winter clothing.

Target: repeat the names of clothing items and types of shoes, teach to classify clothing by seasons, develop speech.

(Z.A. Efanova - 83)

II week

14. Topic: Give the doll some tea.

Target: to consolidate the ability of children to highlight essential features and, on their basis, to distinguish similar objects: a cup - a glass, a tablecloth - a napkin, tea and tablespoons.

(N.V. Aleshina - 50)

III week

15. Theme: Magic box. Examination of Christmas tree decorations.

Target: To teach children to consider objects, highlighting the shape, color. To foster aesthetic feelings and respect for toys.

(G.Ya. Zatulina - 54)

IV week

16. Topic: "Find objects of the man-made world"

Target: encourage children to define, distinguish. Describe objects of the natural and man-made world.

(O. V. Dybina - 21)

Cognitive development: Formation of elementary mathematical concepts.

13. Purpose : continue to improve in the ability to find one and many objects, to consolidate the ability to distinguish and name a circle and a square.

(I.A. Pomoraeva - 19)

II week

14. Subject: A lot, equally.

Target: to learn to compare two groups of objects in a superposition method, to understand expressions in many, equally, to learn to navigate in the location of parts of one's own body.

(I.A.Pomoraeva - 20)

III week

15. Topic: Wide-narrow, wide-narrower.

Target: to learn to compare two objects, contrasting in width, using overlay techniques and applications, to designate the comparison results with the words wide-narrow, wide-narrower.

(I.A.Pomoraeva - 22)

IV week

16. Topic: "One, Many" (review)

Target: to consolidate the ability to find one and many objects in a specially created environment, to use words one, many. Continue to distinguish and name a circle, a square.

(I.A.Pomoraeva - 17)

Speech development.

13. Topic: Let's dress the doll Katya for a walk.

Target: Teach children to consider objects, highlight details, color, material, purpose. Introduce words into the children's dictionary: fabric, fur, drape, etc.

(G.Ya. Zatulina - 45)

II week

14. Topic: Visiting Katya.

Target: continue to acquaint with the objects of the immediate environment - tea ware, its purpose. Introduce generalizing words into the dictionary: tea ware, service.

(G.Ya. Zatulina - 33)

III week

15. Topic: Our Christmas tree, memorizing a poem by E. Ilyin

Target: teach children to memorize a short poem. Repeat familiar verses, read them loudly enough with natural intonation. Develop memory, aesthetic feelings. Cultivate a sustained interest in poetry, music, and singing.

(G.Ya. Zatulina - 56)

IV week

16. Topic: "Grandma's Tales" (Quiz)

Target: to fix familiar fairy tales in memory, to recognize them by fragments. Develop memory; expressiveness of speech.

(G.Ya. Zatulina - 70)

Artistic and aesthetic development. (Painting)

13. Topic: "Plaid dress for a doll"

Target: teach children to draw a pattern consisting of vertical and horizontal lines. Observe the correct position of the hand and hand, achieving a solid, continuous movement.

(TS Komarova-87)

II week

14. Theme: "Multi-colored wheels"

Target: To develop the ability of children to draw objects of a round shape with a continuous continuous movement of the brush. Strengthen the ability to wash the brush, blot the pile on a cloth. Develop color perception. Consolidate knowledge of colors.

(T.S.Komarova-43)

III week

15. Topic: "Little Christmas tree"

Target: To develop the ability of children to draw a Christmas tree in the way of jabbing, to expand children's knowledge about the holidays.

(K.K. Utrobina-14)

IV week

16. Topic: "Snowballs large and small"

Target: to consolidate the ability to draw objects of a round shape. Teach the correct painting techniques; draw lines from top to bottom with a brush.

(T. S. Komarova - 48)

Artistic and aesthetic development. (Application - modeling)

13. Topic: "Beautiful napkin" (Application)

Target: teach children to make a pattern on square paper, placing large circles of the same color in the corners and in the middle, and small circles of a different color in the middle of each side.

(TS Komarova-58)

II week

14. Topic: "Bowls of three bears" (Modeling)

Target: To develop the skills of children to sculpt bowls of different sizes, using the technique of rolling clay in a circular motion. Learn to flatten and pull the edges of the bowl up.

(T.S.Komarova-79)

III week

15. Topic: "Stick what kind of toy you want" (Application)

Target: Develop the imagination, creativity of children. Consolidate knowledge about shape and size. Exercise in correct gluing techniques.

(TS Komarova-54)

IV week

16. Topic: "Pyramid" (Application)

Target: to teach to convey the image of a toy in the application, to depict an object consisting of several parts, to arrange the parts in decreasing order of magnitude.

(TS Komarova - 51)

JANUARY

Cognitive development ( cognitive and research activities, familiarization with the subject environment, acquaintance with the social world, acquaintance with the natural world)

17. Topic: In January, in January there is a lot of snow in the yard ...

Target: To clarify the knowledge of children about winter natural phenomena. To form an aesthetic attitude to the surrounding nature. Enrich your vocabulary.

(O. A. Solomennikova - 17)

III week

18. Topic: "Sledding"

Target: teach children to look at the picture and understand its content. Learn to answer questions about the content of the picture, agreeing on the words in the sentence. Develop attention, develop the correct tempo of speech.

(G.Ya. Zatulina - 49)

IV week

19. Topic: Let's feed the birds in winter.

Target: Strengthen children's knowledge about winter natural phenomena. Show the children the bird feeder. Form a desire to feed the birds in winter.

(O. A. Solomennikova - 15)

Cognitive development: Formation of elementary mathematical concepts.

17. Topic: Triangle.

Target: Introduce the triangle, learn to distinguish and name the figure.

(I.A. Pomoraeva - 24)

III week

18. Topic: Triangle.

Target: Continue to introduce the triangle based on its comparison with the square. Learn to compare two equal groups of objects in a way of application.

(I.A.Pomoraeva - 26

IV week

19. Topic: Orientation in space.

Target: exercise in the ability to determine spatial directions from oneself and designate with words in front and behind, above and below, right and left.

(I.A.Pomoraeva - 27)

Speech development.

17. Topic: Reading the story of L. Voronkov "It is snowing".

Target: to acquaint with a new story, to teach to listen, to follow the development of events. Raise interest in natural phenomena, reflect your impressions in drawings.

(G.Ya. Zatulina - 44)

III week

18. Topic: "You are frost, frost, frost"

Target: teach children to memorize nursery rhymes, repeat already familiar ones. Develop the correct tempo of speech, intonational expressiveness. Develop attention, memory, pronounce words and phrases clearly. Raise interest in Russian folklore.

(G.Ya. Zatulina - 61)

IV week

19. Topic: Feeder.

Target: to form children's interest in birds, to recognize them by their appearance, to expand and activate the children's vocabulary.

(G.Ya. Zatulina - 59)

Artistic and aesthetic development. (Painting)

17. Topic: "Trees in the snow"

Target: To develop the ability of children to convey a picture of winter in a drawing. Exercise in drawing trees. Develop the ability to place several trees on a leaf. Strengthen the ability to wash the brush. Develop aesthetic perception.

(TS Komarova-66)

III week

18. Topic: "We made snowmen on a walk"

Target: Encourage children to create images of funny snowmen in the drawing. Exercise in drawing objects of a round shape. To consolidate the skill of painting a round shape with solid lines from top to bottom.

(TS Komarova-62)

IV week

19. Topic: "Birdhouse"

Target: To develop the ability of children to draw an object consisting of a rectangular shape, a circle, a straight roof. Correctly convey the relative size of the object. Consolidate painting techniques.

(TS Komarova -78)

Artistic and aesthetic development. (Application - modeling)

17. Topic: "Make your favorite toy" (Modeling)

Target: To develop the ability of children to independently choose the content of sculpting, using previously learned sculpting techniques. Strengthen the ability to sculpt objects consisting of one or more parts.

(Komarova-61)

III week

18. Topic: "Snowman" (Application)

Target: To consolidate the knowledge of children about the round shape, about the difference in size of objects. Learn to compose an image from parts, correctly placing them in size.

(TS Komarova-60)

IV week

19. Topic: "Sculpting by design"

Target: To consolidate the previously acquired clay modeling skills. Teach children to name the sculpted objects. Develop independence, creativity.

(TS Komarova-46)

FEBRUARY

Cognitive development ( cognitive and research activities, familiarization with the subject environment, acquaintance with the social world, acquaintance with the natural world)

20. Topic: I have a kitten.

Target: continue to introduce pets. Develop a desire to watch the kitten. Learn to share the impressions received.

(OA Solomennikova-18)

II week

21. Topic: Who lives in the forest?

Target: to acquaint children with animals living in the forest, to recognize them in the picture, to name the characteristic signs.

(G.Ya. Zatulina - 39)

III week

22. Topic: "Grandma's Tales"

Target: to fix familiar fairy tales in the memory of children, to recognize them by fragments. Develop memory, expressiveness of speech. To foster a desire to listen to fairy tales and experience pleasure from it, a desire to tell individual episodes by ourselves.

(G.Ya. Zatulina - 70)

IV week

23. Topic: "We congratulate our dads"

Target: to acquaint with the public holiday - Defender of the Fatherland Day; cultivate a good attitude towards dad, arouse a sense of pride in your father; develop independence.

(N.E. Veraksa - 168)

Cognitive development: Formation of elementary mathematical concepts.

20. Topic: Comparison.

Target: to acquaint with the methods of comparing two objects in height, to learn to understand the words high-low, above-below.

(I.A.Pomoraeva - 28)

II week

21. Topic: Comparison (continued).

Target: continue to acquaint with the methods of comparing two objects in height, learn to understand the words high-low, above-below.

(I.A.Pomoraeva - 29)

III week

22. Topic: Consolidation.

Target:

(I.A.Pomoraeva - 30)

IV week

23. Topic: Comparison.

Target: to learn to compare two unequal groups of objects in a superposition method, to denote the comparison results with the words more-less, as much as. Improve the ability to distinguish and name a circle, square and triangle.

(I.A.Pomoraeva - 31)

Speech development.

20. Topic: Memorizing the nursery rhyme "Like our cat"

Target: teach children to read a nursery rhyme by heart. Learn to pronounce words and short phrases clearly with natural intonation, calmly. Develop attention, memory. Raise interest in folklore.

(G.Ya. Zatulina - 28)

II week

21. Topic: "Three Bears" L.N. Tolstoy

Target: teach children to listen to new fairy tales, follow the development of the action, understand the content, empathize with the heroes of the fairy tale. Learn to answer questions about the content of the tale. Develop memory, intonational expressiveness of speech. Cultivate interest in fairy tales.

(G.Ya. Zatulina - 107)

III week

22. Topic: Reading of the r.n.s. "Snow Maiden and Forests".

Target : to remind children of Russian folk tales known to them, to introduce them to a new fairy tale. Help to correctly reproduce the beginning and end of the tale.

(V.V. Gerbova - 50)

IV week

23. Topic: Conversation on the topic: What is good and what is bad.

Target: talking with children about good and bad to improve their speech.

(V.V. Gerbova - 63)

Artistic and aesthetic development. (Painting)

20. Topic: "Puppy"

Target: Continue to develop poke skills. Expand knowledge about animals, enrich children's vocabulary, consolidate the ability to select colors.

(K.K. Utrobina-11)

II week

21. Topic: "Bunny"

Target: To continue to develop the ability of children to draw in the way of poking with a hard brush along the contour, to expand the knowledge of children about wild animals, to instill an interest in poetry.

(K.K. Utrobina-15)

III week

22. Topic: "Baby Books"

Target: To develop the ability to draw quadrangular shapes with a continuous movement of the hand from left to right, from top to bottom, etc. Refine the technique of painting by moving the hand from top to bottom. Develop imagination.

(TS Komarova-73)

IV week

23. Topic: "Fireworks"

Target: To acquaint children with the method of drawing by poking with a hard brush, to improve the ability to hold the brush correctly when drawing, to master the palette. Develop aesthetic perception.

(K.K. Utrobina-10)

Artistic and aesthetic development. (Application - modeling)

20. Topic: "Chickens in the meadow" (Application)

Target: To develop the ability of children to compose a composition of several objects, freely placing them on a sheet. Depict an object consisting of several parts. Continue to practice neat sticking skills.

(TS Komarova-87)

II week

21. Topic: "Sculpt what you want animal" (Modeling)

Target: Strengthen the ability of children to sculpt an animal. Learn to sculpt objects of a round and elongated shape, more accurately conveying the characteristic features of objects. Improve the techniques of rolling clay with straight and circular movements of the palms.

(TS Komarova-88)

III week

22. Topic: "Flags" (Application)

Target: To consolidate the ability to create in the application an image of a rectangular object, consisting of two parts; correctly position an object on a sheet of paper, distinguish and correctly name colors.

(T.S.Komarova-68)

IV week

23. Topic: “The planes are at the airport” (Lepka)

Target: To develop the ability of children to sculpt an object consisting of two parts of the same shape, sculpted from elongated pieces of clay. Strengthen the ability to divide the lump by eye into two equal parts.

(TS Komarova-64)

MARCH

Cognitive development (

24. Topic: "How Funtik and I carried sand"

Target: Give children the idea that Dad is caring for his family. dad knows how to drive a car. Build respect for dad.

(O. V. Dybina - 31)

II week

25. Topic: "Golden Mom"

Target: Continue to acquaint children with the work of mothers and grandmothers, show their business qualities; to form respect for mom and grandmother, a desire to talk about them.

(O. V. Dybina-29)

III week

26. Topic: Excursion to the kindergarten kitchen.

Target: to acquaint children with the kitchen room, some equipment, with the cook.

(N.V. Aleshina - 41)

IV week

27. Topic: Houseplant care.

Target: expand children's ideas about indoor plants (clivia). Learn to wipe the leaves with a damp cloth.

(O. A. Solomennnikova - 20)

V week

28. Topic: Acquaintance with the work of a nurse.

Target: to acquaint children with the premises of the medical office, some equipment, with the nurse.

(N.V. Aleshina - 31)

Cognitive development: Formation of elementary mathematical concepts.

24. Topic: Consolidation. (repetition)

Target: to learn to compare two unequal groups of objects in a superposition method, to denote the comparison results with the words more-less, as much as.

(I.A.Pomoraeva - 30)

II week

25. Topic: Comparison of objects.

Target : to consolidate the methods of comparing two objects in length, width, height, to indicate the comparison results with the appropriate words.

(I.A.Pomoraeva - 32)

III week

26. Topic: Time of day.

Target: to consolidate the ability to name and distinguish the time of day: day, night.

(I.A.Pomoraeva - 33)

IV week

27. Topic: Geom fixing. Figures.

Target: to consolidate the ability to find and distinguish geometric shapes: a circle, a square, a triangle. To develop the ability to distinguish the number of sounds by ear.

(I.A. Pomoraeva - 34)

V week

28. Topic: Repetition.

Target: learn to reproduce a given number of objects and sounds according to a sample within three, to consolidate the ability to find and distinguish geometric shapes: a circle, a square, a triangle.

(I.A.Pomoraeva - 35)

Speech development.

24. Topic: "Sound culture of speech: sounds T, P, K,"

Target: to fix the pronunciation of the sound "t" in words and phrasal speech; teach children to clearly pronounce sounds in words and phrasal speech; practice pronunciation of onomatopoeia with different speed and volume.

(V.V. Gerbova - 66)

II week

25. Topic: Reading a verse. I. Kosyakova "All of her".

Target: introduce children to a new verse. Improve the dialogic speech of kids.

(V.V. Gerbova - 64)

III week

26. Topic: Loaf.

Target: introduce children to bakery products, teach them to distinguish and name the essential features and qualities of products.

(G.Ya. Zatulina - 26)

IV week

27. Topic: Lily is a houseplant.

Target: to acquaint children with a houseplant that has pronounced characteristic features. Learn to distinguish and name: stem, leaves, flower.

(G. Ya . Zatulin - 93)

V week

28. Topic: Sound culture of speech: sounds p, p.

Target : exercise in a clear pronunciation of sounds п, п.

(V.V. Gerbova - 58)

Artistic and aesthetic development. (Painting)

24. Topic: "Draw what you want beautiful"

Target: develop aesthetic perception. To be able to see and highlight beautiful objects and phenomena. To consolidate the ability to draw with different pencils.

(TS Komarova - 71)

II week

25. Topic: "Draw who wants what is beautiful"

Target: Develop aesthetic perception. Develop the ability to see and highlight beautiful objects and phenomena. Strengthen children's skills to draw with different materials, choosing them as you wish.

(TS Komarova-71)

III week

26. Topic: "Drawing by design"

Target: To develop the ability of children to conceive the content of the picture, use the learned drawing techniques. Arouse the desire to look at the drawings, discuss them, enjoy the colorful images.

(TS Komarova-59)

IV week

27. Topic: "Dandelions in the grass"

Target: Arouse in children the desire to convey in the drawing the beauty of a flowering meadow, the shape of flowers, to practice drawing techniques with paints. Strengthen the ability to gently wash the brush.

(TS Komarova-85)

V week

28. Topic: "Beautiful flags on a string"

Target: To develop the ability of children to draw rectangular objects with separate vertical and horizontal lines. Introduce a rectangular shape. Continue practicing drawing and painting techniques with colored pencils.

(T. S. Komarova-69)

Artistic and aesthetic development. (Application - modeling)

24. Topic: "Teddy bear tumbler"

Target: to exercise in the image of objects consisting of parts of a round shape, of different sizes, to work out the ability to round off parts of an object.

(TS Komarova - 74)

II week

25. Topic: "Flowers as a gift for mom, grandmother" (Application)

Target: Develop the ability of children to compose an image from details. To cultivate the desire to do a beautiful thing. Develop aesthetic perception, form figurative representations.

(T.S.Komarova-67)

III week

26. Topic: "Treats for dolls, bears, bunnies" (Modeling)

Target: To develop the ability of children to choose the content of their modeling from the named objects. Foster independence. Consolidate sculpting techniques. Develop imagination.

(T.S.Komarova-72)

IV week

27. Topic: "Pattern on a circle" (Application)

Target: To develop the ability of children to place a pattern along the edge of a circle, correctly alternating figures in size; compose a pattern in a specific sequence. To consolidate the ability to spread glue on the entire form.

(TS Komarova-64)

V week

28. Topic: "Sculpting by design"

Target: Develop the ability to independently think about the content of the sculpting. Exercise in a variety of sculpting techniques.

(TS Komarova-54)

APRIL

Cognitive development ( cognitive and research activities, familiarization with the subject environment, acquaintance with the social world, acquaintance with the natural world)

29. Topic: Drops.

Target: to form children's interest in natural phenomena, to establish the simplest connections, to activate the children's vocabulary.

(G.Ya. Zatulina - 96)

II week

30. Topic: In the poultry yard.

Target: to consolidate knowledge about poultry, to educate the correct sound pronunciation, to foster interest in poultry.

(G.Ya. Zatulina - 16)

III week

31. Topic: Walk in the spring forest.

Target: introduces children to the characteristic features of spring weather, expand their understanding of forest plants and animals.

(O. A. Solomennnikova - 22)

IV week

32. Topic: Vegetable garden on the window.

Target: to form an idea of ​​\ u200b \ u200bplants, foster a desire to work, take care of plants.

(G.Ya. Zatulina - 102)

Cognitive development: Formation of elementary mathematical concepts.

29. Topic: Comparison.

Target: to exercise the ability to compare two objects in size, to denote the results of comparison with the words large, small, to learn to reproduce a given number of objects and sounds according to a model within three.

(I.A.Pomoraeva - 36)

II week

30. Topic: Orientation in space.

Target: exercise in the ability to distinguish spatial directions from oneself, to designate them with words in front and behind, above and below, left and right.

(I.A.Pomoraeva - 37)

III week

31. Topic: Quantity.

Target: to exercise the ability to reproduce a given number of movements and call them in words many and one.

(I.A.Pomoraeva - 38)

IV week

32. Topic: Magnitude.

Target: to consolidate the ability to compare two equal and unequal groups of objects by means of superposition and application, to use expressions as much, as much, more or less.

(I.A. Pomoraeva - 39)

Speech development.

29. Topic: "spring in the forest" Reading the story by G. Skrebitsky

Target: to acquaint children with a new story, to teach to follow the development of an action, to understand the content. Learn to answer content questions. Learn to coordinate adjectives with nouns: spring day, forest drops, golden-pink sun. Foster a love of nature.

(G.Ya. Zatulina - 115)

II week

30. Topic: Memorizing a verse. V. Berestov "The cockerels are fluffed up."

Target: help children remember the verse., teach them to read it expressively.

(V.V. Gerbova –62)

III week

31. Topic: "The trees of our site"

Target: form ideas about plants at the kindergarten site. Activate the children's dictionary, clarify the names of trees, their characteristic features. Develop attention, observation, talk about your impressions calmly, at a normal pace. To cultivate an interest in plants, love for native nature.

(G.Ya. Zatulina - 128)

IV week

32. Topic: "The grass turns green" A. Pleshcheev.

Target: teach children to memorize a short poem, read it with natural intonation. Teach children to answer questions in simple sentences. Develop observation, attention, memory. Cultivate an interest in nature.

(G.Ya. Zatulina - 111)

Artistic and aesthetic development. (Painting)

29. Topic: "Fluffy Dandelions"

Target: To develop the ability to draw dandelion flowers by jabbing along the contour, to consolidate the ability of children to paint over leaves with the tip of a brush, to expand knowledge about the first spring flowers, to enrich the vocabulary of children.

(K.K. Utrobina-19)

II week

30. Topic: "Chicken"

Target: Continue to develop the ability of children to draw using the poke method, consolidate the ability to hold a brush correctly, expand knowledge about poultry, teach how to use singular and plural nouns correctly in their speech.

(K.K. Utrobina-13)

III week

31. Topic: "Trees on our site"

Target: Develop the ability to create an image of a tree in drawing; draw objects consisting of straight vertical and oblique lines, place the image all over the sheet of paper, draw large, over the entire sheet.

(TS Komarova-50)

IV week

32. Theme: "Herringbone"

Target: To develop the ability of children to convey the image of a Christmas tree in drawing, draw objects consisting of lines. Continue to develop paint and brush skills before painting with a different color.

(TS Komarova-51)

Artistic and aesthetic development. (Application - modeling)

29. Topic: "Birdhouse" (Application)

Target: To develop the skills of children to depict objects in the application, consisting of several parts; determine the shape of the parts. Clarify knowledge of colors. Develop color perception.

(TS Komarova-76)

II week

30. Topic: "Chickens walk" (Modeling)

Target:

(TS Komarova-82)

III week

31. Theme: "Napkin" (Application)

Target: To develop the ability of children to make a pattern of circles and squares on a square paper napkin, placing circles in the corners of the square. Develop a sense of rhythm.

(TS Komarova-73)

IV week

32. Topic: "Modeling by design" (Modeling)

Target: To develop the ability of children to conceive the content of the sculpting, to bring the plan to the end. Foster independence, develop creativity, imagination.

(TS Komarova -66)

MAY

Cognitive development ( cognitive and research activities, familiarization with the subject environment, acquaintance with the social world, acquaintance with the natural world)

33. Topic: "Six-legged babies"

Target: to teach how to distinguish a butterfly from a beetle: a butterfly has bright, large, beautiful wings, has antennae, a proboscis, a butterfly crawls, flies, a beetle has hard wings, beetles crawl and fly, buzz.

(N.E. Veraksa - 241)

II week

34. Topic: "Dandelion"

Target: to acquaint with the plant a dandelion, its aspiration; foster a desire to admire flowers.

(N.E. Veraksa - 228)

III week

35. Topic: Ecological trail.

Target : to expand children's knowledge about plants, to form a respectful attitude towards them. Give an idea of ​​planting trees.

(TS Solomennikova - 25)

IV week

36. Topic: "Rain"

Target : continue to introduce you to the properties of water; teach to carry out elementary experiments with water, to establish cause-and-effect relationships.

(N.E. Veraksa - 235)

Cognitive development: Formation of elementary mathematical concepts.

33. Topic: Shapes.

Target: consolidation of geometric shapes, develop attention, memory, thinking.

(I.A.Pomoraeva - 40)

II week

34. Consolidation of the passed material.

III week

35. Consolidation of the passed material.

IV week

36. Consolidation of the passed material.

Speech development.

33. Topic: "Repetition of poems"

Target: help children remember the poems they learned during the year: memorize a new poem.

(V.V. Gerbova - 79)

II week

34. Topic: Reading the poem "Spring" Didactic exercise "When does it happen?"

Target: to acquaint children with A. Pleshcheev's poem "Spring". Learn to name the signs of the seasons.

(V. V. Gerbova - 71)

III week

35. Topic: "Rain" by Z. Alexandrova

Target: learn to memorize short poems, read them expressively. Learn to answer questions about the content with lines from a poem. Develop attention, memory, speech breathing through the power of the voice. To cultivate aesthetic feelings by means of poetry and music.

(G.Ya. Zatulina - 124)

IV week

36. Theme: Rainbow.

Target: to form in children an interest in natural phenomena, to develop attention, observation.

(G.Ya. Zatulina - 127)

Artistic and aesthetic development. (Painting)

33. Topic: "Drawing with paints by design"

Target: Develop independence in choosing a topic. To develop the ability of children to introduce elements of creativity into the drawing, select the necessary colors for their drawing, use the skills and abilities acquired earlier in their work.

(TS Komarova-86)

II week

34. Topic: "Dandelions"

Target: to teach to draw dandelion flowers by poking around the kennel, to consolidate the ability of children to paint over leaves with the tip of a brush; expand knowledge of spring flowers.

(K.K. Utrobina - 18)

III week

35. Topic: "Draw whatever you want beautiful"

Target: Arouse the desire to paint. To develop the ability to independently conceive the content of the drawing, to implement your plan. Practice pencil drawing. Teach to enjoy your drawings and drawings of comrades.

(TS Komarova - 46)

IV week

36. Topic: "The sun is shining"

Target: To develop the ability of children to convey the image of the sun in a drawing, to combine a rounded shape with straight and curved lines. Strengthen the ability to squeeze out excess paint on the edge of the outlet. Develop independence, creativity.

(TS Komarova-63)

Artistic and aesthetic development. (Application - modeling)

33. Topic: "Soon the holiday will come" (Application)

Target: To develop the ability of children to compose a composition of a certain content from ready-made figures, independently find a place for flags and balls.

(TS Komarova-83)

II week

34. Topic: "Big and small birds at the feeder" (Modeling)

Target: Continue to form in children the desire to transfer images of birds in modeling, correctly conveying the shape of body parts, the head of the tail. Consolidate sculpting techniques.

(T.S.Komarova-67)

III week

35. Topic: "Pyramid"

Target: teach children to convey the image of a toy in the application; depict an object consisting of several parts; arrange parts in decreasing order of magnitude. Consolidate knowledge of colors. Develop color perception.

(TS Komarova - 51)

IV week

36. Topic: "Duckling" (Modeling)

Target: To develop the ability of children to sculpt an object consisting of several parts, conveying some characteristic features. Strengthen the ability to connect parts.

(TS Komarova-86)

Working with children requires a high degree of preparedness from a teacher, especially when it comes to interacting with preschoolers of the first junior group (1.5-3 years old), who are just adapting to kindergarten. In this regard, the role of the organizing principle in the implementation of educational activities increases. To solve this problem, it helps to draw up planning, that is, a model of pedagogical cooperation of all participants in the educational process: teachers, children and parents. Let us dwell on some of the features of creating a comprehensive and calendar-thematic plans for the first junior group.

Planning: what is it and why

The implementation of the work program, according to which the kindergarten works, takes place within the framework of planning, which distributes the content of education between hours (days, weeks) for its implementation. At the same time, the degree of detailing of the educational process is reflected in different types of plans, which can be represented as a system from general to specific:

Thus, we can conclude that the daily plan is the direct “guide to action” for the teacher. At the same time, it is compiled on the basis of a calendar-thematic one, which distributes the study of a topic by hours, and a complex one, which breaks down its content by type of activity in different areas of education.

It is interesting. The educator is personally responsible for preparing the planning for the group's work. Control over the preparation and implementation of plans remains with the senior educator, methodologist and head of the preschool educational institution.

Table: goals and objectives of the calendar-thematic and long-term plans in the first junior group

Planning type	Goals	Tasks
Calendar-thematic	to ensure the implementation of the educational program in practice; to increase the level of pedagogy of a teacher who is able to model the types of interaction with pupils; coordinate various methods and techniques of interaction with children; to select appropriate technical teaching aids and the content of the subject-development environment as a whole.	choose the best option for integrating educational areas (in the first junior group, this process takes place on the basis of the game); choose the most suitable set of work techniques for a particular group of children (for example, if active children prevail in the group, then you should not include too many active outdoor games in the plan, it is better to concentrate on games of low mobility, for example, attention, dexterity); vary the saturation of activities depending on the level of training of children; simulate the plan with different teaching means (for example, covering the same topic through different elements of the subject-developing environment - "Santa Claus and the Snow Maiden": demonstration of dolls, pictures, acquaintance with the characters-actors at the matinee).
Complex	ensure the consistency of work; help the teacher predict the final result; to give the opportunity to timely and systematically monitor the development of each child (this is especially important in working with children of the first junior group, whose development is greatly influenced by the very fact of the appearance of a kindergarten in their life).	to distribute the types of activities that are most suitable for working on a particular topic (for example, when developing the theme "Houses for animals", children are engaged in constructing from large blocks of the constructor, and in the process of getting acquainted with the theme "Golden Autumn" they learn to work with pencils and watercolors); rationally divide the teaching and educational load by week; choose the optimal motivational techniques when drawing up a daily plan (in other words, diversify their set, for example, choosing for Monday and the theme "Toys" reading poems by A. Barto, and for Tuesday and the theme "Favorite toys at home" riddles with agreements on the topic); to trace the dynamics of adaptation and development of babies (for example, to increase the number of types of work on the topic).

Objects of calendar-thematic and complex planning in the first junior group

The calendar-thematic plan, in fact, regulates the sequence of consideration of topics within the framework of direct educational activities (GCD), that is, in the first junior group it is drawn up for classes in:

• development of speech;
• physical education;
• music;
• fine arts (in the first junior group, this block of classes includes elements of drawing, modeling and application, and starting with the second junior group, these lessons are planned separately);
• familiarization with the natural environment;
• reading fiction.

In the calendar-thematic plan, the goals of the activities are spelled out in the framework of the study of topics of direct educational activities

The objects of the comprehensive plan will be:

• joint activities (children, teacher and parents, for example, to speed up the baby's getting used to the morning separation from his mother, both the teacher and the parents tell the baby that the mother is going to work, even if this does not correspond to the real situation);
• unregulated activities, that is, elements of the educational process that are presented in interaction with children situationally, for example, an explanation of the basics of life safety, which is of a precedent nature, may become relevant not on the street, but during a gathering in a group, when the kid accidentally pinches his finger on the door;
• the adaptation period, that is, the time allotted for the baby's getting used to kindergarten (while the educational activities are directly planned in accordance with the long-term plan for the academic year);
• leisure activities (a plan of events for the seasons, for example, "New Year's party", "Feast of mothers", etc.);
• subject activity, that is, filling the subject-developing environment in a group, depending on the topic and stage of the educational process (if at the beginning of the year pyramids prevail in toys, then by the end different types of cubes are added to them, including those with numbers).

Methodological techniques used in the plans

It is appropriate to consider this issue from the standpoint of drawing up a calendar-thematic plan, which indicates a general list of techniques in work, as opposed to a complex one, where the goal is to list the types of activities, and not to clarify the ways of interaction in them in separate lessons. So, when drawing up a plan, the teacher combines the techniques of four groups:

• speech;
• visual;
• practical;
• gaming.

Let's consider specific options for their implementation.

Group of speech methods of interaction

In the first youngest group, children are just mastering speech, therefore, the perception of speech by adults is of key importance for them. This helps not only to translate a passive vocabulary into an active one, that is, to start building your own utterances, but also to get elementary ideas about the coordination of words in phrases and simple sentences. Speech techniques accompany all (!) Types of activities of kids.

Explanation

Any action, concept must be explained to children. At the same time, it is important to do this at a level that is understandable for them. Therefore, an explanation is necessary:

• build on the basis of words that kids understand;
• actively accompany with gestures (for example, washing hands and washing is preceded not only by a message of intention, but also by movements illustrating these hygiene procedures);
• repeat systematically, using, if possible, the same set of speech means (for example, in a drawing lesson, each time the teacher must repeat the algorithm for working with paints and brushes or with pencils).

The explanation in the first junior group should be at a level understandable to kids.

Conversation

In the first junior group, this methodical technique is used fragmentarily, since the kids still cannot clearly formulate their thoughts. Nevertheless, you should not refuse to talk on questions that do not require detailed answers. For example, before starting any lesson, the teacher asks the children what their mood is, are they ready to play - work, etc.

It is interesting. Conversation in the first junior group is actively used when interacting with parents, who, in this form of communication, learn about the peculiarities of the age of their babies, ask questions of concern to them, etc.

Puzzles

At the age of 1.5–3, kids still do not have enough personal experience to work with riddles on the topic at the stage of starting the study of the topic.

Therefore, I use this technique in my practice already at the stage of consolidating the topic. For example, for the themes "Vegetables", "Fruits" riddles, you can suggest the following:

• All rounder and redder, He tastes better in salads. And the guys have been very fond of for a long time ... (tomato);
• Green children grow in the garden. Daring fellows, And their name is ... (cucumbers);
• The fruit looks like a tumbler. Wears a yellow shirt. Breaking the silence in the garden, I fell from the tree ... (pear);
• Above the skin is gold, In the center is a large stone. What kind of fruit? - Here's a question for you. It's sweet ... (apricot).

It is very important for younger preschool age to select riddles with an answer according to rhyme - this will give the children an opportunity to give an answer by catching the rhythm of the rhyme, which will “save” if there is not enough personal experience to guess.

Poems

Another important verbal technique that kids really like. Poems are an excellent basis for mastering speech: children remember repetitive rhymed lines easily and begin to repeat, which contributes to the early development of speech skills. The choice of rhymes should be based on the principles:

• brevity (more than 4-6 lines of the poem will not be grouped, but, on the contrary, will disperse the children);
• compliance with the topic (do not forget that the entire selection of techniques is aimed at disclosing the topic of the plan);
• accessibility (the poem should contain words that children can understand and not too cluttered sentences).

For example, when considering the topic "Furniture" with my pupils, I learn a poem that contains the names of all the main pieces of furniture. And I break this rhyme into two parts, in order, firstly, to introduce information gradually, and secondly, not to violate the principle of brevity:

• We'll hang a shirt in the closet, And put a cup in the sideboard. To rest the legs, Let's sit for a while on a chair. And when we were fast asleep, We lay on the bed. And then the cat and I sat at the table, Tea and jam together drank. There is a lot of furniture in the apartment.

Rhymed lines help grab the attention of children

Fairy tales

Kids love fairy tales. And this verbal technique can be actively used in the study of almost any topic. The main thing is to find or come up with an interesting plot. So, when studying the topic "Friendship", I include in my planning the fairy tale "How Kuzka found a friend." “In the same yard there lived a kitten named Kuzka and a puppy named Druzhok. One fine day, the mother-cat allowed Kuzka to go out for a walk without her, and the baby happily ran into the yard to look for friends. Running past the fence, he saw a big old black cat, who asked where Kuzka was in such a hurry. The kitten replied that he was running to find friends. The cat nodded his head approvingly and warned: "Just don't go with dogs, cats and dogs will never be friends." Kuzka nodded his head and ran on. And I met the puppy Druzhka, who was jumping in the sandbox. A friend suggested that Kuzka be friends, but Kuzka said that kittens and puppies cannot become friends, and that it is better for them to just play together, and not be friends. When Kuzka came home in the evening, he told his mother how he met an excellent puppy, but it's a pity that they won't be able to be friends. And when my mother asked why they didn’t succeed in friendship, the kitten, exactly, told her what the old cat had told him. Cat mother laughed and said that it doesn't matter who you are: a dog, cat, elephant or giraffe - everyone can be friends with everyone. Kuzka was very happy and barely waited until morning to tell Druzhok that now nothing would prevent them from being friends.

In the methodology for working on this technique, it is customary to check the understanding of the text through conversation. But given that kids 1.5-3 years old may not yet speak at a level sufficient for a conversation, I compose the test block of questions so that the answers are as short as possible:

• “What was the name of the kitten?”;
• “What was the name of the puppy?”;
• "What did Kuzka want?"
• “Did the old cat advise you to be friends or, on the contrary, not to be friends with dogs?”;
• "What did his mother say to Kuzka when he told how he had a good time with Druzhk?"

Reading

A technique that is not used very widely in the younger group: basically, the teacher tells all the material, and does not read it out. This also applies to fairy tales, and poems, and riddles. But you need to introduce kids to reading in all available ways, so it is worth demonstrating an example of how to handle a book. For example, reading nursery rhymes, descriptions of some heroes, their houses, etc.

Pure phrases

The development of speech is one of the key goals of the educational process in the first junior group. And it is not only the fact of mastering this skill that is important, but also its quality. To implement these tasks, phrases help, which can be an element of physical training in the classroom, as well as practiced when performing regime moments, for example, before gathering for a walk, before lunch, etc.:

• From-from-from - tabby cat. Ta-ta-ta - they saw a cat. Tu-tu-tu - approached the cat.
• Up-up-up - mom's making soup.
• Zhu-zhu-zhu - somehow the hedgehog came to the snake.

Pure words can be an element of physical training and precede more active exercises.

Visual techniques for planning

Younger preschool children have a figuratively effective way of perceiving the world. In other words, it is important for babies to see and feel the surrounding objects. Both the first and the second are under the jurisdiction of the subject-developing environment. Among the productive visual techniques are:

• pictures (an obligatory element of clarity in any kind of activity of kids) illustrating the plot of fairy tales, a verbal description of any phenomenon or concept, the order of performing game actions, etc.;
• a demonstration as a way to present the performance of an assignment by one's own example (for example, before completing the drawing "Dandelions", the teacher first makes strokes of yellow paint on a sheet, and then the children repeat this on their copies);
• showing (we are talking about presentations, videos on the topic).

Video: an example of using the display technique - teaching the names of food products with children

Practical techniques

To use this group of methodological techniques, a certain base is required, an experience that kids can rely on. But since it is too early to talk about such a basis at the age of 1.5–3, practical techniques are mastered in the form of new material, that is, children learn to hold a pencil, place a sheet of paper on the table so that it is convenient to draw, etc. As a result, the kids come to the essence of the task, for example, draw a ball. In the same way, in addition to drawing, the teacher includes in the calendar-thematic plan:

• application;
• sculpting.

It is interesting. From the second half of the year, if the general level of development of the kids allows, design elements can be introduced, as well as the implementation of voluminous crafts, for example, using natural materials.

Observation

The replenishment of experience is impossible without the actual experimental activity. That is, children must observe, remember. This type of activity in the first junior group is practiced on walks, less often in a group, to get acquainted with the natural world.

Most observations in the group are carried out in the ecological corner.

Table: examples of observations in the first younger group

What is the object of observation	Goals	Content
Bird feeding	to acquaint with the habits of birds; foster a desire to take care of birds.	The teacher pours food into the feeders, the children watch how the pigeons, titmice, and sparrows eat, along the way noting that the food gets to the nimble, fast, and courageous.
Rain	Get to know a natural phenomenon.	Children in rainy weather watch the raindrops from the window. The teacher invites you to listen to the noise from the falling drops and think if it is a happy rain or a sad one.
Leaf fall	learn to identify autumn manifestations; develop mindfulness; foster respect for nature.	Children examine autumn leaves, compare them in size, shape, color and come to the conclusion that leaves of the same shape, but of different sizes and colors, fall from the same tree.

Group of game techniques

As already noted, in working with younger preschoolers, all types of activity are presented in the form of a game. At the same time, the teacher includes three types of games in the calendar-thematic plan. Let's dwell in a little more detail on each of them.

Games of didactic content

The inclusion of this type of games in the calendar-thematic plan can be at the stage of acquaintance with the topic, and at the stage of its development, consolidation.

Table: examples of didactic games in the calendar-thematic plan for the first junior group

Type of educational game	Name	Target benchmarks	Content of game actions
Logical	"Soup and compote"	learn to divide fruits into categories of fruits and vegetables; develop logical thinking, observation.	Children collect dummies of fruits and vegetables in different baskets in order to cook soup from vegetables, and fruit compote from fruits.
Speech	"Who lives in the house"	practice the skill of sound pronunciation; develop correct breathing during the speech act.	The teacher shows a picture of an animal, the children imitate the sounds that this representative of the fauna makes. For example, a cat is "meow", a dog is "woof", a cow is "muu", etc.
Musical	"The sun and the rain"	learn to perceive different moods in music; develop the ability to correlate weather conditions with musical accompaniment.	The teacher puts on different pieces of music (classical or modern instrumental music) and shows pictures depicting different states of nature. Children, with the help of an adult, correlate music and illustration.
Sensory	"Leaves from the Gnome"	Learn to distinguish colors.	The teacher shows the gnome toy, who "brought" the leaves to show the children, but mixed up the names of the flowers. The kids should help the character figure out which color is where.
Desktop-printed	"What's in the house?"	learn the names of household appliances and correlate them with the functions performed; develop mindfulness.	Children receive cards depicting different rooms (living room, kitchen, bathroom) and pictures depicting household appliances (TV, microwave, refrigerator, hairdryer, washing machine, etc.). The task is to name the device and assign it to a suitable room. Please note that there may be options: for example, a washing machine can be in the bathroom and in the kitchen. Children need to discuss this point.
Object games	This type of games in the first youngest group is, rather, in the nature of role-playing performances, in which toys act as a kind of models for one way or another of action. With this type of play, you can, for example, work out the order of dressing on the street and undressing when you return, as well as the sequence of washing your hands or washing your face.

Games of an active nature

The need for physical activity in young children needs satisfaction. Therefore, outdoor games are a mandatory technique that is included in the calendar-thematic plan.

Outdoor games are important for the physical development of toddlers.

Table: examples of outdoor games in the calendar-thematic plan for the first junior group

What is being worked out	Name of the game	Target benchmarks	The essence of the game
Running in different directions, jumping	"Catch the Bunny"	learn to run at different speeds and in different directions; develop mindfulness; cultivate a sense of purpose.	The teacher makes highlights with the help of a mirror on the playground, and the children catch up with the sunbeam, trying to grab it.
Spatial orientation	"Bell"	learn to change the direction of running without bumping into your comrades; develop agility.	The teacher rings the bell, quickly hides it behind his back, the children imitate the ringing of "ding-ding". An adult runs to the opposite side of the playground, children run to him. The one who came running first rings the bell. Important: every kid should be able to call.
Formation of a sense of balance	"Along a flat path"	learn to change the nature of the movement by a conditioned signal; develop balance.	Children walk on massage mats. The teacher says how the nature of running changes, the children perform: they run on the spot, jump, squat, etc.
Development of attention	"Find your mate"	train scattered running; learn not to bump into other participants.	Each participant receives a flag of a certain color. At the signal of the teacher, children run in different directions around the site. After the kids hear the conditional sound, they must find a pair for themselves - a participant with a flag of the same color.
Practicing climbing, crawling skills	"Get to the ball"	train the ability to crawl under an obstacle; develop mindfulness; cultivate persistence.	On one side of the court there is a basket-net for balls, in the middle of the section there is an arc behind which the ball is located. The child's task is to crawl under the arch, take the ball and throw it into the net.
Agility training	"Through the brook"	exercise balance; develop dexterity; cultivate persistence.	At a distance of two meters on the site there are two cords - the "banks" of the brook. Planks are between them. Children have to jump over the boards, step over, move from one "bank" to another.

Group of theatrical games

By including this type of games in the calendar-thematic plan, children not only become liberated, develop their creative abilities, but also work out social and communication skills, that is, they develop speech and learn to communicate with each other.

Theatrical games play an important role in the development of social and communication skills of children of the first junior group

Table: examples of theatrical games in the calendar-thematic plan for the first junior group

Type of theatricalization	The essence of game actions	Examples of
Role-playing games	Kids, relying on their experience, act out situations that they encounter in everyday life.	"At the doctor", "In the store".
Dramatizations	Children speak and perform those actions that are prescribed for their character by the "director", that is, the teacher or the child himself.	Participation in matinees, performances based on read fairy tales, etc.
Directing games	In the first youngest group, children in director's games themselves only come up with movements for their heroes, while the content of the game is determined by the teacher.	Kids learn to act out well-known plots (for example, the fairy tales "Turnip", "Kolobok"), using flannelegraph figurines for this.
Finger games	Usually included in physical education breaks in the classroom. The main purpose of finger games is to train the speech centers, that is, an important stage in the development of speech.	The thumb shakes the apples. (the hands are clenched into a fist, we unbend the thumb) The second collects them. (we unbend the index finger) The third one is carrying them home. (unbend the middle finger) The fourth pours out. (unbend the nameless one) The smallest is a mischievous person. (we unbend the little finger) Everything, everything, eats everything.

Rules for the design of calendar-thematic and integrated planning in the first junior group

There are five rules for planning. Moreover, the algorithm is the same for all types of plans, only the point is different, where the elements of the content of planning are listed:

• the first page (title) indicating in the form of an abbreviation the name of the kindergarten and its number, the program according to which the preschool educational institution builds its educational activities, the full name of the educators working in the group, the time frame for the implementation of this plan);
• a list of children in a group with a date of birth;
• the schedule of the group's work, indicating the time allotted for doing this or that type of activity (direct educational activities and regime moments);
• the content of the plan (in the calendar-thematic, this is a list of topics by date, a description of the forms and methods of work of kids with goals, equipment, and in the future, this is a list of activities for each of the topics);
• a blank sheet for notes that can be made by the reviewer of the documentation (usually these notes remain with the senior educator).

It is interesting. Sometimes a graph with methodological sources on the topic is included in the calendar-thematic plan.

Planning allows you to rationally allocate time between different activities and at the same time to realize the set educational goals

Table: a sample of drawing up a calendar-thematic plan for the development of speech in the first junior group (fragments)

date	Topic of the week	Lesson topic	Techniques	Goals	Equipment	Literature
2.09.	"I am getting to know our group"	"Traveling around the room"	Didactic game "Who talks how"	teach children to participate in a collective event, hear and understand the teacher's suggestions, willingly carry them out (say something or do something); to form auditory perception; develop the vocal apparatus, understanding of the surrounding speech, the ability to imitate sound combinations and simple words.	A new book; teddy bear; mirror; ball; cubes; toys (dog, cat).	V.V. Gerbova "Lesson on the development of speech", p. 28; ON THE. Karpukhina “Lecture notes in 1 ml. group of kindergarten ", page 80, lesson number 1, page 121.
20.09	"Harvesting"	"Bunny is jumping"	Didactic game "Collect the basket"	encourage children to recognize a familiar toy, to understand actions (a hare is looking for a carrot, found it and eats it); cultivate friendships while playing; form an active dictionary: jump-jump, bunny, on.	bunny toy; carrot; basket with mushrooms (large and small).	ON THE. Karpukhina “Lecture notes in 1 ml. kindergarten group ", p. 84, lesson number 7; ON THE. Karpukhina “Lecture notes in 1 ml. kindergarten group ", p. 124, lesson number 15.
02.10	"I am human"	"The doll in the bathtub does not cry"	D / game "What have I done?"	form an active vocabulary: water, bath, wash, swim; to awaken children to correlate objects in size and to name them, develop finger motor skills; learn to name actions that are opposite in meaning; develop attention, sensory sensations; to acquaint with the concepts of "right-left".	bell; doll; baths; chair; clothes for a doll; a bucket of water; Cup; book; jar with a lid; hat; handkerchief; checkbox, etc.	E.N. Mukhina "Educational games for children 2-7 years old", p. 94; V.V. Gerbova "Lesson on the development of speech", p. 96.
20.12	"This is how much fun we play."	"Christmas fun"	outdoor game "Bunny and squirrel"; D / game: "Who called?"	to consolidate the ability of children to navigate in space; improve the understanding of an adult's speech; expand the dictionary; continue to teach children to recognize by the voice of their friends.	Toys (Christmas tree, bunny, squirrel, wolf, bird, matryoshka, house, doll).	N.F. Gubanov "Development of game activity", p.99.

Table: an example of drawing up a comprehensive thematic plan in the first junior group (fragments)

P / p No.	Topic, purpose and objectives	The timing holding	The content of the work
1	The topic is "Hello, kindergarten!" “The kindergarten is a wonderful home! Lives well in it! " Purpose: to adapt children to the conditions of the kindergarten. Tasks: help to adapt to new living conditions; to introduce the kindergarten as the closest social environment of the child (room and equipment of the group; personal locker, crib, toys, etc.); to acquaint with children, educator; contribute to the formation of positive emotions in relation to kindergarten, educators, children. preparation and implementation of the project "Hello, baby"	September 1-2 weeks (1 -11.09)	"Hello, kindergarten" acquaintance with the kindergarten, travel around the territory; "My group" introduction to the group room; didactic game “Collect the pyramid”, “Play with the dog”, “Pick up the ribbon for the dolls”, “Who lives in the house”, “Collect all the red scoops”; didactic game "Getting acquainted with dolls and soft toys"; game-journey "On a visit to Moidodyr" (to the sanitary room); traveling through a group of rooms with stops at the stations "Colored pencils", "Plasticine"; outdoor games "Catch Me", "Gray Bunny Sits", "Cockerels and Chickens", "Beetles", "Autumn Leaves"; finger gymnastics "Magpie-white-sided", "Uchi-uti", "Ladushki", "My family", "Goat"; game situation "Let's feed the doll Masha"; reading fiction (reading the nursery rhyme "Like our cat", A. Barto "Bear", "Bunny", "Ryaba Chicken"); games with wooden tools "Pyramid", "Matryoshka"; story game "Mom feeds the children", "We walked, walked ..."; fun game "A minute of a clockwork toy"; staging game based on the fairy tale "Ryaba Chicken"; the game "Let's build a house for a bear" (from large building materials); a dramatization game based on the poem by A. Usachev "A clubfoot bear walks through the forest."
3	The theme is "Autumn, autumn, we ask for a visit", "Autumn - the yards are empty, our smiles have become sadder" Purpose: the formation of elementary ideas about autumn. Tasks: to give initial ideas about harvesting, some vegetables, fruits; to acquaint with the peculiarities of the behavior of forest animals and birds in the fall; foster respect for nature. Implementation of the project "Autumn, autumn, we invite you to visit"	October 1-2 weeks (1–16.10)	examination of illustrations based on the tale "The Turnip", illustrations for the book "Kitten-cat". reading a nursery rhyme "Petya, cockerel", "A bainki-bainki", "Our little Masha", "Far, far away in the meadow, graze to ...", "A hen went out for a walk", "A clubfoot bear"; didactic game: “Find a yellow leaf” “Let's play with nesting dolls”, “Let's collect a beautiful bouquet of leaves” “Who lives on the farm?”, “What will we go for a walk in”, “Move the peas, beans”; playing with clothespins "Multicolored horns"; plot-game situation "Bear got wet feet"; board-printed game "Cut pictures" (leaflets); an outdoor game "Catch the Leaf", "Train", "Cat and Mice", "My cheerful ringing ball!"; sedentary game "Find the ball", "You give me - I give you" "Catch me up", "Everyone clapped their hands"; finger game "First finger ...", "Rain", "Leaf fall", "Ladies-sweethearts", "Magpie-magpie"; musical game "We clap our hands"; watching the cartoon "Merry Garden".

Planning in kindergarten plays an important role in organizing the implementation of the educational program. With the help of different types of plans, the teacher can not only design the course of the educational process, but also predict its results based on the dynamics of the development of children, as well as the level of their capabilities. Of all the types of planning, the most detailed is the daily one, which is created on the basis of a calendar-thematic one, which distributes options for interaction with children within the framework of individual activities based on the topic, as well as with the involvement of a comprehensive one that describes the content of activities for different activities, but within the boundaries of studying one topic. ...