MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION

SOFIINSKAYA MIDDLE SCHOOL OF GENERAL EDUCATION

director of MBOU Sofyinsky school

I.A. Volkhonskaya

"________" ____________________ 2014

WORKING PROGRAM

"PREPARING CHILDREN FOR SCHOOL"

(for preschoolers - children 6 – 7 years)

Compiled by: Shimanskaya E.V.

primary school teacher

d. Sofyino

year 2014

Explanatory note

The work program "Preparing Children for School" for preparing children 6-7 years old for school was developed in accordance with the requirements of the Federal State Standard for Primary General Education of the second generation, based on the "Continuity" program (a program for preparing children 5-7 years old for school)N. A. Fedosova, E. V. Kovalenko, I. A. Dyadyunova, and others; scientific hands N. A. Fedosova(M.: Education, 2012), recommended by the Ministry of Education of the Russian Federation.

The program prepares children for schooling by providing continuity between pre-school and primary general education.

The goal of the program is the successful adaptation of preschool children to new educational conditions and the creation of conditions for a humane (comfortable) transition from one educational level to another.

Preparing children for school occupies a special place in the education system. This is due to the difficult adaptation of the child to school. The school makes quite high demands on the first-grader. A preschool child should be ready not only for new forms of communication. He should have a developed motivational sphere, where curiosity acts as the basis of cognitive activity, formed emotional-volitional and cognitive spheres of mental functions. A future first-grader should master the elementary skills of universal learning activities (UUD), communicative and speech competencies.

The development of a child's potential through mastery of UUD, proposed by the federal standards of primary general education, forms the basis of primary education. In this regard, the creation of prerequisites for schooling is another no less important goal of the program.

The "Preparing Children for School" program solves the problems of the general development of the future first grader, his physical, social and psychological functions necessary for systematic schooling.

Main tasks: preservation and promotion of health; development of personal qualities; formation of value attitudes and orientations; development of creative activity; formation and development of mental functions of the cognitive sphere; development of the emotional-volitional sphere; development of communication skills; development of skills to act according to the rules.

General characteristics of the program

The main provisions of the program: preparation for school is developing; does not allow duplication of programs of the first class; helps to master the specifics of social relations (in the family, with peers, with adults); ensures the formation of value attitudes; focuses not on the level of knowledge, but on the development of the child's potential, on the zone of his proximal development; provides a gradual transition from immediacy to arbitrariness; organizes and combines productive activities in a single semantic sequence; prepares the transition from gaming to creative, educational activities, including in cooperation with peers and adults; is invariant and prepares for any system of school education.

The basic principles of building the program: general development, taking into account individual capabilities and abilities; development of creative activity; development of personal competencies; support and preservation of health; the formation of spiritual and moral attitudes and orientations; development of sustainable psychological adaptation to the new conditions of education; co-creation of teachers, students and parents.

The content of preparation for training is based on such principles as: taking into account the age and individual characteristics of the child; systematic and consistent; variability and variability; availability and sufficiency; visibility; authenticity; complexity; relationship with the outside world; the use of works of art, the integration of all types of art, works of children's creativity; a variety of gaming and creative tasks; variety of types of artistic and creative activity (game, musical, artistic and speech, theatrical).

Leading activity: game; productive, creative activity; design and modeling. Types of actions in the design process: object analysis; comparison and comparison; identification of common and different; implementation of the classification; establishing an analogy.

Place of study in the curriculum

The “Preparing Children for School” program offers a system of adaptation classes and consists of the following courses: “Literacy and speech development”, “Mathematics and design”, “Decorative drawing and modeling”. Adaptation classes are organized on the basis of the school and have the following temporary structure: 3 classes per day, 1 time per week. Lessons are 30 minutes long with a 10-minute break. The program is designed for 20 weeks. The total number of classes is 60.

Value orientations

Based on the requirements for the child set out in the main documents of preschool and primary general education (federal state requirements for the structure of the basic general educational program of preschool education and the federal state educational standard for primary general education), a portrait of a preschooler entering the first grade was prepared.

A child entering the first grade has the following qualities:

physically developed, possesses basic cultural and hygienic skills: independently dresses, undresses; takes care of clothes and shoes; observes the elementary rules of a healthy lifestyle; takes care of plants, animals, toys, books;

knows primary information about himself, family, society, state, world and nature;

owns the means of communication and ways of interacting with adults and peers; uses verbal and non-verbal ways of communication; owns dialogic speech and constructive ways of interacting with children and adults; consciously and voluntarily builds a speech statement in oral form.

The results of the development of the program

In the course of mastering the content of the program, conditions are provided for students to achieve the following personal, meta-subject and subject results.

Personal UUD: motivational and communicative, the formation of I - the concept and self-esteem in preparation for schooling, a positive attitude towards schooling.

metasubject results.

Cognitive UUD: sign-symbolic modeling and transformation of objects; analysis of objects in order to highlight features (essential, non-essential); synthesis as a compilation of a whole from parts, including with independent completion, the implementation of missing elements; comparison and comparison; identification of common and different; implementation of the classification; establishing an analogy; independent choice of methods of tasks depending on specific conditions; conscious and arbitrary construction of a speech statement in oral form.

Regulatory UUD: implementation of an action according to a model and a given rule; maintaining a given goal; the ability to see the specified error and correct it at the direction of an adult; monitoring their activities based on the result; the ability to adequately understand the assessment of an adult and a peer.

Communicative UUD: mastering certain verbal and non-verbal means of communication; emotionally positive attitude to the process of cooperation with adults and peers; orientation to a communication partner; ability to listen to the interlocutor; to ask questions.

Subject results.

The child will have the opportunity to learn:

recognize the first sound in words;

listen carefully to literary works;

name characters, main events;

answer the teacher's questions on the content, draw elementary conclusions;

retell the work close to the text, by roles, in parts;

compose an elementary story based on a series of pictures;

discuss the moral aspects of people's actions;

participate in group conversations;

use the accepted norms of polite speech communication;

establish verbal contacts with adults and children (address by name, by name and patronymic, politely express a request, apologize, thank for the service, speak in a calm, friendly tone);

distinguish between vowels and consonants and correlate them with letters;

to distinguish between small folklore genres (riddles, tongue twisters, tongue twisters, lullabies, nursery rhymes);

to distinguish geometric shapes by shape (triangle, circle, square), by color, by size;

determine the number of items within 10, correlate the number with numbers;

establish quantitative relations in the natural series of numbers in the forward and backward directions;

count and count one by one, two by two;

navigate in space;

navigate in a notebook in a cage;

perform elementary drawings on checkered paper;

correctly use the brush when drawing;

perform an elementary ornament in the strip;

use elementary modeling techniques (pulling, pinching, bending, rolling, flattening, etc.).

Program content

Literacy and speech development (20 hours).

Sound. Correct pronunciation of all sounds of the Russian language. Vowels and consonants. Place of sound in a word. Clean tongue twisters, tongue twisters, work on articulation. Children's nursery rhymes, riddles, fairy tales, features of their construction. Transmission of mood in intonation when reading. Use of words in direct and figurative sense. The definition of a fairy-tale hero by describing his external features. Reconstruction of the events of the tale from its beginning. Playing fairy tales by roles using the means of language expressiveness. Dialog. Facial expressions, gestures. Composing plot stories based on a picture, from experience, based on toys. Dictionary work.

Mathematics and design (20 hours).

Compare objects by color, size, shape. Finding common and different features in a group of objects. Classification of objects by color, size, shape. Adding your items to this group on certain grounds. The sequence of actions on the example of fairy tales, plot pictures. The arrangement of objects on a plane and in space. Numbers from 1 to 10. Quantitative relations in the natural series of numbers in direct and reverse order. The ordinal count of objects. Composition of numbers up to 10 from units. Methods of counting and counting one at a time, two at a time. Geometric figures. Design. The sequence of performing gaming and practical actions with a focus on the symbol. Finding logical connections between successive stages of any action. Solving problems on combinatorics and transformation.

Work to strengthen the muscular strength of the hand and fingers (20 hours).

V. A. Sukhomlinsky wrote that the origins of the abilities and talents of children are at their fingertips. Therefore, it is very important to put a hand, prepare it for work. This is the goal pursued by the lessons of the section "Work to strengthen the muscular strength of the hand and fingers."

According to the observations of scientists, it is known that the muscle memory in children from four to five, up to seven years old is very tenacious and the most excitable. Learning calligraphy begins when all the defects have already been established and the physiological period of this type of memory has already passed. At the same time, everyone knows that the first impression of a child is the strongest and brightest. And if, when learning to write a letter, he does not get an element, the letter is written incorrectly, ugly, the baby starts to get nervous. And the letter did not work out because the small muscles of her fingers and hands are still very weak. In this case, tasks for hatching objects are useful, as a type of work that strengthens the muscular strength of the hand and fingers. You can give tasks to hatch with straight, parallel segments, arcuate lines, block letters, ovals, etc. And if you get tired, offer to color the figure. Hatching children will continue in grade 1 during the period of literacy. At home, children can choose to color, hatch in coloring books, or do classroom-like work.

The means of strengthening the muscles of the hand and fingers are also modeling objects, designing from paper, drawing, therefore such tasks are included in this section. Performing this or that task of setting a hand (in a notebook of any line), drawing, designing, fashioning something, children either “pick” berries for mom’s jam, then “go” to the forest for mushrooms, then “hide” under umbrellas, sometimes they “sew” clothes for a sailor, then they “build” a house for friends, etc. Hatching, modeling, drawing, modeling is a way of developing children’s speech, their logical thinking, as small stories are being compiled along the way, work is being done on the word , riddles are guessed and guessed.

Topic 1. Acquaintance with a notebook in a cage. Visual-spatial orientation on a sheet in a cage. (2 hours)

Acquaintance with landing when writing, the ability to hold a pen, give an answer. Acquaintance with a notebook in a cage. Sheet orientation exercises. Office outlines. Introduce the concepts of left, right, top, bottom. Work on the teacher's command: mark dots in the upper right corner, in the lower left corner, on the top line, on the bottom line. Dot pattern exercises and circle the cells yourself. Drawing in a notebook in a cage of figures based on the outline of the cells and along the diagonal of the cell (square, rectangle, flag, herringbone), coloring. Finger gymnastics.

The concept of straight and curved lines. Circle, oval. Work in notebooks in a cage: shading a picture, coloring transparent objects, drawing according to a model (herringbone, boat, circle, oval, umbrella, balloon, fish). Finger gymnastics.

Topic 3. A circle large and small, a figure of circles and an oblique combination with a circle. (1 hour)

Hatching drawing. Coloring transparent objects. Learning a poem.

Topic 4. Ruled notebook in a narrow line with a guide. (2 hours) Acquaintance with the lined notebook in a narrow line with a guide. Work in a notebook with a guide line (by writing). Writing sticks, hooks. Hatching shapes in a narrow line on a dotted pattern. The game "At the bear in the forest." Solving riddles. Logical exercise "Why a bear is called a bear."

Topic 5. Slanted and wavy lines. Working line. Wide line. (2 hours)

Working out the slope, writing elements of letters in notebooks with narrow rulers. A letter with tasks from the cat Fyodor. Fulfillment of tasks: writing letters and shading according to the sample.

Topic 6. Working out the slope, writing in notebooks with a narrow ruler. (2 hours)

Hatching drawing. Working out the slope, writing elements of letters in notebooks with narrow rulers. Solving riddles. Learning a poem.

Theme 7. Ovals, loops, straight, smooth and rounded at the bottom, straight horizontal lines. (2 hours)

Coloring and shading drawings. Conversation on the Russian folk tale "Gingerbread Man". Vocabulary: stupidity, boasting. Hatching with horizontal, vertical and cross lines. Work in a notebook with a guide. The letter of the studied elements of letters.

Working with plasticine

Topic 8. Modeling a hedgehog. (1 hour)

Hedgehog riddle. A poem about a hedgehog. Hedgehog mold. Exhibition of works.

Topic 9. Modeling fruits. (1 hour)

The development of speech. The story of Winnie the Pooh - a sweet tooth. Modeling and exhibition of works.

Topic 10. Modeling vegetables. (1 hour)

The development of speech. A conversation on the Russian folk tale about the turnip. Puzzles.Modeling and exhibition of works.

Topic 11. Modeling on the theme "Animals" (1 hour)

The development of speech. Tales about animals. Modeling and exhibition of works.

Construction

Topic 12. "House" of geometric shapes (1 hour)

Topic 13. "Truck" (1 hour)

Repetition of geometric shapes. Game "What does it look like?". Completing of the work. Exhibition of works.

Topic 14. Aircraft. (1 hour).

Repetition of geometric shapes, comparison by size. Game "What does it look like?".

Completing of the work. Exhibition of works.

Topic 15. "Arbitrary objects from geometric shapes" (1 hour)

Independent execution of arbitrary objects from geometric shapes at the request of children. Exhibition of works.

Thematic planning

Literacy and speech development - 20 lessons, 2 of which are used for diagnostics.

Educational and thematic plan

Chapter

№ p/n

Topic of the lesson

Number of lessons

Our speech

Why are we talking? Word and sentence?

Making up stories based on pictures.

Story. Retelling of fairy tales based on illustrations.

Theatre. Role play of fairy tales.

Compilation of stories about episodes from life on a given topic.

In the world of sounds and letters

Pronunciation of sounds. Cleanliness. Isolation of sounds by ear.

Strengthening and development of articulation. Tongue Twisters.

Dividing words into syllables. stress. Sound analysis of words.

The words are opposite in meaning. The words are close in meaning. related words.

Diagnostic studies

Total:

20 zan.

Mathematics and design - 20 lessons, of which 2 lessons are used for diagnostics.

Educational and thematic plan

Sections

№ p/n

Topic of the lesson

Number of lessons

General concepts

Identification of mathematical representations in children. Simple geometric shapes: triangle, rectangle, square, circle.

Signs of objects. Relations.

Classification of objects by color, shape, size.

Comparison of objects by location, material, purpose.

Spatial and temporal representations of children.Location in space and on the plane.

Numbers from 1 to 10.

Item count. Ordinals. Name of numbers in order from 1 to 9. Comparison of numbers. Number recognition.

Comparison of the number of items. "one" and "many".

Matching numbers and numbers. Numbering of the first ten (direct and reverse counting)

Composition of numbers.Logical tasks for the development of memory and thinking.

Actions with numbers.

Logical tasks for the development of attention, imagination.

Reception of addition according to the representation of a number series.

Formation of skills of addition and subtraction.

Generalization and systematization of children's knowledge. Diagnostic studies.

Total:

20 zan.

Work to strengthen the muscular strength of the hand and fingers (20 lessons).

Educational and thematic plan .

Sections

№ p/n

Topic of the lesson

Number of lessons

Work in a notebook

Acquaintance with a notebook in a cage. Visual-spatial orientation on a sheet in a cage.

The concept of straight and curved lines. Circle, oval.

The circle is large and small, figures from circles, from an inclined one in combination with a circle.

Acquaintance with the lined notebook in a narrow line with a guide.

Slanted and wavy lines. Working line. Wide line.

Practicing tilt, writing in notebooks with a narrow ruler.

Ovals, loops, straight, smooth and rounded at the bottom, straight horizontal lines.

Working with plasticine

Modeling "hedgehog"

Modeling on the theme "Fruit".

Sculpting vegetables.

Modeling on the theme "Animals".

Construction

"House" of geometric shapes.

"Freight car".

"Airplane"

Arbitrary objects from geometric shapes.

Total hours:

Criteria and norms for evaluating the results of mastering the program

The current test of subject knowledge is carried out without their assessment in points. The teacher evaluates the work of the child verbally and only positively.

To determine the level of mental development of the child, the teacher fills out a questionnaire. Before filling it out, it is necessary to monitor the behavior and activities of the preschooler, the features of his performance of tasks in the classroom. The questions of the questionnaire are guidelines for the organization of directed observation of children, as well as for further educational work.(See Appendix 1) .

The formation of the prerequisites for UUD and subject skills is determined using diagnostic methods(see Appendix 2).

Literature

Continuity: a program for preparing children 5-7 years old for school / [N. A. Fedosova, E. V. Kovalenko, I. A. Dedyushkina and others; scientific hands N. A. Fedosova.] - M .: Education, 2012.

Preparatory classes for school: work program, monitoring of learning skills, class notes / ed. E. V. Minkina, E. A. Semyatina. - Volgograd: Teacher, 2011.

Diagnosis of a child's readiness for school: A guide for teachers of preschool institutions / Ed. N. E. Veraksy. - M.: MOSAIC-SYNTHESIS, 2010

Three months before school: tasks for the development of cognitive abilities (5-6 years): Workbook / O.A. Kholodov. - M .: Publishing house ROST, 2012. (Young smart people and smart girls).

Material and technical support of the subject

printed manuals

Kits for teaching literacy (typesetting canvas, a set of letters).

Sets of plot (subject) pictures.

Dictionaries in Russian: explanatory dictionary.

Reproductions of paintings in accordance with the subject and types of work (including in digital form).

Technical training aids

Chalkboard with a set of fixtures for attaching tables, posters and pictures.

Wall board with a set of devices for attaching pictures.

Multimedia projector (if possible).

Exposure screen (if possible).

Computer (if possible).

Scanner (if possible).

Laser printer (if possible).

Color inkjet printer (if possible).

Digital camera (if possible).

Digital video camera with a tripod (if possible).

Screen and audio aids

Audio recordings in accordance with the training program.

Video films relevant to the subject of the program (if possible).

Slides relevant to the subject of the program (if possible).

Multimedia (digital) educational resources corresponding to the subject of the program.

Games and toys

Sets of role-playing games, toys and constructors (on the topics: house, zoo, farm, transport, shop, etc.).

Board educational games (such as "Erudite"), etc.

Class equipment

Student tables are double with a set of chairs.

Teacher's table with a pedestal.

Cabinets for storing textbooks, didactic materials, manuals, etc.

Wall boards for hanging illustrative material.

Bookends, holders for diagrams and tables, etc.

Attachment 1

Diagnostics

Test for the psychological and social readiness of the child for school

Instructions: I will read you a few sentences. If you agree, put a + on a piece of paper.

1. When I go to school, I will have many new friends.
2. I wonder what lessons I will have.
3. I think that I will invite my whole class to the birthday party.
4. I want the lesson to be longer than recess.
5. When I go to school, I will study well.
6. I wonder what the school offers for breakfast.
7. The best thing about school life is the holidays.
8. School seems to be much more interesting than kindergarten.
9. I really want to go to school. my friends also go to school.
10. If it were possible, I would have gone to school last year.

Evaluation of results:High level - if the child put at least 8 plusesThe average level is from 4 to 8 pluses, the child wants to go to school, but she attracts him with her extracurricular aspects. If a greater number of + owls on the first 5 points, then the child dreams of new friends and games, but if on points from 6 to 10, the idea of the school is formed, the attitude is positive.Low level - from 0 to 3x pluses. The child has no idea about the school, does not strive for learning.

Appendix 2

Test for the level of development of school-significant mental and physiological functions

A Brief Study of the Development of Speech Hearing

Instruction: I will pronounce pairs of words, and you raise your hand if you hear the same words: day-shadow, stick-stick, beam-stick, beam-beam, bear-bowl, bowl-bowl.

Instructions: I will say a pair of syllables, and you clap your hands when you hear different syllables:
PA-BA, PA-PA, BA-PA, BA-BA, YOU-TI, TI-TI, TI-YOU, YOU-YOU, SU-SHU, SU-SU, SHU-SHU, SHU-SU.

Instruction: I will say the syllables, and you listen carefully to them and repeat:
PA-PO-PO, PO-PO-PA, PA-PA-PO, PA-TA-KA, TA-KA-PA, TA-PA-KA, TA-DA-TA, TA-TA-DA, TA- YES-YES, BA-PA-BA, PA-PA-BA.

And now I will say the words, you will remember them and repeat them (the order of the words changes several times):
DOM-TOM-COM
BARREL-POINT-DAUGHTER-BUTTON.

Evaluation of results:high level - the child accurately distinguishes words, syllables that are similar in sound composition, distinguishes words with similar sounds.Intermediate level - the child makes minor mistakes, with slow repetition he can correct them on his own.Low level - the child does not distinguish between similar-sounding syllables and words, does not notice mistakes when repeated multiple times.

Test for the level of development of cognitive activity

Dictionary test

You are offered 5 sets of words. Choose 1 of them (or gradually work with each set on different days) and give the child instructions:Imagine that you met a foreigner, he does not understand Russian well. He asks you to explain what these words mean. How will you answer? Next, alternately offer words from the set you have chosen.

Word sets:
1. Bicycle, nail, letter, umbrella, fur, hero, swing, connect, bite, sharp.
2. Plane, hammer, book, raincoat, feathers, friend, jump, split, beat, blunt.
3. Car, broom, notebook, boots, scales, coward, run, tie, pinch, prickly.
4. Bus, shovel, album, hat, fluff, sneak, twirl, scratch, soft, run away.
5. Motorcycle, brush, notebook, boots, hide, enemy, stumble, collect, stroke, rough.

In case of difficulty, the child can draw this object or depict it with a gesture.

Evaluation of results: for each correctly explained word, it is possible to put a maximum of 2 points (for a definition close to scientific).

1 point - understands the meaning of the word, but cannot express it verbally.

1.5 points - can describe the subject verbally.

0 points - no understanding of the word.

For six-year-olds, the low level is 0 - 6.5 points
Average level - 7-12 points
High level - 12.5 - 20 points

Test "Krugozor"

assessment of the level of development of cognitive activity

The purpose of the test: to determine the amount of information about yourself, your family, the world around you, as well as the ability to analyze and judge.

1. Give your name, surname, patronymic.
2. Name the surname, patronymic of the parents.
3. Are you a girl or a boy? What will you be when you grow up: a man or a woman?
4. Do you have a brother, sister, who is older?
5. How old are you? How much will it be in a year or two?
6. It's morning, evening (afternoon or morning?)
7. When do you have breakfast (in the morning or in the evening?), do you have lunch? What comes before lunch or dinner, day or night?
8. Where do you live, what is your home address?
9. How do your parents work?
10. Do you like to draw? What color is this pencil (dress, book?)
11. What season is it now, why do you think so?
12. When can I go sledding - in winter or summer?
13. Why does it snow in winter and not in summer?
14. What does the postman (doctor, teacher?)
15. Why does school need a bell, a desk?
16. Do you want to go to school yourself?
17. Show me your right eye, left ear? Why do we need eyes, ears?
18. What animals do you know?
19. What birds do you know?
20. Who is bigger, a cow or a goat?
21. Which is greater than 8 or 5? Count from 3 to 6, 9 to 2.
22. What should you do if you break someone else's thing?

INFORMATION ABOUT YOURSELF, FAMILY - 1,2,3,4,5,8,9,17
VIEW OF THE WORLD - 6.7, 10.11, 12.14, 18.19
ABILITY FOR ANALYSIS, REASONING - 13, 20, 21.22
SCHOOL MOTIVATION - 15.16.

GRADE:

Each correct answer is 1 point, correct but incomplete answer is 0.5 points.

The following questions are assessed separately:
Question 5 - the child calculated how old he will be - 1 point, names the year taking into account the months - 3 points (for example, I am 6 years old eight months, in a year it will be 7 years and eight months)
8 question - complete home address - 3 points
15 question - the correct use of school paraphernalia - 1 point
16 question - positive answer - 1 point
17 question - correct answer - 3 points
22 question - correct, adequate answer - 2 points

Evaluation of results:

High level - 24-29 points
Average level - 20-23.5 points
Low level - from 19.5 and below

Test "Draw a person"

Ask the child to draw a person: “Take a piece of paper and draw a little man. Decide who it will be: boy, girl, uncle, aunt.”
Ideally, this should be a picture of a human figure, which has all the parts: ears, eyes, mouth, torso, neck, hands with fingers, legs, the lower torso is separated from the upper.
The fewer details, the more primitive the drawing.

Test "Repeat"

Write on an unlined sheet of paper the phrase in written letters: "She was given tea."
The instruction may be as follows: "Look carefully how the letters are drawn here, try to write them in the same way."
The highest score can be given when you see the complete similarity of the letters and pattern. Of course, the letters may differ from the original, but not more than twice.
And also the child must show that he saw a capital letter that will be higher than the rest.

Circle test

Draw a circle on the paper with a compass about 2.5 cm in diameter.
Ask the child to carefully circle it along the contour, without taking his hands off.
If this task is completed successfully, then you will see an exact reproduction of the sample.
Observe how gross mistakes are made in this work.
If you see that a lot is given to a child with difficulty, and even more so, he has no desire, you should not force him. After all, he's just not ready.

Target: to give a general concept of human speech, the formation of positive motivation for cognitive activity. Formation of graphic skills. Repetition and writing of letters A, O, U, Y, I.

Material: hedgehog, cat, dog, worksheet. Cards with letters A, O, U. Pencils.

- Here-knock-knock! Oh, guys, who is coming to us? (show children a hedgehog)
- Hedgehog, why did you come to us?
- Shu-shu-shu, shu-shu-shu, shu-shu-shu!
- Guys, did you understand anything that the hedgehog said?
- Hedgehog, repeat again.
- Shu-shu-shu, shu-shu-shu, shu-shu-shu!
- Nothing is clear.
- Meow meow meow.
Oh, who came to us? (teacher pulls a cat out from under the table)
- Woof woof woof.
Oh, who else is coming to us? (teacher pulls a dog out from under the table)
- Guys, did you understand what the animals told us? (no) And I didn't understand.
- Do you understand me? (Yes). Come on, let's play on the carpet.
- Let's jump, stomp, clap. You understand me, because we have human speech, with the help of it we communicate with you.

The teacher asks the children to name an action in turn. Children call and perform it together with the teacher (we will dance, spin, etc.).

- You speak and everyone understands you too. Why do we need speech? To communicate. But what if people are far from each other? You can write a letter. Writing is also speech, which we write down using letters. We will learn how to competently master our speech: speak correctly, write words and sentences, and also read!
- Listen to the words that I will tell you now: STORK, ABC, ARKA. What sound do these words begin with? That's right, from the sound of A.
- And this is the letter that stands for the sound A. (The teacher shows a card with the letter A). Circle the letter with your finger. Draw with your finger on the table. Draw with me in the air.
- Now listen to the following words and name the first sound: CLOUD, DONKEY, WASPS.
- What sound did you hear? Sound O. And this is the letter O, which means the sound O in writing. (The teacher shows a card with the letter O). What does this letter look like?

- Today we will remember one more sound and letter. Listen to the words and highlight the first sound: UM, DUCK, MUSCLE.
- What sound did you hear? This is the sound U. And this is the letter U, which stands for the sound U in writing. (The teacher shows a card with the letter U).
- Circle the letter Y with your finger. Draw on the table. Draw in the air.
- And now we will write all these letters!

Children in the worksheets circle the letters A O U. The teacher makes sure that the children move from left to right and from top to bottom, not skipping letters in the lines.

- Listen to the words that I will now tell you: NEEDLE, TURKEY. What sound do these words begin with? That's right, from the sound of I.
- And this is the letter that stands for the sound I. (The teacher shows a card with the letter I). Circle the letter with your finger. Draw with your finger on the table. Draw with me in the air.
- Now listen to the following words and name the same sound that occurs in each word: SOAP, BULL, LYNX, SKI.
- What sound did you hear? Y sound. And this is the letter Ы, which means the sound Ы on the letter. (The teacher shows a card with the letter Y). What does this letter look like?
- Circle the letter with your finger. Draw on the table. Draw in the air.
- Circle the letters Y, Y on the worksheets.

Children in the worksheets circle the letters Y, I. The teacher makes sure that the child's hand moves from left to right and from top to bottom, not skipping letters in the lines.

Learning to read. Sound analysis of words. Sound And

Material

The teacher invites the children to name what is drawn in the pictures.

- Color the objects whose names begin with the sound I.
What pictures will you color? Why?
- Pronounce the words so that the sound Yi can be heard well.

Learning to read. Sound analysis of words. Place of sound Y in words

Material: worksheet, colored pencils.

- I know, and you know that there are no words that begin with the sound Y.
- But in words this sound occurs often. It can be heard in the middle or at the end of a word.
- Make up your own words with the sound Y, and say where the sound is, in the middle or at the end.
- If the sound Ы is in the middle of the word - put a dot in the middle of the line with a red pencil, if at the end of the word - at the end of the line.
- Thank you guys for introducing Masha to the sounds and letters Y, I.

We draw the attention of children that in the word skiing the sound Ы is in the middle and at the end of the word.

Number row. Count up to 20

Let's count to 20 with you. Get your pens ready. We will clap our hands with you and count together in chorus for each clap.

The teacher counts with the children.

Mobile game. Days of the week

Children become in a circle.

On Monday I swam (depicting swimming)

And on Tuesday I painted. (Depicting drawing)

On Wednesday, I washed my face for a long time, (we wash our faces)

And played football on Thursday. (Running in place)

On Friday I jumped, ran, (jump)

I danced for a very long time. (circling in place)

And on Saturday, Sunday (clapping hands)

I rested all day. (Children squat down, hands under the cheek - fall asleep)

Mathematics "Equality and Inequality"

Target: to form the ability to understand quantitative relationships between numbers within 10, write them down using the signs "equal" and "unequal".

materials: a bowl with 5 apples and 5 carrots per child (either wooden or cut out of cardboard), signs = and, 2 plates per child. Bunny is a toy.

1. Harvest.

- Let's help the bunny harvest.
- Place 1 apple on one plate and 1 carrot on the other. How many apples? How many carrots? (One by one). So apples and carrots are equally divided.
- In order to show that the number of items is the same, the "equal" sign is used.

The teacher shows the sign to the children.

Put this sign between the plates.

- It turned out one is equal to one.
- Put another apple on a plate with an apple. Is it possible to leave an equal sign? (Not)
- Why? (Two is not equal to one).
- Correctly. In order to show that the number of items is not equal to each other, the sign "unequal" is used.

The teacher shows the appropriate sign.

What is the difference between the signs "equal" and "unequal"?
- Let's put an inequality sign between the plates now.
- It turned out two is not equal to one.
- Put another carrot on the plate. What sign should be placed? (Equalities)

The children read the text on their own.

- And now put the carrots and apples on the plates yourself and put the desired sign between them, read the entry.

2. The teacher gives out a worksheet.

Look at the task with carrots. Put an equal or inequality sign between the carrots.

The world. Vegetables and fruits

Target: development of mental actions of analysis-synthesis, generalization.

Material: replicas of vegetables and fruits that are in a bag, two bowls.

The teacher organizes the game on the carpet.

Masha decided to make riddles for us, listen to them and answer the questions.
- What is more in the forest: fir-trees or trees?
- What is more in the garden: vegetables or potatoes?
- Who is more in kindergarten: girls or children?
- Masha brought us a bag, let's see what's in it.

The children take it in turns to take the item out of the bag and name it.

- Oh, how many vegetables and fruits were in the bag.
- Let's put the vegetables in one bowl, and the fruits in another.

Children name and sort vegetables and fruits.

- Well done, we all laid out with you.

Massage break. My little finger, where have you been?

We dress and remove the spring ring on all fingers in turn.

My little finger, where have you been?

With the nameless - cabbage soup cooked,

And with the middle - ate porridge,

With index sang.

And the big one met me

And treated me to candy

The big one on the right danced

And he invited me to dance.

Index on the right

He led us on a campaign with the whole crowd.

The middle brother carries a backpack,

The nameless one walks like this.

And the little finger began to play,

Invite brothers to listen. (Clap your hands to the rhythm of the poem)

One, two, three, four, five!

Development of thinking. Combinatorics. Bunny's houses

Target: the development of combinatorial thinking.

Material: worksheet, pencils.

- The bunny has two houses. See how the bunny decided to paint the walls of the houses.
- First, let's look at a house with geometric shapes: a circle, a square and a triangle.
- We will help the bunny to paint the walls of the house, and for this we need to finish the figures so that they do not repeat in the lines. (If the children do not have an idea about the concept of "line", then the teacher explains).

The teacher, together with the children, makes the first line so that the essence of the task becomes clear to them.

Children independently "paint" the walls of the second house.

The development of speech. Unfinished story "Button"

Target: development of imagination, development of speech.

materials: text that is read aloud to children.

“Once upon a time there was a pushpin. Once it fell into the hands of an evil boy, who began to put it on the guys’ chair. When they sat down on the chair and jumped up as if stung, the boy laughed disgustingly. here..."

Think about what you would do if you were a Button. The story should begin like this: "I, Button, came up with this..."

Mobile game. Charging - warm-up

Children stand in a circle.

To begin with, we are with you

We only turn our heads. (Slow head rotation)

We also rotate the body. (turns right - left)

We can do this, of course.

And now we sit down. (We squat)

We understand very well -

Need to strengthen the legs

One, two, three, four, five!

Finally stretched

Up and to the side. (Sipping)

Have caved in. (Leaning forward)

Formation of knowledge about the surrounding world. Days of the week

Target: the formation of knowledge about the days of the week, the formation of temporary representations.

The teacher with the children repeat the days of the week in chorus, while bending their fingers.

- How many days of the week? Why do you think we need to know the names of the days of the week?

Then the teacher asks each child the name of the days of the week and helps if necessary.

- And now, let's play a little with the days of the week! If yesterday was Friday, then today...
Before Thursday was...
- Every Sunday we go to the park and yesterday we went too. What day of the week is today?
- In the morning I came to work, and I will return home ...

Maths. Equality and Inequality

Target: continue to learn to understand the quantitative relationships between numbers within 10, write them down using signs.

materials: bowl with 5 circles and 5 squares per child, equal and not equal signs, 2 plates per child, doll.

Let's help the Masha doll lay out the figures.

Place 2 circles on one plate and 3 squares on the other. What sign should be put equal or unequal? (unequal) Why? (Because 3 is greater than 2). Read the entry. (Two is not equal to three).

In the same way, we compose 5 more equalities or inequalities.

Finger gymnastics. Animals

Good animals are friends (the fingers of the hands are connected in a "castle").

Small hares are friends (rhythmic touch of the little fingers of both hands).

Beavers are friends in the lake (rhythmic touch of the ring fingers of both hands).

Mosquitoes are friends in the sky (rhythmic touch of the middle fingers of both hands).

Cute hedgehogs are friends, (rhythmic touch of the index fingers of both hands).

Even cubs are friends (rhythmic touch of the thumbs of both hands).

That's how they played

Run through the forest! (hands down, shake hands)

Preparing the hand for writing. Wavy lines. beds

Target: development of grapho-motor functions.

Material: worksheet (see above), pencils.

Outline the wavy lines.

The teacher assigns homework to the children.

Parting

Goodbye, goodbye, come visit us again

Goodbye, goodbye, you are very good.

Goodbye, goodbye, come visit us again.

Goodbye, goodbye - let's have fun!

Elena Panevina
Program to prepare children for the school "Umka"

Implementation period 1 year

Explanatory note

preschool education is the foundation of the entire educational system, since it is here that the foundations of the personality are laid, which determine the nature of the future development of the child.

In senior preschool age, the volume of knowledge of the child is actively expanding, and in connection with this, the nature of his mental activity, which is based on understanding, on active analysis and synthesis, also changes. With the development of thinking, the analysis becomes more and more detailed, and the synthesis more and more generalized and precise. Children are already able to understand the connection between surrounding objects and phenomena, the causes of certain events. Along with visual-figurative thinking, the beginnings of verbal-logical thinking appear. Attention senior preschooler becomes less scattered, more stable. Memory is becoming more and more mediated memorization.

There is an intensive development of the child's speech, which is characterized by a rich vocabulary and a complex structure that includes almost all speech turns, the active development of large and fine motor skills of the hand. The movements of the child become more precise and clear, children at this age are able to work independently and accurately with scissors, a needle, the child's hand is almost ready to learn to write.

By the end preschool age, the child is sufficiently capable of voluntary behavior. He learns to act, obeying special rules, developed not by himself, but given to him from outside.

At the stage preschool age, it is necessary to create conditions for the maximum disclosure of the individual age potential of the child, it is necessary to create conditions for the development of a functionally literate personality - a person capable of solving any life tasks (problems, using for this knowledge, skills and abilities acquired throughout life. The child should be given the right to become the subject of their own life, see their potential, believe in their strength, learn to be successful in their activities.This will greatly facilitate the child's transition from kindergarten to school, preserve and develop interest in knowledge in conditions schooling.

The relevance and feasibility of creating this educational programs.

The creation of this educational was the social request of parents and schools. Intellectual readiness of the child (along with emotional psychological readiness) is a priority for successful learning in school successful interaction with peers and adults.

Transfer from preschool childhood to school- one of the most important stages of human life. For a child's body, adaptation to change requires a huge strain of all vital forces, a restructuring of the body's work.

During this period, the task of all adults surrounding the child (parents, caregivers, teachers)- provide favorable conditions for a comprehensive full-fledged preparing a preschooler for school.

The difference between this additional educational programs from other programs.

educational program« Umka» differs from others topic programs that the main task is to form the child's need for knowledge, which is a necessary condition for the full development of the child and plays an invaluable role in the formation of the child's personality.

Target programs: Development of cognitive abilities children, intelligence, creativity in solving tasks, the development of speech activity.

Program consists of two sections.

First section: speech development and preparation for writing.

Second section: the development of mathematical concepts and logic.

The main tasks in the implementation of this programs:

For the first section:

Speech development and preparation for writing:

Development of figurative and creative thinking;

Development of cognitive abilities children;

Vocabulary Enrichment children;

Development of all types of speech activity (ability to listen and speak, read and write);

Write from dictation, make words from letters and syllables;

The correct designation of sounds in writing;

Acquaintance with the contour of the subject and its features;

preparation the writing hand to the letter with the help of patterns and drawings outlined along the contour, objects of various configurations, drawing up patterns by analogy and independently;

Modeling and construction of objects from elements of various configurations;

For the second section:

Development of mathematical representations and logic:

Development of attention, observation, logical thinking;

To give preschoolers elementary numerical literacy, initial geometric representations;

Purposefully develop cognitive processes, including the ability to observe and compare, notice the common in the different, distinguish the main from the secondary, find patterns and use them to complete tasks, build the simplest hypotheses, test them, illustrate with examples, classify objects (groups of objects, concepts according to a given principle;

Develop the ability to make simple generalizations, the ability to use the knowledge gained in new conditions;

To teach to reveal the causal relationships between the phenomena of the surrounding reality;

Develop thinking operations: the ability to solve problems to find patterns, compare and classify (continue a sequence of numbers or geometric shapes, find a broken pattern, identify a common feature of a group of objects, etc.);

develop creative capabilities: be able to independently come up with a sequence containing some regularity; a group of figures with a common feature;

Develop visual - figurative, verbal-logical and emotional memory;

To be able to establish the equivalence of sets of objects by means of pairing;

Develop the ability to generalize and abstract, develop spatial representations (about the shape, size, relative position of objects);

To issue the ability to measure and draw segments, use a ruler;

To study natural numbers from 1 to 10 on the system of practical exercises using visualization;

Explain the meaning of arithmetic operations (addition and subtraction) based on elementary practical actions,

Learn to navigate in a notebook, keep notes accurately and systematically;

This additional educational program designed for children at the age of 6 to 7 years.

Duration of implementation programs - eight months(the period from October to May inclusive, which is 8 lessons per month for 30 minutes each.

Classes are held 2 times a week.

Organization of educational process:

The main form of organization of work is a game, since it is in the game that the creative abilities of the individual develop.

When implementing this educational programs verbal, visual, gaming and practical techniques and methods of interaction between an adult and a child are used (introduction of a game character, outdoor games, experimentation, modeling, entertaining exercises, graphic, phonemic, grammar games, games for the development of attention, memory); uses a variety of didactic material: cards with letters, with numbers; individual split sets of letters and numbers; color pictures of sounds (red - vowel, blue - consonant, green - soft consonant); subject pictures for making proposals and tasks; plot pictures for compiling stories; notebooks in a cage; prescription.

Ways to check development programs– monitoring children’s mastery of the content of additional educational programs through game tasks.

The form of summarizing the results of the implementation of additional educational programs« Umka» - Open to parents.

The course implements the main methodological idea, which is carried out in the process of the child's activity, saturated with mathematical content, which is guided by a special selection and structuring of tasks, the form of their presentation, accessible, interesting and exciting for children of this age.

Much attention is paid to the formation of the ability to communicate with the teacher, with other children, to work in the same rhythm with everyone, when necessary. And also work with counting and geometric handouts, use a notebook with a printed basis, etc.

The use of specially selected mathematical content and methods of working with it will help and allow to sum up the general development children per level necessary for the successful study of mathematics in school.

Children learn to compare objects (figures, groups in shape (round, not round, triangular, rectangular, square, etc.); by size (long, short; narrow, wide; high, low; longer, shorter, the same, etc., by location on the plane and in space (right, left, center, bottom, top, right, left, above, below , inside the figure, outside the figure, etc.); by color, by the material from which the objects are made, by purpose, etc.

Content-logical tasks are used on development:

Attention - the simplest labyrinths, games "Merry Account", "Compare Drawings", find common elements, etc.

Imagination - dividing figures into parts, composing figures from parts, composing figures from models, a segment according to given properties, converting one figure to another, etc.

Memory - visual and auditory dictations using arithmetic and geometric material;

Thinking - highlighting essential features, identifying patterns and using them to complete the task, conducting analysis, synthesis, comparison, building simple reasoning, etc.

Game activities to activate imagination, attention, perception:

Analysis, classification of objects;

Generalization by a given feature

Comparison and highlighting the main

Simple inferences

Actions according to the proposed scheme-algorithm.

Game lessons for the development of speech activities:

Reading syllables, words, sentences, small texts

Independent drafting of proposals

The child is learning "print" letters, syllables and words in a notebook.

Game lessons for the development of mathematical abilities:

Mastering counting operations

Formation of ideas about the form, size, space and time

Comparison of the number of items

Mastering quantitative and ordinal counting (the latter is given special attention)

Solving arithmetic problems and examples for addition and subtraction

Educational program

associations

"Fun School"

(adopted at a meeting of the methodological association of primary school teachers on August 26, 2011)

Age of children: 5-6 years.

Implementation period: 1 year.

Teachers of additional education: Gramsci Nadezhda Deliovna,

Loshakov Andrey Evgenievich.

Moscow

2011

Explanatory note

The socio-economic transformations that have taken place in the Russian Federation have led to serious changes in the education system in general and in its preschool level in particular. The problem of different preparedness of children on the threshold of school significantly complicates their adaptation to the new conditions of school life. Pre-school education has become one of the ways to address the issues of equalizing the starting opportunities for children from different social groups and strata of the population. The transition from preschool to school childhood is characterized by a decisive change in the place of the child in the system of relations available to him and in his entire way of life.

Pre-school education, like education in general, is a system of processes of interaction between people in society, which ensures, on the one hand, the development of the abilities of each individual, and on the other hand, his entry into this society (socialization). A feature of the concept of pre-school education is that it simultaneously solves two problems:

1) prepare children for learning as a new type of activity for them (motivational readiness, cognitive "speech development, etc.);

2) prepare children for studying at school (i.e., for working in a team, communicating with adults and peers, etc.).

Like any education, preschool education can be institutional, since there are formal structures or organizations (institutions) in society that have education as the main goal (for example, preschool educational institutions, child development centers, additional education institutions, schools, etc.), and non-institutional , if education is carried out bypassing them (family or home education), however, in these cases, the content of education is determined by the content of institutional education.

– its social development, i.e. internal (personal) preparation for adequate participation in the life of the social groups surrounding the child;

- cultural development - a set of knowledge and skills, the possession of which is dictated by individual social (especially age) groups and allows us to appropriate the most important elements of human experience;

- cognitive development - the actual knowledge, skills and other psychological components of a developing personality that provide cognitive activity.

The novelty of this programlies in the fact that it involves the use of modern technologies that make it possible to activate the child's thought processes, include him in the changed social environment and form an interest in school life.

main goal organization of work with preschoolers is the development of appropriate motivation for children, the development of curiosity, mental activity, a keen interest in the environment, in an effort to learn new things, the ability to interact in a team.

This program of pre-school education is focused on preserving and strengthening the health of preschool children. It should be taken into account that along with the adverse effects of socio-economic and environmental conditions on the growth, development and health of children, a number of pedagogical factors also have a negative impact.

These include:

1. Stress pedagogical tactics.

2. Intensification of the educational process.

3. Inconsistency of teaching methods and technologies with the age characteristics of the child's body, its functional and adaptive

opportunities.

4. Irrational organization of children's life.

5. Insufficient literacy of the teacher in matters of growth and development

preschool children, protection and promotion of their health.

6. Insufficient use of the possibilities of physical education in order to protect and improve the health of children.

7. Lack of a system of work on the formation of the value of health

and healthy lifestyle.

In this regard, it is necessary to determine a set of measures for the implementation of tasks aimed at creating conditions for normal growth and development, protection and promotion of health, formation of the value of health and a healthy lifestyle for preschool children.

A set of measures aimed at creating conditions for the harmonious development of the child, protecting and strengthening his health should include the following areas:

A. Normalization of the study load:

– rejection of “school” education of preschool children;

- development of a comprehensive psychological and physiological diagnostics of the child's development and readiness for schooling;

- bringing pedagogical technologies in line with the age characteristics and functional capabilities of the child at this stage of development;

– development of methods of physiological, hygienic and psychological

evaluation and monitoring of pedagogical innovations.

B. Formation of the value of health and a healthy lifestyle:

- development and implementation by teachers of variable programs aimed at creating the value of health and a healthy lifestyle, including relevant material in the content of all classes;

- the transformation of physical education into an effective measure of health protection and harmonization of the individual;

- involvement of the family in the work on the formation of a culture of health.

B. Creation of an adaptive educational environments for children with disabilities and developmental problems, which should be aimed at early diagnosis and correction, consistent socialization and integration of these children into the mainstream school.

The main psychological neoplasmspreschool age are as follows:

1. The emergence of the first schematic outline of an integral children's worldview (L.S. Vygotsky).

2. The emergence of primary ethical instances (L.S. Vygotsky).

3. The emergence of subordination of motives (A.N. Leontiev).

4. The emergence of arbitrary behavior (D.B. Elkonin, A.V. Zaporozhets).

5. The emergence of personal consciousness (A.A. Leontiev).

It can be seen from the foregoing that at the senior preschool age the child is already psychologically ready, if not for school (the problem of readiness for school is a special problem), then at least for the activity of learning.

An exhaustive description of the features of preschool education was given by V.V. Davydov. He said: “Preschool age is valuable in itself in that it allows the child ... to carry out various types of free activities - play, draw, play music, listen to fairy tales and stories, design, help adults around the house and garden, etc. These activities are carried out by the child wish , the process of their implementation and their results, first of allmake the children happyand surrounding adults, without having any strict rules and regulations. But at the same time, the variety of these types of activity (namely, manifold !) gives children a lot of knowledge, skills and even skills, and most importantly - develops their feelings, thinking, imagination, memory, attention, will, moral qualities, craving for communication with peers and adults. In this indirect way, developmental educational tasks are solved at preschool age.

“I do not consider it expedient to prepare children for school by mastering “school” technologies (even if they are “developing”) with the help of systematic training sessions. Even the mastery of the basics of reading and mathematics by children must be carried out in the form of games and other types of preschool activities aimed at developing the creative abilities of children "( V.V. Davydov. Recent performances. – Riga, 1998, p. 45–47.)

Purpose of the program

Creation of pedagogical and socio-psychological conditions for the child to achieve a certain level of personality development, psychological readiness for school, including the following aspects:

motivational;
intellectual;
voluntary-regulatory, allowing the child to successfully function and develop in the pedagogical environment (school system of relations).

Realization of the goal involves a decision a number of tasks:

formation of a culture of communication and a culture of behavior in public places;
formation of educational motivation;
development of the basic mental functions necessary for successful schooling (attention, memory, thinking, etc.);
development of phonemic hearing;
development of fine motor skills;
development of a creatively active personality;
development of coordination of movements.

In the educational system "School 2100" are allocatedfour lines of preschool development, which determine his internal readiness for schooling: the line of formation of voluntary behavior, the line of mastering the means and standards of cognitive activity, the line of transition from egocentrism to decentration (the ability to see the world from the point of view of another or others) and the line of motivational readiness. These four lines of development determine the content and didactics of preschool education.

The problem of selecting the content of pre-school education today

impossible to decide without relying onminimax principle. The program defines the lower limit, or lower level, the content that every child should at least learn, and the upper limit, or upper level, is the content of education that we can offer the older preschooler.

Projected results of the program.

The proposed program provides that at the end of the course, students will be able to:

observe the rules of conduct at school, realizing their position as a student;

freely count within 10; compare numbers within 10;
know the "neighbors" of the number;
solve simple problems (in one action);
to distinguish sounds in a word by ear, to give them a characteristic (vowel-consonant, hard - soft, voiced - deaf);
compose a story based on a picture of 5-6 sentences;
retell short texts;
correctly use a pencil, as well as other graphic materials;
follow the instructions for the student by ear;
navigate in space and time, understand the relationship of the part and the whole,
solve and compose simple arithmetic problems for addition and subtraction,
solve logical problems;
independently apply visual skills and abilities, convey the shape, size, proportions and color of the object.

After the completion of the training, diagnostics are carried out in groups preparing for school, which includes the following tasks: copying the drawing; orientation in the intercellular space; solving simple mathematical problems with a graphical representation of the answer; test for the development of phonemic hearing; highlighting the main feature of the subject.

The mechanism for evaluating the results of the development of the program:

observation of children, individual and group conversations, as well as conversations with parents.
formation of the listener's skill: answering questions on the text, illustrating the text.
interaction in the team: games, observation, conversations with parents, tests.

Academic plan

Course name	Number of hours per week	Number of hours per year

Introduction to mathematics.



Preparing your hand for writing
Total:

Development of motor skills and creativity.

class number	topic	number of hours	note
	Safety precautions when working with tools.
	Plasticine. Familiarization with the material and its properties.
	Plasticine. Kolobok.
	Plasticine. Fruits vegetables. What are they talking about?
	Plasticine. Dog. Fairy tale "Turnip".
	Plasticine. Cat. Fairy tale "Cat's house".
	Plasticine. Finger drawing. Sky.
	Plasticine. Finger drawing. Fish.
	Design. Little man.
	Design. Transport.
	Design. My yard.
	Design. First mechanisms.
	Paper. paper properties.
	Paper. Origami. Cat. Fairy tale "Cat and Rooster".
	Paper. Origami. Ship. Learning the song "Over the seas, over the waves."
	Paper. Circle application.
	Paper. Triangle application.
	Paper. Folding the box.
	Working with various materials. Bear cub. Talk about caring for nature.
	Working with various materials. Thread application.
	Working with various materials. Lettering.
	We draw flagella from plasticine. Flower.
	Snow molding.
	Bean mosaic.
	Weaving. Pigtail.
	Snail from braids.
	Modeling from matchboxes.
	Twisted toys. Clown.

Speech development and preparation for literacy.

class number	topic	number of hours	note
	Sound [A], sounds and letters
	Sound [O]
	Sound [E]
	Sound [I]
	Sound [S], difference [I] - [S]
	Sound [U], the concept of "vowels sounds"
	Sound [M] - [M,], the concept of "consonant sounds"
	Sounds [N],
	Sounds [P], [P,]
	Sounds [T], [T,]
	Sounds [K], [K,]
	Sounds [X], [X,] d i r e n c e [K]–[X], [K,]–[X,]
	Sounds [F], [F,]
	Sounds [Y,], [Y, O], [Y, Y]
	Sounds [Y, A], [Y, E], distinguishing iotated vowels
	Sounds [L], [L,], d i r e n c e [L,] - [Y,]
	Sounds [B], [B,] distinction [B]– [F], [V,]–[F,]
	Sounds [H,]
	Sounds [Sch,], distinction [H,] - [SCH,]
	Sounds [B], [B,], d i r e n c e [B]–[P], [B,]– [P,]
	Sounds [D], [D,], distinction D]– [T], [B,] - [P,]
	Sounds [C], [C,]
	Sounds [Ts], distinction [Ts] - [S], [Ts] - [H]
	Sounds [G], [G,] d i r e n c e [G]–[K], [G,]–[K,]
	Sounds [З], [З,] d i r e n c e [З]–[С], [З,]–[С,]
	Sounds [Ш], distinction [Ш]– [S], [W]–[Sch,]
	Sounds [Ж], distinction [Ж] - [W], [W]–[W]
	Sounds [P], [P,] d i r e n c e [R]–[L], [R,]– [L,]

Introduction to mathematics.

class number	topic	Number of hours	note
	Determination of starting opportunities for children.
	Item names.
	Item color.
	The shape of the figures.
	Item size.
	Material and purpose of objects.
	Comparison of numbers.
	Whole and parts.
	Whole and parts.
	Numbers one and two, numbers 1 and 2.
	Number three, number 3.
	Number four, number 4.
	Number five, number 5.
	Number six, number 6.
	Length, width, height, thickness items.
	Counting in twos and threes.
	Number seven, number 7.
	Repetition of what has been learned.
	Number eight, number 8.
	Repetition of what has been learned.
	Number nine, number 9.
	Repetition of what has been learned.
	Repetition of what has been learned.
	The number ten, writing the number ten.
	Repetition of what has been learned.
	Repetition of what has been learned.
	Repetition of what has been learned.
	Testing children.

Acquaintance with the surrounding world.

class number	topic	number of hours	note
	We live in the city.
	How to behave on the street.
	What are we.
	Take care.
	Excursion to the autumn forest.
	Score.
	Professions.
	My family.
	Winter.
	Wild and domestic animals.
	About those who can fly.
	The inhabitants of the water are fish.
	Six legged babies.
	Globe and map.
	We choose transport.
	Journey to the North Pole.
	Journey to the tundra.
	Taiga inhabitants.
	Journey to the mixed forest.

	Fatherland.

	Spring awakening of nature.
	Seasons.
	Steppe in spring.
	Where did the bread come from.
	Wide is my native land.
	On an excursion to Moscow.

Introduction to Fiction.

class number	topic	number of hours	note
	Section 1. What is good and what is bad.
	L. Tolstoy. The old man was planting apple trees. Other stories.
	E. Permyak. The worst.
	A. Mitta. Ball in the window.
	N. Nosov. On the hill.
	E. Permyak. What are hands for?
	D. Lunich. Four girls.
	I am Akim. Clueless.
	Section 2. The tale is rich in wisdom.
	Y. Tuvim. About pan Trulyalinsky.
	G. Tsyferov. How a chicken first wrote a fairy tale. About friends.
	N. Abramtseva. Sad story.
	Fairy tale "The Cockerel and the Bean Seed"
	Fairy tale.
	Fairy tale "Porridge from an ax."
	K. Chukovsky. Confusion.
	C. Perrault. Red Riding Hood.
	D. Harris. How Brer Rabbit lost his tail.
	Br. Grimm. Bob, Straw and Ember.
	D. Bisset. Under the carpet
	Section 3. About the guys, animals and everything in the world
	A. Barto. Poems from the cycle "Vovka - a kind soul."
	S. Mikhalkov. My puppy.
	V. Orlov. What can't be bought.
	D. Kharms. Brave hedgehog.
	E. Evyatskaya. Green old ladies. V. Levin "Mr. Kvakli…”
	E. Charushin. Tomka. Tom was scared.
	G. Kruzhkov. Good weather. V. Stepanov. Caution" ny snow.
	M. Prishvin. Fox bread.
	Y. Koval. Bouquet.
	A. Usachev. Boot. Other stories and fairy tales.

Preparing the hand for writing.

topic	Number of lessons	note
Introductory lesson. We learn to hold a pencil and an album correctly, landing when writing. We get acquainted with the stencil and stencil rulers.
Ornament of geometric shapes. Construction and hatching. The letter a.
Construction and shading of the aircraft. Letters A, O, E.
Forest walk. Construction of letters. Letters Y, I.
Tableware. letter U.
We're going to visit. Letter M.
Business time, fun hour. letter N.
Boat trip. Construction and shading of a sailboat. Letter P.
Wild and domestic animals. Construction and hatching of the house.
Mechanisms.
Visiting the chef. Letters K, T.
Visiting Khoma. Letter X.
That shines on us day and night. Letter F.
Sport. Letters Yo, Y.
Julia doll. Letters Yu, Ya.
Winter fun. Building and hatching a Christmas tree.
Big and small. Letter L.
Mom's holiday. Letter V.
"Fedorino grief". Paired consonants.
Fishing. Letter H, Sh.
Go shopping. Letter B.
We are building a house. Letter D.
On the road. Traffic light.
Letter written letters on a stencil.
Hello summer! Construction and shading of a picture on the theme “Summer”.
Letter C.
In the woods. Letters G, K.
I am small. Letters Z, S.

Methodological support:

Instructions for working with tools.

Benefits for group and individual work.

WORKING PROGRAMM

"Preparing Children for School"

Age of students: 6-7 years old

Preparing children for school is a complex, multifaceted task, covering all spheres of a child's life. In its decision, it is customary to single out a number of aspects. Firstly, the continuing development of the child's personality and his cognitive processes, which underlie successful educational activities in the future, and, secondly, the need to teach primary school skills and abilities, such as the elements of writing, reading, and counting.

The first aspect reflects the psychological readiness for school. Studies have shown that by the time they enter school, not all children reach the level of psychological maturity that would allow them to successfully transition to systematic schooling. Such children, as a rule, lack learning motivation, a low level of arbitrariness of attention and memory, there is an underdevelopment of verbal and logical thinking, incorrect formation of methods of educational work, there is no orientation to the method of action, poor possession of operational skills, a low level of development of self-control, there is an underdevelopment of fine motor skills and poor speech development.

Conducting research on psychological readiness, scientists, on the one hand, determine the requirements of the school for the child, and on the other hand, they investigate neoplasms and changes in the child's psyche that are observed by the end of preschool age. So, for example, L. I. Bozhovich notes: “... the carefree pastime of a preschooler is replaced by a life full of worries and responsibility - he must go to school, study those subjects that are defined by the school curriculum, do in the lesson what the teacher requires he must strictly follow the school regime, obey the school rules of conduct, achieve a good assimilation of the knowledge and skills laid down in the program. Teachers are concerned about how to teach without coercion, how they develop a sustainable interest in knowledge and the need for independent search, how to make learning joyful. A.S. Makarenko wrote, and the American psychologist Blum claims that the main characterological traits of a person develop up to 5-8 years of age (up to 70%). It is during this period that gaming activity helps to organize the educational process in such a way (as psychologists note), which makes it possible to reveal the essential forces of a growing person, to form the core of a personality. Everything that a person masters at this age remains for life.

The well-known psychologist L. S. Vygotsky believed that learning should go ahead of development. "Properly organized education should lead the development of the child." He wrote that pedagogy should focus not on yesterday, but on the future of child development. “Development is precisely from cooperation, which helps to reveal the potential possibilities that a child has, educates him in faith in his own strength.”

The number of children attending preschool is decreasing. Not all parents are concerned about the problems of preparing children for learning: children come to school who are not prepared even at the level of elementary awareness of the world around them. They do not have developed mental functions, such as intellectual, motor, emotional-volitional, which makes the process of further education of such children difficult, and sometimes impossible.

Educational activity makes high demands on the child's psyche - thinking, perception, attention, memory.

In order for yesterday's preschooler to be painlessly involved in new relationships for him and a new (educational) type of activity, conditions for a successful entry into school life are necessary. In this situation, it became necessary to create a program that makes it possible to prepare children for school. Classes with future first-graders allow them to successfully master the school curriculum in the future and continue their education.

Course objective:

preparing the child for school life, new leading activities, developing and correcting the cognitive and communicative abilities of the child, overcoming the factors of maladaptation by equalizing the starting capabilities of each child, allowing them to successfully master the primary school program in the future.

Course objectives:

1. Formation of skills of educational activity, development of cognitive interests and stimulation of the desire to study at school, education of sustained attention, observation, organization.

2. Education in children of collectivism, respect for elders, the desire to help each other.

3. Development in children of visual-figurative and logical thinking, voluntary attention, visual-auditory perception, imagination, fine motor skills and coordination of hand movements, the ability to navigate in space and time.

The program for preparing preschoolers for school is as follows directions:

1. Development of attention and memory.

2. Development of coherent, grammatically and phonetically correct speech.

3. Mastering elementary knowledge, skills and abilities in mathematics and literacy.

4. Development of mental abilities.

5. Development of socio-psychological readiness for school (the ability to communicate, listen to a teacher and friend, act together with others).

6. Development of the child's volitional readiness.

Principles work in preparing children for learning:

Accounting for the individual characteristics and capabilities of children;

Consistency and planning;

Respect for the child, for the process and results of his activities, combined with reasonable demands;

Entertaining, ease, playful nature of the educational process;

Development of intellectual qualities, mental functions: memory, attention, imagination, speech, thinking;

Contact with parents: organizing conversations on issues of interest to them

Variability of the content and forms of conducting classes;

visibility.

Preparation of preschoolers for systemic education in the 1st grade is carried out according to the program "Preparation for School" from the series "Continuity" authors Fedosova N.A., Komarova T.S. etc. This program is recommended by the Russian Ministry of Education. At the heart of the preparation for studying at the school of the program "Continuity" are personality-oriented and developing technologies.
The purpose of personality-oriented technologies is the development and formation of an active creative personality in the process of preparing for training.
Developing technologies are aimed at the formation of problematic thinking in a child, at the development of mental activity.
Developing technologies contain: developing didactic games, developing practical tasks, creative exercises, design, analytical and synthetic actions.
The content proposed for preparation for training by the program "Continuity" corresponds to the age characteristics of children of senior preschool age and forms the basis for the use of personality-oriented and developing technologies.
In accordance with the logic of child development, preparation for school is not teaching, but developing. When preparing for school, the program "Continuity" does not allow duplication of the first grade of a general education school. Preparation for studying at school according to the program "Continuity" of the invariant. Its goal is to prepare a preschooler for any school system.

1. Acquaintance with the outside world:

To expand children's ideas about their native country, region, city, about the work of people; to give an idea about the school and the rules of behavior of students in it.

Expand children's ideas about objects, their essential features and classification.

To expand and deepen children's ideas about animate and inanimate nature, about changes in it and about its protection.

Learn to navigate in time (seasons, days of the week, etc.)

2. Development of speech and preparation for literacy:

Activate, expand and refine children's vocabulary.

Develop the ability to distinguish by ear and in pronunciation all the sounds of the native language. Improve phonemic hearing (learn to name words with a certain sound, determine the place of a sound in a word, etc.), work out diction.

Learn to divide words into syllables.

Give an initial idea of the proposal.

To consolidate the ability to answer questions, independently coherently and consistently convey the content of the text.

Improve your storytelling skills.

3. Development of elementary mathematical concepts:

Improve counting skills within 10 in direct and reverse order and relationships between the numbers of the natural series.

Learn to solve poetry problems.

To give initial ideas about geometric shapes and spatial orientation.

Teach children to navigate on a piece of paper.

4. Work on the development and strengthening of fine motor skills of the hands.

Hatching.

Line work in a notebook with a guide: objects, elements of letters, patterns, straight and oblique.

Drawing.

Practical implementation of drawings, patterns, etc. in a notebook in a cage.

Program structure

This program consists of three sections:

Speech development

Development of mathematical abilities

Work to strengthen the muscular strength of the hand and fingers

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

The program of the section "Speech development "From word to letter"

The content of the course is aimed at the overall development of the child, through which a solid foundation is created for the successful study of the Russian language.
The content is focused on solving the following tasks:
- creating conditions for the formation of a multilaterally developed personality of the child (intellectual, spiritual, moral, aesthetic, emotional development), creating the prerequisites for positive motivation for learning at school;

- practical preparation of children for learning to read and write;
- the formation of an elementary culture of speech, the improvement of the skills of coherent oral speech of children at an accessible level.

The development of speech is carried out to a large extent on works of fiction, which contributes to the enrichment of children's speech, the expansion of their vocabulary, their spiritual, moral and aesthetic development, prepares them for an adequate perception of literary works in the course "Literary Reading" in elementary school. In addition, the material for classes that promote the speech development of children is the world around the child, phenomena of living and inanimate nature, works of various types of art (music, painting), etc.

The content of the work on preparing children for learning to read includes:
- development of a sound culture of speech in order to prepare for teaching literacy and reading (the ability to listen to speech, to individual sounds, work on the correct pronunciation of sounds, teaching correct intonation, controlling the pace of speech). Work on the development of the articulatory apparatus (development of correct diction, voice power, highlighting especially significant words, etc.);

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

- a conversation about what was read on the questions of the teacher (answers to questions related to the emotional perception of the work, understanding the plot, the characters of the main characters, the ability to hear, perceive by ear expressive language means - epithets, comparisons, of course, without using terminology);
- learning by heart and expressive reading.
In preparation for learning to read, a readiness is formed to speak coherently on certain topics, to realize at an elementary level what speech is, what its purpose and features are.
Work is underway to correct and develop phonemic hearing, to develop a distinct and clear pronunciation of sounds, syllables, words.
In preparation for training, considerable time is devoted to working on the sound analysis of words, the concepts of “vowel sounds” and “consonant sounds” are introduced, which are fixed with the help of various chips.
If auditory sensations are the basis of preparation for learning to read and work on improving oral speech, then technical actions predominate in preparation for learning to write.

Preparation for learning to write is a rather complicated process, since, in addition to developed auditory sensations, the child must have a well-prepared motor apparatus, especially the small muscles of the hand; coordination of movements, fine motor skills and such processes as perception of space, attention, imagination, memory, thinking are developed.
When writing, the problem of the interaction of visual and motor analyzers arises, since the movements of the eye and hand are performed within the contour of the perceived object at the same time.
A significant part of the children, when visually perceiving an object, tends to confine themselves to a very cursory examination of the exhibited object, so that the image that takes shape in their minds is of a very incomplete nature. This is reflected in the reproduction of images and their elements. Children can successfully visually identify an object, but experience noticeable difficulties in reproducing it. The image of letters of various configurations requires a fairly high level of organization of the motor apparatus of the hand, a very complete and detailed image. Therefore, the program offers a carefully thought-out system of exercises to prepare for writing. Speech games develop thinking, speech, attention, imagination. These are, for example, the games “Suggest a word”, “Make a word”, “Guess the word”, “Make a riddle”, “Continue the story”, “Continue the story”, “Repeat quickly and correctly”, “Tell me about the toy (color, shape , size)”, “Name the sound”, “Pick up words for a given sound”, “Guess the word”, etc.
Construction helps children consciously prepare for learning to write and develops their analytical skills. Design work is carried out with the help of various objects: figures, elements of printed letters, from which children construct objects of various configurations, printed letters, make up patterns, decorations.
The preliminary orienting action helps to form fine motor skills, develops coordination of movements, and prepares children for the perception of letter shapes. It includes tracing the outline of an object, tracing common elements in objects, shading objects, adding missing elements of objects, fitting objects into a limited space, finger gymnastics, etc.
Thus, the program "From Word to Letter" solves the problem of preparing children for learning to read, write and improve their speech.

Chapter "Development of mathematical abilities" presented by the program of the course "Mathematical Steps".
The selection of the content of the Mathematical Steps program is based on the principle of focusing on the paramount importance of the overall development of the child, which includes sensory and intellectual development using the capabilities and features of mathematics.
The most important part of the program is the study of the dynamics of the child's development, the study of the level of his functional readiness for schooling.

The program of the section "Development of mathematical abilities"
course "Mathematical Steps"

The author of this chicken is S. I. Volkova. The basis for the selection of mathematical content, its structuring and the development of forms of presentation of material for the mathematical preparation of children for school is the principle of focusing on the paramount importance of the overall development of the child, including his sensory and intellectual development, using the capabilities and features of mathematics.
Teaching children in the period of preparation for school counting and measurements in order to bring them to the concept of number remains one of the most important tasks.
But just as important and significant is the task of purposeful and systematic development of cognitive abilities, which is carried out through the development of cognitive processes in children: perception, imagination, memory, thinking and, of course, attention.
In the mathematical content of the preparatory period, three main lines are combined: arithmetic (numbers from 0 to 10, digit and number, basic properties of numbers in the natural series, etc.), geometric (preimages of geometric figures in the surrounding reality, shape, size, location on the plane and in space of the simplest geometric figures, making their models from paper, etc.) and content-logical, built mainly on the mathematical material of the first two lines and providing conditions for the development of attention, perception, imagination, memory, thinking in children.
The course implements the main methodological idea - the development of cognitive processes in children will be more active and effective if it is carried out in the process of the child's activity, rich in mathematical content, guided by a special selection and structuring of tasks, the form of their presentation, accessible, interesting and exciting for children of this age .
Among the methods used in the period of preparing children for school in mathematics, practical methods, the method of didactic games, and the modeling method are proposed as the main ones. These methods are used in various combinations with each other, while the practical method remains the leading one, allowing children to learn and comprehend mathematical material by conducting an experiment, observing, performing actions with objects, models of geometric shapes, sketching, coloring, etc.

Comparison of objects (figures), groups of objects in shape (round, not round, triangular, rectangular, square, etc.); in size (long, short; narrow, wide; high, low; longer, shorter, the same, etc.); by location on the plane and in space (right, left, center, bottom, top, right, left, above, below, inside the figure, outside the figure, etc.); by color, by the material from which the objects are made, by purpose, etc.

Numbers from 0 to 10. Counting items. Oral numbering of numbers: names, sequence and designation of numbers from 0 to 10. Number and number. Reading numbers. Comparison of first ten numbers. The main characteristics of the sequence of numbers in the natural series: the presence of the first element, the connection of the previous and subsequent elements, the ability to continue the sequence further, no matter where we stop.
Simple geometric shapes: triangle, rectangle (square), circle.
Content-logical tasks for development:
- attention: the simplest labyrinths, games "Funny score", "Compare pictures", "Find common elements", etc.;

- imagination: dividing figures into parts, composing figures from parts, composing figures from models of segments according to given properties, converting one figure to another, etc .;

- memory: visual and auditory dictations using arithmetic and geometric material;
- thinking: highlighting essential features, identifying patterns and using them to complete the task, conducting analysis, synthesis, comparison, building simple reasoning, etc.

Class mode

In our educational institution, these tasks are solved in the classroom for preparing for school. Classes are held twice a week for children of 6-7 years of age, pupils of preparatory groups of preschool educational institutions, as well as children who, for various reasons, do not attend them.

Preparation of children for school begins on October 1 and lasts until the end of April.
Classes are held with a group of children. Lessons are 35 minutes long with 10 minute breaks.

Forms of conducting classes

Training is based on gaming activities and is practical in nature.
Of particular importance in preparing children for learning their native language are speech games, construction, work on the formation of fine motor skills and the development of coordination of movements.

staging;

role-playing game;

subject game;

Predicted results and forms of control

As a result of training under the preparatory course program, the child will learn:

extract sounds from words;

find words with a certain sound;

determine the place of sound in a word;

observe orthoepic pronunciation norms;

make sentences on a given topic using key words:

compose stories, fairy tales from illustrations or a series of pictures;

retell a fairy tale, a story based on an illustration;

navigate the page of the notebook;

write the basic elements of letters;

draw patterns and various elements

pronounce words distinctly and clearly.

correlate the figure with the number of objects;

call numbers forward and backward within 10

use arithmetic signs of actions;

compose and solve problems in one action for addition and subtraction;

measure the length of objects using a conditional measure;

make larger figures from several triangles (quadrangles);

navigate on a sheet of checkered paper.

Recognize familiar plants and animals in drawings and in nature;

list the seasons and days in the correct order;

Name the main features of the seasons.

As a result of training in the preparatory course program, the child will know:

the composition of the numbers of the first ten;

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

numbers 0-9, signs +, -. =;

the name of the current month, the sequence of days of the week.

The form of the final control of mastering the studied material is testing and an open final lesson.

school preparation group. Module "Mathematics"


		Identification of preparedness for teaching mathematics. Count game. Getting to know the cell The concept of "one-many"
		Orientation on a sheet in a box. Logical tasks (classification of objects by features). Counting objects from 1 to 10. The concept of "left-right". Pattern drawing.
		High-low relationship. Compilation of geometric shapes from sticks.
		The relation "more", "less", "the same". Number hunting game. Acquaintance with the numbers 1, 2 and their relationship with the number of objects.
		Acquaintance with the numbers 1, 2 and their relationship with the number of objects.
		Acquaintance with the signs +, -. Count items from 1 to 10. Interactive game "Funny Dominoes"
		Counting objects from 1 to 10. Acquaintance with the number 3. Making a pattern of geometric shapes.
		Number 3. Composition of number 3. Ideas about elementary geometric shapes
		Orientation on a sheet of paper in a cage (to the left, to the right, above, below, from, to, above, below). Acquaintance with the number 4. Counting objects from 1 to 10.
		Acquaintance with the number 4. Compilation of geometric shapes from sticks. Pattern drawing. Letter of sticks.
holiday
		Numbers 1,2,3,4. Consolidation of the composition of numbers 3.4. Game "Fun Addition" Comparison of objects. Pattern drawing.
		Numbers 1,2,3,4. Consolidation of the composition of numbers 3.4. Compiling figures from parts and dividing figures into parts. Comparison of items. Pattern drawing.
		Numbers 1,2,3,4. Consolidation of the composition of numbers 3.4. Pattern drawing.
		Direct and reverse count. Introduction to number 5.
		The composition of the number 5. The concept of "how much more", "less", "the same". Acquaintance with the sign "greater than", "less than", "equal to".
		The composition of the number 5. The concept of "more", "less", "the same". Acquaintance with the sign "greater than", "less than", "equal to".
		Consolidation of the composition of the number 5. The game "Cheerful account".
		Item properties. Geometric shapes (triangle, square)
		Consolidation of the concepts of "more", "less", "the same". Geometric figures. A circle.
		Comparison of the number of items on a visual basis. Days of the week, months.
		Ordinal account. Compilation of geometric shapes from sticks. Pattern drawing. Letter of sticks.
		The concept of lines: “broken line”, “segment”, “straight line”. Interactive game "Rows of numbers"
		Consolidation of the composition of numbers 3, 4, 5. Comparison of objects. Pattern drawing.
holiday
		Number and figure 6. Longer, shorter. Length measurement. Graphic works (drawing patterns by ear in cells).
		Finding and comparing numbers - neighbors (preceding, following number). Logical tasks (antonymic games). Graphic works (shading and coloring).
		Number and figure 7. Rainbow and notes. Orientation in time: the name of the days of the week. Logical tasks (finding differences in two identical pictures). Graphic works (hatching and coloring).
		Number and figure 8. Being in a group of objects "superfluous". Logical tasks (tasks for the development of attention, memory). Graphic works.
		Number and figure 8. Movement directions: from left to right, from right to left, from top to bottom, from bottom to top, forward, backward. Graphic dictation by cells. Stick construction.
		Number and number 8. Logical tasks (math competition). Graphic works (drawing from memory).
		Logical tasks (puzzles). Graphic works (drawing objects by cells and points).
		Number and figure 9. Comparison of objects by length, height, width and thickness. Orientation in the office according to verbal instructions. Graphic works (finishing the missing parts of objects). Stick construction.
		Number and figure 9. Graphic works (hatching and coloring). Stick construction.
		Selection and grouping of items according to 1 - 2 features. Logical tasks (puzzles). Graphic works (hatching and coloring of patterns).
		Number and number 0. Fun math (competition game). Graphic works (drawing patterns by ear in cells).
		Numbers 1 - 10. Quadrangle. Orientation in space, the use of prepositions: in, on, over, under, behind, in front of, between, from, to. Graphic works (drawing from memory). Stick construction.
		Numbers 1 - 10. Selection and grouping of objects according to 1 - 2 signs. Logical tasks (games that develop logical thinking). Graphic works (hatching and coloring of patterns).
		Numbers 1 - 10. Hexagon. Pairwise comparison. Formation of concepts: yesterday, today, tomorrow, the day after tomorrow, the day before yesterday. Stick construction. Graphic works (drawing patterns by ear in cells).
		Introduction to the task. Selection from a number of figures "superfluous". Logical tasks (finding differences in two identical pictures). Graphic works (drawing patterns by cells).
		Problem solving. Comparison of objects according to 1 - 2 features. Stick construction. Graphic works (drawing from memory).
		Numbers from 0 to 20. Direct and reverse counting. Comparison of items. Problem solving. Graphic works (graphic dictation).
		Ordinal count from 1 to 20. Problem solving. Introduction to shapes: circle, oval. Stick construction. Graphic works (copying broken lines).
		Problem solving. Introduction to rhombus. Graphic works (shading and coloring).
		Problem solving. Introduction to the trapezoid. Stick construction. Graphic works.
holiday
		Generalization of ideas about geometric shapes. Shape modeling. Graphic works (drawing patterns by cells).

		Counting objects forward and backward. Shape modeling. Graphic works (drawing patterns by cells).
		Count from 1 to 20. Problem solving. Selection of the "extra" figure from the group of figures. Logical tasks (puzzles, puzzles).

		Count from 1 to 20. Problem solving. Selection of the "extra" figure from the group of figures. Logical tasks (puzzles, puzzles). Graphic works (drawing patterns by cells).

		Count from 1 to 20. Problem solving. Selection of the "extra" figure from the group of figures. Logical tasks (puzzles, puzzles). Graphic works (drawing patterns by cells).
		Count from 1 to 20. Problem solving. Selection of the "extra" figure from the group of figures. Logical tasks (puzzles, puzzles). Graphic works (dictation by cells).

Calendar-thematic planning

school preparation group. Literacy module. Preparation for writing»


		School rules. Signs of autumn. Acquaintance with the hygienic rules of writing, orientation in the space of the sheet.
		Journey into the world of toys. Solving riddles. Compilation of a story on the topic "My favorite toy." Learning by heart the poems of A. Barto. Development of auditory attention and phonemic perception. Finger gymnastics. Outlining objects.
		Oral speech. Sentence. Word. Forest animals. Solving riddles. The game "Who is superfluous?" Drawing up a story - descriptions from the picture (about a squirrel). Finger gymnastics. Work in a notebook. Outlining objects.
		Sound. Introduction to the world of sounds. Exercises for the selection of sounds in monosyllabic and two-syllable words. Travel to the village. Pets guessing riddles. The game "Who is superfluous." Game big and small. Finger gymnastics. Work in a notebook. Tracing objects along the contour in the working line.
		Vowels and consonants. Vowel sound [a]. Letter A, a. Pets. Drawing up a story - a description of the picture of one of the animals. Finger gymnastics. Work in a notebook. Graphic exercises. Finger gymnastics
		Vowel sound [a]. Letter A, a. Storytelling training. In the garden and orchard. Solving riddles. The game "What's wrong?" Drawing up a story based on the picture "Harvesting". Finger gymnastics. Work in a notebook. Graphic exercises. Hatching
		Letter B, b. Sounds [b], [b,]. Dramatization of the fairy tale "Turnip". Graphic exercises. Finger gymnastics
		Letter B, b. Sounds [b], [b,]. Isolation of the first sound in words. Stories by M. Prishvin and V. Bianchi. Graphic exercises. Finger gymnastics
		Letter B, in. Sounds [in], [in,]. We walk around the zoo. Solving riddles. The game "Who is superfluous?" The game "Who lives where?" Compilation of a story - a description of the animal in the picture. Finger gymnastics. Work in a notebook. Graphic exercises. Hatching
		Letters G, g. Sounds [g], [g,] Retelling of the text based on the plot picture. Dividing words into syllables. Work in a notebook. Graphic exercises. Finger gymnastics
holiday
		Letters D, d. Sounds [d], [d,] My family. Write a story about your family. The game "Speak the other way." Finger gymnastics. Work in a notebook. Graphic exercises.
		Letters D, d. Sounds [d], [d,] Who works with whom. Professions of people. Solving riddles. Compilation of a story about the professions of parents. Finger gymnastics. Work in a notebook. Outlining, hatching.
		Letters E, e. Merges of the studied consonants with e. Seasons. Learning verses. Work in a notebook. Graphic exercises. Hatching.
		The letters E, e. Merges of the studied consonants with e. In the store. Solving riddles. Compilation of the story "Shopping". Finger gymnastics. Work in a notebook. Outlining, hatching.
		Letters Yo, Yo. Merging the studied consonants with ё. Tools. Solving riddles. The game "Name it in one word." Drawing up a story based on the picture "We are building a feeder." Finger gymnastics
		Letters Yo, Yo. Merging the studied consonants with ё. What is a miracle machine? Transport. Game "Finish the sentence." Write a story about different modes of transport. Finger gymnastics. Work in a notebook. Outlining, hatching.
		Letters J, J. Sound [g]. Don't play on the pavement! Familiarization with the rules of the road. The game "It happens - it doesn't happen." Finger gymnastics. Work in a notebook. Outlining, hatching.
		Letters Z, Z. Sounds [z], [z,]. Reading syllables. Travel to the circus. Solving riddles. Drawing up a story based on the picture "At the circus". Game "Who was?" Finger gymnastics. Work in a notebook. Outlining, hatching.
		The letters i and i. Vowel sound [and]. Seasons. Difference of seasons. Solving riddles. Finger gymnastics. Work in a notebook. Outlining, hatching.
		Letter Y. Sound [th]. Speech is made up of sentences. A sentence is made up of words. The beginning of the sentence (designation in the form of a diagram). Game "Finish the sentence." Finger gymnastics (tracing an object along the contour, shading; writing a short and long inclined stick).
		Letters K. to. Sounds [k], [k,]. Dividing words into syllables. Postman game. Drawing up a story based on the picture "Little teacher". Finger gymnastics (hatching; writing a short stick with a rounded bottom)
		Letters K. to. Sounds [k], [k,]. Building words from syllables. The game "Complete the syllable to the word." Compilation of a fairy tale based on plot pictures "The hare is a bouncer." Finger gymnastics. Work in a notebook (hatching objects; writing a short stick with a rounded top).
		Generalization of knowledge about the studied letters and sounds. Reading syllables. Acquaintance with the sound side of the word. History of the New Year. Learning poems. Work in a notebook (hatching objects; writing a long stick with a rounded top).
holiday
		Letters L, l. Sounds [l], [l,]. We compose a fairy tale (at the beginning). Finger gymnastics. Work in a notebook (hatching objects; writing a long stick with a rounded top).
		Letters M, m. Sounds [m], [m,]. We learn to hear and distinguish sounds. The game "Tom and Tim". Quiz "Who is more?" Drawing up a story based on the plot pictures "Soon to school." Finger gymnastics. Work in a notebook (hatching of objects).
		Letters M, m. Sounds [m], [m,]. The game "To whom to visit." Drawing up a story based on the picture "Little Photographer". Finger gymnastics. Work in a notebook (hatching objects; writing a long stick with a rounded bottom).
		Letters H, n. Sounds [n], [n,]. Reading open and closed syllables. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour).
		Letters H, n. Sounds [n], [n,]. Reading open and closed syllables. Finger gymnastics. Work in a notebook (hatching of objects).
		Letters Oh, Oh. Vowel sound [o]. Reading syllables. Drawing up a story on the picture "the road home." Finger gymnastics. Work in a notebook (hatching objects; writing a long stick with a rounded bottom).

		Letters P, p. Sounds [p], [p,]. Reading open and closed syllables. Finger gymnastics. Work in a notebook (hatching of objects).
		Letters R, R. Sounds [p], [p,]. Reading open and closed syllables. Traffic Laws. Pedestrian alphabet. Work in a notebook (hatching objects, tracing the object along the contour).
		Letters C, p. Sounds [s], [s,]. Reading open and closed syllables. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Letters T. t. Sounds [t], [t,]. Reading open and closed syllables. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		The letters u, u. Vowel sound [y]. Reading open and closed syllables. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Letters f, f. Sounds [f], [f,]. Reading open and closed syllables. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		The letters x, x. Sounds [x], [x,]. Reading open and closed syllables. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Letters C, c. Sound [c]. Reading open and closed syllables. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Letters H, h. Sound [h,]. Reading open and closed syllables. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Letters Sh, sh. Sound [w]. Reading open and closed syllables. Vegetables and fruits. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Letters Щ, Щ. Sound [u,]. Reading open and closed syllables. Making interrogative sentences. Word-logic game "Guess the object from the description." Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Generalization of knowledge about the studied letters and sounds. Reading syllables. Learning poems. Work in a notebook (hatching objects; writing a long stick with a rounded top).
holiday
		The letters b, b (softening and separating) signs. Their role in the word. Reading open and closed syllables. Animals domestic and wild, their differences.
		Reading open and closed syllables Making sentences on the picture "Family". Proverbs about family. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Reading open and closed syllables Compiling a story based on the picture "In the garden." Chains of words. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Reading open and closed syllables. Inanimate and living nature. Nature and man. Respect for nature. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Reading open and closed syllables. Times of Day. Daily regime. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Animals, birds, fish, insects. Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Development of syllabic reading skills. Dramatization of the fairy tale "Gingerbread Man". Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Development of syllabic reading skills. A dramatization of the fairy tale "The Fox and the Crane". Finger gymnastics. Work in a notebook (hatching objects, tracing the object along the contour, performing elements according to the model).
		Final lesson. "Who-who lives in the little house?".

Funds needed to implement the program:

at the teacher :

educational and thematic planning;

workbooks;

visual aids;

counting material

multimedia presentations.

Information about the security of the educational process

educational literature

	Name of disciplines included in the declared educational program	year of publication of educational literature.
	Maths	"Mathematical steps: a guide for children 5-7 years old", S.I. Volkova M.: Enlightenment, 2016
		“I count to ten. Mathematics for children 5-6 years old, E.V. Kolesnikov. M.: TC Sphere, 2016
		“I count to twenty. Mathematics for children 6-7 years old, E.V. Kolesnikov. M.: TC Sphere, 2017
	Preparation for writing
	Speech development	From word to letter. Allowance for children 5-7 years old ”At 2h. ON THE. Fedosov. M.: Enlightenment, 2016
	Speech development	"Entertaining ABC Studies" Volina V.V. Moscow: Enlightenment, 1991