Work program dow early age from birth to school. Program for young children "baby"

Introduction.

1. Target section.

1.1. Explanatory note.

1.1.1. Normative - legal base of formation work program.

1.1.2. Goals and objectives of the work program.

1.1.3. Principles and approaches to the formation of the work program.

1.1.4. Age and individual characteristics of the contingent of children.

1.2. Targets at the stage of completion of the development of the work program.

1.3. The system for evaluating the results of mastering the work program.

2.1. General provisions.

2.2. Forms, ways, methods and means of implementing the work program.

2.3. Description of educational activities in accordance with the directions of development of the child, presented in five educational areas.

Socio-communicative development.

cognitive development.

Speech development.

Artistic and aesthetic development.

Physical development.

2.4. Interaction between teachers and children.

2.5. Ways and directions of support for children's initiative.

2.6. The interaction of the teacher with the families of pupils.

3. Organizational section.

3.1. Daily routine and schedule.

3.2. Planning of educational activities.

3.3. Wellness activities.

3.4. Features of the organization of the subject-spatial environment.

3.5. Software and methodological support of the educational process.

3.6. Bibliography. Appendix.

Introduction

The work program of educational activities in the early age group of a general developmental orientation (hereinafter referred to as the work program) is drawn up taking into account the requirements of the Federal State Educational Standard preschool education, developed on the basis of the educational program of the municipal preschool educational institution kindergarten "Svetlyachok" in the village of Gavrilovka and is an integral part of it. The work program is drawn up taking into account the integration of educational areas, the content of children's activities is distributed by months and weeks and represents a system designed for one academic year .

The work program is designed for children 1.5-2.5 years old (early age) and is designed for 36 weeks, which corresponds to the comprehensive thematic planning for the program "From Birth to School" ed.

NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva.

The work program is "open" and provides for variability, integration, changes and additions as professional needs. The content of the work program in accordance with the requirements of the Standard includes three main sections - target, content and organizational.

1. Target section

1.1. Explanatory note

The work program was developed on the basis of an exemplary general educational program of preschool education "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, in accordance with the educational program of the municipal preschool educational institution, the kindergarten "Svetlyachok" Gavrilovka with the aim of introducing the GEF of preschool education.

The work program for the development of children in the early age group ensures the versatile development of children aged 1.5 to 2.5 years, taking into account their age and individual characteristics in the main areas: physical, social and communicative, cognitive, speech and artistic and aesthetic.

The following partial programs were used in the development of the working program:

• “Baby” by G. G. Grigoriev, D. V. Sergeev, N. P. Kochetov and others;
• "Tuning Fork" by E. P. Kostina;
• "Young ecologist" S. N. Nikolaev;
• “Our home is nature” by N. A. Ryzhov;
• "Colored palms" by I. A. Lykov;
• "Children's creative design" L.A. Paramonova;
• "Fundamentals of safety for preschool children" N. N. Avdeeva, Fr. L. Knyazev, R. B. Sterkin;
• "The program of speech therapy work to overcome phonetic and phonemic underdevelopment in children" T. B. Filicheva, G. V. Chirkina;
• "Speech development in preschool children" O.S. Ushakov;
• "Introducing children to the origins of Russian folk culture" authors: O. L. Knyazeva, M. D. Makhaneva;
• "Health" V. G. Alyamovskaya;
• "Physical culture - for preschoolers" L. D. Glazyrina;
• "Physical education of preschool children". ON THE. Gordova, N.V. Poltavtsev;
• "Raising a healthy child" M.A. Makhaneva;
• "Rhythmic Mosaic" by A.I. Burenina;
• "The Green Light of Health" by M. Yu. Kartushina;
• "Sa-Fi-Danse" Firileva Zh.E. Saykina E.G.

The implemented work program is based on the principle of the personality-developing and humanistic nature of the interaction between an adult and children.

1.1.1. Regulatory legal framework for the formation of a work program

This program is formed on the basis of the following regulatory framework:

Convention on the Rights of the Child. Adopted by General Assembly resolution 44/25 of 20 November 1989. - United Nations 1990;

Federal Law No. 273-FZ of December 29, 2012 “On Education in Russian Federation// Official Internet portal of legal information: ─ Access mode: pravo.gov.ru”;

Federal Law No. 124-FZ of July 24, 1998 “On Basic Guarantees of the Rights of the Child in the Russian Federation”;

Order of the Government of the Russian Federation of September 4, 2014 No. 1726-r “On the Concept additional education children";

Decree of the Government of the Russian Federation of May 29, 2015 No. 996-r “On the Strategy for the Development of Education until 2025. Access mode: http://government.ru/docs/18312/

Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations” // Russian newspaper. – 2013. – 19.07(№ 157);

Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education" (registered by the Ministry of Justice of Russia on November 14, 2013

registration number 30384);

Order of the Ministry of Health and Social Development of Russia dated August 26, 2010 No. 761n (as amended on May 31, 2011) “On approval of the Unified qualification handbook positions of managers, specialists and employees, section " Qualification characteristics employee positions

Order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1014 “On Approval of the Procedure for Organizing and Implementing Educational Activities in Basic General Education Programs - Educational Programs of Preschool Education”;

Order of the Ministry of Education and Science of Russia dated December 28, 2010 No. 2106 “On the approval and implementation of federal requirements for educational institutions in terms of protecting the health of students and pupils”;

Letter of the Ministry of Education and Science of the Russian Federation "Comments to the Federal State Educational Standard of DO" dated February 28, 2014 No. 08-249 // Bulletin of Education. - 2014. - April. – No. 7.

methodological recommendations” (Methodological recommendations on the implementation of the powers of the constituent entities of the Russian Federation on financial support for the implementation of the rights of citizens to receive public and free preschool education);

Letter of the Ministry of Education and Science of the Russian Federation dated 06/07/2013 No. IR-535/07 “On Correctional and Inclusive Education of Children”;

Comments of the Ministry of Education and Science of Russia to the Federal State Educational Standard of Preschool Education dated August 28, 2014 No. 08-249;

Articles of association;

License for educational activities.

1.1.2. Goals and objectives of the work program

The purpose of the Program is to design social situations for the development of a child and a developing subject-spatial environment that provide positive social motivation and support for the individuality of children through communication, play, cognitive research activities and other forms of activity. The program, in accordance with the Federal Law "On Education in the Russian Federation", promotes mutual understanding and cooperation between people, takes into account the diversity of worldview approaches, promotes the realization of the right of preschool children to freely choose opinions and beliefs, ensures the development of the abilities of each child, the formation and development of personality child in accordance with the spiritual, moral and sociocultural values ​​accepted in the family and society for the purpose of intellectual, spiritual, moral, creative and physical development of a person, satisfying his educational needs and interests.

The goals of the work program are achieved through the solution of the following tasks:

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

- ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status;

- creation of favorable conditions for the development of children in accordance with their age and individual characteristics, development of the abilities and creative potential of each child as a subject of relations with other children, adults and the world;

- combining training and education into an integral educational process based on spiritual, moral and socio-cultural values, rules and norms of behavior accepted in society in the interests of a person, family, society;

- the formation of a general culture of the personality of children, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of the prerequisites for educational activities;

– formation of a socio-cultural environment corresponding to age and

individual characteristics of children;

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

- ensuring the continuity of the goals, objectives and content of preschool general and primary general education.

1.1.3. Principles and approaches to the formation of the work program

In accordance with the Standard, the work program is built on the following principles:

1. Supporting Childhood Diversity. The modern world is characterized by increasing diversity and uncertainty, which are reflected in various aspects of human life and society. Increasing mobility in society, economy, education, culture requires people to be able to navigate in this world of diversity, the ability to maintain their identity and at the same time interact flexibly, positively and constructively with other people, the ability to choose and respect the right to choose other values ​​and beliefs, opinions and ways of expressing them. Taking on the challenges of the modern world, the work program considers diversity as a value, an educational resource and involves the use of diversity to enrich the educational process. The educator builds educational activities taking into account

regional specifics, the socio-cultural situation of the development of each child, his age and individual characteristics, values, opinions and ways of expressing them.

2. Preservation of the uniqueness and intrinsic value of childhood how milestone in the overall development of man. The self-worth of childhood is an understanding of childhood as a period of life that is significant in itself, significant because of what is happening to the child now, and not because this stage is a preparation for later life. This principle implies a full-fledged living by the child of all stages of childhood (infant, early and preschool childhood), enrichment (amplification) of child development.

3. positive socialization child assumes that the child's mastery of cultural norms, means and methods of activity, cultural patterns of behavior and communication with other people, familiarization with the traditions of the family, society, state occur in the process of cooperation with adults and other children, aimed at creating prerequisites for the full-fledged activity of the child in the changing world.

4. Personal-developing and humanistic nature of interaction adults (parents (legal representatives), pedagogical and other employees of the Organization) and children. This type of interaction implies a basic value orientation on the dignity of each participant in the interaction, respect and unconditional acceptance of the child's personality, goodwill, attention to the child, his condition, mood, needs, interests. Personal developmental interaction is an integral part of the social situation of a child's development in an organization, a condition for his emotional well-being and full development.

5. Assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations. This principle implies the active participation of all subjects of educational relations - both children and adults - in the implementation of the program. Each participant has the opportunity to make his own individual contribution to the course of the game, class, project, discussion, planning the educational process, and can take the initiative. The principle of assistance implies the dialogic nature of communication between all participants in educational relations. Children are given the opportunity to express their views, their opinions, take a position and defend it,

make decisions and take responsibility according to their abilities.

6. Family collaboration. Collaboration, cooperation with the family, openness towards the family, respect for family values ​​and traditions, their inclusion in educational work are the most important principles of the work program. Pedagogical workers should be aware of the living conditions of the child in the family, understand the problems, respect the values ​​and traditions of the families of pupils. The work program involves various forms of cooperation with the family, both in terms of content and in terms of organization.

7. Networking with organizations socialization, education, health and other partners that can contribute to the development and education of children, as well as the use of local traditions to enrich children's development. The work program assumes that pedagogical workers establish partnerships not only with the families of children, but also with other organizations and individuals that can help enrich the social and cultural experience of children, introduce children to national traditions (visiting theaters, museums, mastering additional education programs) , to nature and history native land; to promote joint projects, excursions, holidays, attending concerts, as well as meeting the special needs of children, providing medical support.

8. Individualization of preschool education involves such a construction of educational activities that opens up opportunities for the individualization of the educational process, the emergence of an individual development trajectory for each child with specificity and speed characteristic of this child, taking into account his interests,

motives, abilities and age- psychological features. At the same time, the child himself becomes active in choosing the content of his education, various forms of activity. To implement this principle, it is necessary to regularly monitor the development of the child, collect data about him, analyze his actions and actions; helping a child in a difficult situation; giving the child the opportunity to choose in different activities, emphasizing

attention to the initiative, independence and activity of the child.

9. Age appropriateness of education. This principle involves the selection by the teacher of the content and methods of preschool education in accordance with the age characteristics of children. It is important to use all specific types of children's activities (play, communicative and cognitive research activities, creative activity,

ensuring the artistic and aesthetic development of the child), based on the characteristics of the age and developmental tasks that must be solved at preschool age. The activity of the teacher should be motivating and correspond to the psychological laws of the development of the child, take into account his individual interests, characteristics and inclinations.

10. Developing varied education. This principle assumes that

educational content is offered to the child through various types of activities, taking into account his current and potential opportunities for mastering this content and performing certain actions, taking into account his interests, motives and abilities. This principle involves the work of a teacher with a focus on the zone of proximal development of the child (L.S. Vygotsky), which contributes to the development, expansion of both explicit and hidden abilities of the child.

11. Completeness of content and integration of individual educational areas. In accordance with the Standard, the work program involves a comprehensive socio-communicative, cognitive, speech, artistic, aesthetic and physical development of children through various types of children's activities. The division of the work program into educational areas does not mean that each educational area is mastered by the child separately, in the form of isolated lessons according to the model of school subjects. There are various interrelations between the individual sections of the work program:

Cognitive development is closely related to speech and socio-communicative;

Artistic and aesthetic - with cognitive and speech, etc. The content of educational activities in one particular area is closely related to other areas. Such an organization of the educational process corresponds to the peculiarities of the development of preschool children.12. The invariance of values ​​and goals with the variability of the means of implementation and achievement of the goals of the Program. The Standard and the Program set invariant values ​​and guidelines, taking into account which the Organization has developed the main educational program and which are scientific and methodological pillars for it in the modern world of diversity and uncertainty.

1.1.4. Age and individual characteristics of the contingent of young children (1.5 to 2.5 years)

Age from 1.5 to 2.5 years is a significant period in a child's life. It is characterized by the following neoplasms: the child begins to walk; independently and with the help of an adult masters the surrounding space, actively develops productive and reproductive objective activity (masters the rules for using household items, imitation of adults in objective activity arises as a prerequisite for the start of imitation games); the child masters speech (the phonemic and grammatical structure of speech is formed, the vocabulary and semantics of speech are improved), cognitive speech activity is manifested in the form of questions addressed to an adult.

There is a formation of creative (fine, design, etc.) activities of children. The foundation is laid for individual subject games, the emergence and development of the symbolic function in the game. Improving the subject games of children with the inclusion in them of orienting research, constructive and plot-role moments; there is a transition to group subject and plot-role-playing games.

Perception, memory and thinking of the child are actively developing.

By the age of three, the leading hand is determined in him and the coordination of the actions of both hands begins to form.

At this age, the rate of growth and development of the child slows down somewhat. The monthly increase in height is 1 cm, weight 200-250 grams.

Thus, in early childhood, one can note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional spheres.

The development of the basic movements of the child is partially influenced by the proportions of his body: short legs, long torso, large head. A kid under one and a half years old often falls when walking, can not always stop in time, bypass an obstacle.

Imperfect and posture. Due to the insufficient development of the muscular system, it is difficult for a child to perform the same type of movement for a long time, for example, to walk with his mother “only by the hand”.

Gradually improved walking. Children learn to move freely on a walk: they climb hillocks, walk on grass, step over small obstacles, for example, a stick lying on the ground. The shuffling gait disappears. In outdoor games and music lessons, children take lateral steps, slowly spin in place.

At the beginning of the second year, children climb a lot: they climb a hill, on sofas, and later (with a side step) on Swedish wall. They also climb over a log, crawl under a bench, climb through a hoop. After a year and a half, in addition to the basic movements, imitative movements (to a bear, a bunny) develop in babies. In simple outdoor games and dances, children get used to coordinating their movements and actions with each other (with no more than 8-10 participants).

With training and the correct selection of play material, children master actions with a variety of toys: collapsible (pyramids, matryoshka dolls, etc.), building material and plot toys (dolls with attributes for them, bears). The child reproduces these actions by imitation after being shown by an adult. Gradually, “chains” are formed from individual actions, and the baby learns to bring objective actions to a result: fills the entire pyramid with rings, selecting them by color and size, builds a fence, a train, a turret and other simple buildings from building material.

Significant changes are also taking place in the actions with plot toys. Children begin to transfer the learned action with one toy (doll) to others (bears, bunnies); they are actively looking for the item needed to complete the action (a blanket to put the doll to bed, a bowl to feed the bear).

Reproducing 2-3 actions in a row, at first they do not focus on how it happens in life: a sleeping doll, for example, suddenly begins to roll on a typewriter. By the end of the second year, the children's play actions already reflect their usual life sequence: after taking a walk with the doll, they feed it and put it to bed.

Children reproduce everyday actions with plot toys throughout the entire period of preschool childhood. But at the same time, children 3-5 years old and older arrange a “multi-link ritual” from each action. Before eating, the doll will wash its hands, tie a napkin, check if the porridge is hot, feed it with a spoon, and give it to drink from a cup. All this is not in the second year. The child simply brings the bowl to the doll's mouth. He does the same in other situations. These features explain the ease of selection of plot toys and attributes for them.

The foregoing gives reason to believe that in the second year individual actions form elements, the basis of activity characteristic of preschool childhood: object-based with its characteristic sensory bias, constructive and plot-role-playing (the latter in the second year can be considered only representative).

Successes in the development of object-playing activity are combined with its instability, which is especially noticeable with defects in education. Having the opportunity to approach any object that has fallen into the field of vision, the child throws what he is holding in his hands and rushes towards it. Gradually, this can be overcome.

The second year of life is a period of intensive formation of speech. Connections between the subject (action) and the words denoting them are formed 6-10 times faster than at the end of the first year. At the same time, understanding the speech of others is still ahead of the ability to speak.

Children learn the names of objects, actions, designations of certain qualities and states. Thanks to this, it is possible to organize the activities and behavior of babies, form and improve perception, including those that form the basis of sensory education.

In the process of various activities with adults, children learn that the same action can refer to different objects: “put on a hat, put rings on a pyramid, etc.”. An important acquisition of speech and thinking is the ability to generalize, which is formed in the second year of life. The word in the mind of the child begins to be associated not with one object, but to denote all objects belonging to this group, despite the difference in color, size, and even appearance(doll big and small, naked and dressed, doll-boy and doll-girl).

The ability to generalize allows children to recognize the objects shown in the picture, while at the beginning of the year, when asked to show an object, the kid was guided by random insignificant signs. So, the word khon could mean both a cat and a fur collar.

The kid gets used to the fact that there are different connections between objects, and adults and children act in different situations, so he understands plot dramatizations (showing toys, puppet and table theater characters).

Impressions from such shows, interested viewing are stored in memory. Therefore, children over one and a half years old are able to maintain a dialogue-recollection with an adult about recent events or things related to their personal experience: “Where did you go?” - "Walk". - "Who did you see?" - "Doggy". - "Who was fed grains?" - "Bird".

The active vocabulary increases unevenly throughout the year. By the age of one and a half years, it is equal to about 20-30 words. After 1 year 8-10 months there is a leap, an actively used vocabulary develops. It contains many verbs and nouns, simple adjectives and adverbs (here, there, there, etc.), as well as prepositions. Simplified words (tu-tu, av-av) are replaced by ordinary ones, albeit phonetically imperfect ones. After one and a half years, the child most often reproduces the contour of the word (a different number of syllables), filling it with substitute sounds, more or less close in sound to the audible sample.

Attempts to improve pronunciation by repeating a word after an adult are not successful at this age. This becomes possible only in the third year. In most cases, after a year and a half, a child correctly pronounces labial sounds (p, b, m), front non-lingual (t, d, and), back non-lingual (g, x). Whistling, hissing and sonorous sounds, as well as continuous phonemes in words pronounced by a child, are extremely rare.

At first, the word spoken by the child is a whole sentence. So, the words “bang, fell” in some cases mean that the baby dropped the toy, in others - that he himself fell and hurt himself.

By the age of one and a half, two-word sentences appear in the statements of children, and at the end of the second year, the use of three-, four-word sentences becomes common.

A child older than a year and a half actively turns to adults with questions. But he expresses them mainly intonation: “Iya bite?” - that is, "Did Ira eat?" Children use interrogative words less often, but they can ask: “Where is the scarf?”, “Where did the woman go?”, “What is this?”.

In the second year of life, the child learns the names of adults and children with whom he communicates on a daily basis, as well as some family relationships.< мама, папа, бабушка). Он понимает элементарные человеческие чувства, обозначаемые словами «радуется», «сердится», «испугался», «жалеет». В речи появляются оценочные суждения: «плохой», «хороший», «красивый».

The independence of children in subject-game activities and self-service is being improved. The kid masters the ability to independently eat any food, wash and wash his hands, acquires the skills of neatness.

Expanding orientation in the immediate environment. Knowing the names of the parts of the group’s premises (furniture, clothes, dishes) helps the child to carry out simple (from one, and by the end of the year from 2-3 actions) instructions from adults, gradually he gets used to observing the elementary rules of behavior, denoted by the words “you can” , "impossible", "must". Communication with an adult is business-like, object-oriented.

In the second year, the need to communicate with an adult on a variety of occasions is consolidated and deepened. At the same time, by the age of two, children gradually move from the language of gestures, facial expressions, expressive sound combinations to the expression of requests, desires, suggestions using words and short phrases. Thus, speech becomes the main means of communication with an adult, although at this age the child willingly speaks only with close, well-known people.

In the second year of life, children retain and develop a type of emotional interaction. By two or three, they independently play with each other the previously learned games with the help of an adult (“Hide and Seek”, “Catch-up”).

However, the experience of interaction among children is small and its basis has not yet been formed. There is a misunderstanding on the part of the intended partner. The child may burst into tears and even hit those who feel sorry for him. He actively protests interference in his game.

A toy in the hands of another is much more interesting for the baby than the one that stands nearby. Having taken it away from a neighbor, but not knowing what to do next, the baby simply abandons it. The educator should not pass by such facts so that the children do not lose the desire to communicate.

Mutual communication of children during the day occurs, as a rule, in object-game activities and regime processes, and since object-game actions and self-service are just being formed, independence, interest in their implementation should be protected in every possible way.

Children are taught to observe the “distance discipline”, and they master the ability to play and act side by side without interfering with each other, to behave in a group accordingly: do not climb into the neighbor’s plate, move on the couch so that another child can sit down, do not make noise in the bedroom etc. At the same time, they use simple words: “on” (“take”), “give”, “let”, “I don’t want”, etc.

Against the background of the "protection" of the activities of each baby, joint actions must be formed. At first, at the prompt of an adult, and by the age of two, independently, children are able to help each other: bring an object necessary to continue the game (cubes, rings for a pyramid, a blanket for a doll). Imitating mother or teacher, one kid tries to “feed, comb” another.

Simple dance actions of kids in pairs at music lessons are possible.

The main acquisitions of the second year of life can be considered the improvement of basic movements, especially walking.

The mobility of the child sometimes even prevents him from concentrating on quiet activities.

There is a rapid and diverse development of subject-play behavior, due to which, by the end of the stay of children in the second group of early age, they form the components of all types of activities characteristic of the period of preschool childhood.

There is a rapid development of different aspects of speech and its functions. Although the pace of development of understanding the speech of others is still ahead of the ability to speak, at the end of the second year, the active vocabulary already consists of 200-300 words. With the help of speech, you can organize the behavior of the child, and the speech of the baby himself becomes the main means of communication with an adult.

On the one hand, the child's independence in all spheres of life increases, on the other hand, he masters the rules of behavior in a group (to play side by side without interfering with others, to help if it is clear and easy). All this is the basis for the development of joint gaming activities in the future.

The list of children is reflected in Appendix 1.

The list composition of the distribution of children by health groups is reflected in Appendix 2.

1.2. Targets at the end of the program for children 1.5 to 2.5 years old

In accordance with the Federal State Educational Standard, the specifics of preschool childhood and the systemic features of preschool education make it unreasonable to demand specific educational achievements from a preschool child. Therefore, the results of mastering the work program are presented in the form of targets for preschool education and represent the age characteristics of the possible achievements of a young child (1.5 to 2.5) by the end of the school year.

The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, tends to be persistent in achieving the result of their actions.

Uses specific, culturally fixed object actions, knows the purpose household items(spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; seeks to show independence in everyday and play behavior.

Owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys.

Strives to communicate with adults and actively imitates them in movements and actions; there are games in which the child reproduces the actions of an adult.

Shows interest in peers observes their actions and imitates them.

Shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art.

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

1.3. The system for evaluating the results of the development of the program

The teacher in the course of his work builds an individual trajectory for the development of each child. To this end, pedagogical monitoring of the study of the individual development of children is carried out by assessing the level of effectiveness pedagogical influences in all educational areas.

Pedagogical diagnostics is carried out in the course of observing the activity of children in spontaneous and specially organized activities.

2.1. General provisions

- a description of the modules of educational activities in accordance with the directions of the development of the child in five educational areas: socio-communicative, cognitive, speech, artistic, aesthetic and physical development, taking into account the used variable programs of preschool education and methodological aids that ensure the implementation of this content;

- a description of the variable forms, methods, methods and means of implementing the Program, taking into account the age and individual psychological characteristics of the pupils, the specifics of their educational needs, motives and interests;

2.2. Forms, methods, methods, means of implementing the Program

Forms of organization of work in areas of activity for children 1.5-2.5 years old are reflected in table No. 1

Direction	Forms of organization of work
Physical development	Joint activities, morning exercises, breathing exercises, individual work, holidays, entertainment, sports activities, project activities.
Cognitive, speech and socio-communicative development	The introduction of experimental research activities, children's experimentation, occupation, individual work, didactic and role-playing games, excursions, conversations, observation, reading fiction and obligatory discussions of what has been read, theatrical activities, interaction with other socio-cultural objects, joint activities with parents, project activities.
Artistic and aesthetic development	Classes, individual work, independent activities, organization of exhibitions of children's creativity, participation in competitions, observations, excursions, project activities.
Table 1

Methods and techniques used when working with children 1.5-2.5 years old are reflected in table No. 2

Traditions of the Kapelka group

• Children's music of Russian and foreign composers in the group sounds daily;
• Sleep to calm music;
• New toys: introducing children to new toys that appear in the group;
• Announcing the menu before meals, inviting children to the table and wishing them a good appetite;
• At the end of the school year, an indicative event for parents;
• Traditional moment of silence: "Lock".

2.3. Description of educational activities in accordance with the age characteristics of children 1.5-2.5 years old

"Socio-communicative development"

To form in each child the confidence that he, like all children, is loved and taken care of; show respect for the interests of the child, his needs, desires, opportunities. To cultivate a negative attitude towards rudeness, greed; develop the ability to play without quarreling, help each other and enjoy success together, beautiful toys, etc. Develop elementary skills of polite treatment: greet, say goodbye, ask calmly, using the words “thank you” and “please”. To form the ability to calmly behave indoors and outdoors: do not make noise, do not run, fulfill the request of an adult. Cultivate an attentive attitude and love for parents and loved ones. To teach children not to interrupt a speaking adult, to form the ability to wait if an adult is busy.

To form in children elementary ideas about themselves, about changing their social status (growing up) in connection with the beginning of attending kindergarten; reinforce the ability to say your name. To form in each child the confidence that adults love him, like all other children. Cultivate an attentive attitude towards parents, close people. Encourage the ability to name family members. Develop ideas about positive aspects kindergarten, its commonality with home (warmth, comfort, love, etc.) and differences from the home environment (more friends, toys, independence, etc.).

Draw the attention of children to how clean, bright room they play, how many bright ones are in it, beautiful toys the way the beds are neatly made. On a walk, draw the attention of children to beautiful plants, site equipment, convenient for games and recreation.

To develop the ability to navigate in the room of the group, on the site. Remind children of the name of the city they live in.

Self-service, independence, labor education

Education of cultural and hygienic skills. To form a habit (at first under the supervision of an adult, and then on your own) to wash your hands as they get dirty and before eating, to dry your face and hands with a personal towel.

To teach with the help of an adult to put oneself in order; use individual items (handkerchief, napkin, towel, comb, pot).

Develop the ability to properly hold a spoon while eating.

Self-service. Teach children to dress and undress in a certain order; at a little help an adult to take off clothes, shoes (unfasten buttons in front, Velcro fasteners); neatly fold in order removed clothes. Teach neatness.

Socially useful work. Involve children in performing the simplest labor activities: together with an adult and under his control, arrange bread bins (without bread), napkin holders, lay out spoons, etc.

To teach to maintain order in the game room, at the end of the games to arrange the game material in its place.

Respect for the work of adults. Encourage children's interest in adult activities. Pay attention to what and how an adult does (how he takes care of plants (waters) and animals (feeds); how a janitor sweeps the yard, removes snow; how a carpenter repairs a gazebo, etc.), why he performs certain actions . Learn to recognize and name some labor actions (the teacher's assistant washes the dishes, brings food, changes towels).

Building the foundations of security

Familiarize yourself with the elementary rules of safe behavior in nature(do not approach unfamiliar animals, do not stroke them, do not tease; do not tear or take plants in your mouth, etc.) Form primary ideas about cars, the street, the road.

Familiarize yourself with some types of vehicles.

To acquaint with the subject world and the rules for the safe handling of objects.

To acquaint with the concepts of "possible - impossible", "dangerous".

To form ideas about the rules of safe behavior in games with sand and water (do not drink water, do not throw sand, etc.).

Educational area

"Cognitive Development"

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

Formation of elementary mathematical representations

To teach children to name the color, size of objects, the material from which they are made (paper, wood, fabric, clay); compare familiar objects (different hats, mittens, shoes, etc.), select objects by identity (find the same one, pick up a pair), group them according to the method of use (drink from a cup, etc.).

Exercise in establishing similarities and differences between objects that have the same name (same shoulder blades; red ball - blue ball; big cube - small cube).

To teach children to name the properties of objects: large, small, soft, fluffy, etc.

sensory development. Continue work to enrich the direct sensory experience of children in various activities, gradually including all types of perception. Help to examine objects, highlighting their color, size, shape; encourage to include hand movements on the subject in the process of getting to know it (circle the parts of the object with your hands, stroke them, etc.).

Introduction to socio-cultural values.

Continue to introduce children to the objects of the immediate environment.

To promote the appearance in the dictionary of children of generalizing concepts: toys, dishes, clothes, shoes, furniture, etc.

Familiarize yourself with the vehicles of the immediate environment.

Formation of elementary mathematical representations.

Quantity. Involve children in the formation of groups of homogeneous objects. Learn to distinguish between the number of objects (one - many).

Value. Draw the attention of children to objects of contrasting sizes and their designation in speech (big house - small house, big nesting doll - small nesting doll, big balls - small balls, etc.).

The form. Learn to distinguish objects by shape and name them (cube, brick, ball, etc.).

Orientation in space. Continue to accumulate in children the experience of practical development of the surrounding space (the premises of the group and the site of the kindergarten).

Expand the experience of orientation in parts of your own body (head, face, arms, legs, back).

Learn to follow the teacher in a certain direction.

Introduction to the natural world

To acquaint children with accessible natural phenomena.

To teach to recognize in kind, in pictures, in toys domestic animals (cat, dog, cow, chicken, etc.) and their cubs and name them.

Recognize some wild animals in the picture (bear, hare, fox

etc.) and name them.

Together with children, observe birds and insects in the area, for

fish in the aquarium; feed the birds.

Learn to distinguish between vegetables (tomato, cucumber, carrot, etc.) and fruits (apple, pear, etc.) in appearance.

Help children notice the beauty of nature at different times of the year.

Cultivate respect for animals. Learn the basics of interaction with nature (examine plants and animals without harming them; dress according to the weather).

Seasonal observations

Autumn. Draw children's attention to autumn changes in nature: it got colder, the leaves turned yellow on the trees and the leaves fall. To form ideas that many vegetables and fruits ripen in autumn.

Winter. To form ideas about winter natural phenomena: it has become cold, it is snowing. Encourage participation in winter fun (sledding and sledding, playing snowballs, making a snowman, etc.).

Spring. To form ideas about spring changes in nature: it is warmer, snow is melting; puddles, grass, insects appeared; buds swollen.

Summer. Observe natural changes: bright sun, hot weather, butterflies fly.

Educational area

"Speech development"

Developing speech environment. To promote the development of speech as a means of communication. Give children a variety of assignments that will give them the opportunity to communicate with peers and adults. To ensure that by the end of the third year of life, speech becomes a full-fledged means of communication between children.

To offer pictures, books, toys for independent examination as visual material for children to communicate with each other and the teacher. Tell children about these items, as well as about interesting events (for example, about the habits and tricks of pets); show the state of people and animals in pictures (happy, sad, etc.).

Formation of a dictionary. Based on the expansion of the orientation of children in the immediate environment, develop understanding of speech and activate vocabulary.

Learn to understand the speech of adults without visual accompaniment.

To develop the ability of children, according to the verbal instructions of the teacher, to find

items by name, color, size.

Enrich children's vocabulary:

Nouns denoting the names of toys, personal hygiene items (towel, toothbrush, comb, handkerchief), clothes, shoes, dishes, furniture, bedding (blanket, pillow, sheet, pajamas), vehicles (car, bus), vegetables , fruits, domestic animals and their cubs;

Verbs denoting labor actions (wash, heal, water), actions that are opposite in meaning (open - close, take off - put on, take - put), actions that characterize the relationship of people (help, regret, give, hug), them emotional condition(cry, laugh, rejoice, be offended);

Adjectives denoting the color, size, taste, temperature of objects (red, blue, sweet, sour, large, small,

cold, hot);

Adverbs (close, far, high, fast, dark, quiet, cold, hot, slippery).

To promote the use of learned words in independent speech of children.

Sound culture of speech. Exercise children in the distinct pronunciation of isolated vowels and consonants (except whistling, hissing and sonorous), in the correct reproduction of onomatopoeia, words and simple phrases (of 2-4 words).

Contribute to the development of articulatory and vocal apparatus,

speech breathing, auditory attention.

To form the ability to use (by imitation) the height and power of the voice (“Pussy, scat!”, “Who has come?”, “Who is knocking?”).

The grammatical structure of speech. Learn to coordinate nouns and pronouns with verbs, use verbs in the future and past tense, change them by person, use prepositions in speech (in, on, at, for, under).

Exercise in the use of some interrogative words (who, what, where) and simple phrases consisting of 2–4 words (“Kisonka-murisenka, where did you go?”).

Connected speech. Help children answer the simplest ("What?",

“Who?”, “What is he doing?”) and more complex questions (“What are you wearing?”, “What

lucky?”, “To whom?”, “What?”, “Where?”, “When?”, “Where?”).

Encourage the attempts of children older than 2 years 6 months on their own initiative or at the request of the teacher to talk about what is shown in the picture, about new toy(new thing), about an event from personal experience.

During dramatization games, teach children to repeat simple phrases. Help children older than 2 years 6 months to dramatize passages from well-known fairy tales.

Learn to listen short stories without visual accompaniment.

Continue to teach children to listen to folk songs, fairy tales, author's works. Accompany reading with a display of toys, pictures, tabletop theater characters and other visual aids, as well as learn to listen to a work of art without visual accompaniment.

Accompany the reading of small poetic works with game actions.

Provide children with the opportunity to finish words, phrases when the educator hears familiar poems.

Encourage attempts to read the whole poetic text with the help of an adult.

Help children over 2 years 6 months to play a familiar game.

Continue to involve children in looking at pictures in books. Encourage them to name familiar objects, show them at the request of the teacher, teach them to ask questions: “Who (what) is this?”, “What is he doing?”

Educational area

"Artistic and aesthetic development"

Develop artistic perception, cultivate responsiveness to music and singing,

accessible to the understanding of children works of fine art, literature.

Consider with children illustrations for works of children's literature. Develop the ability to answer questions on the content of the pictures.

To acquaint with folk toys: Dymkovo, Bogorodskaya, matryoshka, vanka-vstanka and others corresponding to the age of children.

Draw the attention of children to the nature of toys (funny, funny), their shape, color design.

Visual activity.

Drawing. To develop the perception of preschoolers, enrich their sensory experience by highlighting the shape of objects, circling them along the contour alternately with one or the other hand.

Lead children to the image of familiar objects, giving them freedom of choice.

Draw the attention of children to the fact that the pencil (brush) leaves a mark on the paper if you draw on it with the sharpened end of the pencil (brush pile). Learn to follow the movement of a pencil on paper.

To draw the attention of children to the various lines and configurations depicted by them on paper. Encourage them to think about what they drew, what it looks like. Cause a feeling of joy from the strokes, lines that the children drew themselves. Encourage the addition of the drawn image with characteristic details; to the conscious repetition of previously obtained strokes, lines, spots, shapes.

Develop an aesthetic perception of surrounding objects. To teach children to distinguish the colors of pencils, to name them correctly; draw different lines(long, short, vertical, horizontal, inclined), cross them, likening objects: ribbons, scarves, paths, streams, icicles, a fence, etc.

children to draw round objects.

To form the correct posture when drawing (sit freely, do not lean low over a sheet of paper), the free hand supports the sheet of paper on which the child draws.

Learn to take care of the materials, use them correctly: at the end of the drawing, put them in place, after washing the brush well in water.

Learn to hold a pencil and a brush freely: a pencil - three fingers above the sharpened end, a brush - just above the iron tip; pick up paint on a brush, dipping it with all the pile into a jar, remove excess paint, touching the edge of the jar with a pile.

Modeling. Arouse children's interest in modeling. Introduce plastic materials: clay, plasticine. Learn how to use materials carefully.

To teach preschoolers to break off lumps of clay from big piece; sculpt sticks and sausages, rolling a lump between the palms with direct movements; connect the ends of the stick, pressing them tightly against each other (ring, lamb, wheel, etc.).

Learn to roll out a lump of clay with circular movements of the palms to depict round objects (ball, apple, berry, etc.), flatten the lump between the palms (cakes, cookies, gingerbread); make a depression with your fingers in the middle of a flattened lump (bowl, saucer). Learn to combine two fashioned forms into one object: a stick and a ball. Teach children to put clay and molded objects on a plank or a special pre-prepared oilcloth.

Constructive-model activity.

In the process of playing with desktop and floor building materials, continue to acquaint children with the details (cube, brick, trihedral prism, plate, cylinder), with options for arranging building forms on a plane.

Continue to teach children to build elementary buildings according to the model, to support the desire to build something on their own.

Contribute to the understanding of spatial relationships.

Learn to use additional plot toys that are commensurate with the scale of buildings (small cars for small garages, etc.)

At the end of the game, teach them to put everything back in its place.

To acquaint children with the simplest plastic designers.

To teach, together with an adult, to design turrets, houses, cars.

Encourage children to build on their own.

In the summer, promote building games using

natural material (sand, water, acorns, pebbles, etc.).

Educational area

"Physical development"

Formation of initial ideas about healthy way life.

To form in children ideas about the importance of different organs for

normal human life: eyes - to look, ears - to hear, nose - to smell, tongue - to taste (determine) the taste, hands - to grab, hold, touch; legs - stand, jump, run, walk; head - think, remember.

Physical Culture.

To form the ability to maintain a stable position of the body, correct posture.

Learn to walk and run without bumping into each other, with coordinated, free movements of the arms and legs. Learn to work together

adhering to a certain direction of movement based on

visual landmarks, change the direction and nature of movement while walking and running in accordance with the instructions of the teacher.

Learn to crawl, climb, act with the ball in a variety of ways (take, hold, carry, put, throw, roll). Learn to jump on two legs

in place, moving forward, in length from a place, starting from two

2.4. Interaction of teachers with children

The interaction of adults with children aged 1.5 - 2.5 years is the most important factor in the development of the child and permeates all areas of educational activity.

With the help of an adult and in independent activities, the child learns to learn about the world around him, to play, draw, communicate with others. The process of familiarization with cultural patterns human activity(culture of life, knowledge of the world, speech, communication, and others), the acquisition of cultural skills in interaction with adults and in independent activity in the subject environment is called the process of mastering cultural practices.

The process of acquiring general cultural skills in its entirety is possible only if an adult acts in this process as a partner, and not as a leader, supporting and developing the child's motivation. Partnerships between an adult and a child in an organization and in a family are a reasonable alternative to two diametrically opposed approaches: direct education and education based on the ideas of “free education”. The main functional characteristic of partnerships is the equal inclusion of an adult in the process of activity with respect to the child. An adult participates in the implementation of the goal on an equal footing with children, as a more experienced and competent partner.

For personality-generating interaction characteristic is the acceptance of the child as he is, and faith in his abilities. An adult does not adjust the child to any specific "standard", but builds communication with him with a focus on the merits and individual characteristics of the child, his character, habits, interests, preferences. He empathizes with the child in joy and sorrow, provides support in case of difficulties,

participates in his games and activities. An adult tries to avoid prohibitions and punishments. Restrictions and censure are used in case of emergency, without humiliating the dignity of the child. This style of parenting provides the child with a sense of psychological security, contributes to the development of his individuality, positive relationships with adults and other children.

Personally-generating interaction contributes to the formation of various positive qualities in the child. The child learns to respect himself and others, since the child's attitude towards himself and other people always reflects the nature of the attitude of the surrounding adults towards him. He gains a sense of self-confidence, is not afraid of mistakes . When adults provide a child with independence, provide support, instill confidence in his strength, he does not succumb to difficulties, persistently looking for ways to overcome them.

The child is not afraid to be himself, to be sincere. When adults support the individuality of the child, accept him as he is, avoid unjustified restrictions and punishments, the child is not afraid to be himself, to admit his mistakes. Mutual trust between adults and children contributes to the child's true acceptance

moral standards. Children learn to take responsibility for their decisions and actions. After all, an adult, wherever possible, gives the child the right to choose this or action. Recognition for the child of the right to have his own opinion, choose activities to his liking, play partners contributes

the formation of his personal maturity and, as a result, a sense of responsibility for his choice. The child learns to think for himself, because adults do not impose their decision on him, but help him make his own. The child learns to adequately express their feelings. Helping the child to realize his experiences, to express them in words, adults contribute to the formation of his skills

express feelings in socially acceptable ways. The child learns to understand others and sympathize with them, because he receives this experience from

communication with adults and transfers it to other people.

2.5. Interaction of teachers with families of pupils

Stands. The stands house a strategic (multi-year),

tactical (annual) and operational information. to the strategic

include information about the goals and objectives of the development of a kindergarten for a long

and medium perspective, about the educational program being implemented, about

innovative projects of the Organization, as well as additional educational services.

In order for information (especially operational) in a timely manner

came to educating adults, it is important to duplicate it on the site

kindergarten, as well as in family calendars.

Continuing education of nurturing adults

In today's rapidly changing world, parents and educators must continuously improve their education. Under the education of parents is understood the enrichment of knowledge, attitudes and skills necessary for the care of children and their upbringing, harmonization family relations; fulfillment of parental roles in the family and society.

Legal, civic, artistic and aesthetic, national patriotic, and medical education are becoming more and more in demand. Maintaining its relevance scientific education,

focused on familiarizing educating adults with the achievements of science and best practices in the field of educating preschoolers.

The main forms of education are: conferences, parent meetings (general kindergarten, group), parent and pedagogical readings. Parental education programs are developed and implemented based on the following principles:

Purposefulness - orientation towards goals and priority tasks

parents' education;

Targeting - taking into account the educational needs of parents;

Accessibility - taking into account the possibilities of parents to master the educational material provided for by the program;

Individualization - transformation of the content, teaching methods and pace of mastering the program depending on the real level

knowledge and skills of parents;

Participation of stakeholders (teachers and parents) in initiating, discussing and making decisions regarding content

educational programs and its adjustments.

The main forms of parent education: lectures, seminars

Master classes . A master class is a special form of presentation by a specialist of his professional skills in order to attract the attention of parents to the urgent problems of raising children and the means of solving them. Parents themselves working in these areas may turn out to be such specialists. Great importance in the preparation of the master class is given to practical and visual methods. The master class can be organized by kindergarten staff, parents, invited experts.

Joint activities of teachers, parents, children

The defining goal of various joint activities in the triad "teachers-parents-children" is to satisfy not only the basic aspirations and needs of the child, but also the aspirations and needs of parents and teachers. Joint activities of educators can be organized in a variety of traditional and innovative forms (promotions, music and poetry evenings, family visits to family subscription program events organized by cultural and art institutions, at the request of a kindergarten; family living rooms, festivals, family clubs, evenings of questions and answers, holidays (including family ones), walks, excursions, project activities, family theater).

Family holidays. Traditional for kindergarten are

children's holidays dedicated to significant events in life

country. A new form that actualizes the co-creation of children and educators is a family holiday in kindergarten.

A family holiday in kindergarten is a special day that unites teachers and families of pupils on the occasion of an event.

The most significant family holidays for families with young children

age, as babies under the age of 3 feel better when

at the feast next to them are their parents.

Family subscription . An excellent opportunity to meet with art can be provided to the family by a kindergarten and its partners - institutions of art and culture, organizing a meeting with art in advance of culture and art, at the request of the kindergarten; family lounges, festivals, family clubs, Q&A evenings, holidays (including family holidays), walks, excursions, project activities, family theater).

Family calendar. Interesting ideas for projects are born thanks to the family calendar, which can help parents learn to plan their activities and find time to interact and communicate with the child. The family calendar can consist of two interconnected, interpenetrating parts: one is an accompanying invariant one, offered by the kindergarten for all families of pupils; the second is variable, designed by each family in the logic of their needs and traditions.

The family calendar gives parents and grandparents ideas for future joint activities in the family and kindergarten.

The plan of interaction with parents is reflected in Appendix 4.

Information about the families of pupils is reflected in the application

3. Organizational section

3.1. Daily routine and schedule

A flexible daily routine has been developed in the kindergarten, taking into account the age-related psychophysiological capabilities of children, their interests and needs, ensuring the relationship of planned activities with everyday life children in kindergarten. Taking into account climatic conditions, the work program includes a day regimen in warm and cold period of the year. In contrast to the winter period, the summer recreational period increases the time spent by children for a walk. The walk is organized 2 times a day: in the first half of the day - before lunch and in the second half - before the children go home. When the air temperature is below -15°C and the wind speed is more than 7 m/s, the duration of the walk is reduced. The walk is not carried out when the air temperature is below -18°C and the wind speed is more than 10 m/s. During a walk with children, games and physical exercises are held. Outdoor games are carried out at the end of the walk before the children return to the preschool educational institution. Daytime sleep is 2.5 hours. Independent activity of children takes at least 3-4 hours a day.

The maximum allowable weekly educational load is 10 lessons. Classes that require increased cognitive activity and mental stress of children are held in the first half of the day and on the days of the highest working capacity of children (Wednesday, Thursday). To prevent fatigue in children, such activities are combined with physical education, music classes.

The daily routine was compiled with the calculation of 10.5 hours of children's stay in kindergarten with a five-day working week and is reflected in the application.

The organization of life and daily routine of the group (cold period) is reflected in the application.

The organization of life and the daily routine of the group (warm period) is reflected in the application.

3.2. Planning of educational activities

Educational activities are organized: 2 lessons per day for 10 minutes. A mandatory element of each lesson is a physical minute, which allows you to relax, relieve muscle and mental stress. Classes with children, based on play activity, depending on the program content, are carried out frontally, in subgroups, individually.

List of the main types of organized educational activities

The schedule of continuous educational activities is reflected in the application.

Comprehensive thematic planning of work with young children (2-3 years old) is reflected in the application.

Cultural and leisure activities are reflected in the application.

3.3. Wellness activities

Motor activity and hardening and hygiene procedures during regime moments
morning exercises	Daily
Physical education minutes	Daily 2-3 minutes
Complex of hardening procedures: Contrast air baths;	Daily after nap.
- walking barefoot;	During the summer
- lightweight clothing for children;	During the day
Hygiene procedures	daily
walks	daily
vitamin therapy	Courses 2 times a year. Conducted under the guidance of a nurse.
Room ventilation	Daily in all groups in the absence of children in the room, in accordance with the ventilation schedule.
Phytoncidotherapy (onion, garlic)	It is carried out in all groups during an influenza epidemic, infection in the group)

3.4. Features of the organization of the subject-spatial environment

The developing subject-spatial environment in the early age group ensures the maximum implementation of the Program; materials, equipment and inventory for the development of young children:

• Corresponds to the features of early age;
• Health protection and promotion;
• Takes into account the developmental features of children.

Logistics

record player,

multimedia projector,

easel,

The list of filling mini-centers is reflected in the application

3.5. Software and methodological support of the educational process

- The program of preschool education "From birth to school" / edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. – M.: Mosaic-synthesis, 2010. Complex occupation. According to the program “From birth to school, edited by N.E. Veraksa Volgograd 2011. - The program "Baby »

Physical development

- "Development and education of young children in preschool educational institutions" Comp. E.S. Demina.-M.: TC Sphere, 2006 - "Physical education for kids" E.A. Sinkevich, T.V. Bolsheva - St. Petersburg: Childhood-Press, 2000. - "Moving games and game exercises for children of the 3rd year of life" M.F. Litvinova-M.: Linka-press, 2005.

cognitive development

- “Game classes with children from 1 to 3 years old” M.D. Makhaneva, S.V. Reshchikov - M .: TC Sphere, 2006 - “Introducing the baby to the outside world” L.N. Pavlova - M., Enlightenment, 1986 - "Complex classes in the I junior group" T.M. Bondarenko, Voronezh, ChP. Lakotsenin S.S., 2008 - "Formation of elementary mathematical representations in children of early age" O.E. Gromova - M.: TC Sphere, 2005 - "Introduction of young children to nature: activities, observations, leisure, entertainment" T.N. Zenina - M .: Pedagogical Society of Russia, 2006. - « Didactic games and activities with young children: A guide for kindergarten teachers. E.V. Zvorygina, S.L. Novoselova - M.: Enlightenment, 1985. - "The upbringing and development of young children." G.M. Lyamina-M: Enlightenment - "Sensory Education Classes with Young Children: A Handbook for Kindergarten Educators." E.G Pilyugina - M .: Education, 1983

Speech development

- « Finger gymnastics for the development of speech of preschoolers "E.S. Anishchenkova - M .: AST ASTrel, 2007. - "Complex classes in the I junior group" T.M. Bondarenko, Voronezh, PE Lakotsenin S.S., 2008. V.V. Gerbova “Classes on the development of speech in the first junior group of kindergarten: A guide for kindergarten teachers. - 2nd ed., revised. –M.: Enlightenment, 1986.

Social and communicative development

- “Small steps into the big world of knowledge” by I.P. Afanasiev - St. Petersburg, Childhood - press, 2004 - "Sound imitative exercises for the development of speech of preschoolers" V.I. Miryasova - M .: AST Astrel, 2008. - "Fun for kids" M.Yu. Kartushina - M .: Sphere, 2006. - “Game classes with children from 1 to 3 years old” (manual for teachers and parents) M., SC Sphere, 2010. - "Social and moral education of children from 2 to 5 years" N.V. Miklyaeva, Yu.V. Miklyaeva, M., Iris-press, 2009 - "Introducing the baby to the outside world." L.N. Pavlova -M.: Enlightenment, 1987.

Artistic and aesthetic development

- "Top-clap, kids" A.I. Burenina-SPb, 2001 - “Drawing with young children” (1-3 years old) E.A. Yanushko - M .: Mosaic-Synthesis, 2005 - "Application with young children" (1-3 years old) E.A. Yanushko - M .: Mosaic-Synthesis, 2006 - “Colored palms” by I. A. Lykov - M .; LLC "Karapuz - Didaktika", 2008

3.6. Bibliography:

1. Federal Law No. 273-FZ "On Education in the Russian Federation", 2013.
2. UN Convention on the Rights of the Child, 1989.
3. World Declaration for the Survival, Protection and Development of Children, 1990.

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013

No. 1155 "On approval of the federal state standard preschool education" (Entered into force:

1. Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational organizations. SanPiN 2.4.1.3049-13", approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (SanPiN 2.4.1.3049-13
2. Order dated August 30, 2013 No. 1014 "On approval of the procedure for organizing and implementing educational activities for basic general education programs, educational programs for preschool education."
3. The main general educational program of preschool education "From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. – M.; MOSAIC - SYNTHESIS, 2015.
4. United Nations Children's Fund UNICEF. Declaration of the Rights of the Child, 1959.
5. Federal State Educational Standard for Preschool Education.
6. The educational program of a preschool educational institution - guidelines I.L. Parshukova.
7. Scientific and practical journal "Management of a preschool educational institution" No. 1, 2014,

Tatiana Romanova
The work program of the early development group of young children not attending kindergarten

Program additional education. Early Development Group"Baby-1" for children from 1.5 to 3 years

Early Development Program(GKP) "Baby-1"

1.1. Explanatory note….

1.2. Age psychophysical features young children...

1.3. Planned results for the development of children programs additional education « Early Development Group» ….

2.2. Calendar-thematic planning ….

Explanatory note

When entering a preschool educational institution, all children experience adaptive stress. Adaptive capabilities of the child early age limited, so the baby's abrupt transition to a new social situation and a long stay in a stressful state can lead to emotional disturbances or a slowdown in the pace of psychophysical development. A change of environment may be accompanied by an increase in anxiety, unwillingness to communicate with others, isolation, and a decrease in activity.

Children early age emotional and impressionable. They tend to quickly become infected with strong, both positive and negative emotions. The surrounding reality acts as a long-term stressor that depletes the adaptive energy supply. This disorganizes the psyche and behavior. To relieve stress, children are forced to use various methods of psychological protection.

The important point is that in early childhood children are subjected to particularly intense restrictions by adults. The child is forced to adapt to influences that interfere with his natural development resorting to psychological defense mechanisms.

These features formed the basis for the construction work program of the early childhood development group, not attending kindergarten.

real program compiled on the basis of an exemplary general educational programs preschool education "Birth to School"/ Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva; early childhood education and development programs"First steps" M. I. Lisina.

Target programs- assisting children in adapting to the conditions of a preschool educational institution.

Tasks programs

1. Wellness:

Provide a complete physical child development, timely mastery of basic movements and hygienic skills by them, using health-saving principles of organization and conduct of the educational process;

Maintain and improve physical and mental health children providing emotional well-being and taking into account individual capabilities children.

2. Educational:

Call at children joy from communication with others;

encourage children to independent activity;

Build these qualities personalities: communication, initiative;

To form the basis of knowledge and skills of safe behavior in everyday life and in society;

Expand your horizons children acquainting with surrounding objects, phenomena;

Pay attention to objects and phenomena of the surrounding nature, highlight their properties, shape, structure and color.

3. Educational:

Contribute to the favorable adaptation of children to new social conditions, the establishment of friendly relations, with peers, with surrounding adults;

Contribute to the stability of emotionally positive well-being and activity of each child;

Promote development cognitive activity children, develop interest in cooperation, arbitrariness, ability for creative self-expression through participation in playful and productive activities;

develop curiosity.

Planned development results programs are expressed in the Education Targets for Infant and early age.

Targets include the following social and normative age characteristics of possible achievements child:

1. The child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of their actions;

2. Uses specific, culturally fixed objective actions, knows the purpose of household items (spoons, combs, pencils, etc.) and knows how to use them. Possesses the simplest self-service skills; strives to show independence in everyday and play behavior;

3. Owns active speech included in communication; can address questions and requests, understands the speech of adults; knows the names of surrounding objects and toys;

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

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

5. Shows interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;

6. In a child developed gross motor skills, he strives to master various types of movement (running, climbing, walking, etc.).

Educational activities children by area of ​​development

1. Socio-communicative development

2. Cognitive development

3. Speech development

4. Artistic and aesthetic development

5. Physical development

Classes with didactic material

P / s "White Bunny sits"

P / s "Hares and Fox"

We collect the pyramid

S/r game "Family"

Examination of illustrations and dummies of vegetables and fruits (wooden, plastic, foam rubber).

Color caps»

"Colored cube with holes for figures".

S/r game "Ship" (large construction material)

"Teremok", "Ship", "Red Riding Hood" (lacing).

Lacing patterns with holes, selecting laces by color.

"Funny castles".

Assemble pets in two parts" (cow, dog, cat, horse)

D \ and according to the principle "Assemble the whole from the parts".

"Dress Masha and Misha".

Doll games.

Calendar-thematic plan for speech development

A game "What lies where?"

"Staging a fairy tale "Teremok"

A game "Let's get acquainted!"

"Santa Claus"

P / s "Traffic lights"

"Consideration of the plot picture "Make a car".

P / s "At the bear in the forest".

"D / y "How can you make a bear cub happy?"

Reading poems by A. Barto "Toys".

"Di "Orders". D\y "Up down".

"Di "Orders", "Horses".

Calendar-thematic plan for familiarization with the outside world

"Meet the Dolls".

Familiarize yourself with the ethics of greeting. Cultivate cultural communication skills.

doll games

"Wonderful basket".

P / s "Vegetables"

"Ducks, ducks..."

Reading familiar jokes.

"Carrot from a Bunny"

P / s "A gray bunny is sitting"

"Holiday for the boys"

S/r game "Puppet Party"

"Magic Box".

Ball games.

"One-Many"

Pyramid games.

"Big small"

Bear games.

Calendar-thematic plan for familiarization with fiction

Examining a doll in a winter coat or fur coat.

Reading a fairy tale "Kids and the Wolf".

Conversation "Adults must be obeyed..."

Telling a tale "Teremok".

Di "Who lives in the forest?"

“Reading a poem by S. Kaputikyan "Masha has lunch".

S/r game "Let's feed the doll lunch".

“Reading a poem by A. and P. Barto. "Girl - revushka".

introduce children with product A. and P. Barto "Girl - revushka". To help kids understand how funny a capricious person looks who doesn’t like everything.

Behavior talk children in a group.

“Reading the tale of L. N. Tolstoy "Three Bears".

Di "wild animals".

"Reading German folk song "Three funny brothers"

Reading rhymes and poetry.

"Repetition of a fairy tale "Turnip" D\y "Who eats what".

“Reading the story of L. N. Tolstoy "The cat was sleeping on the roof"

Reading stories.

Calendar-thematic plan for the musical development

1. Listening to music. Perception of musical works.

3. Musical-rhythmic movements. Exercises.

4. Dances.

Dance "Dance of the Beasts" music V. Kurochkina.

6. Listening to music.

8. Musical-rhythmic movements: exercises, dances, games.

9. Petrushka Puppet Theatre.

10. Perception of musical works.

13. Song creativity.

14. Game exercises.

15. Etudes - dramatizations.

16. Round dances and dances.

17. Character dances.

Calendar-thematic plan for development of movement skills

"Sparrows - jumpers".

P / s "Sparrows and a cat"

P / s "Forest Bugs"

"Hen with chickens".

P / s "Chickens and a cat"

"The circus"

P / s "Horses"

"Let's visit"

P\u003e "walk the path".

"Jumping gallop"

P\u003e "Monkeys"

"Ball rolling to each other"

P\u003e "Jump over the stream"

"Let's go for a walk".

P\u003e "Go across the bridge"

"Exercise with balls"

P\u003e "Geese-geese..."

"Ribbon Exercises"»

P\u003e "Sun and Rain"

"Hoop Exercises"

P\u003e "Tram"

Calendar-thematic plan for design

1. "Magic Bricks"

Di "Collect the suitcase"

2. "Cock and Mashenka".

3. "Machine yard in the country"

4. "Guests came to Mashenka".

5. "Masha is leaving the dacha"

P / s "Train".Reading poems about a locomotive.

6. "Doll Machine"

7. "Magic Cubes".

8. "Cylinder"

9. "Turret"

10. "House"

Reading nursery rhymes about home, family.

11. "Amazing Buildings"

Calendar-thematic plan for drawing

1. "funny pencils"

2."Tassel walks : top-top-top…”

3."Snowing"

4. "On a flat path..."

5. “Sewed Tanya a sundress…”

6. "The sun is shining".

7. "Drips of rain"

8. "Magic Threads"

9. “Here are colored pencils for you, kids!”

10. "Shoulder blades".

11. "Tassel walks : top-top-top…”

12. "We're big now"

Calendar-thematic plan for modeling

1."That's some plasticine!"

2."Plasticine mosaic".

3."Seeds for the Birds".

4-5. "Grandfather planted a turnip ..."

6."Pancakes for Katya"

7-8. "Let's bake bagels, kalachi ..."

9. "Gingerbread for a bear"

10. "Pies for the cat"

11. "Sculpting peas"

The game is the most accessible type of activity for children, a way of processing impressions and knowledge received from the outside world. The game clearly manifests the features of the child's thinking and imagination, his emotionality, activity, developing need for communication. We turn to the issues of the game as a means of educating and developing young children. Games for children are a complex, multifunctional and educational process, and not just entertainment or a fun pastime. Thanks to games, the child develops new forms of response and behavior, he adapts to the world around him, and also develops, learns and grows up. Therefore, this topic is relevant, since the importance of games for young children is very high, since it is during this period that the main processes of a child’s development take place. Already from the first years of his life, a child must be able to play. This is forgotten today by many parents who use modern techniques early development of the child. Parents try to teach their child to read early, who has not yet learned to sit properly, thinking that he will grow up smart and intelligent. However, it has been proven that speech, memory, the ability to concentrate, attention, observation and thinking develop precisely in games, and not in the learning process. Two or three decades ago, when there were not so many educational toys, and the school played the main role in teaching children, it was here that they were taught to read, write, count, and games were the main factor in the development of the child. Since then, everything has changed dramatically and now, in order for a child to be taken to a good and prestigious school, he sometimes has to pass difficult exams. This gave birth to a fashion for educational toys and educational programs for preschool children. In addition, in preschool institutions, the main emphasis is on preparing the child for school curriculum, and games, which are the basis of children's development, are assigned a secondary role.

Modern psychologists are concerned that learning is becoming more and more pervasive in a child's life, sometimes taking up the bulk of his time. They urge children to keep their childhood and the opportunity to play games. One of the reasons for this trend is that there is no one with whom the child can constantly play, and games are not so interesting when you play alone. Parents spend most of their time at work, if there are brothers or sisters, then they can also be, for example, at school, the child is left to himself, and even if he has thousands of toys, he will soon lose interest in them. After all, the game is a process, not a number of toys. Children's games take place not only with the use of toys, children's imagination will help turn an airplane or a bird into a flying horse, and a folded sheet of paper into a house. Rules are not unimportant in games for children, in the game they explain to the child that there are special rules that determine how you can and how you can not play, how you should and how you should not behave. Getting used to playing by the rules from childhood, the child will continue to try to comply with social norms in the future, and it will be difficult for a child who has not developed such a habit to adapt to them, and he may not understand why to adhere to such strict restrictions. its possibilities, which are not yet realized in real life. It's like looking into the future. In the game, the child is stronger, kinder, more enduring, smarter than in many other situations. And it's natural. The child must necessarily correlate his desires with the desires of other children, otherwise he simply will not be accepted into the game. He can be stubborn with parents, with educators, but not with partners in the game. The game forms the child's communication skills, the ability to establish certain relationships with peers. But the game affects not only the development of the personality as a whole, it also forms individual cognitive processes, speech, and arbitrariness of behavior. In fact, we all know how difficult it is for a child to control himself, especially his movements, when it is necessary, for example, to sit still for at least a few minutes or stand still, maintaining the same posture. It turned out that in the game, playing the role of a sentry, children can maintain the same position for up to 9–10 minutes. It is often enough to tell a clumsy and stubbornly unwilling to move child that now he is a bunny and must jump so that the fox does not hear how all his movements become light, soft, quiet.

Play, especially collective play, requires the child to mobilize all his strengths and abilities: both physical and mental. The game makes high demands on the development of the child’s speech: after all, he must explain what and how he would like to play, agree with other children who can play what role, be able to pronounce his text so that others understand it, etc.

The child's imagination develops rapidly in the game: he must be able to see a spoon instead of a stick, an airplane instead of 3 chairs, a house wall instead of cubes. The child thinks and creates, planning the general line of the game and improvising in the course of its implementation.

Thus, we see that the game is not originally inherent in the child. It is itself a product of the development of society. The game does not arise spontaneously, but develops in the process of education, thereby being a powerful means of educating and developing a child.

On January 1, 2014, the Federal State Educational Standard for Preschool Education came into force. As the main principle of preschool education, the standard puts forward "full living by the child of all stages of childhood (infant, early and preschool age), enrichment (amplification) of child development." In addition, the text of the standard states that the implementation of the Program should be carried out “in forms specific to children of this age group, primarily in the form of a game ...”. Considering the specific content of the 5 educational areas indicated in the standard, it should be noted that it depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types activities (communication, play, cognitive research activities - as through mechanisms of child development).

At an early age (1 year - 3 years) such content will be: “objective activity and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household items-tools (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity. That is, the content of education for children of early childhood (0-3 years old) is built on five educational areas and is aimed at revealing the potential of the child through the formation of key competencies.

A number of researchers (N.M. Aksarina, L.S. Vygotsky, A.V. Zaporozhets and others) believe that early age is a period of rapid formation of all psychophysiological processes characteristic of a person. The upbringing of young children, begun in a timely manner and correctly carried out, is important condition their full development.

The pedagogical process at an early age is based on the idea of ​​child development, taking into account the sensitive periods associated with the acquisition of speech, sensory and motor skills.

The mental development of the child is formed in the process of his activity. Play and actions with objects are the main activities of children in the second and third years of life. This activity of the child differs from classes in that it arises at the initiative of the child himself. The game occupies a large place in the life of a child: all the time not occupied by sleep, feeding, classes, the baby plays. This is his natural state. The game gives him a lot of joy, accompanied by positive emotions: he is surprised, rejoices at receiving new information, achieving the desired result, communicating with adults and peers. The game is the way of children to the knowledge of the world around them.

The child in the game gets acquainted with the properties of objects, while “experimenting” a lot, showing initiative, creativity. During the game, attention, imagination, memory, thinking are formed, such important qualities as activity, independence in solving game problems develop. It is in the game that the first positive relationships with peers are formed: interest in the games of other children, the desire to get involved in their game, the first joint games, and in the future - the ability to reckon with the interests of peers.

During independent activities, children develop positive relationships and emotional and business ties with adults. They are drawn to those who work with them, play; they quickly adopt the tone of an adult’s attitude towards them (attention, affection, sympathy) and themselves begin to show mutual feelings. Already in the second year of life, children very sensitively listen to the teacher's assessment of their activities and are guided by it.

For the educator, the organization of independent play activities for children is one of the most difficult sections of work, since, on the one hand, he must skillfully direct his game without suppressing the child’s initiative, and on the other hand, teach the child to play independently. The educator will be able to correctly organize independent play activity only if he knows well not only the features of the mental development of the child of the age with which he works, but also the features of the development of children of the whole group.

In order for the pedagogical process in kindergarten to ensure the creation of "favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations", it is necessary to make the game a leading link in the organization of children's lives.

To accomplish this important task, it is necessary to solve a number of organizational issues, namely: determining the place of the game as a form of organizing the life of children in kindergarten among other forms of education and training; fixing the time for games in the kindergarten mode and determining the content of children's play activities; Finally, the question of the equipment of games in accordance with their changes during the day and year, the interests of children and their age acquires great importance.

According to the Federal State Educational Standard, the subject-play environment in the early age group can be organized as follows:

1. a corner of theatrical activity - a corner of disguise
A beautiful screen for showing performances, toys of the "BI-BA-BO" series (cat, dog, hare, fox, wolf, bear), a table plane theater for the fairy tales "Turnip", "Gingerbread Man", "Ryaba Hen". Various theatrical costumes , hats, crowns, scarves, caps, wreaths, animal masks, aprons, beads and other decorations.

2. sensory development area
Material for children to master ideas about the shape, color, size, nature of the surface of objects (pyramids, nesting dolls, boxes different colors, insert toys, a set of "small and large", a mosaic, an abacus with labyrinths). Various didactic games for mastering actions with certain objects, teaching the culture of communication

3. design corner
Various building materials: soft modules, wooden cubes, "bricks", plates, building material kits.

4. sports corner
Bright colorful balls different size, skittles, soft stuffed cubes, rolling toys, jump ropes (children step over or jump over them). Dry pool with many colorful soft massage balls. Sports inflatable complex.

5. visual activity corner
Here the child can independently sculpt, draw. The corner contains large stencils of various animals, vegetables, dishes, clothes, fruits and pencils, coloring books, plasticine, crayons, felt-tip pens and a “magic screen”

6. music corner
Rattles, maracas (also made from Kinder surprises), wooden spoons, trumpet, tambourine, drum, guitar, harmonica, piano. Boys love musical wheels.

7. artistic and speech corner
Bright pictures, books.

8. ecological corner
Houseplants. dry aquarium. Sand box with small toys, pebbles.

Then a comprehensive method of leading the game in early age groups will include such components as:
systematic enrichment of children's life experience;
joint educational games of a teacher with children aimed at transferring game experience to children;
timely change in the gaming environment, taking into account the enriching life experience and gaming experience;
activating communication between an adult and children in the process of their game, aimed at encouraging and independent application children of new ways of solving game problems, on the reflection in the game of new aspects of life.

Bibliography:
1. The upbringing and development of children from 1 year to 2 years. Methodical manual for teachers of preschool educational institutions. M .: "Enlightenment", 2007.
2. Didactic games and activities with young children / Ed. S.L. Novoselova. M, 2008.
3. Nosova E.A. Didactic games - classes in the preschool educational institution. - M .: Childhood - Press, 2001.
4. Learning through play. R.R. Fewell, P.F. Vadazi. St. Petersburg, 2005.
5. First steps./Comp. K. Belova. – M.: Linka – Press, 2009.
6. Samoukina N.V. The games they play. - Dubna, 2000.
7. Smirnova E. Early age: games that develop thinking // Preschool education. - 2009. - No. 4. - p.22.
8. Boguslavskaya Z.M., Smirnova E.O. Educational games for children of primary preschool age: Book. for kindergarten teacher. - M.: Enlightenment, 1991.- 207 p.
9. Boguslavskaya Z.M., Smirnova E.O. Educational games for preschool children.- M .: Education, 1992.- 143 p.
10. Bolotina L.R. Preschool pedagogy / L.R. Bolotina. - M .: Education, 1997. - 163 p.
11. Early childhood education. A guide for nursery workers. Ed. G.M. Lyamina.- M.: Enlightenment, 1974.- 240 p. from ill.

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I. Explanatory note.

1. Relevance of the program.

It is difficult to overestimate the problem of the development of a preschool child. It is very important to build a child's life in such a way that he would be able to make the most of the opportunities of this age. That is why the role of people in the development of a child is so great, who should help the child develop harmoniously, create mental and physical comfort for successful growth. However, in order to help a child develop, it is necessary to know what his problem is? Where and how to get help.

In the past few years, young parents have increasingly come across the term "Early Child Development". There are many devoted to this topic methodological developments, scientific articles, periodicals. Many of them are controversial, some are certainly useful, however, despite numerous debates about the appropriateness of one method or another, not one of the opponents has yet expressed the opinion that early development is a useless and unnecessary thing. It has been scientifically proven that the brain of a child under the age of three is especially receptive to information coming from the outside, and can absorb it in a sufficiently large volume. According to experts, it is in this age period the basis of the future intellect is being formed. As already mentioned, the main activity of children at this stage is the game, and the task of adults is to make this game as productive as possible, without prejudice to the interests of the child.

2. Scientific validity.

The first years of life are the period of the most intensive physical, mental and moral development. The future of the child will depend on the conditions under which it proceeds.

In the first year of a child's life, the final formation of the first signaling system takes place; the sense organs are improved, the child learns to see, hear, touch, distinguish the shapes and sizes of objects, navigate in space, and correctly coordinate their movements and actions. By the end of the first year of life, speech appears, a second signaling system begins to form.

During the second and third years of life there is an intense sensory development, the development of movements, speech (passive and active), undergoes significant changes in tentative - cognitive activity.

Teachers, physiologists, psychologists (N.M. Shchelovanov, N.M. Aksarina, D.B. Elkonin, L.S. Vygodsky, M.M. Koltsova, E.I. Radina, T.N. Fedoseeva, E. I. Tikheeva, E.G. Pilyugina, S.N. Teplyuk and others.) opened up huge potential for the development of children. We determined the importance of the period of early childhood for the entire further formation of the child's personality and identified a number of specific age-related features that formed the basis of modern programs and new technologies for the development and education of young children.

The special significance of this age is explained by the fact that it is directly related to the three fundamental life acquisitions of the child: upright posture, verbal communication and objective activity. Walking upright provides the child with a wide orientation in space, a constant influx of new information necessary for his development. Speech communication allows the child to acquire knowledge, form the necessary skills and through a psychologist, a person who owns them, quickly join human culture.

Objective activity directly develops the child's abilities, especially his manual movements. Each of these factors is indispensable, and all of them taken together are sufficient for the versatile and full-fledged mental and behavioral development of a small growing person.

By about three years of age, a child's memory, perception, imagination, and attention begin to acquire human characteristics. But the main thing is that at this age the child masters those skills that significantly affect his subsequent behavioral, intellectual and personal development. It is about the ability to understand and actively use the language in communication with people.

Development cognitive processes and speech helps the child quickly acquire knowledge, assimilate the norms and forms of human behavior. The main difficulty in studying the mental life of young children lies in the fact that their life is in constant development, and the younger the child, the more intensively this development takes place.

Early age is the most favorable time for sensory education, without which normal formation is impossible. mental abilities child. This period is important for improving the activity of the sense organs, the accumulation of ideas about the world around us, and the recognition of the creative abilities of the baby. It is too early to acquaint children with sensory standards, to inform them of systematic knowledge about the properties of objects. However, classes should be structured in such a way that in the future, already beyond the threshold of early childhood, children are able to assimilate the similarities and differences in the properties of objects.

Research N.M. Shchelovanova and M.Yu. Kistyakovskaya show that the more diverse the movements that a child performs, the richer his motor experience, the more information enters the brain, which contributes to a more intensive intellectual development of the baby.

A variety of movements, especially if they are associated with the work of the hands, have a positive effect on the development of speech.

While walking, climbing, running and other movements, the child encounters a number of objects, learns their properties. The kid learns to navigate in space. Properly organized physical activity contributes to the formation of the personality of the child. The baby develops such important qualities as independence, activity, initiative, courage and reasonable caution are formed. Children acquire in the process of motor activity the skills of communication with adults and peers, learn to coordinate their actions with the requirements of adults and with the actions of other children.

Also, research by scientists showed that the level of development of children's speech is directly dependent on the degree of formation of fine movements of the fingers. Specialists of the Institute of Physiology of Children and Adolescents of the APN believe that the formation of speech occurs under the influence of kinesthetic (motor) impulses transmitted from the hands, or rather from the fingers. The more active and precise the finger movements of a small child, the faster he begins to speak.

Engaging in visual activity not only helps the child to master the elementary techniques of modeling, application and drawing, but also has a beneficial effect on the overall development of the baby: they awaken emotional responsiveness, foster a sense of beauty, form diligence, develop thinking, attention, memory, imagination.

In the period from 2 to 3 years, the child quickly masters speech. Nursery rhymes, songs and fairy tales are the first literary works that a baby hears. Children of this age have a well-developed fantasy, they get vivid impressions from an emotionally told fairy tale. Children empathize so actively that they even feel like participants in the events that are discussed in a fairy tale or nursery rhyme.

I would like to note that young children, due to their age characteristics, are not able to focus on one type of activity for a long time. Therefore, classes with children are structured in such a way that one type of activity is replaced by another.

Communication with a small child is always a joy. But this joy is often associated with a lot of problems and worries, worries and experiences. Raising a healthy and developed child is possible only

3. Direction and level of the program (goal, objectives, category of children, age of children).

Leading activity at an early age is subject.

The leading mental function is perception.

Parents are actively involved in the lessons. The purpose of the joint creativity of mother and child is to maintain contact between mother and child through creative activity. And the use of the creative process becomes a way of communication between two loving hearts.

At an early age, the development of a baby depends entirely on the efforts of people close to him. Therefore, the lesson is held together with parents who help the child in his hard work. Surround him with attention and love.

1. Goals:

1. Overcoming stressful conditions in children during the period of adaptation to preschool education.
2. Creating a positive climate in the children's team.
3. Relieve emotional and muscle tension.
4. Development of general and fine motor skills, coordination of movements.
5. Development of cognitive processes.
6. Activation of speech processes.
7. The development of arbitrariness of behavior, the ability to obey the rules.
8. Development of communication and interaction skills with adults and peers.
9. Development of gaming skills.

2. Program objectives:

• develop the child's ability to maintain visual and auditory attention; - develop purposeful perception;
• enrich the sensory experience;
• improve visual activity;

The course is designed for children 2-3 years old. Age restrictions are not hard. You can focus on the current level of development of children. For young children and children with developmental delays, age ranges can be shifted in one direction or another. The number of children in the group is from 1 to 10 people.

4. Indications and contraindications for use.

1. The reason for enrolling a child in a group are: doctor's recommendations, the conclusion of a psychologist (according to the result of the diagnosis). Observations and reviews of the educator, the wishes of the parents.
2. The program is contraindicated for children with mental illness.

General structure of classes:

1. Introductory part:
   • greeting ritual;
   • motor gymnastics;
2. Main part:
   • development of cognitive processes;
   • speech development;
   • free play;
3. Final part:
   • farewell ritual;

I. Introduction:

• greeting ritual: organizing children for class (5 minutes);
• motor gymnastics: aimed at developing general motor skills and movement coordination (7 minutes);

Break - (2 minutes)

II. Main part:

• development of cognitive processes: memory, thinking, attention, fine motor skills of hands (6 minutes)

Break - (2 minutes)

• speech development: children learn poems, chants, nursery rhymes (4 minutes);

Break - (2 minutes)

• free play: brings pleasure, cheers up, stimulates interest in the world around us, teaches to communicate with peers (29 minutes);

III. Final part:

• farewell ritual: children say goodbye to everyone until the next lesson (3 minutes);

The lesson lasts one hour and is divided into several time stages. Time is strictly observed.

6. Terms of implementation.

The course consists of 60 lessons. Duration of classes is 9 months (academic year).

7. Number of classes per week.

Classes are held 2 times a week, in the morning.

8. Terms of sale.

Classes are held indoors, in accordance with the requirements of sanitary and hygienic norms and rules.

The room for conducting classes should be equipped as follows, it should not be extra furniture, toys. The room should be spacious, preferably with a carpet on the floor for movement techniques.

Also needed:

• record player
• album
• colored paper
• colored cardboard
• white cardboard
• colour pencils
• colored gouache
• plasticine
• disposable tableware
• diamonds
• hoops
• Balloons
• bubble
• tubules
• groats
• pasta
• buttons
• enema for children
• laces
• lightning
• mosaic
• toys

9. Methods of interaction between specialists (for complex programs).

For the successful implementation of the program, interaction with the following specialists is possible:

• psychologist
• psychoneurologist
• preschool educators

II. Methods and means of evaluating the effectiveness (performance) of the program.

The main methods for assessing the level of development of the child:

Diagnostics:

• questionnaire for parents "My baby";
• observation of children (Diary of child development).

The developing effect of this course of classes is manifested primarily in the interest of children in different types exercises. Children become more active and confident in their abilities, as well as the development of psychophysiological processes, communication skills and speech activity. The lesson stimulates the development of communication skills, which contribute to the development of active and passive vocabulary.

Based on the results of the classes, according to parents, children have an easier process of adaptation in a preschool institution, they differ in the depth of perception of the world around them and the speed of orientation in it.

III. Basic requirements (formed depending on the direction of the program).

Classes should be held only with parents. This is determined by the need for accurate performance of movements in children. Otherwise, the result will not be achieved.

The result of the program implementation leads to the level of formation of skills, key social competencies, social adaptation, successful adaptation (integration) into society as a result of the program implementation.

The program can be used for both group and individual lessons.

main activities for young children are:
- objective activities and games with composite and dynamic toys;
- experimenting with materials and substances (sand, water, dough, etc.);
- communication with an adult;
- joint games with peers under the guidance of an adult;
- self-service and actions with household items-tools (spoon, scoop, spatula, etc.);
- perception of the meaning of music, fairy tales, poems, looking at pictures;
- physical activity.

Given the age and psychological characteristics of young children, organized activity should be:
- event-related (associated with some event from personal experience);
- rhythmic (motor and mental activity should alternate);
- procedural (development of skills in everyday and gaming processes).

The activities of the teacher in each area:
1. Subject activity and games with composite and dynamic toys. Object-playing activity with composite and dynamic toys is the main one in the formation of cognitive activity, in the development of visual-effective and visual-figurative thinking of children.
To composite toys include pyramids, nesting dolls, various laces, composite and split pictures, cubes, puzzles (large), designers (large), etc.
To dynamic toys include spinning tops, spinning tops, tumblers, clockwork toys, that is, those based on various types of movement: torsion, somersault, rotation.
In object-play activity, the result of the child's action is very important (especially with composite toys). The cognitive interest of children is precisely supported by their own effective actions that are understandable to them. Thus, there is an assimilation of methods of action.

Tasks of the teacher:
- develop cognitive interest in surrounding objects and promote active actions with them;
- to form game actions with a variety of plot toys, the ability to use substitute objects;
- to form the ability to imitate the game actions of an adult.

2. Experimenting with materials and substances (sand, water, dough, etc.). Acquaintance with the properties of objects occurs in practical research activities by the method of trials. In the process of experimentation, the teacher draws the attention of children to smells, sounds, shape, color and other properties of objects and objects. Must show right ways actions, as well as provide opportunity for independent research. Don't forget to remind rules of safe behavior in actions with sand and water (do not drink water, do not throw sand), as well as the rules for playing with small objects (do not put objects in your ear, nose; do not take them in your mouth).

Tasks of the teacher:
- introduce generalized methods of research various objects from the surrounding life of the child;
- to maintain cognitive activity and cognitive interest in the process of experimentation;
- encourage independent experimentation with a variety of didactic materials;
- to enrich the direct sensory experience of children in various activities.

3. Communication with an adult. Communication is major event at an early age and main form of education. The forms and content of communication change as the child develops: emotional communication; communication based on the understanding of intonation, facial expressions, gestures, and then the actual verbal communication. Adult speech is a role model. For the development of communication, questions, verbal instructions, the creation of problem-speech situations, role-playing and communicative games, reading poems and fairy tales, experiments, dramatizations, and observations are used.

Tasks of the teacher:
- contribute to the enrichment of the dictionary;
- to form the ability to ask, answer, ask, give a cue;
- develop the need for verbal communication.

4. Joint games with peers under the guidance of an adult. Since it is still difficult for young children to independently engage in games with peers, the teacher purposefully organizes the game activity. For joint games, communicative, role-playing, musical and rhythmic games, as well as games and exercises with didactic material are recommended.

Tasks of the teacher:
- contribute to the formation of the experience of friendly relationships with peers;
- teach positive ways of communicating and resolving conflicts during the game;
- develop emotional responsiveness when interacting with peers.

5. Self-service and actions with household items-tools (spoon, scoop, spatula, etc.). The simplest skills of independence, neatness, accuracy are formed in the process of regime moments. In doing so, it is imperative that the principle of gradual inclusion of the child in any activity to acquire self-care skills. It is necessary to emotionally involve the baby in actions with household items-tools, so learning should take place in a playful way.

Tasks of the teacher:
- to form elementary self-service skills;
- to form the skills of a culture of behavior that comply with the norms and rules;
- to form substantive actions;
- develop independence in everyday behavior.

6. Perception of the meaning of music, fairy tales, poetry, looking at pictures. It is desirable to organize a cycle of game educational situations aimed at developing the emotional world of the child. Of particular importance in the perception of young children is visibility. Therefore, reading, storytelling, listening to music is accompanied by the display of pictures, pictures and toys. How to work with pictures can be read

Tasks of the teacher:
- to form the ability to consider pictures, illustrations;
- to form the ability to listen and understand short, accessible songs, nursery rhymes, fairy tales and stories;
- develop the ability to emotionally respond to various works of culture and art.

7. Motor activity. In addition to organizing outdoor games and exercises, the teacher should create conditions for the development of independent motor activity children. To do this, it is necessary to enrich the developing environment with wheelchair toys, carts, cars, etc., as well as sports equipment and equipment.

Tasks of the teacher:
- to develop the motor activity of children in all types of games;
- to promote the development of basic movements;
- create conditions that encourage children to physical activity.

Thus, when organizing the interaction of a teacher with young children, it is necessary:
- include several different types of activities that successively replace each other;
- organize activities in such a way as to avoid the occurrence of overwork in babies;
- to enrich the personal experience of children in everyday and gaming processes.

Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to