Author's programs for preparing children for school. Work program for preparing for school. Outdoor game. Charging - warming up

Types of drilling

Municipal budgetary educational institution secondary school No. 1

on preparing children for school

"Newbie"

developed by a primary school teacher of the highest qualification category

Melnikova Natalya Mikhailovna

MBOU Secondary School No. 1 Belaya Kalitva Rostov region

Program passport.

The name of the program

"Newbie"

Program developer

Melnikova Natalya Mikhailovna, primary school teacher

Program Manager

Implementation deadlines

3 months

Participants

Future first-graders, primary school teachers and parents

Contents of the material

Development of mathematical concepts.

Teaching literacy and speech development. Learning to write, developing fine motor skills.

Adaptation psychology.

Regulatory framework"Newcomer" program

Constitution of the Russian Federation

UN Convention on the Rights of the Child,

Federal Law of the Russian Federation “On Education in the Russian Federation” N 273-FZ (as amended by Federal Laws dated 05/07/2013 N 99-FZ, dated 07/23/2013 N 203-FZ); (continuity of educational programs; accessibility of preschool education.)

Concept “On the modernization of education”

Federal State Educational Standard for Preschool Education,

Concepts for the content of lifelong education (preschool and primary level) (approved and approved by the Federal Coordination Council for General Education of the Ministry of Education of the Russian Federation on June 17, 2003).

Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions

School Charter

Explanatory a note

The main goal of the program isat hasty preparation of children for school, which occupies a special place in the education system. This is due to the child’s difficult adaptation to school. The school places quite high demands on first-graders. A preschool child should be ready not only for new forms of communication. He must have a developed motivational sphere, where curiosity acts as the basis of cognitive activity, and the emotional-volitional and cognitive spheres of mental functions have been formed. A future first-grader must have basic skills in universal learning activities (UAL), communicative and speech competencies.
The development of a child’s potential through mastering the UUD proposed by the federal standards for primary general education forms the basis of primary education. In this regard, creating the prerequisites for schooling is another equally important goal of the program.

Program objectives:

Development of personal qualities;

Formation of values and orientations;

Development of creative activity;

Formation and development of mental functions of the cognitive sphere;

Development of the emotional-volitional sphere;

Development of communication skills;

Developing skills to act according to rules

Basic forms and methods of teaching.

The advantages of this program are that it allows the use of developmental teaching methods, as it is focused primarily on gaming and research activities; provides future first-graders with the opportunity to realize intellectual needs and develop creative abilities.

Main activities - play and productive activity.

Conditions for the implementation of the program.

The Beginner program is designed to prepare future first-graders for school. The program will help primary school teachers professionally and competently organize work with children during three months of study (from February to April) in four sections: speech development and fine motor skills, mathematics, familiarization with the outside world and adaptive psychology.

Course duration in volume36 hours once a week (preferably on Saturdays)3 lesson on30 minutes.

Classes developed in accordance with this program involve the involvement of parents and specialists in the process of preparing for school. The program gives the future first-grader the opportunity to get to know the school, classmates and teachers, and also successfully adapt to the new school world. During educational and play sessions, the teacher identifies the individual characteristics and capabilities of each child, receives reliable data on the state of readiness of future first-graders for school, on the basis of which he subsequently builds their educational activities.

The work is carried out in 3 stages:conversation with parents, educational and game activities, pedagogical diagnostics,pedagogical conclusions.

At the first stage, a conversation is held with parents about the goals and objectives of this course, the teacher introduces them to the work plan.

The second stage includes educational and game classes in mathematics, speech development, development of fine motor skills, and adaptation psychology.

At the third stage, pedagogical diagnostics are carried out, which will help the teacher get to know the child better and determine whether the qualities and skills that will allow him to study successfully are sufficiently developed.

Planned results of mastering the program

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

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

Meta-subject results.

Cognitive UUD: sign-symbolic modeling and transformation of objects; analysis of objects in order to identify features (essential, non-essential); synthesis as the composition of a whole from parts, including independent completion, completion of missing elements; compare and contrast; highlighting the common and the different; implementation of classification; establishing an analogy; independent choice of task methods depending on specific conditions; conscious and voluntary construction of a speech utterance in oral form.

Regulatory UUD: implementation of actions according to a model and a given rule; maintaining a given goal; the ability to see the indicated error and correct it as directed by an adult; monitoring your activities based on results; the ability to adequately understand the assessment of an adult and a peer.

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

Subject results.

The child will learn:

recognize the first sound in words;

listen carefully to literary works;

name characters, main events;

answer the teacher’s questions about the content, draw basic conclusions;

compose a basic story based on a series of pictures;

discuss the moral aspects of people's actions;

participate in group conversations;

use accepted norms of polite speech communication;

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

determine the number of objects within 10, correlate the quantity with numbers;

navigate in space;

navigate the cage;

make basic drawings on checkered paper;

perform a basic ornament in a strip;

The child will have the opportunity to learn:

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

distinguish between vowels and consonants and relate them to letters;

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

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

count and count one by one;

use the basic rules for constructing a linear ornament;

Program content

I. Getting to know the school. Conversation with parents. Open day.

II. Educational and game classes in the course “Mathematics” and “Speech Development”, in which lessons in the course “Development of fine motor skills” and “Adaptation psychology” are integrated.

III. Pedagogical diagnostics.

In January, the teacher invites parents of future first-graders to a parent meeting, at which parents are introduced to the main content of the course, its goals and objectives. Parents help the teacher; their possible presence in lessons in the first week makes the preparation atmosphere more homely, calm, and trusting.

Course "Mathematics"

The initial mathematics course is taught once a week for three months - the course is integrated: it combines arithmetic and geometric materials. At the same time, the basis of the course is the concepts of natural numbers and zero. Children become familiar with the number line, the operations “addition” and “subtraction”, and compare objects by quantity.

Along with this, an important place is occupied by familiarization with geometric shapes and their properties. They become familiar with the names of geometric shapes “triangle”, “square”, “circle”, “point”, “line”, and learn to draw a segment.

The course also involves the formation of spatial concepts in children. The concepts are given: on the right, on the left, between in the middle, heavier, lighter, above, below.

The inclusion of elements of algebraic propaedeutics in the program contributes to the development of abstract thinking.

In mathematics lessons, the teacher strives for a variety of activities, taking into account the psychophysiological characteristics of the cadets, uses entertaining material, and includes game situations in the lesson aimed at relieving tension and switching children’s attention from one educational task to another.

Planned results:

students will learn the names and sequence of numbers from 1 to 10;

become familiar with the name and designation of the operations of addition and subtraction;

compare objects and numbers within 10;

find the values of a numerical expression by counting and counting by 1;

know the name of the main geometric shapes (triangle, rectangle, circle), distinguish them, find their prototypes in the surrounding reality;
carry out the simplest logical reasoning and the simplest mental operations (compare objects, indicating similarities and differences, classify objects according to given characteristics, identify simple patterns and use them to complete tasks, etc.).solve simple problems that reveal the specific meaning of addition and subtraction.

Thematic planning for the course "Mathematics"

Course "Speech Development"

Speech development in the preparatory period is one of the most important areas in teaching preschoolers. The “Speech Development” course is dedicated to this process. Developing the ability to communicate and express one’s thoughts is the foundation for a child’s further successful education at school.

Main goals areas of speech development include the following goals: the formation of a rich and active vocabulary in the child; development of the surrounding speech environment; developing a culture of communication; formation of coherent speech; improving the ability to pronounce sounds and words correctly.

To support students' interest and their high performance in lessons during various types of training exercises, the active use of educational and didactic games is provided, which relieve fatigue and make it possible to more effectively assimilate the material.A distinctive feature of this section of the program is the integration of close interrelated and interpenetrating work on preparing children for learning to read with work on the development of their oral coherent speech and with preparation for learning to write.

Planned results: navigate situations corresponding to various areas of communication; know and use polite words (the beginning and end of communication); know the stable formulas of speech etiquette - greeting, farewell, gratitude, request; realize that in different situations you can speak in different ways: loudly - quietly, quickly - slowly, cheerfully - sadly, etc.; articulate the sounds of Russian speech, understand that correct articulation and good diction contribute to effective communication; evaluate the sound of your voice in terms of pronunciation, tempo, volume;
contact the interlocutor when appropriate, respond to the request; use appropriate situations, tempo, volume; follow the socially accepted rules of conduct when speaking: look at the interlocutor, do not interrupt the speaker, use facial expressions and gestures that do not interfere, but help the interlocutor understand what is being said, etc.; provide certain information, agree on joint activities; maintain a culture of listening: polite listening, attentive listening; pronounce all sounds correctly; pronounce words clearly and clearly; extract sounds from words; find words with a certain sound; determine the place of a sound in a word; observe orthoepic pronunciation standards; make sentences based on key words on a given topic; compose stories, fairy tales based on a picture, a series of paintings; retell a fairy tale or story (short in content) based on supporting illustrations; observe basic hygiene rules; navigate the notebook page.

Thematic planning for the course “Speech Development”

Exercises to reinforce correct pronunciation. Tongue twisters, pure twisters, riddles - guesses, riddles - deceptions.

30 min

Speech development. Description of the toy.Exercises for the development of coherent speech.

30 min

Formation of phonemic perception.Sounds in speech.Vowels and consonants.

30 min

Vowels and sounds. Offer.

30 min

Word. Dividing a word into syllables. Exercises for the development of coherent speech.

30 min

Word. Dividing a word into syllables. Offer.

30 min

The word as a unit of speech.

30 min

Offer.Fairy tales by K.I. Chukovsky. Speech development.

30 min

Generalization of knowledge.

30 min

Course "Development of fine motor skills"

The influence of the hand on the human brain has been known since before our era. Oriental medicine experts say that games involving hands and fingers bring the body and mind into harmony, keeping the brain systems in excellent condition.

During classes, the teacher performs simple exercises with children to develop fine motor skills, accompanied by a poetic text, thereby interest- ing the child and helping him to master new information. Training takes place in a playful way, with the presence of praise.

The games use small handouts, which are a good means of developing small muscles of the fingers, forearm and eye, i.e. prepares the child's hand to master the technique of writing. The teacher plays games both during class and during breaks. The course includes different exercises:hand warm-up with self-massage, exercises with a pencil, grip positioning.

Planned results:

students will learn to use their hands, use writing instruments, become familiar with different types of shading,ensuring gradual mastery of the standard elements of characters necessary for writing, learning to draw letters and words, as well as working with plasticine, drawing and appliqué.

Thematic planning for the course “Development of fine motor skills”

Exercises to identify your dominant hand. Introducing pencil and pen.

30 min

Familiarity with the rules of landing when writing. Watching a movie.

30 min

Exercises to prepare your hand for writing. Games with strokes.

30 min

Introduction to different types of shading. Pattern. Hatching exercises.

30 min

Flourishes. Hatching.

30 min

Basic elements of letters. Let's learn to write beautifully.

30 min

Letter elements letters. Selection and classification tasks.

30 min

Basic elements of letters. Let's learn to write beautifully.

30 min

Letter elements letters.

30 min

Course "Adaptation psychology"

The proposed program reflects a modern approach to preparing a child for school, taking into account the psychological patterns of knowledge formation and the age characteristics of primary school age.

The objectives of teaching include creating conditions for the general mental development of children, developing creative abilities, and forming and developing cognitive interests.

The starting point in constructing the course was the following: attention, memory (visual, motor, immediate, verbal), auditory sensations, spatial concepts. A large place in the program is occupied by the development of conceptual thinking, phonemic perception, and self-control.

Thematic planning for the course “Adaptation psychology”

Tour ofschool.

Introductory diagnostics. ICT

30 min

Verbal designation of objects and auditory sensations.

30 min

Attention (concentration).

30 min

Articulation. Spatial representation.

30 min

Conceptual thinking. Phonemic awareness.

30 min

Carrying out verbal instructions.

30 min

Attention (volume).

30 min

Memory (immediate, verbal). Spatial representations.

30 min

Attention. Focus.

30 min

Final diagnosis.

30 min

Literature:

1. Borodkina G.V. Diary of an elementary school teacher. Moscow, 2004

2. Daminova M.P. Notes from a teacher. Moscow. 1988

3. Tarabarina T.I. What do you need to know for 1st grade? Yaroslavl. 1999

4. Rogov E.I. Handbook for a practical psychologist in education. Moscow.1995System of correctional and developmental classes to prepare for school Yu.V. Ostankova;

5. Konovalenko S.V. Development of cognitive activity in children from 6 to 9 years old. – M.: Gnom i D, 2000

6. Guide for a practical psychologist. Readiness for school: developmental programs. Edited by I.V. Dubrovina.

The program has been tested for three years (2014 - 2017). Observations and reviews from children, teachers, and parents indicate its effectiveness. Children quickly adapt to school life, they develop primary communication skills, instill norms of behavior in public places, and broaden their horizons, including in the field of a healthy lifestyle.

State educational institution

Russian gymnasium at the State Russian Museum

Saint Petersburg

Development and training program

" On the way to school "

The program is designed for additional preschool development and education of children.

The program is designed for middle and senior preschool age children 4-6 years.

Implementation period 1 year.

Saint Petersburg

2014

Explanatory note

A modified program, with elements of authorship, is called"On the way to school".This is a program for the development and training of preschoolers in additional education. The program is educational and at the same time developmental, aimed at developing the psychological readiness of a preschooler for educational activities and creating a desire to learn.

The beginning of school is a new stage in a child’s life, requiring a certain level of readiness for this qualitatively new type of activity - educational. Readiness to learn is not only a certain level of knowledge, skills and abilities of a child. The concept of readiness to learn is much broader and diverse. The most important thing when moving to a qualitatively new level is psychological readiness to study. But that's not all. The foundation of successful learning activities is well-developed cognitive processes: thinking, memory, speech, perception, attention, performance.

When preparing a child for school, it is necessary to teach him to listen, see, observe, remember, and process the information received. In this regard, this program for preparing children for school has been developed. During classes in this program, children acquire basic computational skills, take their first steps in reading syllables, words, sentences, and learn how a letter differs from a sound. The development of communication skills, cognitive processes, and creative abilities is carried out. All this is reinforced in a playful and age-appropriate manner.

The program “On the way to school” was written taking into account the age characteristics and creative activity of children, and involves implementation in the process of play activities. The developed program material is intended for organizing the education of children using elements of innovative gaming methodology, which is based on modern methodological and pedagogical developments of the educational methodological set “School of Russia”.

Program motto:“When we play, we test what we can do and what we know.”

Purpose of the program – systematic preparation of children for school with the implementation of measures to prevent possible difficulties during adaptation and the formation of a conscious attitude towards a healthy lifestyle.

The implementation of the program will contribute to the solution

the following tasks:

develop the child’s cognitive sphere through organizing classes to familiarize himself with social reality;
determine children's readiness for school using pedagogical and psychological testing;
to form the speech activity of children through the organization of classes on the development and formation of coherent speech;
teach the basics of reading;
to form elementary mathematical concepts through the organization of special events;
develop the child’s creative abilities through organizing artistic and productive activities in classes to develop fine motor skills;
introduce healthy lifestyle skills by organizing dynamic and physical exercise breaks.

Relevance of the program

The topic of preparing children for school is more relevant than ever in our time. Today, any parent is concerned with the question: is his child sufficiently prepared to accept the school curriculum? Of course, they want to prepare the child for school as best as possible. Often, readiness to learn only means a certain level of knowledge, skills, and abilities of the child, which in itself is of course important. But not all parents understand that the main thing for a 5-6 year old child is to be active, smart, relaxed, and able to manage his behavior. After all, curiosity, developed thinking and speech - these qualities are no less important than the ability to read and write. They need to be developed first. The “On the Way to School” program makes it possible to go through this difficult but important period in the life of a preschooler in a painless, interesting, playful way.

Lesson mode

The content of the program involves 1 year of training for children 4-6 years old. Classes are held in the form of a lesson - travel, a lesson - games, with frequent changes of activities, physical education minutes. When organizing classes, the age, psychological and physiological characteristics of children aged 4–6 years are taken into account, and gaming technologies are mainly used in teaching. The duration of classes is from 25 to 30 minutes. Groups are formed taking into account the psychophysiological characteristics of children. In groups of 12 - 15 people.

Features of organizing classes

Preparing children for school is carried out not by mastering “school technologies”, but by developing psychological processes as a result of educational, creative games and tasks. You cannot “study” with a child; you need to play with the child, play with interest and enthusiasm. At all classes there are characters: Kuzya the brownie and Anya the doll.

At preschool age, a child, with the help of adults, for the first time leaves the narrow world of the family into the world of adults and models this world in a variety of ways. That's why The main psychological neoplasms of preschool age are:

The emergence of the first schematic, integral children's worldview (L.S. Vygotsky);

The emergence of the first ethical ideas (L.S. Vygotsky);

The emergence of subordination of motives (A.N. Leontyev);

The emergence of voluntary behavior (D.B. Elkonin, A.V. Zaporozhets);

The emergence of personal consciousness.

Therefore, in the second half of preschool childhood, the child is already psychologically ready for learning activities.

The “On the way to school” program is structured in such a way that during classes, carrying out various types of developmental, joint and individual activities, new forms of it are unobtrusively instilled in children.

Classes are held in a playful, entertaining way. Together with toy characters, the doll Anya and the brownie Kuzya, children travel through the land of “Knowledge”. On the way to school, they develop and learn comprehensively. Brownie Kuzya constantly forgets something or confuses it, learns everything together with the children and does not let the child be upset by his own mistakes and failures. The child calms down, because Kuzya also makes mistakes and does not cry, so the child gradually develops a sense of self-confidence and strong-willed qualities. Children who have completed all the tasks receive a prize or reward (postcard, calendar, sticker, etc.) at the end of the lesson from the doll Anya. At the end of the lesson, you must give everyone a positive assessment, and then mark the best answers. At the end of the school year, at the graduation ceremony, a Diploma is awarded for successful completion of the “On the Way to School” program.

Forms of organization of the educational process

The main form is an activity, in the form of a game - travel, since a six-year-old child needs to begin to develop positive motivation for the learning process. The lesson features: travels with the main characters Kuzya the brownie and Anya the doll, competitions, contests, quizzes, creative tasks, and solving riddles. The main thing is that each activity is interesting, exciting and useful for the child. Classes are held mainly in the form of games.

Techniques and methods for organizing the educational process

verbal;
visual;
the game is a journey.

Methods based on the way the lesson is organized

Explanatory - illustrative, reproductive, partially - search, research, individual - frontal.

Techniques

games;
work according to the model;
display of illustrations and video materials.

Didactic material

Educational and methodological set “School of Russia” tables; posters, story pictures for the workbook “Formation and Development of Coherent Speech,” flashcards, handouts.

Summing up forms

Games, practical tasks, tests, creative tasks, diagnostics

(manual by T.A. Tkacheva “Comprehensive examination of a child”,

T.V. Belova, V.A. Solntseva “Is the child ready for school?”)

Types of certification:

Current certification –assessment of the quality of students’ assimilation of the content of the components of any part of the educational program in the classroom.

Intermediate –assessment of the quality of assimilationstudents of the content of any part or topic of the educational program, based on the results of the half-year or academic year.

final examination– assessment of students’ mastery of the level of achievements declared in the educational program upon completion of it.

Forms of certification:

assessment of the process and result of completing the program (tests - assignments);
assessment of personality quality;
assessment of the social role of children.

(Classes are held once a week for 30 minutes, 10 minute break)

1. Program learning objectives 4-5 years

Educational:

- .

Educational:

Develop a sense of humor.

Educational:

2. Educational and thematic lesson plan

№1	Section topics Year of study	Number of hours
	Parent meeting
	Introductory lesson
	Formation of elementary mathematical concepts “Player”

	Entertainment
	Repetition of covered material, testing
	Total hours	76 hour

3. Thematic planning of classes on the formation of mathematical concepts of the first year of study

№1	Section topics Year of study	Number of hours
	One is many
	Same amount, more, less
	Count to two
	Longer, shorter
	Circle
	Ball
	Wider, already
	Number 3. Number 3.
	On, over, under.
	Higher lower.
	Earlier, later.
	Number4.Number 4.
	Square.
	Cube
	Above, below
	Left, right, middle.
	Number 5. Number 5.
	Inside Outside.
	In front, behind.
	Pair.
	Oval.
	Rectangle.
	Ordinal counting.
	Repetition
	Numbers 1-5.
	Plan.
	Rhythm..
	Cylinder.
	Cone.
	Prism and pyramid.
	Geometric bodies.
	Number 6. Number 6.
	Comparison by length.
	Number 7. Number 7.
	Comparison by width and thickness
	Number 8. Digit 8.
	Comparison by height.
	Length measurement.
	Number 9. Number 9.
	Comparison by volume.
	Number 0. Number 0.
	Tables.
	Number 10. Number 10.
	Symbols.
	Repetition
	Total:

5. Thematic planning of literacy development and preparation activities

№1	Section topics Year of study	Number of hours
	Meet our heroes
	Toys
	Body parts
	Autumn
	Vegetables
9-10	Fruits
	Vegetables fruits
	Geometric figures
	Riddle - description
	House
15- 16	Furniture
17-18	Electrical devices
19-20	Family
21-22	Dishes
	Tools
24-25	Hats
26-27	Cloth
28-29	Shoes
	Winter
31-32	Animals
33-34	Pets
35-36	Birds
	Animals of hot countries
	Fish
	Bread products
	Dairy
	Meat products
	The shops
	Ground transportation
	Water transport
	Air Transport
46-47	City
	Mail
	Theater, musical instruments
	Sport
51-52	Spring
53-54	Professions
	Kindergarten
	Forest. Trees
	Fruit. Seeds
	Mushrooms
	garden flowers
	Wildflowers
	Insects
	Summer
	Berries
	Farewell to heroes
	Total:

Section No. 1

Formation of elementary mathematical concepts according to the teaching materials “School of Russia” “Igralochka”:

1. Quantity and count:

Introduction to numbers and numbers from 0 to 10.

Quantitative and ordinal counting from 1 to 10;

Composition of numbers from 2 to 10;

Solving logical examples and problems;

Concept – couple;

Comparison of objects by quantity one - many;

2. Size:

Selection and grouping of objects according to one or more criteria;

Paired comparison technique, superposition methods and applications;

Measuring length, volume.

Concepts: left, right, above, below, forward, backward; in the middle;

Formation of ideas closer, further, close, far, near, low, high,

earlier, later, wider, narrower, longer, shorter;

Use of prepositions: in, on, over, behind, before, between, inside, outside;

Orientation in the notebook;

Orientation by verbal instructions and plan;

Mirror reflection.

5. Orientation in time.

Morning afternoon Evening Night;

Name of the days of the week;

Months, seasons, year;

Today, tomorrow, yesterday;

Point, line, ray, angle, segment;

Curved, broken, open and closed lines;

Ruler, centimeter;

Using a ruler.

7.Geometric shapes.

Flat shapes: circle, square, oval, rectangle;

Geometric bodies: ball, square, cube, cylinder, cone, prism;

Vertices, sides, corners;

8. Graphic works.

Getting to know the notebook;

Graphic dictations;

Drawing from memory;

Hatching and coloring; - symbols.

Section No. 2

Acquaintance with sounds and letters according to the teaching and learning complex “School of Russia” T.R. Kislova “On the road to the ABC”.

The section includes speech development and literacy training using elements of speech therapy techniques, the purpose of which is to prevent errors in reading and writing.

1. Lexical work:

Observation of the lexical meaning of words - names of objects, signs, actions; over polysemantic words, words with opposite meanings in speech;

Enrichment of vocabulary with words from thematic groups in accordance with the topics of conversations “Home”, “Family”, “City”, “Autumn”, etc.

Development of the ability to divide words into thematic groups according to meaning, group words;

Creating conditions for using new words in your own speech.

2. Development of the grammatical structure of speech:

Observation of the formation of words by prefix and suffix methods according to certain models, exercises in the formation of words according to a model (like the “Name it kindly” exercise);

Observations of words with the same root, isolating them from a group of words, selecting words with the same root;

Formation of skills in the formation and use of word forms. Agreement of adjectives with nouns in gender, number, case. For example, exercises are used: “Say with words one, two.”; “Say with the words: new, new, new,” etc.

Practical acquaintance with phrases and sentences;

Introduction to prepositions; selection of prepositions for words; correcting errors in the use of prepositions.

3.Development of coherent speech:

Training in answering questions, dialogical speech;

Learning to write sentences, distribute sentences, add missing words;

Training in detailed retelling of the text;

Learning to compose an oral riddle - a description, a story - a description based on a plot picture, a series of pictures, key words, etc.

Classes on speech development for children 4-5 years old include tasks to expand ideas about the world around them, the phenomena of reality, based on the child’s life experience.

1.Software learning objectives

Educational:

– to create motivation for learning and interest in the learning process itself;

Teach methods of mental action: analysis, synthesis, comparison, generalization, exclusion, modeling, design;

Contribute to the enrichment of active, passive, potential vocabulary;

Develop the grammatical structure of speech, coherent speech based on the speech experience of a child who is a native speaker;

Form the concepts: “sound”, “syllable”, “word”, “letter”. To promote the development of the ability to operate with language units: sound, syllable, word, phrase, sentence;

To form elementary mathematical concepts in children. To help increase the volume of attention and memory, the formation of non-standard thinking, introduce the simplest mathematical terms into active speech, develop the ability to compare, generalize, group, analyze, synthesize;

Expand your understanding of the world around you, the phenomena of reality, based on the child’s life experience;

- activate skills in using acquired knowledge.

Educational:

Develop figurative associative memory, attention, creativity, develop imagination as the basis of creative activity, develop logical thinking, variability of thinking,

Develop the ability to finish what you start; work carefully, focused, plan and control your actions;

Develop the ability to speak and listen, develop interest and attention to the word, to one’s own speech and the speech of others;

Develop the ability to operate with language units: sound, syllable, word, phrase, sentence;

Develop coordination and fine motor skills;

Develop a sense of humor.

Educational:

Develop the ability to communicate with adults and peers;

To develop the ability to see the world through the eyes of another person;

To cultivate kindness, sympathy, empathy, and the ability to rejoice in the successes of other children;

Develop the ability to work in a team, interact with each other without conflicts;

To cultivate a sense of patriotism and love for the native land, the Motherland;

Foster a caring attitude towards living and inanimate nature;

Cultivate the habit of neatness and order;

Cultivate discipline and politeness;

Cultivate the habit of following certain rules of conduct in public places.

Expected results

2. Topics of sections for the educational thematic lesson plan

5-6 years

№1	Section topics	Number of hours
	Parent meeting
	Introductory lesson
	Formation of elementary mathematical concepts “One is a step, two is a step”
	Formation and development of coherent speech “Learning to speak correctly”
	Introducing sounds and letters “On the Road to the ABC”
	Development of fine motor skills of the hands “Cells, dots and strokes”
	Entertainment
	Repetition of covered material
	Total hours	106h.

3. Thematic planning of classes on the formation of mathematical concepts

5-6 years

No. Lessons	Subject “One is a step, two is a step”, part No. 1.		Quantity classes
		Properties of objects. Combining objects into groups based on a common property.
6 -8		Comparison of groups of objects. Designation of equality and inequality.
		Relationship: part - whole. An idea of the action of addition.
		Spatial relationships: on, above, under.
11- 12		Spatial relationships: right, left.
		Removing a part from the whole (subtraction). An idea of the action of subtraction (using visual material).
		Spatial relationships: between, in the middle.
		The relationship between the whole and the part. Representation: one is many.
		Number 1 and number 1.
		Spatial relations: inside, outside.
		Number 2 and number 2. Pair.
		Concept of a point and a line.
		Concept of a segment and a ray.
		Number 3 and number 3.
		The concept of closed and open lines.
		Concept of a broken line and a polygon.
		Number 4 and number 4.
		Understanding angles and types of angles.
		Concept of a number line.
		Number 5 and number 5.
		Spatial relationships: in front, behind.
29- 30		Comparison of groups of items by quantity on a visual basis. Designation of relationships: more - less.
		Temporary relationships: earlier, later.
		Children's choice exercises
		Second half of the year on the workbook “One is a step, two is a step”, part No. 2.
1- 2		Repetition of covered material.
3- 4		Number 6 and number 6.
5- 8		Spatial relationships: longer, shorter. Comparison of length (direct and indirect using a measure). Dependence of the comparison result on the size of the measure.
9 - 11		Number 7 and number 7.
12- 14		Spatial relations: heavier, lighter. Comparison of mass (direct and indirect using a measure).
15- 17		Number 8 and number 8.
18 - 19		Ideas about volume (capacity). Comparison of volume (direct and indirect using measurements).
20 - 22		Number 9 and number 9.
23- 24		Concepts of area. Comparison of area (direct and indirect using measurements). Dependence of the comparison result on the size of the measure.
25 - 26		Number 0 and digit 0.
		Number 10. Introduce addition and subtraction within 10 visually.
		Acquaintance with spatial figures - ball, cube, parallelepiped. Their recognition.
		Acquaintance with spatial figures - pyramid, cone, cylinder. Their recognition.
		Working with tables.
31- 32		Repetition exercises.
		Total:

4. Thematic planning of classes to familiarize children with sounds and letters, preparation for literacy

5-6 years

No. Lessons	Subject first half of the year, according to the workbook	Quantity classes
	Sounds and letters
	Words. Sounds.
	Sound (A)
	Sound (Oh)
	Sound (E)
	Sound (I)
	Sound(s)
	Differentiation of sounds (I) - (Y)
	Sound (U)
	Vowel sounds and their differentiation.
	Sound (M). Consonant sounds. Syllables.
	Sound (M*). Hard and soft consonants
	Sound (N)
	Sound (N*)
	Sound (P)
	Sound (P*)
	Sound (T)
	Sound (T*)
	Sound (K)
	Sound (K*)
	Sound (X)
	Sound (X*)
	Differentiation of sounds (K) – (X), (K) – (X).
	Sound (F)
	Sound (F*)
	Sound (Y)
	Sound (YO). Double sounds.
	Sound (YU).
	Sound (YA)
	Sound (YE)
	Differentiation of sounds (YE), (YO), (YU), (YA).
	Second half of the year, according to the workbook “On the road to ABC”, part No. 1.
	Sound (L)
	Sound (L*)
	Differentiation of sounds (L*) and (Y)
	Sounds (B) and (B*)
	Differentiation of sounds (V) - (F), (V) - (F).
	Sound (H*)
	Sound (Ш*)
	Differentiation of sounds (Ч) – (Ш)
	Sounds (B) and (B*)
	Differentiation of sounds (B) – (P), (B) – (P).
42	Sounds (D) and (D*)	1
43	Differentiation of sounds (D) – (T), (D) – (T)	1
44	Sound (C)	1
45	Sound (C*)	1
46	Sound (Ts)	1
47	Differentiation of sounds (Ts) - (S), (Ts) - (H*).	1
48	Sounds (G) and (G*)	1
49	Differentiation of sounds (G) – (K), (G) – (K)	1
50	Sound (Z)	1
51	Sound (Z*)	1
52	Differentiation of sounds (S) – (Z), (S) – (Z). Whistling consonants.	1
53	Sound (Sh)	1
54	Differentiation of sounds (Ш) – (С), (Ш) – (Ш*)	1
55	Sound (F)
56	Differentiation of sounds (F) – (W), (F) – (Z). Hissing consonant sounds.	1
57	Sound (R)	1
58	Sound (P*)	1
59	Differentiation of sounds (P) – (L), (P) – (L).	1
60	ABC Country	1

5. Thematic planning of classes on the formation and development of coherent speech “Learning to speak correctly”

5-6 years

No. Lessons	Subject first half of the year, according to the workbook “On the road to ABC”, part No. 1.	Quantity classes
1	Reproduction of a story based on the action being demonstrated. Story "Game"	1
2	Reproduction of a story based on the action being demonstrated. The story "On duty"	1
3	Compiling a story based on the action demonstrated. Story "In the locker room".	1
4	Compiling a story based on the action demonstrated. "In the bedroom".	1
5	Retelling the text using a magnetic board. Story "Evening"	1
6	"Cat is a badass"	1
7	Retelling the text using a magnetic board. Story "Two brothers"	1
8	Retelling the text using a magnetic board. Story "Puppy Bimka"	1
9	Retelling the text using a magnetic board. Story "Lena and the puppy."	1
10	Retelling the text with visual support from a series of plot pictures. The story "Parrot Parrot"	1
11	Retelling of the text with visual support from a series of plot paintings. The story "Peter and the Dog"	1
12	Retelling of the text with visual support from a series of plot paintings. The story “About the girl Masha and the doll Natasha.”	1
13	Retelling of the text with visual support from a series of plot paintings. The story “How Alyosha wanted to scare the squirrel.”	1
14	Retelling of the text with visual support from a series of plot paintings. The story "Dunno's Gift."	1
15	Learning poems for the New Year	1
16	Retelling fairy tales	1
17	Compiling a story based on a series of plot paintings. Story "Terrible Beast".	1
18	The story "Reliable Helper".	1
19	Compiling a story based on a series of plot paintings. The story "Caring Sister".	1
20	Retelling of the text with visual support from a series of plot paintings. Story "Friends".	1
21	Compiling a story based on one plot picture. The story "An Incident in the Forest."	1
22	Conversation on picture No. 2 of the educational visual aid by R.B. Sterkina “Be careful on the street”	1
23	Conversation on picture No. 3 of the educational and visual aid by R.B. Sterkina “Protect nature!”	1
24	Conversation on picture No. 5 of the educational and visual aid by R.B. Sterkina “Don’t play with fire!”	1
25	Conversation on painting No. 6 of the educational manual by R.B. Sterkina “Emergency situation, call - 02”	1
26	Conversation on picture No. 7 of the educational manual by R.B. Sterkina “Ambulance - 03”	1
27	Conversation on picture No. 10 of the educational and visual aid by R.B. Sterkina “Medicines and vitamins in our lives”	1
28	Conversation on picture No. 8 of the educational visual aid by R.B. Sterkina “The ability to properly handle certain household items”	1
29	Conversation on picture No. 11 of the educational textbook by R.B. Sterkina “Design of a roadway.”	1
30	Conversation on picture No. 12 of the educational visual aid by R.B. Sterkina “Zebra, traffic light”	1
31-32	Conversation on lesson No. 14 of R.B. Sterkina’s educational visual aid “Road Signs”	Modeling from plasticine and salt dough	2
3	Paper plastics	2
4		2
5	Construction from Lego	2

7. Contents of the program “On the way to school”, for children 5 – 6 years old

Section of the program “Learning to speak, listen and read”

When working with children aged 5-6 years, special attention is paid to the development of phonemic hearing and perception, as well as the formation of skills and abilities necessary for successful learning to read and write.

1. Sounds:

- the concept of “sound”; organs of articulation, ways of pronouncing sound, its symbol;

- acoustic characteristics of sound; consonants and vowels, hard and soft, voiced and voiceless consonants;

- highlighting vowels, consonants, hard, soft, voiced, voiceless consonants in a word;

- highlighting sounds at the beginning of a word, at the end, in the middle. Determining the position of a sound in a word;

- sound analysis of the composition of syllables and words;

- “reading” and composing syllables and words using conventional sound notations.

2. Syllables:

- the concept of “syllable”, syllabic analysis of words;

- selection of words for a given number of syllables;

- highlighting the first and last syllables in words;

- selection of words for a given syllable;

-composition of forward and backward syllables.

3.Words.

- identifying differences in the sound (syllabic) composition of two words;

- composing a word from sounds and syllables, from the first (last) sounds or syllables in the names of pictures;

- changing words by replacing, rearranging, adding, deleting sounds or syllables;

- identifying syllables repeated in words and then adding them to other words;

- restoration of violations of the sequence of sounds or syllables in the structure of a word;

- consistent transformation of a word into other words by repeatedly changing its sound and syllabic composition.

4. Letters.

- familiarity with letters;

- differentiation of the concepts “sound” and “letter”;

- consonants and vowels;

-correlation of letters and sounds.

In speech development classes, special tasks are used on:

- identifying signs of similarity and difference between two or more objects;

- selection of identical objects from a group of objects;

- highlighting an unnecessary item;

- combining various items into groups;

- identifying logical inconsistencies in a drawing or story, etc.

NOTE*

In order to significantly expand the possibilities of working on the sound analysis of words, I developed the “Letters - toys” system. Letters are people. We can see them, play with them, form syllables and words. We don't hear the sound. But in order for the child to identify sounds, we agreed that the letters denoting vowel sounds are red. Letters representing consonants are blue. The letters denoting voiced consonants “dress” the bell. Letters representing voiceless consonants without bells. Soft consonants have green shoes. The hard ones are blue. This method of visualization allows children to quickly master the sound analysis of words.

1. Quantity and count:

- one – many;

- numbers and figures from 0 to 10;

- forward and backward counting from 1 to 10;

- ordinal counting from 1 to 10;

- composition of numbers from 2 to 10;

- signs +, -, =, MORE, LESS;

- the concept is the same;

-solving arithmetic examples and problems;

- concept of steam;

- numerical segment.

2. Size:

- comparison of objects by size;

- comparison of objects by length and height;

- comparison of objects by width and thickness;

- comparison by weight;

- comparison by volume;

- volume measurement;

- area measurement;

- comparison of objects by shape;

- comparison of objects by color;

- selection and grouping of objects according to one or more characteristics and properties;

- paired comparison technique, superposition methods and applications.

4. Orientation in space.

- concepts: left, right, above, below, forward, backward;

- formation of ideas closer, further, near, far, near, low, high;

- correct use of prepositions: in, on, over, behind, before, between;

- orientation in the notebook;

Orientation by verbal instructions and plan;

- mirror reflection.

5. Orientation in time.

- morning afternoon Evening Night;

- name of the days of the week;

- months, seasons, year;

- today, tomorrow, the day after tomorrow, yesterday, the day before yesterday;

- cyclicality of the day, days of the week, months, seasons.

6. The simplest geometric concepts:

- point, line, ray, angle, segment,

- straight horizontal, vertical;

- curves, broken, closed and open lines;

- ruler, centimeter;

- use of a ruler.

7.Geometric shapes.

- flat figures;

- polygon;

- geometric bodies;

- vertices, sides, corners;

- practical use of a ruler for geometric shapes and measuring the lengths of their sides;

- dividing figures into 2, 4, equal and unequal parts;

- assembling a whole figure from several parts;

8. Graphic works.

- symbols;

- familiarization with the notebook;

- graphic dictations;

- drawing from memory;

- drawing by cells and dots;

- drawing missing parts of an object;

- shading and coloring.

10.Math games:

- classification of objects;

- position in space;

- logical formulation of answers;

- entertaining questions;

- riddles, jokes;

- continue the logical series;

- copying and repeating shapes and points;

- games to develop memory, attention, imagination;

- labyrinths, kaleidoscopes, crosswords.

Section “Development of fine motor skills of the hands”, 5-6 years

The content of this section includes activities that promote the development of fine motor skills from Salmina’s manual “Cells, Dots and Strokes,” as well as classes in modeling, paper-making, appliqué, and design.

Expected results

- increasing the level of children's readiness for school;

- development of communication skills and behavior in a team;

-developed initial reading skills and basic mathematical concepts;

- increasing the level of speech development;

- development of cognitive interests in educational activities and the formation of a desire to study at school;

- education in children of healthy lifestyle skills and a conscious attitude towards health, development of fine and gross motor skills, general improvement of the body.

Mechanism for evaluating results

1.Visual (observation method).

2.Psychodiagnostic methods of emotional states, cognitive capabilities, communication connections.

3.Diagnostics of the development of cognitive processes, speech readiness, formation of elementary mathematical concepts.

4.Testing by sections of the program.

5. Final holiday “Journey to Literalland”.

NOTE*

Classes include games to develop speech and form mathematical concepts.

Such games are aimed at:

- development of attentiveness;

- development of logic;

- development of a sense of humor;

- development of imagination and creativity;

- education of kindness;

- learning games and magic tricks.

- all classes musthaveplayful character;

- lack of coercion,

- short duration,

- unobtrusive stimulation

- variety,

- positive assessment.

Material and technical support for the implementation of the educational program.

Specially equipped office, tape recorder, TV, magnetic board

8. Projected performance

(What does a child entering school need to know and be able to do?)

1.Your first name, patronymic and last name.

2. Your age (preferably date of birth).

3.Your home address.

4.Your city and its main attractions.

5. The country in which he lives.

6.Last name, first name, patronymic of the parents, their profession.

7.Seasons (sequence, months, main signs of each season, riddles and poems about the seasons).

8. Domestic animals and their young.

9. Wild animals of our forests, hot countries, the North, their habits, cubs.

10. Transport by land, air, water.

11. Distinguish between clothes, shoes and hats; wintering and migratory birds; vegetables, fruits and berries.

12. Know and be able to tell Russian fairy tales.

13. Know great poets and writers: A.S. Pushkin, L.N. Tolstoy, S.A. Yesenin, F.I. Tyutchev and others and some of their works for children.

14. Distinguish and correctly name planar geometric shapes: circle, square, rectangle, triangle, oval.

15. Freely navigate in space and on a sheet of paper (right - left side, top - bottom, etc.).

16. Be able to fully and consistently retell a story you’ve heard or read, and compose (invent) a story based on a picture.

17. Remember and name 6-10 objects, pictures, words.

18. Distinguish between vowels and consonants.

19. Divide words into syllables using claps, steps, and the number of vowel sounds.

20. Determine the number and sequence of sounds in words like “POPPY”, “HOUSE”, “OAKS”, “TEETH”.

21. Good with scissors. Cut strips, squares, circles, rectangles, triangles, ovals. Cut out objects along the contour.

22. Use a pencil: draw vertical and horizontal lines without a ruler, draw geometric shapes, carefully paint over, shade with a pencil, without going beyond the contours of objects.

24. Be able to listen carefully, without distractions (25 - 30 minutes).

25. Maintain a slender, good posture, especially when sitting.

COMMITTEE ON EDUCATION MO "CITY OF MAYKOP"

Municipal educational budgetary institution "Lyceum No. 19"

Preschool work program

future first-graders “Soon to school”

Maykop 2015

Municipal educational institution "Lyceum No. 19"

I APPROVED

Director of Lyceum No. 19

___________

"____" _________ 2015

WORKING PROGRAMM

Name of academic subject (course)	preschool preparation of future first-graders
Status of the academic subject (course)
	(compulsory, optional, elective)
Profile (pre-profile)
Scope of academic subject (course)
	(total volume of academic subject (course), hour)

The work program “Soon to school” for preparing children 6-7 years old for school was developed in accordance with the requirements of the Federal State Standard of Primary General Education of the second generation, based on the program “Continuity” (a program for preparing children 5-7 years old for school) scientific. hands N. A. Fedosova (Moscow: Prosveshchenie, 2012), recommended by the Ministry of Education of the Russian Federation.

Compiled by: Bashkatova I.V., Bagimova O.A.

The work program was discussed and approved at a meeting of the methodological association

Protocol No.____ "____"____________2015

Head of the methodological association

Agreed:

Protocol No.____ dated "____"____________2015

Explanatory note

The work program “Soon to school” for preparing children 6-7 years old for school was developed in accordance with the requirements of the Federal State Standard of Primary General Education of the second generation, based on the program “Continuity” (a program for preparing children 5-7 years old for school) scientific. hands N. A. Fedosova (M.: Prosveshchenie, 2012), recommended by the Ministry of Education of the Russian Federation.

The program prepares children for school, providing continuity between preschool and primary general education.

Purpose of the program– successful adaptation of preschool children to new educational conditions and creation of conditions for a comfortable transition from one educational level to another.

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

The development of a child’s potential through mastering the UUD proposed by the federal standards for primary general education forms the basis of primary education. In this regard, creating the prerequisites for schooling is another equally important goal of the program.

The “Soon to School” program solves the problems of the general development of the future first-grader, his physical, social and psychological functions necessary for systematic learning at school.

Main goals: maintaining and promoting health; development of personal qualities; formation of value systems and orientations; development of creative activity; formation and development of mental functions of the cognitive sphere; development of the emotional-volitional sphere; development of communication skills; development of skills to act according to the rules.

General characteristics of the program

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

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

The content of preparation for training is based on such principles as: taking into account the age and individual characteristics of the child; systematic and consistent; variation and variability; accessibility and sufficiency; visibility; reliability; complexity; relationship with the outside world; use of works of art, works of children's creativity; a variety of gaming and creative tasks.

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

Place of classes in the curriculum

The “Preschool Children” program offers a system of adaptation classes and consists of the following courses: “Teaching literacy and speech development”, “Mathematics and design”, “Decorative drawing and modeling”. Adaptation classes are organized at the school and have the following time structure: 3 classes a day, 3 times a week. Classes last 30 minutes with a 10-minute break. The program lasts 14 weeks. The total number of classes is 41.

Value guidelines

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

A child entering first grade has the following qualities:

physically developed, masters basic cultural and hygienic skills: dresses and undresses independently; takes care of clothes and shoes; follows the basic rules of a healthy lifestyle; cares for plants, animals, toys, books;

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

knows the means of communication and ways of interacting with adults and peers; uses verbal and non-verbal methods of communication; speaks dialogically and constructively interacts with children and adults; consciously and voluntarily constructs a speech utterance in oral form.

Results of mastering the program

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

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

Meta-subject results .

Subject results.

The child will learn:

recognize the first sound in words;

listen carefully to literary works;

name characters, main events;

answer the teacher’s questions about the content, draw basic conclusions;

compose a basic story based on a series of pictures;

discuss the moral aspects of people's actions;

participate in group conversations;

use accepted norms of polite speech communication;

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

determine the number of objects within 10, correlate the quantity with numbers;

navigate in space;

navigate through squared notebooks;

make basic drawings on checkered paper;

use a brush correctly when painting;

perform a basic ornament in a strip;

use basic sculpting techniques (pulling, pinching, bending, rolling, flattening, etc.).

The child will have the opportunity to learn:

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

distinguish between vowels and consonants and relate them to letters;

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

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

count and count one by one;

use the basic rules for constructing a linear ornament;

Mathematics and the development of logical thinking

The work program in mathematics is compiled on the basis of the federal component of the state standard, the approximate pre-school training program of the Lyceum No. 19.

The program is designed for 2 hours per week.

The work program implements the following learning objectives:

Creating favorable conditions for the full intellectual development of each child, corresponding to his age characteristics and capabilities;

Formation of thought processes, logical thinking, spatial relationships, creative activity;

Mastering mathematical knowledge and skills;

Cultivating interest in mathematics, the desire to use mathematical knowledge in everyday life and to solve new specific educational problems;

Carry out control and self-control, markdown and self-assessment.

The working curriculum has some features in the content and structure of the subject.

Formation of initial ideas about natural numbers:

Students become familiar with the names of the first ten numbers, learn to name them in forward and reverse order;

Using the studied sequence of numbers, they learn to count objects;

Learn to express the result of counting as a number.

Basic requirements for the level of students' preparation in mathematics.

By the end of the training, students should:

1. call:

an object located to the left (to the right), above (below) a given object, above (under, behind, under, between, before, after) a given object, between two objects;

numbers from 1 to 10 in forward and reverse order;

a number greater (less than) given by several units;

the figure shown in the picture (circle, square, triangle, point, segment);

2. distinguish:

number and figure;

know the composition of numbers within 10;

geometric figures.

3. compare:

objects in order to identify their similarities and differences;

objects by shape, size (larger, smaller).

Teaching literacy and elements of writing.

The work program for the training course “Teaching literacy” in pre-school preparation is compiled on the basis of an approximate program for the Russian language

(Letter of the Ministry of Education and Science of the Russian Federation dated 07.07.2005 No. 03-1263 “On model programs in academic subjects of the federal basic curriculum”) o in accordance with the federal component of the state standard of primary general education (Order of the Ministry of Education of the Russian Federation dated March 5, 2004 No. 1089 “ On approval of the federal component of state educational standards for primary general, basic general and secondary (complete) general education." The work program was developed in order to specify the content corresponding to the level of the educational standard in the subject and taking into account the continuity of the Russian language program of basic general education, i.e. its implementation will ensure continuity with preschool training and the content of the next stage of education. The purpose of this course is to provide students with initial knowledge of their native language, learning to read and write. This goal of teaching preschoolers is considered in the logic of the priority goals of primary education - the focus of the learning process on the formation of the most important new formation of this age period - educational activity. Objectives of the literacy course: - formation of general ideas about words and sentences; - formation of sound analysis actions; - formation of writing skills; - development of speech.

Basic requirements for the level of training of students.

By the end of the course, students should know/understand:
- sounds and letters, vowels and consonants, hard and soft consonants;
- sound, syllable, word;
- word and sentence;
- emphasis;
be able to: - name, give examples of sounds: vowels, consonants (soft, hard);
- name, give examples of words naming objects, actions of an object and a sign of an object;
- distinguish between sounds and letters, vowels and consonants, hard and soft consonants;
- distinguish sounds, syllables, words;

Technology, fine arts.

Society's need for a new type of personality - creatively active and free-thinking - will undoubtedly increase as socio-economic and cultural conditions improve. The ability to be creative is a distinctive feature of man, thanks to which he can live in unity with nature, create without harming or destroying, but multiplying. Human creativity is unthinkable outside of society, because everything created by the creator has always been and will be unique, original and valuable for contemporaries and future generations.

A special place in the upbringing and education of a child is occupied by art, which develops artistic and imaginative thinking based on imagination, fantasy, visual and auditory associative perception.

The main purpose of this program– development of the child’s creative personality. It is based on objective-practical activities that develop the eye and fingers, coordination of movement and speech, deepen and direct emotions, excite imagination, make thoughts work, and broaden horizons.

This program is the first step in instilling in a child a morally healthy attitude towards nature, towards human society and the surrounding world as a whole through the visual arts.

Purpose of the proposed program– development of a creative personality focused on harmonizing their relationships with the environment.

Taking into account the end-to-end construction of the program, i.e. a smooth transition from preschool to school education, the program puts forward the following tasks:

· carry out special preparation for the fine arts course at school: mastering the skills and abilities of working with tools, mastering various artistic materials;

· develop “manual skill” in artistic work;

· promote the development of creative potential, the manifestation of independence and individuality of children;

· create a positive emotional attitude in children towards their productive and artistic activities;

· develop speech, enrich the child’s vocabulary, develop the ability to express one’s thoughts, feelings, and ideas in words.

To accomplish the assigned tasks, the following are provided:

types of activities:

1. Drawing on various topics (plot).

4. Drawing according to plan (creative tasks).

5. Application.

6. Conversations about fine arts.

Training methods and forms of work for this program have been developed. The most effective teaching methods are:

Creating a creative situation focused on finding relationships between different types of arts;

Searching for the necessary variable ways to implement ideas using the means of fine art;

Creating a creative atmosphere for the most complete disclosure of the artistic image.

Fine arts and artistic activities are aimed at developing creativity in preschoolers, which is defined as productive activity, as a result of which the child creates something new, original, showing imagination, realizing his plan, finding means for its implementation. Children develop the ability to complete a job they have begun, the basics of a work culture are instilled, calligraphy skills are formed, and their eye and color perception improve.

One of the necessary tasks of preparing children for school is the development of “manual skill.” At this age, it is a problem for a child to master the elements of writing, and graphic work with a pencil, work in small plastic, developing fingers, drawing, modeling, appliqué, as well as making various paper crafts will help to overcome these difficulties. Each artistic technique, to one degree or another, develops different areas of the child’s hand, forearm and fingers. For example, fine graphic work teaches better coordination of movements, modeling develops fingers, and tasks performed using painting techniques contribute to greater freedom and relaxation of the entire hand.

During classes, preschoolers develop the ability to easily and freely control artistic instruments. At the same time, various hand actions, coordination of movements of both hands, coordination of hand and eye actions, and visual control are developed.

In classes in fine arts and artistic work, exercises are introduced to develop attention and logical thinking.

The program is innovative in nature, since the work system uses non-traditional methods and methods for developing children's creativity: blotography, spraying, monotype, drawing with hand or fingerprints, tamponing, etc.

Much attention is paid to organizing the workplace, economical use of materials and accuracy in work.

During the classes, children are instilled with a responsible attitude to work and artistic taste. The program involves creating a positive emotional atmosphere around the child, helping to liberate his personality and activating his creative potential.

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

1 names of primary colors;

2 vertical, horizontal,

1) sit correctly at your desk, hold a sheet of paper and pencil correctly;

2) work freely with a pencil - draw lines in the right directions without tension, without rotating the sheet of paper;

3) choose the position of the sheet (vertical or horizontal) in accordance with the image;

4) make full use of the area of the sheet of paper, depict objects large;

5) convey in the drawing the simplest form, general spatial position, basic color of objects;

6) master the concepts: large, medium, small. Be able to analyze: small - large, high - low, long - short, wide - narrow;

recognize objects, phenomena, actions depicted in a picture or illustration.

As a result of training in the preparatory course program, the child should be able to:

1) use the simplest techniques of modeling, appliqué, etc.

2) reproduction and construction of objects;

3) the ability to create simple structures from different materials.

Educational thematic plan ( 6 - entrances)

Mathematics and development of logical thinking

	Lesson topic	Quantity hours
	Direct counting of objects.
	Counting down items.
	Use of indicative terms “between”, “behind”, “left”, “right” and so on.
	Orientation on a plane. The concepts of “to the left”, “to the right”, “down”, “up” and others
	Comparison of quantities of different objects.
	Number and figure. Letter number 1.
	Ordinal counting in the directions “right”, “left”, “from”.
	Number ladder. Number and figure 2.
	Comparison of the number of objects with number and figure.

	The relationship between number and figure.
	More, less, equal.
	Compare two numbers and prove that one of them is greater. Number and figure Z.
	Signs "", "=".
	Signs “+”, “-”, “=”.
	Repetition of learned material.
	Number and figure 4.
	Counting objects in pairs. Composing the number 4.
	Number and figure 5.
	Composing the number 5. Problem - illustration.
	Number and figure 6.
	Composing the number b.
	Number and figure 7. Problem - illustration of addition.
	Composing the number 7.
	Number and digit 8. Problem - subtraction illustration
	Composing the number 8.
	Number and figure 9, 10
	Composing the numbers 9,10. Repetition.

Literacy training

	Lesson topic	Quantity hours
	Speech consists of sentences.
	Words are divided into syllables.
	Vowels and consonants.
	The vowel sound [a], the letter Aa.
	The vowel sound [o], the letter Oo.
	The vowel sound [i], [u], letters Ii, Uu.
	Vowel sound [s], letter Y.
	Consonant sounds [Н], [Н’], letters Нн. Reading syllables and words with the letter N.
	Consonant sounds [t], [t’], letters Tt. Reading syllables and words starting with the letter t
	Consonant sounds [k], [k’], letters Kk. Reading syllables and words with the letter K.
	Consonant sounds [s], [s’], letter, Ss. Reading syllables and words with the letter S.
	Consonant sounds [l], [l’], [r], [r’], letters Ll, Rr. Reading syllables and words with letters L and R.
	Consonant sounds [в], [в’], letters Вв. Reading syllables and words with the letter V.
	Letters Her. Reading words with the letter E.
	Consonant sounds [p], [P, [m], [m’], letters Pp, Mm. Reading syllables and words with the letters P and M.
	Consonant sounds [з], [з’], letters Ez. Reading syllables and words with the letter 3.
	Consonant sounds [b], [b’], [d], [E”], letters Bb, Dd. Reading syllables and words with letters B and D.
	Letters Yaya. Reading words with the letter Y.
	Consonant sounds [g], [g’], letters Gg. Reading syllables and words with the letter G.
	Soft consonant sound [CH’]. Letters Hch. Reading words with the letter C.
	Letter b. Solid dividing sign. Reading words with learned letters.
	Hard consonant sounds [Zh], [Sh], letters Shsh, Zhzh. Reading words with letters Ж, Ш.
	Soft consonant sound [I’]. Letters Iy.
	Consonant sounds [x], [x’]. letters Xx. Reading words with the letter X.
	Hard consonant sound [Ts], letters Tsts. Reading words with the letter c.
	Vowel sound [E], letter Ee. Letters Yuyu.
	Soft consonant sound [Ш']. Letters Shch. Reading words with the letter Ш.
	Consonant sounds [f], [f’], letters Ff. Reading words with the letter F.

Education hands letter

	Lesson topic	Quantity hours
	Acquaintance. Hatching (vegetables).
	Folk signs about the weather and seasons. Hatching (tree leaves).
	The fairy tale reveals its secrets to us. Hatching (picture for a fairy tale).
	Tongue Twisters. Hatching in coloring.
	Pure talk. Hatching in coloring.
	Nursery rhymes. Hatching in coloring.
	Getting to know how to line a notebook. Narrow line. Writing straight_short lines. Counting books.
	Letter with a long straight slanted line. Game songs.
	Writing short lines with a curve at the bottom. Game verdicts.
	Long line letter with a curve at the bottom. say the word.
	A letter of short lines with a curve at the top. In the world of sounds and letters.
	Long line letter with a curve at the top. Russian bylichki, byvalnitsy and fairy tales about mythological characters. Water.
	Letter element letter A capitalized. Russian bylichki, byvalnitsy and fairy tales about mythological characters. Mermaids.
	A letter in a straight, long line with a loop at the bottom. Russian bylichki, byvalnitsy and fairy tales about mythological characters. Leshy.
	A letter in a straight, long line with a loop at the bottom. Russian bylichki, byvalnitsy and fairy tales about mythological characters. Brownie.
	Small letter letter I. Word by word.
	Capital letter letter I. What is the word? (multi-meaning words).
	Letter of lowercase letter O. Clear without words.
	Letter of capital letter 0. From Monday to Sunday, (enrichment of vocabulary).
	Small Letter A. Journey into Imagination.
	Capital Letter A. Journey to Guessing Game.
	Letter of lowercase and capital letter L. Travel to Sochinyayka.
	Letter of small letter S. The most amazing miracle in the world.
	Letter capital letter S. Can nature talk?
	Puzzles. Hatching of mushrooms.
	Repetition of learned material.

“ I depict the world around me.”

Lesson number		Number of hours
	Drawing on the theme “Me and my family”
	Christmas tree cutting. Introducing scissors. Rules for safe handling.
	Modeling from plasticine “Fruits and vegetables”
	Color (applying strokes). Drawing and coloring the sun.
	Application "ship"
	Modeling of plasticine dishes.
	We draw insects. Butterfly
	Drawing animals using a stencil. Hatching.
	Carving fish for the “aquarium”.
	Draw your favorite cartoon character.
	Modeling of sea animals (whale)
	Modeling from plasticine (giraffe)
	Applique “brush of grapes”
	Making a pattern of geometric shapes.

Literature

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

Bugrimenko E. A., WengerA. L. et al. Readiness of children for school. - M., 1992.

Belova T.V., Solntseva V.A. Is the child ready to study in first grade? - M.: Yuventa, 2005.

Davydov V.V. Problems of developmental training: Experience of theoretical and experimental psychological research. - M.: Pedagogy, 1986.

Druzhinin A., Druzhinina O. First time in first grade. - M.: ZAO Tsentrpoligraf, 2003.

Nikolskaya I. M. Psychological protection in children. - St. Petersburg: Rech, 2001.

Churakova N.A. New generation preschool. Conceptual foundations and programs. - M.: Akademkniga, 2010.

Yakimanskaya I. S. Personality-oriented learning in modern school. - M.: September, 2000.

Preparatory classes for school: work program, monitoring of educational skills, lesson notes / author's compilation. E. V. Minkina, E. A. Semyatina. – Volgograd: Teacher, 2011.

Diagnosis of a child’s readiness for school: A manual for teachers of preschool institutions / Ed. N. E. Veraksy. – M.: MOSAIKA-SYNTHESIS, 2010

Municipal educational institution secondary school No. 11

with in-depth study of individual subjects

Kursk municipal district

Stavropol Territory

Program

preparatory course

on preparing children

V. G. Bezladnaya

Reworked and supplemented

Rakityanskaya E.B.

EXPLANATORY NOTE

Teachers are concerned with the questions of how to teach children with two grades, without coercion, how to develop a sustainable interest in knowledge and the need for independent research, and how to make learning joyful.

A. S. Makarenko wrote, and the American scientist and psychologist Blum claims that the main characterological personality traits develop before 5 - 8 years of age (up to 70%). It is during this period that gaming activity helps organize the educational process in such a way (as psychologists note) that it makes it possible to reveal the essential strengths of a growing person and form the core of the personality. Everything that a person masters at this age remains for life. Inattention to the development of personality, to the emerging spiritual needs and motives of activity at this age gives rise to psychological miscalculations, which are clearly revealed in the following stages of education. It is at the stage of initial education that the direction of personal development is decided.

The general development of personality is understood as the development of the mind, will, feelings, i.e., the fundamental aspects of the psyche that form its basis. The development of the mind is manifested not only in the assimilation, but also in the processing of knowledge, in which various types of activities are involved: logical thinking, observation, various types of memory, imagination. The development of the mind is associated with the development of the will - the ability to set a goal and mobilize oneself to achieve it. The development of feelings - aesthetic, moral, intellectual - constitutes the spiritual wealth of a person.

The famous psychologist L. S. Vygotsky believed that learning should go ahead of development. “Properly organized education should lead to the development of the child.” He wrote that pedagogy should focus not on yesterday, but on tomorrow’s child development. “Development comes from cooperation, which helps the child to reveal his potential, and instills in him faith in his own strength.”

The development of each child is uneven - sometimes slow, sometimes spasmodic, depending on his individual characteristics, on the characteristics of his higher nervous system, his experience, perception, physical development, etc. Uneven development is manifested in the more rapid development of some functions while the development of others is delayed. This is confirmed by the fact that some children have a highly developed imagination or logical thinking, while others have a highly developed memory. This means that some schoolchildren will have higher performance in humanities subjects, others - in science subjects.

All children, if they do not have any pathological abnormalities, can advance in their development. The process of development itself proceeds either slowly or spasmodically. Therefore, weak and strong students should study together. “After all, a class is an educational team, where, with the correct organization of work, each student makes his own contribution to the common life, his original, original beginning.” (L.V. Zankov)

There should be a business-like, friendly relationship between the teacher and the student, based on respect for the student’s personality, attention to his inner world in the process of acquiring knowledge, to his experiences. Psychology considers communication as one of the activities. Communication in the educational process is an important factor influencing the acquisition of knowledge and development in the education of schoolchildren. The student’s personality is formed not by mastering the rules of behavior, not by punishment and evaluation, but “in various relationships, actions and the internal work that is tied and intertwined around them.” (L. S. Rubinstein Problems of general psychology - M., 1973 - p. 191). It is through relationships, through experiences in the process of communication with his mother, teacher, and comrades that a person in childhood matures for full communication with the outside world in adulthood. A teacher needs to see children not with their eyes, but with their hearts.

Didactic principles are implemented through teaching content and working methods.

Purpose of the course:

Development of the personality of each child, formation of his readiness for systematic learning, overcoming factors of maladaptation by equalizing the starting capabilities of each child, allowing them to successfully master the primary school program in the future.

Course objectives:

Educational:

Acquisition of knowledge, skills and abilities of educational activities;
Formation of skills to express one’s thoughts accurately and clearly;
Development of motivation for learning activities.

Educational:

Instill a responsible attitude towards learning;
Activate creativity;
develop the skills and abilities necessary for classes in primary school;
Develop memory, thinking, imagination.

Educators:

Cultivate perseverance, hard work, accuracy;
Create a culture of communication with each other;

Basic principles the work of teachers in preparing children for school:

> taking into account the individual capabilities and abilities of the children;

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

> an integrated approach to developing activities;

> systematic and consistent training;

> variability in the content and forms of classes;

> visibility.

Features of the program

The program for preparing children for school is rich in content. It aims to familiarize children with the general picture of the world around them. And this is natural, because children want to know more about what they encounter every day in life.

Teaching methods are multifaceted. They are aimed not only at the acquisition of knowledge, but also at the development of children, and are aimed not only at awakening the mind, but also the emotional sphere. Creating a high emotional tone during the learning process is a necessary condition for acquiring knowledge, since experienced knowledge becomes a belief.

The didactic core of the lesson is the activity of the children themselves, which makes them observe, compare, classify, group, draw conclusions, figure out patterns - in a word, makes them think. The development of children is influenced by their intense independent activity associated with emotional experience. The path of knowledge is “from students” to collective search.

This program includes speech development and training in syllabic reading; in mathematics: studying counting and the composition of numbers within 10, solving simple addition and subtraction problems, familiarization with the signs: +, -, =, the concepts of “more”, “less”, “same”, “right”, “left” "; strengthening the muscles of the hand and fingers.

“In primary school, a teacher is a discoverer of the world and phenomena for a child,” wrote V. A. Sukhomlinsky.

Work on children’s oral speech begins from the first day of classes, taking into account what the child is already aware of in his speech practice: “word”, “sound”, “letter”. The concept of “syllable” is introduced only when children begin to read their first words. Letters are studied daily, one, two, and three at a time. When children begin to read whole phrases, the concept of “sentence” and grammatical rules about capital letters and separate spelling of words in a sentence are introduced.

When developing phonemic hearing in children, it is necessary to systematically identify, recognize, and distinguish phonemes of their native language, because well-developed phonemic awareness is an essential prerequisite for correct reading and writing.

The most important role is played by the analysis and synthesis of sounds. It uses the articulation of sounds, finishing an unfinished word, selecting words with the sound being studied and determining its place in the word, reading words by similarity, building up vowels and consonants at the beginning and end of a word, adding a consonant from the original word to the second, replacing one sound in a word others, reading anagrams, etc.

The technique of comparison is widely used when introducing children to soft consonants, the softness of which is emphasized by certain vowels and b, when familiarizing themselves with paired consonants, b and b separating marks.

Children enthusiastically type letters, syllables, words, sentences, both using a dot pattern and completing tasks: “Add the word”, “Add the sentence”, “Write a sentence from the words read”. This work brings meaning to the process of mastering reading and, in addition, develops muscle memory.

When organizing children’s work on speech development, it is necessary to set more and more new tasks for them, expanding the range of observations and knowledge about the world in which we live, about nature, animal life, human work and the results of labor, universal human values, love for family, home , ability to make friends, etc.

During work, it is necessary to give a feasible task, create a working atmosphere, evoke appropriate emotions - all this will contribute to the assimilation of the material, the development of logical thinking, attention, as well as the cultivation of the will, the habit of mental work.

TEACHING SYLLABLE READING AND SPEECH DEVELOPMENT

During this period it is provided:

To develop children’s phonemic hearing (the ability to distinguish and isolate individual sounds in a word and syllable, to establish their sequence), to develop a clear, correct and loud pronunciation of words, syllables and speech sounds;

Teach smooth syllabic reading, the ability to type one-syllable, two-syllable words independently, three-syllable words - according to a model, simple sentences consisting of 2 - 3 one-syllable or two-syllable words;

Learn to answer the teacher’s questions, ask questions, express your impressions and thoughts, talk about the results of your observations, the ability to speak in front of the class, read poems expressively, tell fairy tales, compose short stories based on plot pictures, logical tasks. Children learn to solve riddles, charades, anagrams;

Introduce the writing of combinations: ZHI, SHI, CHA, SCHA, CHU, SCHU, CHK, CHN;

Introduce the writing of a capital letter at the beginning of a sentence, a person’s name, an animal’s name;

Learn to combine objects according to essential characteristics (in connection with reading or observation).

II. MATHEMATICS

Mathematics contributes to the development in children of thinking, memory, attention, creative imagination, observation, strict consistency of reasoning and its evidence; provides real prerequisites for the development of children’s logical thinking, teaching them the ability to briefly, accurately, clearly and correctly express their thoughts. The formation of concepts about number and arithmetic operations begins from the first lessons and is carried out on the basis of practical actions with various groups of subjects. Children form a generalization about the formation of the next number in the natural series, establish a relationship between any number in the series and all its predecessors or successors; learn to find the sum of two numbers (using counting objects), their difference (based on the composition of the number). Discovering the meaning of actions and the formation of certain concepts is associated, as a rule, with the solution of simple problems (solvable by one arithmetic operation). Along with solving ready-made problems, it is important to train children in composing them independently according to various teacher assignments. Numerical and plot material must be taken from the surrounding reality. The most important task in mathematics lessons is gaming activities, bright and varied didactic material.

TEN

1. Counting objects (real objects and their images).

2. Number and figure. Numbering: name, sequence and designation of numbers from O to 10. Reading and writing them.

3. Comparison of numbers. The concepts of “more”, “less”, “same” or “equal”.

4. Signs: +, -, =. Actions: addition and subtraction.

5. Obtaining a number by adding 1 to the previous one, subtracting 1 from the subsequent one.

6. Acquaintance with the composition of the numbers of the first ten (using counting material).

7. Solving simple addition and subtraction problems based on counting

items.

8. Introduction to geometric shapes: circle, oval, triangle, rectangle, square (as a special rectangle).

III.

V. A. Sukhomlinsky wrote that the origins of children’s abilities and talents are at their fingertips. Therefore, it is very important to place your hand and prepare it for work.

According to the observations of scientists, it is known that muscle memory in children from four to five to seven years old is very tenacious and the most excitable. Learning calligraphy begins when all the defects have already been established and the physiological period of this type of memory has already passed. At the same time, everyone knows that a child’s first impression is the strongest and most vivid. And if, when learning to write a letter, an element fails, the letter is written incorrectly, ugly, the baby begins to get nervous. But the letter did not work out because the small muscles of the fingers and hands are still very weak. What can help in this case? You can use the experience of Evgenia Nikolaevna Potapova in shading objects as a type of work that strengthens the muscular strength of the hand and fingers. Give tasks to do shading with straight lines, parallel segments, arcuate lines, block letters, ovals, etc. And if they get tired, offer to paint the figure. Children will continue shading in 1st grade during the period of learning to read and write. At home, children can color, shade in coloring books, or do classroom-like activities as they wish.

Means of strengthening the muscles of the hand and fingers are: modeling objects, designing from paper, drawing. Carrying out this or that task of placing a hand (in a notebook of any lined pattern), drawing, designing, sculpting something, children either “pick” berries for mother’s jam, or “go” to the forest to pick mushrooms, or “hide” under umbrellas, sometimes they “sew” clothes for a sailor, sometimes they “build” a house for friends, etc. Hatching, modeling, drawing, modeling is a way to develop children’s speech, their logical thinking, because Along the way, small stories are compiled, work is done on the word, riddles are made and guessed.

WORK PROGRAMS TO STRENGTHEN THE MUSCULAR STRENGTH OF THE ARM AND FINGERS

1. Hatching (Notebook in line).

2. Work on ruling in a notebook with a guide: objects, elements of letters, patterns, straight and oblique.

3. Modeling, design.

4. Drawing.

5. Practical execution of drawings, patterns, etc. in a squared notebook during math lessons.

Program structure

This program consists of three sections:

teaching syllabic reading and speech development;
mathematics;
work to strengthen the muscular strength of the hand and fingers.

The most important part of the program is to study the dynamics of a child’s development and study the level of his functional readiness for school.

Lesson mode

February – May

Once a week for three lessons – 48 hours

June

Three lessons daily – 72 hours

Total 120 hours

Lesson duration – 25-30 minutes

Forms of conducting classes

staging;
role-playing game;
contest;
subject game;
combination of all elements in one lesson.

Predicted results and forms of control

be able to :

1. Pronounce the words clearly and clearly:

extract sounds from words;
find words with a certain sound;
determine the place of a sound in a word;
observe orthoepic pronunciation standards;
make sentences on a given topic using supporting words:
compose stories, fairy tales based on illustrations or a series of pictures;
retell a fairy tale, a story based on an illustration;
navigate the notebook page;
write the basic elements of letters;

draw patterns and various elements.

2. Name numbers in forward and reverse order within 10:

relate the number to the number of objects;
use arithmetic symbols;
compose and solve one-step problems involving addition and subtraction;
measure the length of objects using a conventional measure;
make larger figures from several triangles (quadrangles);
divide a circle or square into 2 and 4 equal parts;
navigate on a sheet of checkered paper.

3. Recognize familiar plants and animals in pictures and in nature:

list the seasons and days in the correct sequence;
name the main signs of the seasons.

As a result of studying under the preparatory course program, the child must know :

Russian alphabet;
composition of the first ten numbers;
how to get each number of the first ten (add or subtract 1);
numbers 0-9, signs +, -. =;
name of the current month, sequence of days of the week.

The form of final control over the assimilation of the studied material is testing.

Funds required to implement the program:

educational and thematic planning;
ABC;
workbooks;
copybook;
visual aids;
counting material.

Calendar - thematic planning

preparatory course classes (120 hours)

No.	Subject of the lesson	Number of hours	date
	Sound and letter: A.
	Sound and letter: M.
	Sounds and letters: R, O.
	Sounds and letters: Ш, И.
	Sounds and letters: I, U, N.
	Sounds and letters: S, K, T.
	Sounds and letters: L, V – consonants, voiced; the letter E stands for double sound.
	Sounds and letters: B, P.
	Sounds and letters: Z, D.
	Sounds and letters: G, Ya.
	Sound and letter: Ch and letter b.
	Sounds and letters: Zh, E.
	Sounds and letters: J, X.
	Sounds and letters: C, Yu.
	Sounds and letters: E, Shch.
	Sound and letter: F.
	b and b are dividing marks.

	Development of syllabic reading skills.
	Teaching syllabic reading
	TOTAL

Mathematics (30 hours)

No.	Subject of the lesson	Number of hours	date
	Counting items. Numbers from 0 to 3. Number 0.
	Numbers from 0 to 5. Number and digit 1. Signs +, -, =.
	Number and figure 2. Composition of number 2.
	Number and figure 3. Composition of number 3.
	Number and figure 4. Composition of number 4.
	Number and figure 5. Composition of the number 5.
	Counting objects from 0 to 5.
	Number and figure 6. Composition of number 6.
	Number and figure 7. Composition of number 7.
	Number and figure 8. Composition of number 8.
	Number and figure 9. Composition of the number 9.
	Number 10. Composition of number 10.
	Numbers of the natural series. Add and subtract 2.
	Counting items. Add and subtract 3.
	Numbers from 0 to 10. Add and subtract 4.
	Ordinal counting from 1 to 10. Counting objects. Add and subtract 5.
	Add and subtract 6.
	Counting objects within 10. Concepts: “same”, “left”, “right”.
	Counting items. Answers to the questions: “how much?”
	Days of the week. Seasons. Year.
	TOTAL

Work to strengthen the muscle strength of the hand and fingers

(50 hours)

No.	Subject of the lesson	Number of hours	date
	Introducing how to line a notebook into a wide line or a narrow line with a guide.
	Rule the notebook in a narrow line with a guide.
	Oblique line, circle, oval.
	A large and a small circle, a figure made of circles and an oblique combination with a circle.
	Combinations “zhi - shi”. Working line.
	Slanted and wavy lines. Working line. Wide line.
	Working in a notebook with a guide line (by writing)
	Lined notebook according to writing. Incline.
	Practicing tilting and writing in wide and narrow lines.
	Working line. Wide line in a notebook with a guide line.
	Tilt in a notebook with a guide line. Oval.
	Oval large and small. Tilt in a notebook with a guide line.
	Lined notebook according to writing. Wide and narrow line. Slanted line.
	Work in a notebook with a guide line.
	Wide and narrow line in a writing exercise book.
	Tilt, practicing the eye, developing the ability to see the line.
	Ovals, loops, straight, smooth and rounded at the bottom, straight horizontal lines.
	Oval, inclined with upward curve, inclined and arcuate lines.
	Elongated lines with a loop at the bottom.
	Elongated lines with a loop at the top.
	A straight slanted line with a curve at the top and bottom.
	Working with plasticine
	Modeling a “hedgehog”
	"Cherry"
	"Automobile"
	Construction
	"House" of geometric shapes
	"Freight car"
	Drawing
	"Cup"
	"Doll for Malvina"
	Drawing transparent balls
	"Airplane"
	TOTAL

Training in syllabic reading and speech development (40 hours)

Topic 1. Sound and letter A (1 hour)

Introduce the letter. Memorizing the poem "Watermelon". Riddles about watermelon, bus.

Topic 2. Sound and letter M (2 hours)

Introduce the letter. Reading letters, syllables, words. Compiling a story based on the plot pictures “Bears at work.” Print: M, MA – MA.

Topic 3. Sounds and letters P, O (2 hours)

Introducing letters. Reading letters, syllables, words. Compose a story based on a series of pictures. Logic exercise “Pisces. Animals". Memorizing the poem "River". We print: R, O, Shar, Rama, Mara, Roma.

Topic 4. Sounds and letters Ш,И. (2 hours)

Introducing letters. Memorizing the poem "Ball". Reading mergers, syllables, words. We print Sh, Y, Sha, Sho, Shar, Shar-ry, Ma-sha.

Topic 5. Sounds and letters I, U, N. (2 hours)

Introduce sounds and letters. Polysemy of words: needle, nose. Charades: duck, fishing rod. Reading letters, syllables, words. Offer. Anagrams. We type: I, Ni, N, Na, Ni-na.

Topic 6. Sounds and letters: S, K, T. (2 hours)

Speech development, “The cat is the hero of fairy tales.” Puzzles. The earth is home to all living things. Reading letters, syllables and sentences. We type: S, K, T, juice, Tim, Tom.

Topic 7. Sounds and letters: L, V – voiced consonants; the letter E stands for double sound (2 hours).

Riddles about a boat, skis, spruce, water. Reading letters, syllables and sentences. We print: L, V, E, Lena, Vova, Elena. I carry a chamomile in my hand.

Topic 8. Sounds and letters: B, P (2 hours).

Acquaintance with the sounds and letters B, P. Reading syllables, words, sentences with antonyms. Polysemy of words: hat, hat. We print: B, P, BA, BO, BU, GRANDMOTHER, PA, PO, PY. Dad has a dog.

Topic 11. Sound and letter: Topic 9. Sounds and letters: Z, D (2 hours).

Conversation “Teeth and care for them.” Characteristics of sounds Z, D. Reading syllables with letters, words and sentences. The polysemy of the word serpent. We print: Z, D, Zina, Dima, Rose, Dasha. A rose grew in the garden.

Topic 10. Sounds and letters: G, Z (2 hours).

Riddles about an apple and a pear. Game "Berries and Fruits". Conversation: “Why are strawberries, blueberries, and raspberries called that?” We read letters, syllables, words and the story “In the Garden.” Type: I, G, Yasha, lips, haystack, apple, city, geese.

Topic 11. Sound and letter: Ch, letter b (2 hours).

Logic exercise “Animals”. Sound and letter Ch. Reading syllables, words and sentences. Combinations: CHA, CHU, CHK, CHN. Letter b. Reading words and sentences. We print: H, L, KIDNEY, HORSE, MAIL, SKATES. Natasha has a watch.

Topic 12. Sounds and letters: F, E (2 hours).

Familiarization and characteristics of the sound and letter Zh, spelling ZhI, SHI. Reading letters, syllables, words and sentences. Compiling a story based on a series of pictures “For mushrooms”. Sound and letter E. Reading words, syllables, sentences. We print: F, E, WALRUS, HEDGEHOG, J-SH, WALRUS, HEDGEHOG. The hedgehog has sharp spines.

Topic 13. Sounds and letters: J, X (2 hours).

Logical exercise “Where did the bread come from?” Sound and letter X, reading syllables, words and poems. Sound and letter Y, reading and sentences. We print: Y, X, bread, loaf, bunny. Dunno visited us.

Topic 14. Sounds and letters: C, Yu (2 hours).

Conversation “Help Street”. Compiling a story based on a series of pictures “On the Family Farm.” Introduction to letters and their characteristics. Reading syllables, words with these letters.

Anagrams: L V YU K - (beak), A YU L - (spinner). We print: Yu, Ts, Julia, Yura, month.

Yura grows cucumbers.

Topic 15. Sounds and letters: E, Ш (2 hours).

Riddles about flowers. Sound and letter E (from the word this). Conversation “Changes in living and inanimate nature in spring.” Sound and letter Sh. Reading syllables, words and sentences. The combination of SHCHA, SHCHU.

We print: E. SHCH, PUPPY, FLOORS. The puppy's name is Echo.

Topic 16. Sound and letters: F (2 hours).

The poem “The steamer goes around the shoals...” Dictionary: shoals, sailor, navigator, valiant. Conversation about the fleet. Sound and letter F. Reading syllables, words and sentences. Characteristics of sound.

We type: F, FLEET, Fedya, Fenya, FILM, MOVIES. The yacht floats on the waves.

Topic 17. b and b – dividing marks (2 hours).

Interpretation of proverbs. Conversation based on illustrations “The family is having lunch.” Observation of words by ear: Kolya - stakes. Reading words and sentences. Game "Hakhania". Semiya sat down to have lunch. (?)

We type: b, b, seed, family, sat down, ate, moved out.

Topic 18. Development of syllabic reading skills 2 hours).

Poems about the sun, an appeal to reviving nature. Choral reading of the text from the board syllable by syllable.

Hatching: train from Romashkov, snowman. We print: the train leaves from Romashkov. Excursion to the school library.

Topic 19. Development of syllabic reading skills (2 hours).

Appearance of Pinocchio posing as a driver. He invites the children to the car shop. Anagrams. Children read the word and match it with the object. Game "Find My Mom".

Hatching according to the sample. Competition “Very skillful hands”.

Topic 20. Teaching syllabic reading (3 hours).

Riddles competition. Strengthening syllabic reading skills. Fairy tale competition. Choral reading of G. Uspensky’s poem “Little Rabbit” and “telling” with his hands. Logical task “Who lives where?” Memorizing the poem “We all became strong friends...”.

Mathematics (30 hours)

Topic 1. Counting objects. Numbers from 0 to 3. Digit 0. (1 hour)

Getting to know how to line a notebook into a square, how to sit when writing, how to hold a pen, and how to give an answer. Letter number 0 (empty set).

Topic 2. Numbers from 0 to 5. Number and digit 1. Signs +, -, =. (1 hour)

Work on exercises for the eye, the ability to see a line: using a dot pattern and independently. Getting to know the signs.

Topic 3. Number and figure 2. Composition of number 2. (1 hour)

Counting from 0 to 5. Game (Fishing). Numbers from 0 to 5.

We write numbers 1 and 2 according to the model.

Topic 4. Number and figure 3. Composition of number 3. (2 hours)

Game "Mushrooms and berries". Repeat the composition of number 2. How to get number 3? Composition of number 3. Draw mushrooms using a dotted pattern. Letter number 3.

Topic 5. Number and figure 4. Composition of number 4. (1 hour)

Introducing the number and number 4. Riddles about fingers. The concept of "the same amount". Counting objects up to 5 (put the same amount, draw the same amount). Composition of number 4. Letter of number 4.

Topic 6. Number and figure 5. Composition of number 5. (2 hours)

“Furry Story” - a charade (based on the pictures “Cat and Mouse”), mouse - fly-bear.

Fun account: “The bears are out hunting for mushrooms.” Number and figure 5. Composition of the number 5. We write the number 5 according to the model. Working with counting material.

Topic 7. Counting objects from 0 to 5. (1 hour)

Counting forward and backward from 0 to 5. Riddle about the hedgehog. Counting objects based on poems about hedgehogs. Composition of numbers 2,3,4,5. Memory training. Writing numbers in a notebook: 0,1,2,3,4,5.

Topic 8. Number and figure 6. Composition of number 6. (2 hours)

Counting objects (Parsley's friends). Number and figure 6. Composition of number 6. Game “In the Meadow” according to the composition of 6. Writing number 6 in a notebook.

Topic 9. Number and figure 7. Composition of number 7. (2 hours)

Game - "For mushrooms, for berries." Counting within 6. Counting objects from 0 to 10. Composition of the number 7. Number 7. Writing the number 7 in a notebook.

Topic 10. Number and figure 8. Composition of number 8. (2 hours)

Conversation: “Pets.” Counting objects from 0 to 10 (ducklings). Number and figure 8. Composition of number 8. Work in a notebook (using a dotted pattern).

Topic 11. Number and figure 9. Composition of number 9. (2 hours)

Logical task - “Autumn”. Counting objects from 0 to 10. Number and figure 9. Composition of number 9. Work in a notebook.

Topic 12. Number 10. Composition of number 10. (2 hours)

Conversation “Second Bread” - (about potatoes). Logical exercise “Whose bread is this?”

Counting items: “Vegetable garden.” Number 10. Composition of number 10. Work in a notebook according to the model.

Topic 13. Numbers in the natural series. Add and subtract 2. (1 hour)

Interpretation of the proverb “The sun paints the earth, but labor paints man.” Conversation “How do you help your mother?” Counting from 0 to 10 (on counting material). Work in the notebook:

a) writing numbers from 0 to 10.

b) problems where we add and subtract 2.

Topic 14. Counting objects. Add and subtract 3. (1 hour)

Conversation “Why do people rejoice in spring?” Counting objects within 10. Learning to add and subtract 3. Work in a notebook according to the model. Recording examples using a dot pattern; Children write down the answer themselves.

Topic 15. Numbers from 0 to 10. Add and subtract 4. (1 hour)

Counting forward and backward to 10. The concept and methods of adding and subtracting 4. The concepts of “more”, “less”, “the same” are reinforced. The concept of “fishing fleet” is given. Counting objects from 0 to 10 and back, 1 and 2. Work in a notebook: a series of numbers, waves and foam, a fish.

Solving problems with the number 4.

Topic 16. Ordinal counting from 1 to 10. Counting objects. Add and subtract 5. (1 hour)

Getting to know counting in order, the question “which?”, answers: “first”, “second”, etc.

Solving simple addition and subtraction problems. Work in a notebook according to the model.

Topic 17. Add and subtract 6. (2 hours)

Conversation “We must be able to forgive and give in to each other.” Poem by V. Orlov “Who offended whom?” "Find yourself a friend" account. Work in a notebook: natural numbers, a window of friendly neighbors, building a fortress, playing ball. Solving addition and subtraction problems 6.

Topic 18. Counting objects within 10. Concepts: “the same,” “on the left,” “on the right.” (2 hours)

Game “Pears and Apples” (counting in order, addition and subtraction within 10).

Work in a notebook: a) draw the same amount; b) draw left, right; c) count, write down.

Topic 19. Counting objects. Answers to the questions: “How much?” (2 hours)

Strengthening numeracy skills. Children count and write down the numerical answer. Game “Complete the drawing according to the model.” The writing of numbers from 0 to 9 is repeated.

Topic 20. Days of the week. Seasons. Year. (1 hour)

Riddles about the seasons. Counting objects from 1 to 10. Problems about the days of the week. Work in a notebook according to the teacher's instructions. Solving problems and examples.

Work to strengthen the muscle strength of the hand and fingers

(50 hours)

Topic 1. Introduction to ruling a notebook in a wide line, in a narrow line with a guide. (1 hour)

Hatching drawings. Printing the letter A in a wide lined notebook using a dotted pattern and independently.

Topic 2. Ruled notebooks into a narrow line with a guide. (2 hours)

Hatching figures in a narrow line using a dotted pattern. Game "Bear the Bear in the Forest." Guessing riddles. Logical exercise “Why is a bear called a bear.”

Topic 3. Oblique line, circle, oval. (2 hours)

Hatching the drawing. Memorizing a poem.

Topic 4. Large and small circle, a figure made of circles and an oblique combination with a circle. (2 hours)

Hatching the drawing. Coloring transparent objects. Memorizing a poem.

Topic 5. Combinations “zhi - shi”. Working line. (2 hours)

Eye training. ZHI – SHI we write with I. Work on shading. Slanted in the working line and straight with a curve at the bottom (following the example).

Topic 6. Slanted and wavy lines. Working line. Wide line. (2 hours)

Hatching with an inclined horizontal line. Riddles competition. Drawing based on the sample.

Topic 7. Work in a notebook with a guide line (by writing) (2 hours)

Development of speech “What does a coniferous forest give to birds and animals.” Hatching slanted to the right and left from the middle. Drawing from a dot pattern and independently.

Topic 8. Lined writing notebook. Incline. (2 hours)

Hatching with horizontal and oblique lines. The polysemy of the word "Fur coat".

Work in "Propis".

Topic 9. Practicing tilting, writing in wide and narrow lines. (2 hours)

Hatching the drawing. Solving riddles. Learning a poem.

Topic 10.Work line. Wide line in a notebook with a guide line. (2 hours)

A conversation about wintering and migratory birds. Hatching with oblique lines. Work in "Propis".

Topic 11. Tilt in a notebook with a guide line. Oval. (2 hours)

Memorizing a poem about a beetle. Conversation “Animals in the Circus.” Hatching the drawing.

Topic 12. Oval large and small. Tilt in a notebook with a guide line. (2 hours)

Conversation on RNS "Kolobok". Vocabulary work: stupidity, boasting. Hatching with horizontal, vertical and cross lines. Work in a notebook with a guide.

Topic 13. Lined writing notebook. Wide and narrow line. Slanted line.

(2 hours)

Logical exercise “My helpers” (hands, fingers). Interpretation of the proverb “Golden hands know no boredom.” Work in a notebook.

Topic 14. Working in a notebook with a guide line. (2 hours)

Sample letter. Memorizing a poem. Application "Jolly Sail".

Topic 15. Wide and narrow line in a writing exercise book. (2 hours)

Solving riddles. Conversation about sailor's clothing. Hatching the drawing. Carrying out work based on a point sample and completing the details.

Topic 16. Tilt, developing the eye, developing the ability to see the line. (2 hours)

Conversation about helping the family, about spending time together. Work in a notebook using a dot pattern. Application "Ducklings".

Topic 17. Ovals, loops, straight, smooth and rounded at the bottom, straight horizontal lines. (2 hours)

Learning a song. A conversation about a house for friends - a circus. Work in a notebook. Outdoor games.

Topic 18. Oval, inclined with upward curve, inclined and arcuate lines. (2 hours)

Questions from Dunno. The answer is an anagram. The picture is a sample answer. Application “Basket with berries”.

Topic 19. Extended lines with a loop at the bottom. (2 hours)

Logical exercise “What mushrooms did Pinocchio throw away?” Hatching drawings. Work in a notebook.

Topic 20. Extended lines with a loop at the top. (2 hours)

A letter with tasks from the cat Fyodor. Completing tasks: writing letters and shading according to a pattern.

Learning a poem. Solving riddles. Coloring and shading drawings. Writing the studied letter elements.

Working with plasticine

Topic 22. Modeling a hedgehog. (1 hour)

Riddle about the hedgehog. A poem about a hedgehog. Modeling a hedgehog. Exhibition of works.

Topic 23. “Cherry”.

Speech development. A story about Winnie the Pooh - a sweet tooth. Modeling and exhibition of works.

Topic 24. “Car” (1 hour)

Conversation “Machines are human assistants.” Work under the guidance of a teacher. Exhibition of works.

Construction

Topic 25. “House” of geometric shapes (1 hour)

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

Completing of the work. Exhibition of works.

Topic 26. “Truck” (1 hour)

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

Drawing

Topic 27. “Cup” (1 hour)

Conversation “Dishes in our house.” Detailed examination of the cup. Work on the drawing under the guidance of the teacher. Exhibition of works.

Topic 28. Doll for Malvina” (1 hour)

Conversation “The human figure.” Examination of a tumbler doll, a drawing of a doll. Work on the drawing under the guidance of the teacher. Exhibition of works.

Topic 29. Drawing transparent balls (1 hour)

Conversation “How Winnie the Pooh wanted to get to the bees for honey.” Considering the shape of the ball and its transparency. Working on a drawing. Exhibition of works.

Topic 30. “Airplane” (2 hours)

A conversation about Aeroflot, types of aircraft and ships. Examination of the aircraft model and its parts. Drawing under the guidance of a teacher. Do the design yourself. Exhibition of works.

Author's programs for preparing children for school. Work program for preparing for school. Outdoor game. Charging - warming up

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