Long-term planning for sections of the program. Perspective plan calendar-thematic planning on the topic

The meaning of long-term planning in an educational institution is to give the process of education and upbringing of children an organized character, to make the work of a teacher more streamlined, meaningful and effective.

Work on your long-term plans using the materials of the MAAM portal.

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Perspective-thematic plan for the implementation of the "Safety" section in sensitive moments in the first junior group September - Acquaintance with the elementary rules of behavior in the nursery garden: play with children without disturbing or hurting them; leave kindergarten only with parents. Conversation: "Why should there be order in the group". Conversation "Autumn has come, it's getting cold" Situations "If you broke...

Perspective-thematic plan for the implementation of the section "Labor education" in sensitive moments September. Teach children to take off and put on certain items of clothing; To form the habit of putting things in order after the games, with the help of adults, put the toys back in place. - d/i "Let's take the doll for a walk" Help the educator in putting things in order in the group room before going to ...

Planning. Long-term plans - Long-term planning of work with children with THP on paper design using origami technique

Publication "Prospective planning of work with children with TNR on designing ..." PERSPECTIVE PLAN FOR TEACHING CHILDREN IN THE ORIGAMI TECHNIQUE IN THE SENIOR SPEECH THERAPY GROUP (first year of study) month Lexical topic Origami theme Main tasks (Program content, literature September "Vegetables" "Fruits" 1. "Journey to an interesting origami country" 2. "Let's grow ...

MAAM Pictures Library

A long-term plan for educating a culture of behavior in an early age group September 1. Conversation "Matryoshkas came to visit us." Purpose: to teach a friendly greeting when meeting, to say goodbye when parting. Didactic games: "Let's, nesting dolls, get to know each other (say goodbye)." 2. Conversation "We teach the bear to ask the teacher with a request." Objective: To develop skills...

Approximate long-term planning of GCD with middle-aged children to study traffic rules according to GEF Approximate forward planning of immediate educational activities with middle-aged children to learn the rules traffic according to the Federal State Educational Standard. September. Subject: Streets of our city. Tasks: to supplement children's ideas about the street, to consolidate knowledge about the sidewalk, ...

Prospective comprehensive thematic plan in the preparatory group, taking into account the implementation of the regional component Promising complex - thematic plan in preparatory group taking into account the implementation of the regional component. Compiled by Kudinova O.Yu. Theme/Timing Outcome Event Content I. Goodbye Summer, Hello Kindergarten. 1. “How good it is in our garden” (1 week of September) 2 ....

Planning. Long-term plans - A long-term work plan within the framework of the children's legal association "Zakon i Ya" for the prevention of bad habits

Municipal community educational institution School v. Kharp Perspective plan of work within the framework of the children's legal association additional education"Law and I" on prevention bad habits(2019-2020 academic year) Compiled by: social pedagogue Murashova Irina...

Long-term work plan of the basic (supporting) office for the prevention of bad habits (2019-2020 academic year) Municipal educational institution School in Kharp Prospective plan of work of the basic (supporting) office for the prevention of bad habits (2019-2020 academic year) Compiled by: social teacher Murashova Irina Anatolyevna Forms of work on the prevention of surfactants in the school of Kharp No. ...

Changes in Russian education encourage teachers to look for new approaches to the implementation of tasks preschool education. The changes affected not only program documents, but also, mainly, the activities of teachers with children. It is known that the first step to action should be planning. The effectiveness of the pedagogical process depends to a large extent on the quality of planning.

There are ready-made long-term and calendar plans for some exemplary programs preschool education. However, it is worth paying attention to the fact that such plans sometimes do not take into account a number of important points: the current situation in the development of children, the characteristics of a group of children, the technologies being implemented, the regional component, the variable part educational program, and also do not always allow to implement such requirements of the Federal State Educational Standard as taking into account the interests of the child, supporting his initiative and becoming a child as a subject of his education. Our planning notes comply with the Federal State Educational Standard, but:

ready-made plans can only partially be used to develop own plans teachers. When downloading the plan, you should read it in detail and change it in accordance with your children, their interests and abilities.

The effectiveness of implementation depends on how thoughtfully, competently carried out planning. educational areas generally.

Long-term planning of the educational process in age groups is an early determination of the order, sequence of the educational process for the academic year with the definition of tasks and content for each month. Its basis is the main general educational program preschool. A long-term plan is drawn up by teachers of each age group for a month, quarter, six months or a year (correction is allowed in the course of work in a plan of this type).

A long-term plan is developed by educators and specialists independently for one academic year and is carried out on the basis of curriculum approved by the manager. Long-term planning of direct educational activities (GCD) is compiled for each age group, taking into account complex thematic planning.

The long-term plan includes (depending on the preschool program):

Implementation timeline;
educational areas (socio-communicative development, cognitive development, speech development, artistic and aesthetic development; physical development);
goals and objectives (for a month);
types of children's activities
used literature and teaching aids,
work with parents for the school year ( parent meetings and consultations)
at the beginning of each month, the following is determined: complexes of morning exercises, a complex of exercises after sleep, work with parents and children for a month (individual and group consultations, group and general garden parent meetings, information stands, sliding folders, memos, competitions, exhibitions, seminars, music and sports events, days open doors, etc.).

The shelf life of the calendar-thematic and long-term plan is 5 years.

Summaries of long-term plans for the year

1.

The abstract includes:

• Regime and regime processes (adaptation of the child, physical culture and health work, organization of daytime sleep)
• Classes
• Independent play activity
• Working with parents, topics of consultations and conversations.
• A set of morning exercises for every month.
• Games-classes by day.

2.

Author Lyamina Alevtina Ivanovna. Methodical work and long-term planning in the 1st junior group for the academic year.docx>>

3.

Abstracts of long-term planning of classes for the year by months

One week - one common theme. Each week, classes are divided into areas: cognition, communication, fiction, drawing, modeling, designing.

Planning for the program "Birth to School"

Developments according to the program "From birth to school" by N. E. Veraksa, Vasilyeva M. A., Komarova T. S. for the 1st junior group for the entire academic year, broken down by weeks, given the topic, tasks, cognitive, artistic, gaming, labor and other activities. Author Kostikova Natalia Petrovna. Long-term planning in the first junior group for the academic year (pdf file)>>

Another summary of planning for the program "From Birth to School". Working programm compiled by educational areas: physical development, social and communicative development, cognitive development, speech development, artistic and aesthetic development (FSES DO). Educator Sukhikh Natalya Sergeevna. Download abstract >>

Long-term planning in the 1st junior group under the program "Rainbow"

Teacher Osovskaya Natalya Alexandrovna. Download plans for "Rainbow" >>

Long-term planning of the first junior group based on an exemplary educational program for the Federal State Educational Standard "Childhood"

Synopsis 5 weeks

Planning classes and routine moments for the first junior group in 5-week cycles in accordance with 5 educational areas. These are social and communicative development, cognitive development, speech development, artistic and aesthetic and physical development. Abstracts from mid-September to mid-October.

1. Types of planning

The work plan is a mandatory document that determines the organization of educational work in a group. The success of the work, and consequently the success of the tasks to be solved, depends on how it is composed, its clarity, compactness of content, accessibility.

When preparing a plan, the educator should keep the following in mind.

Planning educational work with children should be flexible (the number of classes and other forms of work is determined by the educator together with the leadership, taking into account the age characteristics of children, providing not so much frontal ways of organizing upbringing and education as subgroup and individual)

When planning, it is necessary to take into account the operating conditions and mode of operation of the preschool institution, the annual tasks of the institution.

The right to choose to engage in a particular form of activity remains with the children

Detailing the plan depends on the teacher (his education, work experience, individual style of activity).

Planning the process of raising and educating children can be represented by the following types:

- perspective;

- perspective-calendar;

- calendar.

forward planning- this is planning, in which program sections or activities cover a quarter or month. Such planning. Such planning makes it possible to ensure consistency in work and aims the teacher at predicting the final result, contributes to the implementation of timely and systematic monitoring of the development of each child, a creative approach to the implementation of the program.

In perspective-calendar planning, part of the sections covers a month (tasks, morning time periods, cooperation with parents, physical education and health work), and types of children's activities are planned every day.

Calendar planning involves the planning of all activities and relevant forms of work with children for each day.

One of the options for a long-term calendar plan is thematic planning.

Such planning has several advantages:

In this regard, a system of work with children can be traced (both in organizational activities and in independent activities);

All activities are aimed not only at the formation of a system of knowledge, skills and abilities, but also at the development of mental processes, the creation of a developing subject-game environment.

Studies show that children constantly accumulate in an active dictionary a lot of words that characterize objects and phenomena. It is easier for children to remember and retain in memory that information that is interconnected and systematized for specific groups according to the principle of semantic proximity, that is, systematic groups (“Animals”, “Birds”, etc.). This once again confirms the expediency of thematic planning of work with children, taking into account age characteristics and tasks. curriculum BEFORE.

1. Structure and content of the long-term calendar plan

The structure of the perspective-calendar plan includes the following sections:

Tasks of the preschool institution for the year. This section records the annual tasks of the DU for the academic year.

Planning Sources. At the beginning of the year, a list of methodological literature, manuals, recommendations, and developments for all sections of the program is compiled, which the educator uses when planning various types of activities. This list is updated throughout the year.

List of children by groups. The list of children is compiled for each six months, taking into account the state of health and the level of development of children.

The cyclogram of the joint activity of the educator with the children (the structure of regime moments) is compiled for a clearer planning of the work of the educator with children in various regime segments in the first and second half of the day. It is created by the teacher at the beginning of the year for each age group, taking into account leisure schedules, the work of circles, the pool, and includes various forms of work with children in the main activities. An approximate cyclogram looks like this: (see table).

The general sections of the plan, which provide for work for a month, include the following.

Family collaboration. In this section, various collective and customized molds a preschool institution with a family: parent meetings, consultations, conversations, home visits, thematic folders-movers, etc. the specific content of the work is planned, taking into account the topics, deadlines, responsible for the implementation according to the following scheme.

Individual correctional work with children. Reflected in the plan or planned in a separate notebook. Correctional work takes into account the diagnosis of the level of neuropsychic development of children in the "babies" group, pedagogical and psychological diagnosis of preschoolers, daily observations of the child are drawn up according to the following scheme:

Physical culture and health work. This section provides for measures to protect labor and improve the health of children, their full development. Various forms of work are planned:

a) morning exercises (for 2 weeks: 1st and 2nd weeks, 3rd and 4th weeks, 2nd and 4th with changes and additions);

b) physical exercises and outdoor games on the 1st and 2nd walks (planned for each week, taking into account the topics);

c) exercises after sleep (1st, 2nd, 3rd, 4th weeks), the complex includes exercises that contribute to the gradual transition of children from sleep to wakefulness;

d) active rest (sports leisure, health days). In the middle and senior groups, taking into account the frequency and duration of the program, the level of mastery of the program, seasonality, topics. Physical culture leisure 1-2 times a month, health days - 1 time per year (winter, spring - one week). In this section, activities are planned to temper children.

Specially organized training. This section is presented by a perspective plan of didactic games, games-classes in the 1st and 2nd junior groups, middle group and classes in senior group for each month on about four topics (at the discretion of the educator), which reflects: type of classes, topic, specific teaching, developmental and educational tasks, planning sources

Types of children's activities. To implement the program tasks on a specific topic, both specially organized training and other types of joint activities of the educator and children are used in this section, it is planned to work on five main types of activities: communication, cognitive and practical activities, gaming, artistic and elementary labor activity. The thematic principle is also the basis for planning activities. For each week, forms of work with children are planned for each type of activity:

Annual Plan- this is a pre-planned system of measures that provides for the order, sequence and timing of work to solve clearly defined tasks of the team. Consists of five sections and subsections that define its structure and content.

The first part is the definition of the main tasks. Moreover, these tasks are the main ones for this kindergarten, since they are dictated by the specific conditions of the institution, its specifics. It is recommended to plan two or three tasks for the year, because the practical implementation of each requires a lot of organizational and methodological work from the head.

Introductory part.

Annual tasks;

Expected results of the work.

The second part is the content of the work, where the measures for the implementation of the tasks set are determined.

Organizational and pedagogical work;

Work with personnel;

Leadership and control;

Working with parents;

Administrative and economic work.

The entire team. It should be based on the following principles: scientific, prospective and specific. Scientific involves the organization of all educational, administrative, economic and social work of the kindergarten based on the achievements of science and advanced pedagogical experience. perspective can be provided by the definition of common tasks, based on the fact that the kindergarten should form the foundations of a materialistic worldview, lay the foundation for educating a socially active person, provide basic knowledge, create prerequisites for the successful education of children in school and, above all, improve their health. concreteness It manifests itself in the determination of the exact deadlines for the implementation of the planned activities, in the clarity of the appointment of those responsible for their implementation, in the systematic, comprehensive control.

The leader, when planning the work of a preschool institution, proceeds, first of all, from an analysis of the results of the kindergarten's activities over the past academic year. Reports of educators, discussion of their work at the final pedagogical council, which is held in May - June, as well as an analysis of the activities of other employees - all this makes it possible to identify not only achievements, but also unresolved problems, to determine tasks for the next academic year. The head must carefully prepare the final pedagogical council, give each member the opportunity to express their proposals on the upbringing of children, improving the material base of the institution, nutrition, pedagogical propaganda. A collective, business discussion will allow the manager to draft an annual plan for the next year.

The plan must be compact. To do this, its introductory part should be reduced to a minimum (in many plans it looks like a report on the work done). A description of the results achieved over the past year can be attributed to the materials of the final pedagogical council. The plan is a guide to action. It reflects the main tasks that are set for the preschool institution in the new academic year. the main objective planned in the plan of work - to raise the quality and effectiveness of the upbringing and education of children to a higher level. Therefore, when drawing up a plan, it is very important to think over the reality of its implementation, to take into account the capabilities of the entire team.

a) Annual tasks. Expected results.

The annual tasks of a preschool institution should be formulated specifically and clearly. Their implementation provides an increase in the pedagogical skills of the DU, the manifestation of creativity in working with children, the improvement of the joint work of the kindergarten and the family in educating and developing the individual abilities of children. As practice shows, 2-3 tasks are realistically feasible, so it is advisable to plan no more than two or three tasks.

A clear formulation of the tasks makes it possible to determine the degree of their novelty: is the task a new one or a continuation of work on the task of the last academic year.

b) Organizational and pedagogical work

This section is planned to:

a) meeting of teachers' councils;

b) the work of the methodological office (equipment of the pedagogical process, organization of exhibitions, generalization of advanced pedagogical experience);

c) entertainment events, holidays, themed evenings;

d) conducting reviews of competitions.

The work of the methodical office suggests:

Organization and design of exhibitions (current and permanent);

Replenishment, equipment and systematization of methodological and didactic materials;

Continuity of kindergarten and school activities;

Equipping the pedagogical process with educational and visual aids, toys, etc.

Development of notes, scenarios, preparation of consultations, questionnaires, tests;

Organization of seasonal exhibitions, exhibitions of children's works, novelties of methodical literature.

Spectacular events, holidays and entertainment. The annual plan includes entertainment events, themed evenings, holidays provided for by the program, calendar-ceremonial and theatrical performances, holding joint holidays with parents, entertainment, author's exhibitions of children's works.

Reviews, competitions. It is planned to hold reviews, competitions for the best toy made by children together with their parents, for the paraphernalia of a plot-role-playing game, for an interesting craft, a didactic and educational toy, etc. For each review-competition, a regulation is developed, which is approved by the teachers' council and depends on the needs of the school.

c) Work with personnel.

This area includes the following types of work.

but) training: participation in problem creative seminars; course attendance; participation in city and regional events; participation in the "School of Excellence", in exhibitions, study at advanced training courses.

b) attestation. It is planned in accordance with the received applications of teachers for obtaining a category. The names of those certified are entered in the annual plan.

in) work with young professionals. It is planned if there are young specialists in the teaching staff. The content of the plan includes specific measures to provide novice educators with effective assistance from the most experienced teachers, as well as from the administration: consultations on planning and organizing educational and educational work with children, practical seminars, drawing up notes for conducting classes, performing regime processes, selecting methodological literature for in-depth study, preventive control over the work of a specialist.

G) group meetings. The main purpose of group meetings is to provide an analysis of work with children over the past period and to determine further tasks in the upbringing of children. Group meetings are held early age depending on age: in groups from 1 to 2 - quarterly, in groups from 2 to 3 years - 2 times a year. It is advisable to schedule the first group meeting for November. In September - October, it is necessary to study and analyze the level of intellectual development of children who entered kindergarten during the adaptation period, draw up maps of neuropsychic development for each child.

e) collective views. They are planned once a quarter in order to study the experience of teachers. The topics of the views are determined by the issues discussed at the teachers' councils, seminars, and the tasks that arise in connection with the study and implementation of advanced pedagogical experience. For collective viewings, it is necessary to provide for the problems of the pedagogical process, observation and analysis of not only educational activities, but also other types of children's activities (cognitive-practical, play, elementary labor, artistic, communication). It is not advisable to overload the plan with collective views.

e) seminars. They are the most effective form of methodical work. Depending on the specific conditions of work of each DU, theoretical seminars, problem seminars, workshops are planned. They can be one-time (one-day), short-term (weekly); permanently active.

g) consultations. They are planned to provide pedagogical assistance, get acquainted with new methodological material, as well as based on the results of diagnostics. Consultations can be individual and group. Consultations are planned taking into account the relationship with the issues of annual tasks, teachers' councils, as well as taking into account the categories of employees and their professional level. The number of consultations depends on the quality level of the teacher's educational process in groups, as well as on the qualifications and experience of the teacher, but at least once a month. Accounting for consultations and seminars is reflected in a separate notebook according to the scheme: date, name of the event, topic. The category of listeners, who conducts, those present, the signature of the person in charge.

h) other forms of work with personnel. In order to increase the level of theoretical and practical knowledge of teachers, as well as their professional skills, the following active forms of work with personnel can be planned: discussions, competitions of pedagogical skills, pedagogical quizzes, pedagogical ring, methodological festival, business games, role-playing games, crossword puzzles, solving pedagogical situations, methodical week, interactive methods and games ("Metaplan", "Four corners", "Weather", "Finish the sentence", etc.).

d) Leadership and control

Purpose of control- verification of the execution of instructive - methodological documents, proposals of instructing persons, as well as the implementation of decisions of teachers' councils based on the results of previous inspections. An important task is to study the outlook of the teacher, his spiritual interests, find out how he lives, what he reads, how he follows the achievements of science, culture, what place art occupies in his spiritual life, etc.

When planning various options and forms of control, it is necessary to be guided by control requirements, namely:

Control must be purposeful, systematic, consistent, comprehensive and differentiated.

It should combine the functions of testing, teaching, instructing, preventing shortcomings, as well as disseminating the best pedagogical experience.

Control should be combined with introspection, self-control and self-assessment of the teacher's activities.

There are several types of control: preventive, thematic, frontal, episodic, comparative, operational..

e) Working with parents

In this section, as necessary, various forms of work with parents are planned: parent meetings (general garden - 2 times a year and group - once a quarter), individual and group consultations on current topics, "health clubs", lectures, conferences, exhibitions and others

g) administrative work.

In this section, meetings (once a quarter) of the labor collective are planned, where issues of labor discipline, implementation of instructions, discussion and approval of the work plan for the summer period, etc. are considered; measures for the rational use of budgetary funds, the creation of conditions for the organization of the educational process (repair, purchase of furniture, equipment, etc.); measures for landscaping the territory of the kindergarten, arranging a sports ground, updating equipment at the sites.

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1 Municipal state preschool educational institution " Kindergarten"Deer" p. Khalyasavey, Purovsky district Shestakova 2012 LONG-TERM PLANNING UNDER THE PROGRAM "FROM BIRTH TO SCHOOL" EDITORATED BY N.E. VERAXY, T.S. KOMAROVOY, M.A. VASILYEVA PREPARATORY GROUP p. Halyasavey

2 Municipal state preschool educational institution "Kindergarten" Olenyonok "s. Khalyasavey, Purovsky district Shestakova 2012 "KNOWLEDGE" COGNITIVE RESEARCH AND PRODUCTIVE (STRUCTURAL) ACTIVITIES

3 SEPTEMBER Time Organized educational activity Topic: "Buildings" Exercise: in the construction of various buildings according to the proposed conditions; preliminary sketching of structures; analysis of schemes and structures. Develop the ability to: perceive objects and phenomena in their relationships, establish them; justify your decisions. Form: design skills; directed imagination. Lead to the perception of elementary astronomical concepts and ideas. Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Analyze the object from the point of view of its practical use and given conditions, the spatial position of parts and details; make buildings durable, connect rarely placed bricks, bars, preparing the basis for floors; develop their own design, experiment with new materials, carry out planning. Design by design, select more effective ways actions. They actively show positive emotions from cooperation (cognition: FEMP, formation of a holistic picture of the world, broadening their horizons, cognitive research and productive activities, work). Coordinate ways of joint search and solution of cognitive tasks; organize role-playing games; independently control and evaluate the quality of the result; in a conversation they freely use direct and indirect speech (socialization, labor, communication). Types of children's activities Analysis of schemes and structures, viewing illustrations of various buildings, sketching structures, experimentation, group and individual productive activities to create various buildings according to the proposed conditions, role-playing and outdoor games to play with buildings, solving cognitive problems.

4 OCTOBER Topic: "Machines" To form: ideas about machines different types, their structure and purpose; culture of speech communication, the ability to conduct a dialogue. Exercise: in planar modeling and circuit design. Develop: the ability to generate new original ideas, to the analysis of schemes, drawings, structures; independence, activity, confidence, independence of thinking. Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) common theme, combine, plan the construction process, select the necessary parts for the implementation of one or another building; they vary the use of details depending on the available material, combine several small planes into one large one (knowledge: FEMP, the formation of a holistic picture of the world, broadening one's horizons, cognitive research and productive activities, work). They plan their own and common (collective) work, select more effective methods of action, distribute them in cooperation; use the forms of descriptive and narrative stories, stories of imagination in the process of communication, speak dialogically: they know how to ask questions, answer them using the grammatical form (socialization, labor, communication). Types of children's activities Analysis of various sources of information, search for constructive solutions, planning and discussion of construction, modeling, creating diagrams, drawings, structures, group communication activities to search for new original ideas, outdoor simulation games when playing with cars, compiling descriptive and narrative stories in the analysis and evaluation of structures.

5 NOVEMBER Topic: "Aircraft" Generalize, systematize, clarify ideas about the history of development aircraft, their purpose, the dependence of the structure on the functional purpose. Develop: design skills; ability to model on a plane; build diagrams and make sketches of future objects; creativity and ingenuity. Exercise: in quick problem solving. Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Develop their own idea, experiment with new materials, work with paper, bend the sheet in different directions, plan, design according to plan (cognition: FEMP, formation of a holistic picture of the world, expansion outlook, cognitive-research and productive activity, work). Variable methods are used when solving structural problems from any material and multifunctional material, they are modeled on a plane; have ideas about the achievements of science and technology, the inventions of mankind, their use in modern world(knowledge: the formation of a holistic picture of the world, the expansion of horizons, artistic creativity), cognitive activity is shown both in joint activity with an adult and in independent activity; feel satisfaction from the results achieved in independent cognitive activity, are able to control negative manifestations of emotions, rejoice at the success of their peers; independently control and evaluate the quality of the result, if necessary, correct it (socialization, labor, communication). Children's activities Reading and discussion educational literature, sketching schemes and design objects, modeling on a plane, solving problem situations, dialogues when discussing the concept of aircraft; productive activity for their creation; role-playing games: playing with buildings.

6 DECEMBER Topic: "Robots" Expand knowledge about the history of robotics. Exercise: in creating diagrams and drawings; modeling on a plane; construction from different building sets and constructors. Develop: fantasy, imagination, attention, ingenuity; the ability to draw conclusions, compare, generalize, classify. Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Expand knowledge about the history of robotics, create designs according to a drawing, verbal instructions, own design and disassemble them, analyze the object from the point of view of its practical use, given conditions, spatial position of parts and details, classify, identify essential features. Steady curiosity is shown in an in-depth study of not only the new, but also the already known (knowledge: FEMP, the formation of a holistic picture of the world, broadening one's horizons, cognitive research and productive (constructive) activity, work). In the process of communication, they use the forms of descriptive and narrative stories, stories by imagination, express in speech an assessment of the behavior of peers, establishing a connection between an act and a moral rule (socialization, communication). Types of children's activities Reading and discussing a children's illustrated encyclopedia, creating diagrams and drawings, modeling on a plane, constructing from various building sets and constructors, discussing projects with peers, compiling descriptive stories on the use of robots, dialogues in pairs and groups to highlight the essential features of structures, independent research activities: comparison, generalization, classification of robots; expressing one's own conclusions.

JANUARY 7 Topic: “City projects” Exercise in drawing up construction plans. Improve design skills. Form a joint search activity. Develop the ability to draw conclusions from independent research. Planned results to the level of development of the integrative qualities of the child (based on the integration of educational areas) Construct from various building material, independently determine which parts are most suitable for construction, how best to combine them; distinguish and correctly name the main details of the building material (cube, brick, prism, plate). Take an active part in educational process, making proposals on the organization of a developing environment, discussing current issues (knowledge: the formation of a holistic picture of the world, broadening one's horizons, cognitive research and productive (constructive) activities, work). Organize role-playing games; react to the surrounding reality, understand emotional condition communication partner; in conversation freely uses direct and indirect speech (socialization, communication). Types of children's activities Solving issues when considering a building; dialogues involving the expression of one's own opinions and proposals for organizing joint activities; collective search activity for the design of the city. Formulating conclusions based on the results of independent research, designing from various building materials, role-playing games to play with the building.

8 FEBRUARY Topic: "Bridges" To improve the ability to: design bridges for various purposes, moving mechanisms from the designer; to build the simplest lever mechanism that allows you to set in motion individual structural elements. Exercise in the construction of diagrams, drawings of bridges. Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Analyze sources of information, construct moving mechanisms from the details of the designer, develop their own plan, experiment with new materials, design according to plan, use variable methods of solving constructive problems from any material (knowledge : formation of a holistic picture of the world, broadening one's horizons, cognitive research and productive (constructive) activities, work). They use a variety of constructive ways of interacting with children and adults: they negotiate, exchange objects, distribute actions in cooperation, initiate communication in the correct form, organize role-playing games (labor, socialization, communication). Types of children's activities Reading and discussing cognitive literature, looking at illustrations, analyzing sources of information, independent cognitive activity in the construction of the simplest lever mechanism that allows you to set in motion individual structural elements. Bridge planning and construction; collective productive activity in the design of bridges for various purposes and moving mechanisms from the designer, role-playing games to play with the building.

MARCH 9 Topic: “Ships” Expand ideas about ships (types of ships, functional purpose, structural features). Exercise in the construction of various ships. Introduce the use of a block (a wheel with a groove along the rim for a rope) in mechanisms. Give an idea about belt drive. Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Create different designs of the same object, taking into account certain conditions, schematically conveying not only its shape, but also its characteristic features and details. They analyze the main parts of the structure, know their functional purpose, develop their own design, experiment with new materials, plan their own activities (knowledge: the formation of a holistic picture of the world, broadening their horizons, cognitive research and productive (constructive) activities, work). Actively show positive emotions from cooperation in cognitive research activities, use a variety of constructive ways of interacting with children and adults: agree, exchange objects, distribute actions in cooperation (labor, socialization, communication). Types of children's activities Reading and discussing cognitive literature, looking at illustrations, collective cognitive research activities to study various courts, compiling descriptive stories about courts and their purpose, dialogues and cooperation in pairs and groups, construction using a block (a wheel with a groove along the rim for a rope) in mechanisms, analysis of buildings.

APRIL 10 Topic: “Railways” Exercise in building diagrams and subsequent designing according to them. Develop: spatial thinking, ingenuity; independence in finding their own solutions. Learn to show confidence, defend your idea, critically evaluate your actions. To acquaint with gear wheels, gear transmission; features of this rotational movement. Planned results to the level of development of the integrative qualities of the child (based on the integration of educational areas) Have an idea about the achievements of science and technology, inventions of mankind, their use in the modern world. They determine which details are most suitable for construction, use the details taking into account their structural properties (stability, shape, size) (knowledge: FEMP, the formation of a holistic picture of the world, broadening one's horizons, cognitive research and productive (constructive) activities). They are able to plan their own and common (collective) work; willingly share information with peers and adults, can change the style of communication with an adult or peer, depending on the situation, adequately and consciously use a variety of non-verbal means communication: facial expressions, gestures, actions (labor, socialization, communication). Types of children's activities Search for independent solutions in the construction of diagrams and subsequent design according to them, planning their own and collective work with gears, gears and features of this rotational movement, discussion of the project, independent creation of diagrams, models and designs; construction of a building united by a theme railway; role-playing games with construction.

MAY 11 Topic: “We create and make” To develop: children's creativity; design abilities; the ability to manage their activities, independently organize work, perform a variety of intellectual actions. To consolidate the ability to: assemble models that are original in terms of a constructive solution, showing independence of thinking; argue, prove your point of view; Be critical of your work and the activities of your peers. To acquaint with gear wheels, gear transmission; features of this rotational movement. Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Design according to plan, use variable methods in solving constructive problems from any material. They combine several small planes into one large one (knowledge: FEMP, the formation of a holistic picture of the world, broadening one's horizons, cognitive research and productive (constructive) activities). Discover cognitive interests and preferences; take the initiative and turn to an adult and a peer with suggestions for experimentation, using adequate speech forms. Able to work in a team: negotiate, distribute responsibilities, fairly organize collective work, control themselves and other children in achieving a common goal, in case of difficulties. Possess dialogic speech: they know how to ask questions, answer them using a grammatical form; relate to their own work, its result, the work of others and its results as a value, they like to work independently (knowledge: broadening their horizons, work, socialization, communication). Types of children's activities Solving cognitive problems, planning their activities, creating models that are original in terms of design, dialogues in the process of analysis and evaluation of works, argumentation of one's point of view, exhibition design children's creativity.

12 Municipal state preschool educational institution "Kindergarten" Olenyonok "s. Khalyasavey, Purovsky district Shestakova 2012 "KNOWLEDGE" FORMATION OF ELEMENTARY MATHEMATICAL REPRESENTATIONS

13 SEPTEMBER Month Lesson 1 To form general ideas about the action of addition as the unification of parts into a single whole, about the relationship and dependence of the part on the whole. To consolidate the idea of ​​equality and inequality: to recreate an equal (and unequal) number of objects according to the model and a given number. To teach independence when choosing a method (method) for comparing groups The content of organized educational activities Lesson 2 Lesson 3 Lesson 4 Develop general Repeat education Consolidate ideas about the action of subtraction as part of a whole, about the interconnections and interdependencies of the whole and parts. To consolidate knowledge of the composition of the number of two smaller ones (within 5) on a specific material. numbers of the second heel. Consider the formation of two numbers (for example, 6 out of 5 and 1, 6 without 1 is 5). To consolidate the concepts: about the formation of the next number by adding one to the previous one; the formation of the previous number by removing one from the next. counting skills within 10. Learn to count in any direction: from left to right, right to left, top to bottom and regardless of the shape of the arrangement of objects. items. Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Establish: part-whole, equality-inequality, links between the whole and its parts; quantitative relations within known numbers; transform ways of solving problems; operate with numbers and figures within 10. Remove its individual parts from the set; use counting skills understand the patterns of constructing a number series; call numbers in direct and reverse order up to 10, starting from any number of the natural series (cognition: FEMP, communication). Able to act on their own simple rule or a model set by an adult (productive (constructive) activity). They are interested in new, unknown objects in the world (communication, the formation of a holistic picture of the world, broadening their horizons). Strive to participate in cognitive activity, maintaining activity throughout its duration; in cases

SEPTEMBER 14 Difficulties addressing adults with questions; apply independently acquired knowledge and methods of activity to solve new problems (cognition, labor, socialization, communication). Types of children's activities Formulating and solving a problem situation, playing together with peers (pair, in a small group), independent use of cognitive techniques and the formation of elementary mathematical representations: counting toys, performing tasks in notebooks on a printed basis, in board games of mathematical content. Participation in developing and didactic games of mathematical content, formulating and solving a problem situation, observing the actions of other children and describing them in words. Telling from a picture with mathematical content, compiling oral statements, answering questions in a conversation, listening to a teacher, independent work in developing coloring pages of a cognitive and educational nature; participation in role-playing games related to counting and geometric material (“In the store”, “School”, “Mail”). Independent cognitive activity: exercises in the ability to increase and decrease each number by 1; exercises in quantitative counting within 10. Lesson 5 To consolidate the ability to compare not only sets of different objects, but also to divide groups into subgroups and compare with each other. Exercise in counting cells in a notebook, drawing segments 5 cells long, etc. Lesson 6 To consolidate the ability to compare objects that differ in any one feature, to establish quantitative relationships between them. Lesson 7 To consolidate the concepts of "equally", "not equally", "more", "less". To learn to find ways by which it is more convenient and faster to count objects, depending on the nature of their location. Lesson 8 To form the concept of number when counting not only real objects and images, but also sounds, movements. Learn to determine the number of objects by touch (by touch). Learn to group objects according to 2-3 different characteristics (size, develop coordination, shape, location and movements of hands and eyes, etc.). Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Use counting skills, establish quantitative relationships within known numbers (cognition: FEMP); classify objects according to a selected feature; compare them according to a certain attribute,

15 OCTOBER agree on ways to jointly search for and solve cognitive problems, know how to cooperate in cognitive activities, experience positive emotions from being included in this activity and a sense of satisfaction from the task performed. They expand their own cognitive interests and needs (formation of a holistic picture of the world, broadening their horizons, sensory development, socialization). They are able to ask questions, answer them using the appropriate grammatical form; are able to act independently according to a simple rule set by an adult (communication). Types of children's activities Exercises in the ability to: form sets and see their constituent parts, compare objects and group them according to 2-3 different characteristics, establish quantitative relationships between them; game activity in the account of sounds and movements. Solving a problem situation to find ways to quickly count objects; independent activity to solve cognitive problems; research and play activities to determine the number of objects by touch (by touch). Lesson 10 Lesson 12 Introduce the account in Form within 20, a feature only Lesson 9 Form the concept that the number (number of objects) does not depend on the shape of the arrangement of objects, the distance between them, color, shape, size and direction of the count. To consolidate the concept that the number changes only if items are added to or removed from the group. formation of two-digit numbers (11-20). To consolidate: knowledge about the composition of numbers from the units of the first heel; the ability to compare the number of sets of objects different sizes(long and short, wide and narrow, red and blue). Lesson 11 Exercise in oral counting within 20. Consolidate knowledge about the features of the formation of two-digit numbers within 20. The concept of number (within 20) is not real objects and images, but also sounds, movements. Learn to determine the number of objects by touch (by touch).

16 OCTOBER Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Correlate the number and number of subjects; establish quantitative relationships within known numbers; understand the patterns of constructing a number series; count up to 10 and beyond (quantitative, ordinal counting within 20), understand the formation of numbers of the second ten, use counting and computational skills (knowledge: FEMP). Use exploratory actions and sensory standards (cognition: sensory development); act independently according to the model set by adults, participate in the educational process with interest, plan their actions (cognition: communication). They experience a sense of satisfaction from the completed cognitive task (socialization, work). Types of children's activities Solving cognitive tasks to determine the features of the formation of two-digit numbers (11-20), exercises: in the ability to reduce and increase numbers. Participation in a joint game with peers (pair room, in a small group) to determine the number of objects by touch, counting sounds and movements within 20. Cognitive activity to form the concept that the number of objects does not depend on their location, distance between them, colors, shapes, sizes and directions of the bill. Lesson 13 To form the concept that the number of objects can be found not only by counting them, but also by looking at the numbers. Learn: correlate the number and number of objects; draw a number in the air, trace the image of the number with your finger. Introduce the number 0 Lesson 14 To form the ability to establish a correspondence between the number of objects and the number. Familiarize yourself with the numbers 1, 4 and 7. Pay attention to the configuration of these numbers. Learn to compare their style, establish similarities and differences, draw them in the air, trace the image of numbers with your finger. Lesson 15 To form the ability to establish a correspondence between the number of objects and the number. Familiarize yourself with the numbers 2 and 5. Pay attention to the configuration of these numbers. Learn to compare their style, establish similarities and differences, draw them in the air, trace the image of numbers with your finger. Lesson 16 To form the ability to establish a correspondence between the number of objects and the number. Familiarize yourself with the numbers 3 and 8. Pay attention to the configuration of these numbers. Learn to compare their style, establish similarities and differences, draw them in the air, trace the image of numbers with your finger.

17 NOVEMBER Planned results to the level of development of the integrative qualities of the child (based on the integration of educational areas) Operate with numbers and figures within 10, correlate the figure and the number of objects (cognition: FEMP). They know how to act independently according to a simple rule or pattern set by an adult; expand their own cognitive interests and needs through cognitive questions. Able to perceive and retain instructions for the implementation of cognitive and research task, establish causal relationships; experience satisfaction from the results of independent cognitive activity, control negative manifestations of emotions (cognition: the formation of a holistic picture of the world, broadening their horizons, sensory development, socialization, communication). Able to use planning elements in cognitive activity, ways of keeping a given rule or pattern in memory; rejoice in the success of their peers (cognition: productive (constructive) activity, work, artistic creativity). Types of children's activities Solving cognitive tasks on the ratio of numbers and the number of objects within 10; exercises in comparing and drawing numbers, gaming cognitive activity to establish a correspondence between a number and the number of objects, independent use of cognitive techniques and the formation of elementary mathematical representations: counting objects, performing tasks in notebooks on a printed basis, in board games of mathematical content. Lesson 18 Lesson 19 Lesson 20 To consolidate about Introduce to Introduce Lesson 17 To form the ability to establish a correspondence between the number of objects and the number. Learn to compare their style, establish similarities and differences, draw them in the air, trace the image of numbers with your finger. quantitative composition of numbers from units (within 5). Familiarize yourself with the numbers 6 and 9. Pay attention to the configuration of these numbers. the quantitative composition of the number 6. To consolidate the idea of ​​​​the number 6. with the quantitative composition of the number 7 from units. Fix the idea of ​​the number 7.

18 NOVEMBER Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Use counting and computational skills, establish quantitative relationships within known numbers, operate with numbers and numbers within the first ten, compare them, understand the patterns of constructing a number series. Apply acquired knowledge to solve new problems (knowledge: FEMP, the formation of a holistic picture of the world, broadening one's horizons); are able to act independently according to the model set by adults. Able to listen to an adult and follow his instructions; notice the characteristic features of objects, convey them by means of drawing (cognition: productive (constructive) activity, labor, artistic creativity, socialization, communication). Types of children's activities Exercises to consolidate the quantitative composition of numbers within 10; independent cognitive activity to observe the configuration of numbers and their description; drawing numbers, establishing a correspondence between the number of objects and the number; participation in developing and didactic games of mathematical content, answering questions in a conversation, listening to the teacher, the answers of other children. Lesson 21 Familiarize yourself with the quantitative composition of the number 8 of the units. To consolidate the idea of ​​the number 8. Lesson 22 To acquaint with the quantitative composition of the number 9 from the units. To consolidate the idea of ​​the number 9. Lesson 23 To acquaint with the quantitative composition of the number 10 from units. To consolidate the idea of ​​​​the numbers 1, 0. Lesson 24 To consolidate: ordinal counting skills (within 10); the concept of the ordinal value of a number and ordinal relations. Clarify knowledge of the questions “how much?”, “which?”, “which?”. Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Understand the patterns of constructing a number series; are interested in new, unknown objects in the world; transform ways of solving problems (cognition: FEMP, formation of a holistic picture of the world, broadening one's horizons); are able to act independently, feel satisfaction from the results achieved in independent cognitive activity, are able to control negative manifestations of emotions (labor, socialization, communication).

19 DECEMBER Types of children's activities Formulating and solving a problem situation, observing the actions of other children and compiling oral statements. Reasoning based on a picture of mathematical content, independent use of cognition techniques and the formation of elementary mathematical representations: oral counting, performing tasks in notebooks on a printed basis, in board games of mathematical content; use in a joint conversation the questions “how much?”, “which?”, “which?”. Lesson 26 Lesson 27 Lesson 28 To form a skill Exercise: in Consolidate Lesson 25 To consolidate the idea of ​​the relative position of objects in a row. To teach: to use in speech prepositions and adverbs denoting spatio-temporal relations (before, behind, between, next to, first, then, before, after, before); determine the sequence of all name the next and previous number for each number of the natural series within 10. Exercise in establishing a correspondence between the number of objects and a number within 10. naming subsequent and previous numbers; compared to adjacent numbers. the ability to name the next and previous number. Encourage, using visual material, to prove that 8 is less than 9 and 1, and 9 is greater than 8 and 1, between them is the number of 7 days of the week. Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Understand the patterns of constructing a number series; define temporal relationships; expand independence in research activities; operate with numbers and figures within 10. Solve problems for ordering objects on any basis; offer various options for solving cognitive problems, transform ways to solve them (cognition: FEMP, the formation of a holistic picture of the world, broadening one's horizons). They have a command of dialogic speech, using complex sentences (communication), they are satisfied with the results in independent cognitive and productive activity (knowledge, work, socialization).

20 DECEMBER Types of children's activities Exercises in determining the sequence of days of the week, in naming subsequent and previous numbers and comparing adjacent numbers. A joint game with peers (pair, in a small group), associated with naming the next and previous numbers for numbers of the natural series within 10. Dialogues in games using prepositions and adverbs in speech denoting spatio-temporal relationships (before, behind, between, near, first, then, before, after, before). Solving cognitive problems using visual material of mathematical content. Lesson 29 Learn to formulate your statement, use the signs ">", "<» и отношение «=». Занятие 30 Закрепить умение сравнивать рядом стоящие числа; умение уравнивать множества. Учить самостоятельно выбирать способ доказательства, что одно множество больше другого: путем составления пар, расположения напротив друг друга, соединения стрелками или замещения реальных предметов символами. Занятие 31 Учить называть числа в прямом и обратном порядке на конкретном материале в пределах 10. Закрепить знание о составе чисел из единиц первого пятка и определение количественного состава чисел из единиц второго пятка. Занятие 32 Закрепить знание о назывании чисел в прямом и обратном порядке на наглядном материале; знание о количественном и порядковом значении числа в пределах 10. Учить называть числа в прямом и обратном порядке без наглядного материала. Планируемые результаты к уровню развития интегративных качеств ребенка (на основе интеграции образовательных областей) Устанавливают отношения «равенство неравенство», проявляют познавательный интерес в процессе общения со взрослыми и сверстниками; используют счетные и вычислительные навыки. Называют числа в прямом и обратном порядке в пределах 10; устанавливают количественные отношения в пределах известных чисел. Решают простые арифметические задачи с числами первого десятка, на упорядочивание объектов по какому-либо основанию; классифицируют предметы по разным основаниям решения (познание: ФЭМП, формирование целостной картины мира, расширение кругозора). Используют формы умственного экспериментирования: составляют собственные высказывания (познание: сенсорное развитие, познавательно-исследовательская и продуктивная (конструктивная) деятельность, коммуникация, труд).

21 JANUARY Types of children's activities Exercises in naming numbers in direct and reverse order within 10 on the subject material; formulating statements using the signs ">", "<», «=». Диалоги в играх по сравнению рядом стоящих чисел; решение познавательных задач по уравниванию множеств, поисковая деятельность по самостоятельному выбору способа доказательства, что одно множество больше другого: путем составления пар, расположения их напротив друг друга, соединения стрелками или замещения реальных предметов символами. Занятие 34 Занятие 35 Закрепить знания об Закрепить знания об отношении целого и его отношении целого и его частей; приемы деления на частей; представление о две равные части. делении целого на четыре эти части. Ввести понятие «одна равные части. Рассмотреть вторая часть». Познакомить с делением Упражнять: в делении и на восемь равных частей; составлении целой фигуры, с понятиями «одна работая с листом бумаги, четвертая часть», «одна квадратом, кругом. восьмая часть». Упражнять в делении листа бумаги. Занятие 33 Закрепить умение считать в пределах 20. Познакомить с особенностью образования двузначных чисел (11-20). Упражнять: в назывании предыдущего и последующего числа к названному числу или обозначенному цифрой (в пределах 10); в назывании пропущенного при счете числа; в понимании выражений «до» и «после». Занятие 36 Закрепить умение делить целый предмет на 2, 4, 8 равных частей и сравнивать зависимость размера каждой части от общего количества частей. Показать: чем больше частей при делении целого, тем меньше каждая его часть, и наоборот. Учить находить по части целое и по целому его часть. Дать представление о том, что при сравнении частей фигур разного размера получаются неравные части. Развивать мышление. логическое

JANUARY 22 Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Understand the formation of the second ten numbers, use counting and computational skills, establish quantitative relationships within known numbers; they know how to divide figures, compare them in size by commensuration, determine the measurement results. Establish the relationship "part-whole equality-inequality"; use methods of direct and indirect measurement and comparison of objects in size, offer various options for solving problem-cognitive tasks (cognition: FEMP, the formation of a holistic picture of the world, broadening one's horizons, cognitive research and productive (constructive) activities). They know how to work according to the model, follow the instructions of an adult; plan their activities to achieve the goal (socialization, labor). Types of children's activities Exercises in counting within 10, in naming and forming two-digit numbers; participation in didactic games to understand the expressions "before" and "after". Solving cognitive tasks for the development of skills to divide the whole object into 2,4,8 equal parts and compare these parts; independent cognitive research activity: dividing and drawing up a whole figure, working with a sheet of paper, a square, a circle. Finding by part of the whole and by the whole of its part; participation in educational games of mathematical content for logical thinking. Lesson 37 Form an idea of ​​the composition of the number of 2 smaller ones. Learn to decompose a number into two smaller ones and get one larger number from two smaller ones. Lesson 38 Systematize knowledge about the number 6 and the number 6. Form an idea of ​​the composition of the number 6 from two smaller ones. Learn to decompose the number 6 into two smaller ones and get one larger number from two smaller ones. Lesson 39 Systematize knowledge about the number 7 and the number 7. Form an idea of ​​the composition of the number 7 from two smaller ones. Learn to decompose the number 7 into two smaller ones and get one larger number from two smaller ones. Lesson 40 Systematize knowledge about the number 8 and the number 8. Form an idea of ​​the composition of the number 8 from two smaller ones. Learn to decompose the number 8 into two smaller ones and get one larger number from two smaller ones.

23 FEBRUARY Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Use counting skills; operate with numbers and figures within 10, are able to act independently according to a simple rule or pattern set by an adult; achieve the intended goal, explain the actions performed, establish causal dependencies based on existing ideas. Able to act independently; provide assistance to another (adult, child), including teaching (cognition: FEMP, sensory development, the formation of a holistic picture of the world, broadening one's horizons, cognitive research and productive (constructive) activities, communication, work). They initiate communication in the correct form, in games they are tolerant and friendly (socialization). Types of children's activities Observation of a number series, formulating and solving a problem situation, telling a picture with mathematical content, compiling oral statements, logical reasoning. Exercises in decomposing a number into 2 smaller ones, independent cognitive activity: the formation of one larger one from two smaller numbers; developing game to consolidate the skills of decomposition and formation of numbers 6,7,8; answers to questions in a conversation. Lesson 42 Lesson 43 Systematize Introduce knowledge about the number 10 and numbers with denominations of 1,2,5,10 1,0 with coins. rubles and 10 kopecks. Form Introduce the concepts: "money", an idea of ​​the composition of the "coin", "ruble", the number 10 of the two smaller ones. "penny". Learn to decompose a number. Learn to set 10 to two smaller ones and the correspondence between getting one larger number from two smaller ones. Lesson 41 Systematize knowledge about the number 9 and the number 9. Form an idea of ​​the composition of the number 9 from two smaller ones. Learn to decompose the number 9 into two smaller ones and get one larger number from two smaller ones. coins and numbers. Learn to make different sets of available coins (up to 6 rubles). Lesson 44 To consolidate knowledge about the composition of numbers from units and from two smaller numbers. Learn to make different sets of available coins in denominations (up to 10 rubles). To consolidate knowledge about coins, their names, sets and exchange.

24 FEBRUARY Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Know how to get the numbers of the first ten by adding one to the previous one and subtracting one from the next one, know coins of 10 kopecks, 1,2,5, rubles (knowledge : FEMP). Plan actions aimed at achieving the goal, offer various options for solving problem-cognitive tasks; in cases of difficulties, they turn to an adult for help (knowledge: FEMP, the formation of a holistic picture of the world, broadening their horizons, socialization, work). They identify and analyze the relationship between the goal, process and result in games, establish constructive role-playing and real social relationships with adults and children (communication, socialization, work). Types of children's activities Collective activities: exercises in decomposing the number 9 into two smaller ones and obtaining it from two smaller numbers, work according to the model proposed by adults; independent cognitive activity: decomposing the number 10 into two smaller ones and obtaining it from two smaller numbers. Acquaintance with coins (participation in a conversation with an adult) and the concepts of "money", "coins", "ruble", "penny". Establishing a correspondence between coins and numbers (participation in a conversation with an adult and peers). Lesson 45 Give an idea of ​​the arithmetic problem. Familiarize yourself with the task structure. Learn to distinguish between parts: a condition (what is said in the task) and a question (what is asked in the task). Understand: in order to answer the question of the problem, you need to solve it. Lesson 46 To consolidate the ability to find a condition and a question in a problem. Continue to develop the ability to reason. Learn how to formulate arithmetic. Exercise: in compiling addition tasks using visual material. Learn to compose and solve problems using coins in denominations of 1.2, and 5 rubles. Lesson 47 Introduce tasks to find the sum (whole). Learn to solve problems to find the sum; write an arithmetic operation using the "+" sign; to model the relationships described in the problem with data and using schematic images. between the desired with Lesson 48 Continue acquaintance with the problems of finding the sum (whole). Learn to solve problems to find the sum; write an arithmetic operation using the "+" sign; to model the relationships between the data and the desired ones described in the problem using schematic images.

25 MARCH Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Solve simple arithmetic problems, explain the actions performed, show cognitive interest in the process of communicating with adults and peers: ask search questions (“why?”, “why? ”), offer various options for solving problem-cognitive tasks. They expand independence in research activities (knowledge: FEMP, the formation of a holistic picture of the world, broadening their horizons, communication, work). They use planning elements in cognitive activity, ways of retaining a given rule or pattern in memory, the ability to direct their actions, focusing on given requirements (cognition: the formation of a holistic picture of the world, broadening their horizons, cognitive research and productive (constructive) activities, socialization). Types of children's activities Acquaintance with an arithmetic problem, free statements on the condition of the problem; independent productive activity in compiling addition problems using visual material and numerical data; solving problems for finding the sum with the record of the arithmetic operation with the "+" sign; modeling the relationships described in the problem using visual material and schematic images. Cognitive research and productive activities for solving and modeling; communicative activity when discussing the results. Lesson 49 Introduce the problems of finding the part. Learn to solve problems for finding using the arithmetic sign "-". parts, To consolidate the ability to see a condition and a question in a task. Activity 50 Keep learning: solve simple arithmetic problems; formulate the arithmetic operations of subtraction and addition; write down arithmetic operations using cards with numbers and signs "+", "-" and relations "=". Learn to choose the right arithmetic operation. Lesson 51 Introduce tasks to increase the number by several units. Learn to solve problems to increase the number by several units. To consolidate the ability to correctly choose an arithmetic operation and formulate it. Lesson 52 Introduce tasks to reduce numbers by several units. Learn to solve problems to reduce the number by several units. To consolidate the ability to correctly choose an arithmetic operation and formulate it.

26 MARCH Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Highlight the condition and question of the task, are able to choose the correct arithmetic operation and explain it; offer various options for solving problems; solve simple arithmetic problems, explain the actions performed (cognition: FEMP, formation of a holistic picture of the world, communication). Control and correct their own activities and the actions of the partner; in case of difficulties, they turn to an adult for help, adequately use the means of communication, expand independence in research activities (cognition: cognitive research and productive (constructive) activities, socialization, communication, work). Types of children's activities Discussing a problem situation in solving problems for finding a part, playing a game together with peers (pair, in a small group) solving simple arithmetic problems, independent use of cognitive techniques and the formation of elementary mathematical representations: solving problems for increasing and decreasing the number by several units, performance of tasks in notebooks on a printed basis, in board games of mathematical content. Lesson 53 Strengthen the ability to: understand the condition and question of the task; choose the right solution. Continue to learn how to compose tasks using pictures and symbols. Systematize knowledge and skills: compose simple arithmetic problems; distinguish between a condition and a question; highlight numerical data and establish relationships between them; give a detailed answer to the question of the problem. Lesson 54 Strengthen the skills of counting and counting objects. To acquaint with the methods of quick counting of homogeneous objects, when two objects are taken as a unit of reference. Lesson 55 To consolidate the ability to form groups of homogeneous objects, rebuild them. Learn to establish a relationship between the number of groups and the number of items in the group. Exercise in quantitative counting in pairs, triplets, heels. Lesson 56 Strengthen the ability to compare the lengths of objects using overlay. To form the idea that in order to compare some objects, they must be measured. Familiarize yourself with yardsticks and how to measure with yardsticks. Learn to choose measurements for measuring the length of an object. To consolidate the ability to measure the length of objects using a conditional measure.

APRIL 27 Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Solve simple arithmetic problems and tasks for ordering objects on any basis, explain the actions performed, give a detailed answer, direct their actions, focusing on the specified requirements (cognition : FEMP, formation of a holistic picture of the world, communication, work). Classify objects according to the selected feature; measure and compare objects by size; choose complex ways of interaction in cognitive activity (cognition: the formation of a holistic picture of the world, cognitive research and productive (constructive) activities, socialization, communication, work). Types of children's activities Drawing up and solving problems, exercises in the ability to give a detailed answer to the question of the problem. Game activity: strengthening the skills of counting objects; a joint game with peers (pair, in a small group) for the development of quantitative counting skills in pairs, triples, heels. Exercises to establish a connection between the number of groups and objects in the group; solving a problem situation, independent activity in choosing measurements and comparing the length of objects in different ways. Lesson 58 Lesson 59 Lesson 60 Learn to draw equal and Learn: measure loose unequal segments on paper into substances; follow the conditional cell; compare results. full measure; understand, quantify. Exercise in the measurement that depends on it Repeat the segments of straight lines with the result of the measurement. measurement using cell count. by the standards. Continue to learn to measure objects with different standards. Develop fine motor skills, eye, self-control. Lesson 57 Exercise in measurement with the help of a conditional measure. Learn to compare and arrange objects in one dimension, distracting from other dimensions. Develop eye, visual memory, attention. To form the concept of the dependence of the result of measuring the length on the value of the measure. Teach specific rules by measuring

28 APRIL Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas) Measure and compare objects by size; own methods of measuring bulk solids, direct and indirect measurement and comparison of objects with different standards. They use methods for measuring and comparing volume, classify objects according to a selected feature, solve problems for ordering objects according to a chosen basis (cognition: FEMP, cognitive research and productive (constructive) activity, work). Possess dialogic speech and constructive ways of interaction; offer various options for solving problem-cognitive tasks; they are able to build a business dialogue in the joint execution of an assignment (cognition: the formation of a holistic picture of the world, broadening their horizons, socialization, communication, work). Types of children's activities Exercises in measuring with the help of a conditional measure; comparison and ordering of objects; solution of problem-cognitive task. Independent cognitive activity: drawing segments on paper in a cage, measuring segments using cell counting, with different measures. Independent research activity: measurement of bulk solids; a joint game with peers (pair, in a small group) to determine the volume using a conditional measure. Lesson 61 Practice measuring liquids with a compound caliper. Develop an understanding of the dependence of the result of measuring volume on the size of the measure. Lesson 62 To form an idea of ​​the concepts of "heavier", "lighter" based on a direct comparison of the subject. Learn to compare objects "by gravity", select equal and unequal in weight. Lesson 63 Show the invariability of length, volume, weight in the case of actions of moving objects from place to place, pouring the amount of cereal, pouring liquid from one dish to another. Lesson 64 Clarify the idea of ​​geometric shapes: triangle, square, rectangle, circle, oval and their main features. Exercise in the analysis of various properties of figures: equality and inequality of sides, the ratio of angles and vertices. Develop both visual and abstract thinking.

September NGO "Cognitive Development" DEVELOPMENT OF COGNITIVE-RESEARCH AND PRODUCTIVE (CONSTRUCTIVE) ACTIVITIES Time Organized educational activities 1 2 Buildings Content

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Contents 1. Explanatory note. 2. Grid-schedule of integrated planning of organized types of children's activities 3. Complex-thematic planning of the content of organized activities

Explanatory note Direction: Cognitive development. Section: Cognition. Formation of elementary mathematical representations. Goals and objectives: Number and counting to develop a general idea of ​​the set,

"Agreed" by the Pedagogical Council Minutes dated 29.08.2014 1 "I approve" Order dated August 29< Л а & \ - Заведующий ГБДОУ Рабочая программа воспитателя Ж- Г^да Волковой Натальи Александровны Вострокнутовой

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Branch "Rainbow" of the municipal budgetary preschool educational institution "Kindergarten 1 "Cheburashka" of the Rzhaksinsky district of the Tambov region in the village of rzhaksa Considered and recommended for approval

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Explanatory note Direction: Cognitive development. Section: Cognition. Formation of elementary mathematical representations. Goals and objectives: 1. Quantity and counting: Strengthen the ability to create sets

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Application to the adapted educational program of preschool education for children with special educational needs Calendar-thematic planning of the defectologist teacher "Formation of elementary

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AGREED APPROVED BY THE PEDAGOGICAL COUNCIL OF KRAMSKOV PROTOCOL DATED 09.09.205 HEAD MBDOU G.A. ORDER 65 OF 09.09.205 WORKING PROGRAM for the implementation of the program "From Birth to School" educational

Appendix 1 Long-term plan for the formation of elementary mathematical representations in the senior group for the 2016 2017 academic year Educator: Klarova Anna Anatolyevna Explanatory note Formation program

Metod-1kl-2011.indd 26 08/31/2011 11:34:29 26 Approximate thematic planning of mathematics lessons CHARACTERISTICS OF STUDENTS' ACTIVITIES Topic Signs, location and counting of objects (10 hours) 1 53 Contents

Explanatory note The work program was compiled on the basis of the program "Continuity" for preparing children 5-7 years old for school (supervisor N.A. Fedosova), the author's program S.I. Volkova "Mathematical

1 Contents 1. Target section 1.1 Explanatory note 1.2. Goals and objectives of the Program implementation 3 1.3. Principles and approaches to the formation of the Program. 3 1.4. Age characteristics of children in the preparatory group. 5

SEPTEMBER Thematic planning of educational activities for the formation of elementary mathematical representations 1st year of study (children 5-6 years old) Month Week arr. activities 1 1 2 2 Topic,

Explanatory note to the program "One step, two - step" (development of mathematical concepts) The additional educational program for teaching mathematics has a socio-pedagogical orientation

Perspective plan "Formation of elementary mathematical representations" p / p Theme Tasks Materials Source 1. Repetition to consolidate counting skills from 1 to 5; Set of geometric shapes "Mathematics in the material,

DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW STATE BUDGET EDUCATIONAL INSTITUTION SCHOOL 1798 "PHOENIX" Additional general educational general developmental program "Rainbow of Talents" Mathematics Orientation:

Explanatory note In accordance with the Federal Law "On Education in the Russian Federation" 273-FZ of December 29, 2012. “Additional education for children and adults is aimed at the formation and development

Annotation to the work program "Formation of elementary mathematical representations" The age of children is 5-6 years. The program provides for the development of children in the process various kinds attention activity,

Municipal autonomous preschool educational institution of the city of Kaliningrad "Kindergarten 100" The work program of the main general educational program of preschool education MADOU d / s 100 educational

Work program for the course "Mathematical Steps" (module of the program by N. A. Fedosova "Continuity. Preparing children for school" for preschoolers) Planned results of mastering the course: - own universal

Explanatory note Work program for the development of elementary mathematical concepts in children of the preparatory group (educational areas "cognitive development, socio-communicative

Mathematics 1. Muravieva, G. L. Mathematics: textbook. allowance for the 1st class. institutions of general avg. education with Russian lang. education / G. L. Muravyova, M. A. Urban. Minsk: NIO, 2015. 2. Mathematics. Workbook

Gulyaeva Oksana Nikolaevna the teacher of the highest category Excellence in Education (RS)

Calendar planning for the development of elementary mathematical representations in preschoolers by age groups section "Number and count" Developed by senior methodologist Oskina E.V. Second junior group

1. EXPLANATORY NOTE The work program determines the content and organization of the educational process in the educational area "Cognitive Development" (FEMP) for children of 5 years of study

1. Explanatory note The work program "Construction" (educational area "Artistic and aesthetic development") was compiled on the basis of the author's planning by L.V. Kutsakova "Designing

Perspective plan for design (educational field of cognitive and artistic and aesthetic development) Program "From birth to school" edited by V.E. Veraks, T.V. Komarova, M.A. Vasiliev

Municipal budgetary educational institution Shchelkovo gymnasium of the Shchelkovo municipal district of the Moscow region Work program of the course "Mathematical Kaleidoscope" (development of mathematical

Prospective (approximate complex-thematic) work planning in the senior group was compiled on the basis of the educational program edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva "From birth to school". In accordance with the Federal State Educational Standard, such planning allows the educator to integrate various forms of work and educational areas for the comprehensive development of the personality of a preschooler.

According to modern trends in the education system, the teacher has the opportunity to creatively organize the process of education and training. In this regard, the long-term plan in the senior group contains a list of tasks corresponding to a certain thematic period, as well as program content implemented in the course of educational activities.

Building the educational process around one topic for 2-3 weeks allows you to maximize the potential of children and achieve the best results, as well as ensure the development of children in accordance with their individual capabilities.

Volume of educational load

According to the program "From Birth to School", the volume of the educational load per day does not exceed 50 minutes, the teacher has the opportunity to organize educational activities at a time convenient for him and the children, focusing on the program content and theme of the period. Long-term planning in the senior group reflects the tasks of educational activities:

• physical culture 2 times a week indoors, 1 time outdoors,
• familiarization with the outside world 2 times a month,
• familiarization with nature 2 times a month,
• formation of elementary mathematical representations once a week,
• speech development 2 times a week,
• drawing 2 times a week,
• sculpting 1 time in two weeks,
• application 1 time in two weeks,
• music 2 times a week.

When planning work in the older group, it must be taken into account that the block of interaction between an adult and children in various types of activities contains constructive modeling, play, cognitive research activities and reading fiction.

Activities aimed at consolidating the material proposed in the course of educational activities are reflected in the calendar plan for the senior group and correspond to five educational areas: social and communicative development, cognitive development, speech development, artistic, aesthetic and physical development. The schedule week topics correspond to the week topics and thematic periods presented in advanced planning for .

The long-term plan is exemplary and can be changed in accordance with the characteristics of the region, the preschool institution and the specifics of the educational program.

When drawing up the plan, the following literature was used:

• Approximate complex-thematic planning for the program "From Birth to School" senior group, for classes with children 5-6 years old. Corresponds to GEF, ed. 2016
• An exemplary general educational program of preschool education "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, complies with GEF, ed. year 2014.

Read a fragment of the long-term plan