Marina Zhuravko
Objective: design of a developing educational environment, taking into account the GEF.
Creating a developing environment in the older group, I, first of all, paid attention to the creation of conditions that ensure the safety and psychological comfort of each child in the group. I tried to bring the situation in my group close to the homely, cozy atmosphere. The pieces of furniture in the group are arranged along the walls, this frees up the center for the games of children, the development of their physical activity.
Furniture is rearranged in play areas, which allows you to get away from the annoying monotonous decor and bring something new and fresh into the interior. When working with children, I use not an authoritarian, but a personality-oriented model of education, I work closely with parents to study the needs of the child. The cooperation of the kindergarten with the family follows a unified educational plan and leads to the achievement of maximum results in the formation of the child’s personality.
a) safety and psychological comfort
b) the implementation of educational programs of preschool education.
The kindergarten works under the MBDOU program No. 4 “Cheburashka” in Adygeysk, therefore all centers in the developing environment are created in accordance with this program, with recommendations on the developing environment: the basic requirements and basic principles of the organization of the environment are taken into account.
Creating a development environment in the group, I took into account the following parameters:
Transformable;
Polyfunctional;
Variable;
Affordable;
Safe;
Health saving;
Aesthetically attractive.
In addition, I divided the entire space in the group into certain zones or centers, which, if desired and necessary, are easily transformed. They are equipped with a large number of developing materials (books, toys, materials for creativity, developing equipment, etc.). All items are available to children. The equipment of the corners varies in accordance with the thematic planning of the educational process:
artistic and creative corner
security corner
musical and theatrical,
nature corner
experimental,
design,
cognitive speech.
c) Taking into account the age characteristics of children.
Children of my age group correspond to the physical and psychological data of children of older preschool age.
The main group: 22 children - 2 health group, 1 child - 1 health group. Disabled and with mental retardation - no.
EDUCATIONAL AREA "SOCIO-COMMUNICATIVE DEVELOPMENT"
Center plot - role-playing game
The main goal of this direction is the positive socialization of children of senior preschool age, their introduction to the sociocultural norms, traditions of the family, society and the state. In this regard, the task is to create conditions for the assimilation of generally accepted moral and ethical values and norms. An integral part in the child’s acquisition of social experience is the family, it is there that the child acquires his first social experience. The main stages of the formation of the personal qualities of the child are laid in the preschool age, and mainly through the game. In my group I tried to create an environment and conditions for the development of precisely the playability of children. Different types of games are used: didactic, mobile, theatrical, subject-role-playing. Plot-role-playing games: Beauty Salon, Polyclinic, Seven, Shop.
Duty Center.
Labor is of great importance in the development of the child’s personal qualities. Labor assignments and duties become an integral part of the educational process in the older group. For duty on the dining room in the group there is a corner where the children themselves see who is on duty and there are special aprons and caps for duty.
Security Center.
Creating a developing environment in the group, I paid a lot of attention to creating comfortable conditions for developing skills for safe behavior of children. In the corner there is a variety of material on the rules of safe behavior on the roads during a fire: plot illustrations, handout and demonstrative material, games, folders, relocation, card files for life safety, desktop-printed games
EDUCATIONAL AREA "PHYSICAL DEVELOPMENT"
Center for Physical Development
One of the fundamental areas of child development is “Physical Development”. Creating conditions for the implementation of the tasks of this area in the group, I focused on protecting the life and strengthening the physical and mental health of the child. There are card indexes: a complex of morning gymnastics, prevention of flat-footedness, outdoor games, riddles about sports, visual aids for sports. There is sports equipment, made by hand.
During the educational process, dynamic pauses are arranged; on walks, children are involved in sports and outdoor games. In my work with middle-aged children, I use various types of gymnastics: finger, respiratory, eye, invigorating.
EDUCATIONAL AREA "ARTISTIC-AESTHETIC DEVELOPMENT"
Theater Center
There are types of theaters: finger, table, on the flannel, wooden on disks, bi-ba-bo, outdoor, shadow. The group also has a corner "Ryazie", where children love to wear a variety of outfits. Theatrical corners are often replenished with new hand-made attributes.
Music corner.
The music center has a variety of children's musical instruments, illustrations with portraits of composers, illustrations with musical instruments, didactic games on the development of musical hearing.
Center of Creative Activity
In the center of creative activity there is: a variety of demonstration material. Various materials for drawing: paints, brushes of different sizes, pencils, crayons, stencils, felt-tip pens, coloring books, paper of different texture, card file of poems on folk-applied art, board-printed games.
EDUCATIONAL AREA “COGNITIVE DEVELOPMENT”
Center "Knowledge"
There are a variety of games and manuals for the development of logic, thinking, attention. Countable visual and handouts. Games like "Numbers and numbers." “Learn to count”, “Color”, “Form”, “Size”. Didactic games: “Geometrical lotto”, “Geometrical domino”, “Wonderful little bag”, “Geometric mosaic”, Whole parts, “Lay a figure”, “What number is not enough”, “Number series”, “Mathematical houses”, “ Make a number "," Mathematical fishing "," Children about time "," Measuring everything "," Make a task. " Educational games: Dienes blocks and schemes for them, Kuyzener sticks and schemes, counting sticks and schemes for them. Fold the pattern, Fold the Square ”,“ Montessori Frames ”,“ Fractions ”,“ Transparent Square ”,“ Logical Belt ”, Plane modeling games: Tangram. Toys for sensory development of children: pyramids, liners, puzzles, cubes with pictures, dominoes, paired pictures.
Nature Center
In the center of nature there is: a weather calendar, inventory for the care of indoor plants, models of fruits and vegetables.
Experimentation center
In the center of experimentation there are: various containers for water and granular, scales, microscope, hourglass, objects of different size, weight, shape. There is a card file for conducting experiments at an older age, natural material for conducting experiments; familiarity with plants and animals of different climatic zones, living and inanimate nature, etc.
EDUCATIONAL AREA "SPEECH DEVELOPMENT"
Center "Speech Development"
In the center of speech development there are games on the development of a sound culture of speech, the grammatical structure of speech, the formation of a dictionary, and a mnemotable. Made benefits, handouts on the development of oral speech.
Speech culture games
Games on onomatopoeia: “Sound Cube”, Cube “Who Shouts”, “Moms and Babies”, “Call Loudly”, “Echo”.
Games and aids for the development of speech breathing: "Blow the ball", "Snowflake", "Soap bubbles", "Luchok", "Pinwheel", "Sultan", "Ships".
Games and aids for the development of phonemic hearing and sound pronunciation
“Ding-dong”, “Whose toys”, “Sound train”, “Sound lotto”, “Speech-therapy lotto”, “Wonderful little bag”, “Chamomile”, “Who lives in the house”, “Pick up a picture”, “Noisy boxes "," Sound collage ".
Card file of articulation games and exercises.
Games for the development of vocabulary and grammatical structure of speech “Verbs in pictures”, “Learning to use prepositions”, “Prepositions”, “Bus for animals”, “Fir-tree”, “Tell me in one word”, “Fourth superfluous”, “Match words to picture "," Where I saw it "," Tactile tablets "," Tactile pouches ".
Connected speech development games
“Tell a fairy tale”, “Stories in pictures”, “What first, what next”, “Illustrations to fairy tales”, “Algorithm for making a descriptive story”, “Subjects from the plots”, “Tell about the kindergarten”, “Telephone”, "Himself a storyteller."
Center book.
At an older age, fiction is in the center of the book according to age and subject matter. Drawing attention to the design of books, to illustrations. Acquaintance with writers and their works.
Conclusions: the developing subject-spatial environment of the group provides the opportunity for communication and joint activities of children, adults, rich in content, transformable, multifunctional, variable, accessible and safe. Developmental object-spatial environment meets the new requirements of the GEF.
municipal budgetary preschool educational institution
kindergarten № 166 "Rosinka"
ACCEPTED APPROVED
Pedagogical Council MBDOU number 166 Head of MBDOU number 166
Minutes No. 1 of August 17, 2017 __________ Yu.E. Zemskova
(order number 193 of 08/29/2017)
Working programm
for children of the older group (in accordance with the Federal State Educational Standard)
for the 2017-2018 school year
Ulyanovsk 2017
I . Target section:
Explanatory note ………………………………………………………………………………………………………… ... ... .... 3- four
Mandatory part:
Targets and goals …………………..……………………………………………………………………………………………….… ….five
The principles and conditions of the program ………………. …………………………………………………………………………………… .6-11
Age features …………… ... ……………………………………………………………………………………………… 11-14
Expected results …………… .. ………………………………………………………………………………………… .. ……. 14-16
Climatic, demographic, national-cultural features .......................... .......... .......................... ... 17
II . Content section :
Mandatory part:
Features of the organization of the educational process in the group ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 18-19
Tasks for 5 educational areas …………………………………………………………………………………………… ... 20-21
Complex and thematic planning in the senior group …………………………………………………………………………… .... 22-29
The part formed by the participants of educational relations:
Regional program "My Little Homeland". Subjects of studies .................................................................. 30-32
III . Organizational section:
Mandatory part:
Syllabus..…………….………………………………………….…..…...………………………………………… ... ... ... ... 33
The part formed by the participants of educational relations:
Daily regime.. ……………..……………………………………………………...………………………………………… ………… 34
Calendar educational schedule - directly educational activities (Developing educational situations on a game basis) in the older group "Smile" ………………………………………………………………………………… ... .... 35
The curriculum of educational activities in regime points during the day with the distribution of time based on the current SaNPiNa …………. ……………………………………………… …… ..36-38
Circle work …………………………………………………………………………………… ...
Work with parents ……………………………………………………………………………………………… -50
Subject-developing environment of the group ………………………………………………………………… ...
Program and methodological support …………… ... …………………………………………………………………………… 56-57
Target section.
Explanatory note .
The working educational program of the senior group “Smile” is a regulatory document that substantiates the choice of the purpose, content, methods used, and forms of organization of the educational process in this group. The program is designed taking into account the GEF of preschool education, the characteristics of the educational institution, the region and the municipality, the educational needs and the needs of parents and pupils. Defines the goal, objectives, planned results, the content and organization of the educational process at the stage of preschool education - the older group. The work program has been developed in accordance with the main regulatory and legal documents on pre-school education:
Federal Law of 29.12.2012 No. 273-ФЗ “On Education in the Russian Federation”;
Federal State Educational Standard for Pre-School Education (Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 N 1155);
Sanitary and epidemiological requirements for the device, content and organization of the mode of operation of preschool educational organizations "(Resolution of the Chief State Sanitary Doctor of Russia of May 15, 2013 No. 26" On Approval of SANPIN "2.4.1.3049-13);
Constitution of the Russian Federation, Articles 43, 72,
Convention on the Rights of the Child (1989),
Charter MBDOU.
Educational program MBDOU.
The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personal development of children of preschool age and defines a set of basic characteristics of preschool education (scope, content and planned results in the form of targets for preschool education). The work program of the group ensures the diverse development of children aged 5 to 6 years based on their individual characteristics.
In educational work with children are used partial programs:
Fundamentals of safety of children of preschool age./N.N. Avdeeva, O.L. Knyazev, R.B. Sterkin. SPb .: Childhood-press, 2004;
"I am human". The program of social development of the child. - S.A. Kozlov. M .: School Press, 2005;
Classes for the development of speech in kindergarten: Prince. For the kindergarten teacher / F.A. Sokhin, O.S. Ushakova, A.G. Arushanova et al .; Ed. O.S. Ushakova. - M .: Education, 1993;
Lykova I.A. The program of artistic education, training and development of children 2-7 years "Colored palms." M .: “Karapuz-Didaktika”, 2007;
Kostina E.P. Tuning fork: a program of music education for children of early and preschool age. - M .: Link-Press, 2008;
Partial educational program "Smart Fingers". Design in kindergarten. - Lykova I.A., Color World Publishing House, 2017;
BEHIND. Mikhailova, M.N.Polyakova, I.N. Cheplashkina. Math is interesting. Partial program-SPB.: Detstvo-Press Publishing House, 2015 (methodical complex of the Childhood program);
“Welcome to ecology” Partial program Voronkevich OA, St. Petersburg “Childhood Press” 2016.
Mandatory part.
Targets and goals implementation of the work program of the older group "Smile" formed on the basis of the analysis:
Federal State Educational Standard for Pre-School Education;
the approximate basic educational program for the development and upbringing of children in the kindergarten “Childhood” / V.I. Loginova, T.I. Babaeva, N.A. Notkina et al .; Ed. T.I. Babaeva, Z.A. Mikhailova, L.M. Gurovich: Izd. 3rd, revised. - 244 s. - SPb .: Childhood Press, 2007;
the approximate basic educational program of preschool education “Childhood” / T.I. Babaeva, A.G. Gogoberidze, Z.A. Mikhailova et al. - SPb .: LLC “PUBLISHING HOUSE“ CHILDHOOD-PRESS ”, 2011;
an exemplary educational program of preschool education / T.I. Babaeva, A.G. Gogoberidze, OV Solntseva et al. - St. Petersburg: LLC “PUBLISHING HOUSE“ CHILDHOOD-PRESS ”, 2014;
The work program of the tutor: daily planning for the program "Childhood". Senior group / aut.-status. N.N. Gladysheva (and others). - Volgograd: Teacher, 2014;
characteristics of age and individual characteristics of children;
educational needs of parents, society.
The purpose of the work program– to create an opportunity for each child in kindergarten to develop abilities, broad interaction with the world, active practice in various activities, and creative self-realization. The program is aimed at the development of independence, cognitive and communicative activity, social confidence and value orientations that determine the child’s behavior, activity and attitude to the world.
Tasks of the work program
1 .To preserve and strengthen the physical and mental health of children by organizing appropriate educational and educational work with pupils, through the introduction of modern health-saving technologies, the formation of a subject-spatial environment, creating conditions for the emotional well-being of pupils and parents.
2. Organize work with children within educational areas, focusing on the actual problem of social, communicative and mathematical development.
3. Continue to work with the parents of the group in matters of upbringing, development and rehabilitation of pupils. To form a positive image of DOW. Expand the subject-development environment of the group "Smile".
Principles and conditions of the program
| Principles | |
| The principle of humanization of education requires the construction of a pedagogical process on the full recognition of the civil rights of all participants in the educational process. This principle places the teacher, parent and pupil on the same level, where everyone deserves love, respect and understanding. “The interaction of these two worlds should be built as a dialogical and holistic educational process in which learning is the movement of the content of the world of adulthood to the world of childhood, and upbringing, on the contrary, is the movement of the content of the world of childhood into the world of adulthood” (A. B. Orlov) | Awareness of the ideas of humane pedagogy (about spiritual humanism, about education in Baby life with the help of life itself, about the life mission of a person, about the feeling of free choice, about co-creation and cooperation, about spiritual community); Constant improvement by the teacher of his professional skills and support of parents in their spiritual and moral transformation; Acting on the laws of love (to love anyone Child. Understand the Child and accept it as it is. Be filled with optimism for any Child. Protect children from offenders and from adult abuse); The desire for mutual openness, so that both teachers and parents have the opportunity to observe the upbringing of a citizen and promote him; Achieving a high culture of communication educating adults between themselves and the child |
| Principle of nature conformity requires to build an educational process on the integrity of nature Child. “A child develops according to the laws of Nature, according to her calendar plan. Nature moves along the path of acquiring its uniqueness and uniqueness in the face of each given child, along the path of acquiring a given shape and building up given resources (Sh. A. Amonashvili). This movement of nature in the child occurs through the desire for development, cognition, maturation and freedom | Creating a variety of situations of communication of the child with older children and adults (relatives, acquaintances and strangers), satisfying his desire for knowledge and maturity; Creating problem situations in which the child acts as a subject: discovers a problem, jointly or with the support of adults, creates a project to solve it, joining the general flow of creative searches and efforts; implements the project and analyzes its implementation, reliving the results obtained; determines the development prospects of the project; Creating a variety of free choice situations |
| The principle of activity orientation of education
requires educating adults to pay attention to self-development and development in children of the ability to actively learn about nature, the history of their native land, its traditional and modern culture; attention to the creative development of not only historically established, but also historically evolving, objectively Unlike the reproductive, productive, creative nature of training and learning stimulates the development of the child's ability to solve vital problem-creative tasks that are in the zone of his immediate and remote development. | Awareness of pedagogical axioms by educating adults: “Nobility is born by nobility”, “Responsibility is born by responsibility”, “Honesty is brought up by honesty”, “Compassion is brought up by compassion” and others - and according to these axioms, teachers and parents recognize the value of self-upbringing and self-improvement; The development of a teacher and a parent in themselves the qualities that make up the valor of the Noble Citizen: nobility, generosity, courage, cordiality, creativity, love, kindness; The saturation of the educational space of the kindergarten with the best images of love for the native nature, culture and art, Man; Creation in kindergarten of a variable educational space, focused on the development of general cultural and professional competences of teachers and general cultural and basic pedagogical competences of parents (mother, father); Inclusion of children in joint cultural and creative activities with pre-school institutions and at home, in the family, and enhancing the child’s learning of the values of national and regional culture |
| The principle of conscious interaction of educating adults and development requires attention to each participant in the educational process; establishing the optimal ratio of participation of parents and grandparents, educators, teachers of additional education of the kindergarten in the upbringing and education of the child; understanding and commitment to the development of all parties to the interaction. The interaction of teachers and parents has a positive effect on the physical, mental and social health of the child. Long-term observations of educational psychologists show that the interaction of parents and kindergarten teachers, and later parents and primary school teachers, can reduce the level of neuroticism of children, increase children's confidence in an educational institution as a safe (not alien) space of life, an open culture. The younger the child, the more he strives for joy and happiness, beauty and harmony! Outside of trusting, open, gentle interactions with adults, this desire is difficult to satisfy. | Awareness and acceptance of the role of each participant in the educational process: mother, father (and also ancestors), teacher (group educator, music director, educational psychologist, etc.) in becoming, developing, educating in a child Noble Citizen; Building up the interaction of educating adults based on knowledge of cyclical dynamics and phases of interaction (opening, clarification of expectations, parents and teachers agreeing on points of view and forecasting the development of interaction, drawing up a cooperation agreement, creating and translating the image of the event, understanding the joint path, thanksgiving) ; Development of all sides of the interaction, ensuring its integrity: mutual understanding, mutual informing (communication), mutual actions, emotional interchange |
| Principle of regionalization of education requires taking into account regional characteristics (ethnographic, historical, cultural, environmental, etc.) in the content and organization of public and family preschool education and ensuring the completeness and continuity of education of the teacher, parent, child living in | Awareness of the value of continuous self-development and self-improvement of teachers and parents in the field of local history; Development of constructive interactions with educational institutions (schools, palaces of creativity of children and young people, universities), cultural and art institutions (museums, libraries, theaters), providing children and educating adults with the opportunity to get acquainted with the natural and cultural wealth of their native land; Organization of a kindergarten subject-spatial environment based on regional features: the creation of mini-museums and museum rooms (for example, a museum of Cossack life, military glory); corners of cultural and historical design; an art gallery that provides pupils with the opportunity to familiarize themselves with the works of local artists, etc. |
| Principle of continuity is the requirement that the process development, upbringing in the child Noble Citizen it is important to carry out continuously: not only in kindergarten, but also in the family. Agreeing with the point of view of A. A. Leontiev, who believes that continuity is “the presence of a consistent chain of educational tasks throughout education, going into each other and ensuring constant, objective and subjective progress of students in each of the consecutive time periods”, we believe that following the principle of continuity in preschooler education allows you to maintain a holistic life connection of the family and the kindergarten group | Awareness of the value of the continuous process of development, education in the child of the Noble Citizen; Ensuring the targeted and meaningful unity of the entire system of continuing education of the child, both in kindergarten and in the family; The use of innovative forms of joint design and planning of the educational process, which keep the attention of educators and parents in bringing up relevant moral qualities in a child; Pedagogical support and family support in solving problems of education of a small citizen |
| Principle of integration requires attention to each component of the cultural and educational space: family, kindergarten, institutions of additional education, institutions of culture and art, street, secondary school, civil society and local self-government. Integration of the efforts of social institutions, on the contrary, makes the child's ascent to the national-regional and universal history and culture effective. Integration of family activities with institutions of additional education, kindergarten and cultural and local government institutions leads to the appearance of properties that certain social institutions do not possess. | Awareness of the value of interdependence as compared with the independence and dependence of the participants in the educational process in solving the task of building and developing a single cultural and educational space; Recognition of the conditional division of the activities of parents, kindergarten teachers, teachers, organizers of children's leisure, heads of departments (committees on education, culture, etc.) in the general business of educating a citizen; All-round development of the interaction of social partners, ensuring their unification in the matter of state importance - the upbringing of a citizen of Russia. The main features of the civilian personality are laid in childhood on the basis of experience gained in the family, social environment, and are further formed throughout the person’s life. |
Age features.
Senior Preschool Age (5-6 years old)
A child of 5-6 years old seeks to know himself and another person as a representative of society, gradually begins to realize the connections and dependencies in social behavior and relationships of people.
At this age, qualitative changes occur in the behavior of preschool children — the possibility of self-regulation is formed, children begin to make demands on themselves that were previously presented to them by adults. So, they can, without being distracted by more interesting things, accomplish an unattractive job (clean up toys, clean up the room, etc.). This is made possible by the awareness of children of generally accepted norms and rules of behavior and the necessity of their implementation.
At the age of 5 to 6 years, there are changes in the child's ideas about themselves. These ideas begin to include not only the characteristics with which the child endows himself with the present in a given period of time, but also the qualities that he would like or, on the contrary, would not like to possess in the future ("I want to be like Spider-Man", " I will be like a princess ", etc.). They manifest ethical norms that are absorbed by children. At this age, children are largely peer-oriented, most of the time they spend with them in joint games and conversations, their assessments and opinions become essential for them. Selectivity and stability of relations with peers increases. Children explain their preferences by the success of a child in the game.
At this age, children have a differentiated understanding of their gender by essential features (female and male qualities, features of the manifestation of feelings, emotions, specificity of gender behavior).
Significant changes occur in the game interaction, in which a joint discussion of the rules of the game begins to occupy a significant place. When children of this age assign roles for the game, one can sometimes observe attempts to solve problems together (“Who will be ...”). However, the coordination of actions, the distribution of responsibilities for children most often occur during the game itself. Complicated game space (for example, in the game "Theater" stand out and make-up room). Game actions are becoming diverse.
Outside the game, children's communication becomes less situational. They eagerly talk about what happened to them: where they were, what they saw, etc. Children listen carefully to each other, emotionally empathize with the stories of friends.
Major motor skills become more perfect. A child of this age is capable of mastering complex movements: it can pass on a narrow bench and even step over a small obstacle; can beat the ball on the ground with one hand several times in a row. Differences in the movements of boys and girls are already observed (in boys - more impetuous, in girls - soft, smooth, balanced), in the general configuration of the body depending on the sex of the child.
By the age of five, children have a fairly large supply of ideas about the environment, which they receive thanks to their activity, their desire to ask questions and experiment. A child of this age already knows the basic colors well and has ideas about shades (for example, it can show two shades of the same color — light red and dark red). Children of the sixth year of life can tell the difference between geometric shapes from each other. It is not difficult for them to compare a large number of objects with each other in size: for example, arrange 7-10 plates of different sizes in order and place the corresponding number of spoons of different sizes for them. Increases the child's ability to navigate in space.
Attention of children becomes more stable and arbitrary. They may be engaged in not very attractive, but necessary business for 20-25 minutes together with an adult. A child of this age is already able to act according to the rule that is given to adults. The amount of memory does not change significantly, improves its stability. At the same time, children can already use simple techniques and means to memorize.
At the age of 5-6 years, visual-figurative thinking takes on the leading meaning, which allows the child to solve more complex problems using generalized visual means (diagrams, drawings, etc.) and ideas about the properties of various objects and phenomena.
The age of 5-6 years can be described as the age of mastering a child with an active (productive) imagination, which begins to acquire independence, separating from practical activities and anticipating it. Images of imagination reproduce reality much more fully and accurately.
The child clearly begins to distinguish between the real and the fictional. The actions of the imagination - the creation and embodiment of the intention - begin to take shape initially in the game. This is manifested in the fact that before the game its concept and plot are born. Gradually, children acquire the ability to act according to preliminary design in the design and drawing.
In the sixth year of a child's life, important changes in the development of speech occur. For children of this age, correct pronunciation of sounds becomes the norm. Children begin to use generalizing words, synonyms, antonyms, shades of word meanings, polysemantic words. The children's dictionary is also actively updated with nouns denoting the names of professions, social institutions (library, post office, supermarket, sports club, etc.), verbs denoting the labor actions of people of different professions, adjectives and adverbs, reflecting the quality of actions, people's attitude to professional activities.
Children learn to independently build play and business dialogues, mastering the rules of speech etiquette, use direct and indirect speech; in descriptive and narrative monologues they are able to convey the status of the hero, his mood, attitude to the event, using epithets and comparisons.
The reading circle of a child of 5-6 years old is replenished with works of various subjects, including those related to family problems, relationships with adults, peers, and the history of the country. He is able to keep a large amount of information in his memory, he can read it with continuation.
The possibilities of life safety of a child of 5-6 years are increased. This is due to the growth of awareness and arbitrariness of behavior, overcoming the egocentric position (the child becomes able to stand on the position of another).
The prognostic function of thinking develops, which allows the child to see the perspective of events, to anticipate (anticipate) the close and remote consequences of their own actions and actions and the actions and actions of other people.
In the older preschool age, the types of child labor that were mastered earlier are performed qualitatively, quickly, and consciously. It becomes possible for children to master different types of manual labor.
In the process of perception of works of art, works of music and fine art, children are able to make choices (works, characters, images) that they like more, justifying it with the help of elements of aesthetic evaluation. They emotionally respond to those works of art in which they convey understandable feelings and attitudes, various emotional states of people, animals, the struggle between good and evil. The quality of musical activity is improving. Creative manifestations become more conscious and directed (an image, means of expressiveness are thought out and consciously selected by children).
In productive activities, children can also depict their plans (the idea leads the image).
Expected results.
The child shows independence in a variety of activities, seeks to show creative initiative. He can independently set a goal, think about the way to achieve it, carry out a plan and evaluate the result obtained from a position of a goal.
Understands the emotional states of adults and other children, expressed in facial expressions, pantomimics, actions, intonation of speech, shows willingness to help, empathy. Able to find common features in the mood of people, music, nature, paintings, sculptural images. He expresses his opinion about the causes of one or another emotional state of people, understands some figurative means that are used to convey the mood in visual arts, music, and fiction.
Children can independently or with a little help from a caregiver unite for joint activities, define a common plan, assign roles, coordinate actions, evaluate the result obtained and the nature of relationships. The child seeks to regulate their activity: to observe the order, to take into account the rights of other people. Shows initiative in communication - shares his impressions with his peers, asks questions, attracts other children to communication.
May pre-designate the theme of the game, is interested in playing together. He coordinates his interests and interests of partners in the game activity, knows how to explain his plans, address the appeal to the partner. Shows interest in game experimentation, developmental and cognitive games; in games with ready-made content and rules act in strict accordance with the game task and rules.
It has a rich vocabulary. Speech is clean, grammatically correct, expressive. The vocabulary increases significantly, the grammatical structure of speech is improved, and elementary judgments about the environment appear. The child uses not only simple, but also complex sentences.
Shows interest in physical exercise. The child correctly performs physical exercises, shows self-control and self-esteem. Can independently invent and perform simple physical exercises.
Independently performs the main cultural and hygienic processes (food culture, washing, dressing), owns the techniques of cleaning clothes and shoes with a brush. Independently notices when you need to wash your hands or comb your hair. He mastered the individual rules of safe behavior, is able to tell an adult about his state of health and about some dangerous situations that must be avoided. Shows respect for adults. Able to be interested in the health of loved ones, affectionately call them. She aspires to tell elders about her affairs, favorite games and books. He is attentive to the instructions of adults, shows independence and perseverance in their implementation, enters into cooperation.
Shows intellectual activity, shows cognitive interest. It can accept and independently set the cognitive task and solve it in accessible ways. Shows intellectual emotions, guess and ingenuity, experiments with pleasure. He has an interest in events that are beyond the scope of personal experience, he is interested in events of the past and the future, the life of his native city and country, various peoples, the animal and plant world. He fantasizes, composes different stories, offers solutions to problems.
He observes the established order of behavior in the group, focuses in his behavior not only on the teacher’s control, but also on self-control on the basis of well-known rules, owns methods of equitable distribution of toys and objects. Understands why you need to follow the rules of culture of behavior, presents the consequences of their careless actions for other children. Strives for the peaceful resolution of conflicts. May feel the need to support and guide an adult to follow the rules of behavior in the new environment. Listens and understands an adult, acts according to a rule or pattern in various activities, is capable of arbitrary actions, independently plans and names two or three consecutive actions, is able to keep in mind the rule expressed by adults, and act on it without a reminder, is able to argue their judgments , strives for the effective performance of work in accordance with the theme, for a positive assessment of the result by adults.
Features of the educational process (demographic, national-cultural, climatic and others).
Demographic features:
Analysis of the social status of families revealed that children are brought up in the group:
from complete families - 91%,
from incomplete- 9%,
having many children - 4.5%.
The main composition of the parents:
with the highest - 43%,
average - 57%
National cultural features:
Ethnic composition of the group:
Russians- 88%
tatars- 9.5%
armenians-2.5%
Training is conducted in Russian.
Climatic features:
The kindergarten is located in the Zheleznodorozhny district of the city of Ulyanovsk. In the immediate vicinity of such cultural and mass objects as the Volga River, children's library, industrial facilities. The nearest houses to the kindergarten are mostly dormitories. Children live in dormitories, this affects the growth of diseases of children (common corridor, kitchen, common areas). Industrial enterprises (Leather and footwear plant, confectionery factory, oil-dispensing station, sewage treatment plants, etc.) that are located in the nearest location from MBDOU also affect the incidence. There are 22 pupils in the group, 13 of them girls and 9 boys. The ethnic composition of the pupils of the group: Russians, Tatars, but the main contingent are children from Russian-speaking families. Training and education is carried out in Russian.
Mandatory part.
Features of the organization of the educational process in the group.
.
Forms of educational activity: OBZH, game problem situations, conversations, quizzes, self-service and elementary household work (errands, duty, games, conversations, household work. Game activity - Forms of educational activity: plot-role-playing, didactic, etc.
Cognitive development
Cognitive-research activities - Forms of educational activities: ramp, conversations, didactic games, viewing paintings and illustrations, collecting, implementing projects, quizzes.
Speech development
Speech Development - Forms of educational activities: Conversations, quizzes, didactic games, viewing pictures and illustrations.
a) graphic activity - forms of educational activity: drawing, modeling, application, design.
b) the perception of fiction and folklore - a form of educational activity: conversations, listening is thin. works, reading, learning poems, theatrical play.
c) musical activity - forms of educational activity: Listening, improvisation, performance, musical and active games, leisure, holidays and entertainment. - Duration and number of GCD - 50 minutes per week. (2 GCD).
Physical development
Motor activity - forms of educational activity: Outdoor games, game exercises, physical education classes, sports games, physical culture holidays.
Significant characteristics for the development and implementation of the work program.
Age and individual characteristics of the contingent of children of the older group:
All children in the group have perfect self-service skills and follow the rules of personal hygiene. Most children have fine motor skills. The children of the group are inquisitive, show high cognitive activity, love to listen to books.
In the play activity, children independently assign roles and build their behavior, adhering to the play role.
Speech continues to be improved, including its sound side.
In pictorial activities can depict objects of a round, oval, rectangular shape. Children know colors and shades. Our children own some non-traditional drawing techniques, etc.
Tasks in 5 educational areas.
Socio-communicative development - aimed at the assimilation of norms and values adopted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, focus and self-regulation of their own actions; development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes to various types of work and creativity; the formation of the basics of safe behavior in everyday life, society, nature.
Cognitive development - involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about yourself, other people, objects of the world, about the properties and relationships of objects of the world (shape, color, size, material, sound, rhythm, pace, number, number, part and whole, space and time, movement and rest , causes and consequences, etc.) about a small homeland and fatherland, ideas about the sociocultural values of our people, about domestic traditions and holidays, about planet Earth as a common home of people, about the peculiarities of its nature, diversity of countries and peoples of the world.
Speech development - includes possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonational culture of speech, phonemic hearing; familiarity with the book culture, children's literature, understanding the hearing texts of various genres of children's literature; the formation of sound analytical and synthetic activity as a prerequisite for teaching literacy.
Art and aesthetic development - assumes the development of prerequisites of value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the world around us; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for characters in artistic works; realization of independent creative activity of children (pictorial, constructive-model, musical, etc.).
Physical development - includes the acquisition of experience in the following activities of children: motor, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and fine motor skills of both hands, as well as with the right, without harming the body, performing basic movements (walking, jogging, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering mobile games with rules; the development of focus and self-regulation in the motor sphere; formation of values of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.).
Complex and thematic planning in the older group.
| Theme Week | Approximate content of the educational program |
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| Senior group |
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| September |
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| Today - preschool children, tomorrow - schoolchildren. | To acquaint children with the autumn holiday - the Day of Knowledge; to form knowledge about school, interest in school, cognitive motivation; consolidate knowledge of the kindergarten as the closest social environment; develop friendly relations between children; create an emotionally positive attitude towards the kindergarten and its employees; to cultivate respect for the work of the teacher. |
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| Autumn time, eyes charm. | To teach children to distinguish and characterize signs of early autumn, to conduct phenological observations; expand the understanding of the phenomena of animate and inanimate nature; to bring up the aesthetic attitude to the natural world. |
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| Labor of people in the fall. | To consolidate the ideas of children about the autumn harvest, about agricultural work, agricultural professions (grain grower, tractor driver, combine operator) and equipment; expand knowledge about the process of growing grain and making bakery products; to cultivate respect for the work of grain growers, bakers, drivers, etc. |
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| Earth is our common home. | Formulate in children the notion that our planet is a huge ball covered with seas, oceans and continents, surrounded by a layer of air; expand children's knowledge of ecosystems, climatic zones, living and inanimate nature, natural phenomena, plant and animal species diversity in different natural zones, plant and animal adaptability to changes in nature (leaf fall, sap flow, hibernation, etc.); to fix the rules of behavior in nature; to bring up the desire to take care of nature, to preserve it. |
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| October |
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| My city. | To consolidate and expand the knowledge of children about their hometown: the name of the city, symbols, main sights (places of rest for citizens, a cinema, a historical monument, the Palace of Culture, Sports); acquaint with the history of the city, its name, with the names of the main streets; give an idea of the main enterprises of the city; to cultivate a feeling of admiration for the beauty of the native city, love for it, a desire to make it even more beautiful; to learn to navigate within the neighborhood closest to the DOW and to draw up simple maps, plans. |
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| Homeland. | Expand children's knowledge about their home country, the idea that Russia is a huge multinational country; to generate interest in a small homeland; acquaint with the capital of Russia, with the coat of arms, flag and anthem of the Russian Federation; bring up patriotic feelings. |
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| The world of objects and technology. | Expand children's knowledge about objects and equipment, how to use them; to learn to establish links between the assignment of objects, the structure and the material from which the object is made; to support and stimulate children’s attempts to self-knowledge of surrounding objects, to establish connections between them according to sensually perceptible features; encourage yourself to interpret and explain the information received. |
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| Adult labor. Professions. | Develop children's interest in different professions, knowledge about specific professions and the relationships between them; to form clear ideas about the role of labor of adults in the life of society and each person (based on familiarization with various types of productive and service labor, satisfying the basic human needs in food, clothing, housing, education, medical care, recreation; through familiarity with the diversity of professions and labor processes); create conditions for the enrichment of play activities, allowing children to model relationships between people of different professions; to cultivate respect and gratitude to loved ones and strangers, who create by their work various material and cultural values necessary for modern man to live, value attitude to work and its results. |
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| November |
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| Family and family traditions. | Expand children's understanding of family and kinship; cause a desire to learn about family members, their occupations, interests, interest and respect for family traditions; to cultivate the desire and need to take care of relatives and attention to them. |
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| Our good deeds. | To form value ideas about good and evil in children; to teach the ways and forms of expressing kindness to each other, relatives, people around, animals, nature; improve communication skills (the ability to listen to comrades, to express their opinions), the skills of cultural communication with adults and peers; to cultivate friendly relations with each other, the desire and ability to work together, to assist each other. |
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| Late fall. | Expand children's knowledge about the characteristic signs of late autumn, about changes in the life of plants, animals, birds; arouse desire and cultivate the ability to admire the colors of autumn nature in the process of viewing illustrations, listening to artistic texts, practical interaction with the natural world. |
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| The world of indoor plants. | To consolidate the knowledge of children about indoor plants and methods of care for them; learn to describe plants, noting significant features; to cultivate the desire to take care of plants, care for them. |
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| December |
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| Winter-winter. | Expand and concretize the ideas of children about winter, the phenomena of animate and inanimate nature in winter; nurture respect for nature; develop observation, cognitive activity, initiative. |
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| Be careful! | To form children's ideas about the main sources and types of danger in everyday life, on the street, in nature, in communication with strangers; develop a cautious and prudent attitude to situations that are potentially dangerous for a person, introduce them to universal methods (action algorithms) to prevent dangerous situations, to teach to seek help from an adult in case of their occurrence; contribute to the development of sustainable interest in the rules and norms of safe behavior. |
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| We are preparing for the New Year holiday. | Expand children's knowledge about the traditions of the festive culture, the customs of the New Year in our country and other countries; encourage yourself to interpret and explain the information received; develop interest in cooperation; to consolidate the skills of joint activities (to accept a common goal, to agree on methods of activities and materials, in the process of a common cause to help and be attentive to each other, to achieve a good result); to bring up the desire to please loved ones, to make gifts for them. |
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| Winter wonders. | To teach children to see and emotionally perceive the beauty of winter nature, the diversity of the natural world; develop an interest in the New Year holiday, its solemnity and uniqueness; stimulate the manifestations of children's curiosity, the desire to observe, experiment, study materials encyclopedias, magazines; to help systematize and summarize the accumulated experience of sensory knowledge of the world. |
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| January |
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| Week of the game. | Enrich the gaming experience of each child through participation in plot-role-playing, building-constructive, directorial, theatrical games, dramatizations, folk, choral, educational games, experimentation, in games with ready-made content and rules, in outdoor games and sports entertainment; create conditions for active, diverse creative gaming activities, for the development of skills of cooperation with peers in the game. |
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| Week of creativity. | To support and stimulate the attempts of children to independently understand the world around them; to develop aesthetic perception, aesthetic emotions and feelings, emotional response to the manifestations of beauty in the surrounding world, emotional value orientations, cognitive activity, outlook; Attach to the artistic culture. |
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| Week of knowledge. Zimushka crystal. | Expand children's knowledge about winter, about the relationship, interdependence of animate and inanimate nature; learn to observe, see cause-effect relationships, draw conclusions; develop cognitive activity, curiosity, logical thinking, speech, outlook; to cultivate love and respect for nature. |
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| February |
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| Friends of the sport. | Expand children's knowledge of various sports; to generate interest in physical culture and sports, the desire to play sports; to acquaint with the available information from the history of the Olympic movement, with the symbols and rituals of the Olympic Games. |
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| Young travelers. | Continue to acquaint children with the globe - the model of the globe; give basic knowledge of geography; expand knowledge of rivers, seas, oceans, seafloors and continents, natural and climatic zones; to cultivate respect for the Earth - their home, the desire for knowledge, interest in the world. |
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| Defenders of the Fatherland. | Expand children's knowledge about the Russian army, about the difficult but honorable duty to defend the Motherland, about different types of troops (infantry, naval, air, tank forces), military equipment; to form in boys the desire to be strong, courageous, to become defenders of the Motherland, in girls - respect for boys as future defenders of the Motherland; to bring up children in the spirit of patriotism, love for the motherland. |
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| Folk culture and traditions. | To expand children's knowledge about folk traditions and customs, arts and crafts, folk toys, and folk items; cultivate interest and love for folk culture. |
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| March |
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| Women's holiday. | Intensify children's knowledge about the holiday of March 8; develop gender perceptions; to cultivate a kind, attentive attitude towards women, love and care for mother and grandmother; cause a desire to assist women. |
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| Courses of courtesy and etiquette. | Expand children's ideas about the rules of speech etiquette, stimulate the desire to independently carry them out; develop the ability to comply with the ethics of communication in a collective interaction; to acquaint children with the basic rules of etiquette of a telephone conversation, table, guest etiquette, culture of communication in public places (in the theater, museum, cafe). |
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| Spring came. | Expand children's knowledge about the season - spring; to support the expression of interest in nature, in observing, experimenting, studying the materials of encyclopedias, journals; develop the ability to navigate in time and seasons using different calendars (weather, nature, year); to cultivate the desire to preserve and protect the natural world, to see its beauty, to follow the available environmental rules in activities and behavior. |
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| Week of the book. | To acquaint children with the content of the activities of the writer, illustrator, graphic designer, the process of creating books, the rules for handling books; develop an interest in the book, ideas about the diversity of literary genres and their some specific features (composition, means of language expressiveness); cultivate a love for the book; promote the deepening and differentiation of reader interests. |
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| April |
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| Health week. | To form children's knowledge about the human body, health and its values, healthy habits, health promotion, preventive measures, protection and promotion of health; contribute to the formation in children of a sustained interest in the rules and norms of a healthy lifestyle, the need for healthy and safe behavior. |
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| Space expanses. | Give children knowledge of space, outer space, astronauts, moon rovers, space travel, the origin of the moon, sun, stars; to learn independently to interpret and explain the information obtained, to make small “discoveries”, to be included in search activities using various methods: experiments, heuristic reasoning, long-term comparative observations. |
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| Young citizen. | Give children the notion that every person, child has equal rights, disclose the content of human rights, children; form the beginning of citizenship; develop tolerance, a sense of freedom, justice, civil feelings. |
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| Road Alphabet. | To give children knowledge of the rules of safe road traffic as a pedestrian and passenger vehicle; learn to follow the rules of the road, to behave properly in transport and on the road. |
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| Expand children's knowledge about the Great Patriotic War and its heroes; introduce the monuments to the heroes of the Great Patriotic War; to bring up children in the spirit of patriotism, love for the motherland. |
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| Art and culture. | To form in children a manifestation of the aesthetic attitude to the world around them during their visits to museums, excursions to various objects of art; introduce different types of art; lead to an understanding of the value of art and culture; develop aesthetic interests, preferences, the desire to learn art, interest in visiting museums, galleries, theaters. |
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| Experiments and experiments. | To teach children to organize their own experimentation activities to study the properties and qualities of objects and materials, to discuss the purpose and course of the experiment with other children; develop an interest in game experimentation, developmental and educational games; encourage yourself to accept and set cognitive tasks, to make assumptions about the causes and results of observed natural phenomena, to notice contradictions in judgments, to use different ways of testing assumptions: trial and error method, experiments, heuristic reasoning, comparative observations. |
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| Ecological path. | To expand children's knowledge about plants and animals, birds, insects, and inhabitants of water bodies; develop an interest in nature; to cultivate the desire to protect the natural world, to see its beauty, to follow the available rules of behavior in nature. |
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The part formed by the participants of educational relations.
Regional program "My Little Homeland"
Thematic plan
| Formation of preschool children ideas about the small homeland. | "And there was a hail of light and small" | To form in children an idea of the history of our city; Develop creative imagination; Ability to work with simple planar maps; To arouse interest in the history of the founding of the city. |
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| Simbirsk ceremonial | To form elementary ideas about the system of social structure in preschoolers; To cultivate a sense of respect for laws, rules adopted in society, awareness of the need to comply with existing rules; Develop the ability to listen to others, to express their opinions, to agree on the subject of conversation. |
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| About the Fatherland, its culture and history of the small Motherland. | Honest thoughts, good intentions. | To acquaint children with the image of I.A. Goncharov, his family, places in the city associated with his name; To cultivate the desire to be interested in their countrymen, to learn about their life is new, interesting. |
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| Source of the Russian state. | To acquaint children with NM Karamzin, his childhood years, writing work, charitable affairs in Simbirsk province, Karamzin places in our city; Foster interest in famous people, their deeds, actions; To cause a desire to follow the example of famous countrymen. |
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| Wizard Prislonihi. | To acquaint children with the works of the artist A.A. Plastov, vivid episodes of his life, with the profession of the artist, the importance of the artist’s work and his influence on people; To cultivate a sense of beauty, the ability to rejoice, admire the beauty of the surrounding world; Awaken the creative potential of children. |
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| Like a fluttering candle in the wind. | To acquaint children with the works of the poets Galina Pronina and Lyudmila Zhilina; Develop literary taste on the example of the works of poets countrymen; To cultivate the desire to learn new things about fellow countrymen, the desire to be like them. |
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| Spiritual, moral, polycultural and sociocultural values of our people. | Festival "Family is what we do together." | Expand children's ideas about the diversity of peoples living in our country and the Volga region; To develop children's tolerance and emotionally positive attitude towards the inhabitants of our multicultural region; Demonstrate cultural ways of working in a peer and adult society. |
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| Fundamentals of legal culture of the individual. | The beginning is right. | To acquaint children with the concept of "right"; To form in children ideas about the need and ability to change outdated rules of behavior; To instill in children a respectful attitude to the rules of the group and rights, the desire to follow them. |
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| Square of freedom and equality. | Expand children's understanding of rights; Form ideas about personal human rights: the right to liberty and equality; Develop in children the understanding that each person is unique, individual, unique, has equal rights and freedoms, and is able to enjoy them. |
Organizational section.
Mandatory part
SYLLABUS.
Grid directly educational activities.
| Kind of activity | Number of educational situations and classes per week |
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| Senior group |
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| Motor activity | 3 physical education classes, one of which is held outdoors |
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| Communicative activity |
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| Speech development | 2 educational situations, as well as in all educational situations |
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| Preparing for literacy training | 1 educational situation in two weeks |
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| Social world | 1 educational situation |
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| Cognitive research activities |
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| The study of objects of animate and inanimate nature, experimentation. Knowledge of the objective and social world, the development of safe behavior | 1 educational situation |
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| Mathematical and sensory development | 1 educational situation |
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| Visual activity (drawing, modeling, application) | 2 educational situations |
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| Musical activity | 2 music classes |
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| Reading fiction | 1 educational situation in 2 weeks |
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| TOTAL WEEK | 13 educational situations and occupations |
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The part formed by the participants of educational relations
Daily regime
| senior group "Smile" | Cold season |
| Houses: Lift, morning toilet | 6.00 – 7.30 |
| In kindergarten: Morning welcome, games, chat | 6.30 – 7.50 |
| Morning gymnastics, preparation for breakfast | 8.00 - 8.30 |
| Breakfast | 8.30 – 8.50 |
| NOD preparation | 8.50 – 9.00 |
| Direct educational activities (educational situations on a game basis) (with a break for independent activities) | 9.00 – 10.00 / 10.50 |
| II breakfast | 10.00 – 10.10 |
| Preparing for a walk, walk, return from a walk, preparing for lunch | 10.50 – 12.20 |
| Dinner | 12.20 – 12.45 |
| Preparing for sleep, daytime sleep | 12.45 – 15.00 |
| Rise, air, water procedures | 15.00 – 15.10 |
| GCD, games, leisure, communication and activities | 15.10 – 16.10 |
| Afternoon tea | 15.35 – 15.45 |
| Games, leisure, socializing and activities of interest, preparation for dinner | 16.10 – 16.30 |
| Dinner | 16.30 – 16.55 |
| Preparing for a walk, walk, play, leaving children home | 16.55 – 18.30 |
The calendar educational schedule - directly educational activity (Developing educational situations on a game basis) in the older group "Smile".
| Days of the week | Educational | Educational situations | |
| Monday | 1.Socially-communicative development. 2. Cognitive development. 3. Speech development. 4. Artistic and aesthetic development. 5. Physical development. | 1. Public Association “Speech Development” 2.OA "Artistic and Aesthetic Development" - drawing / application 3. NGO "Art and Aesthetic Development" - musical development | |
| 1. Public Organization “Cognitive Development” - REMP 2. “Artistic and Aesthetic Development” Ltd. - modeling / designing 3. “Physical Development” drawing / appliqué (1,3 / 2, | |||
| 1. Public Association “Speech Development” 2. NGO "Artistic and Aesthetic Development" - musical development 3. NGO "Physical Development" - in the fresh air | |||
| 1. Public Organization “Speech Development” - preparation for literacy training / PA “Art and Aesthetic Development” - reading fiction -1.3 / 2.4 2. “Physical Development” 2 NGO "Cognitive development" -baby in the natural world 3. “Physical Development” | |||
| 1.OO “Cognitive development” - a child in the natural world 2. “Social and communicative development” - social world musical development |
The curriculum of educational activities in regime points during the day with the distribution of time based on the current SaNPiN
(joint activity of the teacher with children)
| 1. NGO "Social and communicative development" - observation and work in a corner of nature. 2. OO "Speech development" - ind. work (ZKR). 3. “Physical Development” Health-saving technology | 1. NGO "Cognitive development" - experiments in the corner of nature. 2. OO "Speech development" - ind. work (grammatical structure of speech). 3. “Physical development” - health-saving technologies. | 1. NGO "Cognitive development" - the game of environmental content. 2. OO "Speech development" - ind. work (vocabulary work). 3.OO “Physical development - health-saving technologies | 1. NGO "Cognitive development" - experiments with the physical properties of objects. 2. OO "Speech development" - ind. work (connected speech). NGO "Physical Development" - health-saving technologies |
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| 1. NGO "Cognitive development" - legal education 2. NGO "Artistic and Aesthetic Development" - musical and didactic games. 3. Public Organization “Social and communicative development” - safety | 1. OO “Cognitive development - citizenship. 2. NGO "Artistic and Aesthetic Development" - mobile and round dance games. | 1. The NGO "Cognitive Development" - "My Small Homeland" (regional studies). 2. “Artistic and Aesthetic Development” - musical and didactic games. 3. NGO “Social and communicative development” - safety | 1. NGO "Cognitive development" - Man in history and culture. 2.OA "Artistic and Aesthetic Development" - mobile and round dance games 3. NGO “Social and communicative development” - safety |
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| 1. Public company “Artistic and aesthetic development” - e / game of idle activity (landscape) 2. Public Association “Speech Development” - work on literacy. 3. Public Organization “Speech Development” - reading fiction | 1. OO Artistic and Aesthetic Development "- d / game of izideativnosti (still life). 2. Public Association “Speech Development” - work on literacy. | 1. OO Artistic and Aesthetic Development "- d / game of imitation (portrait) 2. Public Association “Speech Development” - work on literacy. 3. Public Association “Speech Development” - reading fiction | 1. OO Artistic and Aesthetic Development "- e / game of izdeyatelnosti (arts and crafts) 2. Public organization “Speech Development” - literacy work. 3. Public Association “Speech Development” - reading fiction |
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| 1. OO “Socio-communicative-development” role-playing game 2. NGO "Cognitive development" - ind. work on mat. development (number and score). | 2. NGO "Cognitive development" - ind. work on mat. development (shape and color) 3. Public Organization “Physical Development” - ind. Job | one. . NGO "Social-communicative-development" role-playing game 2. NGO "Cognitive development" - ind. work on mat. development (value) 3. Public Organization “Physical Development” - ind. Job | one. . NGO "Social-communicative-development" role-playing game 2. NGO "Cognitive development" - ind. work on mat. development (orientation in time and space). 3. Public Organization “Physical Development” - ind. Job |
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| 1. NGO "Cognitive development" - logical and educational games. 3. “Physical Development” - health | 1. Public organization “Cognitive development” - graphic dictation | 1. Public organization "Cognitive development" - board-printed games 2. NGO "Art and Aesthetic Development" - ind. work on the music. development 3. PA “Physical development” - health | 1. OO “Social and communicative development" - patriotic education 2. NGO “Artistic and Aesthetic Development” - music. - rhythmic movements. 3. PA “Physical development” - health |
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| 1. NGO "Art and Aesthetic Development" - leisure (music). | 1. NGO "Speech Development" - leisure (literary) 2. NGO “Social and communicative development” - independent play activity of children | 1. Public Organization “Physical Development” - leisure (physical culture) 2. OOO “Social and communicative development” - independent play activity of children | 1. NGO "Artistic and Aesthetic Development" - leisure (theatrical) 2. OOO “Social and communicative development” - independent play activity of children |
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| 1. Public Corporation “Speech Development” - memorization and reading of poems. 2. NGO "Art and Aesthetic Development" - ind. work on iso (modeling) | 2. NGO "Art and Aesthetic Development" - ind. work on iso (application) | 1. OO "Speech Development" - learning and reading poetry. 2. NGO "Art and Aesthetic Development" - ind. paperwork (paper construction) | 1. OO "Speech Development" - learning and reading poetry. 2. NGO "Art and Aesthetic Development" - ind. artwork (drawing) |
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| 1. Public Organization “Social and Communicative Development” - HSE (child at home) | 1. OO "Social and communicative development" - OBZH (PPB) | 1. OO "Social and communicative development" - OBZH (SDA) | 1. Public Organization “Social and Communicative Development” - Life Safety (child and nature) |
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| 2.OOO "Speech Development" - reading is thin. literature | 1. NGO "Physical Development" - ind. work on fizo 3. Public Association “Social and Communicative Development” - a game of drama | 1. NGO "Physical Development" - ind. work on fizo 2 OO "Speech development" - reading is thin. literature 3. Public Association “Social and Communicative Development” - a game of drama | 1. NGO "Physical Development" - ind. work on fizo 2. OO "speech development" - reading is thin. literature 3. Public Association “Social and Communicative Development” - a game of drama |
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| 1. NGO “Social and Communicative Development” - role-playing plot 2. Public Organization “Cognitive Development” - project activity | 1. NGO “Social and Communicative Development” - role-playing plot 2. Public Organization “Cognitive Development” - project activity | 1. NGO “Social and Communicative Development” - role-playing plot 2. Public Organization “Cognitive Development” - project activity |
Circle work with children in the older group "Smile".
Circle "Magic Origami"
Purpose - comprehensive intellectual and aesthetic development of children in the process of mastering the elementary techniques of origami, as an artistic way of designing from paper.
Tasks:
Educational
· Familiarize children with basic geometric concepts and basic forms of origami.
· Forming the ability to follow oral instructions.
· Teach various paper handling techniques.
· Familiarize children with basic geometric concepts: circle, square, triangle, angle, side, vertex, etc. Enrich the child’s vocabulary with special terms.
Create compositions with products made in the technique of origami.
Developing:
· Develop attention, memory, logical and spatial imagination.
· Develop fine motor skills and eye.
· To develop the artistic taste, creativity and imagination of children.
· Develop the ability of children to work with their hands, to accustom them to precise movements of the fingers, to improve fine motor skills of hands, to develop an eye.
· Develop spatial imagination.
Educational:
· Foster an interest in the art of origami.
· Expand children's communication skills.
· Build a work culture and improve work skills.
· To contribute to the creation of game situations, to expand children's communication skills.
· To improve labor skills, to form a work culture, to teach accuracy, the ability to carefully and economically use the material, to keep the workplace in order.
Operation mode
Duration of training is 25 minutes.
Lesson grid: Thursday
Methods:
conversation, story, fairy tale;
viewing illustrations;
showing sample work sequence.
The method of working with children is based on the following principles:
The gradual complication of the program content, methods and techniques of the management of children's activities,
Individual approach to children.
Expected results:
As a result of training in this program, children:
- will learn various methods of working with paper;
- will know the basic geometric concepts and basic forms of origami;
- learn to follow oral instructions, create origami products
- develop attention, memory, thinking, spatial imagination; fine motor skills and eye;
- get acquainted with the art of origami;
Forms of summarizing the implementation of additional educational programs
Circle "Architecture of the native land".
purposecircle activities educational activity : the introduction of children to the culture of the native land through its architecture.
In the process of familiarizing preschoolers with architecture, it is necessary to solve a variety of tasks:
to form children's interest in the architecture of their native city;
to learn to see the “face” of the city - the features of the buildings, their destination, their decorations, their colors. To be able to compare old buildings and modern ones, associating features with the technical capabilities of the time;
to acquaint children with the peculiarities of the architecture of "small forms";
develop in children the ability to convey the main features of architectural structures, use the details of architectural decorations in their artistic activities;
improve the ability of pupils to independently create layouts of architectural structures and creativity while realizing their own fantasies in constructive activities.
Operation mode
Work is done outside class in the afternoon.
Duration of training is 25 minutes.
Mode of operation: from 16.50 - 17.15.
Lesson grid: Thursday
Expected Result
The sharpness of perception of preschoolers of city architecture will increase.
The presence of children's interest in the knowledge of their native city and the desire to creatively reflect in their work the knowledge gained is expected.
The active dictionary of preschoolers will be enriched.
There will be a desire of children to reflect architectural art, its main features, laws, principles in creative play activities: in games of plot-role-playing, directorial, construction.
Forms of summarizing the implementation of circle activities
Holding exhibitions of children's works.
Creating layouts of city objects.
Perspective plan for working with parents in the older group
2017 - 2018 academic year
| event title | Purpose of the event | Individual work | Responsible |
|
| September | 1. Organizational parent meeting "What a child must know 5 - 6 years." 2. Conversation with parents “Clothing of children in different seasons”. 3. Advice for parents "Caution, poisonous mushrooms." 4. Consultation "All about the development of children's speech." 5. Folder-shifter for parents "Age characteristics of children of preschool age." 6. Survey of parents. Theme: "What is your parent?" 7- Consultation "All about baby food" | Acquaintance of parents with the requirements of the kindergarten education program for children 5–6 years old. Psychologist - pedagogical education of parents on the child's speech development. Familiarization of parents with the rules of picking mushrooms and the danger of their use in food. Formation of a unified approach to the rules of food in kindergarten and at home. Increasing the pedagogical culture of parents | Conversations on adaptation, updating of group inventory, site. | Educators. Psychologist Educators. nurse Educators, parents. |
| 1. Consultation "The game, as a means of educating preschoolers." 2. Pedagogical universal education "What you need to know about your child." 3. Questioning of parents. Theme: "Do you know your child?". 4. Collage for parents "Meet it, it's me!". Drawings of parents and children. 5. Folder-shifter for parents "What parents, such and children!". 6. Registration of the photo album “Families of our students”. | Distribution of pedagogical knowledge among parents, theoretical help to parents in matters of parenting. Analysis of information about pupils and their families. Improving the psychological and pedagogical knowledge of parents. Activation of parents in the work of the kindergarten group, the development of positive relationships between employees of pre-school institutions and parents. | Conversation "The joint work of the child and the adult" Conversations "Clothing of children in the group and on the street, its marking." Individual conversations with parents about the need to vaccinate against influenza and ARVI | educators |
|
| 1. Consultation "How to spend a day with a child?". 2. Consultation "Clothing for children in the group." 3. Folder-shifter for parents. Theme: "Help children remember the rules of fire safety." 4. Exhibition of children's works "To avoid a fire, to avoid trouble." 6. Testing parents. Theme: "Where is the danger?". | Implementation of a unified educational approach in teaching a child to fire safety rules in kindergarten and at home. Combining the efforts of teachers and parents to introduce children to the basics of fire safety. Enrichment of pedagogical knowledge of parents. Acquaintance of parents with the methodology for familiarizing preschoolers with fire safety rules. Getting information about the knowledge of parents |
Inna Voronina
Work curriculum (senior group)
Group work program older pre-school age (sixth year of life,
developed by According to the GEF TO and on the basis of the approximate basic educational programs preschool education "Childhood"
Ed. / T. I. Babaeva, A. G. Gogoberidze, O. V. Solntseva, etc.
on 2016-2017 academic year
Teachers:
Pogodina N.V.
Voronina I.V.
work program
Passport programs
I. Target section
1. Explanatory note.
1.1. Target component programs.
1.2. Principles and approaches to the formation programs.
1.3. Meaningful for.
Features of the development of children older preschool age
(sixth year of life)
Syllabus
Complex and thematic planning
Calendar study schedule
programs(targets)
2.1. Description of educational activities for the five educational
areas
Educational area "Socio-communicative development"
Educational area "Cognitive development"
Educational area "Speech development"
Educational area "Art and aesthetic development"
Educational area "Physical development"
2.2. Description of variable forms, methods, methods and means of implementation programs
(Part Programsformed by the participants of educational relations)
2.3. Features of educational activities of different types and cultural practices
2.4. Ways and directions of support for children's initiatives
2.5. Features of the interaction of the teaching staff with the families of students
2.6 Features of the organization of the educational process in group(climate, demographic, national - cultural and other)
Iii. Organizational section
3.1. Description of logistics programs.
3.2. Daily regime. Features of traditional events, holidays, events.
3.3. Features of the organization of the developing subject-spatial environment.
Reason for development 1. Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”
2. UN Convention on the Rights of the Child (approved by the UN General Assembly 11/20/1989)
3. Order of the Ministry of Education and Science of Russia No. 1155 of October 17, 2013 “On Approval of the Federal State Educational Standard of Pre-School Education”
4. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) No. 1014 of August 30, 2013, “On Approving the Procedure for Organizing and Implementing Educational Activities on Educational programs preschool education "
8. Childhood: Sample program preschool education / t. I. Babaeva, A. G. Gogoberidze, O. V. Solntseva and others - 2014
9. Charter of MBDOU DSKV number 64 "Penguin"
10. Educational program MBDOU DSKV number 64"Penguin" for 2016 - 2017 academic year
Pogodin program developer N. V., Voronina I.V.
Customers parents program, teaching staff
Performers programs All participants of the pedagogical process (teachers, specialists, children, parents)
Style and appearance programs Work program preschool education for children of the sixth year of life
Terms of implementation programs
2016 - 2017 academic year
purpose programs Creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, development of initiatives and creative abilities on the basis of cooperation with adults and peers and age-appropriate activities;
Creating a developing educational environment, which is a system of conditions for the socialization and individualization of children (GEF to clause 2.4)
Tasks programs Protecting and strengthening the physical and mental health of children, including their emotional well-being;
;
of programs
learning activities;
Programs Programs
the formation of a sociocultural environment corresponding to the age, individual, psychological and physiological characteristics of children;
(legal representatives)
Expected Results programs(targets)
Legal address 628617, Tyumen Region, Khanty-Mansiysk Autonomous Okrug- Yugra, Nizhnevartovsk, ul. Chapaeva 85a
Full postal address 628617, Tyumen Region, Khanty-Mansiysk Autonomous Okrug- Yugra, Nizhnevartovsk, ul. Chapaeva 85a
I. Target section
1. Explanatory note.
Preschool age is a bright, unique page in the life of every person. This is the period when the process of socialization begins, the child’s connection with the leading spheres is established. being: the world of people, nature, the objective world. There is an introduction to culture, to universal values. The foundation of health is being laid. Preschool childhood - the time of the initial formation of the personality, the formation of the foundations of self-consciousness and individuality of the child. therefore program"Childhood" created by authors as program enriched development of children of preschool age, providing a single process of socialization - the individualization of the individual through the child’s awareness of their needs, capabilities and abilities.
Program"Childhood" 2014 is a variable exemplary educational program preschool education (approximate programwhich developed by based on the federal state educational standard of preschool education (Order No. 1155 of the Ministry of Education and Science of October 17, 2013).
That is why, an exemplary educational program preschool education "Childhood"It was taken as a basis for developing a working group curriculum general developmental focus for children older preschool age (sixth year of life).
1.1. Target component programs.
purpose programs - to create an opportunity for each child in kindergarten to develop abilities, broad interaction with the world, active practice in various activities, and creative self-realization. Program aims to develop self-reliance, cognitive and communicative activity, social confidence and value orientations that determine the child’s behavior, activity and attitude to the world.
Variable exemplary educational program preschool education "Childhood", developed by on the basis of and in accordance with the GEF preschool education, is oriented on:
protecting and strengthening the physical and mental health of children, including their emotional well-being;
providing equal opportunities for the full development of each child during the preschool childhood, regardless of place of residence, gender, nation, language, social status, psycho-physiological and other features (including limited health opportunities);
ensuring the continuity of the goals, objectives and content of education implemented in the framework of educational of programs preschool and primary general education;
creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, development of abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world;
integration of training and education in a holistic educational process on the basis of spiritual, moral and socio-cultural values and the rules adopted in society, and norms of behavior in the interests of the individual, family, and society;
the formation of a common culture of the personality of children, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites learning activities;
ensuring variability and diversity of content Programs and organizational forms of preschool education, the possibility of forming Programs different directions, taking into account the educational needs and abilities of children;
the formation of a sociocultural environment corresponding to age, individual, psychological and physiological features
providing psychological and pedagogical support for families and raising the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health.
AT The program It takes into account the individual needs of the child related to his / her life situation and state of health, determining the special conditions for receiving education (hereinafter referred to as special educational needs, individual needs of certain categories of children, including those with disabilities; opportunities for the child to master Programs at different stages of its implementation.
Program implemented in the state language of the Russian Federation (v. 14). Content Programs involves the creation of an emotional and comfortable climate using the optimal intensity of emotional, intellectual, motor, physical and mental stress and favorable conditions for the development of individuality, positive personal qualities of the pupils. In the implementation of an individually differentiated approach to children, teachers are supposed to create conditions for the natural individual, full-fledged development of the personality of children.
In educational activities, special attention is paid to the organization of conditions for the independent activity of children according to their choices and interests. In an organized subject-developing environment, a pedagogically expedient, spiritual, moral, and person-oriented interaction of an adult and a child is carried out. Program implements an activity approach to the development of the child and a cultural approach to the selection of educational content
2.4. Meaningful for develop program characteristics.
Features of the development of children older preschool age
(sixth year of life)
A child of 5-6 years old seeks to know himself and another person as a representative of society, gradually begins to realize the connections and dependencies in social behavior and relationships of people. At this age, qualitative changes occur in the behavior of preschool children — the possibility of self-regulation is formed, children begin to make demands on themselves that were previously presented to them by adults.
At the age of 5 to 6 years, there are changes in the child's ideas about themselves. These ideas begin to include not only the characteristics with which the child endows himself with the present in a given period of time, but also the qualities that he would like or, on the contrary, would not like to have in the future, etc.). They manifest ethical norms that are absorbed by children. At this age, children are largely peer-oriented, most of the time they spend with them in joint games and conversations, their assessments and opinions become essential for them. Selectivity and stability of relations with peers increases. The children explain their preferences by the success of one or another child in the game.
At this age, children have a differentiated understanding of their gender by essential features (female and male qualities, features of the manifestation of feelings, emotions, specificity of gender behavior).
Significant changes occur in the game interaction, in which a joint discussion of the rules of the game begins to occupy a significant place.
Outside the game, children's communication becomes less situational. They eagerly talk about what happened to them. Children carefully listen to each other, emotionally empathize with the stories of friends.
Major motor skills become more perfect.
By the age of five, children have a fairly large supply of ideas about the environment, which they receive thanks to their activity, their desire to ask questions and experiment. A child of this age already knows the basic colors and has an idea of shades. Children of the sixth year of life can tell the difference between geometric shapes from each other. The ability of the child to navigate in space increases.
Attention of children becomes more stable and arbitrary. They may be engaged in not very attractive, but necessary work for 20-25 minutes together with an adult. A child of this age is already able to act according to the rule that is given to adults. The amount of memory does not change significantly, improves its stability. At the same time, children can already use simple techniques and means to memorize.
At the age of 5-6, visual-figurative thinking takes on the leading meaning, which allows the child to solve more complex problems using generalized visual means. (diagrams, drawings, etc.) and generalized ideas about the properties of various objects and phenomena. The age of 5-6 years can be described as the age of mastering a child active. (productive) imagination, which begins to acquire independence, separating from practical activities and anticipating it. Images of imagination reproduce reality much more fully and accurately. The child clearly begins to distinguish between the real and the fictional.
Gradually, children acquire the ability to act according to preliminary design in the design and drawing.
In the sixth year of a child's life, important changes occur in the development of speech. For children of this age, correct pronunciation of sounds becomes the norm. Children begin to use generalizing words, synonyms, antonyms, shades of word meanings, polysemantic words. The children's dictionary is also actively updated with nouns denoting the names of professions, social institutions, verbs denoting the labor actions of people of different professions, adjectives and adverbs reflecting the quality of actions, people's attitude to professional activities. Children learn to independently build play and business dialogues, mastering the rules of speech etiquette, use direct and indirect speech; in descriptive and narrative monologues they are able to convey the status of the hero, his mood, attitude to the event, using epithets and comparisons.
The reading circle of a child of 5-6 years old is replenished with works of various subjects, including those related to family problems, relationships among adults, peers, and the history of the country. He is able to keep a large amount of information in his memory, he can read it with continuation.
The possibilities of life safety of a child of 5-6 years increase. This is due to the growth of awareness and arbitrariness of behavior, overcoming the egocentric position (the child becomes able to stand on the position of another). Develops predictive function of thinkingthat allows the child to see the perspective of events, to anticipate (anticipate) the near and remote consequences of one’s own actions and the actions and actions of other people’s actions.
AT the eldest pre-school age, the previously developed types of child labor are performed qualitatively, quickly, consciously. It becomes possible for children to master different types of manual labor.
The duration of the direct educational activities for children from 5 to 6 years old is no more than 25 minutes. The maximum allowable amount of educational load in the morning in senior group 45 minutes. In the middle of the time allotted for continuous educational activities, physical culture minutes are held. Breaks between periods of continuous educational activities - at least 10 minutes.
2. Planned results of development programs(targets)
Shows autonomy in a variety of activities, seeking to display creative initiative. He can independently set a goal, consider a way to achieve it, carry out a plan and evaluate the result obtained from the point of view of the goal.
Understands the emotional states of adults and other children, expressed in facial expressions, pantomimics, actions, intonation of speech, shows willingness to help, empathy. Able to find common features in the mood of people, music, nature, paintings, sculptural images. He expresses his opinion about the causes of one or another emotional state of people, understands some figurative means that are used to convey the mood in visual arts, music, and fiction.
Children can independently or with a little help from a caregiver unite for joint activities, define a common plan, assign roles, coordinate actions, evaluate the result obtained and the nature of relationships. Seeks to regulate his activity: observe the sequence, take into account the rights of other people. Shows initiative in communication - shares his impressions with his peers, asks questions, attracts other children to communication.
Can pre-designate the theme of the game; interested in playing together. He coordinates his interests and interests of the partners in the game activity, knows how to explain the plans, address the appeal to the partner. Shows interest in game experimentation, developmental and cognitive games; in games with ready-made content and rules act in strict accordance with the game task and rules.
It has a rich vocabulary. Speech is clean, grammatically correct, expressive. The vocabulary increases significantly, the grammatical structure of speech is improved, and elementary judgments about the environment appear. It uses not only simple, but also complex sentences.
Shows interest in physical exercise. Correctly performs physical exercises, shows self-control and self-esteem. Can independently invent and perform simple physical exercises.
Independently performs basic cultural and hygienic processes (food culture, washing, dressing, owns methods of cleaning clothes and shoes with a brush. Independently notes when you need to wash your hands or brush your hair. Mastered certain rules of safe behavior, is able to tell an adult about his health and some dangerous situations that should be avoided. Shows respect for adults. Able to be interested in the health status of loved ones, affectionately call them. senior about their affairs, favorite games and books. He is attentive to the instructions of adults, shows independence and perseverance in their implementation, enters into cooperation
2.1. Description of educational activities in five educational areas.
Content Programs is an educational activity in accordance with the directions of development - educational areas (social and communicative, speech, cognitive, artistic and aesthetic, physical) of a child. Program involves the development of personality, motivation and abilities of children in various activities and covers educational areas:
Socially - communicative development
Cognitive development
Speech development
Artistic - aesthetic development
Physical development
The most significant changes were made work program.
Work program discipline(module) is a basic methodical
by document learning-methodical complex. It determines the scope of competencies (knowledge, skills and possessions that will be mastered work programs disciplines(module) major were presented requirements:
1. Compliance of the Federal State Educational Standard of Higher Education in the direction of training in terms of the objects, types and tasks of professional activity, results of development, general requirements for the conditions of the implementation of the PEP learning-methodical informational support learning process.
2. Compliance curriculum PLOimplemented in the direction of training.
Training the plan establishes the overall scope of the discipline, the scope of the ivy views work tutor
3. Compliance with the modern level of science development.
4. Registration in accordance with the rules established in the DOO. Work programs updated annually in order to update the content of individual topics of disciplines, a list of sources and literature, etc.
Analysis of self-examination reports work demonstratedthat scripts for business games, handouts,
collections of situations.
In terms of the new educational environment, independent job becomes the most important and integral part of the educational process.
Work curriculum (senior group)
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