Target: To develop the ability of children to compose a composition of a certain content from ready-made figures, independently find a place for flags and balls.

(TS Komarova-83)

II week

34. Topic: "Big and small birds at the feeder" (Modeling)

Target: To continue to form in children the desire to transfer images of birds in modeling, correctly conveying the shape of body parts, the head of the tail. Consolidate sculpting techniques.

(T.S.Komarova-67)

III week

35. Topic: "Pyramid"

Target: teach children to convey the image of a toy in the application; depict an object consisting of several parts; arrange parts in decreasing order of magnitude. Consolidate knowledge of colors. Develop color perception.

(TS Komarova - 51)

IV week

36. Topic: "Duckling" (Modeling)

Target: To develop the ability of children to sculpt an object consisting of several parts, conveying some characteristic features. Strengthen the ability to connect parts.

(TS Komarova-86)

Approved by the Head of MBDOU kindergarten No. 2 Order No. From "" 2012. MBDOU kindergarten №2, Balakovo, Saratov region Working program 2 junior group for children from 3 to 4 years Authors - compilers: I.B. Suslina. - educator Mikheeva O.V. - educator Doronina I.G. - educator Yulenkova I.I. - educator Adopted by the decision of the pedagogical council From "" 2012 Protocol No. Introduction. The second youngest group (from 3 to 4 years old) Age characteristics of children. At the age of 3-4 years, the child gradually goes beyond the family circle. His communication becomes extra-situational. An adult becomes for a child not only a family member, but also a bearer of a certain social function. The child's desire to perform the same function leads to a contradiction with his real capabilities. This contradiction is resolved through the development of play, which becomes the leading activity in preschool age. The main feature of the game is its conventionality: the performance of certain actions with some objects presupposes their relevance to other actions with other objects. The main content of the play of younger preschoolers is actions with toys and substitute objects. The duration of the game is short. Younger preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age. The visual activity of a child depends on his ideas about the subject. At this age, they are just beginning to form. The graphics are poor. Some children lack details in their images, while others may have more detailed drawings. Children can already use color. Modeling is of great importance for the development of fine motor skills. Younger preschoolers are able to sculpt simple objects under the guidance of an adult. It is known that application has a positive effect on the development of perception. At this age, the simplest types of applications are available to children. Constructive activity in younger preschool age is limited to the construction of simple buildings according to the model and by design. In the younger preschool age, perceptual activity develops. Children from using pre-standards - individual units of perception, move to sensory standards - culturally developed means of perception. By the end of the junior preschool age, children can perceive up to 5 or more forms of objects and up to 7 or more colors, they are able to differentiate objects in size, navigate in the space of the kindergarten group, and with a certain organization of the educational process, in the premises of the entire preschool institution. Memory and attention are developed. At the request of an adult, children can memorize 3-4 words and 5-6 names of objects. By the end of preschool age, they are able to memorize significant passages from their favorite works. Visual-action thinking continues to develop. In this case, the transformation of situations in a number of cases is carried out on the basis of targeted trials, taking into account the desired result. Preschoolers are able to establish some hidden connections and relationships between objects. At a younger preschool age, imagination begins to develop, which is especially clearly manifested in play, when some objects act as substitutes for others. The relationship of children is determined by norms and rules. As a result of purposeful influence, they can learn a relatively large number of norms that serve as the basis for assessing their own actions and the actions of other children. The relationship of children is clearly manifested in play activities ... They play side by side rather than actively interact. However, already at this age, stable electoral relationships can be observed. Conflicts between children arise mainly over toys. The position of the child in the peer group is largely determined by the opinion of the educator. In younger preschool age, one can observe the subordination of the motives of behavior in relatively simple situations. Conscious behavior management is just beginning to take shape; in many ways, the child's behavior is still situational. At the same time, one can observe cases of limiting his own motives by the child himself, accompanied by verbal instructions. Self-esteem begins to develop, while children are largely guided by the teacher's assessment. Their gender identification also continues to develop, which is manifested in the nature of the toys and plots chosen. The content of psychological and pedagogical work Direction "Physical development" Educational area "Health" Explanatory note. "The content of the educational area" Health "is aimed at achieving the goals of protecting the health of children and forming the basis of a culture of health through the solution of the following tasks: preserving and strengthening the physical and mental health of children; fostering cultural and hygienic skills; forming initial ideas about a healthy lifestyle." Preservation and strengthening of the physical and mental health of children. Strengthening and protecting the health of children, creating conditions for the systematic hardening of the body, the formation and improvement of the main types of movements. Constant monitoring of the development of correct posture. Under the guidance of medical personnel, carrying out a complex of flooding procedures using various natural factors (air, sun, water). Maintaining the optimal temperature in the room. Organization of regular ventilation. Formation of the habit of being indoors in lightweight clothing. Ensuring that children stay outdoors in accordance with the daily routine. Daily morning exercises lasting 5-6 minutes. In the presence of conditions, teaching children to swim. Education of cultural and hygienic skills. Improvement of cultural and hygienic skills, the formation of the simplest habits of behavior while eating, washing. Formation of the habit to monitor your appearance; the ability to use soap correctly, gently wash your hands, face, ears; Wipe dry after washing, hang the towel in place, use a comb and handkerchief. Formation of elementary skills of behavior at the table: correctly use a table and a teaspoon, fork, napkin; do not crush bread, chew food with your mouth closed, do not talk with your mouth full. Formation of initial ideas about a healthy lifestyle. The development of the ability to distinguish and name the senses (eyes, mouth, nose, ears), the formation of an idea of ​​their role in the body and how to take care of them and take care of them. Formation of ideas about wholesome and unhealthy food; about vegetables and fruits, dairy products useful for human health. Formation of ideas that morning exercises, games, physical exercises cause good mood; with the help of sleep, strength is restored. Acquaintance with exercises that strengthen various organs and systems of the body. Formation of ideas about the need for hardening. Formation of ideas about the value of health; desire to lead healthy image life. Fostering a respectful attitude towards your body, your health, the health of other children. Formation of the ability to communicate well-being to adults, to avoid situations that are harmful to health, to be aware of the need for treatment. Formation of the need for hygiene and tidiness skills in everyday life. Educational area "Physical culture". "The content of the educational area" Physical culture "is aimed at achieving the goals of forming children's interest and value attitude to physical culture, harmonious physical development through the solution of the following specific tasks: development of physical qualities (speed, strength, flexibility, endurance and coordination); accumulation and enrichment of the motor experience of children (mastering the basic movements); the formation of the need for motor activity and physical improvement. "Development of physical qualities, accumulation and enrichment of motor experience. Development of the ability to walk and run freely, without shuffling, without lowering the head, while maintaining cross-coordination of movements of the arms and legs; act together. Formation of the ability to form a column one by one, Formation of the ability to maintain correct posture in sitting positions, standing, in motion, while performing exercises in balance Formation of the ability to observe elementary rules, coordinate movements, navigate in space. . Development of climbing, crawling skills; agility, expressiveness and beauty of movements. Introducing more complex rules into games with changing types of movements. Development of the ability to vigorously push off with two legs and land correctly in jumping from a height, in place and moving forward: take the correct starting position. jumping in length and height from the spot; in throwing sandbags, balls with a diameter of 15-20 cm. Strengthening the ability to vigorously repulse the balls when rolling, throwing; catch the ball with both hands at the same time. Learn to grip the bar while climbing. Strengthening the ability to crawl. Formation of the need for physical activity and physical improvement. Encourage children to participate in play and exercise together. Fostering interest in exercise, desire to use exercise equipment in free time. Formation of positive emotions in children, activity in independent motor activity. Formation of desire and ability to sled, tricycle, ski. Development of the ability to independently sit on a tricycle, ride it and get off it. Development of the ability to put on and take off skis, walk on them, put skis in place. Development of the ability to respond to signals "run", "catch", "stop", etc .; follow the rules in outdoor games. Development of independence and creativity when performing physical exercises, in outdoor games. Organization of outdoor games with rules. Encouragement of independent play of children with wheelchairs, cars, carts, bicycles, balls, balls. Complex thematic planning for the section of physical culture. September No. Weeks Topic 1 - 2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Classes number 1-2-3 Walking and running in small groups in a forward direction behind the teacher; Walking and running between parallel lines; P / and "Run to me"; Game of low mobility: "Let's find a bunny"; Game exercises: "Walk on the bridge", "Bring the object". Card file "Physical culture 2ml.group" D / v No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Lessons # 4-5-6 Walking and running with the whole group in a forward direction behind the teacher; Jumping on two legs in place; P / and "Catch the ball" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 3 weeks: Lessons № 7-8-9 Walking and running in a column one by one in small subgroups; Rolling balls to each other from a sitting position, legs apart; Jumping on two legs around the object; P / and "My cheerful ringing ball." developed by LI Penzulaeva. 4 weeks: Classes No. 10-11-12 Walking and running in a column one by one; Crawling on all fours with support on palms and knees; Walking between objects "snake", hands on the belt; P / and "Find your house." developed by L.I. Penzulaeva. October No. Weeks Topic 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Monitoring Filling the screen physical development and physical fitness of children. Filling in the cards for monitoring child development in the direction - physical development. 2 weeks: Conducting monitoring Filling in the screen of physical development and physical fitness of children. Filling in the cards for monitoring child development in the direction - physical development. 3 weeks: Activities № 13-14-15 Teach children to walk and run in a circle; Develop a stable balance when walking and running with a reduced support area; Exercise in jumping on two legs; P / and "Mother hen and chickens" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Lessons № 16-17-18 Teach walking and running with a stop at the signal of the teacher; Develop the ability to land on bent legs while jumping; Roll the ball in a forward direction; P / and "Train" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by L.I. Penzulaeva. November No. Weeks Topic 1-2 weeks: "My home, my city" 3,4,5 weeks: "Me and my family" Tasks of the program content of the topic Methodological support 1 week: Lessons No. 19-20-21 Exercise in walking and running in a circle ; Develop the skill of vigorous repulsion when rolling balls to each other; Exercise on all fours crawling; P / and "Train". Card collection "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Classes № 22-23-24 To teach children to act on the signal of the teacher while walking and running; Exercise in the ability to maintain a stable balance when walking on a smaller support area; P / and "Run to the flags" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 3 weeks: Classes № 25-26-27 Exercise in the ability to alternate walking and running at the signal of the teacher; Develop a stable balance when walking on a reduced support area; Strengthen the skills of landing on bent legs in forward jumps; P / and "Mice in the pantry" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Classes № 28-29-30 To strengthen the skills of walking in a column one by one with the performance of tasks at the signal of the teacher; Exercise hoop-to-hoop jumping; To secure the rolling of the ball in the forward direction; P / and "Tram" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 5 weeks: Classes № 31-32-33 To strengthen the skills of alternating walking and running in a column one by one; To develop dexterity and an eye in catching and throwing the ball; Exercise in arch crawling on all fours; P / and "Find your house". Card file "Physical culture 2ml.group" D / v No. 7 for 1989. developed by L.I. Penzulaeva. December No. Weeks Topic 1-2 weeks: "Man and the animal world" 3-4 weeks: "New Year" Tasks of the program content of the topic Methodological support 1 week: Classes No. 1-2-3 (2nd quarter) hall area; Exercise in maintaining a stable balance while walking on a limited support area; Develop the skill of landing on bent legs in forward jumping; P / and "Mother hen and chickens" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Lessons № 4-5-6 Introduce walking and running in a circle; Learn jumping from a height; Exercise in rolling the ball to each other from a sitting position; P / and "Train" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 3 weeks: Lessons № 7-8-9 To teach to walk and run between objects without touching them; Exercise in rolling the ball to each other between objects; Learn to crawl under the arc on all fours, develop coordination of movements; P / and "Sparrows and a cat" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Lessons # 10-11-12 Exercise in walking and running in a circle; Learn to crawl under the cord in a grouping; Learn to walk on the board, hands on the belt, keeping balance; P / and "Bird and chicks" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by L.I. Penzulaeva. January No. Weeks Topic 2,3,4 weeks "Winter" Tasks of the program content of the topic Methodological support 1 week: Holidays 2 weeks: Lessons No. 13-14-15 To acquaint children with building and walking in pairs; Repeat balance and jumping exercises; Exercise in walking on the board while maintaining balance; P / and "Rabbits" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 3 weeks: Lessons № 16-17-18 Exercise in walking and running in a random manner; Continue to learn to land softly when jumping on bent legs; Exercise in rolling the ball around the object; Develop coordination of movements; P / and "Tram" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Classes № 19-20-21 Exercise in walking in pairs, in a loose run; To secure the rolling of balls and crawling under the arc; Develop an eye and dexterity of movements; P / and "Frogs". Card file "Physical culture 2ml.group" D / v No. 7 for 1989. developed by L.I. Penzulaeva. February No. Weeks Topic 1-2 weeks: "I will grow up healthy" 3-4 weeks: "Defender of the Fatherland Day" Tasks of the program content of the topic Methodological support 1 week: Classes No. 22-23-24 Exercise in walking and running with a stop at the signal of the teacher; Strengthen the skills of crawling under the cord in a grouping; Exercise in maintaining balance while walking on a limited area of ​​support; P / and "Find your color" Card file "Physical culture 2ml.group" Д / в №7 for 1989. developed by LI Penzulaeva. 2 weeks: Classes № 25-26-27 Strengthen the skills of walking and jogging; Exercise in balance and jumping; P / and "Mice in the closet" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 3 weeks: Classes № 28-29-30 Exercise in walking and running with the performance of tasks at the signal of the teacher; Continue to learn to land when jumping on bent legs; Learn to push off energetically when rolling the ball in a forward direction; P / and "Birds in their nests" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Lessons № 31-32-33 Exercise in walking with stepping over objects; Exercise in crawling under the cord; Learn to throw balls over the cord; P / and "Sparrows and a cat" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by L.I. Penzulaeva. March № Topic 1-2 weeks: "International Women's Day" 3-4 weeks: "Man and the world of things" Tasks of the program content of the topic Methodological support 1 week: Classes № 1-2-3 (3rd quarter) To strengthen the skills of walking and running in a circle ; Exercise in walking with a variable step (through the slats of the stairs) while maintaining balance; Exercise in vigorous take-off and soft landing on bent legs in forward jumps; P / and "Rabbits" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Classes № 4-5-6 Exercise in walking in pairs and running in random directions; Introduce standing long jump; Develop dexterity when rolling the ball; P / and "Train" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 3 weeks: Classes № 7-8-9 To consolidate the skills of walking and running in a circle; Learn to throw the ball on the ground and catch it with both hands; Exercise in crawling on the board; P / and "Sparrows and a cat" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Lessons # 10-11-12 Teach the correct grip on the ladder slats when climbing; Strengthen walking and scattering skills; Exercise in walking with stepping over obstacles; P / and "Catch a mosquito". Card file "Physical culture 2ml.group" D / v No. 7 for 1989. developed by L.I. Penzulaeva. April № Topic 1,2,3 weeks: "Spring" 4-5 weeks: "Folk culture and traditions" Tasks of the program content of the topic Methodological support 1 week: Classes № 13-14-15 Exercise in walking and running with a stop at the signal of the teacher; Exercise in maintaining balance while walking on a gymnastic bench; To fasten the long jump from the spot; P / and "Mother hen and chickens" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Lessons № 16-17-18 Repeat walking in a column one by one; Fasten the run scatteringly; Exercise in throwing the ball on the floor; Exercise standing long jump; P / and "Tram" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by L.I. Penzulaeva. 3 weeks: Classes No. 19-20-21 Exercise in walking and running in random directions; Securing the throwing of the ball up and catching it with both hands; Repeat crawling on the board; P / and "Catch a mosquito" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 4 weeks: Lessons № 22-23-24 To consolidate the skills of walking and running in a column one by one; Exercise in climbing on an inclined ladder; Exercise in maintaining balance while walking on the board; P / and "Bubble" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by LI Penzulaeva. 5 weeks: Classes № 25-26-27 Strengthen the skills of walking and running in a circle; Exercise in maintaining a stable balance when walking on an elevated support; Exercise in jumping through the cords; P / and "Mice in the pantry." developed by L.I. Penzulaeva. May No. Weeks Topic 1-2 weeks: "Fairy tales" Tasks of the program content of the topic Methodological support 5 weeks: Classes No. 28-29-30 Strengthen the skills of walking and jogging; Continue to learn to land on bent legs in standing long jump; Exercise in tossing the ball up; P / and "Train" Card file "Physical culture 2ml.group" Д / в No. 7 for 1989. developed by LI Penzulaeva. 2 weeks: Classes № 31-32-33 To strengthen the skills of walking in a column one by one with the completion of tasks; Exercise in tossing the ball up; Strengthen the ability to crawl on all fours on the board; P / and "Train" Card file "Physical culture 2ml.group" D / in No. 7 for 1989. developed by L.I. Penzulaeva. 3 weeks: Monitoring Filling in the screen of physical development and physical fitness of children. Filling in the cards for monitoring child development in the direction - physical development. 4 weeks: Monitoring Filling in the screen of physical development and physical fitness of children. Filling in the cards for monitoring child development in the direction - physical development. Direction "Cognitive speech development". Educational area "Cognition". Explanatory note. "The content of the educational area" Cognition "is aimed at achieving the goals of the development of children's cognitive interests, the intellectual development of children through the solution of the following tasks: sensory development; development of cognitive research and productive (constructive) activities; formation of elementary mathematical concepts; shaping holistic picture world, broadening the horizons of children "*. Sensory development. Development of perception; creating conditions for familiarizing children with the color, shape, size, tangible properties of objects (warm, cold, hard, soft, fluffy, etc.); development of the ability to perceive sound various musical instruments, native speech. Strengthening the ability to highlight color, shape, size as special properties of objects; group homogeneous objects according to several sensory characteristics: size, shape, color. Improving the skills of establishing the identity and differences of objects by their properties: size, shape, color Reminding children of the names of shapes (round, triangular, rectangular and square) Enriching children's sensory experience, developing the ability to fix it in speech Improving perception (actively including all senses) Developing imaginative representations (using epithets and comparisons when characterizing objects). Demonstration of different ways of examining objects, actively including hand movements n about the object and its parts (grasping the object with his hands, passing one or the other hand (finger) along the contour of the object). Explanatory note. Development of cognitive and research productive (constructive) activity. Encouraging exploratory interest, making simple observations. Acquaintance with the methods of examining objects, including the simplest experiments (sinking - not sinking, torn - not torn). Leading children to the simplest analysis of the created buildings. Improving constructive skills. Consolidation of the ability to distinguish, name and use the main building parts (cubes, bricks, plates, cylinders, triangular prisms), build new buildings using previously acquired skills (overlay, attach, attach), use parts of different colors in buildings. Maintaining the feeling of joy that arises when creating a successful building. Formation of the ability to place bricks, plates vertically in a row, in a circle, along the perimeter of the quadrangle), put them tightly to each other, at a certain distance (fence, gate). Encouraging children to create design options by adding other details (put triangular prisms on the gate posts, cubes next to the posts, etc.). The formation of the ability to change buildings in two ways: replacing some parts with others or building them up in height, length (low and high turret, short and long train). Development of the desire to build buildings according to your own design; Formation of the ability to play around buildings, combine them according to the plot: path and houses - street; table, chair, sofa - furniture for dolls. Formation in children of the habit of carefully folding parts into boxes after play. Productive activity. Development of productive activity, consideration, discussion of its results. Formation of ideas about the connection between the result of activity and one's own purposeful activity, that is, about the authorship of the product. Explanatory note. Formation of elementary mathematical concepts. Quantity. Developing the ability to see common feature items of the group (all balls are round, these are all red, these are all large, etc.). Formation of the ability to compose groups of similar objects and to single out individual objects from them; to distinguish concepts many, one, one at a time, none; find one or several identical objects in the environment; understand the question "How much?"; when answering, use the words many, one, not one. Formation of the ability to compare two equal (unequal) groups of objects based on the mutual comparison of elements (objects). Acquaintance with the techniques of sequential imposition and application of objects of one group to objects of another. Development of the ability to understand the questions "Is it equal?", "What is more (less)?"; answer questions using sentences such as: "I put a fungus on each circle. There are more circles, but fewer mushrooms" or "There are as many circles as there are mushrooms." The magnitude. Formation of the ability to compare objects of contrasting and the same size; when comparing objects, measure one object with another according to a given criterion of size (length, width, height, size in general), using the techniques of imposition and application; denote the result of the comparison with the words: long - short, equal (equal) in length, wide - narrow, equal (equal) in width, high - low, equal (equal) in height, large - small, equal (equal) in size. The form. Acquaintance of children with geometric shapes: circle, square, triangle. Examination of the shape of these figures (using sight and touch). Orientation in space. The development of the ability to navigate in the location of parts of your body and, in accordance with this, to distinguish spatial directions from yourself: above - below, in front - behind (behind), on the right - on the left; distinguish between right and left hands. Time orientation. Formation of the ability to navigate in contrasting parts of the day: day - night, morning - evening. Complex thematic planning for the section on the formation of elementary mathematical concepts and productive (constructive) activities of the educational area "Cognition" September No. Weeks Topic 1-2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support FEMP 1 week: Lesson №1 (September) To strengthen the ability to distinguish and name a ball (ball) and a cube (cube) regardless of the color and size of the figures. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Construction week 2: "Fence for kindergarten" (lesson number 14 from the "Fence" cycle) Teach children to alternate shapes by color and type; Develop constructive ability. T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in 2 younger group"p.72 L.V. Kutsakova" Construction and artistic work in kindergarten "p.43 FEMP 3 week: Lesson №1 (October) To strengthen the ability to distinguish the number of objects, using the words one, many, few. V.I. Pomoraeva, V.A. №2 (October) To acquaint with the compilation of a group of objects from separate objects and the selection of one object from it; To learn to understand the words many, one, none. No. Weeks Topic 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Monitoring Filling in the monitoring cards of the mastery of children with the necessary skills and abilities in the educational area "Cognition" FEMP section and the development of productive (constructive) activities 2 week: Monitoring Filling in the monitoring maps of the mastery of children necessary skills and abilities in the educational area "Cognition" section FEMP and the development of productive (constructive) activity FEMP 3 weeks: Lesson number 3 (October bbr) Continue to form the ability to make a group of objects from separate objects and to single out one object from it; Learn to answer the question "how much?" and define aggregates with the words one, many, not one. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Construction 4 weeks: "Paths of different lengths" Teach children to build paths by varying their length; To fix the names of the parts. T.V. Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.72 L.V. Kutsakova "Design and artistic work in kindergarten" p.38 November No. Weeks Topic 1-2 weeks: "My home, my city" 3,4,5 weeks: "Me and my family" Tasks of the program content of the topic Methodological support FEMP 1 week: Lesson number 1 (November) To learn to compare two subjects in length and indicate the result comparisons with words long - short, longer - shorter; Improve the ability to compose a group of objects from separate objects and select one object from the group; Designate aggregates with the words one, many, not one. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group, group" FEMP 2 weeks: Lesson №2 (November) To learn to find one and many objects in a specially created environment, to answer the question "how much?", Using the words one, many; To continue to teach how to compare two objects in length by means of overlay and application, to indicate the comparison results with the words long - short, longer - shorter. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group, group" FEMP 3 weeks: Lesson №3 (November) Continue to learn to find one and many objects in a specially created environment, designate the aggregate with the words one, many; Introduce a square, teach to distinguish between a circle and a square. IN AND. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Construction 4 weeks: "Houses" Teach children to build houses for nesting dolls; Strengthen the ability to name details and their color; To develop constructive abilities.LV Kutsakova "Designing and artistic work in kindergarten" p.41 FEMP Week 5: Lesson # 4 (November) To strengthen the ability to find one and many objects in a specially created environment, to designate aggregates with the words one, many; Continue to learn to distinguish and name a circle and a square. Pomoraeva, VA Pozina "Classes on FEMP 2 junior group, group" December No. Weeks Topic 1-2 weeks: "Man and the animal world" 3-4 weeks: "New Year" Tasks of the program content of the topic Methodological support FEMP 1 week: Lesson No. 1 ( December) Improve the ability to compare two objects in length, designate the comparison results with the words long - short, longer - shorter, equal in length; Exercise in the ability to find one and many objects in the environment. IN AND. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group, group" FEMP 2 weeks: Lesson # 2 (December) Continue to improve the ability to find one or many objects in the environment; Strengthen the ability to distinguish and name a circle and a square; To improve the ability to compare two objects in length by means of superposition and application, the comparison results shall be denoted by the words long - short, longer - shorter, the same length. IN AND. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Designing week 3: "Fence for a horse (cow)" (lesson number 15 from the cycle "Fence") Teach children to build a fence, a fence for a horse; Strengthen the ability to name details and their color; To develop constructive abilities.LV Kutsakova "Design and artistic work in kindergarten" p.43 FEMP 4 weeks: Lesson №3 (December) To learn to compare two groups of objects by superposition, to understand the meaning of words in many, equally; Exercise in orientation on one's own body, distinguish between right and left hands. Pomoraeva, VA Pozina "Classes on FEMP 2 junior group" January No. Weeks Topic 2,3,4 weeks "Winter" Tasks of the program content of the topic Methodological support Week 1: FEMP holidays width, using overlay and application techniques, denote the comparison results with the words wide - narrow, wider - narrower; To continue to teach how to compare two groups of objects in a superposition method, to denote the results of comparison with words in many, equally, as much as. IN AND. Pomoraeva, VA Pozina "FEMP lessons 2 junior group" E. Cherenkova "ABC of the development of the simplest origami models" FEMP 3 weeks: Lesson # 3 (January) Introduce the triangle: teach to distinguish and name a figure; To improve the ability to compare two equal groups of objects by overlaying, to denote the results of comparison with words in many, equally, as much as; Strengthen the skills of comparing two objects in width, learn to use the words wide - narrow, wider - narrower, the same length. IN AND. Pomoraeva, VA Pozina "FEMP lessons 2 junior group" Construction week 4: "Matryoshkas lead a round dance around the Christmas tree" (Lesson number 11 from the "Houses" cycle) Teach children to build a slide with two ladders; Strengthen the ability to name details and their color; Develop constructive ability. LV Kutsakova "Construction and artistic work in kindergarten" p.42 February No. Weeks Topic 1-2 weeks: "I will grow up healthy" 3-4 weeks: "Defender of the Fatherland Day" Tasks of the program content of the topic Methodological support FEMP 1 week: Lesson No. 1 (February) To continue to teach how to compare two equal groups of objects using the application method, to denote the comparison results with words in many, equally, as much as; Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle); Exercise in determining spatial directions from yourself and designate them with words above - below. IN AND. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group, group" FEMP 2 weeks: Lesson number 2 (February) To acquaint with the methods of comparing two objects in height, to learn to understand the words high - low, higher - lower; Exercise in determining spatial directions from yourself; To improve the skills of comparing two equal groups of objects using the application method, to designate the comparison results with words in many, equally, as much as. IN AND. Pomoraeva, VA Pozina "Classes on FEMP 2 junior group, group" FEMP 3 weeks: Lesson # 3 (February) Continue to teach how to compare two objects in height by means of overlay and application, designate the comparison results with the words high - low, higher - lower; To continue to improve the skills of comparing two equal groups of objects by means of superposition and application, to denote the results of comparison with words by many, equally, as much as. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Construction 4 weeks: "Slide with ladders" Teach children to build a slide with two ladders; Strengthen the ability to name details and their color; Develop constructive ability. LV Kutsakova "Construction and artistic work in kindergarten" p.37 March No. of the week Topic 1-2 weeks: "International Women's Day" 3-4 weeks: "Man and the world of things" Tasks of the program content of the topic Methodological support FEMP 1 week: Lesson №1 (March) To continue to teach how to compare two unequal groups of objects by means of superposition and application, to denote the comparison results with words more - less, equally, as much - how much; Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle). IN AND. Pomoraeva, VA Pozina "Classes on FEMP 2 junior group, group" FEMP 2 weeks: Lesson №2 (March) Improve the ability to compare two equal and unequal groups of objects, use expressions more - less, equally, as much - how many; To consolidate the methods of comparing two objects in length and height, to indicate the results of the comparison with the appropriate words. IN AND. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group to group" FEMP 3 weeks: Lesson №3 (March) Exercise in comparison of two groups of objects by means of superposition and application and use words more - less, as much - how much; Strengthen the ability to distinguish and name parts of the day: day, night Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Construction 4 weeks: "Teremok" (Lesson # 12 from the "Houses" cycle) Strengthen the skills of standing a house, a small house; Encourage the construction of additional buildings; Learn to play around buildings.LV Kutsakova "Design and artistic work in kindergarten" p.136 April № Topic 1,2,3 weeks: "Spring" 4-5 weeks: "Folk culture and traditions" Tasks of the program content of the topic 1 week: Lesson # 1 (April) To learn to reproduce a given number of objects and sounds according to the sample (without counting and the name of the number); Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle). IN AND. Pomoraeva, VA Pozina "Lessons on FEMP 2 junior group, group" FEMP 2 weeks: Lesson №2 (April) To consolidate the ability to reproduce a given number of objects and sounds according to the sample (without counting and name of the number); Exercise in the ability to compare two objects in size, denote the result of the comparison with the words large, small. Exercise in the ability to distinguish spatial directions from yourself and designate them with words: in front - behind, left - right. IN AND. Pomoraeva, VA Pozina "FEMP classes 2 junior group, FEMP group 3 weeks: Lesson №3 (April) To learn to distinguish one and many movements and designate their number with the words one, many; Exercise in the ability to distinguish spatial directions relative to oneself and designate them with the words: in front - behind, left - right, above - below; Improve the ability to make a group of objects from separate objects and highlight one object from the group. IN AND. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" Construction 4 weeks: "Gate" Teach children, change the building, transforming it into height; Anchor the names of parts; Develop imagination. LV Kutsakova "Designing and artistic work in kindergarten" p.40 FEMP 5 weeks: Lesson №4 (April) To strengthen the ability to compare two equal and unequal groups of objects by means of superposition and application, to use expressions more - less, equally, as much - how; Exercise in comparing two objects in size, denote the result of the comparison with the words large, small; Learn to determine the spatial arrangement of objects using prepositions for, under, in, etc. Pomoraeva, VA Pozina "FEMP classes 2 junior group, group" May No. Weeks Topic 1-2 weeks: "Fairy tales" Tasks of the program content of the topic Methodological support of FEMP 1 week: Lesson No. 1 (May) Strengthen the ability to compare two equal and unequal groups objects by means of imposition and application, to use expressions more - less, equally, as much - how much; Exercise in comparing two objects in size, denote the result of the comparison with the words large, small; Learn to determine the spatial arrangement of objects using prepositions for, under, in, etc. IN AND. Pomoraeva, VA Pozina "Classes on FEMP 2 junior group, group" FEMP 2 weeks: Lesson №2 (May) Improve the ability to distinguish and name geometric shapes: circle, square, triangle, ball, cube. Pomoraeva, VA Pozina "FEMP classes 2 junior group group" 3 weeks: Monitoring Filling in the monitoring cards of the mastery of children with the necessary skills and abilities in the educational field "Cognition" FEMP section and the development of productive (constructive) activities 4 weeks: Monitoring Filling in the mastery monitoring maps children with the necessary skills and abilities in the educational area "Cognition" section FEMP and the development of productive (constructive) activities Explanatory note. Formation of a holistic picture of the world, broadening one's horizons. Subject and social environment. Formation of the ability to focus on objects and phenomena of the subject-spatial developmental environment; to establish the simplest connections between objects and phenomena, to make the simplest generalizations. Acquaintance with the objects of the immediate environment, their purpose. Development of the ability to determine the color, size, shape, weight (light, heavy) of objects; their location in relation to themselves (far, close, high). Acquaintance with materials (wood, paper, fabric, clay), their properties, strength, hardness, softness). Formation of the ability to group (tea, dining, kitchen utensils) and classify (dishes - clothes) familiar objects. Acquaintance with the theater through mini-performances and performances, as well as through dramatization games based on works of children's literature. Acquaintance with the immediate environment (the main objects of urban / village infrastructure): house, street, shop, clinic, hairdresser. Acquaintance with professions accessible to the child's understanding (doctor, policeman, salesman, educator, etc.). Acquaintance with nature. Expanding children's ideas about plants and animals. Continuation of acquaintance with domestic animals and their cubs, peculiarities of their behavior and nutrition. Acquaintance with the inhabitants of the corner of nature. Expansion of ideas about wild animals (3-4 species typical for a given area). Formation of the ability to observe birds arriving at the site (3-4 species typical for the area). Feeding birds in winter. Expansion of children's ideas about insects (3-4 species typical for a given area). The development of the ability to distinguish and name by appearance: vegetables (3-4 types), fruits (3-4 types), berries (3-4 types). Acquaintance with some plants of the area: with trees, flowering herbaceous plants (3-4 species). Acquaintance with indoor plants (3-4 species). Formation of the belief that plants need land, water and air to grow. Acquaintance with the characteristic features of the seasons following each other and the changes that occur in connection with this in the life and activities of adults and children. Formation of ideas about the properties of water (pours, pours, heats up, cools), sand (dry - crumbles, wet - molds), snow (cold, white, melts from heat). Formation of ideas about the simplest relationships in animate and inanimate nature. Acquaintance with the rules of behavior in nature (do not tear plants unnecessarily, do not break tree branches, do not touch animals, etc.). Seasonal observations Autumn. The development of the ability to notice changes in nature: it gets colder, it rains, people put on warm clothes, leaves begin to change color and fall off, birds fly away to warmer regions. Expanding the notion that vegetables and fruits are harvested in the fall. The development of the ability to distinguish the most common vegetables and fruits in appearance, taste, shape and name them. Winter. Expansion of ideas about the characteristic features of winter nature (cold, snowing; people wear winter clothes). Organization of observation of birds arriving at the site, feeding them. Formation of the ability to notice the beauty of winter nature: trees in a snow cover, fluffy snow, transparent ice floes, etc. Encouraging children to participate in sledding downhill, sculpting crafts from snow, decorating snow buildings. Spring. Acquaintance with the characteristic features of spring nature: the sun shines brighter, the snow begins to melt, becomes loose, the grass has grown, the leaves have blossomed on the trees, butterflies and May beetles appear. Expansion of children's ideas about the simplest connections in nature: the sun began to warm up - it got warmer - grass appeared, birds began to sing, people replaced warm clothes with lightweight ones. Observing the planting of seeds of flower plants and vegetables in the beds. Summer. Expansion of ideas about summer changes in nature: hot, bright sun, plants are blooming, people are swimming, chicks appear in their nests. Formation of elementary ideas about garden and vegetable garden plants. Consolidation of knowledge that many fruits, vegetables and berries ripen in summer. Complex thematic planning for the section forming a holistic picture of the world of the educational area "Cognition" September No. Weeks Topic 1 - 2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: "It's good in our kindergarten" Teach children to navigate in some premises of the preschool institution; To cultivate a benevolent attitude, respect for the employees of the preschool institution. OV Dybina "Classes to familiarize with the outside world in the 2nd junior group." with. 22 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.56 Week 2: "What do we do in kindergarten" Continue to acquaint children with the work of preschool workers - educators; To teach to call educators by name, patronymic, refer to them as "you"; To cultivate respect for the educator, his work. OV Dybina "Classes on familiarization with the outside world in the 2nd junior group." with. 333 week: "Acquaintance with root vegetables of turnips and carrots" To teach children to distinguish between carrots and turnips; Name the names of root crops, their sensory characteristics; To develop different sensations of children, their speech SN Nikolaeva "Young ecologist" p.114 week: "Acquaintance with beets and potatoes" To teach to distinguish vegetables - beets and potatoes; Know and name their names, features of shape, color, taste; To develop sensory sensations. SNNikolaeva "Young ecologist" p.14 October No. Weeks Topic 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Monitoring Filling out monitoring cards of the mastery of children with the necessary skills and abilities in the educational area "Cognition "section - forming a holistic picture of the world2week: Carrying out monitoring Filling in maps for monitoring the acquisition of necessary skills and abilities by children in the educational area" Cognition "section - forming a holistic picture of the world3week:" Acquaintance with fruits "Learn to distinguish between an apple, a pear, a plum; Know the names of fruits, their sensory characteristics; To develop the various sensations of children - visual, tactile, gustatory and olfactory. SNNikolaeva "Young ecologist" p.234 week: "Vegetables from the garden" Teach to distinguish by appearance and taste and name vegetables; Expand understanding of the cultivation of vegetable crops; Arouse the desire to participate in the dramatization of the Russian folk tale "The Turnip". OA Solomennikova "FEP lessons in the 2nd junior group" p.8 November No. Weeks Topic 1-2 weeks: "My home, my city" 3,4, 5 weeks: "Me and my family" Tasks of the program content of the topic Methodological support 1 week: "My hometown" Teach children to name their hometown; Give basic ideas about your hometown; Bring to the understanding that there are many streets, multi-storey buildings, different cars in the city. transport; To highlight the main features (color, shape, size, structure, etc.) OV Dybina "Classes on familiarization with the outside world in the 2nd junior group" p.113 week: "Dad, mom, I am a family" Form primary family ideas; To educate the child's interest in their own name. a mother takes care of her family, her beloved child; To form respect for mom. OV Dybina "Classes on familiarization with the outside world in the 2nd junior group" p.135 week: "Our family album" To form children's ideas about the family and their place in it; To foster independence, the desire to take care of family and friends; Encourage to name family members. T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova "Complex lessons in the 2nd junior group" p.103 December No. Weeks Topic 1-2 weeks: "Man and the animal world" 3 -4 weeks: "New Year" Tasks of the program content of the topic Methodological support 1 week: "Visiting the grandmother" Continue to acquaint children with pets and their cubs; Teach correctly, handle pets; To form a caring attitude towards domestic animals. OA Solomennikova "FEEE classes in the 2nd junior group" p.8 2 weeks: "Dogs, cats, mice. Comparison and play" Clarify and consolidate children's ideas about dogs and cats, their habits , body structure. SNNikolaeva "Young ecologist" p.65 3week: "Winter has come" Form ideas about the seasons (winter); Learn to name the main signs of the winter period; To cultivate love for nature. T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova "Complex lessons in the 2nd junior group" p. 108 4th week: "Holiday of the Christmas tree for dolls" Help children remember a poem; To develop intonational expressiveness, to convey joy, triumph in speech. SN Nikolaeva "Young ecologist" p.36 TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" .128 January No. Weeks Topic 2,3,4 weeks "Winter" Tasks of the program content of the topic Methodological support 1 week: Holidays 2 weeks: "We feed the birds in winter" To consolidate the knowledge of children about winter natural phenomena; Show the children the bird feeder; Form a desire to feed the birds in winter; To expand ideas about wintering birds. OA Solomennikova "FEEE classes in the 2nd junior group" p.15 3week: "In January, in January, there is a lot of snow in the yard ..." To clarify the knowledge of children about winter natural phenomena; To form an aesthetic attitude to the surrounding nature; To enrich and activate vocabulary. OA Solomennikova "Lessons on FEEP in the 2nd junior group" p.17 4 weeks: "Hare and wolf are forest dwellers (Hare, wolf, bear and fox are inhabitants of the forest" Give an initial idea of ​​the forest and its inhabitants, about the diet and habits of forest dwellers during the winter. SNNikolaeva "Young ecologist" p.36 and p.40 TVKovrigina, MVKosyanenko, OVPavlova "Complex studies in the 2nd junior group "p.142 February No. Weeks Topic 1-2 weeks:" I will grow up healthy "3-4 weeks:" Defender of the Fatherland Day "Tasks of the program content of the topic Methodological support 1 week:" Aibolit checks the health of children "Start to educate understanding values ​​of health; To form a desire not to get sick, to strengthen health; To develop the speech of children. SNNikolaeva "Young ecologist" p.51 Week 2: "Our little rabbit got sick" Give children an idea that mother takes care of her family, she is a doctor and a nurse in her home; To form respect for my mother. OV Dybina "Classes on familiarization with the outside world in 2 ml. to the group "p.233 week:" How Funtik and I drove sand "To give children an idea that dad takes care of his family; Dad knows how to drive a car, transport goods and people - he is a driver in his house; Form respect for dad. . V. Dybina "Classes on familiarization with the outside world in 2 ml. group "p.314 week:" We congratulate our dads "To acquaint with the public holiday - Defender of the Fatherland Day; To cultivate a good attitude to the Pope; To evoke a sense of pride for his father. T.V. Kovrigina, M.V. Pavlova "Complex lessons in the 2nd junior group" p.168 March № Topic 1-2 weeks: "International Women's Day" 3-4 weeks: "Man and the world of things" Tasks of the program content of the topic Methodological support 1 week: "So mom, gold straight "To continue to acquaint children with the work of mothers and grandmothers, to show their business qualities; To cultivate respect for mother and grandmother, the desire to talk about them. OV Dybina "Classes on familiarization with the outside world in the 2nd junior group" p.292 week: "Adventures in the room" Continue to acquaint children with the work of the mother at home; Foster respect for mom, a desire to help her. OV Dybina "Classes on familiarization with the outside world in the 2nd junior group" p.293 week: "Find objects of the man-made world" Encourage children to identify, distinguish and describe objects of the natural and man-made world. OV Dybina "Classes on familiarization with the outside world in 2 ml. group "p. Week 214: "Which is better: paper or cloth?" Strengthen children's knowledge about paper and fabric, their properties and qualities; To teach children to establish relationships between the material from which the object is made and the way of using the object. 36 April № Topic 1,2,3 weeks: "Spring" 4-5 weeks: "Folk culture and traditions" Tasks of the program content of the topic Methodological support 1 week: "Walk in the spring forest" To acquaint children with the characteristic features of spring weather; Expand understanding of forest plants and animals; To form elementary ideas about the simplest connections in nature. OA Solomennikova "FEP lessons in the 2nd junior group" p.17 2 weeks: "Acquaintance with indoor plants" coleus, aspidistra); Learn to distinguish between leaves, stems, flowers, know that the roots are in the ground; Give an idea that they need to be fed in the spring. SNNikolaeva "Young ecologist" p.54 3 weeks: "Ecological path (Trees and shrubs on our site)" Expand children's knowledge about plants; Form a respectful attitude towards them; Form labor skills. OASolomennikova "Lessons on FEED in the 2nd junior group" p.17 T.V.Kovrigina, MVKosyanenko, OVPavlova "Complex classes in the 2nd junior group" p.217 4 weeks: " A plate made of clay "To acquaint children with the properties of clay, with the structure of its surface. OV Dybina" Classes to familiarize themselves with the world around them in a 2-junior group "p. 365week: "Funny drawing" To acquaint children with the properties of paper, with the structure of its surface; To give knowledge about what can be drawn on paper; To acquaint with the work of some artists. OV Dybin "Classes on familiarization with the outside world in the 2nd junior group" p. 26 May № Week Topic 1-2 weeks: "Fairy tales" Tasks of the program content of the topic Methodological support Week 5: "Gifts for the bear" To consolidate the knowledge of children about the properties of materials, the structure of their surface; Improve the ability to distinguish between materials, perform different actions with them. OV Dybina "Classes on familiarization with the outside world in the 2nd junior group" p. Week 382: "Golden Mom" ​​Continue to acquaint with E. Blaginina's poem "That's what kind of mother": To acquaint children with the properties of fabric, with the structure of its surface. Week 303: Monitoring Filling in maps for monitoring the acquisition of necessary skills and abilities by children in the educational field "Cognition" section - forming a holistic picture of the world 4 weeks: Conducting monitoring Filling in maps for monitoring the acquisition of necessary skills and abilities by children in the educational area "Cognition" Section - forming a holistic picture of the world Explanatory a note. Educational area "Communication". "The content of the educational area" Communication "is aimed at achieving the goals of mastering constructive ways and means of interacting with people around them through solving the following tasks: development of free communication with adults and children; development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech ; coherent speech - dialogical and monologic forms) in different forms and types of children's activities; practical mastering by pupils of the norms of speech "*. Development of free communication with adults and children. Promotion of communication of children with familiar adults and peers through assignments (ask, find out, offer help, thank, etc.). to the group ("Say:" Please pass through "," Suggest: Do you want to see ... "," Ask: "Did you like our drawings?") In everyday life, in independent games, helping children to interact and establish contacts with each other through speech ("Advise Mitya to transport the cubes in a big car", "Suggest Sasha to make the gate wider", "Say: It's a shame to fight! You are already big"). Promoting friendly communication between children. Development of a desire to listen to the teacher's stories about cases understandable to children. from life Forming the need to share their impressions with educators and parents Encouraging the desire to ask questions to the educator and peers Development of all components of the oral oh speech, practical mastery of the norms of speech. Formation of the dictionary. Expansion and activation of the vocabulary of children based on the enrichment of ideas about the immediate environment. Clarification of the names and purpose of items of clothing, footwear, hats, dishes, furniture, modes of transport. Development of the ability to distinguish and name essential details and parts of objects (for a dress - sleeves, collars, pockets, buttons), quality (color and shades, shape, size), surface features (smooth, fluffy, rough), some materials and their properties (paper breaks easily and gets soaked, glass objects break, rubber toys restore their original shape after squeezing), location (outside the window, high, far, under the cabinet). Drawing the attention of children to some objects similar in purpose (plate - saucer, chair - stool, fur coat - coat - sheepskin coat). Development of the ability to understand generalizing words (clothes, dishes, furniture, vegetables, fruits, birds, etc.); name parts of the day (morning, afternoon, evening, night); name pets and their babies, vegetables and fruits. Sound culture of speech. Improving the ability of children to clearly pronounce in words the vowels a, y, u, o, e) and some consonants (p - b - t - d - k - g; f - v; t - s - z - c). Development of motor skills of the speech motor apparatus, auditory perception, speech hearing and speech breathing, clarification and consolidation of the articulation of sounds. Developing the correct tempo of speech, intonational expressiveness. Formation of the ability to pronounce words and short phrases clearly, to speak calmly, with natural intonations. Grammatical structure of speech Improving the ability to coordinate adjectives with nouns in gender, number, case; use nouns with prepositions (in, on, under, for, about). Helping children in the use of singular and plural nouns in speech, denoting animals and their babies (duck - duckling - ducklings); plural forms of nouns in the genitive case (ribbons, nesting dolls, books, pears, plums). The attitude to the word-creation of children as to the stage of active mastering of grammar, prompting them correct shape the words. Formation of the ability to receive from uncommon simple sentences (they consist only of a subject and a predicate), common by introducing definitions, additions, circumstances into them; make sentences with homogeneous members ("We will go to the zoo and see an elephant, a zebra and a tiger"). Coherent speech. Development of the dialogical form of speech. Involving children in conversation while looking at objects, paintings, illustrations; observations of living objects; after watching performances, cartoons. Formation of the ability to conduct a dialogue with a teacher: listen and understand the question asked , it is clear to answer it, to speak at a normal pace, without interrupting the speaking adult. Reminders to say "thank you", "hello", "goodbye", "good night" (family, group). Providing children for independent examination of pictures, books, sets of objects in order to develop initiative speech, enrich and clarify ideas about the objects of the immediate environment. Development of initiative speech of children in interactions with adults and other children. Explanatory note. The educational area "Reading fiction" "The content of the educational area" Reading fiction "is aimed at achieving the goal of forming interest and the need for reading (perception) of books through solving the following tasks: the formation of a holistic picture of the world, including primary value ideas; development of literary speech ; introduction to verbal art, including the development of artistic perception and aesthetic taste ". Formation of interest and need for reading. Reading familiar works of art, loved by children, recommended by the Program for the first younger group. Development of the ability to listen to new fairy tales, stories, poems, follow the development of the action, empathize with the heroes of the work. Explanations of the actions of the characters and the consequences of these actions. Developing the ability, with the help of a teacher, to stage and dramatize short excerpts from folk tales and songs. Repetition of the most interesting, expressive passages from the read work (giving children the opportunity to finish words and easy phrases to reproduce). Development of the ability to read nursery rhymes and small author's poems by heart. Formation of interest in books. Regularly reviewing illustrations with children. Complex thematic planning for the section on the development of speech in the educational area "Communication" and "Reading fiction" September No. Weeks Topic 1-2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: "We play with blocks" Encourage children to compose a short story about the picture together with the teacher; Answer the teacher's questions with simple sentences; To develop visual perception, observation. NA Karpukhina "Program development of educational areas" in the 2nd junior group from week 432: "Come visit us" To acquaint children with the genre variety of small folklore forms: songs, nursery rhymes; Encourage children to guess descriptive riddles; Practice the pronunciation of the vowels a, y, o, and. NA Karpukhina "Program development of educational areas" in the 2nd junior group from 433 weeks: "Tell about vegetables" To teach to compose a descriptive story about subjects according to the plan and model of the teacher. NA Karpukhina "Program development of educational areas" in 2 to the junior group from 634 weeks: "Reading poems about autumn. Didactic exercise" What comes of it "Introduce children to poetry, develop poetic ear; Exercise in the formation of words by analogy. VV Gerbova" Classes on the development of speech in 2 ml. group "p.36 October No. Weeks Topic 3-4 weeks" Autumn "Tasks of the program content of the topic Methodological support 1 week: Monitoring Filling out the monitoring cards for the acquisition of necessary skills and abilities by children in the educational field" Communication "and" Reading fiction "2 week: Monitoring Filling out the maps for monitoring the acquisition of the necessary skills and abilities by children in the educational field "Communication" and "Reading fiction" Week 3: "Visiting the hostess's grandmother" Encourage children to compose a story of 3-4 simple sentences on a set of subjects together with the teacher; Develop visual perception, observation; To form in children the skill of using prepositions in, on, under, about, before, to expand the active vocabulary. N. A. Karpukhina "Program development of educational areas" in the 2nd junior group from 434 weeks: "Reading the poem by A. Blok" Bunny ". A. Pleshcheev's poem "Autumn has come" Help children remember A. Pleshcheev's poem "Autumn has come"; Arouse sympathy for a hare who is cold, hungry and scary in an uncomfortable autumn time. "p.35 November No. Weeks Topic 1-2 weeks:" My home, my city "3,4,5 weeks:" Me and my family "Tasks of the program content of the topic Methodological support 1 week:" Trolleybus and toys "Encourage children to compose a short story according to the picture; Form a generalizing word - transport; Encourage to pronounce words and short phrases clearly. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group from 1392 week: "Knizhkin house" Encourage children to reproduce short stories close to text; Develop auditory perception, intonational expressiveness; To cultivate diligence, the desire to listen and retell literary texts. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group from 1183 week: "Who is good here, who is nice here. children sympathy for peers with the help of the teacher's story; Help the kids to believe that each of them is a wonderful child, and adults love them. VV Gerbova "Classes on the development of speech in the 2nd junior group" p. Russian folk tale "Cat, Rooster and Fox" To acquaint children with the fairy tale "Cat, Rooster and Fox"; Using the example of the heroes of a fairy tale to show how family members care for each other. VV Gerbova "Classes on the development of speech in the 2nd junior group" p.275 week: "Good and bad deeds of Masha and Oyka" To form in children a holistic perception of the literary text; Develop intonational expressiveness; Encourage children to convey their impressions, evaluate the actions of the heroes. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group from 153 December No. Weeks Topic 1-2 weeks: "Man and the animal world" 3-4 weeks: "New Year "Tasks of the program content of the topic Methodological support 1 week:" Cat with kittens "Encourage children to compose a short story about the picture together with the teacher; Learn to highlight the main thing in the picture by answering questions; To develop visual perception, observation. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group with 178 T.V. Kovrigina, M.V.Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" p.692 week: "Reading poems from the cycle S Marshak" Children in a cage "To acquaint children with vivid poetic images of animals from poems by S. Marshak. VV Gerbova" Classes on the development of speech in the 2nd junior group "p.41 T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova "Complex lessons in the 2nd junior group" p.873 week: "Visiting the Snow Maiden" Continue to acquaint children with Russian lyrics; Encourage children to emotionally convey their feelings; children's speech adjectives and verbs. N.A. Karpukhin "Program development of educational areas" in the 2nd junior group from 434 weeks: "Memorizing the poem by E. Ilyin" Our Christmas tree "Help children remember the poem; To develop intonational expressiveness, to convey joy, triumph in speech. N.A. Karpukhina "Software development of educational areas" in the 2nd junior group from 89 January No. Weeks Topic 2,3,4 weeks "Winter" Tasks of the program content of the topic Methodological support 1 week: Vacation 2 weeks: "Reading the fairy tale" Snegurushka and the fox "To acquaint children with the Russian folk tale" Snegurushka and the fox "; Exercise in an expressive reading of the excerpt - the lamentations of Snegurushka. VV Gerbova "Classes on the development of speech in the 2nd junior group" p.44 NA Karpukhina "Program development of educational areas" in the 2nd junior group p. Week 923: "Reading L. Voronkova's story" Snow is Falling ", A. Boseev's poem" Three "To acquaint children with L. Voronkova's story" Snow is Falling "; Help to remember A. Boseev's poem" Three "by V. Gerbov" Development classes speeches in the 2nd junior group "p. 46 4th week:" Examining the picture "Walking in the winter" Teach children to consider the plot picture; Answer the teacher's questions, make simple conclusions. VV Gerbova "Classes on the development of speech in the 2nd junior group" p.50 NA Karpukhina "Program development of educational areas" in the 2nd junior group p. 177 February No. Weeks Topic 1-2 weeks: "I will grow up healthy" 3-4 weeks: "Defender of the Fatherland Day" Tasks of the program content of the topic Methodological support 1 week: "Conversation on the topic" What is good and what is bad "Improve children's dialogical speech ; To teach to express their judgments. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group with 160 T.V. Kovrigina, M.V. p.2562 week: "Memorizing a poem by V. Berestov" To learn to read it expressively. VV Gerbova "Classes on the development of speech in the 2nd junior group" p.56 TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex classes in the 2nd junior group" p.1833 week: "Reading poems by B. Zakhoder" Builders ", O. Driz" We are men ", L. Lagzdyn" I am jumping "To form children's emotional perception and understanding of the content of the plot of a poetic text. areas "in the 2nd junior group from 119-1204 weeks:" Song of friends "To form in children the perception of the figurative basis of poetic works; To develop creative activity; To foster love for the poetic word. N.A. Karpukhina" Program development of educational areas "in 2 ml. group from 120 March № Topic 1-2 weeks: "International Women's Day" 3-4 weeks: "Man and the world of things" Tasks of the program content of the topic Methodological support 1 week: "Reading I. Kosyakov's poem" All of her ". Didactic exercise "I love my mother very much, because ..." To acquaint children with the poem; Improve dialogic speech; To cultivate a kind, attentive attitude towards mother VV Gerbov "Classes on the development of speech in the 2nd junior group" p.58 TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex classes in 2 ml .group "with. 189 Week 2: "Reading the Russian folk tale" The wolf and the seven kids "Introduce children to the fairy tale; Arouse the desire to listen to the work again and remember the song of the goat; Raise love for animals, using the example of a fairy tale to show the mother's love for her children. , M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.159 N.A. Karpukhina "Program development of educational areas" in the 2nd junior group from 1193 weeks: "Wonderful bag (compilation of descriptive stories about a toy) "To form a coherent speech of children; Encourage them to compose a descriptive story about a toy together with the teacher; To fix in the active dictionary the names of objects on the topic" Toys "by N.A. Karpukhin" Program development of educational areas "in the 2nd junior group from 1004 weeks:" Visiting Masha's doll (composing descriptive stories on a set of objects) "Encourage children to compose a story on a set of objects from 3-4 sentences together with a teacher; Develop visual perception, observation; consume nouns in the form of singular and plural in speech. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group from 158 April № Topic 1,2,3 weeks: "Spring" 4-5 weeks: "People's culture and traditions "Tasks of the program content of the theme Methodological support 1 week:" Spring trills "To form children's creative activity when listening to the text and retelling it; To teach the ability to conduct a dialogue with a teacher; Clearly and distinctly pronounce the vowels: a, y, and, o, E. N. A. Karpukhina "Program development of educational areas" in the 2nd junior group p. 2002week: "Reading A. Pleshcheev's poem" Spring ". Didactic exercise" When does it happen? " classes in the 2nd junior group "p.221 VV Gerbov" Classes on the development of speech in the 2nd junior group "p.58 3 weeks:" Repetition of poems. Memorizing I. Belousov's poem "Spring Song" To help children remember the poems they learned earlier; Remember a new poem. VV Gerbova "Classes on the development of speech in the 2nd junior group" p.71 4 weeks: "The magic chest of grandmother Arina" To introduce preschoolers to the heritage of world literature; Develop intonational expressiveness of speech; To foster love and interest in the poetry of world literature and the work of A.S. Pushkin.N.A.Karpukhin "Program development of educational areas" in the 2nd junior group with. 2005 week: "Sandman visiting children (small folklore forms)" To acquaint children with the semantic meaning of the content of nursery rhymes and songs; Develop an active vocabulary; Promote the development of voluntary memory. NA Karpukhina "Program development of educational areas" in the 2nd junior group with. 47 May No. Weeks Topic 1-2 weeks: "Fairy tales" Tasks of the program content of the topic Methodological support 5 weeks: "Tales about the cockerel" To form in children an emotional perception of the literary genre - fairy tales; Encourage preschoolers to actively participate in staging and dramatizing individual passages; To consolidate the clear pronunciation of sounds З-Зь, to highlight these sounds in words. N.A. Karpukhina "Program development of educational areas" in the 2nd junior group with. 1712 week: "Tales of the Fox" To form in children the image of the heroes of fairy tales; Develop observation skills; To consolidate the correct pronunciation of words with iotated sounds i, e, yu.N.A. Karpukhin "Program development of educational areas" in the 2nd junior group with. 1313 weeks: Conducting monitoring Filling out monitoring cards of children's acquisition of necessary skills and abilities in the educational field "Communication" and "Reading fiction" 4 weeks: Conducting monitoring Filling out maps for monitoring the acquisition of necessary skills and abilities by children in the educational area "Communication" and "Reading fiction" Explanatory note. Direction "Artistic and aesthetic development". Educational area "Artistic creativity". "The content of the educational area" Artistic creativity "is aimed at achieving the goals of forming an interest in the aesthetic side of the surrounding reality, meeting the needs of children for self-expression through solving the following tasks: development of the productive activities of children (drawing, modeling, application, artistic work); development of children's creativity; to the fine arts ". Development of children's creativity. Development of aesthetic perception; attracting the attention of children to the beauty of surrounding objects (toys), objects of nature (plants, animals), promoting the emergence of a sense of joy from their contemplation. Formation of interest in art activities. The development of skills in drawing, modeling, application, depicting simple objects and phenomena, conveying their figurative expressiveness. Inclusion in the process of examining the object of the movement of both hands on the object, grasping it with your hands. Promoting the emergence of a positive emotional response to the beauty of nature, works of art (book illustrations, handicrafts, household items, clothing). Development of the ability to create both individual and collective compositions in drawings, modeling, applications. Introduction to the fine arts. Leading children to the perception of works of art. Acquaintance with the elementary means of expressiveness in different types of art (color, sound, form, movement, gestures), leading to the distinction of types of art through an artistic image. Preparing children for visiting a puppet theater, an exhibition of children's works, etc. Development of interest in works of folk and professional art, in literature (poetry, songs, nursery rhymes, prose), for listening and performing musical works, highlighting the beauty of seasonal changes in nature, objects of the surrounding reality (color, shape, size: house, carpet, dishes, etc.). Aesthetic developmental environment. Contributing to the emergence of a sense of joy from the design of the group: light walls, beautiful curtains on the windows, comfortable furniture, new toys, books with bright pictures are neatly arranged in the book corner. Fostering the desire to maintain cleanliness and order in the group, so that it is cozy and beautiful. Examining drawing materials with children, drawing attention to their diversity, color, the opportunity to get beautiful drawings. Creation of a joyful mood when examining images created by children in drawings, modeling, applications (individual, collective). Acquaintance with the equipment and design of the site, drawing attention to its beauty, convenience for children, cheerful multi-colored coloring of buildings, sports facilities. Drawing the attention of children to various plants, their diversity and beauty. Explanatory note. Development of productive activities. Painting. Ensuring the relationship of drawing with other educational areas in order to enrich the impressions of children, expand the impressions of objects and phenomena of reality. The urge to convey in the drawings the beauty of the surrounding objects and nature (blue sky with white clouds; colorful leaves swirling in the wind and falling to the ground; snowflakes, etc.). Improving the ability to properly hold a pencil, felt-tip pen, brush, without straining muscles and not tightly squeezing fingers. Formation of free movement of the hand with a pencil and brush while drawing. Formation of the ability to draw paint on a brush: gently dip it with all the nap into a jar of paint, remove excess paint on the edge of the jar with a light touch of the nap, rinse the brush well before picking up paint of a different color. Formation of the habit of drying the washed brush on a soft cloth or paper towel. Consolidation of color names (red, blue, green, yellow, white, black), acquaintance with shades (pink, blue, gray). Drawing the attention of children to the selection of a color corresponding to the depicted object. Involvement of children in decorative activities: decorating with Dymkovo patterns silhouettes of toys cut out by the teacher (bird, goat, horse, etc.), and various objects (saucer, mittens). The development of the ability to rhythmically apply lines, strokes, spots, strokes (leaves fall from the trees, it is raining, "snow is spinning, the whole street is white", "rain, rain, drip, drip, drip ..."). The urge to depict simple objects, draw straight lines (short, long) in different directions, cross them (stripes, ribbons, paths, a fence, a checkered handkerchief, etc.). Bringing children up to the image of objects of different shapes (round, rectangular) and objects consisting of combinations of different shapes and lines (tumbler, snowman, chicken, trolley, trailer, etc.). Formation of the ability to create simple plot compositions, repeating the image of one object (Christmas trees on our site, tumblers walking) or, depicting various objects, insects, etc. (bugs and worms crawl in the grass; the bun rolls along the path, etc.). Development of the ability to arrange images throughout the sheet. Complex thematic planning for the section on the development of productive activities - drawing, educational area "Artistic creativity" September No. Weeks Topic 1-2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: "Acquaintance with pencil and paper" Teach children to draw with pencils; Learn correctly, hold a pencil, guide them along the paper, do not press too hard on the paper; To draw the attention of children to the traces left by a pencil on paper. TS Komarova "Classes in fine arts in the 2 ml. Group." with. 26 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.34 Week 2: "Beautiful ladders" Teach children to draw lines from top to bottom; Learn to draw paint on a brush, dip it with all the nap; Continue to acquaint with tsvety.T.S.Komarova "Classes in fine arts in the 2nd junior group." with. 30 3 week: "It is raining" Teach children to distinguish between carrots and turnips; Name the names of root crops, their sensory characteristics; To develop various sensations of children, their speech TS Komarova "Classes in fine arts in the 2nd junior group." with. 27 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.43 4week: "Colored balls" To teach children to draw continuous lines in circular movements without lifting the pencil; In the process of drawing, use pencils of different colors; To draw the attention of children to the beauty of multi-colored images. TSKomarova "Art classes in the 2nd junior group." with. 34 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.68 October No. Weeks Topic 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Monitoring Filling out the maps for monitoring the acquisition of necessary skills and abilities by children in the educational field "Artistic creativity" 2 weeks: Conducting monitoring Filling in the maps for monitoring the acquisition of necessary skills and abilities by children in the educational area "Artistic creativity" 3week: "Colorful carpet of leaves" Develop aesthetic perception; Form figurative representations; Teach children to hold the brush correctly; To teach how to draw the leaves by applying the brush pile to the paper. TS Komarova "Art classes in the 2 mln group." with. 33 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.62 4week: "Trees on our site" To teach children to create an image of a tree in drawing; Draw objects consisting of straight vertical and oblique lines; Place images all over the sheet of paper. TS Komarova "Art classes in the 2nd junior group." with. 50 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.120 November No. Weeks Topic 1-2 weeks: "My home, my city" 3,4, 5 weeks: "Me and my family" Tasks of the program content of the topic Methodological support 1 week: "Beautiful balloons" To teach children to draw objects of a round shape; Learn correctly, hold a pencil; To develop interest in drawing. TS Komarova "Classes in fine arts in the 2nd junior group." with. 41 TVKovrigina, MVKosianenko, OVPavlova "Complex lessons in the 2nd junior group" p.90 2 week: "Multicolored wheels" To teach children to draw round objects with a continuous continuous movement of the brush; Strengthen the ability to wash the brush; To develop the perception of color. TS Komarova "Art classes in the 2nd junior group." with. 43 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.95 3 weeks: "Rings" Teach children to hold a pencil correctly; Practice a circular motion of the hand; To consolidate knowledge of flowers. TS Komarova "Art classes in the 2nd junior group." with. 36 TVKovrigina, MVKosianenko, OVPavlova "Complex lessons in the 2nd junior group" p.754 week: "Blow up the bubble" To teach children to transfer images of outdoor games in a drawing; To consolidate the ability to draw objects of a round shape of different sizes; To form the ability to draw with paints. TS Komarova "Art classes in 2 ml. group. "p. 375 week:" Draw something round "Exercise children in drawing objects of a round shape; Strengthen the ability to use paints; Teach to enjoy your drawings. TS Komarova" Art classes in 2 ml. group. "p. 45 December No. Weeks Topic 1-2 weeks:" Man and the animal world "3-4 weeks:" New Year "Tasks of the program content of the topic Methodological support 1 week:" Saucer for milk "Teach the correct techniques of painting without leaving for the outline, recognize the color and name it; Teach to enjoy your drawings. TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" p.101 2 week: "Who lives in the forest ? "Strengthen the ability to work with pencils or a brush; Develop creative imagination. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova" small "To consolidate the ability of children to draw objects of a round shape; Teach the correct techniques of painting with paints; Learn to repeat the image, filling the free space of the sheet. TS Komarova" Art classes in 2 ml. group. "p. 48 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.113 4 weeks:" Herringbone "To teach children to transfer the image of a Christmas tree in drawing; Continue to teach use paints and a brush. TS Komarova "Art classes in 2 ml. group. "p. 51 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.134 January No. Weeks Topic 2,3,4 weeks" Winter "Program tasks content of the topic Methodological support 1 week: Vacations 2 weeks: "New Year tree with lights and balls" Teach children to convey the image of an elegant Christmas tree in a drawing; To teach to draw a Christmas tree large, full-length, to decorate it; To acquaint with pink and blue flowers. TS Komarova "Art classes in 2 ml. group. "p. 55 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.140 3 weeks:" We made snowmen on a walk " drawing images of funny snowmen; Exercise in drawing objects of a round shape.T.S.Komarova "Art classes in 2 ml. group. "p. 62 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.160 4 weeks:" Trees in the snow "To teach children to convey a picture of winter in a drawing; Exercise in drawing trees; Develop aesthetic perception. TS Komarova "Art classes in 2 ml. group. "p. 66 February No. Weeks Topic 1-2 weeks:" I will grow up healthy "3-4 weeks:" Defender of the Fatherland Day "Tasks of the program content of the topic Methodological support 1 week:" The sun is shining "Teach children to convey the image of the sun in a drawing; Learn to supplement the drawing with images that match the topic; Develop independence. TSKomarova "Art classes in the 2nd junior group." with. 63 TVKovrigina, MVKos'yanenko, OVPavlova "Complex lessons in the 2nd junior group" p.172 Week 2: "Sunny bunny" Teach with a color spot, convey the character of the image; To develop skills in working with a brush. T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova "Complex lessons in the 2nd junior group" p.191 3 weeks: "Airplanes are flying" To consolidate the ability to draw objects consisting of several parts ; Learn to convey the image of an object in a drawing; To develop aesthetic perception. TS Komarova "Art classes in the 2nd junior group." with. 65 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.178 4 weeks: "Our legs walk along a flat path" images with the content of the action, to notice the nature of the traces applied, to perform movements in a general tempo for everyone. T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova "Complex lessons in the 2nd junior group" p.210 March No. Topic 1-2 weeks: "International Women's Day" 3-4 weeks: "Man and the world of things" Tasks of the program content of the topic Methodological support 1 week: "Draw who wants what is beautiful for mom" Develop aesthetic perception; Learn to see and highlight beautiful objects, phenomena; Strengthen the ability to draw with different materials; To bring up the desire to please the mother. TS Komarova "Classes in fine arts in the 2nd junior group." with. 71 2nd week: "Books - babies (as a gift)" Teach the formative movements of drawing quadrangular shapes by continuous movement of the hand from left to right, from top to bottom, etc .; Refine the technique of painting by moving the hand from top to bottom or from left to right; Develop imagination. TSKomarova "Art classes in the 2nd junior group." with. 71 3week: "My cheerful, ringing ball" Form children's ideas about the round shape of objects and their size; Consolidate knowledge of color; To teach to paint over drawings with a brush. TV Kovrigina, MV Kosyanenko, OV Pavlova "Complex lessons in the 2nd junior group" p.216 4 weeks: "Beautiful flags on a string" Teach children to draw rectangular objects with separate vertical and horizontal lines; Introduce a rectangular shape; Continue to work out the techniques of drawing and painting over drawings with colored pencils. TS Komarova "Classes in fine arts in the 2nd junior group." with. 69 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p. 222 April № Topic 1,2,3 weeks: "Spring" 4-5 weeks: "National culture and traditions "Tasks of the program content of the topic Methodological support 1 week:" All the icicles were crying "Teach rhythmically, apply strokes, placing them on a sheet of paper in accordance with the direction of the icicles; Develop brush skills. TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.222 Week 2: "Dandelions in the grass" To induce in children the desire to convey in the drawing the beauty of a flowering meadow, the shape of flowers; Practice drawing techniques; Strengthen the ability to gently rinse the brush. TSKomarova "Art classes in the 2nd junior group." with. 85 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.228 3week: "Birdhouse" To teach children to draw an object consisting of a rectangular shape, a circle, a straight roof; correctly convey the relative size of the parts of the object; Consolidate painting techniques. TSKomarova "Art classes in the 2nd junior group." with. 78 4th week: "Acquaintance with Dymkovo toys. Drawing patterns" To acquaint with folk Dymkovo toys; Arouse joy from looking at a bright, elegant painted toy; To learn to highlight and name the individual elements of the pattern, their color. TS Komarova "Art classes in the 2nd junior group." with. 53 5week: "Let's decorate the Dymkovo duck" Continue to acquaint children with the Dymkovo toy; Learn to highlight the elements of the painting, apply them to a duck cut out of paper; Arouse joy from the resulting result. TS Komarova "Classes in fine art in the 2nd junior group." with. 58 May No. Weeks Topic 1-2 weeks: "Fairy tales" Tasks of the program content of the theme Methodological support Week 5: "Let's decorate a mitten - a house" Teach children to draw based on the fairy tale "Mitten", create a fabulous image; Develop imagination, creativity; To form the ability to decorate an object. TS Komarova "Art classes in the 2nd junior group." with. 56 Week 2: "Matryoshka Russian Round Dance" Learn to draw points and lines of different thickness with a brush; Develop the ability to work with gouache; To educate an aesthetic taste. TV Kovrigina, MV Kos'yanenko, OV Pavlova "Complex lessons in the 2nd junior group" p.233 3 weeks: Monitoring Filling out the monitoring cards of the mastery of children with the necessary skills and abilities in the educational field " Artistic creativity "Week 4: Conducting monitoring Filling out the monitoring cards of the mastery of children with the necessary skills and abilities in the educational field" Artistic creativity "Explanatory note. Educational area "Artistic creativity". Modeling. Formation of interest in modeling. Consolidation of ideas about the properties of clay, plasticine, plastic mass and modeling methods. The development of the ability to roll the lumps in straight and circular movements, connect the ends of the resulting stick, flatten the ball, crushing it with the palms of both hands. The urge to decorate sculpted objects using a stick with a sharpened end. Formation of the ability to create objects consisting of 2-3 parts, connecting them by pressing them together. Reinforcement of the ability to accurately use clay, put lumps and sculpted objects on the board. Incentive to sculpt simple objects consisting of several parts (tumbler, chicken, pyramid, etc.); combine sculpted figures into a collective composition (tumblers lead a round dance, apples are on a plate, etc.). Maintaining a sense of joy arising from the perception of the result of one's own and common work. Explanatory note. Educational area "Artistic creativity". Application. Introducing children to the art of applique, the formation of interest in this type of activity. Formation of the ability to pre-lay (in a certain sequence) on a sheet of paper finished parts of various shapes, sizes, colors, composing an image (conceived by the child or given by the teacher), and stick them. Formation of the ability to carefully use glue: spread it with a brush with a thin layer on the back of the figure to be pasted (on a specially prepared oilcloth); apply with the side smeared with glue to a sheet of paper and press firmly with a napkin. Formation of skills for accurate work. Maintaining the sense of joy that comes with creating a successful image. Development of the ability to create object and decorative compositions from geometric shapes and natural materials , repeating and alternating them in shape and color. Consolidation of knowledge of the shapes of objects and their colors. Developing a sense of rhythm. Complex thematic planning for the section on the development of productive activities - modeling and application, of the educational area "Artistic Creativity" September No. Weeks Topic 1 - 2 weeks: "Hello kindergarten"; 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Modeling. "Acquaintance with plasticine clay" To give children the idea that clay is soft, you can sculpt from it, you can pinch off small lumps from a large lump; Learn to put clay and sculpted items only on the board, work carefully; To develop the desire to sculpt. TS Komarova "Art classes in the 2nd junior group." with. 27 T.V.Kovrigina, M.V.Kosianenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.29 2 week: Application. "Big and small balls" Teach children to choose large and small round objects; To consolidate ideas about objects of a round shape, their differences in size; To learn to carefully stick the images. TS Komarova "Art classes in the 2nd junior group." with. 28 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.37 3 week: Sculpting. "Various colored crayons" Exercise children in stick molding by rolling clay with straight palms; Learn to work carefully with clay, plasticine; To develop the desire to sculpt, to enjoy the created. TS Komarova "Classes in fine art in the 2nd junior group." with. 30 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.43 4th week: Application. "Vegetables (fruits) are on a round tray" To acquaint children with round objects; Encourage you to trace the shape along the contour with the fingers of one and the other hand, naming it; To teach the techniques of sticking. TS Komarova "Art classes in the 2nd junior group." with. 32 October No. Weeks Topic 3-4 weeks "Autumn" Tasks of the program content of the topic Methodological support 1 week: Monitoring Filling out monitoring cards of the mastery of children with the necessary skills and abilities in the educational field "Artistic creativity" in the educational area "Artistic creativity" 3 weeks: Modeling. "Bagels (Bagels)" Continue to acquaint children with clay; Learn to roll a stick into a ring; Strengthen the ability to roll clay with straight movements, sculpt neatly. TS Komarova "Art classes in the 2 mln. Group. "p. 32 4week: Application." Large and small apples on a plate "Teach children to glue round objects; Reinforce ideas about the difference in size of objects; Reinforce the correct gluing techniques. TS Komarova" Art classes in 2 ml. group. "p. 35 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova" Complex lessons in the 2nd junior group "p.63-64 November No. Weeks Topic 1-2 weeks:" My home, my city "3,4,5 weeks:" Me and my family "Tasks of the program content of the topic Methodological support 1 week: Modeling." Balloons "Develop the ability to sculpt balloons; Maintain the desire to depict an object; Foster the desire to be creative. T.V. Kovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.83 Week 2: Application. "Colorful lights in the houses" Teach children to glue round images; Teach to alternate circles by color; Exercise in neat gluing .T.S.Komarova "Art classes in 2 ml. group. "p. 42 3 weeks: Sculpting." group. "p. 42 4week: Application" Berries and apples on a platter. Canning fruits "To consolidate the knowledge of children about the shape of objects; To teach to distinguish objects by size; Exercise in the careful use of glue. TS Komarova" Classes in fine arts in 2 ml. group. "p. 38 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova" Complex lessons in the 2nd junior group "p.695 week: Modeling." Gingerbread "To reinforce the ability to sculpt balls; squeezing it with your palms; Develop a desire to do something for others. TS Komarova "Art classes in 2 ml. group. "p. 44 December No. Weeks Topic 1-2 weeks:" Man and the animal world "3-4 weeks:" New Year "Tasks of the program content of the topic Methodological support 1 week: Application" Chickens in the meadow "Teach children to compose a composition of several objects; Depict an object consisting of several parts; Continue to practice the skills of neat gluing. TS Komarova "Art classes in 2 ml. group. "p. 87 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.2412 week: Sculpting. develop imagination; Teach children to use previously acquired skills and abilities in modeling; Raise a good attitude towards animals. TS Komarova "Art classes in 2 ml. group. "p. 36 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.693 week: Application." Pyramid (New Year's gifts) "Teach children to transfer in applications the image of a toy; Depict an object consisting of several parts; Reinforce the knowledge of flowers. TS Komarova "Art classes in 2 ml. group. "p. 51 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.128-130 4 weeks: Sculpting" Rattle "Teach children to sculpt an object two parts: a ball and a stick; Learn to connect the parts, pressing them tightly to each other; Exercise in rolling clay with straight and circular movements of the palms. TS Komarova "Art classes in 2 ml. group. "p. 49 January No. Weeks Topic 2,3,4 weeks" Winter "Tasks of the program content of the topic Methodological support 1 week: Holidays 2 weeks: Application. image from parts; Exercise in neat gluing. TS Komarova "Art classes in 2 ml. group. "p. 60 T.V.Kovrigina, M.V.Kosyanenko, OVPavlova" Complex lessons in the 2nd junior group "p.115-116 3 weeks: Modeling. create an image of a doll in sculpting; Learn to sculpt an object consisting of two parts; Strengthen the ability to roll clay between the palms in straight and circular movements. TS Komarova "Art classes in 2 ml. group. "p. 61 4 weeks:" Stick, what kind of toy you want "Develop imagination, creativity of children; To consolidate knowledge about the shape and size; Exercise in the correct techniques of sticking. TS Komarova" Art classes in 2 ml. group. "p. 54 February No. Weeks Topic 1-2 weeks:" I will grow up healthy "3-4 weeks:" Defender of the Fatherland Day "Tasks of the program content of the topic Methodological support 1 week: Modeling." Sparrows and a cat (based on an outdoor game) " Continue to form the ability to reflect the images of an active game in sculpting; Develop imagination and creativity; To consolidate the previously acquired skills and abilities. TS Komarova "Art classes in 2 ml. group. "p. 63 2week: Application." Truck "To consolidate knowledge about form and size; Develop imagination. T.V. Kovrigina, M.V. .156 Week 3: Modeling. "Airplanes are at the airfield" To teach children to sculpt an object consisting of two parts of the same shape; To consolidate the ability to divide a lump of clay by eye into two equal parts; To cause joy from the created image. TS Komarova "Classes on ISO in 2 ml. group. "p. 64 4week: Application." Flags "" Festive panorama "To consolidate the ability to create an image of a rectangular object in the application; To distinguish and correctly name colors; Carefully use glue. TS Komarova" Art classes in 2 ml. group. "p. 68 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.168 March № Topic 1-2 weeks:" International Women's Day "3- 4 weeks: "Man and the world of things" Tasks of the program content of the topic Methodological support 1 week: Sculpting "Treats for the grandmother (dolls)" To develop the ability of children to choose the content of their sculpting from the named objects; To foster independence; To consolidate sculpting techniques. TS Komarova " Art classes in 2 ml. group. "p. 72 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.186 Week 2: Application." Flowers as a gift for mom, grandmother "Teach children to compose image from the details; Raise the desire to make a beautiful thing (gift); Develop aesthetic perception. TS Komarova "Art classes in 2 ml. group. "p. 67 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova" Complex lessons in the 2nd junior group "p.193 3 weeks: Modeling. consisting of parts of a round shape of different sizes; To practice the ability to fasten parts of an object, pressing them tightly to each other. TS Komarova "Art classes in 2 ml. group. "p. 74 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.1994 week: Application." Beautiful napkin "Teach children to make a pattern on square paper ; To develop compositional skills, color perception. TS Komarova "Classes in fine arts in 2 ml. group. "p. 58 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p.142 April № Topic 1,2,3 weeks:" Spring "4- 5 weeks: "Folk culture and traditions" Tasks of the program content of the topic Methodological support 1 week: Sculpting. "Big and small birds on the feeding trough" Continue to form in children the desire to transfer images of birds in sculpting; Reinforce sculpting techniques; Develop the ability to talk about what they have blinded .T.S.Komarova "Art classes in 2 ml. group. "p. 67 2week: Application." Birdhouse "Teach children to depict objects in the application, consisting of several parts; Clarify knowledge of colors; Develop color perception. TS Komarova" Art lessons in 2 ml. group. "p. 76 TV Kovrigina, MV Kosyanenko, OV Pavlova" Complex lessons in the 2nd junior group "p. 218 Week 3: Modeling. "Chickens Walking" Continue to develop the ability to sculpt objects, consisting of two parts; Learn to depict details with a pinching technique; Include children in the creation of a collective composition. TSKomarova "Art classes in the 2nd junior group." with. 82 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.212 4 weeks: Application. "Napkin" Learn to make a pattern of circles and squares on a square paper napkin; Develop a sense of rhythm; To consolidate the ability to glue the details neatly. TS Komarova "Classes in fine art in the 2 mln. Group." with. 73 T.V.Kovrigina, M.V.Kosyanenko, O.V. Pavlova "Complex lessons in the 2nd junior group" p.205 5 weeks: Modeling. "A beautiful bird (based on a Dymkovo toy)" Learn to sculpt an object consisting of several parts; Reinforce the pinching technique with your fingertips; To learn to sculpt on the model of folk (Dymkovo) toys. TS Komarova "Classes in fine arts in the 2nd junior group." with. 77 May No. Weeks Topic 1-2 weeks: "Fairy tales" Tasks of the program content of the topic Methodological support 1 week: Application. "House (Teremok)" Teach children to compose an image from several parts; To consolidate knowledge of geometric figures. TS Komarova "Classes in fine arts in the 2nd junior group." with. 88 TVKovrigina, MVKosyanenko, OVPavlova "Complex lessons in the 2nd junior group" p.254 Week 2: Modeling. "Bowls of three bears" Teach children to sculpt bowls of different sizes; Learn to flatten and pull the edges of the bowl up; To consolidate the ability to sculpt neatly. TS Komarova "Art classes in the 2nd junior group." with. 79 3week: Conducting monitoring Filling out monitoring maps of children's mastery of the necessary skills and abilities in the educational field "Artistic creativity" 4week: Conducting monitoring Filling out monitoring maps of the acquisition of necessary skills and abilities by children in the educational area "Artistic creativity" Explanatory note. Educational area "Music". "The content of the educational area" Music "is aimed at achieving the goal of developing the musicality of children, the ability to emotionally perceive music through the solution of the following tasks: the development of musical and artistic activities; introduction to the art of music" *. Development of musical and artistic activities, familiarization with the art of music. Hearing. Introducing children to folk and classical music. Acquaintance with three musical genres: song, dance, march. Formation of emotional responsiveness to a piece, the ability to distinguish between funny and sad music. Formation of the ability to listen to a piece of music to the end, to understand the nature of the music, to determine how many parts there are in the piece. Development of the ability of children to distinguish musical sounds in pitch within an octave - septims, to notice changes in the strength of the melody sound (loud, quiet). Improving the ability to distinguish between the sound of musical toys, children's musical instruments (musical hammer, barrel organ, rattle, drum, tambourine, metallophone, etc.). Singing. Formation of the ability to sing expressively. The development of singing skills (singing without tension in the range of re (mi) - la (si), at the same tempo with everyone, clearly and clearly pronounce the words, convey the character of the song (cheerfully, drawn out, tenderly, melodiously)). Song creativity. Development of the desire to sing and finish singing melodies of lullabies to the syllable "bayu-bayu" and cheerful melodies to the syllable "la-la". Formation of skills of composing funny and sad melodies according to the pattern. Musical-rhythmic movements Formation of the ability to move in accordance with the two-part form of music and the strength of its sound (loudly, quietly); react to the beginning of the sound of music and its end. Developing the ability to march with everyone and individually, run easily, at a moderate and fast pace to the music. Improving the performance of dance movements: stamping alternately with two feet and one foot. The development of the ability to spin in pairs, perform a straight gallop, move rhythmically to the music and according to the tempo and nature of the piece of music, with or without objects, toys. Development of skills for expressive and emotional transmission of playful and fairy-tale images: a bear is walking, a cat is sneaking, mice are running around, a bunny is galloping, a cockerel is walking, chickens are pecking grains, birds are flying, etc. Development of dance and play creativity. Encouragement of independent performance of dance movements by children to dance melodies. Formation of skills for more accurate execution of movements that convey the nature of the depicted animals. Playing children's musical instruments. Acquaintance with some children's musical instruments: pipe, metallophone, bell, tambourine, rattle, drum, as well as their sound. Formation of the ability to play along with children's percussion musical instruments. Planned intermediate results of the development of the Program. The intermediate results of the development of the Program are formulated in accordance with the Federal State Requirements (FGT) through the disclosure of the dynamics of the formation of integrative qualities of pupils in each age period of the development of the Program in all areas of child development. By the age of four, with the successful development of the Program, the next level of development of the child's integrative qualities is reached. Integrative quality "Physically developed, having mastered the basic cultural and hygienic skills." Anthropometric indicators (height, weight) are normal. Owns age-appropriate basic movements. The need for physical activity is formed: it shows positive emotions during physical activity, in independent motor activity. Shows an interest in participating in joint games and physical exercises. He uses exercise equipment in his free time. Performs age-appropriate hygiene procedures on his own. On his own or after a reminder, an adult observes the elementary rules of behavior while eating, washing. Has elementary ideas about the value of health, the benefits of hardening, the need to follow the rules of hygiene in everyday life. Integrative quality "Inquisitive, active". Shows interest in various types of games, joint games. He is interested in himself (who am I?), Information about himself, about his past, about the changes taking place with him. Interested in objects of the immediate environment, their purpose, properties. Shows interest in animals and plants, in their features, in the simplest relationships in nature; participates in seasonal observations. Asks questions to an adult, an older child, listens to the teacher's stories about funny incidents in life. Likes to listen to new fairy tales, stories, poems; participates in discussions. Participates in conversations while examining objects, paintings, illustrations, observing living objects; after watching performances, cartoons. Active in the creation of individual and collective compositions in drawings, modeling, applications; takes part in exhibitions of children's works with pleasure. He tries to sing, sing along, move to the music. Shows interest in participating in celebrations, performances, joint leisure and entertainment. The integrative quality "Emotionally responsive". Knows how to show benevolence, kindness, friendliness towards others. Reacts to the emotions of loved ones and friends. Makes attempts to feel sorry for a peer, hug him, help. Emotionally interested follows the development of the action in dramatization games and puppet shows created by the forces of adults and older children. Listening to new fairy tales, stories, poems, follows the development of the action, empathizes with the characters of Fairy Tales, stories, stories, tries to recite nursery rhymes and small poems with expression. Shows emotional responsiveness to works of fine art, to the beauty of surrounding objects (toys), objects of nature (plants, animals), feels a sense of joy; tries to depict simple objects and phenomena in drawing, modeling, application, betraying their figurative expressiveness. Shows emotional responsiveness to age-appropriate musical compositions, distinguishes between funny and sad melodies, tries to expressively convey playful and fabulous images. Attempts to reflect received impressions in speech and productive activities. Integrative quality "Who has mastered the means of communication, ways of interacting with adults and peers." Knows how in everyday life, in independent games through speech, to establish acts, to interact with peers. Knows how to unite with peers to play in a group of 2-3 people based on personal sympathy, choose a role in a role-playing game; shows the ability to interact and get along with peers in a short joint game. Knows how to share his impressions with educators and parents. Maybe in case problem situation turn to a familiar adult responds adequately to the comments and suggestions of an adult. Addresses the teacher by name and patronymic. Integrative quality "Able to manage his behavior and plan his actions on the basis of primary values, observing elementary generally accepted norms and rules of behavior." Has a positive attitude towards adherence to basic rules of conduct in kindergarten and on the street; on the correct interaction with plants and animals; reacts negatively to obvious violations of the rules learned by him. Knows how to act together in outdoor games and physical exercises, to coordinate movements. I am ready to follow the elementary rules in joint games. Can communicate calmly, without shouting. Situationally shows a benevolent attitude towards others, the ability to share with a friend; has a track record of correctly assessing good and bad deeds. He understands that he must live together, use toys, books together, help each other. Observes the rules of elementary courtesy. On his own or after a reminder, he says "thank you", "hello", "goodbye", "good night" (in a family, in a group). Knows how to notice disorder in clothes and fix it with a little help from adults. Knows that it is necessary to observe order and cleanliness in the room and on the site of the kindergarten, after the game, put toys and building materials in place. After explaining, he understands the actions of the characters (works, performances) and the consequences of these actions. Integrative quality "Able to solve intellectual and personal tasks (problems), adequate to age." She strives to independently carry out elementary assignments, shows a desire to participate in caring for plants and animals in a corner of nature and on a site. Able to independently complete an elementary assignment (remove toys, arrange materials for classes). Can independently select attributes for a particular role: complement the game environment with missing objects, toys. Uses different ways examination of objects, including the simplest experiments. Able to establish the simplest connections between objects and phenomena, to make the simplest generalizations. Shows a desire to construct buildings according to his own design. Knows how to occupy himself with a game, independent artistic activity. Integrative quality "Having primary ideas about himself, family, society, state, world and nature" Has primary ideas about himself: knows his name, age, gender. Has primary gender ideas (men are brave, strong; women are gentle, caring). Calls his family members, their names. Knows the name of his hometown (village). Familiar with some professions (educator, doctor, salesman, cook, chauffeur, builder). Integrative quality "Having mastered the universal prerequisites of educational activity." Has the simplest skills of cultural behavior in kindergarten, at home, on the street. Able to independently carry out elementary assignments, overcome minor difficulties. In case of a problematic situation, he asks for help. Experiencing positive emotions from correctly solved cognitive tasks, from cognitive research and productive (constructive) activities. In dialogue with a teacher, he knows how to hear and understand the question asked, does not interrupt the adult speaking. Shows interest in books, in viewing illustrations. Integrative quality "Having mastered the necessary skills and abilities." The child has formed the skills and abilities necessary for the implementation different types children's activities. Planned results of children's mastering of the necessary skills and abilities in educational areas. Educational area "Health". Accustomed to neatness (notices disorder in clothes, eliminates it with a little help from adults). Possesses the simplest skills of behavior while eating, washing. Educational area "Physical culture". Knows how to walk straight without shuffling, keeping the given direction. Knows how to run, maintaining balance, changing direction, pace of running in accordance with the instructions of the teacher. Keeps balance when walking and running on a limited plane, when stepping over objects. Can crawl on all fours, climb a ladder, a gymnastic wall in an arbitrary way. Vigorously pushes off in jumping on two legs, jumps in length from the spot at least 40 cm. Can roll the ball in a given direction from a distance of 1.5 m, throw the ball with both hands from the chest, from behind the head; hit the ball on the floor, throw it up 2-3 times in a row and catch it; throw objects with the right and left hands at a distance of at least 5 m. Educational area "Socialization". Can take on a role, briefly interact with peers in the game on behalf of the hero. Knows how to combine several game actions into a single storyline; to reflect in the game actions with objects and relationships of people. Able to adhere to game rules in didactic games. Able to follow the development of theatrical action and respond emotionally to it (puppetry, drama theaters). At the request of an adult and on his own, he plays small excerpts from familiar fairy tales. Imitates movements, facial expressions, intonation of the characters portrayed. Can take part in conversations about the theater (theater - actors - spectators, behavior of people in the auditorium). Educational area "Labor". Knows how to dress and undress independently in a certain sequence. May help set the table for dinner. Knows how to feed fish and birds (with the help of a teacher). Educational area "Security". Observes the elementary rules of conduct in kindergarten. Observes the elementary rules of interaction with plants and animals. Has a basic understanding of the rules of the road. Educational area "Cognition". Productive (constructive) activity. Knows, names and uses parts correctly building material ... Knows how to place bricks, plates vertically. Modifies buildings by adding or replacing some parts with others. Formation of elementary mathematical concepts. Knows how to group objects by color, size, shape (select all red, all large, all round objects, etc.). With the help of an adult, he can compose a group of similar objects and single out one object from the group. Knows how to find one and many identical objects in the environment. Correctly determines the quantitative ratio of two groups of objects; understands the specific meaning of the words: "more", "less", "the same". Distinguishes between a circle, a square, a triangle, objects with corners and a round shape. Understands the meaning of designations: top - bottom, front - back, left - right, on, above - below, top - bottom (strip). Understands the meaning of the words: "morning", "evening", "day", "night". Formation of a holistic picture of the world. Names familiar objects, explains their purpose, highlights and names features (color, shape, material). It is oriented in the premises of the kindergarten. Names his city (village, village). Knows and names some plants, animals and their babies. Highlights the most characteristic seasonal changes in nature. Shows respect for nature. Educational area "Communication". Answers a variety of adult questions regarding the immediate environment. Examines toys, plot pictures. Uses all parts of speech, simple uncommon sentences and sentences with homogeneous members. Educational area "Reading fiction". Retells the content of the work based on the drawings in the book, on the questions of the educator. Names the work (in free form), having listened to an excerpt from it. Can recite a short poem with the help of an adult. Educational area "Artistic creativity". Painting. It depicts individual objects, simple in composition, in plots that are uncomplicated in content. Matches colors that match the depicted objects. Uses pencils, markers, brushes and paints correctly. Modeling. Knows how to separate small lumps from a large piece of clay, roll them out with straight and circular movements of the palms. Sculpts various objects, consisting of 1-3 parts, using a variety of sculpting techniques. Application. Creates images of objects from ready-made shapes. Decorates paper blanks of various shapes. Selects colors that match the depicted objects and as desired; knows how to use materials carefully. Educational area "Music". Able to listen to a piece of music to the end. Recognizes familiar songs. Distinguishes sounds by pitch (within an octave). Notices changes in sound (soft - loud). Sings, not lagging behind and not ahead of others. He knows how to perform dance movements: spinning in pairs, stamping alternately with his feet, moving to the music with objects (flags, leaves, handkerchiefs, etc.). Distinguishes and names children's musical instruments (metallophone, drum, etc.).

Forward planning by design 2 junior group

Topic: "How to deal with these cubes and bricks?"
Objectives: Provide children with the opportunity to independently get acquainted with cubes, bricks, prisms (distinguish shapes, name them); lead to an understanding of the functional purpose of the material - to build a variety of structures. Learn to experiment and independently discover the design properties of a building material. Develop imagination. Encourage you to connect and place parts in space in different ways.
Vocabulary work: cube, brick, house, tower; big, small, yellow, red, blue, green.
To foster interest in constructive activity from building material and the desire to build the simplest models of real objects.
Equipment: desktop building material: cubes, bricks, prisms (10 pieces of each type for one child).

Topic: "Truck" (building material)
Tasks: to teach children to construct buildings from building material, to make it stable, using the techniques of attachment and overlay. Continue to strengthen group companionship. To form the ability to do a common cause together: to build a truck from building material. Develop imagination, speech activity.
Vocabulary work: to consolidate the words in the speech of children - a cube, a brick, a cylinder, a cargo, a body, a cabin.
Foster interest in design.
Topic: "Slide for Katya doll" (from building material)
Tasks: to teach how to build a slide, putting details (cubes, prism, brick) to each other, to make the building stable. Learn to distinguish and name the four primary colors.
To develop the desire for game communication, speech activity, the ability to contact adults and peers.
Vocabulary work: activate words in the speech of children - a brick, a cube, a prism, the name of flowers.
To cultivate a respect for the designer.
Equipment: doll, for each child - 3 bricks, 1 prism, 1 cube.
Topic: "The Magic Snake" (from building material). Objectives: Continue to familiarize with the details of the constructor. Strengthen the ability to connect bricks. To acquaint children with the method of building a curving snake. Develop the ability to work in a team.
Vocabulary work: snake, bricks, build.
Cultivate perseverance, fine motor skills.
Equipment: toy snake, snake sample collected by the teacher; a wonderful bag, bricks, half-bricks of different colors, a gnome toy.
Topic: "House - Teremok" (building material)
Tasks: teach children to build buildings from building material, put bricks tightly to each other, make a building with ceilings.
To develop the elementary ability to reflect in buildings an idea of ​​familiar objects. To develop the desire for play and speech communication, to activate speech activity (large - small) cube. Develop the first skills of dramatization.
Vocabulary work: activate words in the speech of children - a brick, a plate, a house.

Topic: "Bus for animals" (building material)
Objectives: to teach children to construct a building, attach parts and superimpose on each other, use various parts of the constructor, make the building stable. Develop speech activity.
Vocabulary work: activate words in the speech of children - a brick, a plate, a cylinder.
Foster a desire to beat the building.
Equipment: small toys, for each child - 2 cylinders, 2 plates, 6 - 8 bricks, two toy hares, a toy - a dog, a model of the road.
Topic: "They treated the elephant with candy" (paper construction - origami)
Tasks: teach the elementary origami technique, fold the square in half diagonally, find the middle of the square, bend the opposite corners of the square to the middle, practice carefully gluing the work on the panel.
Develop perseverance, accuracy, interest in a new type of activity.
Vocabulary work: candy, elephant, origami, paper.
Foster a desire to work.
Equipment: squares of colored paper 15x15 cm, glue, cardboard, picture of a baby elephant.
Topic: "Portrait of a friend" (from paper)
Objectives: to teach how to build images of a snowman from circles of different sizes, using the method of constructing a serial series, conveying the image of a funny and beloved hero winter fun... Develop children's interest in paper design.
Vocabulary work: friend, friendship, paper construction, snowman.
To foster in children an interest in paper design.
Equipment: a large flannelgraph, a set of parts for a plane constructor, a screen - a snowdrift.
Topic: "Garage with a gate" (from building material).
Objectives: Teach children to build a garage by showing the teacher's actions.
Develop visual memory, kinesthetic perception through tactile - motor examination of the object.
Vocabulary work: garage, gate, green, plate.
To foster in children an interest in the implementation of collective buildings and joint play with them.
Equipment: Floor building material (bricks) 4 pieces, plates 1 piece each, trucks, garage drawing, geometric bodies - cube, triangular prism, brick; geometric shapes - circle, square, triangle.

Topic: "Transport on our street" (building material)
Tasks: to consolidate the ability of children to distinguish the shape of objects; to develop actions for analyzing the image of an object - a house consisting of two parts (square, triangle) and a train with completed and unfinished cars, mastering actions to complete the unfinished image of cars.
To develop speech, to form the ability to answer questions of an adult; enrich the motor experience of children; encourage the independence of children, the manifestation of initiative.
Vocabulary work: train, carriage, hare, bear, forest.
To cultivate pleasure in joint activities and communication with an adult.
Equipment: construction set elements, glove dolls - hare, fox, wolf, bear; bear mask.
Topic: "Teremok for nesting dolls" (building material)
Tasks: to teach children to make buildings with ceilings, to build a teremok, placing bricks vertically in a quadrangle, placing them tightly to each other. Continue to learn to listen to the teacher's explanation, to understand him, to act at his request, to construct meaningfully.
To develop the motor skills of the muscles of the hands, the elementary ability to reflect ideas about familiar objects in buildings.
Vocabulary work: "in front", "behind", "on the side", "on top", "back wall".
Foster a desire to complete the work, responsiveness.
Equipment: nesting dolls, for each child - 11 bricks, 2 prisms.
Topic: "Furniture for bears" (building material)
Tasks: teach children to build a building according to a model, transform it by lengthening, distinguish and name building parts. Clarify children's ideas about pieces of furniture and their purpose; to consolidate the knowledge of children of the parts that make up the furniture; teach to describe furniture, room;
Develop the desire for game communication, develop attention, logical thinking, speech
Vocabulary work: activate words in speech - building, cube, brick, furniture.

Equipment: doll furniture, object pictures from the Furniture series, a toy bear, a picture depicting bears from the fairy tale "Three Bears".
Topic: "Fence around the house" (building material)
Tasks: Teach children to build a fence, put bricks tightly to each other, connect evenly, put on a long narrow side. Continue to learn to highlight the details of the building material: cube, brick, prism. Develop arm muscles; attention, memory, eye. Facilitate the speech activity of children in class.
Vocabulary work: activate words in the speech of children - the side is narrow, the name of the parts of the constructor, a fence, a brick, long, short, narrow.
To cultivate mutual help, sympathy; love and respect for animals.
Equipment: Set of toys "Pets" (cat, dog, goat, horse, cow, pig, sheep,). Doll Granny - Riddles. Building material set.
Topic: "Boat" (from building material).
Tasks: To teach children to perceive the image in the picture, to answer the teacher's questions about its content, repeating individual phrases and words after him. Strengthen: skills in constructing a boat from bricks and prisms; knowledge about the basic colors: red, blue, yellow, green; properties of wooden objects - they float, do not sink.
Develop thinking, memory; vocal apparatus, develop the ability to pronounce onomatopoeia loudly and quietly.
Vocabulary work: hull, nose, prism, brick, builder, captain, sailor.
Cultivate attention, concentration, perseverance; desire to take an active part in the construction.
Equipment: boxes with building materials, a toy bear, wooden planks.
Topic: "Fence for toys" (building material)
Tasks: to consolidate the ability of children to build a fence, placing bricks vertically in a circle, placing them tightly to each other.
To develop in children the desire to build buildings.
Vocabulary work: activate the words in the speech of children: bricks, narrow side.
To foster a desire to build, to beat buildings.
Equipment: toys, bricks.

Topic: "Building a farm" (building material)
Tasks: to consolidate the ability of children to close space, rhythmically arrange bricks on a plane with their narrow short side, alternate them in color, develops imagination, selects the necessary details, compares details.
Develop thinking, imagination, speech.
Vocabulary robot: activate children's speech with words - building material, side, narrow, short, long, farm, dog, cat, cow, goat.
To cultivate the ability to follow through.
Equipment: wooden building set, toys: dog, cat, cow, goat.
Topic: "Two-storey house" (building material)
Tasks: continue to teach children to construct buildings from building material according to the conditions proposed by the teacher (high houses with ceilings), to make the structure strong, lay out the parts evenly, pressing tightly together, to select them by size; continue to introduce constructive details to children. Develop the creativity of children.
Vocabulary work: house, two-story, foundation, cubes, bricks, prism.
Generate interest in design.
Equipment: an envelope with photographs of different two-story buildings, a camera, small toys for decorating the building (models of trees, nesting dolls), four cubes, 11 bricks, two prisms.

Topic: "Once upon a time there was an airplane" (made of paper)
Objectives: to continue teaching children how to make paper crafts and familiarize them with its properties. Induce joy from reading a poem. Help every child achieve results.
Develop fine motor skills, educate accuracy.
Vocabulary work: airplane, paper, origami.
To foster a desire to build, play with buildings, imagination, independence.
Equipment: a square of white paper 15 * 15 for each child, a toy plane, an origami plane.

A promising lesson plan for the development of speech in the 2nd junior group, the "Rainbow" program - part one (autumn)

September

1. Topic: "We are celebrating housewarming" (etiquette)
Purpose: To acquaint children with the location of the group, tell about the purpose of the corners, furniture. Hang up the zone symbols with the children. Involve children in dialogue, teach to maintain communication with adults. Give the first communication etiquette skills.
Part 2: Speech game "Acquaintance" - the rules of speech behavior during acquaintance.
See "Fun Etiquette" on page 7

2. Topic: "Merry Kolobok" (fiction)
Purpose: To involve children in role dialogue while telling a familiar fairy tale. To consolidate the rules of speech behavior during an acquaintance.
Introduce the first skills of inventing the content of a fairy tale with new characters (what would happen if the bun met a squirrel?).
Part 2: Educational game "Colorful chest" - teaching children the skills of coordinating nouns and adjectives.
See Arushanov "Speech and speech communication" p.51

3. Topic: "Wonderful little basket" (examining objects)
Purpose: Consider vegetables with children, pay attention to their appearance and distinctive features. Learn to distinguish them by color, shape. Develop touch skills while examining vegetables. Give the concept: vegetables, garden, plant.
Part 2: Educational game "Garden" - to group objects by symbol, indicating color, shape.

4. Topic: "Whom we met in the forest" (work with paintings)
Purpose: Lesson with thematic pictures from the "Wild Animals" series.
Form the concept of "wild animals" in children.
Learn to recognize animals in pictures, talk about the distinctive features of each animal. Pay attention to the ability of children to build sentences of 2-3 words (the gray wolf growls, the white bunny jumps).
Part 2: Developing game "Who screams how", "Who moves how".
See L. N. Pavlova "Speech and Thinking".

October

1. Topic: "Let's cook soup from delicious vegetables" (examining objects)
Purpose: Continue acquaintance with vegetables: turnips, onions, carrots, cabbage.
Introduce the word "vegetables" into active speech.
Offer to participate in the staging of A. Tuwim's poem "The hostess once came from the bazaar." Develop role dialogue.
Part 2: Reading the nursery rhyme "The turnip was born."
see Herbova lesson 10, Pavlova p.94.

2. Topic: "Stage performance of the tale" Little kids and the wolf "(fiction)
Purpose: Offer to enter into a conversation on topics of interesting impressions, respond to a figurative word, participate in telling a fairy tale.
In plastic sketches, correlate words with the expressiveness of movements. Develop creative and speech skills.
Part 2: Learning a goat song.
See Arushanov "Speech and Speech Communication".

3. Topic: "Let's play with Petrushka" (analysis of the confusion)
Purpose: An educational game for grouping objects according to their intended purpose: clothes, toys, shoes. To draw the attention of children to a comic situation (Petrushka has boots on his head, socks on his hands, etc.). Teach children to eliminate inaccuracies, understand humor.
Part 2: Developing game "What lies where" - the coordination of nouns with prepositions.

4. Topic: "Chicken - little pied" (based on a nursery rhyme)
Purpose: To expand the understanding of domestic animals and birds, using works of Russian folklore, to activate speech, to encourage the repetition of folklore texts in parts. Develop expressiveness of speech and movements.
Part 2: Educational game "Playing with animal figures"
see Pavlova "Early childhood" p. 95

5. Topic: "Holiday of magic balls" (surprise)
Chain: Teaching children to consider the proposed objects - tangles.
Based on life experience, tell: what they are for, which of them can be connected. Consider with children the clothes that parents have tied from threads, create a joyful mood out of pride in their loved ones. Arrange a "fashion show".
Part 2: Educational game "Roll a ball", "Roll a ball".

6. Topic: "Travel to the autumn park" (nature)
Purpose: To acquaint children with the surrounding nature, pay attention to autumn signs, read poems, proverbs. Choose a tree to watch over the seasons - give a name, offer to take care of it. To instill love for the native land.
Part 2: Educational game "1, 2, 3 - run to the tree."

7. Topic: "My body"
Purpose: To foster a sense of self-determination in the objective world, awareness of your body, comparing your body with a doll. Explain the purpose of the main organs: arms, legs, eyes, ears, nose. Give the first skills to maintain your health.
Part 2: Developing game "My body" in valeology.
See "The ABC of Communication" p. 190

8. Topic: "Hide and Seek" (grammar game)
Purpose: to teach to understand and correctly use prepositions with spatial meaning in speech (in, on, about, before, under).
See Arushanov p. 55

November

1. Topic: "Kitty, kitten, cat" (Ios)
Purpose: To invite children to observe a live kitten, pay attention to its appearance, compare with a toy, note the similarities and differences.
Create a joyful mood from communication with a living object. Develop observation, the ability to build sentences of 2-3 words.
Part 2: Learning the nursery rhyme "Kitty, kitten, cat".

2. Topic: "There is a horned goat" (viewing the picture)
Purpose: To acquaint children with a domestic animal - a goat, to offer to consider it in the picture. Learn to consistently consider the object, noting the characteristic features (the goat has horns - they are straight, sharp). Pay attention to the ability of children to build short stories from the picture, complementing the teacher's story.
Part 2: Developing game "Who has who" - (for the goat) - the grammatical structure of speech.
See Gerbova, lesson 23

3. Topic: "Who said meow?" (fiction)
Purpose: To teach children to perceive the text, to reproduce familiar passages from the text. Develop attention, expressiveness of speech. Learn to answer questions in the text. Give an opportunity to characterize the characters (the dog is small, stupid).
Part 2: ZKR "Who screams like".

4 Topic: "As in our yard" (sound culture of speech - ZKR)
Purpose: To teach children to clearly pronounce the sound "a" in isolation, in words.
Recognize a familiar sound in ambient noise.
Part 2: Reading poems with children.
See Д / в 8 - 98 lesson №3.

5. Topic: "Riot in the toy kingdom" (problematic lesson)
Purpose: With the help of a problem situation, to activate the speech of children, to arouse a desire to take care of their toys, to clean them up.
Part 2: Riddles about toys - develop imagination.
See Gerbova "Learning to Speak" lesson # 2.

6. Topic: "A friendly family" (nature)
Purpose: To acquaint children with the concept of "houseplant". Offer to consider the indoor flower "Friendly family", to give the concept: leaves, root, flower. Explain how to care for him. Offer to compare the name of the plant with the child's family. Develop observation, the desire to care for indoor plants.
Part 2: "Where the butterfly hid" - orientation in space.

7. Topic: "Inexperienced toys" (analysis of the confusion)
Purpose: To invite children to help inept toys behave correctly at a party. Pay attention to the rules of conduct, to the appearance of toys.
Teach children to understand comic situations. Develop ethics of behavior at a party, an understanding of humor.
Part 2: Educational game "Who needs what for work."

8. Topic> "Soap Bubbles Festival"
Purpose: Create a joyful, cheerful mood from communication with the holiday.
Teach children to participate in collective holidays, to be happy for themselves and their comrades. Tell children how bubbles appear, why they fly, how they are dangerous for spoiled children.
Part 2: Blowing bubbles.

About everything in the world:

In 1930, The Rogue Song, a film about the kidnapping of a girl in the Caucasus Mountains, was released in the US. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the heroes ...

Section materials

Plans for the younger group.