Mukhametova Liliya Saitgalievna
Job title: educator
Educational institution: MBDOU TsRR d / garden "Tanyusha"
Locality: Settlement Fedorovskiy, Surgut district KhMAO-YUGRA
Material name: methodical development
Topic: Long-term planning for FEMP in the middle group (E.V. Kolesnikova)
Publication date: 10.08.2016
Chapter: preschool education

long term plan by FEMP
IN THE MIDDLE GROUP
Topic and objectives of the lesson

SEPTEMBER
1 week Game training 2 week Game training
Lesson #1
page 18
Goals:
To consolidate: the ability to compare the number of objects, to distinguish where one object is, and where there are many; compare two groups of objects, establish equality between them; compare familiar objects by size (large, small); count items (within 2) using the right tricks accounts; knowledge of the geometric figure circle. Learn: guess riddles; understand the learning task and perform it independently. Shaping: the notion that circles can be of different sizes; self-control and self-esteem skills.
1
.The game "Riddles and riddles" 2. The game "Connect correctly" 3 Physical education "Bears". 4. "Travel the track" 5. Game "Find and paint over" 6. self-assessment of the work performed.
Lesson #2
page 21
Goals:
Teach: count objects (within 4), using the correct counting techniques; to indicate in words the position of an object in relation to itself; navigate on a sheet of paper; count according to the model, establish equality between two groups of objects. To consolidate: knowledge about the season (autumn). 1. The game "Count and draw" 2. The game "Tell me a word" 3. Physical education "Two claps". 4. The game “Listen, look, do” 5. The game “Make no mistake”. 6. The game "Be careful"
OCTOBER

Lesson #3
page 23
Goals:
Teach: establish a correspondence between the number and number of objects; highlight signs of similarity of objects (value) and combine them on this basis. Fix: the ability to count objects (within 5); knowledge about the geometric figure square. Keep learning: compare objects by size. Shaping: the notion that squares can be of different sizes; self-control and self-esteem skills. Develop visual attention. 1. The game "Connect correctly" 2. "Garages and cars" 3. Physical education "Find a garage for the car." 4. The game "Find and color" 5. The game "Find out who hid" 6. Self-control and self-assessment of the work performed.
Lesson number 4
page 25
Goals:
Continue to learn: count objects (within 5); add a missing item to a smaller group; establish equality between groups consisting of the same number of different items; indicate with words the position of objects in relation to oneself (left, right, middle). To fix: an idea of ​​the parts of the day. Practice comparing two groups of objects. Build skills of self-control and self-esteem. 1. The game "Count and finish" 2.. The game "Finish the sentence." 3. The game "Find the artist's mistake" 4. Physical education "Crows". 5. The game "Count and draw" 6. The game "Paint it right"

Lesson number 5
page 28
Target:
Learn to guess mathematical riddles based on visually perceived information; find the number 1 among many other numbers; write the number 1 using the sample; understand the sequence of arrangement of geometric shapes. Introduce the number 1 as a sign of the number 1. To consolidate the ability to determine the spatial arrangement of objects in relation to oneself. 1. The game "Riddles and riddles" 2. The game "Find the number" 3. Physical education "Soldier". 4. The game "Connect correctly" 5. The game "Continue the row" 6. Self-control and self-assessment of the work performed.
Lesson number 6
page 29
Target:
To consolidate: knowledge about the number 1; about the geometric figure of a triangle, to learn to find it among many others; the ability to compare familiar objects by size, to combine objects on this basis. Learn: correlate the number with the number of objects; solve riddles based on visually perceived information. Shaping: the notion that triangles can be of different sizes. 1. "Riddles and riddles" 2. Game "Paint it right" 3. Physical education "Soldier". 4. The game "Big, smaller, small" 5.. The game "Find and paint over" 6. Self-control and self-assessment of the work performed.
NOVEMBER

Lesson number 7
page 31
Target:
Introduce the number 2. Learn: write the number 2; distinguish between the concepts of "yesterday", "today", "tomorrow", "far", "close"; understand the learning task and perform it independently. Develop the skills of self-control and self-esteem. 1. The game "Riddles and riddles" 2. The game "Find the number" 3. Physical education "Maple". 4. Game exercise "Answer correctly." 5..Game "Draw the leaves on the tree" 6..Game "Paint it right"
Lesson number 8
page 33
Target:
To consolidate: knowledge about the number 2; about the geometric figure of an oval, to find it among many figures; the ability to compare familiar objects in size, length. Learn: correlate the number with the number of objects; solve riddles based on visually perceived information. Shaping: the idea that ovals can be of different sizes; the ability to understand the learning task and perform it independently; self-control and self-esteem skills. 1. The game "Riddles and riddles" 2. The game "Count and paint over" 3. Physical education minute. 4. The game "Who is faster." 5. The game "Paint it right" 6. Self-control and self-assessment of the work performed.

Lesson number 9
page 35
Target:
Teach: guess mathematical riddles based on visually perceived information; write the number 3 in dots; understand the learning task and perform it independently; find the number 3 among many other numbers. Introduce: with the number 3 as a sign of the number 3. Continue to learn: correlate the numbers 1, 2, 3 with the number of objects. Z with the number of items. To consolidate children's knowledge about the season (autumn). Build skills of self-control and self-esteem. 1. The game "Guess and paint" 2. The game "Find the number" 3. Physical education "One, two, three." 4. The game "Number and Number". 5. Game "Connect correctly" 6. Game "Find and color" 7. Self-control and self-assessment of the work performed.
Lesson number 10
page 37
Target:
To consolidate: knowledge about the number and number 3; the ability to correlate a figure with quantitative objects; write the numbers 1, 2, 3; compare familiar objects by height, combine objects according to this feature; develop attention when comparing two similar drawings. 1. The game "Count and paint over" 2. The game "Circle the desired number" 3. Physical education. 4. Game "High, low" 5. Game "Find differences"
Lesson number 11
page 38
Target:
Learn: guess mathematical riddles; correlate the number of objects with a number; exercise in comparing two groups of objects; develop the idea of ​​equality and inequality of groups of objects. Consolidate: the ability to compare familiar objects in width; knowledge about the geometric shape of a rectangle, find it among many others. Shaping: representation that the rectangles can be of different sizes. 1. The game "Riddles and riddles." 2. The game "Connect correctly" 3. The game "Will the dolls have enough sweets" 4. Physical education "Pinocchio". 5. Game "Cover it right" 6. Game "Find and paint over"
DECEMBER

Lesson #12
page 41
Target:
Teach: establish equality between two groups of objects when objects are located unusually in a circle or square; equality and inequality, when objects are at different distances from each other; count objects according to the model; determine the position of objects in relation to itself. Develop visual attention. 1. The game "How many Christmas trees?" 2. The game "Count, compare, draw" 3. Physical education. 4. The game "Paint and draw" 5. The game "Find out who left" 6. Self-control and self-assessment of the work done
.

Lesson No. 14 p. 44

Target:
To consolidate: knowledge about the number and number 4; geometric shapes. Continue to learn: correlate the numbers 1 2 3 4 with the number of objects; see geometric shapes in surrounding objects; determine and designate in words the position of an object relative to itself (left, right). 1. The game "Count and paint over" 2. The game "Object and form" 3. Physical education minute "Counting with a shoe." 4. Game "Number and Number". 5. Game "Connect correctly" 6. Game "Left, right"
Lesson No. 13 p. 43

Purpose: To teach: to guess mathematical riddles based on visually perceived

information; find the number 4 among many other numbers; circle the number 4

points; relate objects to each other in size. Introduce the number 4 as a sign

numbers 4. Promote the development of visual attention.

1. The game "Guess and write down"

2. Game "Find the number"

3. Physical education minute "Counting with a shoe."

4. Game "Draw it right"

5. The game "Who is attentive"

6. Self-control and self-assessment of the work performed.

Lesson number 15
page 46
Target:
Teach: count according to the model and the named number; understand the relationship between the numbers 3 and 4; guess riddles in which there are numbers; correlate the number with the number of objects; solve a logical problem based on visually perceived information. Form spatial representations. Reinforce your understanding of geometric shapes. 1. The game "Guess" 2. The game "Count and draw" 3. The game "Count and paint over the number" 4. Physical education "One, two." 5. The game "Far and close" 6. The game "Draw the missing figures"
JANUARY
2, 3 weeks - game training
Lesson #16
page 48
Target:
Learn: match the number with the number of objects. Develop an understanding of spatial relationships. To consolidate: knowledge of geometric shapes; seasons (winter, spring, summer, autumn). 1. The game "Guess, count, draw" 2. The game "Who is where?" 3. Physical education "Bunny". 4..Game "Paint it right" 5..Game "When it happens"

FEBRUARY

Lesson #17
page 50
Target:
Learn: guess mathematical riddles; write the number 5 in dots; describe in words the position of objects in relation to oneself. Introduce the number 5. Consolidate knowledge about the time of year (winter). 1. The game "Guess the riddle" 2. The game "Find the number" 3. Physical education "Smart Jack". 4. The game "Paint it right" 5. The game "Connect correctly" 6. Self-control and self-assessment of the work performed.
Lesson number 18
page 52
Target:
Consolidate: the ability to count within 5; correlate the number with the number of objects; establish equality of groups of objects when objects are at different distances; see geometric shapes in the contours of surrounding objects; to reveal the concept of "quickly", "slowly" on a concrete example. 1. The game "Number and Number". 2. The game "Number and figure" 3. The game "What does the object look like" 4. Physical education "Smart Jack". 5. Game "Count and draw" 6. Game "Guess who is faster"
Lesson #19
page 53
Target:
Teach: ordinal counting within 5; distinguish between quantitative and ordinal counting; correctly answer the questions: “how much?”, “what in a row”; navigate on a sheet of paper; see geometric shapes in objects. 1. Ira "Who came to Aibolit" 2. The game "What is where" 3. Physical education "Listen and do." 4. The game "From what figures is the bunny" 5. Self-control and self-assessment of the work performed
Lesson #20
page 55
Target:
Continue to teach: ordinal counting, answering questions correctly; solve mathematical riddles; understand the independence of the number from the spatial arrangement of objects; correlate the number of objects with a number; see geometric shapes in the contours of objects; compare objects of different sizes in size and combine them on this basis, use these words in speech. 1. The game "Guess the riddle." 2. The game "Paint it right" 3. The game "Number and figure" 4. Physical education "Charging". 5. Game "Count and write" 6. Game "Pick up buckets for snowmen"
MARCH

Lesson #21
page 58
Target:
Learn: compare the number of items; objects by width, highlighting signs of similarity and difference, combine objects according to this attribute; understand the independence of numbers from the size of objects; solve a logical problem to establish the sequence of events (parts of the day). To consolidate: ordinal counting skills within 5; distinguish between quantitative and ordinal counting; answer questions correctly. 1. The game "Number and figure" 2. The game "What the artist mixed up" 3. Physical education "Bunny". 4. The game "Connect correctly" 5 .. The game "Finish the sentence." 6. The game "When it happens"

Lesson #22
page 60
Target:
Teach: count according to the model and reproduce the same number of objects; correlate the number with the number of objects; distinguish between the concepts of "yesterday", "today", "tomorrow" and use these words correctly; practice comparing two groups of objects. To consolidate knowledge about geometric shapes circle, square. Oval, rectangle. To acquaint with geometric bodies a sphere, a cube, a cylinder. 1. The game "Count and draw" 2. The game "Number and figure" 3. Physical education "Quickly get up, smile." 4. The game "What first, what then" 5. The game "Find and paint over
»

Lesson #23
page 62
Target:
Continue to teach: ordinal counting within 5; distinguish between quantitative and ordinal counting; answer questions correctly; match the number with the number card and the number of items. Strengthen knowledge about geometric shapes. 1. The game "Listen, count" 2. The game "Riddles and riddles". 3. Game "Pick up a patch" 4. Physical education "Quickly get up, smile" 5. Game "Connect correctly"
Lesson #24
page 64
Target:
Learn: correlate the number with the number of objects; indicate in words the position of an object on a piece of paper. Contribute to the development of visual attention. To form the ability to understand the learning task and perform it independently. 1. The game "Who will put food in the chest" 2. The game "Draw the same" 3. Physical education "Teremok". 4. The game "Who is attentive" 5. The game "Find a couple"
Lesson #25
page 66
Target:
To consolidate: ordinal counting skills within 5; distinguish between quantitative and ordinal counting; correct answers to questions. Learn: correlate the number of objects with a number; distinguish between the concepts of "left", "right"; set the sequence of events. 1. The game "Guess the riddle" 2. The game "Who thought what?" 3. Physical education "We stomp our feet." 4. The game "What first, what then" 5. The game "Color it right"
APRIL

Lesson number 26
page 68
Target:
Learn: correlate the number with the number of objects; establish the equality of groups of objects, regardless of their spatial arrangement; solve mathematical riddles; compare objects of different sizes in size; highlight signs of similarity of different objects and combine them on this basis; solve logical problems to establish patterns. 1. The game "Count and compare" 2. The game "Guess the riddle" 3. Physical education "We stomp our feet." 4. Game "Connect correctly" 5. Game "Draw the missing figure"

Lesson #27
page 69
Target:
To consolidate: ordinal counting skills within 5; distinction between quantitative and ordinal counting; the ability to designate in words the position of an object in relation to oneself; identify and name the seasons. Learn to solve a logical problem to establish a sequence of events. 1. The game "Whom the artist forgot to draw" 2. The game "Draw it right" 3. Physical education "On a flat path." 4. The game "When it happens" 5. Self-control and self-assessment of the work performed.
Lesson #28
page 71
Target:
Consolidate: the ability to count within 5; match the number with the number of items. Learn: compare the numbers 4 and 5; solve a logical problem for comparison; develop the idea of ​​equality and inequality of groups of objects. 1. The game "Object and number" 2. The game "Connect correctly" 3. Physical education "On a flat path." 4. Game "Look and compare" 5. Self-control and self-assessment of the work performed.
Lesson #29
page 73
Target:
To consolidate: knowledge of numbers from 1 to 5; the ability to see geometric shapes in symbolic images; navigate on a sheet of paper. Continue to teach: ordinal counting up to 5; answer questions correctly. 1. The game "Paint it right" 2. The game "Riddles and riddles" 3. Physical education "Gray hares". 4. Game, “What shapes is a cat from” 5. Game, “Help Pinocchio draw a picture”
MAY

Lesson #30
page 75
Target:
To consolidate the ability to correlate the number with the number of objects; see geometric bodies in the contours of surrounding objects. Contribute to the development of visual attention. To form: the ability to understand the learning task and perform it independently; self-control and self-esteem skills. 1. The game "Who will collect what" 2. The game "Draw it correctly" 3. Physical education "Gray hares". 4. The game "What figure do objects look like" 5. The game "How many chickens does a chicken have"
Lesson #31
page 76
Target:
Continue to learn: correlate the number and number of objects; to indicate in words the position of an object relative to itself; solve a logical problem based on visually perceived information; solve math riddles. To form: the ability to understand the learning task and perform it independently; self-control and self-esteem skills. 1. The game "Riddle and guess" 2. The game "Where is whose toy" 3. Physical education 4. The game "Left, right" 5. The game "Look and compare" 6. Self-control and self-assessment of the work performed.

Lesson #32
page 78
Target:
Continue to learn: correlate the number of objects with the number; solve mathematical riddles; compare objects by width; solve logical problems. To consolidate: the ability to understand the relationship between numbers; on the concrete examples concepts of "fast" and "slow". 1. Game "Riddle and riddle" 2. Game "Object, number, number" 3. Physical education minute. 4. The game "Wide, narrow" 5. The game "How many hares are in the basket"
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1 Additional educational program for the development of elementary mathematical representations in the middle group 1. The target section of the Program. Explanatory note Mathematics provides great opportunities for the development of cognitive abilities, which are the basis for the formation of mathematical thinking in the future, and the formation of such thinking is a guarantee for the successful assimilation of mathematical content in the future. The work program for the development of elementary mathematical concepts for children of the middle school group is compiled on the basis of the mandatory minimum content of the federal component state standard in the section "Mathematics" - "Development of elementary mathematical representations" of the Temporary (approximate) requirements for the content and methods of education and training implemented in a preschool educational institution, taking into account the "Program of education and training in kindergarten" 2005, edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova recommended by the Ministry of Education and Science Russian Federation and the priority direction of the work of the preschool educational institution for the development of cognitive processes of preschoolers. The work program is focused on the use of the educational and methodological complex: 1. "Formation of elementary mathematical representations in kindergarten." Program and methodical recommendations. ON THE. Arapova-Piskareva, 2007 2. Mathematics in kindergarten. Abstracts of lessons with children. V.P. Novikova, 2006 3. Mathematics in kindergarten. Workbook for children years V.P. Novikova, 2008. 4. "Classes in mathematics in kindergarten" L.S. Metlina, 1986. 5. Lesson plans for the "Development" program for children of the middle group of kindergarten. L. Wenger, O. Dyachenko, 2000. The program is designed for 35 lessons per year (1 lesson per week), the duration of one lesson is 25 minutes.

2 The program provides for: diagnostic classes - 3 practical classes (games, game exercises, experimentation, resolution of problem-search situations, discussion of emerging issues) 67. Legal framework. - Constitution of the Russian Federation, Art. 43, Federal Law 273-FZ from "On Education in the Russian Federation" - SanPiN "Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations", approved. Decree of the Chief State Sanitary Doctor of the Russian Federation dated (hereinafter - SanPiN), which entered into force on July 30, 2013. - GEF DO (approved by the order of the Ministry of Education and Science of the Russian Federation dated d. general education program of preschool education" "From birth to school", edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. - Exemplary basic general education program "Kindergarten 2100". Purpose of the program: Goals and objectives implementation of the Program Formation of a stock of knowledge, skills that will become the basis for further learning Mastering mental operations (analysis and synthesis, comparison, generalization, classification, etc.) Formation of the ability to understand the learning task and perform it independently Formation of the ability to plan learning activities and exercise self-control and self-assessment; Development of the ability to self-regulate behavior and the manifestation of volitional efforts to complete the tasks ; mastering the skills of speech development; development of fine motor skills and hand-eye coordination;

3 formation mental abilities and mathematical concepts, the ability to think, reason logically, find mathematical relationships and interdependencies hidden for direct perception. Acquaintance with numbers as conventional signs denoting a number. Formation of the ability of the initial account. Introduction to numbers and tens. Acquaintance with the elements of the sign system (greater than, less than, equal to). Comparison of numbers. Understanding the relationship and relationships between adjacent numbers. The concept of lines. Form representation. Formation of the ability of computational activity on the basis of solving simple mathematical problems. Development of specific elements of mathematical abilities Program objectives: Educational: To form a general idea of ​​the set and number; To form the skills of quantitative and ordinal counting within 10; Introduce the composition of the number; Teach children to solve simple arithmetic problems; Learn to correlate the number of objects with the corresponding figure; Learn to compare sets; Developing: Develop logical thinking; Develop independence in the performance of the task; Develop fine motor skills, eye; develop initiative; Educational: Cultivate attention;

4 Foster organization; Cultivate independence and interest in learning. Distinctive features of the program The content, methods and forms of organization of the educational process are directly consistent with the laws of the child's development. Poems, riddles, signs, proverbs, game exercises are used, which are always related to the topic of the lesson. This allows you to relieve fatigue, add variety to the lesson, children learn a lot of new things, learn to generalize. The integration of the subject with other subjects is traced, it helps to broaden one's horizons, enrich vocabulary children to develop speech. Logical tasks are included in all sections, which contributes to the development of logical forms of thinking. The program allows you to use verbal, visual, problem-search methods of teaching. The training material is organized into the following sections: Quantity and counting. Value. Orientation in space. Orientation in time. Geometric figures. Logic tasks. Development of ideas about the value: - Learn to count according to a given measure, when not one, but several objects or part of an object is taken as a unit of account. - Divide an object into 2-8 or more equal parts by bending the object, as well as using a conditional measure; correctly designate parts of the whole (half, one part of two (one second), two parts of four, etc.); establish the ratio of the whole and the part, the size of the parts; find parts of the whole and the whole from known parts. - Learn to measure the length, width, height of objects (centimeters, meters, kilometers), the volume of liquid and bulk substances using a conditional measure (liter). - Give an idea about the weight of objects and how to measure it (grams, kilograms). Compare the weight of objects by weighing them on the palms.

5 Get familiar with the scales. - Develop the idea that the measurement result (length, weight, volume of objects) depends on the value of the conditional measure. Development of ideas about the form: - Clarify the knowledge of known geometric shapes, their elements (vertices, angles, sides) and some of their properties. - Give an idea of ​​a polygon, a straight line, a straight line segment. - Learn to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size. - Learn to make figures from parts and break them into parts, construct figures according to a verbal description and enumeration of their characteristic properties; make thematic compositions from figures according to your own design. - Analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from separate parts according to contour samples, according to description, presentation. Development of spatial orientation: - Learn to navigate in a limited area; arrange objects and their images in the indicated direction, reflect their spatial arrangement in speech. - To acquaint with the plan, scheme, route, map. Develop the ability to model spatial relationships between objects in the form of a drawing, plan, diagram. - Learn to "read" the simplest graphical information indicating the spatial relationships of objects and the direction of their movement in space: from left to right, from right to left, from bottom to top, from top to bottom; move independently in space, focusing on conventions(signs and symbols). Development of orientation in time: - To give children elementary ideas about time: its fluidity, periodicity, irreversibility, the sequence of all days of the week, months, seasons. - Learn to use words-concepts in speech: first, then, before, after, earlier, later, at the same time. - Develop a "sense of time", the ability to save time, regulate their activities in accordance with time; distinguish between the duration of individual time intervals (1 minute, 10 minutes, 1 hour). - The program also contains the possibilities of the formation of general educational skills and abilities of pupils provided for by the standard, universal ways activities and key competencies.

6 The principles of selecting the main and additional content are related to the continuity of the goals of education in the transition from one age group to another, the logic of intra-subject relationships, as well as the age-related characteristics of the development of pupils. The program is compiled taking into account interdisciplinary connections in sections: 1. "Physical culture" - children develop orientation in space when performing basic movements: walking, running in different directions, drill exercises (building in a column one at a time, in a circle; rebuilding in a column of two, three, four on the go, from one circle to several, turns right, left, around), playing outdoor games. 2. "Design, manual labor" - they get acquainted with geometric bodies, examine them, sketch them in different positions (front, side, top view), learn to work with a plan, navigate on a sheet of paper. 3. "Environmental education" - study the sequence of seasons. 4. "Visual activity" - develop the ability to compare objects with each other, depict objects, conveying their shape, size. "Game", where the knowledge and skills acquired in the classroom are used by children in play activities. As a result of teaching children, such qualities as organization, discipline, collectivism, respect for elders and respect for younger ones are brought up. The ability to independently unite for the game and perform educational tasks, to help each other develops. An interest in learning activities and a desire to study at school are instilled. 2. Content section of the program. An educational program for the development of children of primary preschool age in the educational field "Cognition". Classes with children of the group are held once a week, every Monday; in a subgroup. The duration of the classes meets the requirements of SanPiN "Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational organizations", approved. Decree of the Chief State Sanitary Doctor of the Russian Federation dated (hereinafter - SanPiN), which entered into force on July 30, 2013.

7 The duration of the session is 25 minutes (0.25). Given the age of the children, classes are held in a playful way, 3 times there is a change. Interaction with the families of the pupils. Once a quarter, individual consultations-workshops where parents are trained game techniques on the development of mathematical representations of children. Once every six months, a general parent meeting in order to summarize the development of children: the implementation of the program, the dynamics of the development of children, prospects for the second half of the year. At the end of the year, in June, final individual consultations-workshops of parents with children. Academic plan. Month Number of lessons Quantity hour October 4 lessons 1.2 November 4 lessons 1.5 December 4 lessons 1.2 January 3 lessons 0.9 February 4 lessons 1.2 March 4 lessons 1.2 April 5 lessons 1.5 May 4 lessons 1.2 Total lessons for academic year 33 lessons 9.9 Calendar study schedule: Classes are held every Monday from the Organizational section of the Program implementation. Thematic plan Appendix 1. Thematic plan. Appendix 4. Calendar-thematic planning for the development of elementary mathematical representations. Quantity and account. In the classroom on this topic, children should develop general ideas about the set: form sets according to features, see the components

8 sets, establish relationships between individual parts, make up pairs of items. Improve the skills of quantitative and ordinal counting within 10. Introduce counting within 20 without operations on numbers. Introduce the numbers from 0 to 9. Fix the relationship between the numbers of the natural series, the ability to increase, decrease each number by 1. Learn to name numbers in forward and reverse order, the next and previous number to the named number, determine the missing number. Introduce the composition of the heel of units. To learn to decompose a number into two smaller ones and to make a larger one from two smaller ones (on a visual basis) To learn on a visual basis to compose and solve simple arithmetic problems for addition and subtraction; use action signs when solving problems. Value. Arrange objects in ascending and descending order in size, height, width, use the appropriate definitions. Divide the object into 2-8 equal parts by bending; correctly designate the parts of the whole, establish the relationship of the whole and the part, the size of the parts. To develop in children the initial measuring skills. Learn to measure length, width, height with a ruler, learn to draw segments of a given length. Give ideas about the weight of objects and volume, how to measure it. Introduce weights. Contribute to the development of the eye. Geometric figures. To consolidate knowledge about geometric shapes: circle, square, triangle, rectangle, oval, cube, cone, ball. To consolidate the ability to finish drawing geometric shapes to familiar objects.

9 Learn to classify geometric shapes according to different grounds(kind, size). Introduce geometric shapes: rhombus, pentagon, hexagon. Learn to name and show the elements of geometric shapes (vertex, side, corner) Continue to learn to draw symbolic images of objects from geometric shapes in notebooks in a cage. Continue to lay out geometric shapes from counting sticks. Continue to learn how to transform one shape into another by folding and cutting. Orientation in time. Give elementary ideas about time: its periodicity, irreversibility, the sequence of all days of the week, months, seasons. Learn to use words-concepts in speech: first, then, before, after, earlier, later. Learn to distinguish the duration of individual time intervals, regulate their activities in accordance with time. Learn to tell time by the clock to the nearest hour. Orientation in space. Teach children to navigate in a limited area (sheet of paper, page, blackboard). To consolidate the ability to determine in a word the position of objects in relation to oneself, to another person (to the right, to the left, in front, behind, before, after, between ...). Develop the ability to model spatial relationships between objects in the form of a diagram, drawing, plan. Logic tasks. Continue to teach how to solve logical problems (for comparison, classification, analysis and synthesis), develop the ability to establish specific connections and dependencies.

10 3. Organizational section of the Program implementation. Logistics. Technical equipment: Samsung laptop Radio tape recorder Furniture: A pedestal table and four chairs for adults, furniture in accordance with the anthropometric data of children - two children's tables, 11 children's chairs, a magnetic board, a theater corner, sand centers, a carpet maker, didactic games, toys. Software and methodological support. Approximate basic general educational program of preschool education "" From birth to school" under. ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. Exemplary basic general education program "Kindergarten 2100". organizational conditions. Classes are held in a group with an area of ​​36.1 sq.m., located on the second floor. Natural light in the office 2 windows total length 15.26 m; artificial fluorescent lamps 8 pieces. in a separate cabinet there is a game and didactic material, which is selected every week, taking into account the age of the children and the thematic plan. 4.Monitoring Appendix 2. Appendix 3. Methods of diagnostics. Diagnostic card. By the end of the year, children may

11 Be able to independently combine various groups of objects that have a common feature into a single set and remove its individual parts from the set. Establish connections and relationships between the whole set and its various parts; find parts of a whole set and the whole by known parts. - Count up to 10 and beyond. - Name numbers in forward and reverse order, starting from any number of the natural series within Correlate the number (0-9) and the number of objects. - Compose and solve problems in one action for addition and subtraction, use numbers and arithmetic signs (+, -, =,<, >). - Distinguish quantities: length, volume, mass and ways to measure them. - Measure the length of objects, segments of straight lines, volumes of liquid and bulk substances using conditional measures. Understand the relationship between measure and number. - Divide objects (figures) into several equal parts. Compare the whole object and its part. Match the size of objects and parts. - Distinguish, name: segment, angle, circle (oval), polygons, ball, cube, cylinder. Make a comparison between them. - Recreate from parts, modify geometric shapes according to the condition and the final result; to make large ones from small forms. - Compare objects by shape; recognize familiar shapes in objects real world. - Orientation in the surrounding space and on the plane (sheet, page, table surface, etc.), designate mutual arrangement and the direction of movement of objects; use familiar notation. Know - How to get each number of the first ten by adding one to the previous one and subtracting one from the next one in the row. - Coins in denominations of 1, 5, 10 kopecks; 1, 2, 5 rubles. - Name of the current month of the year; sequence of all days of the week, seasons. Have an idea - About the unit of measurement of length; weight; volume; monetary units. - About time intervals: time of day, year. - On the definition of time by the clock - On the quantitative characteristics of the number. Thematic plan (Appendix 1) Diagnostic technique (Appendix 2) Diagnostic card (Appendix 3)

12 Calendar-thematic planning for the development of elementary mathematical representations (Appendix 4) 5. References 1. Lesson plans for the program "Development" L. Wenger, O. Dyachenko. 2. Mathematics in kindergarten. Workbook for children 6-7 years old V.P. Novikov, 3. Arapova-Piskareva N.A. Formation of elementary mathematical representations in kindergarten. Program and methodical recommendations. 4. Erofeeva T.I. etc. Mathematics for preschoolers. M.: Enlightenment, 1997. 5. Lebedenko E.N. Formation of ideas about time among preschoolers: Methodological guide for preschool teachers. - St. Petersburg "CHILDHOOD-PRESS", 2003. 6. Metlina L.S. Mathematics lessons in kindergarten. Handbook for the kindergarten teacher. M .: Education, 1985 developing games and activities for children from 3 to 6 years old according to the unique method of L. A. Wenger. M.: Geleos, 8. Novikova V.P. Mathematics in kindergarten - preschool age. M.: Mosaic-Synthesis, 2000. 9. Novikova V.P. Mathematics in kindergarten. Workbook for children 10. Makarova O.A. Planning and summaries of lessons in mathematics. Practical guide. M.: ARKTI, 2008. 11. Peterson L.G., Kholina N.P. One - step, two steps A practical course of mathematics for preschoolers. Guidelines M .: "Juventa", 2008

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Municipal budgetary preschool educational institution

kindergarten "Smile" of the city of Kirsanov, Tambov region

I approve

manager

MBDOU kindergarten "Smile"

E.T.Tarannikova

Received

at a meeting of the pedagogical council

Minutes No. 1 dated 30.09.2017

Working programm

Educational area: cognitive development

Type of direct educational activity:formation of elementary mathematical representations

Age group:45 years

2017-2018 academic year

Kirsanov

Explanatory note

The working program of cognitive development for the formation of elementary mathematical representations for children of the second junior group is compiled in accordance with the federal state educational standard preschool education (Order No. 1155 dated October 17, 2013), based on an exemplary general educational program of preschool education "From birth to school", edited by N.E. Veraks, T.S. Komarova, M.A. Vasilyeva 2014, educational programs of the preschool educational institution of the kindergarten "Smile" of the city of Kirsanov.

Organized educational activities in this section are carried out in a group of general developmental orientation of children aged 2 to 4 years.

The condition for the successful implementation of the program is the organization of a special subject-developing environment in kindergarten groups for the direct action of children with specially selected groups of objects and materials in the process of mastering mathematical content.

The formation of elementary mathematical concepts, primary ideas about the basic properties and relationships of objects in the surrounding world: shape, color, size, quantity, number, part and whole, space and time is important condition full development of the child.

Taking into account the adaptation period of children, classes on the formation of elementary mathematical representations are held from the second half of September once a week.

In September and October, the duration of one lesson should not exceed 10 minutes. Since October, the time of classes is gradually increased to 15-20 minutes.

Program implementation mode

Target: development in children of cognitive interests, intellectual development

Tasks:

Continue to develop perception, create conditions for familiarizing children with the color, shape, size, tangible properties of objects (warm, cold, hard, soft, fluffy, etc.); develop the ability to perceive the sound of various musical instruments, native speech.

To consolidate the ability to highlight color, shape, size as special properties items; group homogeneous objects according to several sensory features: size, shape, color

To improve the skills of establishing the identity and difference of objects according to their properties: size, shape, color. Tell the children the name of the shape (round, triangular, rectangular and square).

• Quantity. Develop the ability to see a common feature of group objects (all balls are round, these are all red, these are all large, etc.).
• To form the ability to make groups of homogeneous objects and single out individual objects from them; distinguish conceptsmany, one, one at a time, none;find one and several identical objects in the environment; understand the question "How much?"; use words when answeringmany, one, none.
• To form the ability to compare two equal (unequal) groups of objects based on the mutual comparison of elements (objects). To acquaint with the techniques of sequential imposition and application of objects of one group to objects of another. Develop the ability to understand the questions “Is it equal?”, “What is more (less)?”; answer questions using sentences like: “I put a fungus on each circle. There are more circles, but fewer mushrooms ”or“ There are as many circles as mushrooms ”
• Value. Compare contrasting and the same size; when comparing objects, measure one object with another according to a given sign of size (length, width, height, size as a whole), using the methods of imposition and application; denote the result of the comparison by layers:long - short, identical (equal) in length, wide - narrow, identical (equal) in width, high - low, identical (equal) in height, large - small, identical (equal) in size.
• The form. Introduce geometric shapes: circle, square, triangle. Examine the shape of these figures using sight and touch.
• Orientation in space.To develop the ability to navigate in the location of parts of your body and, in accordance with them, distinguish spatial directions from yourself:above - below, in front - behind (behind), right - left;distinguish between right and left hands.
• Orientation in time.To form the ability to navigate in contrasting parts of the day:day - night, morning ~ evening.

Basic requirements for the level of preparation of children aged 2-4 years for the formation of elementary mathematical concepts:

• Group objects by color, shape, size.
• Make groups of similar objects and select one object from the group.
• Find in the environment one and many identical objects.
• Compare two objects that are contrasting in size, using overlapping techniques, applying them to each other; show which of the objects is long - short, wide - narrow, high - low.
• Distinguish between a circle and a square, objects that have corners and a round shape.
• Understand words: in front - behind, above - below, left - right, on, above - below, top - bottom (strip).

Thematic plan

Length of the diagnostic period:

Starting diagnostics: 11/04/2014 - 11/17/2014

Final diagnostics: 21.04.2015–04.05.2015

Educational and methodological complex for ensuring the educational process.

1. Exemplary basic general education program of preschool education. “They are born before school” / Ed. NOT. Veraksy, M.A. Vasilyeva, T.S. Komarova. - 3rd ed. - M.: Mosaic synthesis, 2014).
2. Complex classes according to the program “They are born before school” (under the rivers N.E. Veraksa, M.A. Vasilyeva, T.S. Komarova)
3. Comprehensive classes in the second junior group of kindergarten "T.S. Komarova, M.A. Vasilyeva

Calendar-thematic planning

Municipal State Preschool Educational Institution Kindergarten

on the formation of elementary mathematical representations in the middle group

(Directions of development: cognitive-speech, educational area: cognition, communication)

Girsovo village, 2012

Calendar-thematic planning for FEMP in the middle group

Calendar-thematic planning in the middle group is carried out according to the Basic general educational program of preschool education in groups of a general developmental orientation with the priority implementation of activities for the development of children in the physical direction. Planning corresponds to the modern tasks of preschool education, provides for the comprehensive development of the child based on his age capabilities and individual features.

Planning is developed, approved and implemented in an educational institution on the basis of: the Law "On Education" of the Russian Federation; UN Convention on the Rights of the Child, 1989; World Declaration on the Survival, Protection and Development of Children, 1990; concepts of preschool education; declaration of the rights of the child, 1959; Order of the Ministry of Education and Science of Russia No. 655 dated November 23, 2009 "On the approval and implementation of Federal state requirements for the structure of the main general educational program of preschool education", sanitary and epidemiological requirements for the device, content and organization of the working regime in preschool organizations - SanPiN 2.4.1.2660-10 ; Charter MKDOU.

Of great importance in the mental education of children is the development of elementary mathematical concepts. The aim of the program elementary mathematics- the formation of methods of mental activity, creative and variative thinking on the basis of attracting the attention of children to the quantitative relations of objects and phenomena of the world around. The condition for the successful implementation of the elementary mathematics program is the organization of a special subject-developing environment in groups and in the kindergarten area for the direct action of children with specially selected groups of objects and materials in the process of mastering mathematical content.

Didactic games are widely used in the learning process.

Tasks:

1. Quantity and account:

To give children an idea that a set can consist of elements of different quality: objects of different colors, sizes, shapes;

Learn to compare parts of a set, determining their equality or inequality based on pairing of objects;

Compare 2 groups of objects, called numbers 1-2, 2-2, 2-3, 3-3, 3-4, 4-4, 4-5, 5-5;

Form an idea of ​​​​equality and inequality of groups based on the score;

Learn to equalize unequal groups in 2 ways, adding 1 item to the smaller group or removing it from larger group 1 item;

Count items from a larger number;

Based on the account, establish equality (inequality) of groups of objects in situations where objects in groups are located at different distances from each other, when they differ in size, in the form of location in space.

2. Size:

Improve the ability to compare 2 objects in size (length, width, height), as well as learn to compare 2 objects in thickness by directly superimposing or applying them to each other; reflect the results of comparison in speech;

Learn to measure objects according to 2 signs of size;

Establish dimensional relationships between 3-5 objects of different lengths (width, height), thickness, arrange them in a certain sequence - in descending or increasing order;

To introduce into the active speech of children concepts denoting the dimensional relationships of objects.

3.Shape:

To develop children's ideas about geometric shapes: a circle, a square, a triangle, as well as a ball, a cube, a cylinder;

To teach to highlight the special features of figures with the help of visual and tactile-motor analyzers;

Introduce the rectangle, comparing it with a circle, square, triangle;

Distinguish and name a rectangle, its elements: corners and sides;

To form the idea that the figures can be of different sizes: large - small cube (ball, cylinder, circle, square, triangle, rectangle);

Learn to correlate the shape of objects with known geometric shapes.

4. Orientation in space:

Develop the ability to determine spatial directions from oneself, move in a given direction (forward - backward, right - left, up - down);

To designate in words the position of objects in relation to oneself;

To acquaint with spatial relationships: far - close.

5. Orientation in time:

Expand children's understanding of the parts of the day, their characteristic features, sequence (morning - afternoon - evening - night);

Explain the meaning of the words: yesterday, today, tomorrow.

Intermediate result:

1. Distinguish what parts a group of objects is made up of, name them characteristics(color, size, purpose).

3. Compare the number of items in groups based on counting (within five), as well as by piece-by-piece correlation of items in two groups (pairing); determine which items are more, less, equal number.

4. Compare two objects in size (more - less, higher - lower, longer - shorter, identical - equal) based on their application to each other or overlap.

5. Distinguish and name a circle, square, triangle, ball, cube, know their characteristic differences.

6. Determine the position of objects in space in relation to oneself (above - below, in front - behind); move in the right direction on a signal: forward and backward, up and down (stairs).

7. Distinguish between right and left hand.

8. Determine the parts of the day.

Calendar-thematic planning for FEMP

in the middle group

(The teaching aid "Mathematics in kindergarten - the average preschool age" by V.P. Novikov, Moscow publishing house "Mosaic-Synthesis", 2005 is used.)

September

October

November

December

January

February

March

April

Municipal preschool educational institution kindergarten

general educational type "Rodnichok" with priority implementation

physical direction of development of pupils

Girsovo village, Yuryansky district, Kirov region

Calendar-thematic planning

drawing in the middle group

(Direction of development: artistic and aesthetic, educational field: artistic creativity)

Girsovo village, 2012

Calendar-thematic planning

drawing in the middle group

Explanatory note

Calendar-thematic planning in the middle group is carried out according to the Basic general educational program of preschool education in groups of a general developmental orientation with the priority implementation of activities for the development of children in the physical direction. The program corresponds to the modern tasks of preschool education, provides for the comprehensive development of the child based on his age capabilities and individual characteristics.

The program is developed and implemented on the basis of the MDOU Charter, temporary requirements Ministry of Education, Law of the Russian Federation on Education. The organization of the educational process is carried out in accordance with educational programs.

For the successful mastery of visual activity by children and the development of their creativity, it is necessary to remember the conditions common to all age groups:

1. Formation of sensory processes, enrichment of sensory experience, clarification and expansion of ideas about those objects, objects and phenomena that they will be depicted.

2. Taking into account the individual characteristics of children, their desires and interests.

3. The use of children's work in the design of the premises of the kindergarten, the organization of exhibitions of different ages, as well as for gifts to children and adults. Preschoolers should feel: their drawings, modeling, applique, arouse the interest of adults, they need them, they can decorate a kindergarten, an apartment, a house where they live.

4. A variety of subjects for children's work, forms of organization of classes (creation of individual and collective compositions), art materials.

5. Creation of a creative friendly environment in the group, in the classroom for fine arts and in free artistic activity. Respect for children's creativity.

6. Accounting for national and regional characteristics in the selection of content for drawing, modeling, and appliqué.

One of the important tasks of artistic and creative activity is to teach children to evaluate their own works and the works of their peers, to highlight the most interesting visual solutions in the works of others, to express aesthetic assessments and judgments, to strive for meaningful communication associated with visual activity.

Tasks:

1. Drawings:

Continue to develop in children the ability to draw individual objects and create plot compositions, repeating images of the same objects and adding others to them;

Form and consolidate ideas about the shape of objects (round, oval, square, rectangular, triangular), size, location of parts;

Help children, when transmitting a plot, arrange images on the entire sheet in accordance with the content of the action and the objects included in the action;

Direct the attention of children to the transfer of the ratio of objects in size: a tree is tall, a bush is lower than a tree, flowers are lower than a bush;

Continue to consolidate and enrich children's ideas about the colors and shades of surrounding objects and objects of nature. Add new ones to already known colors and shades (brown, orange, light green); form an idea of ​​how these colors can be obtained;

Learn to mix paints to get the right colors and shades;

Develop a desire to use a variety of colors in drawing, pay attention to the multicolor of the world around;

By the end of the year, to form the ability to get brighter and lighter shades by adjusting the pressure on the pencil;

To consolidate the ability to properly hold a pencil, brush, felt-tip pen, colored chalk; use them when creating an image;

To teach children to paint over drawings with a brush, pencil, drawing lines and strokes in only one direction (top to bottom or left to right); rhythmically apply strokes and strokes throughout the form, without going beyond the contour; draw wide lines with the whole brush, and narrow lines and dots - with the end of the bristle of the brush;

To consolidate the ability to cleanly rinse the brush before using paint of a different color, after washing the brush, dip it on a napkin (soft cloth).

To form the ability to correctly convey the location of parts when drawing complex objects (doll, bunny, etc.) and correlate them in size.

To continue to form in children the ability to create decorative compositions based on the patterns of Dymkovo, Filimonovo toys;

Use Dymkovo and Filimonov products to develop an aesthetic perception of beauty and as samples for creating patterns in the style of these paintings (toys fashioned by children and their silhouettes cut out of paper can be used for painting);

Introduce children to Gorodets products. Learn to highlight the elements of Gorodets painting (buds, cups, roses, leaves); see and name the colors used in painting;

To consolidate the ability to maintain the correct posture when drawing: do not stoop, do not lean low over the table, towards the easel; sit freely without straining;

Teach children to be neat: keep your workplace in order, at the end of the work, clear everything from the table.

By the end of the year, middle group children can:

1. Depict objects and phenomena, using the ability to convey them expressively by creating distinct forms, choosing colors, carefully painting, using different materials: pencils, paints (gouache), felt-tip pens, colored fatty crayons, etc.

2. To convey a simple plot, combining several objects in a drawing, placing them on a sheet in accordance with the content.

3. Decorate the silhouettes of toys with elements of Dymkovo and Filimonov painting.

4. Create collective compositions of plot and decorative content.

Calendar-thematic planning for drawing in the middle group

(The educational and methodological manual "Classes on visual activity in the middle group of kindergarten" by T.S. Komarova, Moscow, Mozaika-Sintez publishing house, 2007 is used.)

September

October

November

December

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April

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1 Long-term planning for the educational area "Cognitive development" FEMP in the middle group Benefits: Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical representations: Middle group. - M.: MOSAIC-SYNTHESIS, 2015.

2 September Lesson 1. Program content. The teacher conducts didactic games in order to clarify the knowledge of children in the field of mathematics. (See I.A. Pomaraeva, V.A. Pozina Classes on FEMP in the younger group) Lesson 2. Program content. To consolidate the ability to compare two groups of objects, to indicate the results of the comparison with words equally, as much as. To consolidate the ability to compare two objects in size, to indicate the results of the comparison with the words big, small, more, less. Exercise in determining spatial directions from oneself and naming them with words in front, behind, left, right. (See I.A. Pomaraeva, V.A. Pozina FEMP. p.12) Week 3 Lesson 3. Program content. Develop the ability to compare two groups of objects that are different in color, determining their equality or inequality based on a comparison of pairs. Clarify ideas about the equality and inequality of two groups of objects: compare and equalize them by adding or subtracting one object; learn to designate the results of comparison with the words more, less, equally, as much. To consolidate the ability to distinguish and name parts of the day (morning, afternoon, evening, night). (See I.A. Pomaraeva, V.A. Pozina FEMP p.13) Lesson 4. Program content. Exercise in the ability to distinguish and name geometric shapes: circle, square, triangle. Improve the ability to compare two objects in length and width, indicate the results of the comparison with the words long short, longer shorter; wide narrow, wider narrower. Develop the ability to see the characteristic features of objects and compare them. (See I.A. Pomaraeva, V.A. Pozina FEMP p.14) Week 5 Lesson 5. Program content. Continue to exercise in the ability to distinguish and name geometric shapes: circle, square, triangle. Improve the ability to compare two objects in length and width, indicate the results of the comparison with the words long short, longer shorter; wide narrow, wider narrower. Develop the ability to see the characteristic features of objects and compare them. (See I.A. Pomaraeva, V.A. Pozina FEMP p.14)

October 3 Lesson 1. Program content. To improve the ability of children to compare two groups of objects that are different in shape, determining their equality or inequality based on a comparison of pairs. To consolidate the ability to distinguish and name flat geometric shapes: circle, square, triangle. Exercise in comparing two objects in height, indicating the results of the comparison with the words high, low, above, below. (See I.A. Pomaraeva, V.A. Pozina FEMP p.15) Lesson 2. Program content. To form the ability to understand the value of the final number obtained as a result of counting objects within 3, to answer the question "How much?". Exercise in the ability to determine geometric shapes (ball, cube, square, triangle, circle) by tactile motion. To consolidate the ability to distinguish between left and right hands, determine spatial directions and designate them with words left, right, left, right. (See I.A. Pomaraeva, V.A. Pozina FEMP p.17) Lesson 3. Program content. Develop the ability to count within 3 using the following techniques: when counting with your right hand, point to each object from left to right, name the numbers in order, coordinate them in gender, number and case, refer the last number to the entire group of objects. Exercise in comparing two objects in size (length, height, width), designating the results of the comparison with the appropriate words. Expand ideas about the parts of the day and their sequence. (See I.A. Pomaraeva, V.A. Pozina FEMP p.18) Lesson 4. Program content. To form the ability to correlate numerals with elements of the set within 3, independently designate the final number, correctly answer the question "How much?". To consolidate the ability to distinguish and name geometric shapes (circle, square, triangle), regardless of their size. Develop the ability to determine spatial directions from oneself: above, below, in front, behind, left, right. (See I.A. Pomaraeva, V.A. Pozina FEMP p.19)

4 November Lesson 1. Program content. Strengthen the ability to count within 3; familiarity with the ordinal value of a number; development of the ability to correctly answer the questions “How much?”, “Which one?”. Exercise in the ability to find objects of the same length, width, height, designate the corresponding signs with the words long, short, wide, narrow, high, low. Introduce a rectangle by comparing it with a square. (See I.A. Pomaraeva, V.A. Pozina FEMP p.21) Lesson 2. Program content. Show the formation of the number 4 based on a comparison of two groups of objects expressed by the numbers 3 and 4; learn to count within 4. Expand ideas about a rectangle based on comparing it with a triangle. Develop thinking, attention, memory. (See I.A. Pomaraeva, V.A. Pozina FEMP p.23) Lesson 3. Program content. To consolidate the ability to count within 4, to introduce the ordinal value of the number, to learn to answer the questions “How much?”, “Which is the number?”, “In what place?”. Exercise in the ability to distinguish and name familiar geometric shapes: circle, square, rectangle, triangle. To reveal the meaning of concepts with concrete examples quickly, slowly. (See I.A. Pomaraeva, V.A. Pozina FEMP p.24) Lesson 4. Program content. Introduce the formation of the number 5, learn to count within 5. Consolidate ideas about the sequence of parts of the day. Develop imagination, observation. (See I.A. Pomaraeva, V.A. Pozina FEMP p.25)

5 December Lesson 1. Program content. Continue to learn to count within 5, introduce the ordinal value of the number 5. Learn to compare objects according to two signs of size (length and width), designate the comparison results with the words longer, wider, shorter, narrower. To improve the ability to determine spatial directions from oneself: above, below, left, right, in front, behind. (See I.A. Pomaraeva, V.A. Pozina FEMP p.28) Lesson 2. Program content. To fix the score within 5, to form ideas about the equality and inequality of two groups of objects based on the score. Continue to teach how to compare objects according to two signs of size (longer and wider), indicate the results of the comparison with the appropriate words: longer, wider, shorter, narrower. Exercise in distinguishing and naming familiar geometric shapes (cube, ball, square, circle). (See I.A. Pomaraeva, V.A. Pozina FEMP p.29) Lesson 3. Program content. Continue to form ideas about the ordinal value of the number (within 5), consolidate the ability to answer the questions “How much?”, “Which number?”, “In which place?”. Introduce the cylinder, learn to distinguish between a ball and a cylinder. Develop the ability to compare objects by color, shape, size. (See I.A. Pomaraeva, V.A. Pozina FEMP p.31) Lesson 4. Program content. Exercise in counting and counting objects within 5 according to the model. Continue to refine ideas about the cylinder, consolidate the ability to distinguish between a ball, a cube, a cylinder. Develop ideas about the sequence of parts of the day. (See I.A. Pomaraeva, V.A. Pozina FEMP p.32) Week 5 Lesson 5. Program content. Exercise in counting and counting objects within 5 according to the model and the named number. To acquaint with the spatial relations expressed by words far close. Develop attention, memory, thinking. (See I.A. Pomaraeva, V.A. Pozina FEMP p.33)

6 January Lesson 2. Program content. Exercise in counting sounds by ear within 5. Clarify ideas about spatial relationships far close. Learn to compare three objects in size, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words longest, shortest, shortest. (See I.A. Pomaraeva, V.A. Pozina FEMP p.34) Week 3 Lesson 3. Program content. Practice counting sounds within 5. Continue to learn to compare three objects in length, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the words longest, shortest, shortest. Exercise in the ability to distinguish and name familiar geometric shapes: circle, square, triangle, rectangle. (See I.A. Pomaraeva, V.A. Pozina FEMP p.35) Lesson 4. Program content. Practice counting by touch within 5. Explain the meaning of the words yesterday, today, tomorrow. Develop the ability to compare objects by color, shape, size and spatial arrangement. (See I.A. Pomaraeva, V.A. Pozina FEMP p.36) February Lesson 1. Program content. Continue to exercise counting by touch within 5. Consolidate ideas about the meaning of the words yesterday, today, tomorrow. Learn to compare 3 objects in width, arrange them in decreasing and increasing sequence, designate the comparison results with the words widest, narrowest, narrowest. (See I.A. Pomaraeva, V.A. Pozina FEMP p.37)

7 Lesson 2. Program content. Learn to count movements within 5. Exercise in the ability to navigate in space and designate spatial directions relative to oneself with the words: top, bottom, left, right, front, back. Learn to compare 4 5 objects in width, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the appropriate words. (See I.A. Pomaraeva, V.A. Pozina FEMP p.39) Lesson 3. Program content. Learn to reproduce the specified number of movements (within 5). Exercise in the ability to name and distinguish between familiar geometric shapes: circle, square, triangle, rectangle. Improve ideas about the parts of the day and their sequence. (See I.A. Pomaraeva, V.A. Pozina FEMP p.40) Lesson 4. Program content. To consolidate the ability to reproduce the specified number of movements (within 5). Learn to move in a given direction (forward, backward, left, right). Exercise in the ability to compose a holistic image of an object from separate parts. (See I.A. Pomaraeva, V.A. Pozina FEMP p.42) March Lesson 1. Program content. Strengthen the ability to move in a given direction. Explain that the result of the count does not depend on the size of the objects (within 5). Learn to compare objects by size (within 5), arrange them in decreasing and increasing sequence, designate the comparison results with the words largest, smaller, even smaller, smallest. (See I.A. Pomaraeva, V.A. Pozina FEMP p.43) Lesson 2. Program content. To consolidate the idea that the result of the count does not depend on the size of objects. Learn to compare three objects in height, arrange them in decreasing and increasing sequence, designate the results of the comparison with the words highest, lower, lowest. Develop thinking, attention, memory. (See I.A. Pomaraeva, V.A. Pozina FEMP p. 44)

8 Lesson 3. Program content. Show the independence of the counting result from the distance between objects (within 5). Exercise in the ability to compare 4-5 objects in height, arrange them in decreasing and increasing sequence, indicate the results of the comparison with the words highest, lower, lowest. Exercise in the ability to distinguish and name geometric shapes: a cube, a ball. (See I.A. Pomaraeva, V.A. Pozina FEMP p.45) Lesson 4. Program content. To consolidate the idea that the result of the count does not depend on the distance between objects (within 5). Introduce the cylinder by comparing it with a ball. Exercise in the ability to move in a given direction. (See I.A. Pomaraeva, V.A. Pozina FEMP p.46) Week 5 Lesson 5. Program content. Continue to reinforce the idea that the result of the count does not depend on the distance between objects (within 5). Introduce the cylinder by comparing it with a ball. Exercise in the ability to move in a given direction. (See I.A. Pomaraeva, V.A. Pozina FEMP p.46) April Lesson 1. Program content. Exercise in the ability to see equal groups of objects at different locations (within 5). Continue to introduce the cylinder by comparing it with a ball and a cube. Improve ideas about spatial relationships expressed in words far close. (See I.A. Pomaraeva, V.A. Pozina FEMP p.48) Lesson 2. Program content. Strengthen the skills of quantitative and ordinal counting within 5. Improve the ability to compare objects by size (within 5), arrange them in decreasing and increasing sequence, designate the results of the comparison with the appropriate words. Exercise in the ability to establish the sequence of parts of the day. (See I.A. Pomaraeva, V.A. Pozina FEMP p. 49)

9 Lesson 3. Program content. Practice counting and counting objects (within 5). Learn to correlate the shape of objects with geometric shapes: a ball and a cube. Develop the ability to compare objects by color, shape, size. (See I.A. Pomaraeva, V.A. Pozina FEMP p.50) Lesson 4. Program content. To consolidate the idea that the result of the calculation does not depend on the qualitative characteristics of the object. Exercise in the ability to compare objects by size (within 5), arrange them in decreasing and increasing order, designate the results of the comparison with the appropriate words. To improve the ability to navigate in space, to designate spatial relationships relative to oneself with appropriate words. (See I.A. Pomaraeva, V.A. Pozina FEMP p.51) Work to consolidate the material covered. May

10 Long-term planning for the educational area “ Speech development» Development of speech in the middle group Benefit: V.V. Gerbova The development of speech in kindergarten. Middle group. - M.: MOSAIC-SYNTHESIS, 2015.

September 11 Lesson 1 Conversation with children on the topic “Should I learn to speak?”. Help children understand what and why they will do in speech development classes. (see V.V. Gerbova The development of speech in kindergarten, p. 27) Lesson 2 Sound culture of speech: sounds from and from. Explain to children the articulation of the sound with, exercise in its correct, distinct pronunciation (in words, phrasal speech). (see V.V. Gerbova The development of speech in kindergarten, p. 28) Lesson 3 Teaching storytelling: “Our tumbler is going to work.” To teach children, following the plan for examining the toy, to talk about it with minimal help from the teacher. (see V.V. Gerbova Development of speech in kindergarten, p. 29) Lesson 4 Reading I. Bunin's poem "Falling Leaves". Continue to teach children to make up stories about the toy. Introduce a poem about early autumn, introducing poetry and developing a poetic ear. (see V.V. Gerbova The development of speech in kindergarten, p. 30) October Lesson 1 Reading K. Chukovsky's fairy tale "Telephone". Encourage children to read funny stories. Exercise in staging excerpts from the work. (see V.V. Gerbova Development of speech in kindergarten, p. 31)

12 Lesson 2 Sound culture of speech: sounds z and z. Exercise children in the pronunciation of an isolated sound z (in syllables, words); learn to pronounce the sound z firmly and softly; distinguish words with sounds z, z. (see V.V. Gerbova Development of speech in kindergarten, p. 32) Lesson 3 Memorizing the Russian folk song “Shadow Shadow Sweat”. Help children memorize and expressively read the song. (see VV Gerbova The development of speech in kindergarten, p. 33) Lesson 4 Reading poems about autumn. Compilation of stories describing toys. Introduce children to the perception of poetic speech. Continue to teach to talk about the toy according to a certain plan (by imitating the teacher). (see VV Gerbova The development of speech in kindergarten, p. 34) Week 5 Lesson 5 Reading poems about autumn. Compilation of stories describing toys. Introduce children to the perception of poetic speech. Continue to teach to talk about the toy according to a certain plan (by imitating the teacher). (see V.V. Gerbova The development of speech in kindergarten, p. 34) November Lesson 1 Reading the fairy tale "Three Little Pigs". To introduce children to the English fairy tale "The Three Little Pigs" (translated by S. Mikhalkov), to help understand its meaning and highlight the words that convey the fear of pigs and the suffering of a wolf scalded with boiling water.

13 (see V.V. Gerbova Development of speech in kindergarten, p. 35) Lesson 2 Sound culture of speech: sound c. Exercise children in pronouncing the sound q (isolated, in syllables, in words). Improve intonation expressiveness of speech. Learn to distinguish between words that begin with the sound ts, focusing not on the meaning of the word, but on its sound. (see V.V. Gerbova The development of speech in kindergarten, p. 36) Lesson 3 Storytelling based on the painting “Dog with puppies”. Reading poems about late autumn. To teach children to describe a picture in a certain sequence, to name a picture. Introduce children to poetry. (see VV Gerbova The development of speech in kindergarten, p. 38) Lesson 4 Compiling a story about a toy. Didactic exercise "What from what?". Check how children have developed the ability to compose a consistent story about a toy. Exercise children in the ability to form words by analogy. (see V.V. Gerbova Development of speech in kindergarten, p. 39) December Lesson 1 Reading to children the Russian folk tale “The Little Fox and the Wolf”. To acquaint children with the Russian folk tale “The Chanterelle Sister and the Wolf” (arr. M. Bulatov), ​​to help evaluate the actions of the heroes, to dramatize an excerpt from the work. (see V.V. Gerbova Development of speech in kindergarten, p. 43)

14 Lesson 2 Reading and memorizing poems about winter. Introduce children to poetry. Help children memorize and expressively read poems. (see V.V. Gerbova Development of speech in kindergarten, p. 44) Lesson 3 Teaching storytelling from the picture “This is a snowman!”. To teach children to compose stories according to the picture without repetitions and omissions of essential information; to consolidate the ability to come up with the name of the picture. (see V.V. Gerbova Development of speech in kindergarten, p. 45) Lesson 4 Sound culture of speech: sound sh. Show children the articulation of the sound sh, teach them to clearly pronounce the sound (in isolation, in syllables, in words); distinguish words with sh sound. (see V.V. Gerbova The development of speech in kindergarten, p. 46) Week 5 Lesson 5 Reading the Russian folk tale "Wintering" to children. Help children remember the Russians they know folk tales. Introduce the fairy tale "Zimovye" (in the arr. I. Sokolov Mikitov). (see V.V. Gerbova The development of speech in kindergarten, p. 48) January Lesson 2 Sound culture of speech: sound. Exercise children in the correct and clear pronunciation of the sound w (isolated, in onomatopoeic words); in the ability to identify words with the sound j. (see V.V. Gerbova Development of speech in kindergarten, p. 49)

15 Lesson 3 Teaching storytelling based on the picture "Tanya is not afraid of frost." Teach children to look at the picture and talk about it in a certain sequence; learn to come up with the name of the picture. (see V.V. Gerbova Development of speech in kindergarten, p. 50) Lesson 4 Reading your favorite poems. Memorizing A. Barto's poem "I know what to think of." Find out what program poems the children know. Help the children memorize the new poem. (see V.V. Gerbova The development of speech in kindergarten, p. 52) February Lesson 1 Mini quiz based on the fairy tales of K. Chukovsky. Reading the work "Fedorino grief". Help children remember the names and content of K. Chukovsky's fairy tales. To acquaint with the fairy tale "Fedorino's grief". (see V.V. Gerbova Development of speech in kindergarten, p. 53) Lesson 2 Sound culture of speech: sound h. Explain to children how to pronounce the sound h correctly, exercise in pronouncing the sound (in isolation, in words, verses). Develop children's phonemic awareness. (see V.V. Gerbova The development of speech in kindergarten, p. 53) Lesson 3 Compilation of stories based on the painting “In the meadow”. Help children look at and describe the picture in a certain sequence. Continue to form the ability to come up with a name for the picture. (see V.V. Gerbova Development of speech in kindergarten, p. 55)

16 Lesson 4 "Lesson of courtesy". Tell the children about how it is customary to meet guests, how and what is better to show the guest so that he does not get bored. (see V.V. Gerbova Development of speech in kindergarten, p.56) March Lesson 1 We are getting ready to celebrate spring and International Women's Day. Introduce children to A. Pleshcheev's poem "Spring". Exercise in the ability to congratulate women on the holiday. (see V.V. Gerbova Development of speech in kindergarten, p. 59) Lesson 2 Sound culture of speech: sounds uh. Exercise children in the correct pronunciation of the sound u and differentiation of sounds uh (see V.V. Gerbova Development speeches in kindergarten, p.60) Lesson 3 Russian fairy tales (mini - quiz). Reading the fairy tale "The Cockerel and the Beanstalk". Help children remember the names and content of fairy tales they already know. Introduce the fairy tale "The Cockerel and the Beanstalk". (see V.V. Gerbova The development of speech in kindergarten, p. 61) Lesson 4 Compiling stories based on the picture. Check if the children are able to follow a certain sequence, making up a story based on a picture; whether they understood what it means to title a picture. (see V.V. Gerbova Development of speech in kindergarten, p. 62)

17 Week 5 Lesson 5 Compilation of stories based on the picture. Check if the children are able to follow a certain sequence, making up a story based on a picture; whether they understood what it means to title a picture. (see V.V. Gerbova The development of speech in kindergarten, p. 62) April Lesson 1 Reading to children the fairy tale by D. Mamin Sibiryak “The Tale of Komar Komarovich A long nose and about Shaggy Misha Short Tail. To acquaint children with the author's literary fairy tale. Help them understand why the author names the mosquito so respectfully. (see V.V. Gerbova Development of speech in kindergarten, p. 63) Lesson 2 Sound culture of speech: sounds l, l. Exercise children in clearly pronouncing the sound l (in sound combinations, words, phrasal speech). improve phonemic perception learn to define words with sounds l, l. (see V.V. Gerbova Development of speech in kindergarten, p. 63) Lesson 3 Teaching storytelling: work with a picture matrix and handout pictures. To teach children to create a picture and talk about its content, to develop creative thinking. (see V.V. Gerbova Development of speech in kindergarten, p. 65) Lesson 4 Memorizing poems. Help the children memorize and expressively read one of the poems. Memorizing the poem by Y. Kushak "Deer". Memorization of the Russian folk song "Grandfather wanted to cook the ear." (see V.V. Gerbova Development of speech in kindergarten, p. 65)

18 May Lesson 1 Victory Day. Find out what the children know about this great holiday. Help memorize and expressively read the poem by T. Belozerov “Victory Holiday”. (see V.V. Gerbova Development of speech in kindergarten, p. 68) Lesson 2 Sound culture of speech: sounds p, p (with a speech therapist). Exercise children in a clear and correct pronunciation of the sound p (in isolation, in pure words, in words). (see V.V. Gerbova The development of speech in kindergarten, p. 69) Lesson 3 “We say goodbye to the preparatory students.” Pay attention to children who leave kindergarten, wish them a good journey. (see VV Gerbova The development of speech in kindergarten, p. 70) Lesson 4 Literary koleidoscope. Find out if children have favorite poems, fairy tales, stories; Do they know riddles and rhymes? (see V.V. Gerbova Development of speech in kindergarten, p. 71)

19 Long-term planning for the educational area "Artistic and aesthetic development" (modelling/applique, drawing) in the middle group Benefits: Komarova T.S. Visual activity in kindergarten: Middle group. M.: MOSAIC-SYNTHESIS, 2014

20 September Drawing "Draw a picture about the summer" To teach children to reflect their impressions using accessible means. To fix the techniques of drawing with a brush, the ability to properly hold the brush, rinse it in water, drain it on a rag. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 23) Application “Beautiful flags” To form the ability to work with scissors: hold them correctly, squeeze and unclench the rings, cut the strip along the narrow side into equal segments of the flags. To fix the techniques of neat gluing, the ability to alternate images by color. Develop a sense of rhythm and a sense of color. Cause a positive emotional response to the created images. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 25) Drawing “Apples ripened on an apple tree” Learn to draw a tree, conveying its characteristic features: a trunk, long and short branches diverging from it. Learn to convey the image of a fruit tree in a drawing. Fix drawing techniques with pencils. Learn how to quickly draw foliage. Lead to an emotional aesthetic assessment of their work. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 25) Sculpting “Large and small carrots” To teach children to sculpt elongated objects, tapering to one end, slightly pulling and narrowing the end with their fingers. To consolidate the ability of children to sculpt large and small objects, to carefully handle the material for modeling. Develop children's creativity. Introduce children to the visual arts. (see T.S. Komarova Visual activity in kindergarten p. 24)

21 Drawing "Beautiful flowers" To develop observation, the ability to choose a subject for the image. Learn to transfer parts of a plant in a drawing. To consolidate the ability to draw with a brush and paints, hold the brush correctly, rinse it well and dry it. Improve the ability to consider drawings, choose the best. Develop aesthetic perception. Cause a feeling of pleasure, joy from the created image. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 27) Application “Decorate a napkin” Learn to make a pattern on a square, filling in the middle and corners with elements. Learn to cut the strip in half, after folding it; hold the scissors correctly and use them correctly. Develop a sense of composition. Strengthen the ability to carefully stick parts. Lead to an aesthetic assessment of the work. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 30) Drawing “Colored balls (round and oval)” Continue to acquaint children with the methods of depicting oval and round objects; learn to compare these forms, highlight their differences. Learn to convey in the drawing the distinctive features of a round and oval shape. Strengthen the skills of accurate painting. Exercise in the ability to paint over, lightly touching the paper with a pencil. To cultivate the desire to bring what has been started to the end, to achieve a good result. Develop children's creativity. Introduce children to the visual arts. (see T.S. Komarova Visual activity in kindergarten p. 30) Week 5 Sculpting “Apples and berries (“Peaches and apricots”)” To consolidate the ability of children to sculpt round objects of various sizes. Learn to convey impressions of the environment in modeling. To cultivate a positive attitude towards the results of their activities, a benevolent attitude towards the drawings created by their peers. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 23)

22 October Drawing by design. To teach children to independently choose the theme of their drawing, bring their plans to the end, hold the pencil correctly, paint over small parts of the drawing. Develop creativity and imagination. (see T.S. Komarova Visual activity in kindergarten p. 38) Sculpting "Mushrooms" Strengthen the ability of children to sculpt familiar objects using the modeling techniques learned earlier (rolling clay in straight and circular motions, flattening with palms, sculpting with fingers) to clarify the shape . Lead to a figurative assessment of work. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 32) Drawing “Golden Autumn” Teach children to depict autumn. Exercise in the ability to draw a tree, a trunk, thin branches, autumn foliage. Strengthen technical skills in drawing with paints (lower the brush with all the pile into a jar of paint, remove an extra drop from the edge of the jar, rinse the brush well in water before picking up another paint, blot it on a soft cloth or paper napkin, etc.). Bring children to the figurative transmission of phenomena. Cultivate independence and creativity. To evoke a feeling of joy from bright, beautiful drawings. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 31) Application “Decoration of a handkerchief” Learn to highlight the corners, sides of the square. To consolidate knowledge of round, square and triangular shapes. Practice choosing colors. Learn to transform the shape by cutting a square into triangles, a circle into semicircles. Develop compositional skills, color perception, creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 34) Drawing “Fairytale Tree” Teach children to create a fabulous image in a drawing. Exercise in the ability to convey the correct structure of the tree. Strengthen the ability to accurately paint over. Develop imagination, creativity, speech. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 33)

23 Modeling "Treat for dolls" To develop figurative representations in children, the ability to choose the content of the image. To teach to transfer the selected object in modeling, using the techniques learned earlier. Continue to develop the ability to work accurately. To cultivate the desire to do something for others, to form the ability to combine the results of their activities with the work of their peers. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 35) Decorative drawing“Apron Decoration” To teach children to make a simple pattern on a strip of paper from elements of folk ornament. Strengthen technical skills in painting with paints. Develop color perception, figurative representations, creativity, imagination. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 34) Application “Boats are sailing on the river” (“Fishing boats went to sea”, “Yachts on the lake”) Develop the ability of children to create an image of objects by cutting corners from rectangles . Consolidation of the ability to compose beautiful composition, carefully paste the images. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 35) Drawing “Testicles are simple and golden” To consolidate knowledge of the oval shape, the concepts of “dull”, “sharp”. Continue to teach the technique of drawing an oval shape. Exercise children in the ability to accurately paint over the drawings. Bring to the figurative expression of the content. Develop imagination. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 36) November Modeling "Plums and lemons" Continue to enrich children's ideas about oval-shaped objects and their image in modeling. To fix the techniques of sculpting oval-shaped objects, different in size and color. Strengthen the ability to work carefully. Develop figurative representations, aesthetic perception. Develop children's creativity. Engage in fine arts.

24 (see T.S. Komarova Visual activity in kindergarten p. 39) Drawing “The house in which you live” Teach children to draw a big house, convey the rectangular shape of the walls, rows of windows. Develop the ability to complement the image based on the impressions of the surrounding life. Make children want to look at their drawings, express their attitude towards them. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten) Application " Big house»To consolidate the ability of children to cut a strip of paper in a straight line, cut corners, make an image from parts. Learn to create an image in the application big house. To develop in children a sense of proportion, rhythm. To fix the techniques of accurate gluing. To teach children when looking at work to see the image. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 39) Decorative drawing "Decorating a sweater" (Option. Drawing "Decorate the skirt of a Dymkovo young lady") Strengthen the ability of children to decorate items of clothing using lines, strokes, dots, circles and other familiar elements; decorate clothes cut out of paper with decorated stripes. Learn to match colors to match the color of the sweater. Develop aesthetic perception, independence, initiative. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 40) Modeling “Different fish” To form in children the ability to convey in modeling the distinctive features of different fish that have the same shape, but slightly differ from each other in proportions. To consolidate the techniques and methods of modeling previously learned by children; ability to work accurately. Develop children's creativity. Introduce children to the visual arts. (see T.S. Komarova Visual activity in kindergarten p. 42) Drawing “Little Gnome” Teach children to convey in the drawing the image of a little forest gnome man, composing an image from simple parts: a round head, a cone-shaped shirt, a triangular cap, straight arms while respecting the ratio in magnitude in a simplified form. Strengthen the ability to draw with paints and a brush. Lead to a figurative assessment of finished works. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 42)

25 Application “How we all collected a full basket of mushrooms together” (collective composition) To teach children to cut off the corners of the square, rounding them. To consolidate the ability to hold the scissors correctly, cut them, carefully stick parts of the image in the application. Lead to a figurative solution, a figurative vision of the results of work, to their evaluation. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 41) Drawing “Fish swim in an aquarium” Teach children to depict fish swimming in different directions; correctly convey their shape, tail, fins. To consolidate the ability to draw with a brush and paints, using strokes of a different nature. Cultivate independence and creativity. Learn to mark expressive images. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 43) Week 5 Sculpting "Duck" (According to the Dymkovo toy) Introduce children to Dymkovo toys (ducks, birds, goats, etc.), pay attention to the beauty of the streamlined forms, specific color painting. Develop aesthetic sense. Learn to convey the relative size of the parts of the duck. To fix the techniques of lubrication, smoothing, flattening (duck's beak). (see T.S. Komarova Visual activity in kindergarten p. 43) December Drawing “Who lives in what house” (“Who has what house”) Develop children's ideas about where insects, birds, dogs and other living things live creatures. Learn to create images of objects consisting of rectangular, square, triangular parts (birdhouse, beehive, kennel, booth). Tell the children about how people take care of animals. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 45) Application “Cut out and paste the building you want” To form the ability to create a variety of images of buildings in the application. Develop imagination, creativity, a sense of composition and color. Exercise in cutting strips in a straight line, squares diagonally. Learn to think over the selection of details in shape and color. To fix the techniques of accurate gluing. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 46) Drawing "Snow Maiden"

26 To teach children to portray the Snow Maiden in a fur coat (the fur coat is expanded from top to bottom). To consolidate the ability to draw with a brush and paints, apply one paint to another after drying, when decorating a fur coat, cleanly washing the brush and drain it by blotting on a rag or napkin. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 47) Modeling “Big duck with ducklings” (Collective composition) Continue to acquaint children with Dymkovo products (duck with ducklings, rooster, turkey and others). Learn to highlight the elements of decorating toys, to notice the beauty of the form. Arouse the desire to sculpt toys. Learn to sculpt figures on a stand, convey the difference in the size of objects and individual parts, divide the clay in the appropriate proportion. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 48) Drawing “New Year's greeting cards” Teach children to independently determine the content of the drawing and depict what is planned. Reinforce drawing techniques. Cultivate initiative, independence. To develop aesthetic feelings, fantasy, a desire to please loved ones, a positive emotional response to a self-created image. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 48) Application "Christmas tree beads" To consolidate children's knowledge of round and oval shapes. Learn to cut the corners of rectangles and squares to get oval and round beads; alternate beads different shapes; stick neatly, evenly, in the middle of the sheet. Develop imagination, creativity, a sense of composition and color. Improve the ability to think through the selection of details in shape and color. Develop children's creativity. Introduce children to the visual arts. (see T.S. Komarova Visual activity in kindergarten, p. 49) Drawing “Our smart Christmas tree” Learn to convey in the drawing the image of a smart Christmas tree. To form the ability to draw a Christmas tree with branches extending downwards. Learn to use paints of different colors, carefully apply one paint to another only after drying. Lead to an emotional assessment of the work. Cause a feeling of joy when perceiving the created drawings. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 50) 5 week

27 Sculpting "Bird" To teach children to sculpt a bird from clay, conveying the oval shape of the body; pull and pinch small parts: beak, tail, wings. Strengthen the skills of accurate work. Learn to note the diversity of the resulting images, enjoy them. Develop children's creativity. Introduce children to the visual arts. (see T.S. Komarova Visual activity in kindergarten p. 51) January Application “Beautiful pyramids were brought to the store” Exercise children in cutting out rounded shapes from squares (rectangles) by smoothly rounding the corners. To consolidate the techniques of possession of scissors. Learn to choose colors, develop color perception. Learn to arrange circles from largest to smallest. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 52) Drawing “Spreading Tree” Teach children to use different pressure on the pencil to depict a tree with thick and thin branches. Cultivate the desire to achieve good results. Develop figurative perception, imagination, creativity. Introduce children to the visual arts. (see T.S. Komarova Visual activity in kindergarten p. 52) Sculpting “Girl in a long fur coat” Teach children to convey the figure of a person in modeling, observing the ratio of parts in size. To consolidate the ability to roll clay between the palms; sculpt with your fingers, give the figure the desired shape; connect the parts, pressing them tightly against each other, and smooth the bonding points. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 55) Drawing “Draw whatever toy you want” Develop the ability to think about the content of the drawing, create an image, transferring the shape of the parts. Strengthen the skills of drawing with paints. Learn to look at drawings, choose the ones you like, explain what you like. Cultivate independence. Develop creativity, imagination, the ability to talk about the created image. To form a positive emotional attitude to the created drawings. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 56)

28 Application "Bus" To consolidate the ability of children to cut out the necessary parts to create an image of an object (object). To consolidate the ability to cut corners of a rectangle, rounding them (bus body), cut a strip into identical rectangles (bus windows). Develop the ability to compose your idea. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 54) Decorative drawing "Decoration of a handkerchief" (Based on the Dymkovo painting) Introduce children to the painting of the Dymkovo toy (young lady), learn to highlight the elements of the pattern (straight lines, intersecting lines, dots and smears). Learn to evenly cover the sheet, with continuous lines (vertical and horizontal), put strokes, dots and other elements in the resulting cells. Develop a sense of rhythm, composition, color; creation. To attach to the fine arts (see T.S. Komarova Visual activity in kindergarten, p. 57) February Modeling according to plan Continue to develop independence, imagination, creativity. To fix modeling techniques, the ability to carefully use the material. (see T.S. Komarova Visual activity in kindergarten p. 63) Drawing “Decorate the strip with flags” To consolidate the ability of children to draw rectangular objects, to create the simplest rhythm of images. Exercise in the ability to carefully paint over the drawing using the technique shown. Develop aesthetic feelings, sense of rhythm, composition; creation. To introduce to the fine arts (illustrations in children's books). (see T.S. Komarova Visual activity in kindergarten p. 58) Application “Flying Aircraft” (collective composition) Teach children to correctly compose images from details, find the place of one or another detail in common work stick carefully. To consolidate knowledge of the shape (rectangle), learn to smoothly cut its corners. To evoke the joy of creating a picture together. Develop children's creativity. To attach to the fine arts (pick up the appropriate illustrations in books and albums). (see T.S. Komarova Visual activity in kindergarten p. 60)

29 Drawing “How we played the outdoor game “Homeless Hare” Develop the imagination of children. To form with the help of expressive means (shape, position of the object in space) to convey in the drawing the plot of the game, images of animals. Continue to generate interest in a variety of creative activities. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 71) Modeling “The birds flew to the feeder and peck grains” (collective composition) Teach children to convey a simple pose in modeling: tilting the head and body down. To consolidate the previously mastered techniques of modeling. Learn to combine your work with the work of a friend in order to convey a simple plot, a scene. Strengthen the skills of accurate work. Cause a positive emotional response to the result of joint activities. Develop children's creativity. Engage in fine arts. Review with children illustrations in children's books on the relevant topic. (see T.S. Komarova Visual activity in kindergarten p. 61) Drawing “Beautiful bird” Teach children to draw a bird, conveying the shape of the body (oval), parts, beautiful plumage. Practice painting with paints and brushes. Develop figurative perception, imagination. Expand the idea of ​​​​beauty, figurative representations. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 61) Application “Cutting and gluing a beautiful flower as a gift to mom and grandmother” Learn to cut and paste a beautiful flower: cut out parts of the flower (cutting the corners by rounding or obliquely), make a beautiful picture out of them. Develop a sense of color, aesthetic perception, figurative representations, imagination. Cultivate attention to relatives and friends. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 63) Drawing “The girl is dancing” to teach children to draw a human figure, betraying the simplest ratios in size: the head is small, the body is large: the girl is dressed in a dress. To teach to depict simple movements (for example, a raised hand, a hand on a belt), to fix painting techniques with paints (even continuous lines in one direction, felt-tip pens, colored crayons. Encourage a figurative assessment of imaginations. Develop children's creativity. Introduce children to the fine arts. (see TS Komarova Graphic activity in kindergarten p. 60)

30 March Sculpting "Bowl" Teaching children to sculpt using familiar techniques (rolling a ball, flattening) and new indentation and pulling of the edges, aligning them with your fingers. To consolidate the previously mastered techniques of modeling. Develop children's creativity. Introduce children to the visual arts. (see T.S. Komarova Visual activity in kindergarten p. 66) Drawing “Beautiful flowers bloomed” Learn to draw beautiful flowers using a variety of shaping movements, working with the whole brush and its end. Develop aesthetic feelings (children should carefully take the color of paint), a sense of rhythm, an idea of ​​\u200b\u200bbeauty. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Graphic activity in kindergarten p. 64) Decorative appliqué on a square Learn to make a pattern on a square, rhythmically arranging geometric shapes in the corners, in the middle, along the edges; transform shapes by cutting them (a square into two triangles, a rectangle into two squares). Fix cutting techniques. Develop independence and creativity. Engage in fine arts. Decorative drawing “Let's decorate the doll with a dress” Teach children to make a pattern from the familiar elements of Dymkovo painting (dots, circles, straight and wavy lines). Develop creativity, aesthetic perception, imagination. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 68) Modeling "Lamb" (based on the Filimonovo toy) Introduce Filimonov toys (birds, animals). Induce positive emotional attitude towards them. Learn to highlight the distinctive features of these toys: beautiful smooth shapes, bright elegant stripes. Arouse the desire to mold such a toy. To consolidate the previously mastered techniques of modeling. Strengthen the skills of accurate work. Introduce children to the visual arts. (see T.S. Komarova Visual activity in kindergarten, p. 74) Decorative drawing “Decorate your toys” Develop aesthetic perception. Continue to acquaint children with Dymkovo toys, teach them to note their characteristic features, highlight the elements of the pattern: circles, rings, dots, stripes. To consolidate the children's idea of ​​\u200b\u200bbright, elegant,

31 festive colors of toys. To fix the techniques of drawing with a brush. Develop children's creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 62) Application “Cut out and paste what is round and oval (or objects consisting of parts of a round and oval shape)” Learn to choose a theme of work in accordance with certain conditions. Develop creativity and imagination. Exercise in cutting the corners of a rectangle and a square, rounding them. Strengthen the skills of accurate gluing. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten, p. 66) Drawing “Kids ran out for a walk on a green meadow” Continue to teach children to draw four-legged animals. To consolidate the knowledge that all four-legged animals have an oval-shaped body. Learn to compare animals, to see the common and different. Develop figurative representations, imagination, creativity. Learn to convey fabulous images. To fix the techniques of work with a brush and paints. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 69) 5 week Sculpting "Bunnies in a clearing" Teach children to sculpt an animal; convey the oval shape of his torso, head, ears. To fix the techniques of modeling and connecting parts. Develop the ability to create a collective composition. Develop figurative representations, imagination. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 70) April Drawing “Draw whatever picture you want” Teach children to think about the content of the drawing, bring their idea to the end. Cultivate independence and creativity. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 82)

32 Modeling "Bowls for three bears" To teach children to sculpt objects of the same shape, but of different sizes. Practice making bowls. Practice modeling techniques: rolling and flattening, deepening by pressing, leveling the edges with your fingers. Learn to separate lumps corresponding to the size of future objects. Learn to create objects for a dramatization game based on a fairy tale. Develop children's creativity. Introduce children to the visual arts. (see T.S. Komarova Visual activity in kindergarten, p. 73) Drawing “Fairy-tale house teremok” Teach children to convey the image of a fairy tale in a drawing. To develop figurative representations, imagination, independence and creativity in the image and decoration of a fairy-tale house. Improve decoration techniques. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 72) Application "Riddles" Strengthen the ability of children to correlate flat geometric shapes with the shape of parts of objects, compose an image from finished parts, cut out small details on their own. Practice careful gluing. Develop creativity, figurative perception, figurative representations, imagination. Engage in fine arts. (see T.S. Komarova Visual activity in kindergarten p. 73) Drawing “My favorite sun” Develop figurative representations, imagination of children. To consolidate the previously learned techniques of drawing and painting over images. Develop children's creativity. Introduce children to the visual arts. (see T.S. Komarova Visual activity in kindergarten p. 74)

Long-term planning 0 0 "Artistic and aesthetic development" (sculpting, drawing, appliqué)" in the middle group. Type of activity Month Topic of the lesson Sculpting September 1. Apples and berries (“Peaches and apricots”)

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AGREED APPROVED BY THE PEDAGOGICAL COUNCIL HEAD MBDOU 11 G.A. KRAMSKOV PROTOCOL 1 OF 01.09.2015 ORDER 65 OF 01.09.2015 WORKING PROGRAM For the implementation of the program "From Birth to School" Educational