Long-term plan 2nd junior group according to the Federal State Educational Standard. Long-term planning in the second junior group

Long-term lesson plan for speech development in the 2nd junior group, “Rainbow” program - part one (autumn)

September

1. Topic: “We are celebrating a housewarming party” (etiquette)
Purpose: To acquaint children with the location of the group, talk about the purpose of corners and furniture. Together with the children, hang up symbols indicating the zones. Involve children in dialogue, teach how to communicate with adults. Give the first skills of communication etiquette.
Part 2: Speech game“Acquaintance” - rules of speech behavior during acquaintance.
See "Fun Etiquette" page 7

2. Topic: “Merry Bun” (fiction)
Goal: To involve children in role-playing dialogue while telling a familiar fairy tale. Reinforce the rules of speech behavior during acquaintance.
Introduce the first skills of inventing the content of a fairy tale with new characters (what would happen if a bun met a squirrel?).
Part 2: Educational game “Multi-colored chest” - teaching children the skills of agreeing nouns and adjectives.
See Arushanov “Speech and verbal communication” p.51

3. Topic: “Wonderful basket” (examination of objects)
Goal: Examine vegetables with children, pay attention to their appearance and distinctive features. Learn to distinguish them by color and shape. Develop tactile skills while examining vegetables. Give the concept: vegetables, garden, plant.
Part 2: Educational game “Vegetable Garden” - group objects by symbol, indicating color and shape.

4. Topic: “Whom we met in the forest” (work with paintings)
Goal: Lesson with thematic pictures from the “Wild Animals” series.
To develop the concept of “wild animals” in children.
Learn to recognize animals in pictures, talk about the distinctive features of each animal. Pay attention to the children’s ability to construct sentences of 2-3 words (the gray wolf growls, the white bunny jumps).
Part 2: Educational game “Who shouts how”, “Who moves how”.
See L. N. Pavlova “Speech and Thinking.”

October

1. Topic: “Let’s make soup from delicious vegetables” (examination of objects)
Goal: Continue to get acquainted with vegetables: turnips, onions, carrots, cabbage.
Introduce the word “vegetables” into active speech.
Offer to participate in the dramatization of A. Tuwim’s poem “The Mistress Came from the Market One Day.” Develop role-playing dialogue.
Part 2: Reading the nursery rhyme “A turnip was born.”
see Gerbova lesson 10, Pavlova p.94.

2. Topic: “Staging the fairy tale “The Little Goats and the Wolf” (fiction)
Goal: Invite to enter into a conversation on topics of interesting impressions, respond to figurative words, and participate in the telling of a fairy tale.
In plastic sketches, correlate words with the expressiveness of movements. Develop creative and speech skills.
Part 2: Learning the goat song.
See Arushanov “Speech and verbal communication.”

3. Topic: “Let’s play with Parsley” (sorting out the confusion)
Purpose: Educational game for grouping objects by purpose: clothes, toys, shoes. Draw the children's attention to a comical situation (Petrushka has boots on his head, socks on his hands, etc.). Teach children to eliminate inaccuracies and understand humor.
Part 2: Educational game “What is where” - agreement of nouns with prepositions.

4. Topic: “Pied Hen” (based on a nursery rhyme)
Goal: To expand the understanding of domestic animals and birds, using works of Russian folklore, to activate speech, and to encourage repetition of folklore texts in parts. Develop expressiveness of speech and movements.
Part 2: Educational game “Game with animal figures”
see Pavlova “Early childhood” p.95

5. Theme: “Festival of Magic Tangles” (surprise)
Chain: Teach children to look at the proposed objects - balls.
Based on life experience, tell us: what they are needed for, what can be connected from them. Consider with your children the clothes that their parents knitted from threads, create a joyful mood of pride in their loved ones. Organize a fashion show.
Part 2: Educational game “Wind up a ball”, “Roll a ball”.

6. Topic: “Trip to the autumn park” (nature)
Goal: To introduce children to the surrounding nature, pay attention to autumn signs, read poems and proverbs. Choose a tree to watch over the seasons - give it a name, offer to care for it. Instill love for your native land.
Part 2: Educational game “1, 2, 3 - run to the tree.”

7. Topic: “My body”
Goal: To cultivate a sense of self-determination in the objective world, awareness of one’s body, comparison of one’s body with a doll. Explain the purpose of the main organs: arms, legs, eyes, ears, nose. Give the first skills to maintain your health.
Part 2: Educational game “My Body” on valeology.
See “The ABCs of Communication” page 190

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

November

1. Topic: “Kitten, kitten, cat” (ios)
Purpose: Offer children a live kitten to observe, pay attention to its appearance, compare it with a toy, note similarities and differences.
Create a joyful mood from communicating with a living object. Develop observation skills and the ability to construct sentences from 2-3 words.
Part 2: Learning the nursery rhyme “Kitten, kitten, cat.”

2. Topic: “The horned goat is coming” (examining the painting)
Purpose: To introduce children to a pet - a goat, and invite them to look at it in the picture. Learn to consistently examine an object, noting its characteristic features (a goat has horns - they are straight and sharp). Pay attention to children's ability to build short stories according to the picture, complementing the teacher’s story.
Part 2: Educational game “Who has who” - (from the goat-goat) - the grammatical structure of speech.
See Gerbova, lesson No. 23

3. Topic: “Who said meow?” (fiction)
Goal: To teach children to perceive text, to reproduce familiar passages from the text. Develop attention and expressiveness of speech. Learn to answer questions based on the text. Give the opportunity to characterize the characters (the dog is small, stupid).
Part 2: ZKR “Who Shouts How.”

4 Topic: “Like in our yard” (sound culture of speech - ZKR)
Goal: To teach children to clearly pronounce the sound “a” in isolation, in words.
Recognize a familiar sound in surrounding noise.
Part 2: Reading poems with children.
See D/v 8 – 98 lesson No. 3.

5. Topic: “Revolt in the toy kingdom” (problem lesson)
Goal: Using a problem situation, activate children’s speech, evoke a desire to take care of their toys, and tidy them up.
Part 2: Riddles about toys - develop imagination.
See Gerbov “Learning to Speak” lesson No. 2.

6. Topic: “Friendly family” (nature)
Goal: To introduce children to the concept of “houseplant”. Offer to consider the indoor flower “Friendly Family”, give the concept: leaves, root, flower. Tell us about ways to care for it. Offer to compare the name of the plant with the child’s family. Develop observation skills and a desire to care for indoor plants.
Part 2: “Where the butterfly hid” - orientation in space.

7. Topic: “Inept toys” (analysis of confusion)
Goal: Invite children to help inept toys behave correctly when visiting. Pay attention to the rules of behavior and the appearance of toys.
Teach children to understand comical situations. Develop ethical behavior when visiting and an understanding of humor.
Part 2: Educational game “Who needs what for work.”

8. Topic> “Bubble Festival”
Goal: To create a joyful, cheerful mood from communicating with the holiday.
Teach children to participate in collective holidays, to be happy for themselves and their comrades. Tell children how bubbles appear, why they fly, and why they are dangerous for spoiled children.
Part 2: Blowing bubbles.

About everything in the world:

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

Section materials

Plans for the younger group.

Long-term (approximate comprehensive thematic) planning of work in 2 younger group compiled on the basis of the educational program edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva "From birth to school." In accordance with the Federal State Educational Standard for Preschool Education, such planning allows for the development of the child’s personality and reveals the individual capabilities of each child.

According to modern trends in the education system, a teacher has the opportunity to creatively organize the process of education and training. In this regard, the long-term plan in the 2nd junior group contains a list of tasks corresponding to a certain thematic period, as well as program content implemented in the course of educational activities.

Construction educational process around one topic for 2-3 weeks allows you to maximize the potential of children and achieve the best results, as well as introduce a regional component.

Volume of educational load

According to the “From Birth to School” program, the amount of educational load per day does not exceed 30 minutes; the teacher has the opportunity to organize educational activities at a time convenient for him and the children, focusing on the program content and topic of the period. Long-term planning in the 2nd junior group reflects the objectives of educational activities:

• physical training 2 times a week indoors, 1 time outdoors,
• familiarization with the surrounding world once a week (subject environment, familiarization with nature),
• formation of elementary mathematical concepts once a week,
• speech development once a week,
• drawing once a week,
• modeling once every two weeks,
• application once every two weeks,
• music 2 times a week.

When planning work in the 2nd junior group, it is necessary to take into account that the block of interaction between an adult and children in various types of activities contains constructive-model, play, cognitive-research activities and reading fiction.

Activities aimed at consolidating the material proposed during educational activities are reflected in the calendar plan for the 2nd junior group and correspond to five educational areas: social and communicative development, cognitive development, speech development, artistic, aesthetic and physical development. Topics of the week calendar plan correspond to the themes of the weeks and thematic periods, presented in the long-term planning for.

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

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

• Approximate comprehensive thematic planning for the program “From birth to school”, junior group, for classes with children 3-4 years old. Complies with Federal State Educational Standard, ed. 2016
• An exemplary general educational program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, complies with the Federal State Educational Standard, ed. year 2014.

Check out a fragment of the long-term plan

MDOU "Kindergarten of a general developmental type" in the village of Kajerom

Long-term planning for theatrical activities with children in the second junior group

teacher

Ryzhenko E.G.

Preschool children learn the world more with the heart, emotions, feelings than with the mind. That is why the main activity of children is play. Preschoolers are happy to try on different roles, drawing on their little life experience.

Children can imitate the characters of their favorite cartoons, fairy tales, and repeat the behavior of adults, for example, transform into a doctor, a store clerk, or a teacher. In order for games to bring educational and educational benefits, kindergartens provide planning for such work. A card index of theatrical games in the second junior group will help the teacher effectively organize the activities of four-year-old pupils. How to compose such a methodological manual and how to use it is in our article.

Theatrical games for children in the younger group of preschool educational institutions

Why do children need theatrical games? Such activities solve a whole range of tasks set by the program and the Federal State Educational Standard:

• social adaptation is formed (children learn to communicate with peers, listen to others, argue their own opinions, etc.);
• knowledge of the surrounding world (preschoolers become acquainted with a variety of areas of knowledge during play);
• speech development (kids learn to form sentences, control voice strength and intonation, etc.);
• development of creative abilities and aesthetic taste.

It should be clarified that theatrical games are not only performances. The content includes different forms and types of work with children. These could be the following games:

• articulatory;
• fingered;
• pantomimes;
• recitation of small literary forms;
• puppet shows;
• mini-productions.

Planning theatrical activities in preschool educational institutions

The educational process, according to the Federal State Educational Standard, provides for all of the games listed above to be carried out in a group of children of the specified age. Therefore, the teacher will have to think through a plan for organizing such activities. A card index of theatrical games in the second junior group with goals will help with this. This manual should be structured, choosing the most interesting activities. Below we offer several effective entertaining theatrical games.

Articulation gymnastics

This type of activity promotes the development of articulation and strengthens facial muscles.

Card index of theatrical games for children in preschool educational institutions

The card file of theatrical games in the second junior group may contain the following types of work aimed at:

Development of the speech apparatus

"Hamster." When the teacher says the words: “Eat up, hamster, a freshly picked pod,” the children puff out their cheeks and roll the air from one side to the other.

"Dog". Children are asked to stick out their tongue “like a dog.”

“The cat drinks milk” - an imitation of lapping milk with the tongue.

Finger games

Games aimed at developing fine motor skills are widely used in kindergarten. An interesting type of activity for four-year-olds would be finger theater. With the help of small dolls, you can play out fairy tales familiar to kids, such as “Kolobok”, “Turnip”, “Teremok”, “Goat Tree” and others.

Shadow theater also helps develop speech and creativity. It will still be difficult for children in their fourth year of life to demonstrate a whole fairy tale like this. But you can invite kids to repeat certain elements, for example, to depict the flight of a bird, a dog, a deer.

Pantomimes

Gestures and facial expressions contribute to the development of the child’s emotional sphere, communication abilities, and adaptation to a group of peers. The organization of such activities can take place both in the playroom, during music classes, and during a walk.

We offer a theatrical pantomime game: “What we ate (did, sculpted, where we were) - we won’t say, it’s better we’ll show you as soon as possible!” The rules of the game are simple: the teacher asks the children to choose a card with an image at random. Then, in turn, each child demonstrates, using facial expressions and gestures, what is drawn on his card. The rest of the participants guess.

Recitation of nursery rhymes, jokes, poems

The catalog of theatrical games in the second junior group according to the Federal State Educational Standard necessarily includes such forms of work as playing out nursery rhymes and jokes. Children take part in such fun games with pleasure. For children three to four years old, the following works are recommended: “The White-sided Magpie”, “Our Chickens in the Morning...”, “The Little Gray Cat”, “Lada-Lada-Okay” and others.

Theatrical performances

The catalog of theatrical games in the second junior group includes puppet and staged performances. But such activities require lengthy preparation and proper organization. In addition, certain material and technical equipment is required.

An effective way to develop the creative potential of four-year-old children and consolidate their communication and speech skills is to use in pedagogical practice such type of activity as theatrical games in the second junior group. The card index helps the teacher structure planned activities with children and organize work correctly and effectively.

Long-term planning for theatrical activities with children in the second junior group

SEPTEMBER

Game-activity for children 3-5 years old. "Cat and her kittens"

Goals: introduce the fairy tale “Cat and Kittens” and theater on flannelgraph; develop empathy; teach to listen carefully to a fairy tale; learn to answer questions based on its content.

Material and equipment: flannelograph; pictures for the theater (kittens, cat, dog, booth, tree, bowl of milk).

Progress of the lesson

The teacher sits the children in a semicircle near the flannelgraph and tells a fairy tale about a cat and kittens.

Fairy tale on flannelograph “Cat and kittens”

Once upon a time there was a cat, and she had five kittens. The kittens ran around the yard all day and played. The mother cat came into the yard and called her kittens: “Meow! Meow! It's time to go home, kittens! The kittens ran up to their mother, purred affectionately and asked for milk. Mom gave her babies milk, and the kittens fell asleep.
One day, the mother cat, as always, sent all five kittens into the yard to play. The kittens came out and immediately noticed a large booth. She had never been in the yard before. A huge head was sticking out of the booth - it was the dog Rex. Rex saw the kittens and growled angrily: “Rrrr...” The kittens knew everyone in the yard, but they saw Rex for the first time. They decided to meet. But as soon as they came closer, the dog rushed at them. The kittens ran in all directions. Rex didn't know who to run after - the kittens scattered in different directions. And finally he managed to drive all the kittens into a large tree.

At this time, the mother cat, as always, went out into the yard to call the kittens for lunch. Suddenly she sees that the yard is empty. The cat called the kittens in vain - no one responded. The cat went to look for her kittens. I walked around the entire yard - there were no kittens anywhere. Then she saw a large booth and was surprised: just yesterday this booth was not there. And suddenly the mother cat heard an angry growl: “R-rr...” A huge dog’s head was very close to her. And from somewhere above came a frightened meow. The cat saw her kittens on the tree and understood everything: that’s who offended her children.
The angry cat scratched Rex on the nose with all her might, the dog howled and rushed to his booth. And the kittens climbed down from the tree and approached their mother. They realized that their mother would always be able to protect them from danger. The mother cat watched the kittens drink milk and thought:
“What beautiful children I have.”

And Rex realized that in his yard he had to live peacefully with everyone.

After the fairy tale, the teacher asks the children questions: did they like the fairy tale, who were its heroes, what happened in the yard, how did the cat take care of the kittens, how did she protect them?

At the end of the lesson, the children sing the song “Cat” (music by A. Alexandrov).

The pussy came to the children,
She asked for milk
She told the children:
Meow meow meow.

Treated with milk
Kitty ate
Sang a song:
Moo-ur, moo-ur, moo-ur.

Game "Mice in holes"

Game description: An active game develops reaction, attention, memory, and is well suited for use on walks in kindergarten.

Rules of the game:

1. Circles (“holes”) are laid out one less than the number of children participating in the game.

2. The leader gathers the children in a chain and leads them away from the “holes,” saying the following words:

“Little mice are going for a walk,

We went out into the clearing to sing and dance - Ira the mouse, Petya the mouse, Lena the mouse(all children are listed) .

They danced and danced, their paws were all trampled!

It suddenly became completely dark, evening knocked on the window.

We should run home and occupy our holes!”

3. With the last word from the leader, each child must take his own circle “hole”. One circle - one child.

4. The one who did not have time to occupy his “mink” becomes the leader or drops out of the game.

Improvisation game “Leaves in the Garden”

(Children repeat the movements after the teacher)

Leaves, leaves are spinning in the garden,

(Leaf children dance and spin.)

I’ll go to the autumn kindergarten to see the leaves.

Leaves, leaves, fly boldly,

(Leaves are flying.)

And let the autumn wind blow stronger.

Leaves, leaves, the breeze has fallen silent,

(The leaves sat in a circle.)

He collected the leaves in a cheerful circle,

The leaves are quiet, rustling softly

(They sit and flap their wings.)

And they are in no hurry to fly into the gray sky.

Suddenly the wind blew alarmingly, hummed,

(They rise and fly.)

He ordered the leaves to fly from the paths,

Leaves, leaves are flying in the wind,

They take off from the paths, rustle, rustle.

Staging “In the Brightroom”

Educator:

We have a bright hut, a new gorenka,
Come on in, come on in, don’t trip over the threshold.
In our house there is someone to do housekeeping:
Two women are lying on benches, two girls are sitting by the stove,
Yes, I myself, Ulyana, am dexterous and rosy.

Child 1.

Our mother stove is exactly warm.

Child 2.

Heated the whole house.

Child 3.

I baked it, boiled it and fried it.

Child 4.

Here are pies with cottage cheese.

Child 5.

Here's tea with milk.

All.

Let's start a dance - for you!

The Russian folk melody “Utushka Meadow” sounds. Children walk in a round dance. Children act out prepared skits. The texts of the skits are Russian folk nursery rhymes.

Scenes

1. “Nenila Pig”

N e n i la.

Pig Nenila praised her son:

(Nenila points to her son.)

That's pretty good
That's so pretty -
Walks sideways

(The son walks awkwardly.)

Ears upright
Crochet ponytail,
Pig nose!

(Puts a finger to his nose - “piglet.”)

2. "Two Crows"

Roles and performers: reader - child senior group; two crows - children of the younger group.

Note. Children of the younger group, playing the roles of crows, sit astride a bench, as if on a roof, turning away from each other.

Reader

On the edge, on the barn
Two crows are sitting, both looking apart:
They quarreled over a dead beetle!

Hostess Ulyana shows the children what gifts she bought at the fair.

U ulya na.

I bought different goods at the fair, find out which ones. I'll tell you riddles. Whoever guesses the riddle gets a gift.

Puzzles

Soft lumps, fluffy guys,
Yellow ones run out onto the path... (chickens).

Clack-clack, who runs along the smooth road?
This fleet-footed one is clicking... (horse).

Well, who is this, find out
He plays the drum... (bunny).

Hostess Ulyana gives toys to children who solved the riddles. Ulyana invites the children to the table for tea. After this, the hostess and guests say goodbye.

Dramatization "Guests say goodbye"

U ulya na.

We sang and danced and never tired of having fun.
Only a while passed, it became dark in the upper room.
Come, guests, the day after tomorrow.
Let's bake cheesecakes, butter pancakes,
Come visit us to taste delicious pies.
In the meantime, we say goodbye, we will part on the threshold.
Be healthy.

(Ulyana goes into the house.)

The teacher ends the lesson, summing up: where the children were, what they saw, what they did.

Dramatization of the fairy tale “Spikelet” in kindergarten

Characters:

Storyteller.

Mouse Cool.

Storyteller: Once upon a time there were two mice, Twirl and Twirl, and a cockerel, Vocal Throat. All the little mice knew was that they sang and danced, twirled and twirled. And the cockerel rose as soon as it was light, first woke everyone up with a song, and then got to work.

One day the cockerel was sweeping the yard and saw a spike of wheat on the ground.

Cockerel: Spin, Spin, look what I found!

Storyteller: The little mice came running.

Little mice: It needs to be threshed.

Cockerel: And who will thresh?

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Okay, I'll thresh it.

Storyteller: And he got to work. And the little mice began to play rounders.

The cockerel has finished threshing.

Cockerel: Hey, Cool, hey, Turn, look how much grain I threshed!

Storyteller: The little mice came running and squealed in one voice.

Little mice: Now we need to take the grain to the mill and grind the flour!

Cockerel: And who will bear it?

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Okay, I'll take the grain to the mill.

Storyteller: He put the bag on his shoulders and went. Meanwhile, the little mice started leapfrog. They jump over each other and have fun.

The cockerel has returned from the mill and is calling for the little mice again.

Cockerel: Here, Spin, here, Spin! I brought flour.

Storyteller: The little mice came running, they looked, they couldn’t boast enough.

Little mice: Oh yes cockerel! Well done! Now you need to knead the dough and bake the pies.

Cockerel: Who will knead?

Storyteller: And the little mice are theirs again.

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Apparently, I'll have to.

Storyteller: He kneaded the dough, hauled in the wood, and lit the stove. And when the oven burned out, I planted pies in it. The little mice don’t waste time either: they sing songs and dance. The pies were baked, the cockerel took them out and laid them out on the table, and the little mice were right there. And there was no need to call them.

1st mouse: Oh, and I'm hungry!

2nd mouse: Oh, and I'm hungry!

Storyteller: And they sat down at the table.

Cockerel: Wait, wait! First tell me who found the spikelet.

Little mice: You found!

Cockerel: Who threshed the spikelet?

Little mice(quietly): You threshed!

Cockerel: Who carried the grain to the mill?

Little mice: You too.

Cockerel: Who kneaded the dough? Did you carry firewood? Did you heat the stove? Who baked the pies?

Little mice: It's all you. It's all you.

Cockerel: What did you do?

Storyteller: What should I say in response? And there's nothing to say. Twirl and Twirl began to crawl out from behind the table, but the cockerel could not hold them back. There is no reason to treat such lazy people and lazy people with pies.

Round dance game “Our vegetable garden is good”

V o s p i t a t e l.

You, little carrot, come out and look at the people.

(The carrots go in a circle.)

We'll sing a sonorous song and start a round dance.

All. One-two, heel, dance with me, my friend.

(Children get up and dance in a circle.)

(The carrots are dancing.)

V o s p i t a t e l.

Early in the morning I get up and go out to the garden beds.

(The teacher walks around the garden.)

I'll wait and see if everything is okay here.

(Children are sitting on the garden bed.)

You, cabbage, come on, come out bolder,

(Cabbage and beets go in a circle.)

And bring the beets with you as soon as possible.

All

(Children lead a round dance.)

Three-four, sing louder, dance with me.

(Cabbage and beets dance.)

V o s p i t a t e l.

Our garden is good, you won’t find anything like it,

(The teacher walks around the garden.)

There are a lot of peppers and young onions growing.

(Children are sitting on the garden bed.)

You, little onion, come out, pepper will follow you.

(Onions and peppers go in a circle.)

Put your hands on your side, there are two of you in the salad.

All. One-two, heel, dance with me, my friend.

(Children get up and dance in a circle.)

Three-four, sing louder, dance with me.

(Onions and peppers dance.)

The teacher praises the good harvest. Children sit on chairs.

The teacher takes a basket of vegetables and invites them to listen to a vegetable story.

Game “A Bunny in the Garden” (Russian folk song)

There's a little bunny in the garden, there's a little bunny in the garden,

(Children put their hands on a shelf and make a spring.)

He gnaws a carrot, he takes cabbage.

Skok, skok, skok - he ran into the woods.

(They turn after each other and jump in a circle like bunnies.)

Jump, jump, bunny, jump, jump, little one,

In the green forest and sit under a bush,

Leap, hop, hop, under a bush - and silence.

(They sit down with a jump and put a finger to their lips.)

Game "Pilots".

Tell me where the planes fly? (High in the sky.)

You will be an airplane pilot.

Spread your wings

start the “engine”: “f - f - f”, we’re flying...

The plane is flying,

The plane hums:

“Oooh – ooh – ooh!”

I'm flying to Moscow!

Commander - pilot

The plane leads:

“U-oo-oo-oo!”

I'm flying to Moscow!

Game "Bunny's Paws"

V o s p i t a t e l.

The bunnies came out to the meadow,
The bunnies stood in a circle.

(The bunnies make a spring.)

White bunnies,
Friendly, brave.

(They bow and spin.)

The bunnies sat down by the tree stump,
At the damp hemp,

(Hares squat down.)

White bunnies,
Friendly, brave.

(They wave their paw.)

The bunnies are knocking their feet,
They don't want to freeze.

(They get up and stamp their feet.)

White bunnies,
Friendly, brave.

(They bow and spin.)

The bunnies hit their paw with their paw,
The song is merrily sung,

(Make plates.)

White bunnies,
Friendly, brave.

(They bow and spin.)

Game "Buddy"

I have a puppy, a black little puppy,

(Children jump like puppies.)

I'll play with the puppy, I'll throw the ball,

(They jump in place.)

Yap-yap, yap-yap, I’ll throw the ball.

He will run as fast as he can, he will run as fast as he can,

(They run in all directions.)

I shout to him: “Dude,” the puppy responds,

(They jump up and bark.)

Yelp, yap, yap, yap, the puppy responds.

Sketch “Hen, chicks and cockerel”

V o s p i t a t e l. The mother hens went out for a walk, walking around the yard, flapping their wings, worrying. (Teacher and children They run slowly, waving their arms, cackling.) The chickens came running after the hens. (Children pretending to be chickens, finely fingering kicking, running fast, squeaking.) A cockerel came out into the yard. He strides importantly, slaps his sides, and crows. (Some children-cockerels make appropriate movements, crow.)

Suddenly the wind blew, the chickens got scared and began calling loudly for their mother. (Chickens restlessly flap their wings, run along yard, squeaking.) The hens run to their chickens, want to save them from the wind, and cover the chickens with their wings. (Chicken children take under wing of their chickens.) Now the wind has stopped, the hens and chicks have calmed down.

The cockerel strides importantly around the yard. Hens and chicks follow him. (Children make appropriate movements.)

Grandmother. Our journey has now ended. It's time to get on the train, it will take you home. Goodbye!

The children board the train and go home. The teacher, on his own behalf, asks whether they liked visiting their grandmother, who they saw in their grandmother’s yard.

Game "Hostess and Guests"

Household.

Here are the guests on the doorstep:

(The hostess greets the guests.)

Better dry your feet
I'm glad to see you, come in,
What do you want to tell me?

Guests.

Congratulations, congratulations

(Guests give gifts.)

And we wish you good health!

Household.

Thank you, that's nice

(Sit on chairs.)

I set the table for you too.

Guests.

Congratulations, congratulations

(Clap their hands.)

And we wish you good health!

Household.

Now let's go dance

(The guests come out in a circle.)

We need to turn on the music!

The teacher invites the children to dance with dolls.

Dance with dolls

V o p i t a t e l (sings).

We are at a holiday on our

(Children hold the dolls by both hands, the dolls “dance.”)

Let's dance together with the dolls,
The dolls are spinning merrily

(Children spin around with dolls, raising them above their heads.)

They have fun with us.
Let's run down the path

(Children hold dolls in front of them and run in a circle.)

Run more merrily, little legs,
Let's run one lap,
And then one more time.
The dolls are spinning merrily

(The dolls are dancing.)

They have fun with us.

At the end of the lesson, the Katya doll thanks the children for teaching her and the guests how to behave correctly at a birthday party.

Sketches “Kittens”

1. “Kittens are waking up”

Calm music sounds. Children sit on the rug with their eyes closed and their paws folded (the kittens are sleeping). Then they stretch slowly, rub their eyes and stretch again.

2. “Kittens frolicking”

Moving music sounds. Kittens jump in circles; they stop, open their “scratches”, and scratch in the air with their paws.

3. “Kittens are hunting for a mouse”

Disturbing music sounds. The kittens sneak carefully and slowly, on tiptoe; then they run quietly; stop; “smell” prey; they sneak further in dashes.
The teacher puts cat hats on the children and invites them to start the round dance game “How the cats danced.”

Round dance game “How the cats danced”

V o s p i t a t e l.

This is how the cats had fun

(Cats run in all directions, claws spread.)

Forgot about the danger
Having fun by the river
The shoes were scattered.

K osh k i.

Meow, meow, purr-purr-purr,

Made the chickens laugh, the chickens.

V o s p i t a t e l.

The cats were jumping and frolicking,

(Cats jump.)

Immediately we found ourselves in the river,

(They squat down with a jump.)

The Murki shouted:
Oops, the skin is wet!

(The words of the text are shouted.)

K osh k i.

Meow, meow, purr-purr-purr,

(They sing pitifully, sticking out their claws.)

They made the chickens laugh, the chickens.

V o s p i t a t e l.

Clothes dried out

(They run in all directions.)

The cats are having fun again.
Having fun by the river
The shoes were scattered.

K osh k i.

Meow, meow, purr-purr-purr,

(They stop, scratch in the air, spin around.)

They made the chickens laugh, the chickens.

Improvisation game “Snowflakes”

V o s p i t a t e l.

Snowflakes, snowflakes are flying to the ground,

(Snowflakes are flying.)

Their beautiful white outfit sparkles.
Snowflakes, snowflakes, fly boldly,

(They spin around and sit down.)

And quickly lie down quietly on the ground.
Snowflakes, snowflakes, it's time for you again

(They flap their wings.)

Spin over the field and fly into the sky.
Snowflakes, snowflakes, flying in the wind

(Snowflakes are flying.)

And they fall right on the boys’ cheeks.

Round dance game “Under the Pine Tree”

Forest Fairy.

In a clearing under a pine tree,

(The animals dance in a circle, using familiar movements.)

The forest people danced:
Hares, bears and foxes,
Wolves in gray mittens.

Z v e r i a t a.

Here's a round dance

(Clap their hands.)

Everyone dances and sings.

Forest Fairy.

The hedgehogs came running here:

(Hedgehogs go to the center of the circle.)

E f i.

Our fur coats are good

(They become pairs and spin around.)

We'll curl up into a ball,

We don't give in to anyone's hands.

Z v e r i a t a.

Here's a round dance

(The animals clap their hands.)

Everyone dances and sings.

Forest Fairy.

A big bear came out into the circle:

(The bear comes out and sings.)

Bear.

I can sing songs.
And behind him sleepy

(The little bear runs out.)

The bear cub is rushing.

Honey

Here's a round dance

(The little bear sings.)

Everyone dances and sings.

Forest Fairy.

Had fun until the morning

(The animals walk in a round dance.)

All the forest kids.
Jumped, danced,
Songs were sung.

Z v e r i a t a.

Here's a round dance

(The animals clap their hands.)

Everyone dances and sings.

(Children sit down.)

Forest Fairy.

You children have pleased me so much with your game that I want to give you a whole basket of snowdrops. Snowdrops are the very first spring flowers. There is still snow in the forest, but the snowdrops are already blooming. They are not afraid of the cold, they are very beautiful.

The Forest Fairy gives the children a basket of snowdrops. The teacher thanks the Forest Fairy and invites the children to dance with snowdrops.
Children take snowdrops and dance with them.

Game “The Sun Is Warmer”

Hold hands and stand in a circle so that the kids are opposite each other. Sing a children's song while performing the movement, encourage children to imitate. Standing still, spring your legs:

The sun is warmer,

The house became more fun.

We're in a circle, we're in a circle

Let's get up quickly.

Stomp your feet quickly:

We'll stomp a little

Dance more joyfully, little legs,

And like this, and like this,

Dance your feet!

Do not be stingy with praise, rejoice with your children.

Finger gymnastics game “Fingers are walking”

Once the fingers walked,

(Children rhythmically clench and unclench their fingers.)

Fingers, fingers.
Fingers along the ravine,

(Spread your palms and swing them rhythmically from side to side.)

Fingers, fingers.
The sun is in a cloud, fingers,

(Children clasp their fingers in front of them.)

Fingers, fingers.
It's going to rain soon, fingers,
Fingers, fingers.
The rain started dripping: tra-ta-ta,

(Children shake their hands.)

Leave the yard.
Fingers ran
Fingers under the bridge.
They hid and sat.

(Put your palms behind your back.)

V o s p i t a t e l.

You guys know that there are different types of rain.
Sometimes the rain is mischievous. That's what he is like. (Fast music sounds.) Hey, mischievous rain, run out!
(The teacher takes the child out and gives him rain plumes.)

R O R N I K.

I can run fast
I'll water the grass in the garden.

(To the accompaniment of fast music, the rain child runs and waves his plumes.)

V o s p i t a t e l.

There are also other rains. It rains like sloth. Its droplets drip so slowly that they seem too lazy to drip onto the ground. This rain will not run away, will not hurry. Do you hear what he is like? (Slow rain music sounds.) Hey lazy rain, show yourself!
(A child comes out pretending to be a sloth rain.)

R o w d e n i v e c.

Drip-drip, and I am silent.
I don't want to drip anymore.

(To the music of rare rain, the rain child rhythmically shakes his plumes.)

V o s p i t a t e l.

Here are the different types of rain. In our clearing, sometimes the rain drips, sometimes the sun shines. Let's guess when the sun shines and when it rains. We will listen to music, it will tell us what the weather is like outside. We will go for a walk in sunny weather. On a rainy day, we will listen to what kind of rain it is outside: a mischievous person or a lazy one.

Game "Rainy and Sunny"

Children listen to music. They walk in pairs holding hands to calm music. When they hear the music of rain, they run away to the chairs and continue to listen to the music further. The teacher helps the children determine what kind of rain it is. If it is mischievous rain, then the children quickly hit their knees with their palms. If it's sloth rain, they knock slowly. The game is repeated several times. Rain children run out in different rains: sometimes mischievous rain,
it's lazy rain.

Game "Walk in the Rain"

The teacher invites the children to choose umbrellas and go for a walk in the warm spring rain. Children walk to the calm music of rain. Under the rhythmic part, they squat lightly.

“Help the hedgehog collect mushrooms”

Look at the hedgehog

Well, the fur coat is good!

And it sits so beautifully.

What a sight for sore eyes, what a marvel!

From the looks of it, you can’t tell right away

What needles, very sharp.

The only problem is, friends,

Don't pet the hedgehog!

Let us help the hedgehog, tell him everything we know about mushrooms.

Guys, what edible mushrooms do you know? (Chanterelles, boletus, boletus, porcini mushroom).

Now name the poisonous mushrooms (fly agaric, white toadstool, false mushrooms).

Now we will play the game “Guess the Mushroom”.

I will ask riddles about mushrooms, and you will guess and say whether they are edible or poisonous.

Slide show "Mushrooms".

1. I'm growing up in a red cap,

Among the aspen roots,

You'll recognize me a mile away

My name is... (Boletus, edible)

1. But someone important

On a white leg.

He has a red hat

There are polka dots on the hat. (Amanita, poisonous)

1. I don’t argue - not white,

I, brothers, am simpler,

I usually grow

In a birch grove. (Boletus, edible)

1. What kind of yellow sisters are they?

Hidden in the thick grass?

I see them all perfectly,

I'll take it home soon.

Very clean, tasty mushroom -

Both the cook and the mushroom picker are happy.

These yellow sisters

They are called...(chanterelles, edible)

1. She stands pale

She looks edible.

If you bring it home, it’s a disaster,

That food will be poison.

Know that this mushroom is a deception,

Our enemy is pale... (Grebe, poisonous)

1. He stood on a strong leg,

Now it's in a basket. (Porcini mushroom, edible).

Well done, you guessed all the mushrooms! I think the hedgehog remembered everything, and now he will be happy to pick mushrooms!

Guys, where do mushrooms mostly grow? (In the forest). Imagine that you are tall, beautiful trees that grow in the forest.

Song-game “Across the meadow”

Children (walk in pairs).

And we are walking through the meadow,
We carry baskets
We carry baskets
Let's collect strawberries.

(The couples stop.)

Galya (sings and dances).

I'm walking through the meadow
I'm hurrying along the green
I see the berry is growing,
I see the ripe one growing.

Children (walking in pairs again).

We'll pick berries
We'll start a round dance.
You are my little basket
You are intact.

Galya.

Now let's dance
In our clearing!

(At Galya’s call, the children dance in a free dance. The Russian folk melody “In the garden, in the vegetable garden” sounds.)

V o s p i t a t e l.

I invite you guys to listen to the streams ringing. (The music of running streams sounds.) Brooks, run to us.

(Children run out in shiny capes with plumes in their hands. The sketch song “Streams” is performed.)\

Song-sketch “Streams”

V o s p i t a t e l.

Here's a stream running

(Children stand and take turns gently shaking their arms.)

He has a long way to go.
It murmurs, it shines,
And trembles in the sun.

Children.

Zhur-zhur-zhur, we are running,

Zhur-zhur-zhur, we're running
And we shine in the sun.

V o s p i t a t e l.

Where are you going, streams?

Children.

Let's get to the river
Let's mutter and then
We'll turn home.

Child

Zhur-zhur-zhur, we are running,

(Children run, waving their arms.)

Zhur-zhur-zhur, we're running
And we shine in the sun.

V o s p i t a t e l (with a horse in his hands).

The horse screamed...

Children (together with the teacher).

V o s p i t a t e l.

She screamed in the clearing...

Children. Eeyore!

V o s p i t a t e l.

Who can hear me now?

Children. Eeyore!

V o s p i t a t e l.

Who will ride me?

Children. Eeyore!

V o s p i t a t e l.

Tanya and Vanya heard...

Children. Eeyore!

V o s p i t a t e l.

And they rode off on a horse

Children. Eeyore!

Scene “Mom Goat Comes Home”

Koza.

Little goats, guys!
Open up, open up,
Your mother came and brought milk,
Milk flows down the groove,
From the soil into the cheese.

Goats (do imaginary actions - unlock the door).

Mom mom!

Koza.

Do you little goats recognize me?

Goats.

Goats.

Thin.

Koza.

Show me how you sang.

Goats (imitating mom, subtly).

Little goats, little kids...

Koza.

And you didn’t open it to the wolf?

Goats.

Goats.

Koza.

Show me how he sang.

Goats (imitate a wolf, rudely).

Little goats, kids...

Koza.

You are obedient little goats, go into the house, play, and don’t open the door for the wolf.

Warm-up game “Goat, oh!”

V o s p i t a t e l.

Our goat in the forest

Where is she? We shout: “Ay!”

Children. Aw! Aw!

V o s p i t a t e l.

Children, children, I call you:

Helen, where are you? Aw!

Lena. Aw!

V o s p i t a t e l.

Our goat in the forest

Where is she? We shout: “Ay!”

Children. Aw! Aw!

V o s p i t a t e l.

Children, children, I call you:

Sasha, where are you? Aw!

Sasha. Aw!

Note. In the game, children call the goat: “Mila, hey!”, and call out to each other: “Lena, hey, where are you?”, “Katya, hey, I’m here.”

Children walk “through the forest” to disturbing music. While searching for the goat, the howl of a wolf is periodically heard. The teacher offers the game “Drive away the evil wolf.” Children begin to clap their hands loudly, stomp their feet and shout: “The hunters are coming, the hunters are coming!”

The children finally find Mila the goat, entangled in a thicket. They help Mila out of trouble. The goat (child of the older group) is happy.

Kozochka Mila.

I love wandering in the forest

Sticking out your legs

I can deceive a fox

I have horns.

I'm not afraid of anyone

I can even fight an evil wolf.

Hey you, wolf and fox,

Go into the woods.

V o s p i t a t e l. Goat Mila, how brave and formidable you are.

D e d M a t v e y. Why didn't you listen to me? You went so far that we couldn't find you. Your bell is lost. Say “thank you” to our guys for finding your bell and helping you out of trouble.

Kozochka Mila.

Thanks to all the guys

I will say it from the heart.

I'm very glad to see you,

You are all so good.

I invite you to dance

And sing songs together!

The teacher invites the children to play the game “Goats and Wolves”.

Game "Goats and Wolves"

Leading.

In a clearing, in a forest

(The goats dance, sticking out their horns.)

Under the green pine

The goats danced the polka:

Step, step, just that much more.

(The goats are jumping.)

We danced and had fun

They forgot about the danger.

At this time the evil wolves

(Evil wolves walk in a circle.)

We walked through a dense forest.

Trembling, teeth clicking -

(The wolves move their paws in the air.)

Don't get caught by the toothy one!

Well, the goats were all playing

(The goats dance in a circle.)

And they didn’t notice the wolves.

We've already walked a hundred circles

(The wolves walk in a circle.)

One hundred hungry evil wolves.

On the last lap - they got angry,

(They catch goats.)

Together we caught the goats!

Mila the goat thanks the children for playing. Grandfather Matvey thanks the children and the teacher for helping him find his beloved goat.

Drama games based on the fairy tale “Spikelet”

The Cockerel appears on the screen. The teacher brings the child to Cockerel, who reads poetry to him.

Child.

Cockerel, cockerel,
golden comb,
That you get up early
Sing loudly
Don't you let the kids sleep?

Petushok.

I am a cockerel
golden comb,
I get up early and early
I sing loudly
I'm calling everyone to work.
Do you guys know who lives with me?

Children.

Yes! These are little mice.

Petushok.

What are their names?

Children.

Twist and Vert.

Petushok.

Did they help me work?

Children.

Petushok.

Will you help?

Children.

Petushok.

Help me around the house, please. Let's do everything together: chop wood, sweep with a broom, shake out rugs.

Finger gymnastics “The little foxes walked along the path”

Fox cubs walked along the path,

(Bend your fingers at the same time.)

In patent leather boots,
Up the hill - top-top,

(Clap their hands forcefully.)

And down the hill - top, top, top!

Squatted while exercising,

(They rhythmically clench and unclench the fingers of both hands.)

They squatted in order.
Top-top for charging,

(Clap their hands forcefully.)

And from charging - top, top, top!

(Lightly shake hands.)

V o s p i t a t e l.

Did you like playing with us, little fox? (The little fox nods his head: I liked it.) Guys, while we were playing, pancakes ripened on my stove. (The teacher goes to the children's toy stove and takes a toy pot and pan and begins to bake pancakes.) These are what I have - pancakes. (The teacher approaches the children and begins to sing the song “Ladushki”, the children get up and dance.)

Song-game “Ladushki”

Okay, okay,

(Children “bake pancakes” (place their palms in cotton from one side to the other))

Where were you?
- By Grandma.
Grandma baked for us
Sweet pancakes,
I poured oil on it,

(Children offer open palms.)

Gave the children:

(The teacher places imaginary pancakes on his palms.)

Ole - two, Kolya - two,
Tanya - two, Vanya - two.
I gave it to everyone!

(The teacher approaches the little fox and also places pancakes in his paws).

V o s p i t a t e l.

Soon, little fox, your mother will come. She went into the forest, the fox tore off the birch bark, and began to weave bast shoes.
The teacher takes a bunch of bast shoes from the wall and shows them to the children, then puts the little fox on the paws. Then he puts on a fox cap and plays with the children, singing a joke.

Russian folk joke “The fox walked through the forest”

The fox walked through the forest,

(The children are sitting. The fox walks near the children.)

The songs were calling out.
The fox was tearing his stripes.

(The fox and the children “tear” the bast (make imitative movements))

The fox was weaving bast shoes.
The fox weaved bast shoes,

(They tap their palms on their knees.)

She said:

(The fox lays out imaginary sandals.)

Two for yourself
My husband has three
And the kids - bast shoes.

 I approve the Head of MBDOU kindergarten No. 2 Order No. From " " 2012. MBDOU kindergarten No. 2 in Balakovo, Saratov region Work program 2nd junior group for children from 3 to 4 years old Compiled by: Suslina I.B. - teacher Mikheeva O.V. - teacher Doronina I.G. - teacher Yulenkova I.I. - teacher Adopted by the decision of the pedagogical council From " " 2012 Minutes No. Introduction. Second younger group (from 3 to 4 years old) Age characteristics of children. At the age of 3-4 years, the child gradually leaves the family circle. His communication becomes non-situational. An adult becomes for a child not only a family member, but also a bearer of a certain social function. The child’s desire to perform the same function leads to a contradiction with his real capabilities. This contradiction is resolved through the development of play, which becomes the leading activity in preschool age. The main feature of the game is its convention: performing certain actions with certain objects presupposes their attribution to other actions with other objects. The main content of the play of younger preschoolers is actions with toys and substitute objects. The game duration is short. Younger preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age. A child’s visual activity depends on his ideas about the subject. At this age they are just beginning to form. Graphic images are poor. Some children's images lack detail, while others' drawings may be more detailed. Children can already use color. Modeling is of great importance for the development of fine motor skills. Younger preschoolers are able to sculpt simple objects under the guidance of an adult. It is known that application has a positive effect on the development of perception. At this age, children have access to the simplest types of appliqué. Constructive activity in early preschool age is limited to the construction of simple buildings according to a model and design. In early preschool age, perceptual activity develops. Children move from using prestandards—individual units of perception—to sensory standards—culturally developed means of perception. By the end of primary preschool age, children can perceive up to 5 or more shapes of objects and up to 7 or more colors, are able to differentiate objects by size, orient themselves in the space of a kindergarten group, and with a certain organization of the educational process - in the premises of the entire preschool institution. Memory and attention develop. At the request of an adult, children can remember 3-4 words and 5-6 names of objects. By the end of primary preschool age, they are able to remember significant passages from their favorite works. Visual and effective thinking continues to develop. At the same time, transformations of situations in some cases are carried out on the basis of targeted tests, taking into account the desired result. Preschoolers are able to establish some hidden connections and relationships between objects. In early preschool age, imagination begins to develop, which is especially clearly manifested in play, when some objects act as substitutes for others. The relationships between children are determined by norms and rules. As a result of targeted influence, they can learn a relatively large number of norms, which serve as the basis for evaluating their own actions and the actions of other children. Children's relationships are clearly manifested in play activities. They rather play nearby than actively interact. However, already at this age stable selective relationships can be observed. Conflicts between children arise mainly over toys. The child's position in the peer group is largely determined by the opinion of the teacher. In early preschool age, one can observe a subordination of motives for behavior in relatively simple situations. Conscious control of behavior is just beginning to emerge; In many ways, a child’s behavior is still situational. At the same time, one can also observe cases of the child himself limiting his own motives, accompanied by verbal instructions. Self-esteem begins to develop, and children are largely guided by the teacher’s assessment. Their gender identification also continues to develop, which is manifested in the nature of the toys and stories they choose. Contents of psychological and pedagogical work Direction "Physical development" Educational area "Health" Explanatory note. “The content of the educational field “Health” is aimed at achieving the goals of protecting children’s health and forming the basis of a culture of health through solving the following tasks: preserving and strengthening the physical and mental health of children; developing cultural and hygienic skills; forming initial ideas about a healthy lifestyle.” Preserving and strengthening the physical and mental health of children. Strengthening and protecting the health of children, creating conditions for the systematic hardening of the body, the formation and improvement of basic types of movements. Constant monitoring of the development of correct posture. Under the guidance of medical personnel, a complex of flooding procedures is carried out using various natural factors (air, sun, water). Maintaining optimal temperature conditions in the room. Organize regular ventilation. Forming the habit of wearing lightweight clothing indoors. Ensuring that children stay outdoors in accordance with their daily routine. Daily morning exercises lasting 5-6 minutes. If conditions exist, teach children to swim. Education of cultural and hygienic skills. Improving cultural and hygienic skills, developing the simplest skills of behavior while eating and washing. Forming the habit of taking care of your appearance; the ability to use soap correctly, carefully wash your hands, face, ears; Wipe yourself dry after washing, hang the towel back, use a comb and a handkerchief. Formation of basic table behavior skills: correct use of tablespoons, teaspoons, forks, napkins; do not crumble bread, chew food with your mouth closed, do not talk with your mouth full. Formation of initial ideas about a healthy lifestyle. Developing the ability to distinguish and name sensory organs (eyes, mouth, nose, ears), forming an idea of ​​their role in the body and how to protect and care for them. Formation of ideas about healthy and unhealthy food; about vegetables and fruits, dairy products that are beneficial to human health. Forming the idea that morning exercises, games, and physical exercises cause a good mood; With the help of sleep, strength is restored. Introduction to exercises that strengthen various organs and systems of the body. Formation of ideas about the need for hardening. Formation of ideas about the value of health; desire to lead healthy image life. Fostering a caring attitude towards your body, your health, and the health of other children. Developing the ability to report well-being to adults, avoid situations that are harmful to health, and recognize the need for treatment. Formation of the need for hygiene and neatness in everyday life. Educational field "Physical education". “The content of the educational field “Physical Education” is aimed at achieving the goals of developing children’s interest and value attitude towards physical education, harmonious physical development through solving the following specific tasks: development of physical qualities (speed, strength, flexibility, endurance and coordination); accumulation and enriching children's motor experience (mastery of basic movements); developing in pupils the need for motor activity and physical improvement." Development of physical qualities, accumulation and enrichment of motor experience. Developing the ability to walk and run freely, without shuffling your feet, without lowering your head, while maintaining cross-coordination of the movements of your arms and legs; act together. Forming the ability to form a column one at a time, in a line, in a circle, to find one’s place in formations. Formation of the ability to maintain correct posture in sitting, standing, in motion, and when performing exercises in balance. Forming the ability to follow basic rules, coordinate movements, and navigate in space. Improving various types of movements, basic movements. Development of climbing and crawling skills; dexterity, expressiveness and beauty of movements. Introduction of more complex rules into games with changing types of movements. Development of the ability to energetically push off with both legs and land correctly in jumps from a height, on the spot and moving forward: take the correct starting position in long and high jumps from a place; in throwing sandbags and balls with a diameter of 15-20 cm. Consolidating the ability to energetically push balls away when rolling and throwing; catch the ball with both hands at the same time. Learning to grip the bar while climbing. Strengthening the ability to crawl. Formation of the need for physical activity and physical improvement. Encouraging children to participate in play and physical activities together. Cultivating an interest in physical exercise and a desire to use physical education equipment in free time. Formation of positive emotions and activity in independent motor activities in children. Formation of the desire and ability to ride a sled, tricycle, and skis. Developing the ability to independently mount, ride, and dismount a tricycle. Developing the ability to put on and take off skis, walk on them, and put skis in place. Development of the ability to respond to signals “run”, “catch”, “stop”, etc.; follow the rules in outdoor games. Development of independence and creativity when performing physical exercises and outdoor games. Organization of outdoor games with rules. Encouraging children to play independently with wheelchairs, cars, carts, bicycles, balls, balls. Comprehensive thematic planning for the section of physical education. September Week No. Topic 1-2 weeks: “Hello kindergarten”; 3-4 weeks "Autumn"Tasks of the program content of the topic Methodological support Week 1: Lessons No. 1-2-3 Walking and running in small groups in a straight direction behind the teacher; Walking and running between parallel lines; P/n "Run to me"; Low mobility game: “Let’s find a bunny”; Game exercises: “Walk along the bridge”, “Bring an object”. Card index “Physical education 2nd ml. group” D/v No. 7 for 1989. developed by L.I. Penzulaeva. Week 2: Lessons No. 4-5-6 Walking and running as a whole group in a forward direction behind the teacher; Jumping on two legs in place; P/i "Catch the Ball" Card file "Physical education 2nd ml. group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 3: Lessons No. 7-8-9 Walking and running in a column one at a time in small subgroups; Rolling balls to each other from a sitting position, legs apart; Jumping on two legs around an object; P/i "My cheerful ringing ball". Card file "Physical education 2nd junior group" D/v No. 7 for 1989. developed by L.I. Penzulaeva. Week 4: Lessons No. 10-11-12 Walking and running in a column one at a time; Crawling on all fours with support on the palms and knees; Walking between objects in a “snake” manner, hands on the belt; P/i "Find your house". Card index "Physical education 2nd ml. group" D/in No. 7 for 1989. developed by L.I. Penzulaeva. October Week No. Topic 3-4 weeks “Autumn” Objectives of the program content of the topic Methodological support 1 week: Monitoring Filling out the screen physical development and physical fitness of children. Filling out monitoring cards child development in the direction - physical development. Week 2: Monitoring Filling out the screen for the physical development and physical fitness of children. Filling out child development monitoring cards in the direction of physical development. Week 3: Lessons No. 13-14-15 Teach children to walk and run in circles; Develop stable balance when walking and running with a reduced support area; Practice jumping on two legs; P/i "Mother hen and chicks" Card file "Physical education 2nd junior group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 4: Lessons No. 16-17-18 Teach walking and running with a stop at the teacher’s signal; Develop the ability to land on bent legs when jumping; Roll the ball in a straight direction; P/i "Train" Card index "Physical education 2nd ml. group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. November No. of the Week Topic 1-2 weeks: “My home, my city” 3,4,5 weeks: “Me and my family” Objectives of the program content of the topic Methodological support 1 week: Lessons No. 19-20-21 Exercise walking and running in a circle ; Develop the skill of energetic repulsion when rolling balls to each other; Practice crawling on all fours; P/i "Train". Card index "Physical education 2nd ml. group" D/v No. 7 for 1989. developed by L.I. Penzulaeva. Week 2: Lessons No. 22-23-24 Teach children to act on the teacher’s signal while walking and running; Practice the ability to maintain stable balance when walking on a smaller support area; P/i "Run to the flags" Card file "Physical education 2nd junior group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 3: Lessons No. 25-26-27 Exercise the ability to alternate walking and running at the teacher’s signal; Develop stable balance when walking on a reduced support area; Strengthen the skills of landing on bent legs in jumps while moving forward; P/i "Mice in the pantry" Card index "Physical education 2nd ml. group" D/in No. 7 for 1989. developed by L.I. Penzulaeva. Week 4: Lessons No. 28-29-30 Consolidate walking skills in a column one at a time, completing tasks at the teacher’s signal; Practice jumping from hoop to hoop; Secure rolling the ball in a straight direction; P/i "Tram" Card index "Physical education 2nd ml. group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 5: Lessons No. 31-32-33 Strengthen the skills of alternating walking and running in a column one at a time; Develop dexterity and eye in catching and throwing a ball; Practice crawling under an arch on all fours; P/i "Find your house". Card index "Physical education 2nd ml. group" D/in No. 7 for 1989. developed by L.I. Penzulaeva. December No. of the Week Theme 1-2 weeks: “Man and the animal world” 3-4 weeks: “New Year” Objectives of the program content of the topic Methodological support 1 week: Lessons No. 1-2-3 (2nd quarter) Learn to walk and run in all directions using all hall area; Exercise in maintaining stable balance when walking on a limited support area; Develop the skill of landing on bent legs in jumps while moving forward; P/i "Mother hen and chicks" Card file "Physical education 2nd junior group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 2: Lessons No. 4-5-6 Introduce walking and running in a circle; Learn jumping from heights; Practice rolling the ball to each other from a sitting position; P/i "Train" Card index "Physical education 2nd ml. group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 3: Lessons No. 7-8-9 Learn to walk and run between objects without touching them; Practice rolling the ball between objects; Learn to crawl under an arch on all fours, develop coordination of movements; P/i "Sparrows and the cat" Card index "Physical education 2nd group" D/in No. 7 for 1989. developed by L.I. Penzulaeva. Week 4: Lessons No. 10-11-12 Exercise walking and running in a circle; Learn to crawl under the cord in a group; Learn to walk on a plank, hands on your waist, maintaining balance; P/i "Bird and chicks" Card index "Physical education 2nd ml. group" D/in No. 7 for 1989. developed by L.I. Penzulaeva. January Week No. Topic 2,3,4 weeks “Winter” Objectives of the program content of the topic Methodological support Week 1: Vacations Week 2: Lessons No. 13-14-15 Introduce children to forming and walking in pairs; Repeat balance and jumping exercises; Practice walking on a plank while maintaining balance; P/i "Rabbits" Card index "Physical education 2nd ml. group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 3: Lessons No. 16-17-18 Exercise walking and running randomly; Continue to teach how to land softly when jumping on bent legs; Practice rolling a ball around an object; Develop coordination of movements; P/i "Tram" Card index "Physical education 2nd ml. group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 4: Lessons No. 19-20-21 Exercise in walking in pairs, running in all directions; Strengthen rolling balls and crawling under the arc; Develop eye and dexterity of movements; P/i "Frogs". Card index "Physical education 2nd ml. group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. February No. of the Week Topic 1-2 weeks: “I will grow up healthy” 3-4 weeks: “Defender of the Fatherland Day” Objectives of the program content of the topic Methodological support 1 week: Lessons No. 22-23-24 Exercise walking and running with a stop at the teacher’s signal; Strengthen the skills of crawling under the cord in a group; Exercise in maintaining balance when walking on a limited support area; P/i "Find your color" Card file "Physical education 2nd ml. group" D/in No. 7 for 1989 developed by L.I. Penzulaeva. Week 2: Lessons No. 25-26-27 Strengthen the skills of walking and running in all directions; Practice balance and jumping; P/i "Mice in the storeroom" Card index "Physical education 2nd ml. group" D/v No. 7 for 1989. developed by L.I. Penzulaeva. Week 3: Lessons No. 28-29-30 Exercise walking and running while completing tasks at the teacher’s signal; Continue to teach how to land when jumping on bent legs; Learn to push off energetically when rolling the ball in a straight direction; P/i "Birds in Nests" Card file "Physical education 2nd junior group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 4: Lessons No. 31-32-33 Exercise walking while stepping over objects; Practice crawling under the cord; Learn to throw balls over a cord; P/i "Sparrows and the cat" Card index "Physical education 2nd group" D/in No. 7 for 1989. developed by L.I. Penzulaeva. March No. Topic 1-2 weeks: "International Women's Day" 3-4 weeks: "Man and the world of things" Objectives of the program content of the topic Methodological support 1 week: Lessons No. 1-2-3 (3rd quarter) Strengthen the skills of walking and running in a circle ; Practice walking at alternating steps (through the ladder slats) while maintaining balance; Practice energetic push-off and soft landing on bent legs in jumps with forward movement; P/i "Rabbits" Card index "Physical education 2nd ml. group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 2: Lessons No. 4-5-6 Practice walking in pairs and running in all directions; Introduce standing long jumps; Develop dexterity when rolling the ball; P/i "Train" Card index "Physical education 2nd ml. group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 3: Lessons No. 7-8-9 Strengthen the skills of walking and running in a circle; Learn to throw a ball on the ground and catch it with both hands; Practice crawling on a board; P/i "Sparrows and the cat" Card index "Physical education 2nd ml. group" D/in No. 7 for 1989. developed by L.I. Penzulaeva. Week 4: Lessons No. 10-11-12 Teach the correct grip on the ladder slats when climbing; Strengthen the skills of walking and running in all directions; Practice walking and stepping over obstacles; P/n "Catch a mosquito." Card index "Physical education 2nd ml. group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. April No. Topic 1,2,3 weeks: “Spring” 4-5 weeks: “Folk culture and traditions” Objectives of the program content of the topic Methodological support 1 week: Lessons No. 13-14-15 Exercise walking and running with a stop at the teacher’s signal; Exercise in maintaining balance while walking on a gymnastic bench; Strengthen standing long jumps; P/ and "Hen and Chicks" Card file "Physical education 2nd ml. group" D/v No. 7 for 1989. developed by L.I. Penzulaeva. Week 2: Lessons No. 16-17-18 Repeat walking in a column one at a time; Strengthen running in all directions; Practice throwing a ball on the floor; Practice standing long jumps; P/i "Tram" Card index "Physical education 2nd ml. group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. 3rd week: Lessons No. 19-20-21 Exercise walking and running randomly; Strengthen throwing the ball up and catching it with both hands; Repeat crawling on the board; P/i "Catch a Mosquito" Card file "Physical education 2nd group" D/v No. 7 for 1989 developed by L.I. Penzulaeva. Week 4: Lessons No. 22-23-24 Strengthen the skill of walking and running in a column one at a time; Practice climbing an inclined ladder; Practice maintaining balance while walking on a plank; P/i "Bubble" Card index "Physical education 2nd ml. group" D/in No. 7 for 1989 developed by L.I. Penzulaeva. Week 5: Lessons No. 25-26-27 Strengthen the skills of walking and running in a circle; Exercise in maintaining stable balance when walking on increased support; Practice jumping over cords; P/i "Mice in the pantry". Card index "Physical education 2nd ml. group" D/in No. 7 for 1989. developed by L.I. Penzulaeva. May Week No. Topic 1-2 weeks: “Fairy tales” Objectives of the program content of the topic Methodological support Week 5: Lessons No. 28-29-30 Strengthen the skills of walking and running in all directions; Continue to teach how to land on bent legs in standing long jumps; Practice throwing the ball up; P/i "Train" Card index "Physical education 2nd ml. group" D/in No. 7 for 1989 developed by L.I. Penzulaeva. Week 2: Lessons No. 31-32-33 Consolidate walking skills in a column one at a time while completing tasks; Practice throwing the ball up; Strengthen the ability to crawl on a board on all fours; P/i "Train" Card index "Physical education 2nd ml. group" D/in No. 7 for 1989 developed by L.I. Penzulaeva. Week 3: Monitoring Filling out the screen for the physical development and physical fitness of children. Filling out monitoring cards for children's development in the direction of physical development. Week 4: Carrying out monitoring Filling out the screen for the physical development and physical fitness of children. Filling out child development monitoring cards in the direction of physical development. Direction "Cognitive and speech development". Educational area "Cognition". Explanatory note. “The content of the educational area “Cognition” is aimed at achieving the goals of developing children’s cognitive interests, intellectual development children through solving the following problems: sensory development; development of cognitive-research and productive (constructive) activities; formation of elementary mathematical concepts; formation of a holistic picture of the world, broadening the horizons of children"*. Sensory development. Development of perception; creating conditions for children to become familiar with the color, shape, size, tangible properties of objects (warm, cold, hard, soft, fluffy, etc.); development the ability to perceive the sound of various musical instruments, native speech. Consolidating the ability to identify color, shape, size as special properties of objects; grouping homogeneous objects according to several sensory characteristics: size, shape, color. Improving the skills of establishing the identity and differences of objects according to their properties: size, shape, color. Reminding children of the names of shapes (round, triangular, rectangular and square). Enriching children’s sensory experience, developing the ability to record it in speech. Improving perception (actively including all senses). Development of figurative ideas (using epithets and comparisons) Demonstration of different ways of examining objects, actively including hand movements on the object and its parts (grasping the object with hands, moving one or the other hand (finger) along the contour of the object). Explanatory note. Development of cognitive and research productive (constructive) activities. Encouraging research interest, conducting simple observations. Familiarity with methods of examining objects, including the simplest experiments (sinking - does not sink, breaking - does not break). Leading children to a simple analysis of created buildings. Improving constructive skills. Consolidating the ability to distinguish, name and use basic building parts (cubes, bricks, plates, cylinders, triangular prisms), construct new buildings using previously acquired skills (overlaying, attaching, attaching), and use parts of different colors in buildings. Maintaining the feeling of joy that comes from creating a successful building. Forming the ability to place bricks and plates vertically in a row, in a circle, along the perimeter of a quadrangle), placing them tightly next to each other, at a certain distance (fence, gate). Encouraging children to create design options by adding other details (put triangular prisms on the gate posts, cubes next to the posts, etc.). Forming the ability to change buildings in two ways: by replacing some parts with others or building them up in height and length (low and high turret, short and long train). Developing a desire to build buildings according to one’s own design; Forming the ability to play with buildings, combine them according to the plot: path and houses - street; table, chair, sofa - furniture for dolls. Forming in children the habit of carefully putting parts into boxes after playing. Productive activity. Development of productive activity, consideration, discussion of its results. Formation of ideas about the connection between the result of activity and one’s own purposeful activity, that is, about the authorship of the product. Explanatory note. Formation of elementary mathematical concepts. Quantity. Developing the ability to see a common feature of objects in a group (all balls are round, these are all red, these are all big, etc.). Formation of the ability to form groups of homogeneous objects and isolate individual objects from them; distinguish between the concepts many, one, one at a time, none; find one or several identical objects in the environment; understand the question “How much?”; When answering, use the words many, one, none. Formation of the ability to compare two equal (unequal) groups of objects based on mutual comparison of elements (objects). Familiarity with the techniques of sequential superposition and application of objects of one group to objects of another. Developing the ability to understand the questions “Is it equal?”, “What is more (less)?”; answer questions using sentences like: “I put a mushroom on each circle. There are more circles, but fewer mushrooms” or “There are as many circles as mushrooms.” Magnitude. Formation of the ability to compare objects of contrasting and identical sizes; when comparing objects, compare one object with another according to a given size characteristic (length, width, height, size as a whole), using the techniques of superposition and application; denote the result of comparison with the words: long - short, identical (equal) in length, wide - narrow, identical (equal) in width, high - low, identical (equal) in height, large - small, identical (equal) in size. Form. Introducing children to geometric shapes: circle, square, triangle. Examination of the shape of these figures (using vision and touch). Orientation in space. Development of the ability to navigate the location of parts of one’s body and, in accordance with this, distinguish spatial directions from oneself: above - below, in front - behind (behind), right - left; distinguish between right and left hands. Time orientation. Formation of the ability to navigate in contrasting parts of the day: day - night, morning - evening. Complex thematic planning for the section on the formation of elementary mathematical concepts and productive (constructive) activities of the educational field "Cognition" September No. of the Week Topic 1-2 weeks: "Hello kindergarten"; 3-4 weeks “Autumn” Objectives of the program content of the topic Methodological support FEMP 1 week: Lesson No. 1 (September) Strengthen the ability to distinguish and name a ball (ball) and a cube (cube) regardless of the color and size of the figures. V.I. Pomoraeva, V.A. Pozina “Lessons on FEMP 2nd junior group” Construction Week 2: “Fence for kindergarten” (lesson No. 14 from the “Fence” series) Teach children to alternate shapes by color and type; Develop constructive abilities. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova " Complex classes in the 2nd junior group" p.72 L.V. Kutsakova "Design and artistic work in kindergarten" p.43 FEMP Week 3: Lesson No. 1 (October) Strengthen the ability to distinguish the number of objects using the words one, many, few.V. I. Pomoraeva, V.A Pozina "Lessons on FEMP 2nd junior group" FEMP 4 week: Lesson No. 2 (October) Introduce the composition of a group of objects from individual objects and the selection of one object from it; Learn to understand the words many, one, none .V.I. Pomoraeva, V.A Pozina "Classes on FEMP 2nd junior group group" October No. Week Topic 3-4 weeks "Autumn" Objectives of the program content of the topic Methodological support 1 week: Monitoring Filling out monitoring cards for children's mastery of the necessary skills and abilities in educational area "Cognition" section FEMP and development of productive (constructive) activities Week 2: Monitoring Filling out monitoring cards for children's mastery of the necessary skills and abilities in the educational area "Cognition" section FEMP and development of productive (constructive) activities FEMP 3week: Lesson No. 3 (October) Continue to form the ability to compose a group of objects from individual objects and isolate one object from it; Learn to answer the question “how much?” and define aggregates with the words one, many, none.V.I. Pomoraeva, V.A. Pozina “Lessons on FEMP 2nd junior group” Construction 4th week: “Paths of different lengths” Teach children to build paths, varying their length; Fix the names of the parts. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.72 L.V. Kutsakova “Design and artistic work in kindergarten” p.38 November No. of the Week Topic 1-2 weeks: “My home, my city” 3,4,5 weeks: “Me and my family” Objectives of the program content of the topic Methodological support FEMP 1 week: Lesson No. 1 (November) Learn to compare two objects in length and indicate the result comparisons with words long - short, longer - shorter; Improve the ability to compose a group of objects from individual objects and select one object from the group; Denote aggregates with the words one, many, none. V.I. Pomoraeva, V.A. Pozina "Lessons on FEMP 2nd junior group" FEMP 2nd week: Lesson No. 2 (November) Learn to find one and many objects in a specially created environment, answer the question “how many?”, using the words one, many; Continue to teach how to compare two objects in length using the methods of superimposition and application, to denote the results of comparison with the words long - short, longer - shorter. IN AND. Pomoraeva, V.A. Pozina “Lessons on FEMP 2nd junior group” FEMP 3rd week: Lesson No. 3 (November) Continue to teach how to find one and many objects in a specially created environment, denote aggregates with the words one, many; Introduce the square, teach to distinguish between a circle and a square. V.I. Pomoraeva, V.A. Pozina "Classes on FEMP 2nd junior group group" Construction 4th week: "Houses" Teach children to build houses for matryoshka dolls; Strengthen the ability to name parts and their color; Develop constructive abilities. L.V. Kutsakova “Design and artistic work in kindergarten” p.41 FEMP Week 5: Lesson No. 4 (November) Strengthen the ability to find one and many objects in a specially created environment, denote aggregates with the words one, many; Continue to teach to distinguish and name a circle and a square. V.I. Pomoraeva, V.A Pozina "Lessons on FEMP 2nd junior group group" December No. Week Topic 1-2 weeks: "Man and the animal world" 3-4 weeks: "New Year" Objectives of the program content of the topic Methodological support FEMP 1 week: Lesson No. 1 ( December) Improve the ability to compare two objects in length, the results of comparison are denoted by the words long - short, longer - shorter, identical in length; Exercise the ability to find one or many objects in the environment. IN AND. Pomoraeva, V.A. Pozina "Lessons on FEMP 2nd junior group" FEMP 2nd week: Lesson No. 2 (December) Continue to improve the ability to find one or many objects in the environment; Strengthen the ability to distinguish and name a circle and a square; Improve the ability to compare two objects in length using the methods of superimposition and application, the results of comparison are denoted by the words long - short, longer - shorter, equal in length. IN AND. Pomoraeva, V.A. Pozina "Lessons on FEMP 2nd junior group" Construction Week 3: "Fence for a horse (cow)" (lesson No. 15 from the series "Fence") Teach children to build a fence, a fence for a horse; Strengthen the ability to name parts and their color; Develop constructive abilities. L.V. Kutsakova “Design and artistic work in kindergarten” p.43 FEMP 4th week: Lesson No. 3 (December) Learn to compare two groups of objects by superimposition, understand the meaning of words in many, equally; Practice orientation own body, distinguish between right and left hands. V.I. Pomoraeva, V.A. Pozina "Lessons on FEMP 2nd junior group" January Week No. Topic 2,3,4 weeks "Winter" Objectives of the program content of the topic Methodological support 1 week: FEMP holidays 2 week: Lesson No. 1 (January) Learn to compare two objects that are contrasting in width, using overlay techniques and applications, denote the results of comparison with the words wide - narrow, wider - narrower; Continue to teach how to compare two groups of objects using the method of superimposition, to denote the results of comparison in words many, equally, as many. IN AND. Pomoraeva, V.A. Pozina "Lessons on FEMP 2 junior group" E. Cherenkova "The ABC of the development of the simplest origami models" FEMP 3rd week: Lesson No. 3 (January) Introduce the triangle: learn to distinguish and name the figure; Improve the ability to compare two equal groups objects by superimposing, denote the results of comparison with words in many, equally, as many - as; Strengthen the skills of comparing two objects in width, learn to use the words wide - narrow, wider - narrower, equal in length. IN AND. Pomoraeva, V.A. Pozina "Lessons on FEMP 2nd junior group" Construction Week 4: "Matryoshka dolls dance around the Christmas tree" (Lesson No. 11 from the series "Houses") Teach children to build a slide with two ladders; Strengthen the ability to name parts and their color; Develop constructive abilities. L.V. Kutsakova “Design and artistic work in kindergarten” p.42 February No. Week Topic 1-2 weeks: “I will grow up healthy” 3-4 weeks: “Defender of the Fatherland Day” Objectives of the program content of the topic Methodological support FEMP 1 week: Lesson No. 1 (February) Continue to teach how to compare two equal groups of objects using the method of application, to denote the results of comparison in words by many, equally, as much as; Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle); Practice determining spatial directions from yourself and denoting them with the words above - below. IN AND. Pomoraeva, V.A. Pozina "Lessons on FEMP 2nd junior group" FEMP 2nd week: Lesson No. 2 (February) Introduce techniques for comparing two objects in height, learn to understand the words high - low, higher - lower; Practice determining spatial directions from yourself; Improve the skills of comparing two equal groups of objects using the method of application, denoting the results of comparison in words in many, equally, as many - as. IN AND. Pomoraeva, V.A. Pozina “Lessons on FEMP 2nd junior group” FEMP 3rd week: Lesson No. 3 (February) Continue learning to compare two objects in height using the methods of overlay and application, denote the results of comparison with the words high - low, higher - lower; Continue to improve the skills of comparing two equal groups of objects using the methods of superimposition and application, denoting the results of comparison with words in many, equally, as many - as many. V.I. Pomoraeva, V.A. Pozina “Classes on FEMP 2nd junior group” Construction 4th week: “Slide with ladders” Teach children to build a slide with two ladders; Strengthen the ability to name parts and their color; Develop constructive abilities. L.V. Kutsakova “Design and artistic work in kindergarten” p. 37 March Week No. Topic 1-2 weeks: “International Women’s Day” 3-4 weeks: “Man and the world of things” Objectives of the program content of the topic Methodological provision of FEMP 1 week: Lesson No. 1 (March) Continue to teach how to compare two unequal groups of objects using the methods of superimposition and application, denote the results of comparison with the words more - less, equally, as much - as; Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle). IN AND. Pomoraeva, V.A. Pozina "Lessons on FEMP 2nd junior group" FEMP 2nd week: Lesson No. 2 (March) Improve the ability to compare two equal and unequal groups of objects, use expressions more - less, equally, as much - as; Reinforce methods for comparing two objects in length and height, and indicate the results of the comparison with appropriate words. IN AND. Pomoraeva, V.A. Pozina “Lessons on FEMP 2nd junior group group” FEMP 3rd week: Lesson No. 3 (March) Practice comparing two groups of objects using methods of superimposition and application and use the words more - less, as much - as; Strengthen the ability to distinguish and name parts of the day: day, nightV.I. Pomoraeva, V.A. Pozina “Lessons on FEMP 2nd junior group” Construction 4th week: “Teremok” (Lesson No. 12 from the series “Houses”) Strengthen the ability to build a house, a teremok; Encourage the construction of additional buildings; Learn to play with buildings. L.V. Kutsakova “Design and artistic work in kindergarten” p. 136 April No. Topic 1, 2, 3 weeks: “Spring” 4-5 weeks: “Folk culture and traditions” Objectives of the program content of the topic Methodological support FEMP Week 1: Lesson No. 1 (April) Learn to reproduce a given number of objects and sounds according to a model (without counting or naming the number); Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle). IN AND. Pomoraeva, V.A. Pozina "Lessons on FEMP 2nd junior group group" FEMP 2nd week: Lesson No. 2 (April) Strengthen the ability to reproduce a given number of objects and sounds according to a model (without counting and naming the number); Practice the ability to compare two objects by size, denote the result of comparison with the words large, small. Practice the ability to distinguish spatial directions from yourself and denote them with words: ahead - behind, left - right. IN AND. Pomoraeva, V.A. Pozina “Lessons on FEMP 2nd junior group” FEMP 3rd week: Lesson No. 3 (April) Learn to distinguish between one and many movements and indicate their number with the words one, many; Practice the ability to distinguish spatial directions relative to yourself and denote them with words: ahead - behind, left - right, above - below; Improve the ability to form a group of objects from individual objects and select one object from the group. IN AND. Pomoraeva, V.A. Pozina “Lessons on FEMP 2nd junior group” Construction 4th week: “Gate” Teach children, change the building, transforming it in height; Fix the names of parts; Develop imagination. L.V. Kutsakova “Design and artistic work in kindergarten” p.40 FEMP 5th week: Lesson No. 4 (April) Strengthen the ability to compare two equal and unequal groups of objects by means of superimposition and application, use expressions more - less, equally, as much - How many; Exercise in comparing two objects by size, denoting the result of comparison with the words large, small; Learn to determine the spatial arrangement of objects using the prepositions on, under, in, etc. V.I. Pomoraeva, V.A Pozina "Lessons on FEMP 2nd junior group group" May Week No. Topic 1-2 weeks: "Fairy tales" Objectives of the program content of the topic Methodological support FEMP 1 week: Lesson No. 1 (May) Strengthen the ability to compare two equal and unequal groups objects in ways of overlay and application, use expressions more - less, equally, as much - as; Exercise in comparing two objects by size, denoting the result of comparison with the words large, small; Learn to determine the spatial arrangement of objects using the prepositions on, under, in, etc. IN AND. Pomoraeva, V.A. Pozina "Lessons on FEMP 2nd junior group" FEMP 2nd week: Lesson No. 2 (May) Improve the ability to distinguish and name geometric shapes: circle, square, triangle, ball, cube. V.I. Pomoraeva, V.A. Pozina "Classes on FEMP 2nd junior group" 3 week: Monitoring Filling out monitoring cards for children's mastery of the necessary skills and abilities in the educational field "Cognition" section FEMP and the development of productive (constructive) activities 4 week: Monitoring Filling out monitoring cards for mastery children with the necessary skills and abilities in the educational field "Cognition" section of FEMP and the development of productive (constructive) activities Explanatory note. Formation of a holistic picture of the world, expansion of horizons. Subject and social environment. Formation of the ability to focus attention on objects and phenomena of the subject-spatial development environment; establish the simplest connections between objects and phenomena, make the simplest generalizations. Familiarity with objects in the immediate environment and their purpose. Development of the ability to determine the color, size, shape, weight (light, heavy) of objects; their location in relation to oneself (far, close, high). Familiarity with materials (wood, paper, fabric, clay), their properties (strength, hardness, softness). Formation of the ability to group (tea, table, kitchen utensils) and classify (dishes - clothes) familiar objects. Acquaintance with the theater through mini-plays and performances, as well as through dramatization games based on works of children's literature. Acquaintance with the immediate environment (the main objects of urban/village infrastructure): house, street, store, clinic, hairdresser. Acquaintance with professions that a child can understand (doctor, policeman, salesperson, teacher, etc.). Getting to know nature. Expanding children's understanding of plants and animals. Continued acquaintance with domestic animals and their cubs, the characteristics of their behavior and nutrition. Getting to know the inhabitants of this corner of nature. Expanding ideas about wild animals (3-4 species characteristic of the area). Formation of the ability to observe birds flying to the site (3-4 species characteristic of the area). Feeding birds in winter. Expanding children's understanding of insects (3-4 species characteristic of a given area). Development of the ability to distinguish and name by appearance: vegetables (3-4 types), fruits (3-4 types), berries (3-4 types). Acquaintance with some plants of the area: trees, flowering herbaceous plants (3-4 species). Introduction to indoor plants (3-4 species). Forming the idea that plants need soil, water and air to grow. Acquaintance with the characteristic features of successive seasons and the changes that occur in connection with this in the life and activities of adults and children. Formation of ideas about the properties of water (flows, overflows, heats up, cools), sand (dry - crumbles, wet - molds), snow (cold, white, melts from heat). Formation of ideas about the simplest relationships in living and inanimate nature . Familiarization with the rules of behavior in nature (do not tear plants unnecessarily, do not break tree branches, do not touch animals, etc.). Seasonal observations Autumn. Developing the ability to notice changes in nature: it becomes colder, it rains, people put on warm clothes, leaves begin to change color and fall, birds fly away to warmer climes. Expanding the concept of harvesting vegetables and fruits in the fall. Development of the ability to distinguish the most common vegetables and fruits by appearance, taste, shape and name them. Winter. Expanding ideas about the characteristic features of winter nature (it’s cold, it’s snowing; people wear winter clothes). Organizing observations of birds flying to the site and feeding them. Developing the ability to notice the beauty of winter nature: trees covered in snow, fluffy snow, transparent pieces of ice, etc. Encouraging children to participate in sledding downhill, making crafts from snow, and decorating snow buildings. Spring. Acquaintance with the characteristic features of spring nature: the sun shines brighter, the snow begins to melt, becomes loose, grass has grown, leaves have blossomed on the trees, butterflies and chafers appear. Expanding children's understanding of the simplest connections in nature: the sun began to warm up - it became warmer - grass appeared, birds began to sing, people replaced warm clothes with lighter ones. Observing the planting of seeds of flowering plants and vegetables in the beds. Summer. Expanding ideas about summer changes in nature: hot, bright sun, plants are blooming, people are swimming, chicks appear in nests. Formation of elementary ideas about garden and vegetable plants. Consolidating knowledge that many fruits, vegetables and berries ripen in the summer. Comprehensive thematic planning for the section on the formation of a holistic picture of the world in the educational field "Cognition" September No. of the Week Topic 1-2 weeks: "Hello kindergarten"; 3-4 weeks “Autumn” Objectives of the program content of the topic Methodological support 1 week: “It’s good in our kindergarten” Teach children to navigate in some rooms of the preschool institution; Cultivate a friendly attitude and respect for the employees of the preschool institution. O.V. Dybina “Classes on familiarization with the outside world in the 2nd junior group.” With. 22 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 56 Week 2: “What we do in kindergarten” Continue to acquaint children with the work of preschool workers - educators; Learn to call teachers by name, patronymic, and address them as “you”; Cultivate respect for the teacher and his work. O.V. Dybina "Classes on familiarization with the outside world in the 2nd junior group." With. Week 333: “Introduction to the root vegetables of turnips and carrots” Teach children to distinguish between carrots and turnips; Name the names of root vegetables, their sensory characteristics; Develop children's different sensations, their speech S.N. Nikolaeva "Young Ecologist" p. 114 week: "Acquaintance with beets and potatoes" Learn to distinguish between vegetables - beets and potatoes; Know and name their names, features of shape, color, taste; Develop sensory sensations. S.N. Nikolaeva “Young Ecologist” p.14 October No. of the Week Topic 3-4 weeks “Autumn” Objectives of the program content of the topic Methodological support 1 week: Monitoring Filling out monitoring cards for children’s mastery of the necessary skills and abilities in the educational field “Cognition” " section - formation of a holistic picture of the world 2nd week: Monitoring Filling out monitoring cards for children's mastery of the necessary skills and abilities in the educational field "Cognition" section - formation of a holistic picture of the world 3rd week: "Getting to know fruits" Learn to distinguish between an apple, a pear, a plum; Know the names of fruits, their sensory characteristics; Develop children's various senses - visual, tactile, gustatory and olfactory. S.N. Nikolaeva "Young Ecologist" p. 234 week: "Vegetables from the garden" Learn to distinguish by appearance and taste and name vegetables; Expand your understanding of growing vegetables; Arouse the desire to participate in the re-enactment of Russian folk tale "Turnip". O.A. Solomennikova "Lessons on FEEP in the 2nd junior group" p.8 November No. of the Week Topic 1-2 weeks: "My home, my city" 3,4,5 weeks: "Me and my family “Tasks of the program content of the topic Methodological support 1 week: “My hometown” Teach children to name their hometown; Give basic ideas about your hometown; Bring to the understanding that in the city there are many streets, multi-storey buildings, different cars. O.V. Dybina “Classes on familiarization with the outside world in the 2nd junior group” p. 292 week: “Transport” Teach children to identify and distinguish between transport, types transport; Identify the main features (color, shape, size, structure, etc.) O.V. Dybina “Classes on getting to know the world around us in the 2nd junior group” p. 113 week: “Dad, mom, I am a family” Form primary ideas about family; To instill in a child an interest in his own name. O.V. Dybina “Classes on getting to know the outside world in the 2nd junior group” p. 134 week: “Varvara-beauty, long braid” To acquaint children with the work of a mother, to give an idea of ​​what mother takes care of her family, her beloved child; To form respect for mother. O.V. Dybina “Classes on getting to know the world around us in the 2nd junior group” p. 135 week: “Our family album” To form in children ideas about the family and their place in it; Foster independence, the desire to take care of family and friends; Encourage to name family members. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 103 December No. of the Week Topic 1-2 weeks: “Man and the animal world” 3 -4 weeks: “New Year” Objectives of the program content of the topic Methodological support 1 week: “Visiting grandma” Continue to introduce children to domestic animals and their cubs; Teach how to properly handle pets; To form a caring attitude towards pets. O.A. Solomennikova “Lessons on FEEP in the 2nd junior group” p.8 2nd week: “Dogs, cats, mice. Comparison and game” Clarify and consolidate children’s ideas about dogs and cats, their habits , body structure. S.N. Nikolaeva “Young ecologist” p.65 Week 3: “Winter has come” Form ideas about the seasons (winter); Learn to name the main signs of the winter period; Foster a love of nature. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Comprehensive classes in the 2nd junior group” p. 108 Week 4: “New Year’s tree holiday for dolls” Help children remember the poem; Develop intonation expressiveness, convey joy and triumph in speech. S.N. Nikolaeva “Young Ecologist” p.36 T. V. Kovrigina, M. V. Kosyanenko, O. V. Pavlova “Complex classes in the 2nd junior group” p. 128 January Week No. Topic 2,3,4 weeks “Winter” Objectives of the program content of the topic Methodological support 1 week: Holidays 2 week : “Let’s feed the birds in winter” Consolidate children’s knowledge about winter natural phenomena; Show the children a bird feeder; Create a desire to feed birds in winter; Expand ideas about wintering birds. O.A. Solomennikova “Lessons on FEEP in the 2nd junior group” p. 15 Week 3: “In January, in January, there is a lot of snow in the yard...” Clarify children’s knowledge about winter natural phenomena; Form an aesthetic attitude towards the surrounding nature; Enrich and activate vocabulary. O.A. Solomennikova “Lessons on FEEP in the 2nd junior group” p. 17 Week 4: “The hare and the wolf are forest inhabitants (The hare, wolf, bear and fox are inhabitants of the forest” Give an initial idea of ​​the forest and its inhabitants, about the nutrition and habits of forest inhabitants during winter. S.N. Nikolaeva “Young ecologist” p.36 and p.40 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group" p. 142 February No. of the Week Topic 1-2 weeks: “I will grow up healthy” 3-4 weeks: “Defender of the Fatherland Day” Objectives of the program content of the topic Methodological support 1 week: “Aibolit checks the health of children” Begin to cultivate understanding values ​​of health; Form a desire not to get sick, improve health; Develop children’s speech. S.N. Nikolaeva “Young Ecologist” p.51 2nd week: “Our little bunny got sick” Give children the idea that mother takes care of her family, she is a doctor and a nurse in your home; Build respect for your mother. O.V. Dybina “Classes on familiarization with the outside world in 2 ml. group" p. 233 week: "How Funtik and I carried sand" Give children the idea that dad takes care of his family; Dad knows how to drive a car, transport cargo and people - he is the driver in his house; Build respect for dad. About .V. Dybina "Classes on familiarization with the outside world in 2 ml. group" p. 314 week: "We congratulate our dads" Introduce public holiday- Defender of the Fatherland Day; Cultivate a good attitude towards dad; Induce a feeling of pride in your father. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Comprehensive classes in the 2nd junior group” p. 168 March No. Topic 1-2 weeks: “International Women’s Day” 3 -4 weeks: “Man and the world of things” Objectives of the program content of the topic Methodological support 1 week: “That’s right, mother, golden” Continue to acquaint children with the work of mothers and grandmothers, show their business qualities; Cultivate respect for mother and grandmother, a desire to talk about them. O.V. Dybina “Classes on getting to know the world around us in the 2nd junior group” p. 292 week: “Adventures in the room” Continue to acquaint children with the work of their mother at home; Cultivate respect for mother and a desire to help her. O.V. Dybina "Classes on familiarization with the surrounding world in the 2nd junior group" p. 293 week: "Find objects of the man-made world" Encourage children to identify, distinguish and describe objects of the natural and man-made world. O.V. Dybina "Classes on familiarization with the outside world in 2 ml. group "p. Week 214: “Which is better: paper or fabric?” To consolidate children's knowledge about paper and fabric, their properties and qualities; Teach children to establish relationships between the material from which the object is made and the method of using the object. O.V. Dybina “Classes on familiarization with the outside world in the 2nd junior group” p. 36 April No. Topic 1, 2, 3 weeks: “Spring” 4-5 weeks: “Folk culture and traditions” Objectives of the program content of the topic Methodological support 1 week: “Walk through the spring forest” Introduce children to the characteristic features of spring weather; Expand your understanding of forest plants and animals; To form elementary ideas about the simplest connections in nature. O.A. Solomennikova “Lessons on FEEP in the 2nd junior group” p. 17 Week 2: “Acquaintance with indoor plants” Clarify children’s ideas about two already familiar to them indoor plants(impatiens, ficus, coleus, aspidistra); Learn to distinguish leaves, stems, flowers, know that the roots are in the ground; Give an idea that they need to be fed in the spring. S.N. Nikolaeva “Young ecologist” p.54 Week 3: “Ecological trail (Trees and shrubs on our site)” Expand children’s knowledge about plants; Form a caring attitude towards them; Develop labor skills. O.A.Solomennikova "Lessons on FEEP in the 2nd junior group" p.17 T.V.Kovrigina, M.V.Kosyanenko, O.V.Pavlova "Complex classes in the 2nd junior group" p.217 Week 4: " A plate made of clay" To acquaint children with the properties of clay, with the structure of its surface. O.V. Dybina "Classes on familiarization with the outside world in the 2nd junior group" p. Week 365: “Funny drawing” Introduce children to the properties of paper and the structure of its surface; To provide knowledge about what can be drawn on paper; Introduce the work of some artists. O.V. Dybin “Classes on familiarization with the surrounding world in the 2nd junior group” p. 26 May No. of the Week Topic 1-2 weeks: “Fairy tales” Objectives of the program content of the topic Methodological support Week 5: “Gifts for the little bear” Consolidate children’s knowledge about the properties of materials, the structure of their surface; Improve the ability to distinguish between materials and perform different actions with them. O.V. Dybina “Classes on familiarization with the outside world in the 2nd junior group” p. Week 382: “Golden Mother” Continue to introduce E. Blaginina’s poem “That’s what a mother is”: Introduce children to the properties of fabric, the structure of its surface. O.V. Dybina “Classes on familiarizing themselves with the outside world in the 2nd junior group” p. Week 303: Carrying out monitoring Filling out monitoring cards for children mastering the necessary skills and abilities in the educational field "Cognition" section - forming a holistic picture of the world Week 4: Carrying out monitoring Filling out monitoring cards for children mastering the necessary skills and abilities in the educational field "Cognition" section - forming a holistic picture of the world Explanatory a note. Educational field "Communication". “The content of the educational field “Communication” is aimed at achieving the goals of mastering constructive ways and means of interaction with people around you through solving the following tasks: developing free communication with adults and children; developing all components oral speech children (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogical and monologue forms) in various forms and types of children's activities; practical mastery of speech norms by pupils"*. Development of free communication with adults and children. Facilitating children's communication with familiar adults and peers through instructions (ask, find out, offer help, thank, etc.). Reminding children of examples of appealing to adults who have stopped by to the group (“Say: “Please come in,” “Suggest: Do you want to see...”, “Ask: “Did you like our drawings?”) In everyday life, in independent games, helping children interact and establish contacts with each other through speech (“Advise Mitya to transport the blocks in a big car”, “Suggest Sasha to make the gate wider”, “Say: It’s a shame to fight! You’re already big.”) Promoting friendly communication between children and each other. Developing a desire to listen to the teacher’s stories about cases understandable to children from life. Formation of the need to share your impressions with teachers and parents. Encouraging the desire to ask questions to the teacher and peers. Development of all components of oral speech, practical mastery of speech norms. Formation of a dictionary. Expansion and activation of children's vocabulary based on enriching ideas about the immediate environment. Clarification of the names and purposes of items of clothing, shoes, hats, dishes, furniture, types of transport. Development of the ability to distinguish and name essential details and parts of objects (for a dress - sleeves, collar, pockets, buttons), qualities (color and its shades, shape, size), surface features (smooth, fluffy, rough), some materials and their properties (paper easily tears and gets wet, glass objects break, rubber toys restore their original shape after being compressed), location (outside the window, high, far away, under the closet). Attracting children's attention to some objects with similar purposes (plate - saucer, chair - stool, fur coat - coat - sheepskin coat). Development of the ability to understand general words (clothing, dishes, furniture, vegetables, fruits, birds, etc.); name the parts of the day (morning, afternoon, evening, night); name domestic animals and their babies, vegetables and fruits. Sound culture of speech. Improving children’s ability to clearly pronounce vowels a, u, i, o, e) and some consonant sounds (p - b - t - d - k - g; f - v; t - s - z - c) in words. Development of motor skills of the speech-motor apparatus, auditory perception, speech hearing and speech breathing, clarification and consolidation of the articulation of sounds. Developing the correct tempo of speech and intonation expressiveness. Formation of the ability to clearly pronounce words and short phrases, speak calmly, with natural intonations. Grammatical structure of speech Improving the ability to coordinate adjectives with nouns in gender, number, case; use nouns with prepositions (in, on, under, for, about). Helping children use in speech nouns in singular and plural form, denoting animals and their young (duck - duckling - ducklings); plural forms of nouns in the genitive case (ribbons, nesting dolls, books, pears, plums). Treating children's word creation as a stage of active mastery of grammar, prompting them to the correct form of the word. Forming the ability to obtain common ones from common simple sentences (consisting only of a subject and predicate) by introducing definitions, additions, and circumstances into them; make sentences with homogeneous members (“We will go to the zoo and see an elephant, a zebra and a tiger”). Coherent speech. Development of dialogical form of speech. Involving children in conversation while looking at objects, paintings, illustrations; observations of living objects; after watching performances and cartoons. Formation of the ability to conduct a dialogue with a teacher: listen and understand asked question, answer it clearly, speak at a normal pace, without interrupting the adult speaking. Reminders to say “thank you”, “hello”, “goodbye”, “good night” (in the family, group). Providing children with pictures, books, and sets of objects to independently examine in order to develop initiative speech, enrich and clarify their ideas about objects in their immediate environment. Development of children's initiative speech in interactions with adults and other children. Explanatory note. Educational field "Reading fiction" "The content of the educational field "Reading fiction" is aimed at achieving the goal of developing interest and need for reading (perception) of books through solving the following tasks: the formation of a holistic picture of the world, including primary value ideas; the development of literary speech ; introduction to verbal art, including development artistic perception and aesthetic taste." Formation of interest and need for reading. Reading familiar, favorite children's works of fiction recommended by the Program for the first junior group. Developing the ability to listen to new fairy tales, stories, poems, follow the development of the action, empathize with the heroes of the work. Explanations of the characters' actions and consequences of these actions. Development of the ability, with the help of the teacher, to stage and dramatize small passages from folk tales and songs. Repetition of the most interesting, expressive passages from the read work (giving children the opportunity to finish words and phrases that are easy to reproduce). Development of the ability to recite nursery rhymes and short author's poems. poems. Formation of interest in books. Regular examination of illustrations with children. Comprehensive thematic planning for the speech development section of the educational field "Communication" and "Reading fiction" September Week No. Topic 1-2 weeks: "Hello kindergarten"; 3-4 weeks “Autumn” Objectives of the program content of the topic Methodological support 1 week: “We play with blocks” Encourage children to compose a short story based on the picture together with the teacher; Answer the teacher’s questions with simple sentences; Develop visual perception, observation. N.A. Karpukhina “Program development of educational areas” in the 2nd junior group from week 432: “Come visit us” Introduce children to the genre diversity of small folklore forms: songs, nursery rhymes; Encourage children to solve descriptive riddles; Practice the pronunciation of the vowels a, u, o, i. N.A. Karpukhin “Program development of educational areas” in the 2nd ml. group from week 433: “Tell about vegetables” Learn to compose a descriptive story about objects according to the teacher’s plan and model.N. A. Karpukhina “Software development of educational areas” in the 2nd junior group from week 634: “Reading poems about autumn. Didactic exercise “What comes out of what” Introduce children to poetry, develop a poetic ear; Exercise in the formation of words by analogy. V.V. Gerbova “Classes on speech development in the 2nd junior group” p. 36 October No. of the Week Topic 3-4 weeks “Autumn” Objectives of the program content of the topic Methodological support 1 week: Monitoring Filling out mastery monitoring cards children with the necessary skills and abilities in the educational field "Communication" and "Reading fiction" Week 2: Monitoring Filling out monitoring cards for children's mastery of the necessary skills and abilities in the educational field "Communication" and "Reading fiction" Week 3: "Visiting the grandmother of the hostess " Encourage children to compose a story of 3-4 simple sentences using a set of objects together with the teacher; Develop visual perception, observation; To develop in children the skill of using prepositions in, on, under, about, in front, to expand the active vocabulary. N.A. Karpukhina “Software development of educational areas” in the 2nd junior group from week 434: “Reading A. Blok’s poem “Bunny”. Memorization A. Pleshcheev's poem "Autumn has come" Help children remember A. Pleshcheev's poem "Autumn has come"; Arouse sympathy for the little bunny who is cold, hungry and scared in the uncomfortable autumn season. V. V. Gerbova "Classes on speech development in the 2nd junior group " p. 35 November No. of the Week Topic 1-2 weeks: “My home, my city” 3,4,5 weeks: “Me and my family” Objectives of the program content of the topic Methodological support 1 week: “Trolleybus and toys” Encourage children to write a short story according to the picture; Form a generalizing word - transport; Encourage children to clearly pronounce words and short phrases. N.A. Karpukhina “Software development of educational areas” in the 2nd junior group from week 1392: “Book House” Encourage children to reproduce short stories close to the text; Develop auditory perception, intonation expressiveness; To cultivate diligence, the desire to listen and retell literary texts. N.A. Karpukhina “Program development of educational areas” in the 2nd junior group from week 1183: “Who is good with us, who is handsome with us. Reading of S. Cherny’s poem “Pristavalka” Call from children's sympathy for their peers with the help of the teacher's story; Help the kids believe that each of them is a wonderful child, and adults love them. V.V. Gerbova "Classes on speech development in the 2nd junior group" p. 244 week: "Reading Russian folk tale "Cat, Rooster and Fox" Introduce children to the fairy tale "Cat, Rooster and Fox"; Using the example of fairy tale characters, show how family members care for each other. V.V. Gerbova “Classes on speech development in the 2nd junior group” p. 275 week: “The good and bad deeds of Masha and Oika” To form in children a holistic perception of a literary text; Develop intonation expressiveness; Encourage children to convey their impressions, evaluate the actions of the heroes. N.A. Karpukhina “Program development of educational areas” in the 2nd junior group from 153 December No. of the Week Topic 1-2 weeks: “Man and the animal world” 3-4 weeks: “New Year "Objectives of the program content of the topic Methodological support 1 week: "Cat with kittens" Encourage children to compose a short story based on the picture together with the teacher; Learn to highlight the main thing in a picture by answering questions; Develop visual perception, observation. N.A. Karpukhina "Software development of educational areas" in the 2nd junior group with 178 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p.692 week: “Reading poems from S. Marshak’s cycle “Children in a Cage” Introduce children to the bright poetic images of animals from the poems of S. Marshak. V.V. Gerbov “Classes on speech development in the 2nd junior group” p.41 T. V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.873 week: “Visiting the Snow Maiden” Continue to introduce children to Russian lyrics; Encourage children to emotionally convey their feelings; Intensify in children's speech adjectives and verbs. N.A. Karpukhina "Software development of educational areas" in the 2nd junior group from week 434: "Memorizing the poem by E. Ilyin "Our Christmas tree" Help children remember the poem; Develop intonation expressiveness, convey joy and triumph in speech. N.A. Karpukhina “Software development of educational areas” in the 2nd junior group from 89 January Week No. Topic 2,3,4 weeks “Winter” Objectives of the program content of the topic Methodological support 1 week: Vacation 2nd week: "Reading the fairy tale "The Snow Maiden and the Fox" Introduce children to the Russian folk tale "The Snow Maiden and the Fox"; Practice expressive reading of the passage - the lamentations of the Snow Maiden. V.V. Gerbova "Classes on speech development in the 2nd junior group" p. 44 N.A. Karpukhina “Software development of educational areas” in the 2nd junior group p. 923 week: “Reading the story by L. Voronkova “It’s snowing”, the poem by A. Boseev “Three” Introduce children to the story by L. Voronkova “It’s snowing” ; Help me remember A. Boseev’s poem “Three” V.V. Gerbov “Classes on speech development in the 2nd junior group” p.46 Week 4: “Looking at the painting “On a walk in winter” Teach children to look at the plot picture; Answer the teacher’s questions, draw simple conclusions. V.V. Gerbova "Classes on speech development in the 2nd junior group" p.50 N.A. Karpukhina "Software development of educational areas" in the 2nd junior group p. 177 February No. of the Week Topic 1-2 weeks: “I will grow up healthy” 3-4 weeks: “Defender of the Fatherland Day” Objectives of the program content of the topic Methodological support 1 week: “Conversation on the topic “What is good and what is bad” Improve the dialogical speech of children ; Learn to express your opinions. N.A. Karpukhina "Software development of educational areas" in the 2nd junior group with 160 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p.2562 week: “Memorizing the poem by V. Berestov “The cockerels have fled” Help children remember the poem; Learn to read it expressively. V.V. Gerbova “Classes on speech development in the 2nd junior group” p.56 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.1833 week: "Reading poems by B. Zakhoder "Builders", O. Driz "We are men", L. Lagzdyn "I'm galloping" To form in children emotional perception and understanding of the content of the plot of a poetic text. N.A. Karpukhina "Software development of educational regions" in the 2nd junior group from 119-1204 week: "Song of Friends" To form in children the perception of the figurative basis of poetic works; To develop creative activity; Cultivate a love for the poetic word. N.A. Karpukhina "Software development of educational areas" in the 2nd junior group from 120 March No. Topic 1-2 weeks: "International Women's Day" 3-4 weeks: "Man and the world of things" Program objectives topic content Methodological support 1 week: “Reading I. Kosyakov’s poem “She’s All.” Didactic exercise “I love mommy very much, because...” Introduce children to the poem; Improve dialogic speech; Cultivate a kind, attentive attitude towards mom.V. V.Gerbova "Classes on speech development in the 2nd junior group" p.58 T.V.Kovrigina, M.V.Kosyanenko, O.V.Pavlova "Complex classes in the 2nd junior group" p.189 2nd week: "Reading Russian folk tale "The Wolf and the Seven Little Goats" Introduce children to the fairy tale; Create a desire to listen to the work again and remember the goat’s song; To cultivate a love for animals, using the example of a fairy tale to show the love of a mother for her children. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p. 159 N.A. Karpukhina "Software development of educational areas" in the 2nd junior group from week 1193: " Wonderful pouch (composing descriptive stories about a toy) "Form children's coherent speech; Encourage them to compose a descriptive story about a toy together with the teacher; Fix in the active dictionary the names of objects on the topic "Toys" by N.A. Karpukhin "Software development of educational areas" in the 2nd ml. group from week 1004: “Visiting the doll Masha (composing descriptive stories based on a set of objects)” Encourage children to compose a story based on a set of objects from 3-4 sentences together with the teacher; Develop visual perception, observation; Use nouns in speech in singular and plural form numbers. N.A. Karpukhina "Software development of educational areas" in the 2nd junior group from 158 April No. Topic 1,2,3 weeks: "Spring" 4-5 weeks: "Folk culture and traditions" Objectives of the program content of the topic Methodological support Week 1: “Spring trills” Form creative activity in children when listening to a text and retelling it; Teach the ability to conduct a dialogue with a teacher; Pronounce the vowels clearly and distinctly: a, u, i, o, e. N.A. Karpukhina “Software development of educational areas” in the 2nd junior group p. 2002 week: “Reading A. Pleshcheev’s poem “Spring”. Didactic exercise “When does this happen?” Introduce children to the poem; Learn to name the signs of the seasons. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group" p.221 V.V. Gerbova "Classes on speech development in the 2nd junior group" p.58 3rd week: "Repetition of poems. Memorizing I. Belousov's poem "Spring Song" Help children remember the poems they learned earlier; Remember the new poem. V.V. Gerbova “Classes on speech development in the 2nd junior group” p. 71 Week 4: “Grandma Arina’s Magic Box” Introduce preschoolers to the heritage of world literature; Develop intonation expressiveness of speech; To cultivate love and interest in the poetry of world literature and the works of A.S. Pushkin. N.A. Karpukhin “Software development of educational areas” in the 2nd junior group p. 2005 week: "Dream visiting children (small folklore forms)" Introduce children to the semantic meaning of the content of nursery rhymes and songs; Develop an active vocabulary; To promote the development of voluntary memory. N.A. Karpukhina "Software development of educational areas" in the 2nd junior group p. 47 May No. of the Week Theme 1-2 weeks: “Fairy tales” Objectives of the program content of the topic Methodological support 5th week: “Tales about the cockerel” To form in children an emotional perception of the literary genre - fairy tales; Encourage preschoolers to actively participate in the staging and dramatization of individual passages; Strengthen the clear pronunciation of the sounds z-z, highlight these sounds in words. N.A. Karpukhina "Software development of educational areas" in the 2nd junior group p. Week 1712: “Tales about the Fox” To form in children the image of fairy tale heroes; Develop observation skills; To consolidate the correct pronunciation of words with iotized sounds i, e, yu. N.A. Karpukhina “Software development of educational areas” in the 2nd ml. group p. Week 1313: Conducting monitoring Filling out monitoring cards for children’s mastery of the necessary skills in the educational area “Communication” and “Reading fiction” Week 4: Conducting monitoring Filling out monitoring cards for children mastering the necessary skills in the educational area “Communication” and “Reading fiction” Explanatory note. Direction "Artistic and aesthetic development". Educational field "Artistic creativity". “The content of the educational field “Artistic Creativity” is aimed at achieving the goals of developing interest in the aesthetic side of the surrounding reality, satisfying children’s need for self-expression through solving the following tasks: development of children’s productive activities (drawing, modeling, appliqué, artistic work); development of children’s creativity; inclusion to fine art." Development of children's creativity. Development of aesthetic perception; attracting children's attention to the beauty of surrounding objects (toys), natural objects (plants, animals), promoting a feeling of joy from contemplating them. Formation of interest in visual arts. Development of skills in drawing, modeling, applique, depicting simple objects and phenomena, conveying their figurative expressiveness. Including in the process of examining an object the movement of both hands on the object, covering it with hands. Promoting the emergence of a positive emotional response to the beauty of nature, works of art (book illustrations, handicrafts, household items, clothing). Development of the ability to create both individual and collective compositions in drawings, modeling, and appliqué. Introduction to fine arts. Leading children to perceive works of art. Acquaintance with elementary means of expressiveness in different types of art (color, sound, shape, movement, gestures), leading to the distinction between types of art through artistic image. Preparing children for visiting puppet theater , an exhibition of children's works, etc. Developing interest in works of folk and professional art, literature (poems, songs, nursery rhymes, prose), listening and performing musical works, highlighting the beauty of seasonal changes in nature, objects of the surrounding reality (color, shape, size: house, carpet, dishes, etc.). Aesthetic development environment. Promoting a feeling of joy from the design of the group: light walls, beautiful curtains on the windows, comfortable furniture, new toys, books with bright pictures are neatly placed in the book corner. Fostering a desire to maintain cleanliness and order in the group so that it is cozy and beautiful. Examining drawing materials with children, drawing attention to their diversity, color, and the opportunity to get beautiful drawings. Creating a joyful mood when looking at images created by children in drawings, modeling, appliqué (individual, collective). Familiarization with the equipment and design of the site, drawing attention to its beauty, convenience for children, cheerful multi-colored colors of buildings and physical education facilities. Attracting children's attention to various plants, their diversity and beauty. Explanatory note. Development of productive activities. Drawing. Ensuring the relationship between drawing and other educational areas in order to enrich children's impressions and expand their impressions of objects and phenomena of reality. The urge to convey in drawings the beauty of surrounding objects and nature (blue sky with white clouds; colorful leaves swirling in the wind and falling to the ground; snowflakes, etc.). Improving the ability to correctly hold a pencil, felt-tip pen, brush, without straining your muscles or squeezing your fingers too tightly. Formation of free movement of the hand with a pencil and brush while drawing. Developing the ability to put paint on a brush: carefully dip the entire bristles into a jar of paint, remove excess paint on the edge of the jar with a light touch of the bristles, rinse the brush well before picking up paint of a different color. Forming the habit of drying the washed brush on a soft cloth or paper napkin. Reinforcing the names of colors (red, blue, green, yellow, white, black), becoming familiar with shades (pink, blue, gray). Attracting children's attention to choosing a color that matches the depicted object. Introducing children to decorative activities: decorating silhouettes of toys cut out by the teacher (bird, goat, horse, etc.) with Dymkovo patterns. ), and various items (saucer, mittens). Developing the ability to rhythmically apply lines, strokes, spots, strokes (leaves are falling from the trees, it is raining, “snow, snow is spinning, the whole street is white,” “rain, rain, drip, drip, drip...”). Encouragement to depict simple objects, draw straight lines (short, long) in different directions, cross them (stripes, ribbons, paths, a fence, a checkered handkerchief, etc.). Leading children to depict objects of different shapes (round, rectangular) and objects consisting of combinations of different shapes and lines (tumbler, snowman, chicken, cart, trailer, etc.). Developing the ability to create simple plot compositions, repeating the image of one object (Christmas trees on our site, tumblers walking) or depicting various objects, insects, etc. (bugs and worms crawling in the grass; a bun rolling along the path, etc.). Developing the ability to arrange images throughout the sheet. Comprehensive thematic planning for the section development of productive activities - drawing, educational field "Artistic Creativity" September No. of the Week Topic 1-2 weeks: "Hello kindergarten"; 3-4 weeks “Autumn” Objectives of the program content of the topic Methodological support 1 week: “Introduction to pencil and paper” Teach children to draw with pencils; Learn correctly, hold a pencil, guide it along the paper, do not press too hard on the paper; Draw children's attention to the traces left by a pencil on paper. T.S. Komarova "Art classes in the 2nd junior group." With. 26 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 34 Week 2: “Beautiful stairs” Teach children to draw lines from top to bottom; Learn to put paint on a brush, dip it with all the bristles; Continue to introduce flowers. T.S. Komarova "Art classes in the 2nd junior group." With. 30 Week 3: “It’s raining” Teach children to distinguish between carrots and turnips; Name the names of root vegetables, their sensory characteristics; Develop children's different sensations and their speech T.S. Komarova "Fine arts classes in the 2nd junior group." With. 27 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.43 Week 4: “Colored balls” Teach children to draw continuous lines in a circular motion without lifting the pencil; When drawing, use pencils of different colors; Draw children's attention to the beauty of multi-colored images. T.S. Komarova "Fine art classes in the 2nd junior group." With. 34 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 68 October No. of the Week Theme 3-4 weeks “Autumn” Objectives of the program content of the topic Methodological support 1 week: Conducting monitoring Filling out monitoring cards for children’s mastery of the necessary skills and abilities in the educational field “Artistic Creativity” 2 week: Conducting monitoring Filling out monitoring cards for children’s mastering the necessary skills and abilities in the educational field "Artistic Creativity" 3rd week: "Multi-colored carpet of leaves" Develop aesthetic perception; Form figurative ideas; Teach children to hold a brush correctly; Learn to draw leaves by applying brush bristles to paper. T.S. Komarova "Art classes in the 2nd junior group." With. 33 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.62 Week 4: “Trees on our site” Teach children to create an image of a tree in drawing; Draw objects consisting of straight vertical and inclined lines; Arrange images throughout the entire sheet of paper. T.S. Komarova "Art classes in the 2nd junior group." With. 50 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 120 November No. Week Topic 1-2 weeks: “My home, my city” 3,4, 5 weeks: “Me and my family” Objectives of the program content of the topic Methodological support 1 week: “Beautiful balloons” Teach children to draw round objects; Learn correctly, hold a pencil; Develop interest in drawing. T.S. Komarova "Art classes in the 2nd junior group." With. 41 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.90 Week 2: “Multi-colored wheels” Teach children to draw round objects with a continuous continuous movement of the brush; Strengthen the ability to wash a brush; Develop color perception. T.S. Komarova "Art classes in the 2nd junior group." With. 43 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.95 Week 3: “Rings” Teach children to hold a pencil correctly; Practice circular movements of the hand; Strengthen knowledge of colors. T.S. Komarova "Fine art classes in the 2nd junior group." With. 36 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 754 week: “Blow up the bubble” Teach children to convey images of outdoor play in drawings; Strengthen the ability to draw round objects of different sizes; To develop the ability to draw with paints. T.S. Komarova "Art classes in the 2nd junior group." With. Week 375: “Draw something round” Exercise children in drawing round objects; Strengthen the ability to use paints; Learn to enjoy your drawings. T.S. Komarova "Art classes in the 2nd junior group." With. 45 December No. of the Week Theme 1-2 weeks: “Man and the animal world” 3-4 weeks: “New Year” Objectives of the program content of the topic Methodological support 1 week: “Milk saucer” Teach the correct techniques for painting with paint, without going beyond the outline, recognize the color and call him; Learn to enjoy your drawings. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 101 Week 2: “Who lives in the forest?” Strengthen the ability to work with pencils or a brush; Develop creative imagination. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 107 Week 3: “Snowballs, large and small” Strengthen children’s ability to draw round objects; Learn proper painting techniques; Learn to repeat the image, filling the free space of the sheet. T.S. Komarova "Fine art classes in the 2nd junior group." With. 48 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 113 Week 4: “Christmas tree” Teach children to convey the image of a Christmas tree in drawing; Continue to teach how to use paints and brushes. T.S. Komarova "Fine art classes in the 2nd junior group." With. 51 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 134 January Week No. Topic 2,3,4 weeks “Winter” Objectives of the program content of the topic Methodological support 1 week : Vacations Week 2: “New Year tree with lights and balls” Teach children to convey the image of an elegant Christmas tree in a drawing; Learn to draw a Christmas tree large, on the entire sheet, and decorate it; Introduce pink and blue flowers. T.S. Komarova "Art classes in the 2nd junior group." With. 55 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 140 Week 3: “We made snowmen on a walk” Arouse in children the desire to create images of funny snowmen in drawings; Practice drawing round objects. T.S. Komarova "Fine art classes in the 2nd junior group." With. 62 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.160 Week 4: “Trees in the snow” Teach children to convey a picture of winter in a drawing; Practice drawing trees; Develop aesthetic perception. T.S. Komarova "Art classes in the 2nd junior group." With. 66 February No. of the Week Topic 1-2 weeks: “I will grow up healthy” 3-4 weeks: “Defender of the Fatherland Day” Objectives of the program content of the topic Methodological support 1 week: “The sun is shining” Teach children to convey the image of the sun in a drawing; Learn to supplement the drawing with images that correspond to the theme; Develop independence. T.S. Komarova "Art classes in the 2nd junior group." With. 63 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.172 Week 2: “Sunny Bunny” Teach with a spot of color, convey the character of the image; Develop skills in working with a brush. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 191 Week 3: “Planes are flying” Strengthen the ability to draw objects consisting of several parts ; Learn to convey the image of an object in a drawing; Develop aesthetic perception. T.S. Komarova "Fine art classes in the 2nd junior group." With. 65 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 178 Week 4: “Our legs walk along a level path” Learn to rhythmically apply brush strokes horizontally on a sheet, position images with the content of the action, notice the nature of the traces made, perform movements at a common pace for everyone. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.210 March No. Topic 1-2 weeks: “International Women’s Day” 3-4 weeks: “Man and the world of things” Objectives of the program content of the topic Methodological support 1 week: “Draw what you want beautiful for your mother” Develop aesthetic perception; Learn to see and highlight beautiful objects and phenomena; Strengthen the ability to draw with different materials; Cultivate a desire to please mother. T.S. Komarova "Fine arts classes in the 2nd junior group." With. 71 Week 2: “Books for babies (as a gift)” Teach form-building movements of drawing quadrangular shapes with a continuous movement of the hand from left to right, from top to bottom, etc.; Clarify the technique of painting by moving your hand from top to bottom or from left to right; Develop imagination. T.S. Komarova "Art classes in the 2nd junior group." With. 71 Week 3: “My cheerful, ringing ball” Form children’s ideas about the round shape of objects and their size; Strengthen knowledge about color; Learn to paint over drawings with a brush. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 216 Week 4: “Beautiful flags on a string” Teach children to draw rectangular objects with separate vertical ones and horizontal lines; Introduce the rectangular shape; Continue to practice drawing techniques and painting over drawings with colored pencils. T.S. Komarova "Art classes in the 2nd junior group." With. 69 T.V.Kovrigina, M.V.Kosyanenko, O.V.Pavlova “Complex classes in the 2nd junior group” p.222 April No. Topic 1,2,3 weeks: “Spring” 4-5 weeks: “Folk culture and traditions" Objectives of the program content of the topic Methodological support Week 1: "All the icicles cried" Teach rhythmically, apply strokes, placing them on a sheet of paper in accordance with the direction of the icicles; Develop brush skills. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 222 Week 2: “Dandelions in the grass” Induce in children a desire to convey in a drawing the beauty of a flowering meadow, the shape of flowers; Practice painting techniques; Strengthen the ability to carefully rinse the brush. T.S. Komarova "Art classes in the 2nd junior group." With. 85 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 228 Week 3: “Birdhouse” Teach children to draw an object consisting of a rectangular shape, a circle, a straight roof; correctly convey the relative size of the parts of an object; Reinforce painting techniques. T.S. Komarova "Art classes in the 2nd junior group." With. 78 Week 4: “Acquaintance with Dymkovo toys. Drawing patterns” Introduce folk Dymkovo toys; Arouse the joy of looking at a bright, elegant painted toy; Learn to identify and name individual elements of a pattern, their colors. T.S. Komarova "Fine art classes in the 2nd junior group." With. 53 Week 5: “Let’s decorate the Dymkovo duck” Continue introducing children to the Dymkovo toy; Learn to highlight painting elements and apply them to a duck cut out of paper; Arouse joy from the resulting result. T.S. Komarova "Fine arts classes in the 2nd junior group." With. 58 May No. of the Week Topic 1-2 weeks: “Fairy tales” Objectives of the program content of the topic Methodological support Week 5: “Let’s decorate the mitten - house” Teach children to draw based on the fairy tale “The mitten”, create a fairy-tale image; Develop imagination and creativity; To develop the ability to decorate an object. T.S. Komarova "Fine art classes in the 2nd junior group." With. 56 Week 2: “Matryoshka Russian round dance” Learn to draw dots and lines of different thicknesses with a brush; Develop the ability to work with gouache; To cultivate aesthetic taste. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 233 Week 3: Monitoring Filling out monitoring cards for children’s mastery of the necessary skills and abilities in the educational field " Artistic creativity" 4th week: Monitoring Filling out monitoring cards for children's mastery of the necessary skills and abilities in the educational field "Artistic creativity" Explanatory note. Educational field "Artistic creativity". Modeling. Formation of interest in modeling. Consolidating ideas about the properties of clay, plasticine, plastic mass and modeling methods. Developing the ability to roll out lumps with straight and circular movements, connect the ends of the resulting stick, flatten the ball, crushing it with the palms of both hands. An incentive to decorate sculpted objects using a stick with a sharpened end. Forming the ability to create objects consisting of 2-3 parts, connecting them by pressing them against each other. Consolidating the ability to carefully use clay, place lumps and sculpted objects on a board. Encouragement to sculpt simple objects consisting of several parts (tumbler, chicken, pyramid, etc.); combine sculpted figures into a collective composition (tumblers dance in a circle, apples lie on a plate, etc.). Maintaining the feeling of joy that arises when perceiving the results of one’s own and common work. Explanatory note. Educational field "Artistic creativity". Application. Introducing children to the art of applique, developing interest in this type of activity. Formation of the ability to first lay out (in a certain sequence) on a sheet of paper ready-made parts of different shapes, sizes, colors, composing an image (conceived by the child or given by the teacher), and stick them. Developing the ability to carefully use glue: spread it with a brush in a thin layer on the back side of the figure to be glued (on a specially prepared oilcloth); apply the side coated with glue to a sheet of paper and press tightly with a napkin. Formation of neat work skills. Maintaining the feeling of joy that comes from creating a successful image. Development of the ability to create in applications on paper of various shapes (square, rosette, etc.) object and decorative compositions from geometric shapes and natural materials , repeating and alternating them in shape and color. Consolidating knowledge of the shapes of objects and their colors. Development of a sense of rhythm. Comprehensive thematic planning for the section development of productive activities - modeling and appliqué, educational field "Artistic Creativity" September No. of the Week Topic 1-2 weeks: "Hello kindergarten"; 3-4 weeks “Autumn” Objectives of the program content of the topic Methodological support 1 week: Modeling. “Introduction to plasticine clay” To give children the idea that clay is soft, you can sculpt from it, you can pinch off small lumps from a large lump; Learn to place clay and molded products only on the board, work carefully; Develop a desire to sculpt. T.S. Komarova "Art classes in the 2nd junior group." With. 27 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.29 Week 2: Application. “Big and small balls” Teach children to choose large and small round objects; To consolidate ideas about round objects and their differences in size; Learn to carefully paste images. T.S. Komarova "Art classes in the 2nd junior group." With. 28 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.37 Week 3: Modeling. “Various colored crayons” Exercise children in sculpting sticks by rolling out clay with straight movements of the palms; Learn to work carefully with clay and plasticine; Develop a desire to sculpt, to rejoice in what has been created. T.S. Komarova "Fine art classes in the 2nd junior group." With. 30 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.43 Week 4: Application. “Vegetables (fruits) lie on a round tray” Introduce children to round-shaped objects; Encourage you to trace the shape along the contour with the fingers of one and the other hand, naming it; Teach gluing techniques. T.S. Komarova "Art classes in the 2nd junior group." With. 32 October No. of the Week Theme 3-4 weeks “Autumn” Objectives of the program content of the topic Methodological support 1 week: Conducting monitoring Filling out monitoring cards for children’s mastery of the necessary skills and abilities in the educational field “Artistic Creativity” 2 week: Conducting monitoring Filling out monitoring cards for children’s mastering the necessary skills and abilities in the educational field "Artistic Creativity" 3rd week: Modeling. “Bagels (Baranki)” Continue to introduce children to clay; Learn to roll a stick into a ring; Strengthen the ability to roll out clay with straight movements, sculpt carefully. T.S. Komarova “Fine art classes in the 2nd junior group. " p. 32 Week 4: Application. "Big and small apples on a plate" Teach children to stick round objects; Strengthen ideas about the difference in size of objects; Strengthen the correct methods of gluing. T.S. Komarova "Art classes in 2 ml. group." p. 35 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p.63-64 November No. Week Topic 1-2 weeks: "My home, my city" 3,4,5 weeks: "Me and my family" Objectives of the program content of the topic Methodological support 1 week: Modeling. "Balloons" Develop the ability to sculpt balloons; Maintain the desire to depict an object; Cultivate the desire to engage in creativity. T.V. Kovrigina, M.V.Kosyanenko, O.V.Pavlova "Complex classes in the 2nd junior group" p.83 Week 2: Application "Multi-colored lights in houses" Teach children to stick round images; Teach to alternate circles by color; Practice neat gluing .T.S.Komarov "Fine art classes in 2 ml. group." p. 42 3rd week: Modeling. "Pretzels" Reinforce the technique of rolling clay with straight movements of the palms; Teach children how to roll the resulting sausage in different ways; Develop the ability to examine work. T.S. Komarova "Art classes in 2 ml. group." p. 42 Week 4: Application "Berries and apples on a saucer. Preserving fruits" Consolidate children's knowledge about the shape of objects; Learn to distinguish objects by size; Practice careful use of glue. T.S. Komarova "Art classes in 2 ml. group." p. 38 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p.695 week: Modeling. "Gingerbread" Strengthen the ability to sculpt balls; Learn to flatten a ball, squeezing it with your palms; Develop the desire to do something for others. T.S. Komarova “Art classes in 2 ml. group." p. 44 December No. of the Week Topic 1-2 weeks: "Man and the animal world" 3-4 weeks: "New Year" Objectives of the program content of the topic Methodological support 1 week: Application "Chickens in the meadow" Teach children to make a composition from several objects; Depict an object consisting of several parts; Continue to practice the skills of neat gluing. T.S. Komarova “Art classes in 2 ml. group." p. 87 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p. 2412 week: Modeling. "Gift for a beloved kitten" Form imaginative perception and imaginative ideas, develop imagination; Teach children to use previously acquired skills in modeling; Cultivate a kind attitude towards animals. T.S. Komarova “Art classes in 2 ml. group." p. 36 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p. 693 week: Application. "Pyramid (New Year's gifts)" Teach children to convey in applications image of a toy; Depict an object consisting of several parts; Reinforce knowledge of colors. T.S. Komarova “Art classes in 2 ml. group." p. 51 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p.128-130 Week 4: Modeling "Rattle" Teach children to sculpt an object consisting of two parts: a ball and a stick; Learn to connect the parts, pressing them tightly together; Practice rolling out clay with straight and circular movements of your palms. T.S. Komarova “Art classes in 2 ml. group." p. 49 January Week No. Topic 2,3,4 weeks "Winter" Objectives of the program content of the topic Methodological support 1 week: Vacation 2 week: Application. "Snowman" Consolidate children's knowledge about the round shape, the difference in size of objects; Learn to compose image from parts; Practice neat gluing. T.S. Komarova “Art classes in 2 ml. group." p. 60 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p.115-116 3rd week: Modeling. "Little dolls are walking in a snowy meadow" Teach create the image of a doll in sculpting; Learn to sculpt an object consisting of two parts; Strengthen the ability to roll clay between the palms with straight and circular movements. T.S. Komarova “Art classes in 2 ml. group." p. 61 4th week: "Glue up whatever toy you want" Develop children's imagination and creativity; Consolidate knowledge about shape and size; Practice the correct sticking techniques. T.S. Komarova "Art classes in 2 ml. group." p. 54 February No. of the Week Topic 1-2 weeks: "I will grow up healthy" 3-4 weeks: "Defender of the Fatherland Day" Objectives of the program content of the topic Methodological support 1 week: Modeling. "Sparrows and the cat (based on an outdoor game)" Continue to develop the ability to reflect images of outdoor play in modeling; Develop imagination and creativity; Consolidate previously acquired skills and abilities. T.S. Komarova “Art classes in 2 ml. group." p. 63 2nd week: Application. "Truck" Consolidate knowledge about shape and size; Develop imagination. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" with .156 3rd week: Modeling "Planes are standing at the airfield" Teach children to sculpt an object consisting of two parts of the same shape; Strengthen the ability to divide a lump of clay on the eye into two equal parts; Arouse joy from the created image. T.S. Komarova "Classes on ISO in 2 ml. group." p. 64 Week 4: Application. "Flags" "Festive panorama" Strengthen the ability to create an image of a rectangular object in an application; Distinguish and correctly name colors; Carefully use glue. T.S. Komarova "Art classes in 2 ml. group." p. 68 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p. 168 March No. Topic 1-2 weeks: "International Women's Day" 3- 4 weeks: “Man and the world of things” Objectives of the program content of the topic Methodological support 1 week: Modeling “Treat for grandmother (dolls)” Develop children’s ability to choose the content of their modeling from the named objects; Foster independence; Reinforce modeling techniques. T.S. Komarova " Art classes in 2 ml. group." p. 72 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p. 186 2nd week: Application. "Flowers as a gift for mother, grandmother" Teach children to compose image from details; Cultivate the desire to make a beautiful thing (gift); Develop aesthetic perception. T.S. Komarova "Art classes in 2 ml. group." p. 67 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p. 193 3rd week: Modeling. "Tumbler Teddy Bear" Exercise children in depicting objects, consisting of round parts of different sizes; Practice the ability to fasten parts of an object, pressing them tightly against each other. T.S. Komarova “Art classes in 2 ml. group." p. 74 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p. 1994 week: Application. "Beautiful napkin" Teach children to make a pattern on square paper ; Develop compositional skills, color perception. T.S. Komarova “Art classes in 2 ml. group." p. 58 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p. 142 April No. Topic 1,2,3 weeks: "Spring" 4- Week 5: “Folk culture and traditions” Objectives of the program content of the topic Methodological support Week 1: Modeling “Big and small birds at the feeding trough” Continue to develop in children the desire to convey images of birds in modeling; Reinforce modeling techniques; Develop the ability to talk about what they have made .T.S.Komarov "Fine art classes in 2 ml. group." p. 67 2nd week: Application. "Birdhouse" Teach children to depict objects consisting of several parts in application; Clarify knowledge of colors; Develop color perception. T.S. Komarova "Art classes in 2 ml. group." p. 76 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p. 218 Week 3: Modeling. “The chickens are walking” Continue to develop the ability to sculpt objects consisting of two parts; Learn to depict details using pinching techniques; Involve children in creating a collective composition. T.S. Komarova "Art classes in the 2nd junior group." With. 82 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p. 212 Week 4: Application. "Napkin" Learn to make a pattern of circles and squares on paper napkin square shape; Develop a sense of rhythm; Strengthen the ability to glue parts carefully. T.S. Komarova "Fine art classes in the 2nd junior group." With. 73 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.205 Week 5: Modeling. “Beautiful bird (based on the Dymkovo toy)” Learn to sculpt an object consisting of several parts; Strengthen the pinching technique with your fingertips; Learn to sculpt according to the model of a folk (Dymkovo) toy. T.S. Komarova "Fine art classes in the 2nd junior group." With. 77 May No. of the Week Topic 1-2 weeks: “Fairy tales” Objectives of the program content of the topic Methodological support 1 week: Application. “House (Teremok)” Teach children to compose an image from several parts; Consolidate knowledge of geometric figures. T.S. Komarova "Fine art classes in the 2nd junior group." With. 88 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.254 Week 2: Modeling. “Three Bears Bowls” Teach children to make bowls of different sizes; Learn to flatten and pull the edges of the bowl up; Strengthen the ability to sculpt carefully. T.S. Komarova "Fine art classes in the 2nd junior group." With. 79 Week 3: Carrying out monitoring Filling out monitoring cards for children mastering the necessary skills and abilities in the educational field "Artistic Creativity" Week 4: Carrying out monitoring Filling out monitoring cards for children mastering the necessary skills and abilities in the educational field "Artistic Creativity" Explanatory note. Educational field "Music". “The content of the educational field “Music” is aimed at achieving the goal of developing children’s musicality, the ability to emotionally perceive music through solving the following tasks: development of musical and artistic activity; introduction to the art of music”*. Development of musical and artistic activities, introduction to the art of music. Hearing. Introducing children to folk and classical music. Introduction to three musical genres: song, dance, march. Formation of emotional responsiveness to a piece, the ability to distinguish between cheerful and sad music. Forming the ability to listen to a piece of music to the end, understand the nature of the music, and determine how many parts there are in a piece. Developing children's ability to distinguish musical sounds in pitch within an octave - seventh, to notice changes in the strength of the sound of a melody (loud, quiet). Improving the ability to distinguish sounds musical toys , children's musical instruments (musical hammer, barrel organ, rattle, drum, tambourine, metallophone, etc.). Singing. Formation of the ability to sing expressively. Development of singing skills (sing without tension in the range D (mi) - la (si), at the same tempo with everyone, pronounce words clearly and clearly, convey the character of the song (fun, drawn-out, affectionate, melodious)). Song creativity. Development of the desire to sing and finish singing the melodies of lullabies with the syllable “bye-bye” and cheerful melodies with the syllable “la-la”. Formation of skills in composing cheerful and sad melodies according to the model. Musical-rhythmic movements Formation of the ability to move in accordance with the two-part form of music and the strength of its sound (loud, quiet); respond to the beginning of the sound of music and its end. Developing the ability to march together with everyone and individually, to run easily, at a moderate and fast pace to the music. Improving the execution of dance movements: stomp alternately with two feet and one foot. Development of the ability to circle in pairs, perform a straight gallop, move rhythmically to music and according to the tempo and character of a musical piece, with and without objects, toys. Development of skills for expressive and emotional transmission of playful and fairy-tale images: a bear is walking, a cat is sneaking, little mice are running, a bunny is jumping, a cockerel is walking, chickens are pecking grains, birds are flying, etc. Development of dance and gaming creativity. Encouraging children to independently perform dance movements to dance tunes. Formation of skills for more accurate execution of movements that convey the character of the animals depicted. Playing children's musical instruments. Introduction to some children's musical instruments: pipe, metallophone, bell, tambourine, rattle, drum, as well as their sound. Formation of the ability to play along on children's percussion musical instruments. Planned intermediate results of mastering the Program. Intermediate results of mastering the Program are formulated in accordance with Federal State Requirements (FGT) through revealing the dynamics of the formation of integrative qualities of pupils in each age period of mastering the Program in all areas of child development. By the age of four, with successful completion of the Program, the next level of development of the child’s integrative qualities is achieved. Integrative quality “Physically developed, mastered basic cultural and hygienic skills.” Anthropometric parameters (height, weight) are normal. Masters age-appropriate basic movements. The need for motor activity has been formed: shows positive emotions during physical activity and in independent motor activity. Shows interest in participating in joint games and physical exercises. Uses physical education equipment in his free time. Performs age-appropriate hygiene procedures independently. On his own or after a reminder from an adult, he follows basic rules of behavior when eating and washing. Has a basic understanding of the value of health, the benefits of hardening, and the need to observe hygiene rules in everyday life. Integrative quality: “Curious, active.” Shows interest in various types of games, in joint games. He is interested in himself (who am I?), information about himself, about his past, about the changes happening to him. Interested in objects in the immediate environment, their purpose, properties. Shows interest in animals and plants, their characteristics, and the simplest relationships in nature; participates in seasonal observations. Asks questions to an adult, an older child, listens to the teacher's stories about funny incidents from life. Loves to listen to new fairy tales, stories, poems; participates in discussions. Participates in conversations while looking at objects, paintings, illustrations, observing living objects; after watching performances and cartoons. Active in creating individual and collective compositions in drawings, modeling, appliqué; enjoys participating in exhibitions of children's work. Tries to sing, sing along, move to the music. Shows interest in participating in holidays, productions, joint leisure and entertainment. Integrative quality "Emotionally responsive." Knows how to show goodwill, kindness, and friendliness towards others. Responds to the emotions of loved ones and friends. He makes attempts to feel sorry for his peer, hug him, and help him. Emotionally and interestedly follows the development of action in dramatization games and puppet shows created by adults and older children. Listening to new fairy tales, stories, poems, he follows the development of the action, empathizes with the characters of fairy tales, stories, stories, tries to read nursery rhymes and short poems by heart with expression. Shows emotional responsiveness to works of fine art, to the beauty of surrounding objects (toys), objects of nature (plants, animals), and experiences a feeling of joy; tries to depict simple objects and phenomena in drawing, modeling, and appliqué, conveying their figurative expressiveness. Shows emotional responsiveness to age-appropriate musical works, distinguishes between cheerful and sad melodies, and tries to expressively convey playful and fairy-tale images. Tries to reflect received impressions in speech and productive activities. Integrative quality “Mastered the means of communication and ways of interacting with adults and peers.” Able to organize acts in everyday life, in independent games through speech, and interact with peers. Able to team up with peers to play in a group of 2-3 people based on personal sympathies, choose a role in a role-playing game; demonstrates the ability to interact and get along with peers in short joint games. Knows how to share his impressions with teachers and parents. In case of a problematic situation, he can turn to a familiar adult and responds adequately to the adult’s comments and suggestions. Addresses the teacher by name and patronymic. Integrative quality “Able to manage one’s behavior and plan one’s actions based on primary value concepts, observing basic generally accepted norms and rules of behavior.” Has a positive attitude towards observing basic rules of behavior in kindergarten and on the street; on proper interaction with plants and animals; reacts negatively to obvious violations of the rules he has learned. Able to act together in outdoor games and physical exercises, to coordinate movements. Ready to follow basic rules in joint games. Can communicate calmly, without shouting. Situationally shows a friendly attitude towards others, the ability to share with a friend; has experience in correctly assessing good and bad deeds. He understands that he needs to live together, use toys and books together, and help each other. Observes the rules of basic politeness. On his own or after a reminder he says “thank you”, “hello”, “goodbye”, “good night” (in the family, in the group). Knows how to notice disorder in clothes and eliminate it with a little help from adults. Knows that it is necessary to maintain order and cleanliness in the premises and area of ​​the kindergarten, and after playing, put away toys and building materials. After the explanation, he understands the actions of the characters (works, performances) and the consequences of these actions. Integrative quality “Able to solve intellectual and personal tasks (problems) that are age-appropriate.” Strives to independently carry out basic tasks, shows a desire to participate in the care of plants and animals in the corner of nature and on the site. Able to independently complete basic tasks (put away toys, organize materials for classes). Can independently select attributes for a particular role: supplement the play environment with missing items and toys. Uses different methods of examining objects, including simple experiments. Able to establish the simplest connections between objects and phenomena and make the simplest generalizations. Shows a desire to build buildings according to his own plans. Knows how to occupy himself with games and independent artistic activities. Integrative quality “Having primary ideas about himself, family, society, state, world and nature” Has primary ideas about himself: knows his name, age, gender. Has primary gender ideas (men are brave, strong; women are gentle, caring). Calls his family members and their names. Knows the name of his hometown (village). Familiar with some professions (teacher, doctor, salesman, cook, driver, builder). Integrative quality “Mastered the universal prerequisites of educational activities.” Has the simplest skills of cultural behavior in kindergarten, at home, on the street. Able to independently carry out basic tasks and overcome minor difficulties. In case of a problematic situation, seek help. Experiences positive emotions from correctly solved cognitive problems, from cognitive-research and productive (constructive) activities. In a dialogue with a teacher, he is able to hear and understand the question asked, and does not interrupt the adult speaking. Shows interest in books and looking at illustrations. Integrative quality “Having mastered the necessary skills and abilities.” The child has developed the skills and abilities necessary to carry out various types of children's activities. Planned results of children mastering the necessary skills and abilities in educational areas. Educational field "Health". Accustomed to neatness (notices disorder in clothes, eliminates it with a little help from adults). Possesses the simplest skills of behavior while eating and washing. Educational field "Physical education". Able to walk straight, without shuffling, maintaining a given direction. Able to run, maintaining balance, changing direction and running pace in accordance with the instructions of the teacher. Maintains balance when walking and running on a limited plane, when stepping over objects. Can crawl on all fours, climb ladders and gymnastic walls in any way. Takes off energetically in jumps on two legs, jumps at least 40 cm from a standing position. Can roll the ball in a given direction from a distance of 1.5 m, throw the ball with both hands from the chest, from behind the head; hit the ball on the floor, throw it up 2-3 times in a row and catch it; throw objects with the right and left hands at a distance of at least 5 m. Educational area "Socialization". Can take on a role and briefly interact with peers in the game on behalf of the hero. Able to combine several game actions into a single storyline; reflect in the game actions with objects and relationships between people. Able to adhere to game rules in didactic games. Able to follow the development of theatrical action and respond emotionally to it (puppet, drama theaters). At the request of an adult and independently, acts out small excerpts from familiar fairy tales. Imitates the movements, facial expressions, and intonation of the characters being portrayed. Can take part in conversations about the theater (theater - actors - spectators, behavior of people in the auditorium). Educational field "Labor". Able to dress and undress independently in a certain sequence. Can help set the table for dinner. Knows how to feed fish and birds (with the help of a teacher). Educational field "Security". Complies with basic rules of behavior in kindergarten. Observes basic rules of interaction with plants and animals. Has a basic understanding of traffic rules. Educational area "Cognition". Productive (constructive) activity. Knows, names and correctly uses parts of building materials. Knows how to place bricks and plates vertically. Modifies buildings by adding or replacing some parts with others. Formation of elementary mathematical concepts. Able to group objects by color, size, shape (select all red, all large, all round objects, etc.). With the help of an adult, he can form groups of homogeneous objects and select one object from the group. Able to find one or many identical objects in the environment. Correctly determines the quantitative relationship between two groups of objects; understands specific meaning words: “more”, “less”, “the same”. Distinguishes between a circle, a square, a triangle, objects with corners and a round shape. Understands the meaning of the designations: top - bottom, front - back, left - right, on, above - below, top - bottom (stripe). Understands the meaning of words: “morning”, “evening”, “day”, “night”. Formation of a holistic picture of the world. Names familiar objects, explains their purpose, identifies and names characteristics (color, shape, material). Orientation in the premises of the kindergarten. Names your city (town, village). Knows and names some plants, animals and their young. Highlights the most characteristic seasonal changes in nature. Shows respect for nature. Educational field "Communication". Answers various questions from adults regarding their immediate environment. Looks at toys and pictures. Uses all parts of speech, simple unextended sentences and sentences with homogeneous members. Educational field "Reading fiction". Retells the content of the work based on the pictures in the book and the teacher’s questions. Name the work (in a free version) after listening to an excerpt from it. Can recite a short poem by heart with the help of an adult. Educational field "Artistic creativity". Drawing. Depicts individual objects, simple in composition, in plots that are uncomplicated in content. Selects colors that match the depicted objects. Uses pencils, markers, brushes and paints correctly. Modeling. Knows how to separate small lumps from a large piece of clay and roll them out with straight and circular movements of the palms. Sculpts various objects consisting of 1-3 parts, using a variety of sculpting techniques. Application. Creates images of objects from ready-made figures. Decorates paper blanks of various shapes. Selects colors that match the depicted objects and as desired; knows how to use materials carefully. Educational field "Music". Able to listen to a piece of music until the end. Recognizes familiar songs. Distinguishes sounds by height (within an octave). Notices changes in sound (quiet - loud). Sings without falling behind or ahead of others. Knows how to perform dance movements: spinning in pairs, stamping feet alternately, moving to music with objects (flags, leaves, handkerchiefs, etc.). Distinguishes and names children's musical instruments (metallophone, drum, etc.).

Long-term planning in the 2nd junior group “Speech Development”
Month
No.
Educational activities
Contents of the work (types of children’s activities taking into account their age characteristics
Conditions for individual needs
children
Literature

Subject
educational
situations
Tasks
pedagogical situation

1
2
3
4
5
6
7

September
1
Retelling of the fairy tale “Ryaba Hen”

2. Clarify and consolidate the correct pronunciation of the sound “a”.
3. Foster a love for tabletop theater.
1.Retelling a fairy tale using a tabletop theater.
2. Game “Chickens and cockerels”.
3. Game “Guess who’s singing the song”
Independent retelling of a fairy tale by children using a tabletop theater.
R/I “Make it right”

p.16

September
2
Looking at toys - trains, cows, cuckoos, roosters
1.Develop observation skills.
2. Learn to correctly name objects, their individual parts, qualities.

1. Description of the locomotive.
2. Game “Finish the sentence”
3. Game "Train"
Meeting the guests - toys: a cow, a cuckoo and a cockerel.
3.Description of toys.
4.Learning a song about a cockerel.
Definition of the sound "U" in words
D/I "Family"
Ushakova O.S.
“Speech development of children 3-5 years old”
p.18

September
3
Description of toys - kitten, foal, mouse.
1.Develop coherent speech.
2. Learn to form the names of baby animals.
3. Cultivate emotional responsiveness.
1.Acquaintance with animals and their young.
2. Game "Cars"
3. Game “Who will see more”
4. Imitation of animal voices.

Writing a story about a kitten (foal, mouse)
Ushakova O.S. “Speech development of children 3-5 years old”
p.20

September
4
Looking at the painting “We play with cubes, build a house”
1. Develop attention.
2. Teach the correct use of singular and plural forms of nouns and verbs.
3.Cultivate friendliness.
1. Conversation based on the picture.
2. Compose a story about the children in the picture.
3.Game “The breeze is blowing”
4.Imitation of sounds
R/I “One - many”
Repeating the teacher's story based on the picture.
Ushakova O.S. “Speech development of children 3-5 years old”
p.23

October
5
Description of the appearance of the Olya doll
1.Develop observation skills.
2. Learn to determine the color of an object, use antonyms, agree on nouns and adjectives in gender and number.
3.Cultivate a desire to communicate.
1.Speech communication.
2.Description of the doll.
3.R/I “Donkeys”
4.Repetition of sounds
Comparison of two different dolls
D/I “Dress the doll”
Ushakova O.S. “Speech development of children 3-5 years old”
p.25

October
6
Drawing up a plot story based on a set of toys together with the teacher
1.Develop the ability to use words with opposite meanings.
2. Learn to write a short descriptive story with the help of an adult.
3. Foster a caring attitude towards objects.

1.Description of toys.
2. Imitation of animal sounds.
3. A story about your favorite toy.
4.P/I “Bear cubs and she-bear”
D/I "Animals"
Musical and didactic game “Whose mother’s voice”

Ushakova O.S. “Speech development of children 3-5 years old”
p.29

October
7
Writing a story about toys - a kitten, a bunny
1.Develop coherent speech.
2. Learn to form diminutive names for baby animals.

1.Reading a Russian folk song about a kitten.
2. Compose a story about a kitten with the children.
3. Compiling a story about a bunny.
3.Reading a poem about a bunny.
4.P/I “Frogs”
5.Learning pure talk.
D/I “Find the picture”
D/I "Family"
Ushakova O.S. “Speech development of children 3-5 years old”
p.31.

October
8
Description of toys - goat, donkey, steamboat
1.Develop speech breathing.
2. Show the formation of the imperative form of verbs: ride, ride, introduce antonyms.
2. Cultivate emotional responsiveness.
1.Description of toys.
2.P/I “Wind and leaves”
3. Telling a poem about smoke and chimneys.
4. Guessing animals by their voices.
5. Guessing the riddle.
6. Game “What did Pinocchio mess up?”
R/I “Find the error”
R/I “Guess who it is”
Ushakova O.S. “Speech development of children 3-5 years old”
p.35.

november
9
Retelling of the fairy tale “Turnip”
1.Develop speech breathing.
2. Learn retelling together with an adult.
3. Cultivate a love for tabletop theater.
1.Retelling a fairy tale using a tabletop theater.
2.P/I “Let’s plant a turnip”
3. Guessing riddles about animals.

Acting out a fairy tale using a tabletop theater.
D/I “Pick a Pair”
Ushakova O.S. “Speech development of children 3-5 years old”
p.38.

november
10
Description of Olya doll's clothing items
1.Develop the ability to focus on the characteristics of the subject.
2. Learn to correctly use adjectives denoting color.
3. Cultivate politeness.
1.Description of the doll’s appearance.
2. Children dress dolls for a walk.
3.R/I “Guess what’s drawn”
Find objects in the group that begin with the sound “p”
R/I “Find the object”
Ushakova O.S. “Speech development of children 3-5 years old”
p.40.

november
11
Compilation descriptive story about toys - bear and mouse

2. Learn to use prepositions in, on, under, about, before.
3. Cultivate a love for animals.
1. Drawing up a descriptive story together with the teacher.
2.Game “Ask politely”
3.P/I “Bear and cubs”
R/I “Find by description”
Game "Guess by Sound"
Ushakova O.S. “Speech development of children 3-5 years old”
p.43

november
12
Compiling a descriptive story about toys - a cat, a bear, a mouse.
1.Develop observation skills.
2. Learn to use words denoting qualities and actions.
3. Cultivate politeness.
1.Description of toys.
2. Guessing animals by their voices.
3.S/R game “Shop”
Find an item by description
Description of the picture of the animal.
Ushakova O.S. “Speech development of children 3-5 years old”
p.45.

December
13
Compiling a story based on the painting “Sledding”
1.Develop attention.
2. Learn to pronounce sound combinations at different tempos, with different volumes.
3. Cultivate sociability.
1.Description of the picture.
2.Independent storytelling.
3. Game "Snowballs".
4. Playing the drum.
5. Guessing animals by sound combinations.
R/I “What we see in the yard”
R/I “Finish the word”
Ushakova O.S. “Speech development of children 3-5 years old”
p.47.

December
14
Description of Dasha and Dima dolls
1.Develop coherent speech.
2. Learn to write a story based on the teacher’s questions.

1.Description of the dolls.
2. Game "Ball".
3.Playing the pipe.
4.Playing the bell.
5.R/I “Which toy is gone”
R/I “What our doll loves”
D/I “What has changed”
Ushakova O.S. “Speech development of children 3-5 years old”
p.49.

December
15
Carrying out the game “What’s in Pinocchio’s bag”
1.Reinforce the correct pronunciation of sounds.
2.Practice in the formation of genitive plural forms of nouns.

1.Description of Pinocchio.
2. Game “What’s in Pinocchio’s bag.”
3.Description of toys.
Game “Everything is so different”
Describe the toy
Ushakova O.S. “Speech development of children 3-5 years old”
p.52.

December
16
Compiling a descriptive story about animals using pictures.
1.Develop correct pronunciation of sounds.
2. Reinforce in speech the names of familiar animals, toys, and their qualities.
3. Cultivate attention to the intonation side of speech.
1.Onomatopoeia of musical instruments.
2.Playing the drum.
3.Description of pictures.
4. Game "Horse".
5. Long exhalation exercise.
Game "Guess What I'm Talking About"
Description of animals from the picture.
Ushakova O.S. “Speech development of children 3-5 years old”
p.55.

January
17
Retelling of K. Chukovsky's fairy tale "Chicken"
1.Develop speech and attention.
2. Learn to reproduce the content of a fairy tale based on questions.
3. Cultivating the desire and ability to listen to works of art and follow the development of the action.
1.Repetition of sounds made by animals.
2. Game "Hen and Chicks".
3.Reading the fairy tale “Chicken”.
4. Retelling a fairy tale.
R/I “Loud - Quiet”
R/I “Guess by Voice”
Ushakova O.S. “Speech development of children 3-5 years old”
p.57.

January
18
Compiling a story based on the painting “Trolleybus and Toys”
1.Develop auditory perception.
2. Learn to compose a story based on a picture, focusing on the sample proposed by the teacher.
3. Develop a sound culture of speech.
1. Children answer the teacher’s questions about the picture.
2. Description of the trolleybus.
3. Game "Goose and goslings."

Game "Wonderful bag"
Game “How a cockerel walks and sings, how a dog runs and barks”
Ushakova O.S. “Speech development of children 3-5 years old”
p.59.

January
19
Compiling a descriptive story about toys - a steamboat, a fox, a rooster
1.Develop imaginative thinking.
2.Intensify the use of adjectives.
3. Develop a sound culture of speech.
1. Description of the ship.
2. Description of the rooster.
3.Description of the fox.
4. Game “What is missing”
D/I “The toys ran away”
Game "Find the house"
Ushakova O.S. “Speech development of children 3-5 years old”
p.61.

February
20
Carrying out the game “Katya’s birthday”
1.Develop observation skills.
2. Learn to pronounce words loudly - quietly, quickly and slowly.
3. Foster a caring attitude towards toys.
1.Description of the doll.
2. Game “Katya’s birthday.”
3. Game “Dolls draw and walk.”
4.Telling a Russian folk nursery rhyme.
Game "Turn around and guess"
R/I “Loud - Quiet”
Ushakova O.S. “Speech development of children 3-5 years old”
p.63.

February
21
Compiling a descriptive story about toys - a fox, a bear cub.
1.Develop correct pronunciation of words with sound (i).
2. Learn to compare different animals, highlighting opposite characteristics.
3. Cultivate a love for wild animals.
1.Description of animals.
2.Description of the little fox.
3. Game “Compare different animals.”
4. Game “Compare different animals.”
D/I “Find the differences”
Game “The hedgehog is the father, the hedgehog is the mother”
Ushakova O.S. “Speech development of children 3-5 years old”
p.66.

February
22
Compiling a story based on a set of toys.
1.Develop speech skills.
2. Learn to correctly name items of clothing.
3. Cultivate neatness.
1.Description of the doll.
2.Description of the dog.
3. Game "Snowflakes".
Game "Endless Classification"
D/I “Find the picture”
Ushakova O.S. “Speech development of children 3-5 years old”
p.69.

February
23
Description of vegetables and fruits
1.Develop attention.
2. Learn to write a description of an item.
3. Develop a sound culture of speech.
1.Description of a bunny with a carrot.
2.Description of vegetables and fruits.
3.P/I “Bunnies and the Wind”
4. Guessing riddles.
Game "How are they alike"
Game “In the garden or in the vegetable garden”
Ushakova O.S. “Speech development of children 3-5 years old”
p.72.

March
24
Compiling a story about the dolls Faya and Fedya
1.Develop observation skills.
2. Learn to use words with opposite meanings in speech.
3. Cultivate a caring attitude towards dolls.
1. Compilation of a short story about dolls.
2. Game “The doll is funny and sad.”
3. Game “Say it in one word.”

D/I “How to distinguish them”
R/I “Fast-slow”
Ushakova O.S. “Speech development of children 3-5 years old”
p.74.

March
25
Retelling of the fairy tale “The Little Goats and the Wolf”
1.Develop correct pronunciation of sounds.
2. Learn to retell a fairy tale together with the teacher.
3.Cultivate interest and love for reading fairy tales.
1.1.Telling the fairy tale “The Little Goats and the Wolf.”
2. Theatricalization of a fairy tale.
3. Game "Little Goats".
R/I “What Happens”
R/I “What is it like”
Ushakova O.S. “Speech development of children 3-5 years old”
p.77.

March
26
Description of utensils
1.Develop correct pronunciation of sound (s).
2. Learn to correctly name individual pieces of utensils.
3. Cultivate a caring attitude towards dishes.
1. Description of utensils and what they are needed for.
2. Game “Who can name the most actions.”
3. Game “Where you can do what.”
4. Game "Finish the sentence."
R/I “I know”
Game "What, where, when"
Ushakova O.S. “Speech development of children 3-5 years old”
p.78.

March
27
Naming pieces of furniture. Use of spatial prepositions.
1.Develop memory.
2. Practice understanding and using spatial prepositions in, on, for, about.
3. Cultivate a caring attitude towards furniture.
1. Compiling a story using prepositions.
2. Game “Who can do what.”
Game "Where was the ball"
Game "Useful hide and seek"
Ushakova O.S. “Speech development of children 3-5 years old”
p.81.

April
28
Writing a story on a topic from personal experience
1.Develop the ability to listen carefully.
2. Activate adjectives in speech.
3. Cultivate a respectful attitude towards other people.
1. Guessing riddles.
2. Description of the dog.
3. Game “Pilots and Planes”.
4.Reading the poem “Christmas trees”
R/I "Shop"
Game "Who came to us"
Ushakova O.S. “Speech development of children 3-5 years old”
p.83.

April
29
Compiling a story based on the painting “Cat with Kittens”
1.Develop attention.
2. Activate adjectives and verbs in speech.
3. To develop the ability to correctly and clearly pronounce sounds in words.
1.Description of the picture.
2. Game “Cat and Kittens”
3.Reading pure talk.
D/I “Describe the object”
Game "Tell Me"
Ushakova O.S. “Speech development of children 3-5 years old”
p.85.

April
30
Compiling a story based on the painting “Chickens”
1.Develop speech.
2. Learn to correctly name what is shown in the picture.
3.Cultivate curiosity.
1.Description of the picture.
2.P/I “Chickens”
3. Game “Tell me about your walk”
Game "You've got mail"
Game "Tell Me"
Ushakova O.S. “Speech development of children 3-5 years old”
p.87

April
31
Compiling a descriptive story about animals using pictures
1.Develop clear pronunciation of sounds.

3. Cultivate a love for animals.
1.Description of animals.
2. Game “Repeat the sounds”
R/I “Correct the mistake”
Game "Find the Differences"
Ushakova O.S. “Speech development of children 3-5 years old”
p.90.

May
32
Drawing up a description based on the subject picture
1.Develop correct sound pronunciation.
2. Learn to write short stories based on pictures.
3.Cultivate cognitive interest.
1. Guessing riddles.
2. Children tell stories from pictures.
3.Onomatopoeia of animal voices.
4. Game “Lay out the pictures”
D/I “Remember and Show”
Game "Who's there"
Ushakova O.S. “Speech development of children 3-5 years old”
p.91.

May
33
Final educational activity
Monitoring the results of children’s mastery of the “Speech Development” OD
Travel game “Visiting Dunno”
di
OP DO MBDOU No. 159 p. 19