Long-term planning in the first junior group of kindergarten according to the Federal State Educational Standard for the year by month. Long-term thematic plan for working with children in the second junior group for a year Long-term planning in 2 ml

Long-term (approximate comprehensive thematic) planning of work in the 2nd junior group was compiled on the basis of the educational program edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva "From birth to school." In accordance with the Federal State Educational Standard 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.

Building the educational process around one topic for 2-3 weeks allows you to maximize the potential of children and achieve the best results, as well as 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. The week themes of the calendar plan correspond to the week themes 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

Topic of the week	Objectives of the period	Program content implemented during educational activities	Working with parents
September, 1 week	Making children happy from returning to kindergarten. Continue to get acquainted with children's garden as the closest social the child’s environment: professions kindergarten employees (teacher, teacher's assistant, musical manager, doctor, janitor), subject environment, rules of behavior in children's garden, relationships with peers. Continue to get to know your surroundings group environment, children's premises garden Introduce children to each other during games, form friendships, friendly relationships between children (collective artistic work, songs and poems about friendship, shared communication games).	Getting to know the world around you Teach children to navigate some premises of the preschool institution, cultivate a friendly attitude and respect for kindergarten employees. FEMP Speech development To form in children sympathy for their peers with the help of the teacher’s story and play exercises, the awareness that every child is wonderful and adults love him. Drawing Introduce pencil and paper. Develop the ability to draw with pencils: hold the pencil correctly, move it along the paper, without pressing too hard. Draw children's attention to the marks left by a pencil on paper. Develop the ability to see the similarity of strokes with objects, develop the desire to draw. Modeling Introduce clay and plasticine. Form the idea that clay is soft, you can sculpt from it, and pinch off small pieces from a large piece. To develop the ability to place clay and sculpted products on a board, to work carefully. Develop a desire to sculpt. Music To develop the ability and desire to listen to music. React emotionally and answer questions about the content of the song. Develop emotional responsiveness to songs of a different nature. Learn to distinguish sounds by pitch, learn to sing melodiously, without tension. Indoor physical education To develop orientation in space when walking in different directions, to teach walking on a reduced support area while maintaining balance. Outdoor physical education Practice running with the ball and jumping.	Meeting the families of the students, survey. Informing parents about the progress of the educational process: days open doors, individual consulting. Parent meeting, introduction to wellness activities at the preschool educational institution. Recommendations for home reading. Involving parents in planning interaction between family and kindergarten.
September, 2 week	Expand children's understanding of autumn (seasonal changes in nature, people’s clothing, at the kindergarten site), about the time of collection harvest, about some vegetables. Introduce rules of safe behavior in nature. Develop the ability to notice the beauty of autumn nature, monitor the weather.	Getting to know nature To develop the ability to distinguish the names of vegetables (cucumber, tomato, carrot, etc.) by appearance and taste, to expand ideas about growing vegetable crops, and to encourage the dramatization of the fairy tale “Turnip”. FEMP To clarify children's knowledge in the field of mathematics through didactic games. Speech development Introduce children to the fairy tale “The Cat, the Rooster and the Fox,” adapted by M. Bogolyubskaya. Drawing To develop the ability to convey in a drawing impressions of the surrounding nature, the image of rain. Strengthen the ability to draw short strokes and lines, hold a pencil correctly. Develop a desire to draw. Application To develop the ability to choose large and small round objects (tomatoes). To consolidate ideas about round-shaped vegetables and their differences in size. Develop the ability to carefully paste an image. Music Develop the ability to show the upward movement of a melody using your hands. Develop the ability to find intonations for onomatopoeia of cheerful and calm songs in the “A - B” range.	Introducing parents to events carried out in kindergarten. Informing parents about the facts affecting the health of children. Involvement in joint observations of autumn changes in nature, to viewing vegetables. Involving parents in organizing the group, holding joint competitions.

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 a healthy lifestyle. 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” Objectives of the program content of the topic Methodological support 1 week: Lessons No. 1-2-3 Walking and running in small groups in a forward 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 across 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 index "Physical education 2nd 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 of children’s physical development and physical fitness. Filling out monitoring cards for children's development in the direction of physical development. Week 2: 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. 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/in 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 file "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/v 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 1 week: Vacation 2 week: 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 area of support; 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 file "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 "Mother hen and chickens" Card file "Physical education 2nd junior 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. Week 3: 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 junior 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 field "Cognition" is aimed at achieving the goals of developing children's cognitive interests, intellectual development of children through solving the following tasks: sensory development; development of cognitive-research and productive (constructive) activities; formation of elementary mathematical concepts; formation of a holistic picture of the world, expansion children's horizons"*. 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 of the ability to perceive the sound of various musical instruments and native speech. Consolidating the ability to identify color, shape, size as special properties of objects; group homogeneous objects according to several sensory characteristics: size, shape, color. Improving the skills of establishing the identity and difference of objects according to their properties: size, shape, color. Remind 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 when characterizing objects). 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, tearing - does not tear). 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.43FEMP 3 week: 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 compilation of a group of objects from individual objects and the isolation 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 Week No. 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 FEMP and the development of productive (constructive) activities 2 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 FEMP 3 week: Lesson No. 3 (October) Continue to develop the ability to compose a group of subjects from separate objects and select 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 group" Construction 4th week: "Pathways of different lengths" Teach children to build paths, varying their length; Fix the names details.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 of the comparison in words long - short, longer - shorter; Improve the ability to form a group of objects from individual objects and identify one object from the group; designate combinations with the words one, many, none. V.I. Pomoraeva, “Lessons on FEMP 2 junior group.” FEMP group 2 weeks: 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. V.I. 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 nesting 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 on your 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 of objects using the method of superimposition, denote the results of comparison in words by many, equally, as much - 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 around 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 1 week: 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 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 preschool employees. 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 introduce children to the work of preschool workers - educators; Learn to call teachers by name, patronymic, and address them as “you”; To 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 Theme 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 a desire to participate in the dramatization of the 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” Objectives 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 familiarization with the outside world in the 2nd junior group” p. 113 week: “Dad, mom, I am a family” Form primary ideas about the 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: Vacation 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 nutrition and the 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 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 an understanding of the value of health Form the desire not; get sick, improve health; Develop children’s speech. S.N. Nikolaeva “Young Ecologist” p.51 Week 2: “Our little bunny is sick” Give children the idea that mother takes care of her family, she is a doctor and a nurse in her home; Develop respect for mother. O.V. Dybina “Classes on getting to know the world around us in the 2nd junior group” p. 233 week: “How Funtik and I carried sand” Give children the idea that dad cares about his family; Dad knows how to drive a car, transport cargo and people - he is a driver in his house; To form respect for the father. O.V. Dybina “Classes on familiarization with the outside world in the 2nd junior group” p. 314 week: “We congratulate our fathers” Introduce the 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 the 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 an object is made and the way the object is used. 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 indoor plants already familiar to them (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: " Clay plate" To acquaint children with the properties of clay, with the structure of its surface. O.V. Dybina "Classes on familiarization with the surrounding world in the 2nd 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 them through solving the following tasks: development of free communication with adults and children; development of all components of children’s oral speech (lexical side, grammatical structure of speech, pronunciation side of speech ; coherent speech - dialogical and 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 assignments (ask, find out, offer help, thank, etc.). Reminding children of examples of addressing adults who have entered 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 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. Developing a desire to listen to the teacher’s stories about life events understandable to children. Forming 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. Forming the ability to conduct a dialogue with a teacher: listen and understand the question asked, 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 the development of 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 action, and empathize with the characters of the work. Explanations of the characters' actions and the consequences of these actions. Developing the ability, with the help of a teacher, to stage and dramatize short 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). Developing the ability to read nursery rhymes and short original poems by heart. Formation of interest in books. Regularly look at 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 and 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 "Program 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; Practice 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 monitoring cards for children’s mastery of 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 area "Communication" and "Reading fiction" Week 3: "Visiting the housewife's grandmother" Encourage children to compose a story from 3-4 simple proposals for a set of items together with the teacher; Develop visual perception, observation; To develop in children the skill of using prepositions in, on, under, about, before, and to expand their active vocabulary. N.A. Karpukhina “Software development of educational areas” in the 2nd junior group from week 434: “Reading A. Blok’s poem “Bunny”. Memorizing A. Pleshcheev’s poem “Autumn has come” Help children remember A. Pleshcheev’s poem “Autumn has come”; Call 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 compose a short story based on the picture; Form a generalizing word - transport; Encourage them 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; Cultivate diligence, desire to listen and retell literary texts. N.A. Karpukhin “Software development of educational areas” in the 2nd junior group from week 1183: “Who is good with us, who is handsome with us. Reading S. Cherny’s poem “Pustalka” To arouse children’s sympathy for their peers with the help of the teacher’s story; Help 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 the Russian folk tale “The Cat, the Rooster and the Fox” "Introduce children to the fairy tale "The Cat, the Rooster and the Fox"; Using the example of the heroes of the fairy tale, show how family members take care of each other. V.V. Gerbova "Classes on speech development in the 2nd junior group" p. 275 week: "Good and bad actions of Masha and Oika" To form in children a holistic perception of a literary text; To develop intonation expressiveness; To encourage children to convey their impressions, to evaluate the actions of the heroes. N.A. Karpukhina "Software development of educational areas" in the 2nd junior group from 153 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 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 the picture by answering; to 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" With. Week 692: “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; 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" with .2562week: “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 “Program development of educational areas” in the 2nd ml. group from 119-1204 weeks: “Song of Friends” Form in children the perception of the figurative basis of poetic works Develop creative activity; poetic word. N.A. Karpukhina "Program 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" Objectives of the program content of the topic Methodological provision 1 week: “Reading the poem by I. Kosyakov “She’s All.” Didactic exercise “I love mommy very much, because...” Introduce the children to the poem; Improve dialogic speech; Cultivate a kind, attentive attitude towards mother. V.V. Gerbova “Classes on speech development in the 2nd ml. group” p.58 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in 2nd ml. .group" p. 189 2nd week: "Reading the Russian folk tale “The Wolf and the Seven Little Goats” Introduce children to the fairy tale; make them want to listen to the work again and remember the goat’s song; Foster 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 bag (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 2 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 singular and plural forms in speech. 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" To form creative activity in children when listening to the text and retelling it; To teach the ability to conduct a dialogue with a teacher; Pronounce 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; To consolidate the clear pronunciation of the sounds з-з, to 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 the artistic image. Preparing children to visit a 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.) and various objects (saucer, mittens) with Dymkovo patterns. 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.). Development of 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 marks 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 Week No. 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 "Artistic Creativity" 2nd week: Conducting monitoring Filling out monitoring cards for children's mastery of 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 “Fine art classes in the 2nd junior group. " p. 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 2 ml. group." p. 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 ; To consolidate knowledge of colors. 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. 754 week: "Inflate the bubble" Teach children to convey images of outdoor play in drawing; Consolidate the ability to draw round objects of different sizes; develop the ability to paint with paints. T.S. Komarova “Art classes in 2 ml. group." p. 375 week: "Draw something round" Exercise children in drawing round objects; Strengthen the ability to use paints; Teach to enjoy their drawings. T.S. Komarova "Art classes in 2 ml. group." p. 45 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: "Saucer for milk" Teach the correct techniques for painting without leaving for the outline, recognize the color and name it; Learn to enjoy your drawings. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Comprehensive lessons in the 2nd junior group” p. 101 2nd week: “Who lives in the forest ?" Strengthen the ability to work with pencils or a brush; Develop creative imagination. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p. 107 3rd week: "Snowballs, large and small" Strengthen children's ability to draw round objects; Teach the correct techniques for painting with paints; Learn to repeat an image, filling the free space of the sheet. T.S. Komarova "Art classes in 2 ml. group." p. 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 use paints and a brush. 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. 134 January Week No. Topic 2,3,4 weeks "Winter" Program objectives topic content Methodological support Week 1: Holidays 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, to decorate it; 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, 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 brushwork 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” Arouse in children the desire to convey the beauty of the blooming in the drawing meadows, flower shapes; 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 elements of painting 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; Develop the ability to decorate an object. T.S. Komarova "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 appliqué 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. “Introducing 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." With. 32 Week 4: Application. “Big and small apples on a plate” Teach children to stick round objects; Strengthen ideas about the differences in size of objects; Reinforce proper gluing techniques. T.S. Komarova "Art classes in the 2nd junior group." With. 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 the subject; To cultivate a desire to engage in creativity. T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.83 2nd week: Application. “Multi-colored lights in houses” Teach children to stick round images; Learn to alternate circles by color; Practice neat gluing. T.S. Komarova "Art classes in the 2nd junior group." With. 42 Week 3: Modeling. “Pretzels” Strengthen the technique of rolling out clay with straight movements of the palms; Teach children how to roll the resulting sausage in different ways; To develop the ability to examine works. T.S. Komarova "Fine art classes in the 2nd junior group." With. 42 Week 4: Application “Berries and apples on a plate. 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 the 2nd grade group." With. 38 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.695 week: Modeling. “Gingerbread” To consolidate the ability to sculpt balls; Learn to flatten a ball by squeezing it with your palms; Develop the desire to do something for others. T.S. Komarova "Fine arts classes in the 2nd junior group." With. 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 your neat gluing skills. T.S. Komarova "Art classes in the 2nd junior group." With. 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 the 2nd junior group." With. 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 the image of a toy in applications; Depict an object consisting of several parts; Strengthen knowledge of colors. T.S. Komarova "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.128-130 Week 4: Modeling “Rattle” Teach children to sculpt an object consisting of two parts: a ball and sticks; Learn to connect parts, pressing them tightly against each other; Practice rolling clay with straight and circular movements of the palms. T.S. Komarova "Art classes in the 2nd junior group." With. 49 January Week No. Topic 2,3,4 weeks “Winter” Objectives of the program content of the topic Methodological support 1st week: Vacations 2nd week: Application. "Snowman" To consolidate children's knowledge about round shapes, about the difference in size of objects; Learn to compose an image from parts; Practice neat gluing. T.S. Komarova "Art classes in the 2nd junior group." With. 60 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova “Complex classes in the 2nd junior group” p.115-116 Week 3: Modeling. “Little dolls are walking in a snowy meadow” Learn to create the image of a doll in modeling; 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 "Fine art classes in the 2nd junior group." With. 61 Week 4: “Stick on whatever toy you want” Develop children’s imagination and creativity; Consolidate knowledge about shape and size; Practice proper gluing techniques. T.S. Komarova "Art classes in the 2nd junior group." With. 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 a cat (based on outdoor play)” Continue to develop the ability to reflect images of outdoor play in modeling; Develop imagination and creativity; To consolidate previously acquired skills and abilities. T.S. Komarova "Fine arts classes in the 2nd junior group." With. 63 Week 2: 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” p.156 Week 3: 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 into two equal parts by eye; Arouse joy from the created image. T.S. Komarova "Art classes in the 2nd junior group." With. 64 Week 4: Application. “Flags” “Festive panorama” Reinforce the ability to create an image of a rectangular object in an application; Distinguish and correctly name colors; Use glue carefully. 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; 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. Komarov “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 Methodological support Week 1: Modeling “Big and small birds at the feeder” Continue to develop in children the desire to convey images of birds in modeling; Develop the ability to talk about what they have sculpted; .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 3rd week: Modeling. "Chicks are walking" Continue to develop the ability to sculpt objects consisting in two parts; Learn to depict details using pinching techniques; Include children in the creation of a collective composition. T.S. Komarov “Art classes in 2 ml. group." p. 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 square-shaped paper napkin; develop a sense of rhythm; consolidate the ability to glue parts carefully. T.S. Komarova “Art classes in 2 ml. group." p. 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; Reinforce the technique of pinching with the tip of your fingers; Learn to sculpt according to the model of a folk (Dymkovo) toy. T.S. Komarova “Art classes in 2 ml. group." p. 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. .Komarov "Art classes in 2 ml. group." p. 88 T.V. Kovrigina, M.V. Kosyanenko, O.V. Pavlova "Complex classes in the 2nd junior group" p. 254 Week 2: Modeling. "Bowls of the Three Bears" Teach children to sculpt bowls of different sizes ; Learn to flatten and pull the edges of the bowl up; Strengthen the ability to sculpt carefully. T.S. Komarova “Art classes in 2 ml. group." p. 79 3rd week: Conducting monitoring Filling out monitoring cards for children's mastery of the necessary skills and abilities in the educational field "Artistic Creativity" 4th week: Conducting monitoring Filling out monitoring cards for children's mastery of the necessary skills and abilities in the educational field "Artistic Creativity" Explanatory note. Educational area "Music". "The content of the educational area "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 activities; introduction to the art of music"*. Development of musical and artistic activity, introduction to the art of music. Listening. Introducing children to folk and classical music. Acquaintance with three musical genres: song, dance, march. Formation of emotional responsiveness to a work, the ability to distinguish between fun and sad music. Formation of the ability to listen to a piece of music to the end, understand the nature of the music, determine how many parts there are in the work. Development of the ability of children 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 the sound of musical toys, children's musical instruments (musical hammer, barrel organ, rattle, drum, tambourine, metallophone, etc.). Singing. Formation of the ability to sing expressively. 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 theatres). 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 the specific meaning of the words: “more”, “less”, “the same”. Distinguishes between a circle, a square, a triangle, objects with corners and a circular 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.).

Maria Vasilievna Antonova
Long-term planning in the second junior group for the 2017–2018 academic year.

Long-term planning in the second junior group for the 2017 - 2018 academic year.

Topic: “Formation of environmental culture in preschool children”

Target: formation of elementary ecological ideas in children through familiarization with objects of the immediate environment and phenomena in nature

Tasks:

1. Introduce children to the characteristic features of the seasons.

2. Enrich children’s understanding of domestic and wild animals and their cubs.

3. Form ideas about the plants in your immediate environment (trees, flowers, indoor plants).

4. Foster in children an emotionally positive, caring attitude towards objects of living nature.

September

Autumn is golden.

Vegetables. Garden. Fruits. Garden. Trees. Mushrooms. Berries

GCD "Golden Autumn"

Target: acquaintance with the season - autumn.

Tasks: help children see seasonal changes in nature.

Introduce children to the autumn phenomenon of leaf fall.

Encourage children to admire autumn leaves and distinguish them by color.

GCD "Vegetables from the garden"

Target: introducing children to vegetables.

Tasks: teach children to distinguish by appearance and taste and name vegetables (cucumber, tomato, carrot and turnip).

Expand your understanding of the cultivation and use of vegetable crops.

Create a desire to participate in the dramatization of the Russian folk tale “Turnip”

1. Observation of plants in the immediate environment

2. Observation of the teacher’s work in the flower garden.

3. Watching a video clip, video presentations about autumn, autumn natural phenomena.

4. Collecting beautiful leaves for the collection.

5. Reading works about autumn:

M. Prishvin “Falling Leaves”, A. Pleshcheev “Autumn Has Come”,

6. Didactic games: “Wonderful bag”, “Test the taste”, “Find the same piece of paper”

7. Finger Theater based on the fairy tale “Turnip”

8. Learning the Russian folk song “Cucumber, cucumber...”

9. Dominoes: “Whether in the garden or in the vegetable garden”, “Turnip”.

10. Conversation “What grows in the garden?”

11. Finger gymnastics “We chop cabbage”

12. Physical education minutes: “Autumn”, “Autumn Leaves”, “Red Forest”.

13. Making garlands from autumn leaves

1. Plot-role-playing games:

- “Let’s help mom make a vegetable salad.”

- “Let’s treat the goat to cabbage”

- “Making preparations for the winter”

2. Examination of illustrations, plot pictures about autumn.

3. Examination of sets with subject pictures: “Vegetables”, “Fruits”.

4. Drawing on the topic:

"Autumn carpet"

"It's raining."

Interactions with family

1. Folder “Autumn”.

2. Consultations:

- “Crafts made from natural materials”

- “Vitamins in vegetables and fruits”

3. Folder “Vegetables and fruits - valuable products”

4. Creating a recipe notebook “Preparations for the winter”

5. Participation in an exhibition of works on the theme “Miracles from the Garden”

October

Pets and birds

NOD “Visiting Grandma Arina”

Target: getting to know pets.

Tasks: expand children's understanding of domestic animals and their cubs.

Teach proper behavior with pets.

Foster a caring attitude towards pets.

GCD "In the Poultry Yard"

Target: developing children's ideas about poultry.

Tasks: teach to recognize by appearance and correctly name poultry and their young.

Expand children's active vocabulary and improve the grammatical structure of their speech.

Develop children's mental processes: attention, memory, thinking.

To promote the development of coherent speech and the articulatory apparatus when pronouncing sounds using onomatopoeia.

Cultivate interest and caring attitude towards birds.

Joint educational activities in restricted moments between adults and children

1. Reading fiction:

S. Marshak “Mustachioed – Striped”

V. Suteev “Three Kittens”, “Who Said Meow?”, “Cockerel and Paints”, K. Ushinsky “Vaska”, L. Tolstoy “A Cat Slept on the Roof”, E Charushin “In Our Yard”, K. Ushinsky “ Cockerel with his family", "Ducks", "Vaska",

2. Finger games: “The pussy was shaking the strings”, “Where are the palms?”, “Two dogs”, “Horse”.

3. Outdoor games: “Sparrows and the cat”, “Hen and chickens”, “Cat and mice”, “Shaggy dog”.

5. Watch video presentations about pets and birds.

6. Examination of paintings: “Hen with chickens”, “Cat with kittens”, “Horse with foals”.

Independent activities of children

1. Looking at illustrations about pets

2. Review of children's books:

S. Marshak “Mustachioed - Striped”, V. Suteev “Three Kittens”, “Who Said Meow?”, “Cockerel and Paints”.

Interactions with family

1. Information stand: “We are studying the topic: “Poultry”

2. Involving parents in helping to collect illustrative material and coloring books on the topic “Pets”

3. Collecting photographs and organizing a photo exhibition “My Favorite Pet”

4. Production of children’s books by parents on the topic “Poultry”.

5. Consultation: “Our little brothers: choosing a pet for a child”

November

Wild animals (hare, wolf, fox, bear)

NOD “Wild Animals. What grows in the forest, who lives in the forest?

Target: getting to know the animals and plants of the forest

Tasks: introduce children to the animals and plants of the forest; teach children to find, recognize and name animals in pictures. Cultivate a caring attitude towards all living things.

NOD “How animals in the forest prepare for winter”

Target: developing in children the ability to establish simple connections between seasonal changes in nature and the behavior of animals

Tasks: enrich children's knowledge about seasonal changes in nature;

expand children's understanding of animal life in autumn; cultivate curiosity and interest in the life of animals.

Joint educational activities in restricted moments between adults and children

1. Word games “Bunny in trouble”, “Help the squirrel”.

2. Game exercise “Guess whose tail”

3. Reading works about animals: E. Charushin “What kind of animal?”, “Wolf”, “Fox”, “Where do you live, squirrel?”, D. Mamin - Siberian “The Tale of the Brave Hare - long ears, slanted eyes, short tail."

4. Reading and memorizing nursery rhymes:

“A fox was walking along the bridge,” “A squirrel was sitting on a cart.”

5. Didactic games “Whose house?”, “Paired pictures”, “My favorite animal”.

6. Outdoor games: “The Fox and the Hares”, “The little white bunny is sitting”.

Independent activities of children

1. Examination of a set of subject pictures “Wild Animals”

2. Coloring with stencils “Wild Animals”

3. Post the game for free use “Who is wearing what” (lotto with modeling elements)

Interactions with family

1. Consultation “What to tell children about wild animals?”

December

Winter (weather phenomena: frost, snow, cold, wind) Wild birds. Wintering birds.

NOD “Let’s feed the birds in winter” (outdoors)

Target: expanding knowledge about wintering birds

Tasks: encourage children to watch birds flying to the site (crow, tit, sparrow).

Create a desire to feed them in winter. Cultivate a caring attitude towards birds.

O. A. Solomennikova from 15

Joint educational activities in restricted moments between adults and children

1. Role-playing game “Let’s dress Katya for a walk”

2. Outdoor games: “Sparrows and a car”, “Sparrows and a cat”.

3. Getting to know sayings and signs about winter.

4. Learning the nursery rhyme “The bullfinch sat on a branch”, poems: K. Chukovsky “Christmas tree”, E. Ilyina “Our Christmas tree”

5. Bird watching and feeding birds at the feeder.

Independent activities of children

1. Looking at illustrations about winter

2. Drawing birds using strokes and stencils

Interactions with family

1. Memo “Let’s save our Christmas tree.”

2. Mobile folder “Winter-winter”

3. Carrying out a campaign for parents and children “Help the birds in winter!”

4. Consultation for parents “What to tell children about wintering birds?”

January

Winter (weather phenomena: frost, snow, cold, wind) Wild birds. Wintering birds.

NOD “In January, in January, there is a lot of snow in the yard...”

Target: developing children's knowledge about winter phenomena in nature.

Tasks: Enrich children's understanding of winter phenomena in inanimate nature: rivers freeze and become covered with ice, snowfall, frost.

Introduce the properties of ice and snow.

O. Voronkevich “Welcome to ecology” from 14

Joint educational activities in restricted moments between adults and children

1. Examination of illustrations, plot paintings about winter.

2. Didactic game “Spread the birds in houses” (domestic and wild birds)

3. Physical education minutes: “We are walking through the snowdrifts”, “I’m not afraid of the frost”, “We are going skiing into the forest”, “Moose”.

4. Learning finger games:

“Squirrel”, “Snowball”, “The sun warms the earth weakly”.

Independent activities of children

1. Examination of a set of subject pictures “Wintering Birds”.

2. Examination of illustrations about winter, winter phenomena in nature.

3. Drawing snowflakes in different ways and materials.

Interactions with family

1. Consultation “Winged Friends”

2. Consultation “Introducing children to nature”

February

Our corner of nature.

ECD “Getting to know the houseplant - geranium”

Target: introducing children to a houseplant - geranium

Tasks: to form in children an idea of geranium, its structure (stem, leaves, flowers, root)

rules for watering plants.

GCD “Introducing the indoor plant - ficus”

Target: getting to know the houseplant – ficus.

Tasks:

To form in children initial ideas about the indoor ficus plant (a large plant that looks like a tree, it has large, green leaves with a smooth surface);

Develop speech, learn to conduct dialogue;

To foster a caring attitude towards the plant, to create a desire to care for it.

Joint educational activities in restricted moments between adults and children

1. Consideration of the plant structure diagram.

2. D/games: “Big and small”, “Collect a plant”

3. Work in a corner of nature (joint watering of indoor plants, observing the cleaning of dust from geranium leaves).

4. Memorizing the poem “Geranium”

Geraniums bloomed on the window so early

Large leaves and lush flowers.

Even very good

That's what the kids decided.

Independent activities of children

1. Board game “Mosaic” - lay out a flower.

2. Drawing flowers and plants using strokes, stencils, and unconventional methods (with fingers, cotton swabs, on the rump).

3. Coloring coloring pages “Indoor plants”

4. Examination of the “Indoor Plants” folder.

Interactions with family

1. Consultations for parents:

- “Green pharmacy on the window”

- “About the benefits of indoor plants.

Short-term project “Cipollino is our friend”

Target: developing children's interest in research activities on growing onions indoors.

Tasks:

Expand children’s knowledge about the structural features and growth conditions of plants;

Develop children's cognitive and creative abilities. Activate speech and enrich children's vocabulary;

Form partnerships between teachers, children and parents;

Involve children in active independent activities in growing plants;

Foster a caring and caring attitude towards plants.

Joint educational activities in restricted moments between adults and children

1. Conversations with children:

- “What are vitamins?”

- “Such a useful onion”

2. GCD “Drawing”: “This is our onion”

Target: developing children's interest in non-traditional drawing techniques

Tasks: teach children to convey the image of a vegetable crop in a drawing using a stencil and paints, to decorate it; develop the ability to use paints and a foam sponge.

3. GCD “Natural World”: “Planting Onions”

Target: creating conditions for educational and research activities

Tasks: develop cognitive activity,

consolidate knowledge about the needs of the plant (earth, water, light)

teach sequential performance of labor operations,

to cultivate an interest in working in nature and a caring attitude towards natural objects.

4. Reading fiction, poems, nursery rhymes, guessing riddles.

5. Making an observation diary

6. Watch video presentations about onions, their benefits for humans, and vitamins.

Independent activities of children

1. Review of the book “Cipollino”

2. Drawing vegetables using strokes and stencils.

Interactions with family

1. Consultation for parents “Creating a mini-garden on a window at home”

March

Spring (weather phenomena: rain, sun, stream). International Bird Day

NOD “Spring is coming! Make way for spring!

Target: creating conditions for consolidating knowledge about seasonal changes in nature.

Tasks: to form children’s ideas about the characteristic signs of spring, about migratory birds, insects, and spring flowers.

To develop in children the ability to establish the simplest connections in nature.

To cultivate curiosity, interest in the spring awakening of nature, the desire to admire it.

GCD “Hello, dear squawk!”

Target: introducing children to migratory birds

Tasks: develop cognitive interest in the life of migratory birds, a sense of empathy for natural objects.

Instill in children an environmental culture of behavior.

Foster a humane, caring attitude towards the world around us as a whole. 1. Creating a mini-garden (decorating pots, sowing seeds, together with children).

2. Reading works of fiction: S. Marshak “Spring Song”,

A. Barto “Bird”, “Who Screams How”, E. Charushin “Yashka”,

L. Tolstoy “The Bird Made a Nest”, “Varya Had a Siskin”, “Spring Has Came”, V. Bianchi “Bathing the Bear Cubs”.

3. Outdoor games “Sunshine and Rain”, “Through the Stream”,

4. Physical education minutes: “Woodpecker”, “Rook”.

5. Watching presentations, videos, cartoons about spring, spring phenomena in nature.

Independent activities of children

1. Examination of illustrations about spring, spring phenomena.

2. Examination of subject pictures “Migratory birds”.

3. Drawing the sun, rain, stream.

4. Drawing using a stencil and outlines of birds.

Interactions with family

1. Consultations for parents on the topics: “Spring is coming...”

"Walking with children and bird watching"

2. Conversation “On joint observation with children of spring weather, phenomena, changes in nature”

3. Joint creation of a mini-garden in a group.

4. Involve parents in decorating the group according to the time of year.

April

[b]Plants (grass, flowers, trees). Insects (beetle, butterfly, ladybug, bee)

GCD "First Flowers"

Target: formation in children of ideas about early flowers - primroses.

Tasks:

Introduce children to the concept of primroses (coltsfoot, snowdrop);

Develop children's cognitive interest and cognitive abilities.

To develop children’s coherent speech, to activate new words in speech: “primrose”, snowdrop, “coltsfoot”;

Develop aesthetic perception, the desire to contemplate the beauty of the world around us.

NOD "Insects in the spring"

Target: formation of cognitive interest in the world of insects.

Tasks:

Systematize children's knowledge about insects, their appearance, method of movement, benefits or harm.

Develop thinking based on riddle solving exercises. Strengthen the ability to correlate primary colors (red, yellow, blue, green)

Foster a caring attitude towards natural objects.

Joint educational activities in restricted moments between adults and children

1. Watching presentations, videos, cartoons about plants, insects.

2. Reading works:

T. Aleksandrova “A spruce warmed up in the sun”, I. Tokmakova “Aspen”, “Spruce”, “Oak”, L. Tolstoy “Spring has come”.

3. Learning the poem by A. Pleshcheev “Rural Song”.

4. Physical education minutes: “The bunny went out for a walk”, “The bear got out of the den”, “A rowan grows by the river”, “Maple”, “You see the butterfly is flying”, “The fly is building a house”.

5. Outdoor games: “Birds and a car”, “Shaggy dog”, “Geese - geese”.

Independent activities of children

1. Examination of illustrations, sets of subject pictures on the topics: “Flowers”, “Trees in spring”, “Insects”.

2. Review of the “Children’s Encyclopedia”

3. Drawing trees

4. Drawing using stencils, outlines of flowers, trees.

Interactions with family

1. Consultations:

- “Let’s teach children to love wildlife”

- “Educational games made from unnecessary things”

2. Memos for parents: - “Visiting spring”,

- “How to prevent vitamin deficiency in the spring”

3. Conversation “How to dress a child in spring”

May

Spring is red

GCD "Visiting Spring"

Target: formation of children's ideas about the season - spring.

Tasks:

Strengthen the ability to observe natural phenomena and establish simple connections between them.

Clarify and enrich ideas about the signs of spring;

learn to find signs of spring in pictures yourself;

Expand words knowledge;

exercise the ability to move in accordance with the words of games and nursery rhymes;

Develop thinking, attention, fine motor skills of the fingers; artistic and creative abilities; sense of rhythm; the ability to change the strength of the voice - speak quietly - loudly;

Cultivate a caring attitude towards nature and accuracy when doing work.

Joint educational activities in restricted moments between adults and children

1. Reading works of fiction:

“The sun is visiting”, “Fear has big eyes”, “Geese are swans”

2. Didactic game “Lay out the sun” (Cuisenaire sticks, counting sticks)

3. Learning the poem by E. Serova “A dandelion wears a yellow sarafan”, chants: “The sun is a bucket”, “Rainbow is an arc”.

4. Playing with sunbeams

5. Experimenting with water and sand.

6. Games with pinwheels and ribbons

7. Finger games: “Why are there puddles everywhere?”, “Forest thunder rolled,” “Sunny bunnies.”

Independent activities of children

1. Examination of illustrations about late spring, insects, flowers, trees.

2. Drawing the sun with paints, using an unconventional technique.

3. Examination of illustrations for fairy tales read.

4. Playing with sand.

Interactions with family

1. Consultation “Child in the country”.

2. Memo “If a child is stung by a bee.”

3. Consultation “What do plants say?”

Educational field "Social and communicative development"

№	Types of children's activities	Pedagogical goals		Planned results
1	Conversations on moral education “What is good and what is bad” (V. Mayakovsky). “We don’t shout, we don’t make noise, we don’t fight”	To form in children the experience of correctly assessing good and bad deeds. Strengthen the skills of organized behavior in kindergarten, at home, on the street.	"S-K r"	tries to follow the generally accepted rules of behavior in kindergarten, reacts negatively to obvious violations of the rules.
2	Game situations “Masha needs help”, “Who will feel sorry for Mishutka?”	Create game situations that promote the formation of an attentive, caring attitude towards others.	"S-K r"	shows kindness towards others, strives to console the offended, please, help.
3	Communication games: "Geese" Russian adv. a game, "Dishes" From the plates, as one We eat soup with spoons. We eat cutlets with a fork, The knife cuts our omelettes. "Sun" The sun goes around in circles Gives his light to the children. And with the light it comes to us Friendship - sunny greetings.	To develop in children speech, the ability to act on a verbal signal, to combine words with actions. Create a positive atmosphere in the group; develop the ability to use kind words when communicating with each other.	"S-K r"	participates in group games, maintaining positive relationships; performs the named game actions.
4	Work in a corner of nature “Taking care of indoor plants.”	Cultivate a desire to participate in the care of indoor plants, carefully water them, and wipe large leaves of plants from dust.	"S-K r"	Has a desire to participate in the care of indoor plants.
5	Collective work “Little Helpers”	Learn to put away toys, building materials, equipment, arrange chairs in a certain order, holding the back with your right hand and the seat with your left.	"S-K r"	Able to perform simple labor actions.
6	Formation of self-service and independence skills	Learn to dress and undress independently in a certain sequence.	"S-K r"	Strives to dress independently, knows the sequence.
7	Conversations about safe behavior on the roads A traffic light has three eyes. Well, remember them, my friend, Walk the streets so that soon You could do it on your own. That red eye... Be afraid of it! When it burns, there is no way. Flashing yellow - get ready! Green light - go! D. Ponomareva	To form children's understanding of traffic rules. Continue to introduce the concepts of traffic lights. Develop thinking and speech.	"S-K r"	has an understanding of traffic lights and pedestrian crossings.
8	Collective application “Cars rush along the roads” (pasting ready-made forms in the right place)	Learn to distinguish between the roadway and the sidewalk, and understand the meaning of traffic lights. Cultivate accuracy in work.	"S-K r"	has an understanding of the roadway, sidewalk, traffic lights.
9	Reading the work of M. F. Yankin "The TV Incident"	Tell children about the rules of behavior in case of fire.	"S-K r"	Has knowledge that if a fire occurs, it is necessary to leave the premises.
10	Examination of the layout “Dangerous objects in everyday life”	Introduce dangers at home (hot stove, iron)	"S-K r"	Has a basic understanding of the sources of danger at home

Educational field "Cognitive development"

№	Contents and forms of educational work. Types of children's activities	Pedagogical goals	Integration of educational areas	Planned results
1	"Chickadee Watching"	consolidate the idea of the name of the bird, characteristic signs of appearance; cultivate a desire to care for birds.	"Etc"	Shows interest in the natural world around him and participates in seasonal observations. Has a basic understanding of natural seasonal phenomena.
2	Observation “Frosty sunny day”	tell children about how animals live in winter; stimulate good feelings towards them.
3	Observation "Footprints in the snow"	learn to identify tracks: children's, adults, animal tracks.
4	Observation “Winter is singing, calling out”	teach to find signs of winter, develop in children the ability to observe, describe, and establish the simplest cause and effect relationships.
5	"Watching the Sun"	to form the idea of children that in winter the sun rarely appears and does not warm well. Therefore, it is cold outside, all objects (benches, trees) and toys are cold to the touch.
6	Observation “Clothes in winter”	To consolidate children's knowledge about winter types of outerwear.
7	"Wintering Bird Watching"	consolidate knowledge about wintering birds; to form an idea of how wintering birds obtain food.
8	Observation "Snowplow"	Give children an idea of how streets are cleared of snow in winter.
9	Observation of mountain ash.	Strengthen knowledge about trees and shrubs. Form the idea that rowan fruits are food for birds in winter.
10	Watching the wind.	Learn to distinguish weather conditions (windy, calm)
11	“Watching mothers walk with strollers”	clarify the idea of how adults care for babies.
12	"Icicle Watching"	To form an idea of natural phenomena - frost and thaw.
13	Experience with water. Multi-colored icicles. “I pour it into a mold Clean water. And I’ll leave you on the street - What will happen to her? Always transforms In the cold there is water in the ice.”	to form the idea of children that in the cold water freezes and turns into ice. Ice is slippery, cold, transparent, hard; the water can be colored.	"Etc"	Enjoys participating in practical educational activities of an experimental nature together with adults.
14	Experiments with sand “Properties of dry and wet sand” (dry - crumbles, wet - sticks, takes the shape of a container (mold)).	To give basic ideas about the properties of sand. To form basic experimentation skills, to develop logical thinking and curiosity.
15	Experience “Drowning - not drowning”	continue to introduce children to the simplest ways of examining objects. Enrich children's personal experience, teach them to draw simple conclusions.
16	Didactic game “Let’s collect beads”	to develop the ability to group geometric shapes according to two properties (color and shape, size and color, shape and size), to see the simplest patterns in the alternation of shapes.	"Etc"	He names a geometric figure a circle, can alternate in color and size, and sees the simplest patterns.
17	Didactic game “Our Day”	consolidate the idea of the parts of the day, teach how to correctly use the words “morning”, “day”, “evening”, “night”.	"Etc"	Has an idea of the parts of the day, correctly uses the words “morning”, “day”, “evening”, “night”.
18	Didactic game “Choose the paths to the houses”	To develop children’s ability to compare two objects in length, to activate the words “long, short” in children’s speech.	"Etc"	Able to compare two objects by length
19	Didactic game “Make an object”	practice composing the silhouette of an object from individual parts (geometric shapes).	"Etc"	Knows and names geometric shapes (circle, square, triangle)

№	Contents and forms of educational work. Types of children's activities	Pedagogical goals	Integration of educational areas	Planned results
1	Reading fiction: “Geese and Swans”; arr. M. Bulatova; V. Berestov. "Bull"; N. Nosov “Steps”; “Mitten”, Ukrainian, arr. E. Blaginina “Little Little Kitty...”, “The Fox and the Hare”, arr. V. Dahl; K. Chukovsky. “The clattering fly”, S. Marshak. "A Quiet Fairy Tale"	Develop listening skills, follow the development of actions, and empathize with the characters of the work.	"R r"	Shows emotional responsiveness to age-appropriate literary and artistic works (nursery rhymes, songs, fairy tales, poems).
2	Learning by heart. N. Sakonskaya. “Where is my finger?” “The mice dance in circles.” - Russian adv. songs;	Develop memory and attention. Cause a positive emotional response to a folklore work	"R r"	Knows short works by heart
3	Verbal didactic game on the formation of grammatically correct speech “What do you have?”	practical mastery of the plural, composing sentences with the conjunction a.	"R r"	Able to use plural words in speech.
4	Verbal didactic game “Where is the doll?”	Develop children's speech, train them in the correct use of prepositions.	"R r"	Answers questions in simple sentences using prepositions
5	Verbal didactic game “What first, what then”	Teach children to arrange pictures in order of plot development (2 pictures of simple content)	"R r"	Can, at the request of an adult, tell about what is shown in the picture, establishes the correct sequence of events.
6	Verbal didactic game “Who is screaming?”	Ensure that children correctly reproduce various onomatopoeias. Development of the ability to onomatopoeia, as well as speech hearing.	"R r"	Responds correctly to verbal instructions; enjoys communicating with peers and adults.
7	Game – dramatization “Kolobok”	to involve children in a game situation and awaken the desire to act independently in a role, to show a wide range of roles in a given plot.	"R r"	Has a desire to take part in dramatization games based on familiar fairy tales

Educational field "Artistic and aesthetic development"

№	Contents and forms of educational work. Types of children's activities	Pedagogical goals	Integration of educational areas	Planned results
1	Musical and didactic game “Guess who’s coming”	Teach children to perform actions according to the tempo of the sound of the tambourine, to determine the tempo of the sound of the tambourine.	"R r"	Recognizes and names a musical toy - a tambourine. Able to determine the tempo of sound (fast-slow)
2	Musical and didactic game “Who is attentive?”	Learn to recognize and name musical instruments by sound	"R r"	Names of musical instruments: rattles, tambourine
3	Joint production of attributes for the role-playing game “Shop”	Learn how to make “Sausages” and “Sweets” from salted dough, roll them into a ball with straight and circular movements of your hands.	"R r"	Able to roll a ball with straight and circular movements of the hands.
4	Looking at the album “What kind of dishes are there?”	Give children an idea that people have been decorating dishes with various patterns for a long time. Show handicrafts.	"R r"	Has emotional responsiveness to works of folk art (folk crafts).
5	Examination of the Dymkovo horse.	introducing children to the perception of art, developing interest in it, encouraging the expression of aesthetic feelings, manifestations of emotions when viewing objects of folk and decorative art	"R r"

Educational field "Physical development"

№	Contents and forms of educational work. Types of children's activities	Pedagogical goals	Integration of educational areas	Planned results
1	Outdoor game "Colored Cars"	teach to distinguish primary colors, act on a signal, practice light running, develop the ability to navigate in space	"R r"	They have an interest in playing together. They know how to move freely around the room without bumping into each other. They know how to “drive.”
2	Outdoor game "Round dance"	teach children how to dance in a round dance; practice squats.
3	Outdoor game “One, two, three – run!”	to train children in the ability to act on a signal; develop running speed and coherence of collective actions.
4	Outdoor game "Airplanes"	teach children to run in different directions without bumping into each other; teach them to listen carefully to the signal and start moving according to the verbal signal.
5	Conversation about a healthy lifestyle “Do exercises in the morning”	To form ideas about the benefits of morning exercises for human health: it lifts the mood, makes you cheerful, and strengthens the human body.	"R r"	They have a basic understanding of the benefits of charging.
6	Conversation about a healthy lifestyle “Fedorino grief” Based on the literary work “Fedorino Grief” by K. Chukovsky, discuss with children the questions: when should you wash your hands? why wash dishes? Every thing has its place!	to form the need for hygiene and neatness in everyday life.	"R r"	Has a need to maintain hygiene and neatness in everyday life.
7	Game-exercise “on a path on one leg”	Develop the ability to maintain balance on a reduced support area.	"F r"	knows how to maintain balance on a reduced support area.
8	Game-exercise “crawling between objects”	Practice crawling on all fours between objects without touching them.	"F r"	has the skills to crawl on all fours between objects without touching them.

Complexes of morning exercises (see card index)

No. 1 from 1.02 to 12.02

Introductory part: Walking in a column one at a time, at the teacher’s signal “Petushki”, walking, raising your knees high, hands on your belt, running like bees. (Tasks alternate.)
ORU with balls.

1. I. p. - feet width apart, ball in both hands below. Raise the ball up, look at it, lower it down, return to the starting position.

2. I. p. - feet shoulder-width apart, ball in both hands to the chest. Bend over, touch the ball to the floor: straighten up, return to the starting position.

3. I. p. - feet width apart, ball in both hands below. Sit down, bring the ball forward; stand up, return to starting position.

4. I. p. - sitting on your heels, the ball on the floor in front of you. Roll the ball around yourself to the right and left, helping with your hands.

5.I. p. - legs slightly apart, ball on the floor. Jumping around the ball in both directions.

Final part

Game task “Find your house.”

No. 2 from 15.02 to 26.02

Introductory part: walking along the bridge (width 25 cm, length 2-2.5 m); running in all directions.

Outdoor switchgear without objects.

1. I. p. - legs at the width of the foot, arms along the body. Raise your arms up to your sides, clap your hands; lower your arms down to your sides and return to the starting position.

2. I. p. - legs at the width of the foot, hands on the belt. Sit down, clap your hands in front of you; rise, return to starting position.

3. I. p. - kneeling, hands on the belt. Lean to the right (left), straighten up, return to the starting position.

4. I. p. - lying on your stomach, arms bent at the elbows in front of you. Alternate leg bending.

5. I. p. - legs slightly apart, arms at random. Jumping on two legs with rotation around its axis (in both directions).

Final part: the game “On a Level Path”.

Awakening gymnastics complexes (after a nap)

No. 1 "Neboleyka"

1. IP: lying on your back, arms along your body, tense your body, inhale, hold for a few seconds, relax, exhale.

2. IP: lying on your back, arms to the sides, fingers clenched into fists, cross your arms in front of you, exhale, spread your arms, in IP, inhale.

3. IP: lying on your back, hands behind your head, raise your left leg straight, raise your right leg straight, keep them together, etc. (lower at the same time).

4. IP: lying on your back, hands resting on your elbows, bend over, lift your chest up, keep your head straight (3-5 sec.), return to IP.

5. IP: lying on your stomach, hands behind your head, bend over, hands to your shoulders, legs on the floor, hold, IP.

6. IP: lying on your stomach, hands under your chin, bend over, placing emphasis on your forearms, neck stretched - inhale, exhale.

No. 2 "Trip"

1. I.P.: lying on your back, arms along the body, raise your right leg (straight), i.p., raise your left leg (straight), i.p.

2. .P.: lying on your back, hands in front of you “holding the steering wheel”, “riding a bicycle”, etc.

3. I.P.: lying on your back, arms up, turn the body to the right, without lifting your feet from the floor, I.P., turn the body to the left, I.P.

4. IP: lying on your back, hands behind your head, bring your elbows together in front (elbows touching each other) - exhale, IP, elbows touch the floor - inhale.

5. I.P.: sitting, legs crossed, hands on the belt, arms through the sides up, inhale, exhale.

6. I.P.: o.s., take correct posture without visual control (eyes closed), repeat 3-4 times.

Long-term plan for the development of gaming activities

Role-playing games (2 new games per month)

1-2 week

Title (plot) of the game	Management Objectives	Contents of the manual
Family games. “Mom came home from work”, “Mothers and daughters”, “Grandma came”, “Mom puts the children to bed.”	learn to take on a role, perform several interrelated actions in the game (cook dinner, set the table, feed or treat, put to bed, etc.). Develop the ability to interact in stories with several characters. Focus children's attention on friendly relationships between people. Focus on a peer as a partner, encourage them to prepare a subject environment for the game.	Methodology. See “Development of gaming activity of juniors.” gr." N.F. Gubanova p.18

3-4 week

Theatrical game (one per month)

Title/literary work

Management Objectives

Contents of the manual

"King (version of the folk game)"

Involve children in a game situation and awaken the desire to act independently in a role, show a wide range of roles in the bottom plot. Develop actions with imaginary objects, the ability to act in concert.

Using a rhyme, a child is selected to play the role of king. The remaining child workers are divided into several groups (3 - 4) and agree on what they will do and what work they will be hired for. Then they approach the king in groups.

Workers. Hello king!

King. Hello!

Workers. Do you need workers?

King. What can you do?

Workers. Guess it!

Children, acting with imaginary objects, demonstrate various professions: cooking, washing clothes, sewing clothes, embroidering, watering plants, etc. The king must guess the profession of the workers. If he does it correctly, he will catch up with the fleeing children. The first child caught becomes king. Over time, the game can be complicated by introducing new characters (queen, minister, princess, etc.), as well as inventing the characters of the characters (king - greedy, cheerful, evil; queen - kind, grumpy, frivolous).

Long-term plan of continuous educational activities (CED) by educational areas

Educational field "Speech development"

1 Week

2 week

3 week

4 week

Topic: Reading the Russian folk tale “The Fox and the Hare”

Topic: Examination of illustrations for the fairy tale “Geese and Swans” and plot paintings (at the choice of the teacher).

Topic: Memorizing the poem by V. Berestov “The cockerels have fled”

Topic: Didactic game "Fair".

introduce children to the fairy tale “The Fox and the Hare”, expand children’s vocabulary with the word kochet, help them understand the meaning of the work, and make them want to play out the fairy tale.

teach children to consider a plot picture, answer the teacher’s questions, draw simple conclusions, and make assumptions; develop curiosity and memory.

Foster a love of fairy tales.

Help me remember V. Berestov’s poem “The cockerels have fled.” Develop memory, phonemic hearing. Create a desire to read the poem expressively.

Practice clear and correct pronunciation of the sounds p, p. To develop children’s ability to engage in dialogue, to use words with the sounds p, p. Cultivate an interest in fiction.

Verse "We are funny little mice."

V. Orlov “Once upon a time there were three penguins”

Children have an interest in fiction and are able to remember a short poem. They have a desire to “play” a fairy tale. Looking at the plot picture, they try to answer the teacher’s questions, draw simple conclusions, and make assumptions. They have a desire to enter into dialogue with an adult.

Educational field "Cognitive development" (Construction)

1 Week	2 week	3 week	4 week
Topic: “Slide with ladder”	Topic: "Slide"	Topic: "House"	Topic: "Zoo"
practice in the construction of simple buildings by laying down parts and attaching them; teach to look at a sample with the help of a teacher; exercise in construction by demonstrating construction methods (a ladder of three cubes; a descent from a large prism). To develop children's interest in design. Teach children to put parts in boxes. Materials: Large cubes, prisms of different colors, toys for playing with buildings (dolls, animals).	learn to build a slide with two slopes from four cubes, standing two close to each other and two large prisms placed on both sides, develop the ability to convert slopes into length by applying cardboard plates of different lengths. Materials: Cubes, prisms, plates, toys for playing with buildings (dolls, animals, nesting dolls, cars).	Involve children in analyzing a sample building. Develop the ability to see a building as a whole and identify its parts, answer the teacher’s questions, talk about how each part is built. Encourage them to play around with buildings and playfully communicate with peers. Materials: Construction sets, small toys for playing with.	Continue teaching children how to build buildings with free interior space. Develop the ability to design independently. Build constructive skills. Promote playful communication. Materials: Construction sets, small toys for playing with, commensurate with the buildings.

Planned results for the month: they know how to construct buildings according to a model, use methods of overlaying and attaching parts, transform buildings in length and width, and have an interest in playing with their buildings.

Educational field “Cognitive development” (Child and the world around you)

1 Week	2 week	3 week	4 week
Topic: “Clay plates”	Topic: “Vitamins”	Topic: “Thank you, mom”	Topic: “Dad can do anything!”
Introduce children to the properties of clay and the structure of its surface. Develop the ability to identify things made from this material. To develop an interest in handicrafts. Form the concept of “dishes”.	to form in young children the need for a healthy lifestyle. Introduce children to the concept of “vitamins” and the benefits they bring to people.	introduce children to the mother’s work, give an idea that the mother takes care of her family. Cooks food, cleans the apartment, takes care of the children.	Give children the idea that dad cares for his family; Dad knows how to drive a car, transport cargo and people - he is a driver in his house. Develop monologue and dialogic speech. Build respect for dad.

Planned results for the month: Children name dishes. Have an understanding of clay and its properties.

Familiar with the concept of “vitamins”, they are able to name products that contain vitamins.

They have respect for the work of adults, love for those closest to them - mom and dad.

Educational field “Cognitive development” (FEMP)

1 Week

2 week

3 week

4 week

Topic: “Spatial directions from yourself.”

Topic: “Comparison of objects by height.”

Topic: “Comparison of two unequal groups of objects.”

Practice determining spatial directions from yourself and denoting them with the words above - below. Continue to teach how to compare two groups of objects using the method of application, to denote the results of comparison with the words many, equally, as many - how many. Develop the ability to distinguish and name familiar geometric shapes (circle, square, triangle).

Materials: Flannelgraph, circle, square, triangle, Christmas tree, two-strip cards; Christmas trees and bunnies (5 pieces for each child), flat images of Christmas trees (height 15-20 cm), geometric shapes (circle, square, triangle) of two sizes and two colors.

Introduce techniques for comparing two objects by height, learn to understand the words high - low, higher - lower. Practice determining spatial directions from yourself. Develop the ability to compare two equal groups of objects using the method of application and use the words much, equally, as much - as much.

Materials: Two Christmas trees of different heights, a cardboard fence on a stand, sparrows (according to the number of children), fences of contrasting heights (2 pieces) for each child, grain.

Continue to teach how to compare two objects in height (by methods of superimposition and application), to indicate the results of comparison with the words high - low, higher - lower. Develop the ability to compare two equal groups of objects using the method of application and use words many, equally, as many as.

Materials: Two matryoshka dolls of different heights (planar images). Height-contrasting pyramids (planar images); 2 pcs. for each child, single-plane cards of squares and triangles (5 pieces for each child), garages built from building material, cars.

Learn to compare two unequal groups of objects using the method of superimposition, to denote the results of comparison with the words more - less, as much - as. Develop the ability to compare two objects of contrasting height in familiar ways, to indicate the result of comparison with the words high - low, higher - lower.

Materials:

Pictures depicting snowmen without noses - carrots (5 pcs.), 5 carrots, 2 bags of the same color. Single-strip cards: mittens decorated with snowflakes (4 for each child), mittens without snowflakes (1 for each child), pyramids of different heights (2 for each child).

Planned results for the month: Children are able to compare objects by height using superimposition techniques and applications; they indicate the results of comparison with the words high - low, higher - lower. Determine spatial directions away from you (above - below). They are able to compare two groups of objects using the method of application, denote the results of comparison with the words many, equally, as many - how many.

Educational field “Artistic and aesthetic development” (Drawing)

1 Week	2 week	3 week	4 week
Topic: “Kolobok rolled along the path”	Topic: “Look at the bagels, rolls...”	Topic: “Beautiful plates”	Topic: “Planes are flying”
Continue to teach children to draw based on folk tales. Arouse interest in creating an image of a bun rolling along a path and singing a song. Combine different techniques: drawing a kolobok with gouache paints (a color spot in the shape of a circle or oval), drawing a long wavy path with felt-tip pens. Develop visual-figurative thinking and imagination. Foster interest in reflecting impressions and ideas about fairy-tale characters in visual arts.	Teach children to draw rings (bagels and bagels), choose a brush yourself: with wide bristles - for drawing bagels, with narrow bristles - for drawing bagels. Practice the technique of painting with gouache paints. Develop the eye and coordination in the “eye-hand” system.	Arouse children's interest in painting with gouache paints. Learn to draw round objects: create contour drawings, close the line into a ring and paint, repeating the outlines of the drawn figure. Develop a sense of form and composition.	Learn to convey the image of an object in a drawing, strengthen the ability to draw objects consisting of several parts; draw straight lines in different directions. Develop aesthetic perception. Cultivate a desire to give gifts to loved ones.

Planned results for the month: Children have an interest in drawing with paints and can freely draw straight and wavy lines and round objects. They strive to treat materials with care and use them correctly: after finishing painting, put them back in place, after first rinsing the brush in water.

Educational field “Artistic and aesthetic development” (Modeling, applique)

1 Week	2 week	3 week	4 week
Topic: “Beyond the blue seas, beyond the high mountains” applique	Topic: “I bake, bake, bake.” Modeling	Topic: “Bouquet of flowers for mommy” applique.	Topic: “sweets on a plate” modeling.
Arouse interest in creating fairy-tale images - the blue sea of fairy-tale mountains; activate the technique of break appliqué. Learn to tear paper into pieces and strips, and squeeze it. Develop a sense of form, color and composition. Cultivate interest in bright, beautiful natural phenomena.	Teach children to make treats for dolls from salted dough or butter dough, show the various forms of flour products. Develop a sense of shape, proportions, consistency in the work of both hands. To arouse children's interest in modeling as a form of artistic activity.	Learn to make a composition from ready-made elements (flowers) on a complex shape (silhouette of a bouquet or flowerpot), choose and stick a vase (from textured paper) and make a bouquet of paper flowers. Develop proper gluing techniques. Cultivate an interest in creating beautiful compositions.	We continue to teach children to choose the content of their modeling from the named objects. We consolidate sculpting techniques. Develop imagination. Foster independence.

Planned results for the month: children are able to create an applicative image from ready-made forms, with elements partially superimposed on each other. They know how to roll a ball using circular movements of their hands. They have a positive emotional response and motivation for productive activities.

Svetlana Emelyanova
Long-term thematic plan for working with children in the second junior group for a year

In accordance with the Law of the Russian Federation “On Education” (clause 6.2 of Article 9), by order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 No. 655, federal state requirements (FGT) for the structure of the basic general education program of preschool education were approved. FGTs make significant changes to the structure of planning educational activities. The main fundamental difference is the replacement of the educational block, which was previously called “Specially organized classes” in calendar and long-term planning, with blocks of “Educational activities carried out in joint activities of adults and children”, where an essential feature of joint activities is the presence of a partnership, cooperation between an adult and a child, possibility of free placement, movement and communication of children.

Here is an approximate calendar and thematic planning of educational work in accordance with the “Program of education and training in kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - M.: Mosaika-Sintez, 2010.

This material is given for use in the second junior group. You can rely on the topics and forms of work given in planning or use some elements of this material.

Long-term thematic plan for working with children in the second junior group for a year

(developed by the teacher of MBDOU No. 23 of the city of Samara Emelyanova S.A.)

September

Topic: "My family"

Conversations: “Our grandmothers are visiting us,” I want to be like dad.”

Didactic games:

"And who are you?"; “Who needs what?” (about the profession).

Role-playing games:

"Family"; "Bear's Birthday."

Finger game “We shared an orange.”

K. Ushinsky “Cockerel with his family”; L. Kvitko “Grandma’s hands.”

Listening to the audio recording of W. Mozart “Lullaby”.

Outdoor games:

"Sun and Rain"; "Horses."

Drawing: “Seven-flowered flower”, viewing photo albums “My Family”.

Socialization;

Cognition;

Communication;

Physical Culture;

Safety;

Artistic creativity.

2 week

"Our favorite kindergarten"

“What is our group?”; “What does a teacher’s assistant do?”

Excursions:

to the kitchen; on the territory of the kindergarten.

Educational game "Doll Natasha".

Didactic games:

“What are our toys made of?”; “What grows on the site?”

Role-playing games:

"Kindergarten"; "Family".

Z. Aleksandrova “Katya in the manger”; E. Yankovskaya “I go to kindergarten.”

Outdoor games:

"Tram"; "Sparrows and cars."

Drawing: “Balloons will decorate our group.”

Cognition;

Communication;

Socialization;

Physical Culture;

Health;

Artistic creativity

3 week

"Toys in kindergarten"

"Toys in our room"; about how to take care not only of your appearance, but also of your toys.

Didactic games:

“Tell Petrushka how to say goodbye correctly”;

“Pick up dishes for the kitchen.”

Role-playing games:

“Give the doll some tea”; "Family".

A. Barto “Toys”; B. Zakhoder “Builders”.

Productive activity “Let's build furniture for a doll and a bear.”

Outdoor games:

"Sparrows and Cars"; "Sun and Rain."

Didactic game “What does it sound like?”

Cognition;

Socialization;

Communication;

Artistic creativity

Reading fiction;

Physical Culture;

Health

4 week

“Samara is my hometown”

“Samara is my hometown”; "My street".

Viewing the album “My Favorite City Samara”, creating a collage “My City”.

Didactic games:

“Tell the bear about our street”; “Who needs what for work.”

Role-playing games:

"Tram"; “We’re going, we’re going, we’re going...”

N. Sakonskaya “Song about the metro”; S. Mikhalkov “Kremlin Stars”.

Listening to audio recordings with songs about the Volga, Samara.

Outdoor game “Bear and Bees”, round dance game “Oh, guys, tarara”

Cognition;

Socialization;

Communication;

Reading fiction;

Physical Culture;

Health;

October

Theme: "Golden Autumn"

Forms and methods of working with children:

"Autumn. What do you know about her?”; “Golden autumn has come to visit us.”

nursery rhyme “It’s raining, it’s pouring rain”; M. Prishvin “Falling Leaves”.

Didactic games:

“Let’s dress the doll for a walk”, “Show and name”; “Find the same one.”

Collecting autumn leaves for the herbarium, for making wreaths and bouquets from them.

Outdoor games:

"Homeless Hare"; “Run to the named tree,” “Let’s harvest the harvest.”

Listening to audio recordings with songs about autumn.

Watch the video "October - the golden time."

Story game "The family goes to the forest."

Integration of educational areas:

Cognition

Socialization

Communication

Reading fiction;

Physical Culture;

Health

2 week

Conversation “What grows in the garden.”

Didactic games:

“Show and name”; “Find the same one”; “Recognize and name vegetables.”

Role-playing games:

“Family, summer preparations”; "Vegetable shop".

Productive activities:

“Canned vegetables in a jar”; “The turnip has grown big and strong.”

Outdoor games:

"Birds and cats"; "The Bear and the Bees."

J. Brzechwa “Vegetables”; Y. Tuvim “Vegetables”.

Cognition;

Socialization;

Communication;

Physical Culture;

Health;

Reading fiction;

Artistic creativity

3 week

"Fruits"

“What grows in the garden?”; "Tasty and healthy vegetables and fruits."

Role-playing games:

"Fruit shop"; “Family, we’re going to the dacha.”

Didactic games:

"Wonderful bag"; "Say it kindly."

V. Suteev “Bag of Apples”; V. Suteev “Apple”.

Watch a video of the cartoon "Chippolino".

Finger game “There’s a furry cat walking around the kindergarten.”

Outdoor games:

"Aircraft"; "The Bear and the Bees."

Constructive activity “Box for vegetables and fruits.”

Productive activity: modeling “An apple with a leaf and a worm.”

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health.

4 week

"Trees, leaves, fruits"

Conversation “How to recognize a spruce tree?”

The plot-role-playing game “My Green Friends”, the dramatization game “Journey to the Forest”.

Game entertainment “Winged Seeds”.

Didactic games:

“Guess which tree the leaf or fruit is from”; “Call me kindly”; “Recognize the leaf”, “Trees”

Reading T. Egper “Journey in the forest: Christmas trees on the hill”, “The tale of how Marinka visited the forest.”

Learning the poem “Christmas Tree” by E. Alexandrova.

Drawing “Drawing branches of coniferous trees”

Outdoor games:

"At the Bear's Forest"; “One, two, three, run to the tree.”

Exhibition of crafts made from natural materials (joint work of children with parents).

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health.

November

Monitoring of child development (conducting diagnostic exercises and observations)

2 week

Topic: “Transport: above-ground and underground”

Forms and methods of working with children:

Conversation “Cars on our street.”

Didactic games:

"Assemble the car"; "Domino about transport"; “Find and name”; “Show the bear how to carefully roll the dolls in the car.”

Drawing "Colorful wheels".

View illustrations with images of various types of transport, the painting “Playing Train”.

Role-playing games:

"Transport"; “A trip to the forest by train”; "Construction".

Musical and game exercise “Train”.

Listening to songs:

"Song of Friends"; "Car".

Outdoor games:

"Sparrows and Cars"; "Tram"; "Colored Cars"

Integration of educational areas:

Cognition;

communication;

socialization;

artistic creativity;

safety;

Physical Culture;

health.

3 week

"Safety on the street"

“On the rules of conduct on the street and in transport”; “How to cross the road”; “What does the traffic light tell us?”

Didactic games:

“What does the traffic light say?”, “What do people drive?”; “Find and name.”

Role-playing games:

"Transport"; “Different cars are driving along the road, and pedestrians are walking along the sidewalk”; "We are pedestrians."

G. Georgiev “Traffic Light”; S. Mikhalkov “My Street”; B. Zakhoder “Chauffeur”.

Outdoor games:

"Colored Cars"; "Sparrows and cars."

Drawing "My friend the traffic light."

Artistic creativity – modeling – “Traffic light”.

Finger game "Orange".

Watch the video “Lessons in caution from Auntie Owl.”

Safety;

cognition;

socialization;

communication;

reading fiction;

artistic creativity;

Physical Culture;

health.

4 week

"Russian folk tales"

“Where the fairy tale came to us from”; “What kind of fairy tales are there?”

Didactic games:

“Guess the fairy tale”; “Which fairy tale is this hero from?”

nursery rhymes “Okay, okay”, “Sleep, little dove, my son”;

Russian folk tales “The Three Bears”, “Sister Alyonushka and Brother Ivanushka”.

Listen to the audio recording “The Wolf and the Seven Little Goats in a New Way.”

Role-playing games:

"Family"; “We’re going to visit the old forest man.”

Outdoor games:

"Colored Cars"; "By the bear in the forest."

Dramatization game "Kolobok".

Productive activity: application “Kolobok is rolling along the path.”

Cognition;

communication;

socialization;

Physical Culture;

health;

artistic creativity;

December

Topic: “Wintering birds”

“Feathered guests at our feeder”; “Sparrows and Doves”, based on the painting “Our Birds”.

Didactic games:

“Whose shadow?”, “Who is the odd one out?”; “Which bird flew away?”

Game with cut pictures “Fold the bird”, lotto “Birds”.

V. Zotov “Tits” from the book “Forest Mosaic”; nursery rhyme “Magpie-magpie”; V. Stoyanov “Sparrow”.

Finger gymnastics “Feeder”.

Role-playing games:

based on the poem “Tits” by A. Barto; "Kindergarten"; “We make feeders.”

Productive activity: “Making a bird feeder.”

Drawing “Footprints in the snow.”

Outdoor games:

"Crow"; "Sparrows and Cars"; "The birds are flying."

View photo illustrations “Wintering birds in our region.”

Watch the video “Wintering Birds of Our Places”

Cognition;

socialization;

communication;

reading fiction;

artistic creativity;

Physical Culture;

health.

2 week

"Winter Fun"

"Winter Fun"; “What we like in winter”; "Children's games in winter"; “Why aren’t children cold?”

Didactic games:

"Seasons"; “When does this happen?”; “Name a winter sport.”

Role-playing games:

"Bus"; "Sporting goods store"

N. Nosov “Steps”; L. Voronkova “It’s snowing.”

Outdoor games:

"Run to me"; "Find your color."

Sports entertainment “Winter joys”.

Finger game "Fist - ring, fist - palm."

Productive activities:

applique "Snowman";

modeling "Snowman with a broom".

View illustrations on the theme “Winter fun”.

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health;

safety.

3 week

"Zimushka-winter"

“The real winter has come”, “What kind of snow there is”; “How beautiful the winter forest is.”

Didactic games:

“Name it correctly”; “Who can find the tree faster”; "Who is this?"; “How to dress in winter?”

Productive activities:

“Snow covers the whole earth”; "Blizzard-zavirukha";

construction of “House for Aunt Winter.”

View albums and illustrations about winter-winter, video recordings “Winter in the Forest”.

Role-playing games:

"Kindergarten"; "Transport".

Outdoor games:

"Sparrows and Cars"; "Blizzard-zavirukha."

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health.

4 week

“Favorite holiday New Year”

“Who is Santa Claus?”; “Traditions of decorating the Christmas tree”; “How will your family celebrate the holiday?”

Didactic games:

"New Year's Toy Store"; “Listen and tell”; “Lay out a snowflake” (mosaic).

Theatrical game "Snow Maiden".

Role-playing games:

"Journey to the Winter Forest"; "Family. Let's celebrate the New Year."

Outdoor games:

"Two Frosts"; “Who is the most accurate?”

Russian folk tales “Snow Maiden”, “Mittens”; L. Voronkova “It’s snowing.”

Productive activity: application with drawing elements “Festive Christmas tree”.

Watching videos of the cartoons “Santa Claus and the Gray Wolf”, “Letter”.

Listening to audio recordings of songs about the New Year, Christmas tree.

Cognition;

socialization;

communication;

reading fiction;

artistic creativity;

Physical Culture;

January

"Fire safety"

"Be careful with fire"; “What not to do in the absence of adults”; "Rules for handling fire."

Didactic games:

“Place the pictures in order”; “What can’t you do?”

Role-playing games:

"Our house"; "We are firefighters."

Board-printed games:

"Summer"; "Professions".

Outdoor games:

"Fast and agile"; "Who is faster".

Productive activities:

collective application “Fire Train”;

Modeling from salt dough “Tongues of Flame”.

Dramatization game "Cat's House".

nursery rhyme “Tili-tili, tili-bom”; S. Marshak “Fire”; K. Chukovsky “Confusion.”

Cognition;

socialization;

communication;

reading fiction;

artistic creativity;

safety;

Physical Culture;

health.

3 week

"Advice from Doctor Neboleikin"

“What you need to do to avoid getting sick”; “About healthy food”; "About Microbes"; "How to maintain your health."

Didactic games:

“Healthy and unhealthy food”; “Recognize by smell”; “Human sense organs”; “Name what kind of juice it is.”

Holiday “Journey to the Country of Health”.

Productive activities:

drawing “Vitamins around us”;

modeling “Multi-colored vitamins”.

Role-playing games:

"Polyclinic", "Family".

E. Krylov “How the rooster was treated”; Russian folk tale "The Cockerel and the Bean Seed."

Outdoor games:

"Colored Cars"; "Bubble".

Collaborative work between children and parents: making colorful little books “Where do vitamins live?”

Cognition;

socialization;

communication;

reading fiction;

artistic creativity;

Physical Culture;

health.

4 week

"Personal hygiene"

“Cleanliness is the key to health”; "If you want to be healthy."

Didactic games:

“Let’s show the bear how to dress properly”; “Show me what I’ll show the bear”, Joke game “My body”.

V. Suteev “Three kittens”; K. Chukovsky “Moidodyr”.

Drawing "Beautiful towel".

Role-playing games:

"Polyclinic"; "Family", finger game "Orange".

Outdoor games:

“I’ll freeze”; "The Wolf and the Hares."

Watch a video of the cartoon “Queen – Toothbrush”.

Cognition;

Socialization;

Communication;

Reading fiction;

Physical Culture;

Health;

Artistic creativity.

5 week

"When Mom Isn't Home"

“What can and cannot be done when mom is not at home”; "On fire safety rules."

Didactic games:

“Find and name”; “What for what”; “Select items that cannot be touched.”

Role-playing games:

"Family"; "Transport".

V. Mayakovsky “What is good and what is bad”; I. Muraveyka “I myself”; N. Pavlova “Whose shoes.”

Watch a video from the series “Lessons in caution from Auntie Owl.”

Drawing “If my mother is not at home, I draw her portrait.”

Modeling “If mom is not at home, dad and I cook dinner.”

Cognition;

socialization;

communication;

safety;

Physical Culture;

health;

artistic creativity (modeling, drawing).

February

"Folklore"

“What are nursery rhymes”; “Where did nursery rhymes come to us?”

Articulation gymnastics:

"Fence"; "Shovel".

Role-playing games:

"Kindergarten", "Polyclinic".

Outdoor games:

“By the bear in the forest”; "Ocean is shaking".

Didactic games:

“What nursery rhyme is this hero from”; "Find a match."

Reading: nursery rhymes “Ladushki-Ladushki”, “Lyuli-Luli”.

Drawing "Rainbow-arc, don't let it rain."

Modeling “Mouse” (based on the nursery rhyme “The cat always guards the mouse”).

Theatrical game "Cat's House".

View illustrations for Russian folk nursery rhymes and songs.

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health;

artistic creativity.

2 week

"Dymkovo toy"

“Where did the Dymkovo toy come to us from”; "Funny folk toys."

Printed board game: lotto “Dymkovo Toy”.

Didactic games:

“Find and name”; “Find the same one.”

A. Dyakov “Merry Haze”, “Beyond the Cold Water”; nursery rhyme "Turkey, turkey, turkey."

Drawing "Painting of the Dymkovo toy."

Modeling based on the Dymkovo toy “Horse”.

Outdoor games:

“To whom the flag”; “Counter dashes”, round dance game “Oh, guys, tarara”. Finger game "Orange".

View illustrations about the Dymkovo toy.

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health;

artistic creativity.

3 week

"Our Defenders"

"Festival of Fathers and Grandfathers"; “Congratulations to our boys.”

Didactic games:

"Educated girls and boys"; “Find and name.”

View the album “Service in the Army.”

S. Nikolsky “Soldier’s School”; A. Marushin “What kind of birds are in the blue sky.”

Outdoor games:

"Aircraft"; "Skydivers"

Role-playing games:

“Here the soldiers are coming”; "We are sailing on a ship."

Drawing:

"Planes are flying"; "A gift for dad."

Singing songs:

"We are soldiers"; “Brave Soldiers”, listening to the audio recording “Song about Dad”.

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health;

artistic creativity

4 week

"Pets"

“About animals in a village farmstead”; “What animals do you know?”

Didactic games:

“Whose children are these?”; “Whose shadow is this?”; "Who's the odd one out here?"

Role-playing games:

“Polyclinic. We treat animals"; "Family. We’re going to visit grandma in the village.”

Russian folk tale “The Goat Dereza”; E. Charushin “Dog”.

Modeling “Bowls for dogs”.

Construction of “Farm of the cat Matroskin”.

Outdoor games:

"Animals"; "Horned goat."

Reading V. Stepanov “How do you live? What are you chewing?

View illustrations of pets.

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health;

artistic creativity.

March

"About Beloved Mothers"

“How do you help your mother?”; “Where do our mothers work?”; “Our girls also have a holiday.”

Making a collage “Basket of flowers for our mothers.”

Didactic games:

“Call me kindly”; "Professions of our mothers."

Role-playing games:

"Family"; "Kindergarten".

Outdoor games:

“On a level path”; "White Snowflakes"

Watch a video of the cartoon “I offended my mother.”

Listening to audio recordings with songs about spring, mother, grandmother.

Application “Gift for Mom”.

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health;

artistic creativity.

2 week

"Wild animals of the middle zone"

“What wild animals do you know in our forests?”; “Where does the bear live?”

Didactic games:

“Where is whose mother?”; “Who is the odd one out?”, conversation-game “Why do hares need wolves.”

Russian folk tales “Zayushkina’s Hut”, “Masha and the Bear”; I. Sokolov-Mikitov “Leaf Faller”.

Listening to the audio recording “Peter and the Wolf”.

Watching the video “My funny animals” (bear).

Outdoor games:

“By the bear in the forest”; "The Fox and the Chickens"; "Hares and the wolf."

Round dance game "Zoo".

Role-playing games:

"Shop"; "Kindergarten".

Artistic creativity: “Bunny in a winter coat” (drawing with elements of appliqué).

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health;

artistic creativity.

3 week

"Migratory birds"

“Who are migratory birds?”; “What birds do you know?”

Didactic games:

“Who hid in the tree?”; “It flies - it doesn’t fly”; “Who is missing?”

L. Tolstoy “The Bird Made a Nest”; N. Zoshchenko “Smart Bird”; nursery rhyme "Swallow".

Outdoor games:

"Birds and Fox"; "Bubble".

Role-playing games:

"Family. Making a birdhouse”, “Trips to the forest”.

Drawing "Birdhouse".

Construction of the "Birdhouse".

View the album “Birds are coming to us.”

Watch the video “Migratory Birds Fly.”

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health;

artistic creativity.

4 week

"Water, water"

“Water, water”; “Where the droplet lives”; “Be careful with water, close the tap properly.”

Didactic games:

“Floats - doesn’t swim”; “What kind of water is there?”

Experimentation:

“Water has no taste”; "Droplets"; "Ice - solid water"; "Meeting with a stream."

Role-playing games:

"Family. We’re giving our daughter a bath”; "Family. Let’s wash the clothes.”

nursery rhymes “Water-water”, “From water to water”, “Rain, rain”;

V. Suteev “Boat”.

Watching video recordings of the cartoons “The Hare Koska and the Stream”, “Run, Stream”.

Outdoor games:

"Stream"; "Ocean is shaking".

Drawing "The sea is agitated."

Cognition;

Socialization;

Communication;

Reading fiction;

Physical Culture;

Health;

Artistic creativity.

April

"Wonderful things are around us"

“What are things for?”; “About dishes”; “About furniture”; "About clothes and shoes."

Didactic games:

"What is missing?"; “Pick a pair.”

Didactic exercise: “Dress Tanya.”

Role-playing games:

"Family. Let’s dress my daughter”; "Dishes shop".

K. Chukovsky “Fedorino’s grief”; B. Zakhoder “Builders”, “Tailor”, “Shoemaker”.

Outdoor games:

"In an even circle"; "Thread and needle."

Drawing "Underwear on a string."

Watching videos of the cartoon “Fedorino's grief.”

Cognition;

Socialization;

Communication;

Reading fiction;

Physical Culture;

Health;

Artistic creativity

2 week

"Insects"

“Unexpected guest (fly)”; "Small but very numerous inhabitants of the planet."

Didactic games:

“Describe the insects”; “Rank in ascending/descending order.”

Role-playing games:

"Camping in the woods"; “Cinema” (with viewing of the cartoon “Tsokotukha Fly”).

Board game “Zoological Lotto”.

V. Bianchi “Like an ant hurried home”; I. Sokolov-Mikitov “Grasshopper”, “Spiders”, “Swarm”.

Application “Multi-colored butterflies”.

Relief sculpture “Ladybug”.

Outdoor games:

"The Bear and the Bees"; "Centipedes."

View illustrations “The World of Insects”.

Cognition;

Socialization;

Communication;

Reading fiction;

Physical Culture;

Health;

Artistic creativity.

3 week

"A television"

"My favorite cartoon"; “About TV presenter and cameraman”; "About the cartoonist."

Didactic games:

"Wonderful bag"; “Assemble the picture” (puzzles).

Role-playing games:

"Family. At the blue screen"; "TV show for children."

Reading: E. Uspensky “Three from Prostokvashino”, “Little Raccoon or the one who sits in the pond”, literary quiz “Visiting a fairy tale”.

Outdoor games:

"Carousel"; "Butterflies and Swifts."

Watch a video of the cartoon “I don’t want to.”

Drawing "TV".

Construction of the TV Tower.

Listening to audio recordings with songs from cartoons.

Cognition;

Socialization;

Communication;

Reading fiction;

Physical Culture;

Health;

Artistic creativity.

4 week

"Blossoming Spring"

“What colors does spring have?”; "Spring is red."

Didactic games:

“Which one, which one, which one?”; “Seasons”, lotto “Basics of safety in nature”.

Role-playing games:

"Family. For a walk in the park"; "Journey to Spring."

Outdoor games:

"Stream"; "Spring, come."

V. Bianchi “When Spring Comes”; L. Agricheva “Dandelion”; S. Marshak “Spring Song”.

Listening to audio recordings with works by P. I. Tchaikovsky.

Watch the video of the film “Blossoming Spring”.

View illustrations about spring.

Applique (collective) “New dress at the birch tree.”

Modeling (collective) “Blossoming Spring”.

Cognition;

Socialization;

Communication;

Reading fiction;

Physical Culture;

Health;

Artistic creativity.

May

“Our favorite poets K. I. Chukovsky, A. L. Barto”

Conversation “Who are poets and why are they needed?”

Didactic games:

"Animals, birds, insects"; "Colorful paths"; “Where did this hero come from?”

Role-playing games:

"Dr. Aibolit"; “We’re going, we’re going, we’re going...”

Outdoor games:

"Lounger Bear"; "A fox walked through the forest."

K. Chukovsky “Zakalyaka”, “Bebeka”, “Piglet”; A. Barto “Geese-Swans”, “Game of the Herd”, “Who Shouts”, “Amateur Fisherman”.

Watching videos of the cartoons “Doctor Aibolit”, “Cockroach”, “Tsokotukha Fly”.

View illustrations for the works of K. I. Chukovsky, A. L. Barto.

Listening to an audio recording of “Moidodyr” performed by K. I. Chukovsky.

Modeling “Plasticine Fairy Tale” (based on the work of K. I. Chukovsky “Doctor Aibolit”).

Drawing “We are illustrators” (based on the works of A. Barto).

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health;

artistic creativity.

3-4 weeks

Child development monitoring

5 week

"Houseplants"

"Flowers on the windowsill"; “Why don’t indoor flowers grow outside?”

Didactic games:

"Guess the flower"; "Find a Pair"; “Find the same one.”

Role-playing games:

"Flower shop"; "Family".

Outdoor games:

“Bunny, dance”; "Pass the ball."

View the album "Indoor Plants".

E. Blaginina “Gift”; scientific story by I. Gurin “How a flower appears.”

Drawing "Flower in a pot."

Cognition;

socialization;

communication;

reading fiction;

Physical Culture;

health;

artistic creativity.

Volume of educational load

Check out a fragment of the long-term plan

Long-term planning in the second junior group for the 2017 - 2018 academic year.

Topic: “Formation of environmental culture in preschool children”

September

Interactions with family

October

Joint educational activities in restricted moments between adults and children

Independent activities of children

Interactions with family

November

Joint educational activities in restricted moments between adults and children

Independent activities of children

Interactions with family

December

Joint educational activities in restricted moments between adults and children

Independent activities of children

Interactions with family

Joint educational activities in restricted moments between adults and children

Independent activities of children

Interactions with family

February

Joint educational activities in restricted moments between adults and children

Independent activities of children

Interactions with family

Joint educational activities in restricted moments between adults and children

Independent activities of children

Interactions with family

March

Independent activities of children

Interactions with family

April

Joint educational activities in restricted moments between adults and children

Independent activities of children

Interactions with family

May

Joint educational activities in restricted moments between adults and children

Independent activities of children

Interactions with family

Long-term thematic plan for working with children in the second junior group for a year

Topic: "My family"

2 week

3 week

4 week

October

2 week

3 week

4 week

November

2 week

3 week

4 week

December

2 week

3 week

4 week

January

3 week

4 week

5 week

February

2 week

3 week

4 week

March

2 week

3 week

4 week

April

2 week

3 week

4 week

May

3-4 weeks

5 week

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