Approximate complex thematic planning in the second junior group according to the program “Childhood. Approximate comprehensive thematic planning in the second junior group according to the program “Childhood Plan for every day, second junior February”
3rd week of March 16.03 -20.03 2015 (Operating hours from 8.00 -17.00)
Topic of the week. Living - non-living
Target. Creating conditions for familiarization with the main signs of spring through social - communicative, cognitive, speech, artistic and aesthetic development.
Daily.
Morning exercises. Set of exercises"Colorful balls"
Tasks. Develop the ability to perform exercises with the ball, run without bumping into each other; develop the ability to perform movements in accordance with the text of the poem; arouse interest in outdoor games.
Preparing for breakfast. Breakfast.
Tasks. Strengthen the ability to independently roll up sleeves, not to wet clothes when washing, wash hands and wrists, face, not to splash water; improve the ability to hold a spoon correctly and use a napkin.
Organization of nutrition and sleep. Reading before bed.
Tasks. Improve cultural and hygienic skills; develop basic table behavior skills; introduce to verbal art.
Lifting, air and water procedures. Gymnastics after sleep. Complex "Zoo".
Tasks. Form initial ideas about the need for hardening; cultivate a careful attitude towards your health. Carry out a set of hardening procedures.
1.Artistic creativity (Drawing) Subject. Sunshine, sunshine, scatter the rings. Tasks : arouse interest in drawing a cheerful sun playing with rings. Show the similarities and differences between a circle and a ring. Practice painting with a brush. Develop a sense of shape and color. Integration: work, communication. Music. | Morning 1. Conversation. “We must, we must wash ourselves.” Tasks: To develop cultural and hygienic skills in children, to teach them to dry their hands correctly and thoroughly. Talk about the importance of keeping your face and hands clean. 2.Work in a corner of nature: watering plants. Tasks: Improve children's work skills in caring for indoor plants. Foster hard work and a responsible attitude towards assigned work. Theatrical game based on the Teremok RNS. Tasks: To develop children’s ability to see the negative and positive traits of a character, reproduce the words of a fairy tale, and convey the mood of the characters. Develop expressive speech. WALK Observation: soil properties. Tasks: Clear a small area of soil from remnants of snow and last year's leaves, show children that there is no vegetation yet, but the soil is well moistened, that the snow has begun to melt and moisture is going into the ground. Continue to introduce children to the signs of spring P/I "Sparrows and the cat." Tasks. Develop children's ability to alternate running with overcoming obstacles. Increase motor activity, develop creativity when performing physical exercises. I/U "Rocket". Tasks: To develop children’s ability to run at an accelerated pace, to train the respiratory system, and to help strengthen the child’s body. Work order:cleaning and drying wet mittens. Tasks: Develop self-service skills in children, teach them to carry out individual assignments in accordance with the task. Cultivate hard work and responsibility 2 HALF DAY 1. Reading fiction. K. Chukovsky “Moidodyr”, examination of illustrations. Tasks: Help children understand the main idea of the work, teach them to answer questions about the text. Cultivate a desire to be clean and tidy | Games with building materials of children's choice. Tasks: Organize children's use and improvement of skills in working with various materials. Develop fantasy and imagination. painting with colored water. Tasks:Invite children to make free drawings and develop the ability to preliminarily outline the contours of an image with a stick on the snow. Develop creativity, imagination, teach how to talk about your work S.I. "Concert for dolls." Tasks: Invite children to organize a concert for puppet spectators, orchestrating familiar songs and performing dances. Develop children's creative abilities and desire for creativity. Help prevent emotional stress | DI "It flies - it doesn't fly." Tasks:Develop the ability to listen carefully to a task, perceive it correctly, and define the actions of animals in words. Develop auditory perception and attention I/U “Catch the ball.” Tasks: Develop coordination of movements, dexterity, joint mobility. Conversation. "Dangerous Toys" Tasks. To form a negative attitude towards games with matches, to introduce the rules of safe behavior, to form ideas about dangers | Consultation: |
1. Cognition Subject. Day Night Tasks. Strengthen the ability to distinguish and name parts of the day: day - night Integration: labor, communication, socialization, design, labor, safety. 2.Physical education crawling on the bench on your hands and knees. Tasks. Exercise: Walking and running in circles; Integration. Socialization, health, music | 1HALF DAY Conversation: “What kind of dishes do we need?” Game situation: “Setting the table.” Tasks:To develop children’s ability to distinguish between tableware items according to their purpose, and to arrange them on the table according to serving rules. Intensify your speech and clarify the names and purposes of utensils. Reading fiction: E. Uttley “About the little pig Plump.” Tasks: To develop children’s ability to follow the development of the plot of a fairy tale, and answer questions about the actions of the characters as they read. To form ideas about the book as a source of knowledge and impressions, to instill an interest in reading Walk. 1Observation of ice on the trees. Tasks:Introduce children to the diversity of the plant world, pay attention to the fact that there is no snow on the branches of the tree, it has turned into ice because the sun melted the snow and the frost bound the water drops. Continue to introduce children to signs 2.P/I "Mice and cat." "Sparrows and the cat." Tasks: Develop the ability to correctly perform basic movements when running, consciously follow the rules of the game, perform game actions, acting as a player and driver. Labor assignment.We put our shoes on the shelf after a walk. Tasks: Develop self-service skills in children, teach them to carry out individual assignments, and act carefully. Cultivate hard work and responsibility 2 HALF DAY. 1Educational game"Mirror". Tasks: To develop in children the ability to see themselves through their eyes in the reflection of a mirror. 2Watching the cartoon “Traffic Light” (series “Smeshariki”, “The ABCs of Safety”). Tasks: Invite children to look at the traffic light, remind them of its purpose and operating principles. To form in children a conscious attitude towards personal safety and a desire to be conscientious pedestrians. | Games with building materials “Building a multi-story building.” Tasks: Continue to develop children’s ability to carry out multi-level buildings, strengthen the ability to lay out construction parts vertically; correlate the structure of a building with its purpose, develop creativity in working with building materials. S.R.I. “Chauffeurs”: the plot “Boarding passengers on the bus.” Tasks: To shape the gaming experience of children, show ways of role-playing behavior, teach how to interact with peers in the game drawing on a free topic. Tasks. To develop children’s ability to use previously mastered techniques to realize their plans, to select colors and materials in accordance with the plan. Help prevent nervous tension | DI “The sun is shining brightly” rays from clothespins on a yellow circle Tasks. Develop fine motor skills, consolidate the yellow color. Tasks. I/U "Forward to the Moon!" Tasks:Develop the ability to run with acceleration, train the respiratory system, help harden the child’s body, develop interest in physical education and Tasks. D/I “Sort out the pictures” Tasks. To develop the ability to classify clothes and shoes; use generalization words in speech. | Consultation on the topic “Choosing games at home and outdoors” |
1. Communication. Subject. Reading the Russian folk tale “Fear has big eyes.” Tasks. Recall famous Russian folk tales and introduce new ones. Help to correctly reproduce the beginning and end of a fairy tale Integration: communication, socialization. 2. Physical education Throwing a ball on the ground and catching it with both hands Tasks. Exercise: Walking and running in circles; crawling on a bench on your hands and knees. Develop the ability to throw the ball on the ground and catch it with both hands Integration: health, safety | Morning 1 D/I “Who lives where?” Tasks. Develop skillchildren distinguish between domestic and wild animals, name their cubs, and their habitats. Activate in speech and clarify relevant concepts. 2. Observation “Growing onions for feathers.” Tasks.Invite the children to look at the bulbs, tell them how they plant onions, care for them, what changes have occurred since the last observation. 3. Correctional and recreational game “Bubble”. WALK Observation: snow melting, work assignments: snow removal. Tasks. Draw children's attention to how buildings made of snow are shrinking, and invite them to explain why this is happening. Organize snow removal from sidewalks to flower beds and lawns, tell about the purpose of this labor operation. P/N “Knock down the pin.” Tasks. Develop the ability to take a starting position, swing and throw at a target. Develop the eye, increase joint mobility Tasks. Develop the ability to navigate in space, practice running. Develop endurance, speed, leg muscles. 2HALF DAY. 1D/I “Where is Cheburashka hiding?” Tasks: To develop in children the ability to establish spatial relationships between objects and to characterize the location of an object. Enrich vocabulary, develop grammatical structure of speech. Theater sketches“Who did we meet in the forest?” Tasks: Develop the ability to convey the characteristic habits and movements of animals, identify the most successful imitations. Encourage children's creative initiative | Game situation “Lulling a doll.” Tasks. Develop basic skills in composing a melody according to a model, singing the melodies in a calm, quiet sound without tension. Develop musical and auditory perceptions, sense of harmony, sense of rhythm. I/U “Catch the ball.” Tasks. Exercise children in running, teach them to correlate their actions with the speed of the ball. Develop the ability to distribute attention, respond to changes in the game situation, and regulate the speed of movement. modeling "Pyramid". Tasks:practice rolling out round objects and flattening them. | D/I " Wonderful pouch Tasks. Develop the ability to recognize objects by their characteristic features, shape, and name them. Making riddles about spring. Tasks. To develop the ability to select the most significant features of the described objects and phenomena. Lacing Tasks. Create conditions for the development of fine motor skills Tasks. | Consultation on the topic: “Rules of conduct in kindergarten” |
1. Cognition Subject. Who lives next to us? Target. Introduce the characteristic features of the appearance, behavior, lifestyle of domestic animals and their cubs as described. Integration: work, music, communication. 2.Physical educationcrawling on a bench on your hands and knees. Tasks. Exercise: Walking and running in circles; crawling on a bench on your hands and knees. Develop the ability to throw the ball on the ground and catch it with both hands | 1 HALF DAY. 1 Conversation "We are all one family." Tasks. To promote the development in children of the ability to help each other, share toys, play together, and seek help not only from the teacher, but also from peers. Develop empathy and decentralization Fun game "Salute". Tasks. Invite children to catch colorful little “rains” - pieces of foil or paper thrown by adults. Contribute to the prevention of nervous tension and emotional release. Work assignments: learning to wipe tables V dining room Tasks:To develop children’s ability to perform this work operation with the help of adults, to talk about their work, answering the teacher’s questions. To develop skills that will be useful for children to perform the duties of cafeteria attendants in the middle group. Walk. Observation of spring drop. Tasks: Invite the children to observe the drops on the sunny and north side of the house, lead the children to the water about where the drops are observed. Expand children's understanding of spring natural phenomena, develop the ability to draw conclusions based on observation results. P/I "The Mother Hen and the Chicks." Tasks. To develop children’s ability to correctly perform basic running movements and move along a winding path. Increase interest in outdoor games. I/U "Mountaineers". Tasks: Improve walking skills with high knees, the ability to step over objects without touching them. Enrich children's motor experience 2.HALF DAY Learning the poem “Winter has passed” by M. Klokova. Tasks: develop children’s ability to expressively recite a poem and highlight their favorite passages. Develop the ability to answer questions about the content of the work. Tasks: | “Shop”: plot “Perfumery Department”. Tasks. Create conditions for role-playing games, develop role-playing dialogue on behalf of the game character, think through and play out a plot with several characters Practical exercise “Teddy Bear”. Tasks:To develop self-care skills in children, the ability to control their appearance, and to put their outerwear in order after a walk. Form a conscious attitude towards your appearance, cultivate neatness S.R.I. "Cafe" Tasks. | D/I “What has changed?” Tasks:Develop memory and attention. Correctional and recreational game “Bubble”. writing a descriptive story about the rook and a parrot. Tasks. Develop the ability to identify similarities and differences between birds and reflect them in speech. Enrich vocabulary, compose a short story using comparison techniques. | Consultation on the topic: “Rules of eating” |
1. Artistic creativity (Applique) Theme: Napkin. Tasks. Develop the ability to make a pattern of circles and squares on a square-shaped paper napkin. Develop a sense of rhythm Integration: knowledge, work, music. 2 Music Tasks. Continue to develop children’s ability to listen carefully and consciously to a piece of music; cultivate interest in musical and artistic activities Integration: health, communication. | 1 HALF DAY. presentation “Getting to know the elements of the Dymkovo toy.” Tasks: Continue to introduce children to arts and crafts, folk crafts, and show the features of Dymkovo toys. Enrich children's vocabulary and develop aesthetic perception. Game musical exercise “Birds are flying”, music. L. Barannikova. Tasks: Develop the ability to hear changing parts of a melody, changing dynamics, and respond to changes by changing movements (to loud music, children perform the “Birds are flying” movement, to quiet music - “Birds are sleeping in their nests”); expressively and emotionally convey game images, develop musical and auditory perceptions. Walk. Rook observation. Tasks: Introduce the children to birds, tell them that at the beginning of spring, migratory birds return to their native lands, and rooks are among the first to arrive. Enrich children's vocabulary and develop coherent speech. P/N “Get in the circle.” Tasks. Develop the ability to throw at a horizontal target (take the correct starting position, make a throw). Develop the eye, coordination of movements, increase the mobility of the joints of the hands. Labor activityfeeding birds on the site. Tasks. Continue to develop the ability to observe birds during feeding, reflect received impressions in speech, name your actions, and characterize the behavior of birds. To support children’s desire to take care of birds, to be useful, and to cultivate a caring attitude towards nature. 2. HALF DAY. 1. Consideration of Yu. Vasnetsov’s illustrations for Russian folk tales. Tasks: Develop skillchildren carefully examine the illustrations, compose a short description story based on them, answering the teacher’s questions, understand what the artist wanted to depict, recognize the characters of the fairy tale, familiar works. 2. Theatrical game based on the RNS “Kolobok”. Tasks: Activate children's interest in theatrical activities, introduce them to the techniques of driving tabletop dolls, accompany movements with speech and songs | Free drawing based on the presentation you watched Tasks. Develop children's artistic creativity. Fun game "Soap Bubbles". Tasks. Invite children to catch soap bubbles, increase motor activity, learn to characterize the size of bubbles, and compare them with each other. Promote emotional release, prevent nervous voltage. S.R.I “Chauffeurs”: the plot “At a gas station.” Tasks. Create conditions for independent games, developing the storyline. unfold, take on a playing role, activate personal experience children | D/I “Mushroom picking”. Tasks: develop the ability to establish quantitative relationships between objects in new game conditions, consolidate the concepts of “one” and “many”. Task . I/U “We’re going up the mountain.” Tasks. Develop the ability to climb inclined stairs and follow safety rules. Develop coordination of movements, attention, enrich motor experience. modeling "Matryoshka". Tasks: Develop the ability to make simple crafts consisting of several parts, practice rolling out round-shaped objects and flattening them. | “Agreement between parents is important!” |
ORU complex “Multi-colored balls”
Inventory: rubber balls (d=12-14 cm) - in accordance with the number of children in the group.
All the guys love it very much
Play with balls
With colorful balls
Do the exercises!
Different balls - Green and red,
Strong, new, loud, cheerful.
1. “Higher the ball”
I. p.: legs slightly apart, ball lowered. Ball up, look, lower, say “down.” Repeat 4-5 times.
2. "Here he is"
I. p.: legs apart, ball in front of the chest. Lean forward, ball forward, say “here it is.” Return to i. p. Repeat 4-5 times. Do not bend your knees.
3. "Funny Ball"
I. p.: legs slightly apart, ball in front of feet, hands behind back. Sit down, roll the ball from hand to hand, stop and quickly straighten up. Repeat 4-5 times.
4. "Bouncing"
I. p.: legs slightly apart, ball on the ground, near the legs, hands on the waist. Bouncing around the ball - a circle and 8-10 steps with a wave of the arms. Breathing is voluntary. Repeat 3 times.
5. “Up and down”
I. p.: the same, the ball is lowered. Ball towards you, nose - inhale. Lower the ball, and as you exhale say “in-and-out.” Repeat 3-4 times.
Outdoor game “Catch the ball”
Inventory: inflatable ball (d=50 cm).
On the site, two lines 4-5 m long are marked with colored cords, chalk on the asphalt or lines on the ground. The distance between the lines is 4-5 m.
Children stand behind the first line so as not to interfere with each other. The teacher, with a ball in his hands, stands between the children in the middle of the line. The teacher rolls the ball in the direction of the second line and invites the children to catch up with it. After the children have caught up with the ball and touched it with their hand, they line up behind the second line. The teacher rolls the ball in the opposite direction, towards the first line, the children catch up with the ball again.
Game option. You can use balls of medium diameter (12-14 cm) in the game - in accordance with the number of children in the group. The teacher puts the balls in a basket or a large hoop, invites each child to take a ball, line up behind the line, roll the ball in a forward direction, then catch up with it, pick it up, step back, bring and put the ball in the basket or hoop . In the game, children develop the ability to act on a signal from the teacher, to run in a straight direction.
Note. Draw the attention of children to the fact that in the game they cannot push each other, that they must look under their feet so as not to trip and fall on the ball.
Outdoor game with speech accompaniment “My funny ringing ball”
Inventory: large diameter rubber ball (d=18-20 cm).
Children form a circle. There is a teacher in the middle of the circle with a ball in his hands. The teacher shows the children how easily and high the ball jumps if you hit it with your hand, then puts the ball on the ground near your feet and invites the children to do the exercises, repeating them after him.
The teacher slowly reads the text and performs the following movements together with the children.
My Perform a “spring”, hands on the belt.
Funny
Voiced
Ball,
Where are you going Tilts left and right, arms stacked one on top of the other at chest level.
rushed
Jump?
Red,
Yellow,
Blue,
Can't keep up Bend forward, arms forward to the sides.
Behind you!
S. Marshak
Then the teacher invites the children to jump with the ball, while repeating the text of the poem again. Children jump on two legs, the position of their arms is arbitrary. Having finished reading the text, the teacher says: “I’ll catch up now!” Children stop jumping and run away from the teacher to a pre-specified landmark (tree, bush, gazebo, etc.). The teacher pretends to catch the children.
Gymnastics after sleep. Zoo
1. Stretching.
2. "Snake".
I.p. - lying on your stomach.
Raise your head and shoulders with outstretched arms. Proudly turn your head left and right, pronouncing the sound “sh-sh-sh”.
3. "Crocodile".
I.p. – the same, arms bent at the elbows, palms under the chin.
Alternately raising the right and left legs - a huge mouth.
4. "Panda".
I.p. - lying on your back.
Pull your knees to your stomach, clasp your arms, bend your head.
Rolls back and forth, left and right - somersaults in the grass.
5. "Monkey."
I.p. - lying on your back.
Raise your straight leg, clasp it with your hands below the knee and, moving your hands towards the ankle, try to sit down - monkeys climb a tree.
6. "Giraffe".
I.p. - standing on all fours.
Raise your right hand up, fingers closed, thumb up, palm rotated left and right. The same with the left hand.
7. "Kangaroo".
I.p. – o.s.
Jump on two legs, pulling your knees towards your stomach.
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 a circle.” - 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 | 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 internal 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 kolobok 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 form, 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 compose 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.
Lyudmila Dudkina
Daily planning in the 2nd junior group
1 half day
Individual work with Ksyusha and Arina "Collect a picture"
Target: develop the ability to assemble a whole from parts.
Reviewing books about winter - expanding children's understanding of the season - winter
Coloring pages on the theme "Little Fox"– show how to hold a pencil correctly and be careful while coloring
1. Musical HER
2. Modeling HER "Tumbler"(see summary)
WALK #1.
OBSERVATION: Watching the snow. White, fluffy, covering the ground. You can draw on the snow with a stick "Let's draw in the snow".
INDIVIDUAL WORK: Drawings with a stick on the snow (circles, houses, etc.)
OUTDOOR GAMES: "Cat and Mouse". Exercise children in crawling (or crawling, the ability to respond to a signal, perform movements in accordance with the text of the poem.
“The cat was guarding the mice and pretended to be asleep.
Hush, mice, don’t make noise, you won’t wake the cat...”
Individual work with girls ex. "Bunnies" practice jumping on two legs
STAND-ALONE GAMES: Children's games with external material
WORK: Collection of toys.
2 half day
Gradual rise, hygiene procedures.
Walking on a ribbed board - prevention of flat feet
Hearing: rns "Teremok"
Target: develop an interest in fiction, the ability to listen carefully
Games: lotto, puzzles, inserts. Develop fine motor skills of the hands.
Self-massage with beads - roll beads with each finger in turn.
Games with construction kits – develop children’s constructive abilities, offer toys for playing with buildings.
The task is to assemble a construction set. Foster hard work
WALK #9. (see catalog of walks)
Publications on the topic:
Daily calendar planning. Daily calendar planning. Wednesday Morning. Conversation (life safety) “We have gas in our apartment.” Goal: to form children’s ideas about the rules.
Daily Scheduling (continued) Daily scheduling (continued). Monday Morning. Conversation (educational) “We are friends of nature.” Goal: to form in children.
Daily calendar planning in January in the senior group Monday. Morning Conversation (informative) “How were the holidays and weekends.” Goal: teach children to talk about their activities. Develop.
Daily planning of the teacher’s work in accordance with the Federal State Educational Standard For some of us, planning daily work with children does not cause problems, but for others it is a real problem. Allow me to introduce.
Daily planning in the senior group (19.10–23.10) 10.19.15 Morning reception Work with parents Gymnastics GCD 1. Speech development Sound culture of speech Suggestion. Learn to write a proposal.
Daily planning in the senior group of preschool educational institutions according to the program “From birth to school” in accordance with the Federal State Educational Standard Dear Colleagues! I offer you an example of calendar planning (for every day, which is used in our kindergarten. Unfortunately,...
Daily thematic planning of educational work PLANNING EDUCATIONAL WORK Multi-age 5-7 year old group “My village, soya country” 2-3 week of September (09/07/15-09/18/15).
Calendar-thematic planning of the educational process is an advance determination of the order and sequence of educational work, indicating the necessary conditions, means, forms and methods used. A unified structure of calendar and thematic planning is established in preschool educational institutions.
A calendar-thematic plan is drawn up for each day in accordance with the group’s daily routine, a grid of direct educational activities that takes into account the requirements for the maximum load on children in educational activities, a cyclogram, comprehensive thematic planning, long-term planning, program content by age groups.
This plan is drawn up for two weeks and provides for planning all types of children’s activities and the corresponding forms of their organization for every day.
When planning each form of work with children, the teacher indicates the type of game, name, tasks, and a link to educational and methodological support. If there is a card index, only its type and the number of the game in the card index are indicated.
The calendar-thematic plan includes:
Planning the morning time period;
GCD planning;
planning morning and evening walks;
planning the afternoon
family planning,
creation of a developing subject-spatial environment.
This type of educational work plan should provide for a reasonable alternation of organized and independent activities of children based on children’s initiative and activity and ensure the organization of children’s life in three forms:
Direct educational activities;
- unregulated activities;
- free time provided for a child in a preschool educational institution during the day for free spontaneous play activities and communication with peers.
It is very important to take into account the complex thematic principle when planning - a single theme unites all types of activities.
When planning, it is encouraged to use card files of walks, morning exercises, observations, finger exercises, articulation, invigorating exercises, etc., compiled by group teachers and preschool education specialists.
Plans must have a title page indicating the group, full name of both teachers in the group, qualification category, start and end dates of the plan. Control over calendar and thematic planning is carried out by the methodologist of the preschool educational institution on a monthly basis with the appropriate note: Date of inspection. The inscription: “The plan has been verified, it is recommended: 1...., 2....., 3....., etc.”, as well as in accordance with the control activities planned in the annual plan. The shelf life of the calendar-thematic and long-term plan is 5 years.
You can download on this page of the website a summary of the calendar and thematic planning of educational activities in the first junior group and, by changing the dates, adjust it to the current academic year.
Download calendar and thematic planning notes
Developments of the teacher Natalya Aleksandrovna Kalinchikova. Download >>
2. 
Daily lesson planning for the summer
Includes a regime, joint activities of adults and children, taking into account the integration of educational areas, independent activities of the child, interaction with parents.
