Independent activities of the game at the request of children goal. Art independent activities preparatory to school group
Primate processes in the first half of the day
Reception of children
1. Communication of the teacher with children: individual conversations, games to communicate and create the mood in children.
2. Organization of independent activities of children: various types of games, work in the corner of nature, visual activities.
3. Formation of cultural and hygienic skills: use of the nasal handkerchief, control over the appearance, accuracy of the hairstyle.
4. Formation of culture of behavior: greeting, polite relationship with peers, adults.
Morning gymnastics
Hygienic procedures
Breakfast
2. Attracting the attention of children to food; Individual work on education of food culture; rules of etiquette; Evaluation of activities.
Preparation for classes
Cleaning toys; Switching children's attention to another type of activity; Assessment of children's activities.
Classes
Preparation for walking
stroll
1. Walking on a walk.
2. Moving games: 2-3 games of great mobility; 2-3 games of small and medium mobility; Games to choose children.
3. Labor on the site: Motivation of children's activities; Determination of work volume; distribution of duties; preparation of equipment; execution of labor operations; cleaning equipment; Evaluation of activities.
4. Individual work on the development of movements, physical qualities.
5. Independent gaming activity: Creating conditions for the development of plot roles; Games with natural material; Other activities; Individual work on amusement, speech development, theatricalization in the warm season; Snowman modeling.
6. Return from Walking: Games; self-control of children; control and evaluation of their activities; sequence of undressing; Free activities of children.
Hygienic procedures
Consolidation of hands washing rules; competitions competitions, conversations of the teacher of cleanliness; self-control of children; Positive assessment of children's activities.
Dinner
1. Table setting: Definition of duty; Acquaintance with the menu; selection of cutlery; Attracting the attention of children to the aesthetic table design.
2. Attracting the attention of children to food; Individual work on education of food culture; rules of etiquette; Assessment of children accuracy.
Preparation for sleep
Preparation to sleep: hygienic procedures; creating conditions for the organization of sleep; Laying to sleep.
Day Son
Regime processes in the second half of the day
Lifting children
1. Gradual ascent, communication of the caregiver with children.
2. Individual work with children, creating conditions for independent activities.
3. Curigative gymnastics: preparation for corrective gymnastics, attracting the attention of children.
4. Hardening activities: hardening, massage.
5. Formation of cultural and hygienic skills: attracting the attention of children to hygienic procedures; hygienic procedures; consolidation of hands washing rules; the story of the teacher of purity; self-control techniques; evaluation of children's activities; hand washing sequence; dressing sequence; Control over the appearance, accuracy of the hairstyle.
6. Formation of culture of behavior; Friendly relationship with peers, adults.
Organization of independent gaming activities
Communication with children, individual work, games.
Hygienic procedures
Consolidation of hands washing rules; competitions competitions, conversations of the teacher of cleanliness; self-control of children; Positive assessment of children's activities.
Afternoon person
1. Preparation for dowl, table setting; conversation with duty; familiarization with the menu, the announcement of his children; Attracting the attention of children to the aesthetic capacity of tables.
2. Attracting the attention of children to food; Individual work on the education of food culture skills; rules of etiquette; evaluation of children's activities; Cleaning tables.
Preparation for classes
Cleaning toys; Switching children's attention to another type of activity; Assessment of children's activities.
Free game activity of children
Creating conditions for independent gaming activities of children.
Preparation for walking
1. Creating interest in a walk; individual conversations with children; Selection of gaming material for a walk; Motivation of children's activities for a walk.
2. Dressing: a sequence, going for a walk.
stroll
1. Moving games: 2-3 games of great mobility; 2-3 games of small and medium mobility; to choose children.
2. Individual work on the development of movements, physical qualities: independent gaming activity; Creating conditions for the development of plot roles; Games with natural material; Individual work on amusement, development of speech; Theatricalization in the warm season; Snowman modeling.
3. Return from a walk; the game; self-control; control and evaluation of children's activities; sequence of undressing; Free activities of children.
What will the child learn by the end of the year
Physical education
Perform all types of major movements (walking, running, jumping, throwing, climbing).
. Jump through a short and long rope in different ways.
. Throw subjects to the target, get into target from a distance of 4-5 m.
Make items with the right and left hand, throw items in a moving target.
. Perform physical exercises from different source positions clearly and rhythmically, at a given pace, to the music, according to the verbal instruction.
. Keep the right posture.
. Skiing by a variable sliding step, climb the slide and go down from it, slow down on the descent.
. Actively participate in games with elements of sports (towns, badminton, basketball, football, hockey, table tennis).
. To swim.
. Show discipline, excerpt, independence and creativity in motion activities, demonstrate beauty, grace, expressiveness of movements.
Child and the world around
Distinguish and call transport (ground, underground, air, water); Objects facilitating human labor at work and at home; Objects that create comfort and comfort indoors and on the street.
. Establish links between properties and signs of various materials and their use.
Determine the origin of man-made items.
. Know the essential characteristics of objects, their properties and quality.
. Select and group items in accordance with the cognitive task.
. Know the date of its birth, your middle name, home address and phone number; The names and patronymic of parents.
. Know the country in which lives. Know the coat of arms, flag, anthem of Russia.
. Have ideas about the President, the Government of Russia; On warriors - defenders of the Fatherland.
. Know traffic signs and their appointment.
. Have an idea of \u200b\u200bthe native land; about people of different nationalities, their customs, about traditions, folklore, labor, etc.; about Earth, about people of different races living on our planet; about the work of adults, their business and personal qualities, creativity; about the heroes of space; public holidays; school; library.
Detergery
Participate in a collective conversation: ask questions, respond to them, argumenting the answer; Seriously and logical, it is clear for the interlocutors to talk about the fact, event, phenomenon.
. To be benevolent and polite interlocutors, talking calmly, without increasing the voices.
. Understand and use in your own speech synonyms, antonyms.
. Use complex offers.
. Discern the concepts of "sound", "Slog", "Word", "Offer".
. Call in the word sequence in sentence, sounds and syllables in words.
. Find in the proposal of a word with a given sound, to determine the sound of the sound in the word.
. Retell and dramatize small literary works; Make up the plan and sample of stories from personal experience, about the subject, in the story picture, according to the series of scene paintings.
Formation of elementary mathematical representations |
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To compile and solve problems in one action for addition and subtraction, use the numbers and arithmetic signs (+, -, \u003d). |
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Labor education. We continue to educate interest in various professions, to the professions and the place of parents.
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. We form the need to work.
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Familiarization with fiction
By the end of the seventh year of life, children can:
. R nitrate genres of literary works; Agregate your answer, explaining that they listened to the fairy tale (story, poem).
. Call favorite fairy tales and stories; read 1-2 favorite poems, 2-3 readers; Remember 2-3 riddles.
. Call two or three authors and two or three illustrators of children's books.
. Expressively, in your own manner, read the poem, retell an excerpt from a fairy tale, play.
Fine activityKnow different types of fine art: painting, graphics, sculpture, decorative and applied and folk art. |
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Painting Create individual and collective drawings, decorative, subject and plot compositions on the topics of the surrounding life, literary works. Lepak Sculpt various items by transmitting their shape, proportions, postures and moves of figures; Create plot compositions of 2-3 and more images. Applique Create images of various items using paper of different textures and learned methods for cutting and cutting; Create plot and decorative compositions. |
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The last academic year in kindergarten is preparatory for school training. Movement processes and forms of children's activities are complicated: there is a transition from visual-shaped thinking to verbally logical, an interest in complex games, with the distribution of roles and the execution of rules, appears. Senior preschoolers are inquisitive, emotionally susceptible, tend to show the initiative and independence in mental and practical experimentation.
Organization of independent activities in the preparatory group
The modern education system is departed from learning children by direct transfer of knowledge, but develops in them the desire to search for new information with various methods. GEF determines the areas of development of preschoolers through the joint activities of the educator and children. At the same time, the formation of the skill of independent activity as the main feature of a successful personality is approved. The teacher marks a motivation to find answers to emerging issues, encourages curiosity, stimulates the development of fantasy, creative approach in solving problems and leisure activities. Independent children's activity manifests itself in all types of pre-school activities:
- game (plot-role, didactic, logical games);
- artistic and speech (the creation of dialogues in the game based on fairy tales, stories, building a retreats of an interesting case or history);
- socio-communicative (communication with peers, assistance to the younger guys - an explanation of the phenomenon, the rules of the game, consolation);
- educational research (search for information on the topic of interest, finding an answer to an experienced way);
- artistic (singing, row rhyme, essay of melodies, drawing, modeling, creation of applications);
- labor (the desire to help in cleaning in the territory of the kindergarten, in the dining room, the group room, carry out the care of plants, animals).
Independent activities of preschoolers are brighter than all manifested in a game form.
Independence - the property of the person, characterized by the desire to solve the tasks of activity without the help of other people, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for their actions.
Age features of preschoolers 6-7 years
By organizing independent activities of pupils in the preparatory group, the teacher takes into account age features of children 6-7 years old:
- The ability of self-regulation of behavior. Senior preschoolers have greater preferably, they can independently plan the pace and quality of practical activity so as to avoid overwork. During walks, in the centers of science and nature, the guys spend long observations. The children of the seventh year of life feel the need to change activities: they switch from viewing books to the game, from exercises with the ball to drawing, etc. To restore the emotional state, the guys have the opportunity to retire on the required period of time.
- A high level of dialogical speech development, the formation of monologic speech skills. Senior preschoolers are actively involved in the conversation, ask questions, formulate answers. The degree of development of artistic and speech skills allows to play dialogic scenes at leisure, theatrical episodes of fairy tales. The skill of monologic speech is formed when the child accompanies research or game activities to pronouncing actions, voiced by characters. On the progress and results of independent work, he tells the educator and classmates.
- Creativity. Senior preschoolers often take spontaneous solutions, perform tasks in an unexpected key. A creative approach is observed in various types of children's activities: in oral stories, drawing up stories based on visual material, in drawings and crafts, during games, during experiments and experiments.
- Formation of self-esteem skill. By seven age, the child begins to realize the level of its capabilities, abilities and knowledge. He critically evaluates the results of his activity, his appearance is able to correct the shortcomings to look better.
Senior preschoolers independently help younger master self-service skills
Independent activities of children in the Dow implies its implementation without the direct participation of the educator in the time specifically allocated for this, while preschoolers set themselves concrete goals, make efforts and strive for certain results.
Tasks for organizing independent activities in the senior group
Creating conditions for independent activities of senior preschoolers in the Dow is aimed at solving a number of tasks:
- The formation of volitional qualities: psychological sustainability to the influence of external factors (street noise, the voices of other children) and someone else's opinion, the desire to bring conceived to the final result. The senior preschoolers begin to form the ability to self-analyze and evaluate the actions performed.
- Improving self-regulation processes: the ability to calculate the cost of energy to perform planned actions, feel the need to change the type of activity or rest. At the age of 5-6 years, the processes of the nervous system are actively developing: the child becomes more perfected, reacts positively to tips and constructive remarks.
- Development of the ability to independently build a game plan, observation, research, employment; The desire to fulfill the ideas without adults. Education of friendly relations between pupils during games.
- Formation of sociocultural competencies through plot role-playing games ("Bank", "Store", "Library").
- Fastening self-service skills. Performing actions for dressing and undressing, compliance with the rules of personal hygiene and cleanliness of the room must be brought to automatism.
- Development of independence through the execution of labor orders. Educating a conscientious attitude to duty duties.
Children 6-7 years old are able to independently take themselves on a walk for a long time segment
Methods of organization of independent activities
Despite the fact that independent activities are carried out beyond the interaction of children with a teacher, the role of the educator remains significant. It predicts possible versions of the actions of pupils depending on the subject environment of children, their abilities, individual characteristics and in accordance with calendar-thematic planning.
Receptions of the organization of independent activities of preschoolers:
- creation of a saturated, affordable and safe subject-spatial environment;
- formation and consolidation of practical and mental skills in classes within the framework of the educational process;
- creating internal motivation for independent activities.
The subject-spatial environment for independent activities of preschoolers is organized in kindergarten in the form of centers / corners of various focus:
- Cenior centers: Thematic corners for finding new knowledge, research corners and laboratories for children's experimentation.
- Art centers: corners with visual materials in art, exhibitions of products of folk decorative and applied art.
As a rule, in the centers of art there is a workplace (table or desk) and materials for productive creativity of pupils.
- Artistic and aesthetic centers: theater and musical corners. Contain scenery, costumes, masks, kits for puppet and finger theater, musical instruments.
- Centers of Nature and Environmental Education: Live Corner, Winter Garden, Ecology Center. Senior preschoolers not only observe plants and animals, but also carry out care. In the centers of ecology, experienced activities can be implemented on the formation of ideas about the methods of water purification, soil, air, children get acquainted with natural and industrial filters.
- Motor activity center. There is an inventory for exercise and sports games.
- Center for Psychological Comfort: Silence Zone, Recreation Corner. Sofa and chairs, tents, magic tent, pillows and baffs - Here children are resting, engaged in relaxing activities (viewing books, cards, calm games and conversations).
Theatrical plot role-playing game - a great version of the organization of children's leisure
The expansion of knowledge and the formation of practical and mental skills is carried out in classes held in the framework of the joint activities of the teacher and pupils. The accumulated experience of productive activities, the learned rules for cognitive experiments and sports games are implemented in independent activities of the child. So, in the classes of Node, children master the principles of building a work plan, develop the ability to conduct experiments with various subjects. In class with the music leader, they learn to own a voice, giving melodies, extract sound from instruments (drum, tambourine, rattle, ratchet, bell, dull).
The FIZO head holds with the guys a lot of rolling games, including using sports equipment (balls, rope, hoops, kegli), children remember the movements and a sequence of charging. Speech and Communication Development Classes are formed by preschoolers the desire to communicate inside the team: ask questions, think about the answer, pronounce the stages of performing any actions, build logical chains of reasoning, and also develop the ability to monologue speech.
During walks, the guys conduct targeted observations in conjunction with the teacher for the objects of the natural world (animals, birds, insects) and the processes of public life (observation of pedestrian behavior, movement on the carriageway, behind the work of people of various professions). In classroom creative activities, pupils develop the ability to create crafts on their own design in various techniques (modeling, designing, drawing). In the preparatory group, a special place occupy a FAMP study and training for literacy training: children learn to determine the composition of the number and sound composition of the word are studied in a game form and subtract within ten, vowels and consonant sounds.
Photo Gallery: Examples of the organization of the subject-spatial environment
In the center of cognitive activity, thematic exhibitions of materials and children's work are organized in the corner of the future schoolboy, the guys can consolidate the skills of the account and knowledge of the alphabet Cognitive Center for Studying Books and Illustrations contributes to the upbringing of a careful attitude towards printing publications in the art center contains visual materials for the artistic and aesthetic development of preschoolers and Materials for productive activities in a lively corner of kindergarten can be aquariums with fish, snails and turtles, cells with birds and rodents in the room of the group must necessarily be the place where the child can retire and relax the theatrical scenes Children often complement the musical accompaniment in the corner of nature, children are watching For the growth of plants and study their features to the corner of independent experimentation in order to search for new knowledge allows children to realize the desire for an experienced knowledge of objects and phenomena
Table: Types of independent activities of senior preschoolers
| Type of independent activity | Implementation form in mode |
| Game | The game is the leading form of the activities of preschool children, in the game of the child recreates the model of the world in all its diversity. The educator of the preparatory group should not teach the guys to the urgent form of classes, it is desirable to preserve the game form of obtaining new knowledge and development of abilities until the end of learning in kindergarten. Children of the seventh year of life independently play plots from fairy tales, cartoons, stories or household situations with toys. Gaming activities of preschoolers often wears the imitative nature of the professions of people and public events: "Library", "Pedestrian Transition", "On the bus", "Grocery store", "Newspaper Kiosk", "Bank", "Playing a kindergarten or school " These games develop the ability of the child to interact with other people in various life situations (social competencies are formed). |
| Research | Research abilities from senior preschoolers are at a sufficient level for long-term and labor-intensive experiments, observations. The child of the seventh year of life denotes a problematic question for himself, pondering hypotheses, extremely predicts the result, engaged in practical experimentation and evaluates the result. The research activity of the senior preschooler is maximum close in the structure of scientific research. |
| Artistic (including artistic and speech) | Artistic activities are to create images with creative abilities. The plot appears in the crafts of senior preschoolers, the attitude of a young author to the displayed object or phenomenon is pronounced. Productive creativity techniques available to children 6-7 years:
One of the favorite forms of recreation of images of literary and fabulous characters is theatricalization of the plot or separate dialogue. Pupils love to try on roles, put on masks, costumes, use aquagrim. Creating melodies with musical instruments and an essay of a song is also an option for self-creative activity. |
| Motor | Senior preschoolers have the spirit of competitiveness. They independently organize small contests for agility, stamina, strength: "Who will slow down on one leg longer?", "Who will easily deliver to the end of the plot and back?", "Competition for jumping with a skipping". Physical activity is also being implemented during work (clearing tracks from snow, export of leaves on a wheelbarrow) and games ("Slick-legs on weight", "Cossacks-robbers", "classics", etc.). |
| Labor (including self-service) | When the children see how adults work: the janitor cleans the territory of the kindergarten, the educators follow the order at group sites, parents provide all For cleanliness in the group and on the street to moderate its capabilities. Pupils of the preparatory group contain their locust, working and sleeping place in proper form, learn to fulfill the duty duty, correct the shortcomings in their own appearance and are ready to help younger children. Self-service skills are fixed and in the game ("Bring a doll in order", "expand on places"), with children 6-7 years old can conduct game trainings (for example, "Beauty Salon: Learn to make hairstyles"). |
Through the story-role games, children assimilate social competencies
Self-service activities in the preparatory group of kindergarten
The child of the seventh year of life is improving and fixes self-service skills. It follows the rules of feeding, skillfully drawn with cutlery, keeps cleaning and accuracy. He knows a sequence of dressing for a walk, knows how to handle various types of buckles. Worst for the order of personal belongings and his appearance. This is how ideally the child is produced from a kindergarten - an independent person. At the beginning of the school year, the teacher should be monitored by the level of independence of all pupils. When identifying difficulties in performing any actions or insufficient formation of one of the skills, the educator is taking corrective measures.
Senior preschoolers love to care for indoor plants on their own
Pupils of the preparatory group understand the instructions of the educator and follow verbal instructions. The main form of self-service skills in children 6-7 years old are labor orders: "We need to collect snow in the right place so that the janitor flooded the hill for us," "Wheel the window sills with a damp cloth, please", "help nynechka decompose fruits in the vase." For the guys of the preparatory group, a list of duty in the dining room, bedroom, a corner of nature is drawn up.
The introduction of duties for cleaning and monitoring the condition of the premises disciplines the guys, brings up respect for someone else's labor and responsibility in the execution of orders.
Duty activates the labor activity of the guys and causes a sense of pride for their work
Table: Card file for self-service in the preparatory group
| Theme by self-service | Developing and educational tasks | Options for labor orders as the main technique of motivating pupils |
| "Duty roster" |
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| "Contents in the order of shoes and clothing, sleeping places, working tools, and so on." |
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| "Personal hygiene rules" |
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| "Spring-cleaning" |
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Self-service skills and observance of hygienic standards are fixed in the preparatory group
Photo Gallery: Examples of the organization Corner of duty
The schedule of duty of pupils in kindergarten should be visual distribution of duty on the responsibility zones. Develops various self-service skills. The corner of duty can be decorated to be fascinating for duty in the dining room should be prepared aprons and headdresses. routine
Motivating occupation
Independent activities of preschoolers begins with the emergence of the motive - interest in any topic, the emergence of the problem situation, the desire to communicate with peers. Practical actions are carried out using knowledge and abilities available from the child. The result of the activity is assessed by the pupil itself of the preparatory group, on the performance of experiments and research, he tells the teacher, improving speech skills.
The role of the teacher is to create motivation to further actions of pupils in the conditions organized by an educator of the subject-spatial environment. Interest in independent activity can be gaming, communicative, creative, cognitive orientation. The tutor follows that a friendly atmosphere is maintained in the group and each pupil has a positive, even emotional background.
The teacher creates interesting situations by predicting independent activities of pupils in the framework of thematic planning and individual characteristics and attachments of the guys.
Scene game reflects new knowledge of pupils and helps them fixing in the form of long-term memory images.
Table: Examples of motivating start classes
| Option Motivating Beginning Classes | Predicted independent activities of pupils |
| Conducting cognitive and heuristic conversations. - Guys, where is the tableware are stored at home? - In the kitchen: in the dishwashes and on the shelves. - Pure dishes Mom puts in the wardrobe in the wardrobe? - Not. There are boxes with cells for cutlery, shelves for a saucepan and pan, hinged shelves for cups and plates, hooks for a hairdrine, cochlags, vegetables, etc. - Why does mom puts utensils on the shelves in that order? - What is easy to find the right thing. Each thing is your place! - What other categories of subjects, except dishes, have to put on the places defined for them? - Shoes - in junkie, clothes - in a wardrobe, books and magazines - in a bookcase, writing accessories - in desktop boxes. |
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| Studying a visual material. The educator invites children to study the layout of the solar system: how many planets in it are what size they are, what features are noticeable (deepening crater, mountain peaks, clouds, rings, satellites). |
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| Creating a problem situation. A letter comes to the group from Lekhanka. He writes that she recently dropped the coin to the river, she drowned. I have suffered since then the question is tormented by: "Why drowned a small metal coin, and the big ships from the metal do not sneak?". |
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| Attracting to the game. The educator brings to the physical center center a set for playing in the towns and asks the guys, whether they remember the rules. | Collective discussion of the rules of the game, a mobile game. |
| Reading during leisure fairy tales "Three Pigs". |
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Reading literary works encourages to games and staging of a fabulous plot
Temporary work plan
Educational and training tasks of forming and fixing self-service skills are implemented in Node classes, the duration of which in the preparatory group is not more than 30 minutes. Educational orientation activities have a structure consisting of various forms of work to attract the interest of pupils and the prevention of overworkability. In regime classes, not dedicated to the actual educational activities (walk, leisure), it is recommended to include labor orders.
Table: Examples of a temporary work plan for different topics
| Theme lesson | Orgmoment | Motivating principle | Development of thought abilities | Physical activity | Practical work | Summarizing |
| "Repair of books" | 1 minute | Creating a problem situation. Dunno comes to the group and reports that he was removed from classes in the first grade. Children ask what happened. Dunno replies that at home he played a wagon with his friends and shooting from imaginary enemies with projectiles from textbooks. At school, the teacher saw that the textbooks were covered with the covers, pages broke out, and said not to come to the lessons with a negligent student until he learned the right handling of books. 4 minutes. | Conduct a conversation about the careful attitude to the books. 4 minutes. | Fizkultminutka "Open the book rather!". 4 minutes. | Repair of damaged books in the Library Corner: Page Supplies, Cover Repair. 15 minutes. | 2 minutes. |
| "Big washing" | 1 minute | Inclusion in the game situation. The educator invites preschoolers to collect dolls for playing with the guys of another group. While children collect dolls, the room is run by Chumaisik and dolls of puppet clothes. 4-5 minutes. | Conducting a conversation about the need to comply with neatness and purity. Prophoving the order of action when washing clothes (guys familiarized themselves at a preliminary excursion in the laundry). 4 minutes. | Moving games "Doll plays the ball", "Doll-Nevashka". 4 minutes. | Washing dolls, hanging out on the linen rope. 15 minutes. | 1 minute. |
The washing of puppet clothes is the fulfillment of the labor order in the game form.
Table: An example of an abstract of classes in the formation of self-service skills in the preparatory group
| Author | Gordienko M. K., Educator MBDOU D / C No. 48, G. Achinsk, Krasnoyarsk Territory. |
| Name | "Each thing is your place" |
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| Move node | The teacher reads the children the story of L. Voronkova "Masha-Roaster" and conducts a conversation according to its content:
Conversation about the order.
Children: We remove toys in place, clothes hang in the locker, before bedtime - on the chair, put the shoes on the shelf, cover on the table, clean the glasses from the table after eating.
W.: You know where each of the things should be. But in each group and home there are many small items and they also have to have their own place. |
In the game form, children secure the storage skills on the places
Examples of independent activities of children in the preparatory group
We offer to familiarize yourself with the options for independent activities of preschoolers 6-7 years in various regime moments.
Video: Independent activities of children in Dow (cognitive, game, communicative)
Video: Independent activity (Example of employment in the centers of activity)
Video: Plot-role game "In the clinic"
Share with friends!Independent activities of children in accordance with GEF to.
The Federal State Educational Standard of Preschool Education is one of the principles of pre-school education defines the support of children's initiative in various types of children's activities. If you analyze the requirements of the standard to the psychological and pedagogical conditions for the implementation of the main educational program, then we will see that the support of the child's independence is one of the most important conditions.
In scientific pedagogical literature, there are different points of view on the definition of the concept of "independence":
1. This ability does not succumb to the influence of various factors, act on the basis of their views and beliefs.
2. This is the overall characteristic of the regulation (management) of the personality of its activities, relationships and behavior.
3. This is gradually developing quality, the high degree of which is characterized by the desire to solve the tasks of activities without help from other people.
Currently, independent activities are one of the components of the educational process in kindergarten.
Independent activities of children are considered as an activity that is carried out without the direct participation of the educator, while the child consciously seeks to achieve the goal. The task of the teacher to cause a child a desire to engage in this or that activity.
Moreover, the child should be able to satisfy its interests and needs in independent activities, and on the other hand, the teacher also organizes an independent activity to solve the educational tasks of the program. And here, it is important to come up with a developing subject-spatial environment that will activate, causing an interest in the child. Finding such didactic materials that, on the one hand, motivated children on activities, and on the other hand, it would be allowed to solve the tasks of the educational process.
Independent activities of children - One of the main models of organizing the educational process of children of preschool age:
1) Free activities of pupils in the context of the subject-developing educational environment created by educators, providing the choice of each child interest in interest and allowing it to interact with peers or to act individually;
2) The activities of pupils, organized by the educator, aimed at solving problems associated with the interests of other people (emotional well-being of other people, help to others in everyday life, etc.).
The development scheme of any type of activity in accordance with the concept of L. S. Begotivsky is: first it is carried out by joint activities with adults, then in joint activities with peers and, finally, becomes independent activities of the child. At the same time, a special role is assigned to the educator.
For the formation of children's independence, the teacher must build an educational environment so that children can:
- study on your own experience, experiment with various objects, including with plants;
- staying throughout the day, both in attendant and in various age groups;
- change or design game space in accordance with emerging game situations;
- be autonomous in their actions and accepting solutions available to them.
The main types of childhood pre-school period are gaming and productive.
Allocate two types of independent activities of children in kindergarten:
1. Magic activity: Director game, role-playing game, games with rules.
2. Exercise: Designing, Fine creativity, manual work.
The main criterion for assessing self-gaming activities of pupils should be playing behavior, ways to distribute the game, the ability of the child, depending on their own design, to include conventional acts with objects, role-playing dialogues, combine a variety of events.
The game is one of the most valuable pre-school neoplasms. Playing, the child is free and gladly masters the world in all its completeness - from the part of the meanings and norms, learning to understand the rules and creatively convert them.
It is the game and should be predominantly used by teachers. L.S.Vigotsky identified the game as leading activities in preschool age. L.I. Bozovic considers it necessary that leading activities amounted to the main content of the life of the children themselves. Thus, the game is a kind of center around which the main interests and experiences of children are concentrated. Theatrical activity is a type of game.
Theatrical activity in kindergarten can normally permeate all the regime: to be included in all classes, in the joint activities of children and adults in their free time, to be carried out in independent activities of children. Theatrical activity can be organically incorporated into the work of various studios and circles; Products of theatrical activity (dramatization, dramatization, performances, concerts, etc.) can be made to the content of holidays, entertainment and leisure.
Theatrical game in self-activity of children: in independent children's games, the characters and plots, excited children, are reflected. So, children often play in Snow Maiden and Santa Claus, creating the world of New Year's holiday in the game room. Bright plots, games, dances, learned in the joint free activities of children and adults, in occupation games, also contribute to the emergence of an independent theatrical game of children.
Theatrical activity contributes to make the lives of children in a group of more exciting, more diverse.
The development of free gaming activities requires support from the adult. At the same time, the role of the teacher in the game can be different depending on the age of children, the level of development of gaming activities, the nature of the situation, etc. The teacher can act in the game and the role of an active participant, and as an attentive observer.
In order to develop gaming activities, it is necessary:
Create conditions for the free game of children during the day;
Identify play situations in which children need indirect assistance;
Watch the playing children and understand which events of the day are reflected in the game;
Distinguishing children with developed gaming activities from those who have a poorly developed game;
Indirectly lead the game if the game is stereotypical (for example, to offer new ideas or methods for the implementation of children's ideas);
Know the children's subculture: the most typical roles and games of children, understand their significance;
Install the relationship between the game and other activities.
Productive activities in preschool education are called children under the guidance of an adult, as a result of which a certain product appears.
It is this activity that promotes the development of graphic skills in children of senior preschool age, brings up perseverance, creates pedagogical conditions for the process of socializing senior preschoolers and, along with the game, has the greatest importance for the development of the psyche.
Classes of productive activities are developing the creative imagination of the child, contribute to the development of the muscles of the hands, coordination of movements, develop the properties of thinking (analysis, synthesis, the ability to compare).
When conducting classes, favorable conditions are created to form qualities such as inquisitiveness, initiative, curiosity and independence.
Productive activity has an impact on the comprehensive education of the preschooler. It is closely connected with touch education. The formation of ideas about objects requires mastering knowledge about their properties and qualities, shape, color, magnitude, position in space.
Independent productive activity arises on the initiative of the child to meet his individual needs (make a gift to mom, make a toy, etc.) The task of an adult to develop independence, not disturbing the intention of the child, using the tips, attracting attention to the object, asking questions.
The signs of the manifestation of independence are the interest and interest of the child in certain activities and the ability to transfer learned in their own new activities.
Independent activity has great opportunities in the development of the child's personality:
- development of initiative, activity,
- consolidation of existing skills, ways of activity,
- find a bright impressions, the tension is reduced, I am the inner world of the child is comfortable,
- self-esteem rises, self-confidence, in their capabilities.
Productive activities are largely related to the plot game and carrying elements of practical experimentation with materials. At the same time, actions on the principle are as often arise, if .... at the same time, in the arsenal of senior preschool children there are various types of productive activities: work on finished samples and graphics and work with unfinished products and in verbal descriptions.
The developing subject-spatial environment in the group should contribute to the creative movement in working with the selected material. Therefore, the educator provides preparedness materials, samples of possible work, to ensure that children have a stock of appropriate materials for all those who want to continue.
You should always have leak and natural materials under your hand, combining which by your own choice, the child can make a different thing - these are pieces of cardboard, foam, cardboard boxes of different sizes, wire, pieces of fabrics and ropes, old cases from markers, bumps, yellow, petty Dry twigs, etc., located in different containers. Of the variety of materials available in kindergarten for free design, the plastic designer "Lego" uses the greatest success in preschoolers.
It is necessary to have a set of building large material in the group, although its details are more often used to design as such, but in a plot game to indicate the conditional gaming space. To materials that stimulate the independent productive activity of children, we also attribute a variety of mosaics - geometric and traditional.
Mosaic is an excellent facility for informative - research activities (experimentation). Work with it contributes to the development of the manual motorcycle of the child, analyzing the relationship of parts and the whole, the formation of spatial representations. They are necessarily provided to children for free activities.
An integral attribute of the child's life of the baby was pictures - puzzles - puzzles consisting of many details. Assembly of such puzzles can also be attributed to productive activities. Sets for design and a variety of puzzles, mosaics, etc. Must be in the free disposal of children.
Prepare a child to school - it means to teach it actively, creatively, consciously. This largely contributes to properly organized work in the kindergarten for the development of independent artistic activities: theatrical and game, visual, artistic and speech and musical.
In independent musical activity, children sing their initiative, water dance, choose light melodies on the metal fondon, perform simple dances. They can organize games in "Concerts", "Theater", "Performance" (with toys, with plane figures, dolls).
Among the games the main place is occupied by "musical classes" and "concerts", based on the experience gained by children, mainly in class. Children compose speakers, songs, using familiar movements, come up with dances, constructions.
In independent activities, children often include musical and didactic games that develop the ability to perceive, distinguishing the main properties of musical sound: "Music Lotto", "Guess who sings", "two drums", "quieter - louder in Tuben Bay" , "Name a song in the picture" and others.
In independent activities, children often apply the game on children's musical instruments. Children show the desire for independent musical activity, on their own initiative apply their musical experience in a wide variety of kinds of musical practice.
An independent musical activity of preschoolers is initiative, creative character, is based on acquired experience, it is distinguished by the variety of forms and is the initial manifestation of self-study.
The main indicators of independent activity are interest in it from the child and the manifestation of the initiative and independence in the formulation of tasks and choosing a way to implement the conceived.
The organization of independent activities of children in the Dow Pedagogue should divert a large amount of time during the day. And if in joint activities with children, the teacher is an equal partner, then in independent activities, the teacher is only an observer.
Thanks to the transition to a new form of calendar planning, the organization of independent activities is clearly reflected and intersect (integrates) with the rest of the work during the day (walk, regime moments, group-subgroup, joint activities).
Thus, the independent work of children in Dow is such a job that is performed without the direct participation of the educator, according to his task, in the time specifically provided for this, while the child consciously seeks to achieve the goal, using his efforts and expressing in one form or another The result of mental or physical actions.
Bibliography
1. Gubanova N.F. Gaming activity in kindergarten. - M.: Mosaic-Synthesis, 2006
2. Drybina O.V. Educational environment and the organization of independent activities of senior preschool age: Methodical recommendations. - M.: Center for Pedagogical Education, 2008
3. Zoborina E.V. I play!: Conditions for the development of the first amateur plot games of kids: allowance for educators and parents. - M.: Education, 2007
4. Kononova I., N. N. N. Preparation of children to independent activities. // Pre-school education, 1991, № 6.
5. Komarova TS Children's artistic work. - M.: Mosaic-Synthesis, 2005
In independent artistic and speech activities of the child, a variety of impressions of the read books, viewed films and performances, as well as artistic skills acquired in classrooms, are reflected.
One of the conditions for deploying such an independent activity is the equipment of the group with the necessary equipment and benefits, the availability of places for storing and using them. In each age group, a zone is organized for literary and artistic activities and a zone for theatrical games. The most significant equipment discharges are different screening and sets of dolls, theater costumes, a scenic platform for desktop theater, wall-printed games, portable diascopes and filmkopes for older children.
A large place in kindergarten is occupied by books, pictures, homemade books, children's work on literary plots.
In each age group within the literary and artistic zone or separately, if the conditions are allowed, the corner of the book is satisfied. His mandatory detail is a shelf-showcase, where the books exhibited perform an informational role, attract the attention of children. In addition, in the free disposal of children there should be enough books (in the box, in a secreter or children's bookcase). Along with the books, there must be several thematic folders with pictures, photographs, children's drawings (8-10 each) and several albums for free examination by children. In the preparatory school, the group adds a rubric for children's magazines, newspapers (or a headset).
There are a variety of forms of work with children in the bookcard. The main of them the educator is outlined in a weekly plan (viewing and discussing books, participation in the analysis and systematization of books and pictures, repair, etc.).
Especially varied forms of work with a book in the group preparatory for school. The integrated use of these forms is shown in the study of R. I. Zhukovskaya, the most detailed it has developed a device for children of group librars and the organization of the game "to the library".
One - twice a year the exhibition of books is arranged in this group. The first - in the middle of the school year - it is advisable to devote to your favorite books of the guys. It is necessary to try to make every child's desire to be satisfied. The second exhibition may be thematic: books about nature, about our homeland, technique, tale "and etc. It is advisable to coincide with it to the All-Union week of children's book, conducted in our country in the days of school spring vacation. Along with the above, the teacher carries out a greater work of the current nature, which is not fixed in the plan.
In all groups, children fulfill the instructions of this kind: they show the newcomer of the book, talk about them, look with the kids familiar books, drawings, pictures (for older children).
It should be emphasized the need to control the teacher for the behavior of the guys in the corner of the book, as well as individual work with some children (you can use the selection of books on your favorite child topics, encouraging interest in the book or magazine, etc.).
Staging as a game activity of children. Pedagogues and methodologists in their native language (V. M. Fedyaevskaya, A. P. Usova) celebrate a significant difference in draping as a theater representation that children show spectators-peers or adults, and dramatizing as gaming activities (game-dramatization, games with dolls "To theater", "in the cinema").
In the theater representation, which is shown by children, preliminary memorizing roles, rehearsal, pains wide use of costumes, scenery, musical accompaniment. Such a drastation takes a relatively small place in the life of preschoolers.
More popular in the pedagogical process of game-dramatization, or theatrical games, i.e. games on the themes of listened works. From the usual role-playing game, they differ in that they pass through the finished plot. Children are in advance the heroes of the future game, the course of its action (even if not all the work is drawn, and one episode). At the same time, they remain active persons.
Preschoolers may draw only well-known works (fairy tales, stories, poems), in which the dialogue occupies a big place (when playing, they turn into small plays or scenes).
The necessary condition for independent theatrical activities of children is the right organization of the subject-spatial environment in the group and on the site.
Recommendations for the design of a zone for theatrical activity are given to the "Aesthetic education in kindergarten" (ed. N. A. Vetryogina, M., 1978, p. 174-178).
Theatrical games are distinguished mainly by the fact that specific images are recreated, such means of expressiveness, such as intonation, mimic, gesture, pose, gait, doll driving techniques are used. Creativity of children in theatrical and game activity is manifested in three directions: "... as a productive (essay of own plots or creative interpretation of the specified plot), performing creativity (speech, motor) and a formative (furnishings of games, scenery, costumes, etc.) " A characteristic feature of such activities is great opportunities for improvisation, free - if desired, the participation of children, independent processing of dramaturgical material, the game is not for the audience.
In order to arise a theatrical game, it is necessary to repeat the work repeatedly, cause children an interest in it by viewing illustrations, conversations. Initially, the leader's role is performed by an educator, actively helping children to distribute roles, suggesting a replica, another episode. It shows children some ways of artistic and figurative expressiveness, for example, as possible, the content of the work can be transmitted in their own words, use the direct speech of heroes, demonstrates the receptions of driving dolls, possible options for placing decorations on the table, etc.
During the game, you should not correct unsuccessful expressions, contact children with questions about the expressiveness of the speech of characters, etc. - this can break the rhythm of the game, its ease. If such games are not quite successful, the educator can more often use dramatization as receiving training in classes. Hangingly combining children to perform similar roles, mass scenes, boldly putting forward timid, interest them by introducing new colorful attributes and other techniques.
When the game dramatization takes place with the participation of the teacher, it can more boldly regulate the number of its participants. In some games, the whole group can be occupied. Such a massive part in the game recommends R. I. Zhukovskaya, noting that, although participation in dramatization at the same time, the whole group can be short-term, the educational value of the game does not decrease. It offers the following stages for such games in the second younger and middle groups: Fairy Tales "Wolf and Seven Cats" (one child performs the role of a wolf, the second - goats, all the others - goats), poems "Gloves" S. Marshaka (tutor reads from the author The child performs the role of a cat, the whole group is the role of kittens).
In addition to the game-dramatization, where the plot and language of the work is mainly maintained, role-playing games are common in the kindergarten for artistic works, especially modern. Such a game can contain only the element of the work, (the name of the hero, the features of its character, a separate episode), and in general, develop arbitrarily according to the purpose of children.
Games on the plots of artworks have a Ventation Code - they raise positive features of personality, diverse children's game, form a fantasy, affect the dictionary and expressiveness of the child's speech.
For the emergence of games on the topics of read literary works, the educator can use the method of indirect sentence: the introduction of toys and materials related to the content of the work, building on the task of the educator, advice or story about a similar game.
The tutor should try to be inhaling to the drainages in the games of each of the children, selecting suitable motives: to prepare the most important role in the play, speak in a parallel older group, where you have friends, learn very clearly and nonsense to talk for the wolf, so that the todders have managed to understand What an evil deceiver, and then at the previous time they laughed when the wolf appeared, etc. The teacher gradually attracts to the game of a child who does not decide to speak in front of the audience, complicating his actions: at first this child serves the corresponding figures, changes the scenery , raises and lowers the curtain, the idea performs uncomplicated roles, etc.
So, ways to familiarize preschoolers with artistic literature are diverse. It is important to associate art images with the daily life of children, not limited to an episodic reading of books, more trust the emotional and ethical effectiveness of the artistic work.
Methodical work with educators
Working with a book requires a variety of equipment and a visual material, which in a systematic form should be in the pedagogical office of the kindergarten. First of all, it is necessary to have a library of children's fiction with the catalog. The sets of handouts are envisaged - identical books, a variety of illustrations and postcards, drawings of children in the plots of children's books. The educator-methodist should be taken care of the timely acquaintance of teachers with novelties of children's literature.
The pedagogical office of the kindergarten should be collected scenarios for theatrical ideas (for puppet, shadow, desktop theaters), materials for thematic children's concerts, matinees. All this ordered and facilitates the work of the teacher. Methodist of kindergarten It is necessary to establish communication with the nearest bookstore, where children's fiction is sold, advise parents, what new editions need to be purchased to read the children at home.
The pedcababinet should organize a phonet and film might that all educators could use. If the number of technical means and theatrical attributes is not enough, the head of the children's institution is a weekly schedule of their use by different groups.
The attention of the methodologist requires issues of safety when showing children spectacles (personal acquaintance of teachers with relevant rules and instructions, control and mutual assistance, visual propaganda of rules).
A relatively new question that requires attention and help from the methodologist is an organization in groups and areas of zones for independent artistic and speech activities of children and ensuring genuine activity and children's initiatives.
Each teacher must possess the skills of expressive reading, be able to analyze and evaluate the performance of its own comrades. Therefore, in addition to individual training, teacher is useful to read in the team comrades for work, where he can check the correctness of his own execution, learns to analyze the reading of others. To do this, schedule for the entire year systematic advice on expressive reading devoted to the preparation of program art works.
To participate in consultations, it is advisable to combine educators of simply or related groups so that they can analyze the texts they need. Conducting such consultations can be entrusted with an educator who speaks well-owning expressive reading skills.
Methodist is useful to hold a timing of reading individual works and attract teachers to this. This will actually plan to plan the content of the upcoming classes, to anticipate the duration of its individual parts.
Well, when there are educators in the team, lioneer theater art, skillful organizers of children's holidays. Show and summarize their experience, attracting consultants for their colleagues - the care of the head.
The artistic amateurness of educators and children is a bright means of pedagogical propaganda, showing the achievements of the educational process in kindergarten.
Methodist helps the growth of the aesthetic culture of teachers. He is the organizer of excursions at the exhibition books, meetings of children's writers and artists-illustrators with the asset of educators, which are arranged with libraries, central methodical offices, etc.
In order to form the aesthetic interests of teachers, the educator-methodologist suggests visiting the concerts of the readers, listening to the records, whenever possible, turns on artistic reading and told in the program of children's matinees, evenings of employees of employees.
Mikhlikova Larisa Sergeevna
Watchman Julia Pavlovna
educators
Fomina Natalia Dmitrievna
teacher speech therapist
MBDOU DS №22 "Smile"
According to GEF, a modern education system is departed from learning children by direct transfer of knowledge, and develops in them the desire to find new information in various methods.
Teachers have long been proven to the fact that the success of school learning is determined not by the presence of a large stock of knowledge, and the ability to independently extract these knowledge from the environment and accumulate them from the environment. Therefore, one of the main forms in the process of education and education of children in kindergarten is an independent activity of children. At the same time, the role of the educator remains the main one. He must organize the independent activities of children so that they have a motivation for finding answers to emerging issues, fantasy developed, curiosity.
By organizing independent activities in the preparatory group of children with TNR, we took into account the age characteristics of pupils, their interests and addictions. First of all, we began to create an object and developing environment that would allow children to find their own business and the lesson in the shower together with peers and individually.
Children, have the ability to extract from spontaneous, as well as specially created adult knowledge of knowledge and apply them in life. This is what allows you to develop and improve children's curiosity, initiative, independence.
Senior preschoolers have greater preferably, they can plan their activities. Therefore, children spend a long time in the center of science and nature, where they observe and care for plants, conduct elementary experiments and experiments, are engaged in searching for information on their it, they are answered by experienced by. At the same time, they are formed by the skill of monologic speech, as they pronounce their actions. Therefore, we created such a center in the group, where there are various cognitive material, equipment and materials for experiments and experiments. Together with children and parents gathered collections of fabrics, paper, stones, buttons, seeds, etc.
Speech developing environment - This is a specially organized environment that most effectively affects the development of different sides of the speech of our children. To do this, the group "Speak correctly" has been created in the group, which includes didactic, wall-printing games, allowances for the automation of sounds, articulation cards and finger gymnastics, games for the development of shallow motors, lacing, pictures on lexical topics and much more.
For the development of speech communication, literary speech, acquaintance with the work of Russian and foreign writers in the group there is a library where various books of informative, fairy tales, stories are collected.
Given the underdevelopment of the emotional-volitional sphere in children with TNR, for its recovery, children of our group have the opportunity to retire on the desired length of time, behind the screen, where the rug is sleep, are soft pillows.
Here, children can relax, work out calm activities (viewing books, calm games and conversations).
This screen is multifunctional, double-sided, it easily moves, with helping her children can develop fine motility of hands, classify items, count, show puppet views, here with children are played by small scenes of speech communication: questions and answers, short monologues, dialogues for different topics, performances.
We have a podium in the group room, it is used multifunctional: when organizing unconventional activities, leisure events, holding plot-role-playing games, like a scene for the execution of poems and songs, for showing puppet performances, etc. There are also objects of rude: hats, skirts, crowns, fizz, handkerchiefs with laces, etc. Children are happy to try the costumes of fabulous characters and fulfill their roles. Independently pupils play a puppet and finger theater. All this encourages the guys to inclusion in the game, speech communication, creative activity. Acting with various objects, children willingly communicate with each other and with adults, they are easier for monologic and dialogic speech. It commits children, helps them to gain confidence, overcome fear and negative experiences.
The basis of our group is boys, so they play in the corner of "security" with genuine interest and excitement. It is equipped with road signs, traffic lights, vehicles, attributes to plot playing games, street layout, table games. All this establishes the rules of the road, develops the dialogical speech of children, the ability to communicate with each other.
For the development of artistic - creative skills, all necessary conditions have been created. All materials for productive creativity (paints, pencils, paper, crayons, gouache, unconventional materials) are available and safely located. Children enjoy them freely and create their masterpieces, according to their own design in various techniques. Also in the corner of creativity there are visual materials on various kinds of art, folk decorative artworks. For the development of graphic skills, boxes with a semoline, sand are used.
A preschooler child, even an older age - a being playing, and he has the greatest interest in his game, game exercises. So, mathematics in kindergarten should be fun and entertaining. In order for independent informative-game mathematical activities to be effective, we have created a corner of mathematics in our group, where a variety of educational games are used to organize children's activities, Didactic benefits, wall-printing games: "Domino figures", "Make a picture", "Arithmetic domino" , "Logical lotto", "Lotto", "Find the difference", games in checkers and chess, rebuses, labyrinths.
The need for movement for children of our group is an important task in organizing an objective development environment. For this purpose, a physical consumer center was created in the dressing room, which is popular in children, since it realizes their need for independent motor activity. Here the preschoolers can perform different types of movements: jumping with promotion along a winding track, playing ball, throwing into target. This center has various equipment: balls, hoops, bags stuffed with sand, massage rugs, multicolored ribbons with rings, attributes for moving games.
When creating an object and developing environment, we tried to use the entire space space. On the walls, there were a bizeboard for the development of small motors of the hands and cognitive activity of children. Hang the metal board on which children can lay out magnetic puzzles that we prepared themselves, or lay out the roadway.
By creating an objective development environment in the group, we sought to awaken in children the motivation to independent activities, curiosity, fantasy, creative approach.
Bibliography:
- Dina O.V. Educational environment and organization of independent activities of senior preschool age / O.V. Dybina - M.: Center for Pedagogical Education, 2008 - 39C
- Nishcheva N. V. The program of correctional and developing work in the speech therapy group of kindergarten for children with a general underdevelopment of speech from 4 to 7 years / N.V. Nishcheva "Childhood-Press", 2009 - 28C
Participation - Full-time
Section 2."Active methods and techniques in organizing independent activities of preschool children"