Work program of the literacy club “ABVGDeyka” for children of senior preschool age

Work program "ABVGDeyka" for future first-graders

The content of preparation for training is based on such principles as: taking into account the age and individual characteristics of the child; systematic and consistent; variation and variability; accessibility and sufficiency; visibility; reliability; complexity; relationship with the outside world; use of works of art, integration of all types of art, works of children's creativity; a variety of gaming and creative tasks; variety of types of artistic and creative activities (games, music, artistic speech, theatrical).

Leading activity: game; productive, creative activity. Types of actions in the process of the activities used: analysis of the object; compare and contrast; highlighting the common and the different; implementation of classification; establishing an analogy.

Based on the requirements for the child set out in the basic documents of preschool and primary general education (federal state requirements for the structure of the basic general education program of preschool education and the federal state educational standard for primary general education), a portrait of a preschooler entering first grade has been prepared.

A child entering first grade has the following qualities:

physically developed, masters basic cultural and hygienic skills: dresses and undresses independently; takes care of clothes and shoes; follows the basic rules of a healthy lifestyle; cares for plants, animals, toys, books; knows primary information about himself, family, society, state, world and nature; knows the means of communication and ways of interacting with adults and peers; uses verbal and non-verbal methods of communication; speaks dialogically and constructively interacts with children and adults; consciously and voluntarily constructs a speech utterance in oral form.

The program prepares children for school, providing continuity between preschool and primary general education.

Goals and objectives of the program

Purpose of the program

– successful adaptation of preschool children to new educational conditions and creation of conditions for a humane (comfortable) transition from one educational level to another.

Preparing children for school occupies a special place in the education system. This is due to the child’s difficult adaptation to school. The school places quite high demands on first-graders. A preschool child should be ready not only for new forms of communication. He must have a developed motivational sphere, where curiosity acts as the basis of cognitive activity, and the emotional-volitional and cognitive spheres of mental functions have been formed. A future first-grader must have basic skills in universal educational activities, communication and speech competencies.

Pre-school training program "ABVGDeyka"

Explanatory note

Introduction

One of the most pressing problems of modern schools is the increase in the number of students with school maladaptation already in the first grade. Very often, the result of poor academic performance, school neuroses, and increased anxiety is the child’s unpreparedness for learning. These phenomena persist and become permanently established in children who enter school. The first year of school is very difficult for a child: his usual way of life changes, he adapts to new social conditions, new activities, unfamiliar adults and peers. Adaptation occurs more unfavorably in children with physical and psychological health problems, as well as in those children who did not attend preschool institutions. Observations of first-graders showed that socio-psychological adaptation can occur in different ways. A significant proportion of children (50-60%) adapt during the first two to three months of training. This manifests itself in the fact that the child gets used to the team, gets to know his classmates better, and makes friends. Children who have successfully adapted have a good mood, an active attitude to learning, a desire to attend school, and conscientiously fulfill the teacher’s requirements. Other children (30%) need more time to get used to their new school life. Until the end of the first half of the year, they may prefer gaming activities to educational ones, do not immediately fulfill the teacher’s requirements, and often sort out relationships with peers using inappropriate methods (fighting, being capricious, complaining, crying). These children have difficulties in mastering educational programs. In each class there are approximately 14% of children for whom, in addition to significant difficulties in academic work, there are added difficulties of painful and long-term (up to one year) adaptation. Such children are often characterized by negative forms of behavior, persistent negative emotions, and reluctance to study and attend school. Often they do not want to be friends with or cooperate with these children, which causes a new reaction of protest: they behave defiantly, become bullying, and interfere with the lesson. A child’s entry into school is the starting point of a new stage of development. Teachers take into account the difficulties of the adaptation period and are interested in making it less painful for children. The child must be ready for new forms of cooperation with adults and peers, for changes in the social situation of development, and his social status.

Often, preparing children for school comes down to teaching them to count, read, and write. Meanwhile, practice shows that the greatest difficulties in primary school are experienced not by those children who have an insufficient amount of knowledge, skills and abilities, but by those who show intellectual passivity, who lack the desire and habit of thinking, the desire to learn something new .

The purpose of this program:

Comprehensive development of the child, which will ensure the formation of readiness for learning in primary school in the future schoolchild, the development of those intellectual qualities, creative abilities and personality traits that ensure the successful adaptation of a first-grader, academic achievements and a positive attitude towards school

Main objectives of the program:

1. Organization of the process of training, education and development of children at the stage of preschool education, taking into account the needs and capabilities of children of this age;

2. Strengthening and developing the child’s emotionally positive attitude towards school and desire to learn;

3. Formation of social personality traits of a future first-grader, necessary for successful adaptation to school.

4. Development of speech and fine motor skills of the hand.

5. Development of phonemic hearing, analysis, synthesis. Preparing for literacy.

6. Development of elementary mathematical concepts.

The program is designed for children 6 years of age and older. It involves the development of the child, taking into account his individual characteristics. During the implementation of the program, through creativity, the ability to invent, create new things, the child’s personality is best formed, his independence and cognitive world develop. Thus, during the work of the school of the future first-grader, not only does the teacher and student meet, but the main task of the program is also solved: reducing the adaptation period when the child enters school.

The concept of the ABVGDeyka training program for future first-graders is based on the following idea: preschoolers are just preparing for systematic education and this determines the choice of content, methods and forms of organizing children's education.

The procedure for organizing the work of the school for future first-graders “ABVGDeyka”:

1. groups are formed from children 6 years of age;
2. Duration of training is 10 lessons (February – April)
3. Class schedule: once a week (Tuesday) – 3 classes of 25 minutes, break between classes – 10 minutes.

The content of the program includes a set of classes, including the following areas of activity:

1. «Entertaining mathematics."

   During the course, future first-graders travel around the country of numbers and signs, get acquainted with “magic cells”, and study outdoor games with mathematical tasks. Children learn to correlate colors, determine the shape of objects using geometric shapes as a standard, navigate the quantitative characteristics of objects, count objects within 10, and navigate in space.

Logical propaedeutics, which includes the formation of logical skills that form the basis for the formation of the concept of number;

Symbolic propaedeutics – preparation for operating with signs.

Formation of the foundations of logical thinking, mastery and development of logical abilities: comparison, generalization, abstraction, drawing conclusions, making judgments.

Development of speech and communication skills.

1. "Fundamentals of literacy."

   Formation and development of phonemic hearing, expansion of vocabulary, enrichment of active vocabulary.

A large role in the lessons of this course is given to games with words, during which children acquire the skills of inflection and word formation, lexical and grammatical compatibility of words, and master the structure of sentences.

The main objective of this course is to develop speaking and listening skills, enriching the child’s active, passive and potential vocabulary.

3.«Skillful hands."

The purpose of this course is to develop creative and improve communication skills of preschoolers. Development (analysis, synthesis, comparison, generalization, classification), the ability to group objects according to several criteria, combine them, notice similarities and differences in objects, create compositions using available materials (glue, scissors, colored paper). Form and strengthen the child’s correct grip on a pencil; practice consistent changes in the muscle tone of the child’s arm; develop fine motor skills of the hand; practice orientation on the plane of the sheet.

4."Learning to communicate"

Organize the acquaintance of children with each other and with the teacher;

The development of a preschooler’s communication abilities is the inculcation of correct (socially adapted) forms of behavior and the ability to work in a group.

Help the future first-grader make his idea of ​​the image of a real schoolchild more meaningful. Teach educational collaboration skills. Master relationships: the ability to negotiate, exchange opinions, understand and evaluate each other and oneself “like real schoolchildren do.” Introduce the child into the “traditions of school life.” Ensure that the child is familiar with the school environment, the new organization of time, and the rules of behavior outside of class.

To teach communication and cooperation through didactic games for construction, classification, reasoning, memorization, attention.

The main form of organizing activities is a lesson. Various types of lessons are used - travel lesson, game lesson.

The leading method of working with children is play. This type of activity is leading in preschool age.

Explanatory note

The work program for pre-school preparation is based on the “Training and Development Program “Pre-School Time”” by N.F. Vinogradova, Ventana-Graf, 2008.

Introduction.

The ABVGDeyka program is designed to prepare children preparing to enter 1st grade.

The choice of content, methods and forms of organizing the education of children 6-7 years old should first of all be determined by the fact that they are preschoolers, i.e. They are just preparing for systematic training.

The authors of the project sought to move away from the opportunistic understanding of preparing children for school as a narrow subject matter (forced study of the first grade program) and paid special attention to the development of those personality qualities, those characteristics of mental processes and those types of activities that determine the formation of stable cognitive interests of children and successful teaching them at school.

Based on this, the ABCGDeyka program is structured not according to areas of knowledge (as is usually customary in existing preschool program documents) and not according to educational documents (as in school programs), but in accordance with the logic of the mental development of preschool children: thinking, imagination, attention, explanatory speech, arbitrariness of processes; value attitude towards the surrounding world and towards oneself, etc.

The education and development program for children in the sixth year of life is built on the following principles:

• Real consideration of the characteristics and values ​​of the preschool period of development, the relevance for the child of sensory impressions, knowledge, skills, etc.; personal orientation of the learning and education process;
• Taking into account the needs of a given age, relying on play activities - leading for this period of development;
• Preservation and development of the individuality of each child;
• Ensuring the necessary level of development of the child’s mental and social qualities, basic types of activities, readiness to interact with the outside world;
• Ensuring progression in the development of the child, his readiness to study at school, to accept new activities; creating conditions for a uniform start for children in first grade, providing pedagogical assistance to children with developmental delays;
• Development of erudition and individual culture of perception and activity of the child, his familiarization with accessible areas of culture;

The authors understand the need to take into account the integrity of a preschooler’s perception of the world around them, therefore they propose an integrated approach to the selection of knowledge content, which traces the contribution of different educational areas of educational areas to the implementation of the general development goals of a preschool child.

The purpose of this program:

Comprehensive development of the child, which will ensure the formation of readiness for learning in primary school in the future schoolchild, the development of those intellectual qualities, creative abilities and personality traits that ensure the successful adaptation of a first-grader, academic achievements and a positive attitude towards school

Main objectives of the program:

1. Organization of the process of training, education and development of children at the stage of preschool education, taking into account the needs and capabilities of children of this age;

2. Strengthening and developing the child’s emotionally positive attitude towards school and desire to learn;

3. Formation of social personality traits of a future first-grader, necessary for successful adaptation to school.

4. Development of speech and fine motor skills of the hand.

5. Development of phonemic hearing, analysis, synthesis. Preparing for literacy.

6. Development of elementary mathematical concepts.

The program is designed for children 6 years of age and older. It involves the development of the child, taking into account his individual characteristics. During the implementation of the program, through creativity, the ability to invent, create new things, the child’s personality is best formed, his independence and cognitive world develop. Thus, during the work of the school of the future first-grader, not only does the teacher and student meet, but the main task of the program is also solved: reducing the adaptation period when the child enters school.

The concept of the ABVGDeyka training program for future first-graders is based on the following idea: preschoolers are just preparing for systematic education and this determines the choice of content, methods and forms of organizing children's education.

Program structure

The program determines the knowledge and skills that every child must master for successful intellectual and social development and adaptation to school education. It distinguishes four sections, reflecting the main lines of development of a preschooler as a result of his education:

• “We learn to think, reason, and fantasize as a child”
• “Learning our native language”
• "Learning to Draw"
• “We get to know other people and ourselves.”

Section “Learning to think, reason, fantasize”

includes knowledge and skills that are a means of developing thinking and imagination. Particular attention is paid to children's awareness of some accessible connections (causal, temporary, sequential) between objects and objects of the surrounding world, as well as the development of modeling activities as the basis for the formation of visual-figurative, and then logical thinking. This section presents knowledge and skills that provide special preparation for primary school subjects, primarily “Mathematics” and “The World around us”. Thus, preparation for studying mathematics is carried out in three directions:

• Skills underlying mathematical concepts taught in primary school;
• Logical propaedeutics;
• Symbolic propaedeutics.

Section “Learning our native language”

Ensures the enrichment of the child’s active vocabulary and coherent speech. Much attention is paid to the development of the child’s fantasy, imagination, and verbal creativity.

Section "Learning to draw".

The content of this section is aimed at developing children’s graphic activities, including drawing, modeling and copying samples and promoting the formation of a number of skills that can be combined into several blocks:

• Spatial orientation;
• Ability to analyze the shape of an object and image;
• Development of imagination;
• Mastering a number of means of artistic expression.

Section “Getting to know other people and ourselves”

is presented with content that forms in preschoolers the knowledge necessary for them to understand themselves. Particular attention is paid to developing the skills to manage one’s emotions, control and evaluate one’s activities and behavior. Cultivation of goodwill, attentive attitude towards others, development of communication skills.

The procedure for organizing pre-school preparation “ABVGDeyka”:

1. Groups are formed from children 6 years of age (and older);
2. Duration of training is 18 weeks (February - April)

Class days:

February Tuesday

March Tuesday, Thursday

April Tuesday

The duration of the lesson is 25 minutes. There is a 10 minute break between classes.

1 lesson 16.00 – 16.25

Lesson 2 16.35 – 17.00

Lesson 3 17.10 – 17.35

The main form of organizing activities is lesson-based.

The leading method of working with children is play.

Lesson plan

• “Learning our native language” - 17h.
• “Learning to think, reason, fantasize” - 17h.
• “Getting to know other people and ourselves” - 3 hours.
• “Learning to draw” - 17h.

Total: 54 hours

Program content

“Learning our native language” - 17h.

Preparing for literacy

Give an idea of ​​the structure of speech: sounds, letters, sentences. Give the concepts of “sound and letter, vowels and consonants, sounds and letters, hard and soft sounds”

Practice composing sentences and dividing words into syllables.

Practice identifying sounds in words.

Participate in a collective conversation: ask and answer questions;

Tell a fairy tale, solve a riddle.

By the end of the course, preschoolers will have the opportunity to learn:

• Participate in a collective conversation: ask and answer questions;
• Distinguish between the concepts “sound”, “word”, “letter”, 2 syllables”, “sentence”;
• Find words, sounds and syllables in words in a sentence;
• Find words with a given sound in a sentence, determine the place of the sound in a word;
• Perform simple graphic tasks;
• During the modeling process, learn to distinguish between a word and a sentence. Make sentences based on the model and on your own. Build sentence models in the game.
• Identify frequently occurring sounds in words and designate them with an appropriate substitute sign. Following the example, intonationally highlight the sound in the word, call it in isolation; name words according to a certain phonemic feature;
• Correlate the spoken word with the diagram of its sound composition. Conduct sound analysis of words of 3-5 sounds (during the modeling process);
• Distinguish and designate vowels with the appropriate sign - a substitute. Hard and soft consonants. In accordance with the game rules, change the sound composition of the word; Name words with a certain sound, a given sound structure of the word;
• Compare the results with the sample yourself.

Thematic planning for the course “Learning our native language”

Section “Learning to think. reason, fantasize” -17h.

In the process of practical activities with objects, establish correspondence between elements. Determine the relationships between numbers in the natural series. Determine the direction of movement when counting. Recognize and name numbers from 0-9.

Learn to think about actions at the beginning of your work, plan upcoming activities. Be willing to redo your work.

Contents of classes

1. Quantity and count

Numbers and digits 1,2,3,4,5, Number and digit 0.

Names of numbers in order from 1 to 5. Formation of numbers by counting 1. Direct and backward counting. Composition of the number of the first ten (practical method)

Arithmetic signs: (+, -, =). Features of the first element in the series of natural numbers.

2. Quantities

Comparing items by size. Learning how to compare objects. Training in application and overlay methods. Learning to compare by: length, height, width, thickness, weight.

Introduction to the active vocabulary of concepts: more, less, longer, shorter, equal (equal) in length, higher, lower, equal in height, wider, narrower, thicker, thinner, lighter, heavier.

3. Geometric shapes

Basic geometric shapes: circle, triangle, oval, rectangle (square). Division of figures. Construction of compositions from geometric figures of the same and different shapes, the same and different sizes. Pattern. Identification of its construction and continuation. Converting one shape to another. Introduction to spatial bodies: ball, block, cube. Construction from spatial bodies.

4. Orientation in space

Determining the spatial location of objects relative to oneself. Orientation on a sheet of paper: right, left, top, bottom corners, center of the sheet. Learning the ability to move in a specified direction.

5. Time orientation

Days of the week. Counting the days of the week in order from any day. Clarification of the concept of month. Temporal concepts: yesterday, today, tomorrow. Seasons and their sequence.

6. Tasks for the development of cognitive processes (imagination, attention, memory, thinking)

Thematic planning for the course “Learning to think and reason. Fantasize"

Section “Learning to Draw” 17h

.

Thematic planning.

Section “Getting to know other people and ourselves” (3 hours)

is presented with content that forms in preschoolers the knowledge necessary for them to understand themselves. Particular attention is paid to developing the skills to manage one’s emotions, control and evaluate one’s activities and behavior. Cultivation of goodwill, attentive attitude towards others, development of communication skills.

Thematic planning