WORK PROGRAM OF THE “Develop-ka” CIRCLE for children of senior preschool age (5-7 years old) for the 2021/2021 academic year work program (preparatory group)

Additional education club program in the preparatory group “Razvivayka”

Explanatory note

At present, and even more so in the future, mathematics will be needed by a huge number of people in various professions. Mathematics has enormous potential for developing children's thinking as they learn from a very early age. Preschool age is the most favorable period for the intensive development of the physical and mental functions of the child’s body, including mathematical development. The skills and abilities acquired in the preschool period serve as the foundation for acquiring knowledge and developing abilities at an older age - school.

The mathematical development of a child is not only the preschooler’s ability to count and solve arithmetic problems, it is also the development of the ability to see relationships and dependencies in the world around him, to operate with objects, signs, and symbols. Our task is to develop these abilities, to give the little person the opportunity to explore the world at every stage of his growing up. But we must remember that mathematical development is a long and very labor-intensive process for preschoolers, since the formation of basic techniques of logical cognition requires not only high mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality.

Modern requirements for preschool education orient teachers towards developmental education and dictate the need to use new forms of its organization, which would synthesize elements of cognitive, playful, search and educational interaction.

Real direct learning occurs as a specially organized cognitive activity.

Problem-search situations, which are used in real teaching, contribute to the development of mathematical concepts based on heuristic methods, when concepts, properties, connections and dependencies are discovered by the child independently, when the most important patterns are established by him.

Knowledge is not the end in itself of learning. The ultimate goal is to contribute to mental development, quantitative and qualitative positive changes in him, so that he is able to comprehend its laws.

Working in a math circle allows you to introduce a child to playful interaction, enrich her mathematical concepts, and intellectually develop a preschooler.

In math circle classes, joke problems, riddles, tasks for the development of logical thinking, etc. are used more.

The circle's activities contribute to the formation of an active attitude towards one's own cognitive activity, to reason about them, and to objectively evaluate its results.

The basis for developing a work program for the development of elementary mathematical concepts was:

• Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;
• Federal State Educational Standard (hereinafter referred to as the Federal State Educational Standard) for preschool education (Approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155);

• Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions (approved by the Resolution of the Chief State Sanitary Doctor of the Russian Federation San PiN 2.4.2.2821 -10).
• The main educational program of preschool education of the MAUDO “Kindergarten No. 8” in Yalutorovsk
• Regulations on the work program.

Program implementation goals:

• caring for the health, emotional well-being and timely comprehensive development of each child;
• creating in groups an atmosphere of humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;
• maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
• creative organization of the educational process;
• variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;

Main objectives of the program

• Give children the opportunity to feel the joy of learning, the joy of acquiring new knowledge, and instill a taste for learning.
• To develop in children the habit of being as fully involved in educational activities as possible in the learning process, which is achieved thanks to the interest and positive emotions of the child.
• Instill a love for a specific subject - mathematics.
• Formation of ideas about number and quantity:
• Develop general ideas about sets: the ability to form sets on given grounds, to see the components of a set in which objects differ in certain characteristics.
• Establish relationships between individual parts of a set, as well as the whole set and each part based on counting, pairing objects and connecting objects with arrows.
• Improve quantitative and ordinal counting skills within 10.
• Introduce numbers from 0 to 9.
• To consolidate an understanding of the relationships between numbers in the natural series, the ability to increase and decrease each number by 1.
• Compose and solve simple arithmetic problems involving addition and subtraction; When solving problems, use signs for actions with numbers: plus +, minus -, equal (=).
• Development of ideas about size:
• Divide an object into 2-8 or more equal parts by bending the object, as well as using a conventional measure; correctly designate parts of a whole (half, one part of two (one second), two parts of four, etc.); establish the ratio of the whole and the part, the size of the parts; find parts of a whole and a whole from known parts.
• Give an idea of ​​the weight of objects and how to measure it (grams, kilograms). Compare the weight of objects by weighing them on your palms. Introduce scales.
• Development of ideas about form:
• Refine your knowledge of known geometric figures, their elements (vertices, angles, sides) and some of their properties.
• Arrange by size, classify, group by color, shape, size.
• Recognize figures regardless of their spatial position, depict, arrange on a plane, figures from parts and break them into parts, construct figures using a verbal description and listing their characteristic properties; create thematic compositions from figures according to your own ideas.
• Analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from individual parts using contour patterns, descriptions, and presentation.
• Development of spatial orientation:
• Navigate in a limited area; arrange objects and their images in the indicated direction, reflect their spatial location in speech.
• Understand the simplest graphic information indicating the spatial relationships of objects and the direction of their movement in space: from left to right, from right to left, from bottom to top, from top to bottom; independently move in space, focusing on conventional designations (signs and symbols).
• Development of time orientation:
• Use words and concepts in speech: first, then, before, after, earlier, later, at the same time.

Final results of mastering the Program

The planned results of children's mastery of the basic general education program of preschool education describe the integrative qualities of the child that he can acquire as a result of mastering the Program.

By the age of seven, with successful completion of the Program, the next level of development of the child’s integrative qualities is achieved.

• Independently combine different groups of objects that have a common characteristic into a single set and remove its individual parts (part of the objects) from the set. Establish connections and relationships between the whole set and its various parts (parts); find parts of a whole set and the whole from known parts.
• Count to 10 and beyond (quantitative, ordinal counting within 20).
• Name numbers in direct (reverse) order up to 10, starting with any number in the natural series (within 10).
• Correlate the number (0 – 9) and the number of objects.
• Compose and solve one-step problems involving addition and subtraction, use numbers and arithmetic signs (+, -, =).
• Distinguish between quantities; length (width, height), volume (capacity), mass (weight of objects) and methods of measuring them.
• Measure the length of objects, straight line segments, volumes of liquid and bulk substances using conventional measures. Understand the relationship between the magnitude of the measure and the number (the result of the measurement).
• Be able to divide objects (figures) into several equal parts; compare the whole object and its part.
• Distinguish and name: segment, angle, circle (oval), polygons (triangles, quadrangles, pentagons, etc.), ball, cube. Compare them.
• Orientate yourself in the surrounding space and on a plane (sheet, page, table surface, etc.), indicate the relative position and direction of movement of objects; use symbols.
• Be able to determine time relationships (day – week – month); clock time accurate to 1 hour.
• Know the composition of the numbers of the first ten (from individual units) and the composition of the numbers of the first heel from two smaller ones.
• Be able to obtain each number in the first ten by adding one to the previous one and subtracting one from the next one in the series.
• Know coins in denominations of 1, 5, 10 kopecks; 1, 2, 5, 10 rubles.
• Know the name of the current month of the year; sequence of all days of the week, seasons.

The program is designed taking into account the integration of educational areas:

1. “Physical development” - children develop orientation in space when performing basic movements: walking, running in different directions, drills, playing outdoor games. Formation of initial ideas about a healthy lifestyle.
2. “Social and communicative development”, where the knowledge and skills acquired by children in educational activities are used in play activities. The content of this area is aimed at achieving the goals of forming the foundations for the safety of one’s own life and knowledge about road safety rules.
3. “Speech development” - the development of free communication with adults and children, the development of all components of oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogical and monologue forms) in various forms and types of children's activities.
4. “Cognitive development” - get acquainted with geometric bodies, examine them, sketch them in different positions (front view, side view, top view), orient themselves on a sheet of paper.
5. “Artistic and aesthetic development” - develop the ability to compare objects with each other, depict objects, conveying their shape and size.

Methods:

• Verbal teaching method (explanation, conversation, oral presentation, dialogue, story)
• Game method (didactic games, for the development of attention, memory, competition games)
• Practical (performing work on a given topic, according to instructions)
• Visual (using visual materials: pictures, drawings, posters, photographs)
• Display of multimedia materials

List of pupils

mathematical circle "Develop"

1. Berdyugin Daniil
2. Blinova Milena
3. Vlasyuk Kirill
4. Gilev Kirill
5. Valieva Evelina
6. Golubeva Daria
7. Denisova Valeria
8. Dmitrieva Maria
9. Zinkovsky Alexander
10. Ivanov Kirill
11. Kalinenkova Elizaveta
12. Korobeynikova Sofia
13. Kuvandikov Karamatullo
14. Lysyanov Vladimir
15. Malofeeva Sofia
16. Malkov Artem
17. Novoselova Kristina
18. Ostrovsky Artem
19. Svinolupova Nikolina
20. Sultanova Sofia
21. Sedlukha Vadim
22. Sennikov Alexander
23. Ulyanov Konstantin
24. Fadeev Gleb
25. Fomintsev Maxim
26. Khusnutdinov Almir
27. Shorokhova Angelina
28. Shriner Ohanes
29. Shunkin Kirill
30. Shykhjanov Ali-Akbar

The program is designed for 1 year for children 6-7 years old. The group works 4 times a month for 25-30 minutes, a total of 32 lessons per academic year. The majority of the program consists of practical exercises.

Educational and thematic plan

Long-term plan

on interaction

with parents

Bibliography

1. Novikova V.P. Mathematics in kindergarten. Class scenarios, Mosaic - synthesis 2021
2. Mathematics in kindergarten. Workbook for children 6-7 years old V.P. Novikova. Mosaic - synthesis 2021
3. Arapova-Piskareva N.A. Formation of elementary mathematical concepts in kindergarten. Program and methodological recommendations.
4. Erofeeva T.I. and others. Mathematics for preschoolers. M.: Education, 2009.
5. Lebedenko E.N. Formation of ideas about time in preschool children: A manual for teachers of preschool educational institutions. — St. Petersburg “CHILDHOOD-PRESS”, 2011
6. Makarova O.A. Planning and notes of mathematics classes in the preparatory group of a preschool educational institution: A practical guide. M.: ARKTI, 2008
7. T. G. Lyubimova “Do you want to be smart? Solve problems."
8. E. A. Nosova, R. L. Nepomnyashchaya “Logic and mathematics for preschoolers.”
9. E. N. Panova “Didactic games - classes in preschool educational institutions.”
10. A. V. Beloshistaya “Classes on the development of mathematical abilities of children 5-6 years old.”
11. L. G. Peterson, N. P. Kholina. “One is a step, two is a step”
12. T. I. Erofeeva “A preschooler studies mathematics
13. V. G. Yafaeva “Development of intellectual abilities of older preschool children”
14. Educational reader. Mathematics in fiction
15. E. V. Solovyova “Mathematics and logic for preschoolers”
16. E. N. Lebedenko. Formation of ideas about time in preschoolers. "Childhood-Press",
17. T. A. Shorygina “Accurate tales.” Formation of temporary representations. Moscow 2004
18. T. M. Babushkina. "Mathematics. Non-standard activities." Ed. trading house "Corypheus", 2009

Speech development circle program “Razvivayka” (2nd grade)

Speech development for primary school students

Club "Development"

Cl. director Trubina T.A.

2 A class

Goals and objectives:

1. Carry out moral and aesthetic education of younger schoolchildren in extracurricular activities.

2. Reveal the basic methods and techniques for developing speech in extracurricular work on the Russian language and literary reading.

3. Develop interest in the Russian language, using bright, emotional material, various forms and methods of work.

4. Activate and consolidate program material, creating new communication situations for this.

5. Create conditions for listening to correct Russian speech.

6. Constantly enrich students’ memory with new words, their meaning, grammatical forms, and constructions.

7. To develop extracurricular reading skills, preparing students for independent, fluent, correct reading of books.

Number of hours per week – 1 hour (Saturday)

Total number of hours per year – 34 hours

Goals of extracurricular activities to develop speech culture

are determined primarily by the need to intensify the cognitive activity of students, cultivate interest and develop their creative abilities.

The purpose of the classes is to promote a more solid and conscious assimilation of what has been learned in the lesson, to promote the development of children’s speech, to improve their linguistic analysis skills, to increase the level of language development of schoolchildren, to cultivate cognitive interest in their native language, and to solve problems of intellectual development of younger schoolchildren.

These classes should help solve the problems of ensuring that children correctly master a sufficient vocabulary, grammatical forms, and syntactic structures; creating speech situations that stimulate the motivation of students’ speech development; formation of speech interests and needs of younger schoolchildren.

The peculiarity of extracurricular work on speech development is that it is built in close connection with extracurricular work on the Russian language and literary reading, as well as other subjects of the primary school course. Contributes to the further general development of the younger student, the formation of his personality; expands and deepens ideas and knowledge about the world, about one’s homeland, introduces people to the events that live in the country, forms moral qualities, and contributes to the development of artistic interests.

The development of interest in the Russian language leads to the fact that students not only begin to take class lessons more seriously, but also strive to show their friends that they are not wasting their time in the circle. This is manifested in more complete answers, in the use of materials from circle activities in the lesson, in the desire and ability to help a friend understand difficult homework.

The program traces interdisciplinary connections, since along with the formation of a positive attitude towards learning the Russian language, children develop a desire to gain knowledge of the surrounding world, fine arts, literature (reading poems, stories), etc. Extracurricular activities solve important educational and educational tasks: instill in students a more responsible attitude towards Russian language lessons; develops children's quick thinking; desire to learn to speak correctly and expressively.

It will also provide students with the opportunity to:

· gain additional knowledge on topics;

· expand your general horizons;

· develop cognitive needs;

· enrich the sphere of communication in the classroom;

Contents of such classes

takes into account the interests, inclinations and cognitive abilities of each student.

The classes are structured as follows:

1) Activation of students’ mental activity, preparation for completing tasks of the main part.

2) Main part. Carrying out tasks of a problem-searching and creative nature.

3) Entertaining tasks (riddle games, task games, and so on).

Control and recording of students' knowledge of learning

will be carried out in the form of an oral interview, group or individual performance, review of creative works, performances, competitions, etc.

Sections

Speech. Technique and expressiveness of speech

Speech. Oral and written speech. Expressive speech.

Ability to regulate voice volume and pitch. Knowledge of tongue twisters. Ability to collectively mark up text for expressive reading; discuss the timbre, pace of reading, place pauses, highlight logically stressed words and combinations of words, think over the melody of speech.

Word

Repetition of what was learned in 1st grade.

Word. The word matters. Synonyms. Homonyms. Multiple meaning words. Figurative means of language: comparison, personification. Polite words. Acquaintance with dictionaries: explanatory, spelling. The ability to determine the lexical meaning of a word from the dictionary, context, and based on word-formation analysis.

The ability to highlight words with a figurative meaning in a text, compare direct and figurative meanings, and determine the basis for transferring meaning. The ability to construct a figurative expression (comparison, personification) based on a model from words given by the teacher, the ability to use words with a figurative meaning when composing sentences, texts of a descriptive and narrative nature.

Sentence and phrase

Offer. Types of sentences according to the purpose of the statement and intonation. The ability to establish connections between words in phrases and sentences. The ability to edit simple and complex sentences: correct the order of words or the order of parts, distribute parts of a sentence, replace poorly used words. The ability to correctly read (pronounce) sentences of different types intonationally.

Text

Text. Types of texts: reasoning, comparative description, narrative. Ability to edit text in terms of vocabulary and grammar. Restore deformed text.

The topic and main idea of ​​the text. The ability to determine the main idea of ​​a text. Text outline. Types of plans. Ability to draw up various types of plans. The connection between sentences in the text. The ability to establish the type of connection between sentences in the text, to create chains of connections from key words.

The ability to write a creative presentation with language analysis, an essay based on a given beginning and supporting words, based on observations.

Writing riddles.

Communication culture

Magic words: words of greeting, farewell, apology and so on. The ability to use polite words taking into account the speech situation with the necessary intonation and facial expressions.

Calendar and thematic planning

mug

Literature

1. Speech secrets. A book for primary school teachers. Ladyzhenskaya T.A. and others - M.: Education, 1992.

2. Interesting information about the Russian language. Manual for teachers / Ivanova V.A., Potekha Z.A., Rosenthal D.E. – L.: Education, 1990.

3. Learn! Create! Develop yourself! Games for the development of thinking, speech, communication, creativity. Zeltserman B., Rogaleva N. – PC, 1997.

4. Speech development. Children 7 – 10 years old. Melnikova I.I. - Yaroslavl, Academy of Development. 2002.

5. “Elementary school” No. 12 (1990), 8 (1991), 12 (1991), 11-12 (1991).