Work program of additional education. "Abvgdeyka" group in the preparatory school group

Additional general development program "ABVGDeyka School"

Author: Amelina Irina Nikolaevna

Additional general development program

"ABVGDeyka School"

EXPLANATORY NOTE

The additional general developmental program “ABVGDeyka School” is designed for one-year education for children aged 6-7 years.

Speech development involves children mastering basic language units (sounds, words, phrases, sentences) and speech mechanisms (speech perception, creating speech utterances, reproduction). Speech development proceeds in four main directions: development of the sound side of speech, enrichment of vocabulary, work on phrases and sentences, development of coherent speech. These classes focus on the development of two types of speech activity: listening and speaking.

Primary goal:

comprehensive development of the child: formation of learning motivation, development of thinking, imagination, creative abilities, increase in memory capacity, development of attention, speech and the ability to argue one’s statements, identification of individual characteristics of future first-graders and formation of readiness for schooling.

Objectives
of the program:
- develop phonemic hearing;

— develop the articulatory apparatus, diction;

- expand children's vocabulary;

— improve dialogic and monologue forms of speech;

- develop the ability to compose speech statements based on personal impressions, on the basis of what has been heard and read, on the basis of illustrations;

- teach the use of words, phrases and sentences of different types in speech;

- develop the ability to answer and ask questions;

- develop children’s interest in independent verbal creativity, creating stories, fairy tales, poems;

— development of fine motor skills of the hands using rhythmic and finger exercises (outlining, shading, games with pencils, etc.).

General characteristics of the program

Speech development is an integrated course that includes the main areas of development of preschoolers:

· a game;

· familiarization with fiction;

· speech development;

· development of fine motor skills;

· learning to read.

Structurally, speech development classes are divided into several stages. Depending on the content of classes and forms of organization of the educational process, a certain amount of time is allocated to various stages. In some classes, work with cubes, tables and illustrations can be carried out in parallel with work on exercises to develop fine motor skills of the hands using rhythmic and finger exercises. When differentiating tasks, an individual or group form of working with children on the formation and development of reading skills can be used.

As you know, one of the most powerful means of child development is play. While playing, the child is organically integrated into the complex process of mastering various educational skills. At the same time, he masters something that requires a lot of work at school. Literally from the very first steps, learning turns into a desirable, joyful activity for children.

Program content

Development of the sound side of speech

Improve the ability to distinguish by ear and pronunciation all the sounds of the native language. Developing a clear and loud enough correct pronunciation of words, syllables, sounds. Improve phonemic awareness: give an idea of ​​sound, learn to identify individual sounds, name words with a certain sound, determine the place of a sound in a word.

Development of coherent speech

To develop a child’s coherent monologue speech: constructing a coherent statement, retelling a literary work, composing stories, composing fairy tales, riddles. Fostering a culture of verbal communication: detailed answers, the ability to argue your opinion, the ability to listen to your interlocutor and ask him questions.

Enrichment vocabulary

I

Exercise children in selecting words with similar (synonyms) and opposite (antonyms) meanings. Expand your vocabulary of words denoting the names of objects, actions, and signs. To introduce different ways of forming words, to practice the formation of words with the same root, in the comparative and superlative degree of adjectives. Learn to select association words, rhyme words.

The main stages of training for preschoolers

Stage
I -
orientation classes
At this stage, preschoolers get acquainted with the teacher and the children of the group, the features of learning. There is a so-called “getting used to” in a new role, in new conditions. The main forms of organizing children's activities are role-playing games, games with didactic material, conversations about the rules of behavior at school and at home, etc.

Stage
II -
memorizing warehouses
At the stage of memorizing warehouses, the child must comprehend and understand warehouse mergers (MA, MO, MU, WE, ME, mya, me, mu, mi, etc.). In this work, both individual and group forms of organizing classes are used.

III
- entering a word, sentence, text
The duration of this stage varies for children, since each child is individual in his development (according to the characteristics of psychological functions, temperament, etc.). Children master speech production at different times: some earlier, some later. Work on developing the skill of reading words is individually differentiated. At this stage, work begins on “printing” (writing in block letters) warehouses and words in a large-checked notebook.

Children who have previously mastered the word as a unit of speech are more successful in making sentences. Children get acquainted with sayings, proverbs, and proverbs. Work continues on the development of fine motor skills: typing, tracing letters with fingers.

More successful children are more successful in reading texts: excerpts from works, short fairy tales, poems. The introduction of book font takes place gradually, individually, depending on the acquisition of reading skills by each child. The organization of classes is differentiated: work in a group, in pairs, individual work, choral reading.

Thematic planning

Course program: “ABVGDeyka School” is designed for 1 year of study in the amount of 35 hours (1 hour per week).

Description of methodological support of the educational process

Educational and methodological manuals for teachers:

Ovechkina A.N. ABVGDeyka School. Pre-school training program for 6-year-old children - M.: School Press

Sokhina F.A. Development of speech in preschool children - M.: Ed. 2nd edition

Shvaiko G.S. Games and play exercises for speech development - M.: Education

Davydov V.V. Types of generalization in teaching. — M.: Pedagogical Society of Russia

Belova T.V., Solntseva V.A. Is your child ready for first grade? — M.: Yuventa

Planned results of mastering the speech development program “ABVGDeyka School”:

As a result of educational work, preschoolers acquire a number of skills and abilities necessary for successful learning and adaptation at school.

Children master the following constructive knowledge

(understanding) and
skills
:

1. Developed skill of conscious reading (individually in relation to each child: the child’s ability to read a word or read a book depends on the cognitive and psychological potential of each)

2. The ability to tell from a picture, retell stories, fairy tales

3.Ability to express your thoughts and formulate questions correctly

4. Show interest in reading and respect for the book

5. Articulation, diction, correct pronunciation of sounds

Calendar and thematic planning

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Detailed description

INTRODUCTION
In the life of every family, one day a joyful moment comes: a grown-up child with a brand new backpack on his back and a bouquet in his hands goes to first grade for the first time. And of course, in every family where children grow up, adults are faced with the question: how to prepare them for school, for the upcoming work?

Thus, preparation for school is often considered as an earlier study of the first grade curriculum and comes down to the formation of subject-specific knowledge and skills. In this case, continuity between preschool and primary school age is determined not by whether the future student has developed the qualities necessary to carry out a new activity, whether its prerequisites have been formed, but by the presence or absence of certain knowledge in academic subjects. However, numerous studies by psychologists and educators show that the presence of knowledge in itself does not determine the success of learning. It is much more important that the child knows how to obtain and use them independently. Therefore, the leading goal of preparing for school should be the formation in a preschooler of the qualities necessary for mastering educational activities - curiosity, initiative, independence, productivity, creative self-expression.

Some parents are deeply convinced that a child’s readiness for systematic schooling comes down to the amount of knowledge that conscientious adults have stuffed into the little “entrant.” But first of all, it is necessary to take care of the psychological readiness of children for schooling, of the formation in the child of those character qualities that will help him find contact with the teacher and classmates. These qualities include: the child’s ability to build communication with peers, the ability, if necessary, to obey the demands of adults. It is important to remember that in the first grade the most important thing for a child is to learn how to learn, and not to gain specific knowledge and skills. Not every family can fully prepare their child to attend school on their own.

In this regard, teachers developed a program for preparing children for school “ABVGDEyka”. During classes in this program, children acquire basic computing skills and take their first steps in reading syllables, words, and sentences. The development of communication skills, cognitive processes, and creative abilities is carried out. All this is reinforced in a playful form adapted to the age of the children in physical education classes.

A child’s admission to school is a crucial and difficult moment in his life. Children with different levels of preparation for learning in new conditions find it equally difficult to change their usual environment, meet and communicate with a large group of children and adults, get used to a different regime, more static motor activity, etc.

The proposed software project is justified by the need to search and select optimally acceptable technologies and methods that ensure the greatest integration of cognitive and motor activity of children of preschool and early school age.

The purpose of this program: comprehensive and systematic preparation of children for school with the implementation of measures to prevent possible difficulties during adaptation and the formation of a conscious attitude towards a healthy lifestyle through the organization of specialized integrated groups.

The implementation of the program will help solve the following tasks:

– development of the child’s cognitive sphere through the organization of classes to familiarize himself with social reality;

– determining children’s readiness for school using pedagogical and psychological testing;

– formation of children’s psychological readiness to study at school through the organization of psychological and pedagogical events;

– formation of children’s speech activity through the organization of speech therapy classes;

– teaching the basics of reading, the formation of elementary mathematical concepts through the organization of special classes;

– development of the child’s creative abilities through the organization of artistic and productive activities;

– instilling healthy lifestyle skills through the organization of dynamic and physical training breaks.

The presented material was successfully tested by the teaching staff of the center for social assistance to families and children and was introduced through the integration of cognitive, creative and physical education activities of children during specialized role-playing classes with a teacher-psychologist, speech therapist, art teacher, social teacher and instructor Exercise therapy.

While working on the project, the center’s specialists developed and tested technologies and techniques aimed at developing a child’s intellectual abilities, ensuring a favorable emotional background for children with different abilities, different levels of development, and children with social problems.

The compilers selected and developed complexes of developmental and correctional activities and exercises for children aged 6–7 years, and organized a subject-based developmental environment.

Having carried out the first diagnosis of the level of development, individual recommendations are given to parents on the development of a particular child. Psychological and pedagogical diagnostics of children makes it possible to predict their development.

For children with speech problems, the project provides for the work of a speech therapist teacher who, with the help of specially selected correctional classes and exercises, corrects as much as possible the deficiencies in the cognitive and speech sphere, and conducts literacy classes with children.

For each child, teachers develop an individual correction program and draw up an “Individual Development Card”.

The program includes classes for children in an art studio, where they learn various art techniques, develop sensory skills, fine motor skills and coordination of movements.

To carry out dynamic pauses between classes, various techniques of therapeutic and corrective physical education have been selected.

The results of the program are:

– primacy, the primacy of family education in comparison with public education, where the leading role in solving pedagogical problems belongs to the child’s parents and his family;

- building the life of a group of children according to the principles of a large family, which, as it were, continues the family of the child himself, thereby reviving the original Russian tradition of organizing a children's environment, where the child is in constant communication with the children's group;

– natural transition of preschool children to school education.

By the end of preschool age, most children develop an educational and pre-educational motive, and this allows them to easily integrate into school life.

The readiness of children for school and life is the main result of the proposed program.