Planning according to the mosaic program. Calendar and thematic planning of extracurricular activities for the short-term course of the circle “Musical mosaic. Target section of the Mosaic program
Municipal budgetary educational institution
"Secondary school No. 2 of Osa"
Calendar and thematic planning of extracurricular activities of a short-term club course
"Musical mosaic"
Compiled by:
Denisova Elena Vladimirovna,
music teacher
MBOU "Secondary School No. 2 of Osy".
Explanatory note
“The beautiful awakens the good”
D.B. Kabalevsky
Federal state requirements for the structure of the basic general education program determine the content of the educational field “Art” in the subject “Music” to achieve the goals:
Formation of the foundations of musical culture through the emotional perception of music;
Cultivating an emotional and valuable attitude towards art, artistic taste, moral and aesthetic feelings: love for the Motherland, pride in the great achievements of domestic and world musical art, respect for history, spiritual traditions of Russia, musical culture of different peoples;
Development of perception of music, interest in music and musical activities, figurative and associative thinking and imagination, musical memory and hearing, singing voice, creative abilities in various types of musical activities;
Enrichment of knowledge about musical art;
Mastering practical skills in educational and creative activities
And also tasks:
Development of an emotionally conscious attitude towards musical works;
Understanding their vital, spiritual and moral content;
Mastering musical genres - simple (song, dance, march) and more complex (opera, ballet, symphony, film music);
Studying the features of musical language;
Formation of musical and practical skills and musical activity skills (composition, perception, performance), as well as the creative abilities of children.
1. Relevance.
The need to introduce musical art in extracurricular activities is due to the fact that it is a very effective means of spiritual, moral and aesthetic education. In modern conditions of the development of society and the modernization of the educational process in Russia, work at the initial levels of the system is of particular relevance. Modern understanding of the problem of musical education of children involves involving them in the process of communication with music based on the principle of activity and creative play. Introduction to music most naturally occurs in active forms of joint music-making (playing musical instruments, singing, movement), which should form the foundation for the musical education of children of preschool and primary school age. Not all children are talented, but all are capable.
Playing children's musical instruments not only introduces children to entertaining and complex musical performance, but also prepares well and influences the comprehensive development of the individual, has great educational and educational significance, creates confidence in their abilities in children, which means that interest in playing music is activated. . Playing a musical instrument is always associated in children with a feeling of joy and pleasure, and the desire to play in an orchestra is so great that children do not notice the great educational work that is carried out in the process of playing music and from which they do not get tired, because they are doers, not outside observers or listeners. In the process of studying a course of extracurricular activities in musical art, schoolchildren master the basics of individual performance, develop artistic taste and expand their musical horizons, develop music-making skills and gain experience in stage performance. In the process of playing musical instruments, elementary performance skills are formed, through which the student could express his mood, his feeling of music. The experience of realizing one’s “I” and significance and behavior in society is gained.
The work program for extracurricular activities “Musical Mosaic” is based on the program “Playing in an Orchestra by Ear” by M. A. Trubnikova, which largely overlaps with the goals and objectives of the subject “Music”. The goal of the program is teaching children to select melodies by ear and play children's musical instruments (in an ensemble, orchestra)
The course program is distinguished by a fundamentally new method of teaching children to play musical instruments, based on selecting melodies by ear. Along with the development of an ear for music (timbre, sound, melodic) and a sense of musical rhythm, the program comprehensively addresses the issues of the general development of the child as an individual. The musical repertoire of the program consists of works of classical, modern and folk music. The “Playing in an Orchestra by Ear” program is highly effective both in terms of developing basic musical abilities and expanding the scope of musical activity, promoting the development of memory, imaginative thinking, attention, and overcoming stiffness and shyness.
Novelty: the program is compiled in accordance with Federal state requirements. Provides a differentiated personality-oriented approach to each child. The importance of instrumental music playing in solving this problem is great.
Experts rightly emphasize that musical instruments are unparalleled in the speed and ease of learning to play them, especially in joint performance, where people with extremely limited natural abilities can take part and gradually develop their hearing.”
Firstly, playing musical instruments prevents children from developing an inferiority barrier. Secondly, it allows children to successfully develop pitch, timbre and modal hearing.
Thirdly, playing music together develops imagination, memory, will, a sense of empathy, responsibility for a common cause, and collectivism. M.A. Trubnikova in her program “Playing in an Orchestra by Ear” notes that playing children's musical instruments is one of the favorite and promising types of musical activity for children.
Playing by ear is an effective method of developing not only musical ear, but also the musicality system as a whole and the only productive way of learning to play in an orchestra. The main conditions for the development of the activity of selecting a melody by ear are: the preliminary accumulation by children of the necessary musical and auditory concepts; individual lessons with them on one purely tuned pitch musical instrument, and then transfer of the acquired methods of action to other instruments.
The formation of the activity of selecting a melody by ear consists of two stages: preparatory and main. At the preparatory stage, children develop musical and auditory concepts. The second, the main stage of selecting melodies by ear on musical instruments, has three stages: approximate timbre, rhythmic and melodic.
2. The purpose and objectives of the course.
The purpose of the course is to cultivate the artistic taste of students and develop culture, as well as practical work on the development of children's musical abilities. To develop an interest in communicating with orchestral music, to consolidate and generalize students’ knowledge about the orchestra and the role of the conductor in it.
Tasks: Educational: Know: Determination of the composition of the orchestra, the role of the conductor in the orchestra, what the score is, the names of the works played in the lesson.
Be able to: Distinguish the sound of individual musical instruments of an orchestra, Read simple rhythmic scores; Participate in collective performing activities of playing musical instruments.
Educational: emotional and value attitude towards music; musical taste of students; listening and performing culture; needs for independent communication with music; interest in musical culture.
Developing: musical ear, sense of rhythm, musical memory, creativity, imagination, associative thinking, creative activity.
The main task is to teach children to play children's musical instruments and, thereby, interest them in music, arouse the desire to play music on their own, both in music classes and in everyday life. The initial stage of training is of great importance. It is very important to interest the child from the first lesson, to make him want to learn to play, using his natural curiosity. Therefore, you should try to do the first lesson in the form of a small holiday or some kind of discovery. After all, children have probably already seen many instruments, but not everyone knew or heard that they can be played, performing real music.
Children's interest in learning to play musical instruments must be constantly supported. The success of this training depends on the consistency of all forms of children's musical activities. In classes, they gain a wealth of knowledge and skills, accumulate a repertoire, which children willingly, with great pleasure and pride demonstrate at holidays and entertainment.
In the course of achieving these goals, musical and educational tasks are solved:
Collective music playing
Accumulation of musical auditory impressions.
Improving musical hearing.
Mastering orchestral and rhythmic skills.
Education of musical and aesthetic taste.
Developing organization and ability to work in a team.
Development of hearing, attention, memory.
Expanding your musical horizons.
Development of musical and creative data.
3. Course structure.
The course includes the following sections:
1. Musical and creative setting.
2. Study of musical instruments and techniques for playing them.
3. Work on rhythm.
4. Working with an elementary orchestral score. Drawing up your own musical score diagrams.
5. Work on the ensemble.
4. Features of the program implementation.
The program is designed for group, short-term training in playing in an orchestra for children 8 years old, implementation period is 1 year. A general course of studies in musical art in 2 classes, which is 34 hours per year and 1 hour per week (8 hours + 8 + 10 + 8). Groups of children change every quarter, since this is a module. A group of students ranges from 10-15 people. The composition of the orchestra is determined by the students themselves, who have enrolled, if desired, in different clubs of the module and changes by quarter:
first quarter - first subgroup of students from different 2 classes
second quarter-second subgroup of 2nd grade students
third quarter - third subgroup of 2nd grade students
fourth quarter-fourth subgroup.
It turns out that over the course of the year, all second-grade students will try to play in the orchestra in order to determine for themselves what is closer, better, to their soul.
Group classes are held according to the school schedule every Tuesday for 35 minutes. This short-term program course provides the basis for performing activities which consists of musical instruments of a children's orchestra, a piano part performed by a teacher and phonograms (pros and cons) of the work on audio equipment, as well as a computer.
The author gives approximate age stages of learning to play by ear. Each teacher, depending on the degree of ability and development of the children, can build this system in his own way. I propose my algorithm for working with the work:
Algorithm for working on a work:
We listen to a piece of music.
We sing the melody of a song or music. works or nursery rhymes.
We play our version, with a selection of music. tools.
I propose to select a melody or sounds together by ear (on high-pitch instruments).
Adding parts of other instruments.
We perform different versions, changing parts and changing instruments.
I give them the parts that are offered in the score of the work, possibly in a simplified version, it depends on the preparedness of the groups.
5. Planned results.
As a result of studying the course in the “Musical Mosaic” club, the student must master the following subject results:
1. Master the techniques of playing elementary musical instruments.
2. They will learn to play together, focusing on the conductor’s gesture.
3. Learn the elements of musical literacy.
4. Master and expand their orchestral playing skills.
5. They will learn to perform their solo part in the piece.
6. Will be able to expressively perform a piece of music.
7. Participation in the performance of musical works at a concert.
8. Gain experience in individual and group creative activities.
9. They will expand the skills of intonation of music and its performance with the help of elementary music-making;
10. Learn to get involved in the process of rhythmic and instrumental improvisations.
11. Select instruments suitable for performance in a piece of music by ear.
12. Will be able to determine the structure of simple works.
13. Will be able to recognize musical instruments by sight and sound.
14. They will be able to determine by ear the two-lobed, three-lobed, four-lobed structure.
15. Master orchestral parts of musical works.
16. The skills of correct concert staging of a musical work will be developed.
UUD accounting is carried out in the following forms:
1. Photo report, video report.
2. Concerts, participation in school events.
3. Performance of orchestral musical works as part of the lesson.
6. Class structure
1. Cognitive part (familiarity with musical terms and concepts related to the circle course: orchestra, conductor, parts, score, gesture, etc.)
2. Preparatory part (study of musical instruments. Free music playing. Techniques of playing musical instruments. Role-playing games “Merry Orchestra”, “Conductor”, etc. Rhythmic games, exercises aimed at developing a sense of tempo, rhythm, timbre concepts )
3. Individual work (learning individual topics, parts with children playing melodic instruments or playing in small groups of 1-2-3 people).
4. Accumulation of repertoire (Learning new works. Working on ensemble and structure. Musical and creative activity. Performing learned musical material and repeating old material). Performance and repetition of parts of the entire repertoire. Performance in lessons, as part of a lesson, by students who are part of a group, at concerts. Including student performances in the school work plan.
5. Repertoire: L. Knipper “Polyushko-Field”, W. Mozart “Minuet”, S. Rachmaninov “Italian Polka”, R. Schumann “Brave Rider, R.N.P. “Whether in the garden or in the vegetable garden”, P. Tchaikovsky “Kamarinskaya”. The repertoire may change and be supplemented at the discretion of the leader, due to the different composition of student groups.
6. Result - control involves the performance of students at events and concerts of the school, class, part of the music lesson.
7. Calendar-thematic plan.
| Student activities | Practice | control |
||||
| Introductory lesson (study of instruments, playing techniques, playing songs). | ||||||
| R.n.p. “Whether in the garden or in the vegetable garden” (spoons, tambourines, whistles, rattles, metallophone) | ||||||
| P. Tchaikovsky “Kamarinskaya” (spoons, tambourines, whistles, rattles, metallophone, triangle) | ||||||
| L. Knipper “Polyushko-field” (Drums, triangles, tambourines) | ||||||
| S. Rachmaninov “Italian Polka” (tambourines, metallophone, maracas, bells) | ||||||
| R. Schumann “The Brave Rider” (castanets, sticks, spoons, maracas, tambourine, metallophone) | ||||||
| W. Mozart “Minuet” | ||||||
| Repetition of parts from the entire repertoire: 1) L. Knipper “Polyushko-field”, 2) W. Mozart “Minuet”, 3) S. Rachmaninov “Polka” 4) R.N.P. “Whether in the garden or in the vegetable garden” 5) R. Schumann “The Brave Rider” 6) P.I. Tchaikovsky “Kamarinskaya” | ||||||
| Performance at lessons, events and concerts of the class and school. Displaying student work experience for parents. | ||||||
| Approximate result-control | ||||||
| Concert for grandparents, dedicated to the Month of the Elderly Person with R.N.P. “Whether in the garden or in the vegetable garden.” Christmas tree To our mothers. Composition 4: Spring fun | Video report, photo report |
8. Planned results according to the Federal State Educational Standard:
Subject: Know/understand the rules of conduct in class, master basic skills, participate in collective music-making.
Personal: emotional and moral responsiveness to a piece of music.
Regulatory UUD: Analyze information, compare, establish analogies;
Cognitive UUD: Select actions in accordance with the task;
Communicative UUD: Adequately assess one’s own behavior and the behavior of others.
9. Literature:
1. Borovik T. “Sounds, rhythms and words” - Minsk, 1991.
2.Zimina A.N. “We play, we compose!” - Moscow, YUVENTA, 2002.
3.Kononova N.G. “Teaching preschoolers to play children's musical instruments” - Moscow, Education, 1990.
4. Simukova V. “Could you play a nocturne?” - “Musical Director” No. 3, 2005.
5. Trubnikova M. “We play in the orchestra by ear” - Moscow, 2000.
6. Tyutyunnikova T. “Noise orchestra outside and inside” - “Musical Palette” No. 6, 2006. 7. Vetlugina N.A. Education of musical ear. - M., 1993
8.Kononova N.G. Teaching preschoolers to play children's musical instruments. - M., 1990 9.Laptev I.G. Orchestra in the classroom. - M., 1994
10. Kryukova V.V. Musical pedagogy.- R-n-D. 2002
11.Zatsepina M.B. Child development in musical activity: Review of preschool education programs. - M.: Sphere shopping center, 2010. - 128 s.
“Preschool education” - Social and pedagogical passport of children from 0 to 7 years old in the Belogorsk region. Development of a unified model of a preschool educational institution graduate. Building a preschool education system is a necessity driven by public demand. Request from parents of the Belogorsk district for forms of preschool education. Increasing professional competence of personnel.
“ICT in the educational process of preschool educational institutions” - Use of ready-made digital educational resources. Memory. Use of ICT in preschool educational institutions. Items and toys. Stages of work. Managing the process of professional competence. Transformations in management activities. Children's activities. Low level of information competence. Diagnostic card.
“Planning in kindergarten” - Contents of the teacher’s work. Long-term plan for the year. Determines the content of the work. Plants. We live in Russia. Calendar plan in the educational process planning system of preschool educational institutions. Algorithm. Thematic planning. Requirements for planning work with children. Planning educational activities.
"Innovative technologies" - Gaming technologies. Innovative technologies in preschool education. Determine new methods of forming means of technology. Aspects of the concept of “educational technology”. By orientation to personal structures. Pedagogical technology. By level of application. The content of education is aimed at: Methodological guidance of the innovative work of preschool educational institutions.
“The role of preschool education” - Social infrastructure. Bilingual private kindergarten. Job growth. Preschool education. Investments and nurseries. Economic arguments. Individual approach. Walking distance problem. The role of non-state subsidiaries. Agreement. Skills.
“Development of preschool education” - The program defines the mandatory part. It is impossible to work as before, so we are starting a new business. Indicators of the specific activities of preschool educational institutions of different types. History of preschool education in Russia. Requirements for the relationship between parts of the main educational program. Multifunctional, developing system.
There are 15 presentations in total
Approximate basic educational program for preschool education “Mosaic” Developer of the “Mosaic” program: Tyumen Regional State Institute for the Development of Regional Education (TOGIRRO). Reviewers: T.V. Volosovets – Ph.D., Professor, Director of the Institute of Psychological and Pedagogical Problems of Childhood of the Russian Academy of Education; IN AND. Zagvyazinsky – Doctor of Pedagogical Sciences, Professor, Academician of the Russian Academy of Education, Honored Scientist of the Russian Federation N.G. Milovanova – Doctor of Pedagogical Sciences, Professor of the Department of Andragogy of TOGIRRO; S.N. Fokeeva – Ph.D., Associate Professor, Honored Teacher of the Russian Federation.
PROGRAM AND METHODOLOGICAL COMPLEX An approximate basic educational program for preschool education “Mosaic” is developed for children from 2 to 7 years old: early age group (third year of life); junior group (fourth year of life); middle group (fifth year of life); senior group (sixth year of life); preparatory group for school (seventh year of life).
STRUCTURE OF THE MOSAIC PROGRAM The appendix to the program presents: - approximate comprehensive thematic planning for different age groups, - a list of publications of the PMC "Mosaic PARK" for teachers and children, - a list of equipment, - a glossary. The program includes three main sections, targeted content and organizational
Shifting the emphasis from preparing for school to socializing the child; - solving educational problems during games, cognitive-research and productive-creative activities of children; - flexible design of a subject-development environment, creating a situation of choice; - formation of personal qualities necessary for life in rapidly changing conditions; - new mechanisms of interaction with parents. Implementation of the basic principles of the Federal State Educational Standard for preschool education:
Features of the MOSAIC program Absence of strictly regulated forms of organization of children Ensuring optimal motor mode (free movement of the child) Flexible mode that allows the child to engage in routine moments without disturbing psychophysiological comfort
Approximate daily routine in accordance with the regime of stay of children in a preschool center Regular moments Activities of the teacher's children Reception of children Morning warm-up Breakfast Organization of playful, educational, productive, creative activities with children Walk Return from a walk Lunch Getting ready for bed
Features of the “MOSAIC” program Components of the educational process model: joint activities of the teacher with children and independent children’s activities and interaction with parents Organization of the educational process according to the principle of a “club of interests” with the provision of developmental (enriching) psychological and pedagogical support Maximum minimization of “paper” planning ( freeing up time for direct interaction between the teacher and children and parents) The opportunity to organize inclusive education for children with disabilities
Algorithm for sequential planning week - time period of planning formulation of sequential teaching and developmental tasks (specific) for this period, the solution of which is expected in joint activities, during sensitive moments, situations of everyday communication with children, selection of optimal forms of interaction and methods of activity with children, identification of the main concepts for children to master; adjustment (replenishment) of the subject-development environment; developmental correction (individually or for the whole group)
PROGRAM “MOSAIC” Educational activities are structured in accordance with: - comprehensive thematic planning for significant events in social life and the surrounding world; -the principle of integration (educational tasks are integrated and contribute to the creation of a holistic educational process). Comprehensive thematic planning is developed for each age group. Each month has its own integrating theme. For example: September - “AUTUMN WALKS ON THE ROAD.” The theme of the month determines the themes of the week. For example: “COLORFUL LEAVES”, “CLOUDS AND RAIN”, etc.
PROGRAM “MOSAIC” Complex thematic planning – specific, variable, integrating. The theme of the week in each subsequent year expands, deepens, and generalizes. For example, the topic “ME AND MY FAMILY”: the younger group is “MOM AND DADDY”; middle group – “GRANDMOTHERS AND GRANDFATHERS”; senior group - “CHILDREN IN THE FAMILY”; preparatory group for school - “RELATED”.
PROGRAM “MOSAIC” In the comprehensive thematic planning for each week (thematic module): 1) an approximate list of the main types of organized educational activities is given; 2) lists games, books, educational notebooks published within the framework of the secondary educational program of the educational institution “Mosaic PARK”, which solve the educational tasks of this week. The teacher independently determines the types of educational activities and publications of the PMC of the Mosaic PARK DO.
Creating an emotionally comfortable educational environment. Friendly, respectful attitude of everyone towards everyone. Constructive dialogue with parents (qualified counseling, specific recommendations). Striving for conflict-free communication (demonstration of effective ways to resolve conflicts). Careful monitoring of the child, timely response. Staying in kindergarten should bring joy to the child, and educational situations should be exciting
MAIN FEATURES OF THE "MOSAIC" PROGRAM "MOSAIC" is a modern domestic program that provides specific pedagogical tools in the context of the modernization of preschool education. "MOSAIC" creates an educational space that involves uniting teachers, children and their parents into a single community. MOSAIC offers teachers a wide range of pedagogical technologies for building an individual educational trajectory for a child’s development.
Developmental effects: Comprehensive development of basic mental processes underlying cognition Development of children's initiative, independence, responsibility Formation of the ability to justify one's own choice Development of individual abilities and natural inclinations
Effects of socialization: Testing of various social roles. Teamwork and group work skills. Enrichment of personal experience: - mastering various methods of activity; - acquisition of communication skills. Familiarity with the situation of choice. The ability to navigate a changing subject environment and act according to the situation. The ability to choose what is most interesting and satisfy your cognitive needs.
Seminar on the topic “FSES AS A CULTURAL-HISTORICAL METHODOLOGY FOR CONSTRUCTION OF PRESCHOOL CHILDHOOD”
Target section of the Mosaic program
Explanatory note
Goals and objectives of the implementation of the Mosaic Program
Cspruce The “Mosaic” program is to expand opportunities for the development of the personal potential and abilities of every preschool child.
The Mosaic program is aimed at implementing the following tasks:
Providing conditions for a healthy lifestyle and safety of the child;
Introducing children through activities appropriate to their individual and age characteristics to sociocultural norms, traditions of the family, and state society;
Developing children's interest and motivation to explore the world and be creative;
Implementation of variable educational programs;
Respect for the rights of the child, parents and other participants in the educational process.
The program aims to create the following psychological and pedagogical conditions:
Personally oriented interaction between adults and children;
Full communication of the child with peers, older and younger children;
Development of developmental pedagogical technologies that are age-appropriate and based on the assimilation of cultural means of activity at a certain age;
Development of a developing subject-spatial environment that provides communicative, playful, cognitive, speech, physical, and creative activities for children in accordance with age;
Opportunities for choice for all subjects of education (teachers, children, parents (legal representatives) of educational programs, educational technologies and types of activities.
The program can be implemented in different forms of preschool education.
Principles and approaches to the formation and implementation of the Mosaic Program
Basic principles to the formation and implementation of the Mosaic Program are the following:
1. Preserving the uniqueness and intrinsic value of preschool childhood as an important stage in the overall development of a person.
2. Support for the specificity and diversity of preschool childhood.
3. Implementation of the Program in forms specific to children of this age group, primarily in the form of games, cognitive and research activities.
4. Creation of a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations.
5. Personally developing and humanistic nature of assistance and cooperation between children and adults in the process of children's development and their interaction with people, culture and the world around them.
6. Variability in the organization of preschool education.
The Mosaic program is developed based on cultural-historical And system-activity approaches, which are the methodology of the Federal State Educational Standard for Education.
Planning and principles of educational activities
Planning is based on an analysis of the achieved successes of the entire group and individually of each child.
Planning of the educational process is based on the following principles:
The principle of consistency;
Principle of integration;
Complex thematic principle.
Planning and organization of work with preschool children is carried out on the basis of a model of stepwise integration of comprehension of images of the surrounding world on relevant topics.
The model consists of four structural units:
see(observation of the world);
hear(ambient sounds);
beat(body, mind, face - pantomime, plastic);
create(independent activity).
Priority areas of activity
The Mosaic program solves the problems of child development in five educational areas:
Social and communicative development; cognitive development; speech development; artistic and aesthetic development;
Physical development. The program features features of development of children of early and preschool age.
Planned results of mastering the Mosaic Program in the form of targets for preschool education: indicators of child development in accordance with age
The educational targets in infancy and early childhood and at the stage of completion of preschool education are presented.
Based on these target guidelines, the Mosaic Program formulates the expected results of its mastery by children of different age groups. Differentiation of these target guidelines by age and areas of organization of life activities children(in the form of development indicators) produced in accordance with the areas of development and education of children (educational areas): social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.
Goals and objectives of educational activities
in accordance with the directions of child development in five educational areas
In educational areas, for each task, forms of work with children are proposed with a description of the educational effect (educational, developmental, training).
For each age group in all educational areas the following are prescribed:
Objectives of educational activities;
Integral indicators of program development.
Inclusive education for children with disabilities
To create conditions for the successful integration of preschool children with developmental problems, the following tasks are being solved:
Organization of work on habilitation (socialization, adaptation, correction) of children with developmental disorders in the integrative environment of preschool educational institutions of various types;
Organization of assistance to the family of a child with developmental disorders, socio-psychological work with the family in the process of integrating their children into a preschool institution.
(with special educational needs)
Types I, II - children with hearing impairments: deaf, hard of hearing, late deaf;
Types III, IV - children with visual impairments: blind, visually impaired;
Type V - children with speech impairments;
Type VI - children with dysfunctions of the musculoskeletal system;
Type VII - children with mental retardation;
VIII type - children with intellectual disabilities (mentally retarded).
A special group includes children with disorders of the emotional-volitional sphere; with behavioral disorders (deviant behavior); with complex developmental disabilities (with complex disorders).
Integration models in accordance with the characteristics of children and the capabilities of the preschool educational institution (personnel potential, regulatory, logistical, scientific and methodological support for the process of integrated education).
Organizational models of preschool education and upbringing of children with speech disorders.
The blocks of the pedagogical process can be presented as follows:
1. A block of specially organized training in the form of classes,
joint activities of the teacher and children.
2. Block of independent activities for children.
3. Block of interaction between parents and children.
Organizational models of preschool education and education of children with problems and intellectual development.
Organizational models of preschool education and upbringing of children with early childhood autism.
Organizational models of preschool education and upbringing of children with early childhood autism
Short-term stay group for children with severe autism (1-2 variants of RDA according to O.S. Nikolskaya’s classification)
Compensatory education groups for children with mental retardation and for children with severe autism (1-2 variants of RDA according to the classification of O.S. Nikolskaya)
Groups of compensatory education for children with mental retardation and for children with RDA (2-4 options for RDA according to the classification of O.S. Nikolskaya)
Combined groups for normally developing children and children with mild forms of RDA (3-4 variants of RDA according to the classification of O.S. Nikolskaya)
Organizational models of preschool education and upbringing of children with mental retardation (MDD).
Organizational models of preschool education and upbringing of children with visual impairments.
Approximate planning of classes for a teacher-defectologist in a group of children 3-4, 4-5, 5-6, 6-7 years old.
Pedagogical and psychological diagnostics of personal educational results of children
An assessment of a child’s individual development is carried out by a teacher within the framework of pedagogical diagnostics (or monitoring). The results of pedagogical diagnostics (monitoring) can be used exclusively to solve educational problems:
Individualization of education (including support for a child, building his educational trajectory or professional correction of his developmental characteristics);
Optimizing work with a group of children.
Based on the target guidelines of the Federal State Educational Standard for Education, the Mosaic Program formulates the expected results of its development by children of different age groups (see the section “Explanatory Note”).
Children's achievement of intermediate results is assessed through observations, analysis of children's work, episodes from the life of the group, games, trainings, direct communication, creating pedagogical situations, test tasks, conversations with parents (lowly formalized assessment methods available to teachers who work directly with children). Highly formalized assessment methods are used by specialists: educational psychologists, speech therapists.
Requirements for diagnostics. Monitoring is carried out at the end of the year based on filling out diagnostic sheets containing indicators of program mastery for each age (see an example of such a diagnostic sheet).
Interpretation of indicators
The indicator has been formed (sufficient level) - observed in the child’s independent activities, in joint activities with an adult.
The indicator is under development (a level close to sufficient) - manifests itself unstably, more often when special situations are created that provoke its manifestation: the child copes with the task with the help of leading questions from an adult, gives similar examples.
The assessments “sufficient level” and “close to sufficient” reflect the state of the development and implementation standards of the Program.
The indicator has not been generated (insufficient level) - does not manifest itself in any of the situations; the child does not give a positive answer to all the adult’s proposals, and is not able to complete the task independently.
If in some areas there are assessments of “insufficient level”, then in the monitoring process it is assumed that a comprehensive diagnostic examination will be carried out by a teacher-psychologist (the use of highly formalized diagnostic methods, projective techniques). A child’s participation in psychological diagnostics is permitted only with the consent of his parents (legal representatives). Based on the results of this assessment, individual programs and recommendations for correcting the child’s development are drawn up.
Ways and directions of supporting children's initiatives
Children are provided with a wide range of activities specific to preschoolers, the choice of which is carried out with the participation of adults with a focus on the interests and abilities of the child. The situation of choice is important for the further socialization of the child. The teacher’s task is to help the child make a choice, guide and engage him in those activities in which, on the one hand, the child can better satisfy his educational interests and master certain methods of activity, on the other hand, the teacher can solve the actual pedagogical problems. It is important for a teacher to own ways supporting children's initiatives.
Requirements for the development and support of gaming activities.
Features of interaction between the teaching staff and parents of students
This section presents: the main directions and forms of interaction with families; content of interaction with families in educational areas. Parents should be informed daily about their children's activities over the past day. Such information is an effective mechanism for involving parents in the educational process of their children. For example, daily mini-report is issued for parents as an announcement “What did you do today” (see example of a mini-report).
Organizational section
Provision of methodological materials and means of training and education
Publishing products are created according to educational fields , allocated to the Federal State Educational Standard of Education. Methodological materials and means of training and education of the PMK DO "Mosaic PARK" are fully consistent with the approximate comprehensive thematic planning of this Program (see appendices 1-5), which (in the form and means of work column) indicates which publications, games, equipment used in organizing educational activities (For each theme week as units of comprehensive meaningful planning). PMK DO "Mosaic PARK" implements the continuity of preschool and primary general education within the framework of the Federal State Educational Standard of Education and creates a unified educational environment with the system of the non-profit educational institution "Primary Innovative School" (publishing house "Russian Word"), and is also consistent with other systems of non-profit educational institutions.
Heads of organizations, methodologists, educators are offered : Approximate basic educational program for preschool education “Mosaic”. Developers: Department of Education and Science of the Tyumen Region, Tyumen Regional State Institute for the Development of Regional Education (TOGIRRO). Reviewers: T.V. Volosovets, V.I. Zagvyazinsky, N.G. Milovanova, S.N. Fokeeva;
Inclusive education and upbringing of preschool children with disabilities: methodological manual;
Scientific and methodological support of Federal State Educational Standards of Education: theoretical foundations and new technologies : social and communicative development of preschool children;
cognitive development of preschool children;
Scientific and methodological support of the Federal State Educational Standard for Education: theoretical foundations and new technologies: speech development of preschool children;
Scientific and methodological support of the Federal State Educational Standard for Education: theoretical foundations and new technologies: physical development of preschool children;
Scientific and methodological support of Federal State Educational Standards of Education: theoretical foundations and new technologies : artistic and aesthetic development of preschool children;
Let's play, make friends, grow: collections of games : early age group, junior group (3-4 years), middle group (4-5 years), senior group (5-6 years), school preparatory group (6-7 years).
Methodological manual “Office of a teacher-psychologist in a kindergarten”, parts 1, 2.
Children of different age groups are offered ToNizhki-games "Mosaic of development" This is a system of educational puzzle books that organize children’s activities in areas of development: social-communicative, speech, cognitive, physical in a playful, entertaining form with design elements. This series presents a unified system of educational material with gradual complication for all age groups of preschool educational institutions.
Toolkit contains notes on game activities with questions, tasks, games that ensure the social-communicative, cognitive, speech, physical and creative development of preschool children. The series includes 36 game books (see. Appendix 6 “List publications of PMK DO "Mosaic PARK").
Game books “Guess, play” addressed to children of the early age group and younger group. They are puzzle books with riddles, with plot drawings, and puzzles with answers. The series includes 13 game books (see. ).
Series “Getting ready for school!” A set of educational notebooks to prepare children for school- for independent activities of the child, joint activities with adults, children with each other. Guidelines contain a program, thematic planning, lesson notes, methodological explanations for assignments, and additional materials. The series includes 26 developmental notebooks (see. application 6 “List of publications of PMK DO “Mosaic PARK”).
Series “English for preschoolers” contains a set of teaching aids, developmental notebooks and other materials necessary for conducting classes with children. The series includes 22 components of developmental materials (see. Appendix 6 “List of publications of the PMK DO “Mosaic PARK”).
Provision of equipment for a developing subject-spatial environment
Equipment for a developing subject-spatial environment fully complies with the approximate comprehensive thematic planning of this Program (see Appendices 1-5), which (in the form and means of work column) indicates what kind of equipment is used in organizing educational activities (for each thematic week as units of comprehensive content planning).
The list of equipment that ensures the implementation of the Mosaic Program is presented in Appendix 7.
Characteristics of the life activity of children in groups
In groups of shortened days and short-term stays, in order to maintain the quality of preschool education, priority should remain educational activities carried out: firstly, in the process of organizing various types of children's activities, and secondly, when fulfilling routine tasks. In compensatory and combined groups, the educational activities of children with disabilities should be carried out in the process of organizing various types of children's activities with qualified correction of disorders in the physical and (or) mental development of children. Approximate daily routines are presented for each age group, taking into account the most common operating mode of a preschool organization - 12-hour.
Organization of the adaptation period;
Pedagogical, psychological, health-preserving requirements for the organization of the educational process;
List of normative and normative-methodological documents and scientific-methodological literary sources;
Glossary;
Application:
Annex 1. Approximate comprehensive thematic planning: early age group (third year of life)
Appendix 2. Approximate comprehensive thematic planning: junior group (fourth year of life)
Appendix 3. Approximate comprehensive thematic planning: middle group (fifth year of life)
Appendix 4. Approximate comprehensive thematic planning: senior group (sixth year of life)
Appendix 5. Approximate comprehensive thematic planning: preparatory group for school (seventh year of life)
Appendix 6. List of publications of the PMK DO "Mosaic PARK"
Appendix 7. Approximate list of equipment that ensures the implementation of the Mosaic Program on Program
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