Methodological development of classes for preparing for school (writing). Developmental tasks and exercises for preparing for school Topics for preparing children for school
Republic of Crimea
Simferopol district
MBOU "NOVOANDREEVSKAYA SCHOOL"
DEVELOPMENT
COURSE LESSONS
"SCHOOLS OF DEVELOPMENT"
FOR PREPARING CHILDREN
6 YEARS OLD
FOR SCHOOL
PREPARED BY: PRIMARY CLASS TEACHER
PIDRONOVA E.I.
DEVELOPMENT OF LESSONS FOR THE “DEVELOPMENT SCHOOLS” COURSE FOR PREPARING CHILDREN
6 YEARS OF AGE BY SCHOOL
A child who has experienced the joy of creativity
even to the smallest extent,
becomes different than a child
imitating the acts of others.
B. Asafiev
Explanatory letter
The proposed course of elementary mathematics, speech development and literacy provides an opportunity to intensively develop children's cognitive abilities, intelligence, and creativity; develop all types of speech activity (ability to listen and speak, read and write); instill the skills of a culture of verbal communication; develop interest in language, speech and literature; improve aesthetic and moral attitude towards the environment.
The school preparation course is being introduced in connection with the need of society for, if possible, every child to study well, not get tired, not get sick, and be cheerful and cheerful. This is possible if you help your child and prepare him for school.
Course objectives:
To equip children with the knowledge, skills and abilities necessary to independently solve new issues, new educational and practical tasks; to instill in children independence, initiative, a sense of responsibility and perseverance in overcoming difficulties;
Give preschoolers basic numerical literacy and basic geometric concepts;
Purposefully develop cognitive processes, including the ability to observe and compare, notice what is common in different things, distinguish the main from the secondary, find patterns and use them to complete tasks. Build simple hypotheses, test them, illustrate them with examples, classify objects(groups of objects), concepts according to a given principle;
To teach to reveal causal connections between phenomena of the surrounding reality;
Develop speech: the ability to describe the properties of an object, explain the similarities and differences of objects, justify your answer, clearly express your thoughts;
Develop creative abilities: the ability to independently come up with a sequence containing some pattern; a group of figures that have a common feature;
Develop attention, observation, logical thinking;
Develop the ability to generalize and abstraction: develop spatial ideas (about shape, size, relative position of objects);
Learn to navigate in a notebook;
Learn to listen and do work independently;
Studying one’s native language is interconnected with the development of students’ communicative, speech and creative abilities, with the formation of their spiritual and moral values;
Intensively develop types of speech activity: the ability to listen, speak, freely use language in various communication situations;
Work on the development of students’ speech, form in children conscious, according to their age, possible attitudes towards linguistic facts, increase their activity and independence, promoting mental and speech development;
Develop interest in learning activities;
Develop phonemic awareness;
Enrich students' vocabulary and develop their speech.
What do we know about the abilities of our future students coming to school preparation courses?
How and what should we teach them, knowing about the difficulties ahead at school?
Which subject will be the most difficult? How can we help overcome difficulties now?
We, teachers, ask ourselves these questions when thinking about our future students. They will have to go through a difficult path of knowledge, where we will have to become not just teachers, but also helpers, friends to whom they can turn for help.
Based on the pedagogical experience of many teachers, we come to the conclusion that one of the most difficult subjects that causes the greatest difficulties is the Russian language, and in the first year of school, reading.
This program will help the teacher prepare preschoolers to study the above subjects and mitigate future difficulties and problems.
In addition, using this program, the teacher will be able to activate the mental activity of future students, enrich their vocabulary, familiarize them with the elements of school life, and assist parents in raising a full-fledged personality.
The duration of classes with a 6-year-old child should not exceed 25 minutes, so classes will be held once a week for 25 minutes for each of 2 blocks with a 10-minute break.
Development school work planNote
Mathematics
Score from 1-10. Series of numbers
Literacy training
Sounds and letters. Vowel sounds (without using terminology)
Mathematics
A series of numbers. Neighbors numbers
Literacy training
Sounds and letters. Consonant sounds (without using terminology)
Mathematics
Neighbors numbers. Composition of number 2
Literacy training
Hard and soft sounds
Mathematics
Neighbors numbers. Composition of number 3
Literacy training
Syllable. Dividing words into syllables
Mathematics
Composition of number 3. Comparison of numbers for clarity
Literacy training
Accent
Mathematics
Comparison of numbers for clarity. Composition of number 4
Literacy training
Offer. Members of the sentence. Offer outline
Mathematics
Composition of number 4.
Introducing the “–” sign
Literacy training
Words - names of objects
Mathematics
Composition of number 5.
Introducing the "+" sign
Literacy training
Words denoting the action of an object
Mathematics
Composition of the number 5. Signs “+” and “–”
Literacy training
Words denoting the attribute of an object
Mathematics
Repetition of the composition of the studied numbers
Literacy training
Repetition and consolidation of learned material
Beginning course of mathematics and logic
The basis of this course is the formation and development of mental activity techniques in preschoolers: analysis and synthesis, comparison, classification, abstraction, analogy, generalization in the process of mastering mathematical content. These techniques can be thought of as:
Ways to organize the activities of preschoolers;
The ways of cognition that become the property of a child characterize his intellectual potential and cognitive abilities;
Ways to include various mental functions in the process of cognition: emotions, will, attention; as a result, the child’s intellectual activity enters into various relationships with other aspects of his personality, primarily with his orientation, motivation, interests, level of aspirations, i.e., it is characterized by the increasing activity of the personality in various spheres of his activity. This is ensured:
1. The logic of constructing the content of the primary mathematics course, which, on the one hand, takes into account the child’s experience and his mental development. On the other hand, it allows the child to compare and correlate the concepts being studied in a variety of relationships and aspects, generalize and differentiate them, and include them in various chains of cause-and-effect relationships. Make as many connections as possible between new and learned concepts.
2. Interesting methods for studying mathematical concepts, properties and methods of action, which are based on the ideas of changing the subject, figurative, graphic and mathematical properties of models; establishing correspondence between them; identifying patterns and various dependencies, as well as properties that contribute to the formation of such qualities of thinking as independence, depth, criticality, flexibility.
The initial course of mathematics and logic consists of several sections: arithmetic, geometric, as well as a section of content-logical problems and assignments.
First two sections - arithmetic and geometric - are the main carriers of the mathematical content of the course, since it is they who determine the nomenclature and scope of the issues and topics studied.
Third section in terms of content, it is built on the basis of the first two sections and represents a system of content-logical tasks and assignments aimed at the development of cognitive processes, among which the most important in preschool and primary school age are: attention, perception, imagination, memory and thinking.
The leading role is playedlogical thinking techniques: comparison, analysis, synthesis, classification, generalization, abstraction.
Due to the relevance of the problem of developing spatial thinking in preschoolers, the need arose to develop a system of geometric exercises, the implementation of which would contribute to an adequate perception of space, the formation of spatial ideas, and the development of imagination.
The perception of space is carried out as a result of the child’s subjective experience on an empirical basis. However, for a preschooler, the perception of space is complicated by the fact that spatial features are merged with the perceived content; they are not distinguished as separate objects of cognition.
The word as a reference point allows us to single out a single feature from the totality of features of an object: either shape or size. However, the child finds it difficult to characterize this or that sign. Therefore, it is advisable to include exercises not on characterizing the spatial features of an object, but on isolating a single feature from a set of common ones based on identifying patterns of features using mental actions: comparison, classification, analogy, analysis, synthesis, generalization…. These are tasks with the following wording: “Unravel the rule by which the figures are located in each row”, “Find the extra figure”, “What has changed? What hasn’t changed?”, “What are the similarities? Difference?”, “What is the same? What is not the same?”, “Name the signs by which the figures change in each row”, “Choose the figure that needs to be completed”, “By what criteria can you divide the figures into groups?”, “Unravel the pattern And draw the next figure”, etc. So in the task “What has changed? What hasn't changed? rectangles of different colors are lined up in a row, which change their position in space in the vertical direction, which is described by the relationships “top - bottom”, “between”.
Beginning literacy course
Every child has abilities and talents. Children are naturally inquisitive and eager to learn. All that is needed for them to express their talents is intelligent leadership. Varied
games will not only help you acquire basic literacy and numeracy skills, but And contribute to the development of the beginnings of critical and creative thinking, logical reasoning, and teach how to make logical conclusions. They teach you to think.
Changing the types of children’s activities within each lesson allows you to slightly increase the duration of the usual lesson.
It is well known how complex and extensive the primary school curriculum is and how difficult it is sometimes for a child who cannot read to master its course. Children who can already read fit into the learning process more easily and are more comfortable at the first stage of education.
This program is based on the principle of developmental education. It is very important to take a serious and creative approach to each lesson, selecting in advance visual, didactic and other necessary material, without which it is impossible to activate children’s thinking and maintain their interest and attention throughout the entire lesson.
The program involves the use of search questions and various ways of working with visualization.
The game form of work is effective, since it is in the game that the creative abilities of the individual develop. All classes include speech development games, entertaining exercises, phonetic, lexical, grammatical, graphic and even outdoor games. Game situations, fairy-tale characters, and surprise moments are introduced.
The main place in learning is given to working with sounds, letters, words, sentences. It is necessary to devote enough time to the sound perception of words, forming the child’s phonetic speech hearing. To improve the speech apparatus, it is advisable to include articulation exercises, pronouncing tongue twisters, quatrains, rhyming lines, etc.
Children love riddles, so it is necessary to include in the program a lot of riddles, accompanied by illustrative or game material.
You should always strive to replenish children's vocabulary with synonyms, antonyms, etc.
Serious problems arise at school due to the lack of literacy among students. To prevent the occurrence of such problems or to help children overcome such difficulties, it is necessary to begin work on developing their spelling vigilance as early as possible. Targeted learning to detect spellings begins mainly in the process of sound-letter analysis of words.
LITERACY TRAINING
Lesson No. 1
Subject. Sounds and letters. Vowel sounds
Target: give the concept of sounds and letters as the building material of words; learn to hear the spoken word; establish the sequence of sounds in a word; promote the development of phonemic hearing; learn to write letter elements; develop phonemic hearing, speech, attention; cultivate curiosity and hard work.
Equipment: subject pictures, cards-schemes, chips, illustrations.
DURING THE CLASSES
I . Organization of children
II. Main part
1. Motivation for student learning.
Conversation.
Fluffy and Chicha faced a problem. They believe that everything consists of something: a book is made of paper; the house is made of brick; Vegetable Salad. What does our speech consist of?
Today in class we will get acquainted with what is the building material for words.
3. Primary perception and awareness of new material.
Conversation.
What do you think words are made of? They consist of letters that we see in books and newspapers.
What are the words we pronounce and hear “made of”? We will now find out by playing the game “Silence”.
4. Game “Silence”.
(In silence, the teacher imperceptibly creaks his chair, rings his bell, stamps his foot, etc.)
What did you hear?
What sounds can you hear on the street?
5 . Teacher's message with elements of conversation.
We are surrounded by many sounds: the rustling of leaves, the creaking of a door, the ticking of a clock, the ringing of a telephone, the rustling of tires on the asphalt. These are non-speech sounds. It is impossible to construct a word with their help. Only the sounds of human speech have magical power: if they are in a certain order, a word will be formed.
What do I pronounce: [s], [m], [o]?(Sounds)
- And now I will build these sounds in a certain order: [s] [o] [m].
What happened? What does this word mean?
Conventionally, we will designate sounds with diagrams.
Consonants: –, =
Vowels: ○.
Physical education minute.
We're kicking, stomping,
We clap our hands!
We are the eyes of a moment, a moment,
We shoulders chick-chick!
One - here, two - there,
Turn around yourself.
Once - they sat down, twice - they stood up,
Everyone raised their hands up.
They sat down and stood up, they sat down and stood up,
It’s as if they became Vanka-vstanka.
III. Generalization and systematization of knowledge.
1. - Speech sounds are different. Some freely and easily break out, without encountering any obstacles on their way. These sounds are called vowels. When pronouncing others
The sound of the air has to break through the obstacles that the lips, palate, teeth, and tongue put in place.
The sound is vowel.
2. Writing the elements of letters.
3. Game “Make no mistake.”
I name the sound, and you name the words that begin with it: [l], [b], [a].
I'm n I call out the words, and you must clap to catch the last sound. But you will clap only when the last sound is [k]. What should you do to avoid making mistakes?(Say the word)
Hammer, house, toy, east, cabbage, nickel, flower, moon.
III . Lesson summary
What did you learn during the lesson?
What have you learned?
Lesson No. 2
Subject. Sounds and letters.
Consonants
(without using terminology)
Target: give the concept of consonant sounds; learn to distinguish between vowels and consonants; continue familiarization with the symbols of vowels and consonants; develop phonemic hearing; work on articulation of sounds; instill a love of learning.
Equipment: illustrations, plot pictures.
DURING THE CLASSES
I . Organization of children
II . Main part
1. Updating basic knowledge.
Conversation.
What does our speech consist of? Suggestions?
Who do you see in the picture?(Fish)
Make up a sentence with this word.
Who did you write the proposal about?
What does this word mean?
What does a word consist of?
Turn to each other and take turns saying this word, observing how you pronounce it. Share your observations.
We pronounce all words using the speech organs: lips, tongue, teeth, palate.
2. Report the topic and objectives of the lesson.
We will learn that there are different speech sounds, we will divide them into groups, give them names, and learn to distinguish them. Let's continue working with sound models.
3. Perception and awareness of new material.
1) Practical work.
Who did we make the proposal about? And now I propose to create a sound diagram of this word. What is needed for this?
How did you pronounce it? What did you notice?(Tip of tongue trembles.)
We continue to say the word. What did you notice? What was the obstacle to the passage of air?
We continue to pronounce the wordsinto fish. What's the next sound? What can you say about him? How many sounds are there inwords? When pronouncing what sounds does air flow freely through the mouth? ([a], [s])
What obstacles did the sound encounter? 1 ki? ([p] and [b])
2) Teacher's story.
Speech sounds are different. Some freely and easily break out without encountering any obstacles on their way. These sounds are called VOWELS. When pronouncing other sounds, the air has to break through the obstacles that the lips, palate, teeth, and tongue put in place. But these sounds do not “get upset”; they agree to overcome obstacles, which is why they are called CONSONANTS.
4. Memorizing a poem.
Air flows freely through the mouth,
The sound is vowel.
And the consonants... agree
Rustle, whisper, creak,
Even snort and hiss,
But I don’t want to sing to them.
5. Physical education minute.
The fish are having fun
In clean warm water,
They will shrink, they will unclench,
They will bury themselves in the sand.
6. Repetition of previously studied material.
Let's remember how we designate vowels and consonants.
Game "Teacher"
Each of you will act as a teacher. You will receive a card on which objects are depicted, and next to it there is a symbol indicating the first sound. Your task is to check the correctness of this task. How will you do this?
(Completing of the work.)
8. Writing the elements of letters.
/ / /
/ / /
9. Generalization and systematization of knowledge.
Game "Fisherman"
I am a fisherman, and you are fast fish. The bait will be a question. If you correctly show the sound pattern of the first sound of a word, then I am left without a fish, and if you are wrong, you are on my hook.
Words: cat, forest, elephant, mouse, fox, school.
III . Lesson total
What new things have you learned about sounds?
Why are vowels and consonants called that?
What did you learn in the lesson?
Lesson No. 3
Subject. Hard and soft consonants
Target: give the concept of soft and hard consonants; learn to distinguish them by ear and articulation; introduce the symbols of soft and hard consonants; develop phonemic hearing; improve the articulatory apparatus; expand children's knowledge about the meaning of words; instill a love of school and learning.
Equipment: subject pictures, cards-schemes, cards for individual work, ball.
PROGRESS OF THE CLASS
I. Organization children
P. Main part
1. Conversation.
What groups are sounds divided into?
What sounds do we call vowels?
How are consonants different from vowels?
What sounds are these: [s], [r], [v], [d]? Prove that they agree.
2. Working with clarity.
Look at the pictures. Match the pictures whose first sounds are the same.
3. Checking the completion of the task.
Chicha and Fluffy also completed this task. They connectedSun And airplane. Do you agree? Why?
Then they connectedhare And star, rainbow And rocket, mouse And bear Do you agree that the wordsmouse And bear do they start with the same sound?
Say the first sound in the word mouse ([m]). Watch your lips.
Now pronounce the first sound in the word bear ([m"]). What did you notice?
4. Report the topic and objectives of the lesson.
In this lesson we will learn to determine the hardness and softness of consonant sounds, and we will learn to distinguish between them. Let's get acquainted with the new designations of sounds.
■ - acc. sound, soft
□ - acc. sound, solid
○ - voice, sound
5. Teacher's message.
In our speech, consonants are paired according to hardness and softness. This helps us distinguish between words. Imagine if the sound [m"] did not exist, what the word would sound likebear? A what would the word sound like?ball? Much? Not a Russian word at all.
Game "Mischiefs"
To hear how the meaning of a word changes if you confuse soft and hard consonants, we will play a game with you. I will pronounce a sentence, and you will find the sound - “mischievous”.
The ship ran aground.
In which word is the mischievous sound hidden? Correct the mistake. What's happenedstranded?
(Shallow is a shallow place in a river, lake, sea.)
The girl put the broom in the coal.
Correct the mistake. The ferret sang cheerfully and loudly.
Who it ferret?
(Farm - ferret, a predatory animal with valuable fur.)
6. Physical education lesson “Vanka-Vstanka”.
7. Work in notebooks.
8. Game “Word Repair”.
A very harmful virus got into our words and confused and ruined everything. Try to “fix” the words:rap, plate, light, lamp, book-var, iron, football.
III . Bottom line classes
What was new in the lesson?
What have you learned?
Lesson No. 4
Subject. Syllable. Dividing words into syllables
Target: give the concept of a syllable; learn to divide words into syllables; distinguish between one and two
and three-syllable words; improve the articulatory apparatus of students; develop thinking and speech; instill a love of learning.
Equipment: subject pictures, diagram cards, illustrations.
PROGRESS OF THE CLASS
I . Organization of children
II . Main part 1.
Conversation.
Chicha and Fluffy decided to hold a running competition. They invite you to “cheer” for them. What does it mean to “cheer” for athletes?
How many of you have been to the competition?
Where do they go?
What do you call those who “cheer” for athletes? What are they doing?
You will be fans. Girls will “cheer” for Chicha, and boys - for Fluffy. Remember that the fans loudly chant the runner's name.
So, Chicha came to the start.(Chi-cha! Chi-cha!)
Fluff, let's start! Attention! March!(Poo-shock! Poo-shock!)
When you shouted the names of the athletes, what did the word sound like?(In parts)
We congratulate Chicha and Fluffy. They have the same result. We reward them with medals.
2. Practical work.
Now imagine that you are “cheering” for a friend. Try to chant his name in a whisper. And now - one by one, out loud. What did you notice?
3. Report the topic and objectives of the lesson.
In class we will learn what these parts of a word are called and why we need to be able to divide words into parts.
4. Primary perception and awareness of new material. Practical work.
Say the word slowlyfish. Tap it on the table with a pencil. Slap that word. Count the claps. How much did you get?
5. Teacher's message with elements of conversation.
So, in the word fish two parts. Name the first part. Name the second one.
These parts are called syllables. How many syllables are there in a word?fish?
How many syllables are there in words?Chicha, Fluffy? And in your names:Anya, Natasha, Alina, Kolya, Yaroslav, Vitya?
Physical education minute.
Every day in the morning
Let's do exercises.
We really like everything
Do it in order:
It's fun to walk
Raise your hands
Raise your hands
Squat and stand up
Jump and gallop.
7. Game “Help”.
The syllables are not crying in make-believe:
"From our words -
just crumbs.
But if you want
Then help us."
I say the first syllable. Your task is to complete it with the missing syllable or syllables.
For example: saw; piano; peony.
Syllables: ba-, ri-, co-.
8. Game “Syllabic jumpers”.
I name the words, and you must, pronouncing the words syllable by syllable, jump the same number of times.
Words: rowan, table, balcony, raspberry, earth, drum, pancakes, students, plane.
9. Work in notebooks.
Game "Seat Passengers"
(On the board there is a steam locomotive with carriages and pictures of animals.)
The animals are in a hurry to leave for their fairy tales. But the strict controller ordered them to take seats in the carriages according to the number of syllables in the name of the animal. This is difficult for animals to do. Help them.
III . Lesson summary
What new did you learn during the lesson?
How did we divide words into syllables?
How many syllables can there be in a word?
Can there be two vowel sounds in a syllable?
Lesson No. 5
Subject. Accent
Target: give the concept of stress; develop the ability to highlight stress in words; show with examples
the role of stress; introduce the symbols; instill a love of school and learning.
Equipment: subject pictures, toys, illustrations.
PROGRESS OF THE CLASS
I . Organization of children
II : Main part
1. Conversation.
What did we learn about in the last lesson?
Tell Chicha and Fluffy how you divide words into syllables.
What can you tell us about the vowels in a syllable?
2. Game "Shop".
There are toys on the table. Having completed the task correctly, you will be able to “buy” the toy from Pushka - he is a seller.
Fluff. I sell toys whose names consist of one syllable.(Ball, elephant, wolf, tiger)
Fluff. The names of these toys consist of two syllables.(Doll, bunny, fox, hedgehog, donkey)
Fluff. They sell toys that have three syllables in their names.(Dog, car, bus, plane)
Fluff. The shop is closed. Why didn't you buy a turtle?
3. Physical education minute.
Hands raised and shook -
These are trees in the forest.
Arms bent, hands shaken -
The wind blows away the dew.
Let's wave our hands to the sides, smoothly -
These are the birds flying towards us.
We’ll also show you how they sit down -
The wings were folded back.
4. Report the topic and objectives of the lesson.
Today in class we will learn what stress is and how to identify a stressed syllable. To do this, we will go into the forest and observe the life of some animals.
5. Primary perception and awareness of new material.
Working on a riddle.
Flying all night
Gets mice
And it will become light,
Sleep flies into the hollow.(Owl)
- Why did you decide it was an owl?
Good-natured, businesslike,
All covered with needles.
Can you hear the patter of nimble feet?
This is our friend...(hedgehog).
- How did you guess that it was a hedgehog?
6. Practical work.
Both the owl and the hedgehog are forest animals. Both hunt mice and are nocturnal. And during the day they sleep. That's why we don't see them now. Let's call them. First the owl. How many syllables are in this word? We’ll also call the owl, and you’ll pay attention to which syllable we pronounce louder, as if we strike louder with our voice.
At the top, a slash marks the syllable that is pronounced with a larger
In order for the hedgehog to appear, you need to call him. We divide the word into syllables. Let's call the hedgehog. Which syllable is pronounced more strongly?
- The hedgehog and the owl helped us get acquainted with accent. Stress is the emphasis on a syllable by the force of the voice. The slash at the top is an accent mark. And the syllable on which the stress falls is called stressed.
7. Memorizing a poem.
Stressed syllable, stressed syllable,
It is not called that for nothing.
Hey, invisible hammer,
Tag him with a blow!
And the hammer knocks, knocks,
And my speech sounds clear.
8. Physical education minute.
9. Work in notebooks.
10. Generalization and systematization of knowledge.
Game "Settle in the House"
You have cards with syllable patterns on your tables. These are houses for words - names of animals.
(Silhouette drawings of animals are given to children.)
Place these animals in houses according to the diagrams.
(The work is done collectively.)
Pictures: hare, peacock, cow, mouse, deer, dog.
III . Lesson summary
What new did you learn in the lesson?
How to find a stressed syllable in a word?
Why do you need to be able to put stress in words?
Lesson No. 6
Subject. Offer. Members of the sentence. Offer outline
Target: give a practical idea of a sentence as a way of expressing thoughts; learn to isolate a sentence from a text and a word from a sentence; introduce the separating sign - a period at the end of a sentence and the symbols of words in a sentence; learn
write elements of letters; develop phonemic hearing, speech attention; cultivate curiosity, hard work, diligence.
Equipment: plot illustrations, subject pictures.
DURING THE CLASSES
I . Organization children
II . Main part
1. Updating basic knowledge.Conversation.
Chicha and Fluffy have prepared a surprise for you. Listen:house, sky, stands, on, in, round, bright, lawn, lake, shines, swim, book.
Did you understand what Chicha and Fluff wanted to tell? Why? And now - surprise!
In an open field there is a little mansion,
He is neither short nor tall.
A frog walked out of the swamp,
He sees that the gate is locked.
Hey, little lock, fall off, fall off!
Teremochek, open, open!
What did I tell you?
Why did you understand me? Right. We all know how to speak Russian, we speak Russian, we know how to listen and understand our speech.
What does our speech consist of?
Make up some words. But Chicha and Fluff spoke words, but you did not understand them. Why?
2. Report the topic and objectives of the lesson.
In this lesson we will learn how our speech is structured. Let's get acquainted with the new conventions.
3. Primary perception and awareness of new material.
We received two letters from Magpie and Woodpecker. Listen to the first one: “Hello dears! children! We send you greetings, we are alive! Dries mushrooms well! The squirrel eats up honey! the bear flies at night! Goodbye owl."
Strange letter. Do you understand what it's about?
I will read Woodpecker's letter:
“Hello, dear children. We send you greetings.
We live well. A squirrel dries mushrooms.
The bear eats honey.
An owl flies at night. Goodbye".
Now do you understand what the letter is about? Why was Soroka's letter so confusing? What was Woodpecker's letter like? Why did you understand its meaning?
What thought will we call a sentence?
There is an illustration of a hare hanging on the board.
What is the hare doing?(The hare jumps.) Do you understand this idea? We built a sentence about a hare.
What do you think the proposal consists of?
How many words are there in this sentence?
(Children count the number of words in a sentence using claps.)
Schematically we will denote the sentence as follows:׀ _________ _________.
The first word in a sentence will be capitalized. And schematically we will show the first word with an additional vertical line.
4. Physical education minute.
One two three four five,-
The little bunny began to jump.
The bunny is good at jumping,
He jumped ten times.
5. Consolidation and comprehension of knowledge by students.
Game "Make no mistake"
I will tell you a story, and you divide my speech into sentences. After each sentence, clap.
(Teacher reads for the first time - children listen, second time - divide the text into sentences.)
Magpie and Woodpecker live in the forest.
The magpie chirps all day long.
She is the first to learn forest news.
The woodpecker is called the forest orderly.
6. Writing the elements of letters.
7. Generalization and systematization of knowledge.
Game “One More Word”
Chicha offers you a game. He calls a proposal. Your task is to add one word.
Ira is reading...
The squirrel is gnawing...
Masha is coming....
III . Lesson summary
What new did you learn in the lesson?
What have you learned?
Lesson No. 7
Subject. Words - names of objects
Target: consolidate knowledge of the topics studied through training exercises; develop students' speech; cultivate independence; instill love for the native land, education, school.
Equipment: illustrations with views of the native land, subject pictures, cards-schemes.
PROGRESS OF THE CLASS
I. Organization children
II . Main part
1. Report the topic and objectives of the lesson.
- Where do you think is the best place on Earth?
Today in class we will be able to answer this question. We will make sentences, divide words into syllables, and add stress.
2. Perception and awareness of new material.
Look at the illustrations of our city. Why is your native land dear to you?
Our villages and cities are beautiful at any time of the year. But our forests, fields, and gardens are rich and magical. I invite you to hit the road and see what our Motherland has given us.
(Children look at the illustrations and name objects, highlighting the stress in words, and collectively make up sentences.)
Working with riddles
The red nose has grown into the ground,
And the green tail is on the outside.
We don't need a green tail,
All you need is a red nose.(Carrot),
Summer in the garden - Fresh, green,
And in winter in a barrel - Yellow, salty.(Cucumbers)
It's big, like a soccer ball.
If it’s ripe, everyone is happy.
It tastes so good!
What kind of ball is this? (Watermelon).
Grandfather is sitting, dressed in a hundred fur coats,
Who undresses him?
He sheds tears.(Onion)
The cramped house split into two halves,
And beads and pellets fell into the palms.(Peas)
A hundred clothes
And all - without fasteners.(Cabbage)
(Guess pictures are displayed on the board. Children divide the words into syllables and highlight the stressed syllable with their voice).
Can objects be named in one word? Which item is missing?
Watermelon is the largest berry.
Tell me, can all these objects move, breathe, make sounds?(No)
All these objects are inanimate and answer the questionWhat? And there are objects that move, breathe, and speak. For example, a person, a dog, a squirrel, etc. and answer the question who?
4. Game “Edible - inedible”.
The child is thrown a ball and asked a questionWho"? or What? And the student comes up with a word for this question.
5. Physical education minute.
Let us imagine that now we are not boys and girls, but fairy-tale flowers.
Our delicate flowers
The petals are blooming.
The breeze breathes a little,
The petals are swaying. Our lovely flowers
The petals close.
Quietly falling asleep
They shake their heads.
6. Work in notebooks.
7. Consolidation and comprehension of knowledge by students.
What new things have you learned about words?
What questions do the words-names of objects answer?
Game “It Happens” - “e It happens"
- I will speak, and you listen carefully. If this happens, nod your head. If this doesn’t happen, squat.
Mother is washing the dishes.
The rabbit eats grass.
A chicken has five legs.
The elephant is very small.
The dog is chewing on a bone.
Cows fly in the sky.
Cutlets are fried in a frying pan.
The school is on a cloud.
The teacher is older than the first graders.
The grandmother is younger than the grandson.
III . Lesson summary
What games can you play with your family?
Lesson No. 8
Subject. Words, denoting action subject
Target: give the concept of words-names of actions; develop the ability to ask questions to them; develop students' speech; Expand words knowledge; foster a love of learning.
Equipment: illustrations, subject pictures, cards-schemes.
PROGRESS OF THE CLASS
I. Organization children
II. Main part
1. Conversation.
Look at the picture. Name words that denote objects. Answer:Who?- girl; What?- paints.
2. Updating basic knowledge.
Working on riddles
Tail with patterns,
Boots with spurs.
Sings songs
Time is counting. (Rooster)
The tail is fluffy,
Golden fur,
Lives in the forest
He steals chickens from the village.(Fox)
Shaggy, mustachioed,
The paws are soft and the claws
sharp. (Cat)
What words helped you solve the riddles?
What questions do the answer words answer?
What do they mean?(Names of animals)
3. Report the topic and objectives of the lesson.
To tell a fairy tale, words-names of objects were not enough for us. Other words are needed:leaves, says goodbye, carries, helps out. Today in class we will learn what these words mean and what questions they answer. Let's get acquainted with the fairy tale "Spikelet".
4. Physical education minute.
Let's jump with you
Let's jump, let's jump
And we kick our legs,
Let's jump, jump.
We will clap our hands,
Let's clap, clap.
And we'll stomp our feet,
Let's drown, let's drown.
5. Conversation.
What did you and I do?(Jumped, jumped, clapped, stomped)
What question do these words answer?
What do they mean, what do they call?
- What to do? What am I doing? What they were doing? other questions are the names of the actions. Action words tell what the item does.
6. Work in pairs.
You will work in pairs. One student names the object, and the other selects a word for the action. And then - vice versa. Watch how Chicha and Fluff do it.
Ch i h a. Flower - What?
Fluff. What is he doing?- Growing.
Fluff. Who?- Mother.
Chicha. What is he doing?- Cleans up.
7. Work in notebooks.
8. Consolidation and systematization of knowledge.
Game “One More Word”
I will throw you a ball and say a word, and you will add a word that denotes an action.
Ira... (is reading). Squirrel... (gnaws). Masha... (goes) etc.
9. Conversation on the content of the fairy tale “Spikelet”.
Who are the heroes of the fairy tale?
What did Krut and Vert do?
What was the Cockerel doing?
Why didn't the Cockerel keep the mice at the table?
III . Lesson summary
What new did you learn in class?
What did you like?
Tasks and exercises for memory development will help the future first-grader better assimilate any useful new information.
Task “Chain of words: listen and remember”
Out of ten spoken words, an older preschooler (6-7 years old) is able to remember about seven. Let's check how well your child's memory is developed?
Chain of words to check: bedroom, vase, tiger, oval, square, rhombus, wolf, fish, winter, hare, house, sun, hedgehog, cloud.
Task “Pairs of words”
Read all pairs of words. Then call only the first and wait for the second in response:
autumn - rain; vase - flowers; doll - dress;
cup - saucer; book - page; water - fish;
car - wheel; house - window; clock - hands.
Good to know. Russian psychologist Lev Vygotsky advised teaching a child several techniques that will help him remember information easier:
Repeat out loud and to yourself;
- mentally fix some objects through others, creating associations;
- combine objects into groups, highlighting their similarities or differences.
Exercise “Remember and Describe”
After a walk together, remember what interesting things you saw on the street. Perhaps it was a bright sign or a passerby with a funny dog. Ask your child to describe the object in detail.
Exercise “Repeat the figure”
Take the counting sticks, make an intricate shape out of them, and give your preschooler time to memorize it. Offer to draw the same composition from counting sticks from memory.
Online games to train memory and attention
You can develop your speed of perception, reaction and visual memory through play. Invite your child to try our game “Master Schulte”.
Developing thinking
Children with developed thinking more easily absorb new knowledge and figure out how to apply it.
Start with age-appropriate activities
- 5-6 years
- 6-7 years
- 1 class
It can be difficult for a preschooler to understand all the variety of tasks and exercises on his own. To make the first steps easier, we recommend completing 5-7 tasks from each category together with your child.
“What, why and why?”
Reflect on the following questions together:
In the morning we have breakfast, and at noon -...?
Why are barriers lowered along the track before a train passes?
A small cow is a calf, a baby lamb is...?
Is a dog more like a cat or a chicken? What do they have the same?
Why do all cars have brakes?
Why do you need to put a stamp on a letter?
“Which word is missing?”
In each row you need to find the extra word:
Old, decrepit, small, dilapidated;
Brave, angry, courageous, daring;
Apple, plum, cucumber, pear;
Milk, cottage cheese, sour cream, bread;
Hour, minute, summer, second;
Spoon, plate, bag, pan;
Dress, hat, shirt, sweater;
Soap, toothpaste, broom, shampoo;
Birch, oak, pine, strawberry;
Book, TV, tape recorder, radio.
The fourth odd one out problem
On the LogicLike platform you can complete similar and other tasks to develop thinking in an interactive format. Example from our database:
To solve problems, click Start classes!
Exercise “Who is bigger?”
Invite your child to name as many words as possible that denote specific concepts: trees, flowers, types of transport, sports, etc.
Exercise “Important words”
Name one concept (garden) and add accompanying words to it (plants, gardener, fence, earth). Ask your child to choose the two most important ones, which the main subject cannot do without. Ask questions to understand why he chose certain words. Examples of other pairs: store - seller, milk, counter, money; water park - inflatable ring, slides, water, swimsuit.
Hello, dear colleagues and caring parents! In this section I will publish my activities with children in preparation for school.
Today, June 1, my “Home School” opened! Why homemade? I conduct classes at my home. I have a private house, in which the largest and most spacious room turns into a study room on the day of classes.
I also have a fairly large yard for children’s games and a garden plot, which will also play a role in the learning and development of my little students. And most importantly, I have extensive experience in teaching with primary school students and the experience of simply being a mother of three children.
Were you surprised that my school opened on June 1st, the first day of summer vacation? There is an explanation for this. Firstly, summer holidays are a vacation for school students, and my little students are still preschoolers. Secondly, summer is the time for teachers' vacations. It is at this time that caring parents turn to primary school teachers for help. And their request for help is simple: “Please prepare your child for school.”
My little students are not going to school yet this year. Therefore, I intend to study with them until May 31, 2015, that is, exactly a year. There are 4 children in my small group so far. These are my two sons: six-year-old Pavlusha and four-year-old Andryusha and the daughters of my close friends, two five-year-old girls Ladushka and Sashenka. The team is small, but united by one spirit and a common goal. Most importantly, I have assistants, two wonderful mothers of girl students. One mother is an artist, and the other is a music school teacher.
I don’t have my own personal methodology for preparing children for school. But I have 17 years of experience as a primary school teacher and the experience of being a mother of many children. With my eldest daughter, she is 24 years old, we went through preparation for school, primary school, the Unified State Exam in 11th grade, and 5 years of university.
School preparation classes are based on 5 main goals, which we will all try to achieve together.
1. Development of memory and attention.
2. Replenishment of vocabulary, development of speech and general outlook.
3. Development of fine motor skills of the fingers.
4. Teaching counting within the first ten and the alphabet.
5. Aesthetic development (music, drawing).
And now I will describe in detail the course of lesson 1.
Lesson No. 1
On the day of the lesson, my preschoolers will be with me for 2 hours. Each lesson is complex and it is impossible to give such a large amount of information to preschoolers in one fell swoop. Each stage of the lesson should last no more than 15-20 minutes. Between each stage there will be outdoor games, indoor games on the carpet, musical breaks and, of course, work in the garden. I allocated a garden bed for each child - a small vegetable garden in which the children will plant various plants. During the summer we will care for the seedlings, observe their growth and development. Well, in the end, I hope, we will reap the harvest.
Now let's go point by point:
1. Development of memory and attention.
You can choose the pictures for “photographing” yourself, but if you want, I will share with you my presentation with a selection of pictures.
Download The presentation can be found on the website:
2. Replenishment of vocabulary, development of speech and general outlook.
In the first lesson, I limited myself to cards using the Glen Doman method (domestic and wild animals).
3. Development of fine motor skills of the fingers.
Here I use Olesya Zhukova’s copybook. Here are the copybook pages I chose for the first lesson. They can be downloaded from the website page (click on the picture and it will enlarge, then right-click and select “Save picture as...”)
4. Teaching counting within the first ten and the ABC.
Learning to count:
The first thing I started with was a voiced presentation using the method of Glen Doman “Mathematics from the cradle”. The word “from the cradle” doesn’t bother me at all. I like this technique and it doesn’t matter to me that my little students have long crawled out of these same diapers.
I made the numbers in Microsoft Word in A4 format, printed them out and cut them.
For this stage of the lesson, I have in stock another presentation “Learning to count from 1 to 5. Collection for kids.” Here, first I visually introduce the concept of “number”, and only then “digit”. All pictures on the slides appear with a click. You can also click to move to the next slide. The presentation quality is excellent. You can pick up this presentation directly from the site.
Download presentation:
In the first lesson, I taught the “Counting from 1 to 5” block because my students were already familiar with numbers. Here, on the “Nachalochka” website, you can see additional materials on this topic in the “Mathematics” section.
ABC. The sound [a] and the letter Aa.
To work with the alphabet, I use tasks from the following sources:
Workbook “Teaching literacy to children”
Primer by N. S. Zhukova
A page from Olesya Zhukova’s copybook with the letter A (see above on this page).
I do not describe my lesson in detail, because this article is intended primarily for my colleagues - primary school teachers. But they know what to say and where to say it, what questions to ask, etc.
5. Aesthetic education.
In the first lesson I used my favorite “finger painting”. You can read more about this type of drawing on the same Taratorki website. In the side menu, select the “Drawing” section and then “finger painting”. On the website page you can download pictures for coloring. On this site I also have pictures for children to color, which are suitable for finger painting. Watch here: (download link under flash video).
All stages of the lesson were successful. Moreover, the guys could not part. When their mothers came to pick up the children, they had to spend another couple of hours with me.
I scheduled my next lesson for Wednesday, June 4th. The progress of lesson No. 2 and all subsequent ones will be published on the website. If you are interested in the topic “Preparing your child for school,” wait for my new article. Subscribe to the newsletter and stay up to date with the latest news on my site.
Sofia Timofeeva
Summary of a lesson on preparing for school for children 5 years old
Plan classes.
1. Lexico-grammatical structure of speech. Offer.
2. Learning to read. Sound and letter I.
3. Outdoor game. See, the butterfly is flying.
4. Development of phonemic hearing. Syllables.
5. Learning to read. Syllables and words.
6. Mathematics. Addition and subtraction. Examples.
7. Formation of knowledge about the world around us. Seasons.
8. Massage break. My little finger, where have you been?
9. Mathematics. Composition of number 4.
10. Speech development. Whose meat?
11. Speech development. Making up a story based on a picture. Squirrel and hedgehog.
12. Finger gymnastics. This house has five floors...
13. Preparing your hand for writing. Christmas trees.
14. Sports track.
15. Drawing with gouache. Dipping. Ornament on a paper plate.
16. Farewell.
Progress of the lesson.
Lexico-grammatical structure of speech. Offer.
Target: learn children select and draw up sentence diagrams.
Material: a bear that lies in a toy crib, a doll, a worksheet.
There is a bear sleeping on the teacher’s table in a toy crib. Please make a proposal about the actions of the bear.
What is the bear doing? (The bear is fast asleep).
We call the first word in the sentence - BEAR, the second word - STRONG, the third word - SLEEPING. The teacher calls three children, which will play the role of words in a sentence. Then we offer:
The word BEAR sit down, we will replace this word with another.
We call another child. We give him a doll.
Who will read the new proposal? (The doll is fast asleep).
The teacher gives the children worksheets.
Match the diagrams to the first three sentences. For the fourth sentence, make a diagram yourself.
Learning to read. Sound and letter I.
Target: development of phonemic hearing, formation of the image of letters.
Material: worksheet, counting sticks or matches.
The sound I is a vowel. The air passes freely, the sound can be stretched out, sung.
- Let's say it loud: E-I-I.
And now quietly, in a whisper: and-and-and.
How does a mosquito squeak? (and-and-and-and).
Clap your hands when you hear the I sound in the words.
Words: leaf, nose, dog, bowl, felt boot, strength, house, hand, world, board, fork, beads, etc.
The teacher gives the children a worksheet.
Color the objects whose names begin with the sound I.
Name the sound that comes before the sound I in words: BEAR (m, FORK (v, BOOTS (g, WICKET (l).
All consonant sounds that come before the sound And become soft.
A vowel sound can be written with a letter that called: vowel letter I.
We hear and pronounce the sound, but we write and see the letter.
The teacher shows a card with images of the letter I.
Let's make the letter I from sticks.
The teacher lays out the letter I from sticks on the table.
Now let's color the letter I on the worksheets with a red pencil.
We colored the letter I with a red pencil because it is a vowel.
Trace the letters I along the dots, trying not to lift your hand from the sheet of paper.
Read the syllables on the worksheet.
Circle the syllable AO.
Outdoor game. See, the butterfly is flying.
Children stand in a circle.
See, the butterfly is flying, (we wave our winged hands.)
Counting flowers in the meadow. (Count with your finger)
One two three four five. (Clap your hands.)
In a day, in two and in a month. (We walk in place.)
Six seven eight nine ten. (Clap your hands.)
Even the wise bee (we wave our winged hands.)
Development of phonemic hearing. Syllables.
Target: development of phonemic hearing.
- Repeat after me:
DA-DA-TA-DA
DA-TA-TA-TA
DA-TA-DA-TA
YES-YES-TA-TA
TA-TA-DA-DA
Learning to read. Syllables and words.
Target: learn children determine the number of syllables in words.
Material
Determine the number of syllables in the names of objects.
When identifying syllables, children use a previously learned technique "palm-chin".
How many syllables are in the word "bear"? Name the first syllable. Second syllable.
Say short words.
Say the word “hare” so that the stressed syllable is clearly heard.
Put emphasis on the words.
Mathematics. Addition and subtraction. Examples.
Target: education children addition and subtraction, fixing the signs +, - and =, fixing the image of numbers, learning to create examples.
Materials: worksheet, pencils.
Solve examples. Write your answer in numbers.
Children take turns reading the examples and writing the answers in the boxes.
Formation of knowledge about the world around us. Seasons.
Target: development of speech and formation of knowledge about natural phenomena that occur at different times of the year.
Material: ball.
The teacher throws the ball and asks questions, and the children answer.
What time of year does it happen?
… Snowfall?
... Leaf fall?
... Ice drift?
….Flood?
…It's raining?
... Is there a thunderstorm?
...Are leaves appearing on the trees?
...Do birds build nests?
...Chicks appearing?
...Can you see the dew?
...Can you see the frost?
Massage break. My little finger, where have you been?
We put on and remove the spring ring on all fingers in turn.
My little finger, where have you been?
With the nameless one I cooked cabbage soup,
And with the average one I ate porridge,
He sang with his index finger.
And the big one met me
And he treated me to candy,
The big one on the right danced
And he invited me to dance.
Index on the right
He led the whole horde of us on a hike.
The middle brother carries a backpack,
Nameless walks like this.
Mathematics. Composition of number 4.
Target: introduce children with the composition of the number 4 from two smaller numbers, the development of the mental action of analysis-synthesis.
Materials: cones and nuts.
How many cones did you count? (Four).
Replace the last pine cone with a nut.
How many cones? (3) . How many nuts? (1)
How many fruits are there in total?
Three and one, but four in total.
How many cones? (Two).
How many cones and nuts? (Two cones. Two nuts. Two and two, and four in total).
Lay out the next row next way: one nut and three cones.
How is the number 4 composed now? (One and three - 4 in total).
Take 4 nuts. How many cones did you take (zero, but how many nuts? (four). This means that 4 consists of zero and four.
Take 4 cones. How many cones did you take (four, and how many nuts? (zero). This means that 4 consists of four and zero.
Now name all the variants of the composition of the number 4.
Count out 5 nuts and add one more. How many nuts did you get?
Circle the number 5.
Color 5 nuts.
Speech development. Whose meat?
Target: development of correct speech, replenishment of active vocabulary.
Pork - (pork)
Lamb meat - (mutton)
Cow meat - (beef)
Veal meat - (veal)
Chicken's meat - (chicken)
Turkey meat - (turkey)
Goat meat – (goat meat)
Horse meat - (horsemeat)
Speech development. Making up a story based on a picture. Squirrel and hedgehog.
Target: speech development.
Material: worksheet.
What is shown in the first picture? On the second? On third?
Make up a story based on the pictures.
Finger gymnastics. This house has five floors.
This house has five floors: (show the spread fingers of the right hand)
On the first - a family of hedgehogs lives (palms back to face, connected to each other in the area of the hands, fingers spread)
On the second floor lives a family of rabbits (we do "ears on top" and move our hands one by one)
On the third - a family of red squirrels, (handles in front of the chest with hands down, fingers all connected)
On the fourth a tit lives with its chicks, (we wave our relaxed palms)
On the fifth, the owl is a very smart bird. (The index fingers of both hands are placed to the temples, the remaining fingers are in the fist)
Well, it's time for us
go back down: (make a downward movement with horizontal palms)
On the fourth - tit,
Squirrels are on the third,
Bunnies - second,
On the first - hedgehogs,
We will come to them again. (Fingers walk along the table).
Preparing your hand for writing. Christmas trees.
Target: development of grapho-motor functions
Material: worksheet, colored pencils.
Circle the trees, trying not to lift your hand from the sheet of paper.
Sports track.
Target: development of general motor skills, coordination of arms and legs.
Materials: a disc with any children's fun and dynamic music or song. Climbing hoops, tunnel, massage hummocks and play sports modules (equipment depends on the equipment of the club).
Children crawl on all fours in a tunnel to cheerful music, walk by the hand along massage bumps or paths, step over the provided sticks, etc.
Drawing with gouache. Dipping. Ornament on a paper plate.
Target: learning new drawing techniques, improving work with a brush, developing creative abilities
Materials: cardboard plate for coloring, gouache, brushes of different sizes and different piles. Landscape sheet for practicing priming.
1. Training the technique of dipping.
The teacher suggests taking a medium soft bristle brush and dipping it in gouache.
Remove the paint from the edge of the jar, carefully apply the bristles of the brush to the paper and immediately lift it. It turns out to be a fingerprint.
Take another brush - thicker or thinner, and with a different bristle - and try to make prints. The method of drawing when the brush is tilted towards the paper is called dipping.
Thus, the child should try brushes of different thickness and bristles to see what imprints they leave.
Try painting flowers using dipping. Draw the center of the flower with the tip of the brush.
Do you know what an ornament is? An ornament is a pattern in which patterns are repeated, alternated, and follow each other.
2. Paint the cardboard plate with one color with a thick brush - create a background for the ornament.
3. The child, using the brush he has chosen, paints a design on a dried, tinted plate.
Parting
Children sit on the floor in a circle with the teacher and join hands. They recite a poem in chorus, swinging their arms to the beat.
Goodbye, goodbye
Come to us again!
Goodbye, goodbye
You are very good!
Goodbye, goodbye
Come visit us again!
Goodbye, goodbye
Let's have fun playing!
Authors notes Sofya Timofeeva and Anastasia Shevchenko, founders of the children's eco-club "Umnichka", founders of the project "Your Club", within the framework of which teaching aids and notes for classes in kindergartens and children's clubs.
Starting school is a serious test for a child and parents. Instead of active pastime, you have to sit at a desk for half a day, and your favorite games are replaced by studying. It is important that the child understands even before the start of classes that studying is interesting. His lessons should be real exploration, not a prison sentence. Otherwise, the first trip to school will cause hatred for the remaining 11 years.
The "CHILDHOOD" club offers preparation courses for first grade for children from 4 to 7 years old. We will carefully and with care prepare preschoolers for such an important period in life.
Classes for preschoolers are conducted taking into account the age-related characteristics of the psyche and physiology of children. Our experienced teachers Valentina Lavrichenko and Oksana Zhurova work using different methods, such as reading using Zaitsev’s cubes, mathematics according to Pyatibratova and Peterson, and Sofia Timofeeva’s method.
Trust the "Childhood" club
Preparatory classes for children from 4 years old
Masaru Ibuka, a Japanese educator and innovator in early childhood development, believes that the younger the child, the better he learns. He easily remembers what adults have been teaching for years.
At four years old, children absorb knowledge like a sponge. This age is considered the most appropriate to start preparing for first grade.
What are we doing:
- We develop speech: we expand our vocabulary, construct phrases, form sentences and statements, develop articulation;
- count to 20 at 4 years old and to 100 at 5-6 years old, go through geometric shapes, learn orientation in space and the relationship of objects, solve problems;
- learning to read;
- We develop fine motor skills through creativity - we draw, sculpt, make applications from paper and cereals, plasticine, etc.;
- We will prepare you psychologically - we work on logical thinking, attention, and play games for socialization;
- together we immerse ourselves in the educational process - we form an interest in research.
Academic disciplines of the course:
Reading
Mathematics
Logics
Ambient
world
Certificate
Letter
(development of fine motor skills)
How lessons are conducted for preschoolers from 4 years old
Taking into account the level of development, we also divide into groups. The training block lasts 10-15 minutes and takes place in a playful way. Then - a change of activity, for example, an active educational game or a physical education session.
Preparing for first grade in express mode
The course is designed for children 7 years old who are preparing to go to school in the near future. In 3 months, we will give students the necessary knowledge and prepare them for the future adaptation of a complex school curriculum. Preparatory classes for school meet state standards.
What we do in class:
- we read, write and count;
- we teach to understand tasks - when a child understands what a task requires of him, he copes with difficulties many times easier and faster;
- working with a notebook;
- develop creative abilities;
- We develop memory, attention and logical thinking.
The course contains the following disciplines:
- Reading (the most important thing for a future first-grader)
- Mathematics
- Logics
- The world
- Certificate
- Writing (development of fine motor skills)
Number of classes - 2 times a week. Duration – 2 academic hours.
How are classes conducted?
Children are divided into groups of six. In company, even the shyest child quickly gets used to society and communicates better with peers.
The teacher sets up the educational process so that the preschooler learns everything himself and gets the joy of discoveries. We prepare for school, but we don’t cram or memorize. We teach independence and provide a foundation that will help you enroll in any school.
We conduct classes at a convenient time - in the evening, after you have picked up your child from kindergarten.
Additionally, we can study in depth in a separate discipline or individually.
