"Wash your hands»

Target: teach your child to wash their hands.

Equipment: rubber hare.

Game progress: an adult turns to a child: “We came from a walk, we need to wash our hands. The bunny will watch us wash our hands.” An adult puts the toy on the edge of the washbasin and shows the child to move his hands under running water. At the end of the procedure, an adult praises the child on behalf of the bunny.

"Let's Make Boats"

Target: teach the child to consistently perform actions when washing hands, imitate the actions of an adult.

Game progress: the adult draws the attention of the child to the fact that when washing hands, the sequence of actions must be followed:

Roll up your sleeves (an adult says a nursery rhyme: “Whoever doesn’t roll up his sleeve, he won’t get water!”);

open the faucet;

fold the palms of the hands "boat";

put your hands under running water, wash them;

· shut off valve;

Wipe your hands with a towel.

Then the child is asked to perform actions, imitating an adult who draws his attention to the position of the hands.

"washer"

Target: teach the child to wash.

Equipment: mirror, towel

Game progress: an adult brings the child (after sleep) to the bathroom, asks to look at himself in the mirror, draws his attention to the eyes, mouth, cheeks, etc. Offers the child to wash with him, while showing how to do it. An adult says a joke:

Come out, Voditsa, we've come to wash!

Lean on the palm, in it-knife-ku ...

No, not a little - dare,

Let's have fun washing!

At the end of washing, an adult teaches the baby to wipe his face dry with a towel, asks to look at himself in the mirror, says: “Oh, what a clean child, look at yourself in the mirror!”.

"Let's brush our teeth"

Target: teach your child to brush their teeth.

Equipment: two toothbrushes, a glass of water, a mirror.

Game progress: the adult asks the child to look in the mirror and smile, while drawing his attention to his teeth. Then he says: “To keep your teeth from hurting, you need to brush them.” An adult takes out two brushes: he gives one to the child’s hands, and the other shows how to brush the teeth with a brush, while saying a nursery rhyme:

Roth, mouth! Where are you mouth?

Teeth, teeth! Where are your teeth?

Cheek, cheek! Where are you bitch?

There will be a clean daughter!

At the end of the game, the adult and the child look in the mirror and smile, showing clean teeth.

"Fountains»

Target: teach your child to rinse their mouth.

Equipment: cup.

Lesson progress: an adult brings the child to the mirror in the bathroom and offers to start up fountains, says a nursery rhyme: “Let's put some water in our mouth, let the fountain come to life!”. An adult takes water into his mouth and shows how to release water from his mouth, then how to rinse his mouth. The child is asked to do the same. At the end of the lesson, the adult praises the child.

"The doll is sick"

Target: teach your child how to use a handkerchief.

Equipment: doll, handkerchiefs.

Game progress: an adult shows a doll to the children and says: “Here is the doll Masha, she is sick, she has a runny nose, it is difficult for her to breathe through her nose. She has a handkerchief in her pocket. Let's help Masha clear her nose! An adult say a nursery rhyme: Masha is sick, it is difficult for her to breathe, We will wipe her nose with a handkerchief!

An adult shows the children how to properly use a handkerchief by demonstrating it on a doll. Invites them to repeat the action.

"Snub noses»

Target: teach the child to use an individual handkerchief.

Equipment: individual handkerchiefs.

Lesson progress: an adult pronounces a nursery rhyme, demonstrating each action:

Handkerchief in pocket (takes handkerchief out of pocket)

We will wipe our nose with them (shows the action with a handkerchief),

So that the spout, our snub, is clean again (puts the handkerchief in his pocket).

An adult asks each child to show how he knows how to use a handkerchief.

"Clean Children"

Target. Check children's knowledge of hygiene items and their purpose.
Game progress. The teacher tells the children that he wants to make sure that they are clean and tidy: let them say what is needed to keep their hair, hands and face clean (the more they can tell about this, the better).
Then the teacher says: “Hands.” The children she calls answer: “Soap, brush, towel.” In a similar way, children react to the words “hair” (comb, brush, scissors, shampoo, soap), “bathing” (bath, towel, shower, washbasin, sponge, soap, etc.).
Option. The teacher asks the question: “What do we need when we get up in the morning?” Children know what they should name the hygiene items that are used in the morning (hand brush, paste, soap, handkerchief).

"What a doll needs!"
Target. Exercise cultural and hygienic skills.
Equipment. Pictures depicting items used in washing, eating, dressing, soap, toothbrush, towel, toothpaste, comb, hand brush, hairpin, hairband, tablecloth, vase, tray, mug, spoon, plate, cutlery, socks, boots, cap, dress, blouse, skirt, gloves, jacket).
Game progress. The teacher introduces the children to the pictures, asks them what each item is for, then shuffles the pictures and distributes them, takes the doll and says to the children: “Our doll got up and would like to wash, but with what?”
Children bring pictures on which objects are drawn that the doll needs for washing. The game continues. The teacher directs the game so that all activities alternate. For example, she says: “Our doll washed up and would like to comb her hair, but with what? The doll washed up, but has not had breakfast yet. What will we give her to eat? Our doll is going for a walk, what will she wear?”

"What can you say about them!"
Target. Familiarize yourself with hygiene items and their uses.
Equipment. Comb, nail brush, soap, towel, washbasin, scissors, water in a mug, rubber dolls.
Game progress. Hygiene items lie near the teacher on a table and on a chair. The teacher calls one child by name: "Sasha, tell me what do you see here?" The child names individual objects and shows them.If he missed something, other children supplement him until all the objects are named.Next, the teacher asks another called child the following question: "Anna, do you have soap at home?" When the child answers in the affirmative, the teacher asks: “Bring soap. Look at it carefully and smell it. What are we doing with it? What do we need soap for?
The teacher can also ask leading questions: “Why did mom buy soap?” (She wants to do the laundry.) "What will mom do when the towel gets dirty?" (Washes it.) "Why does mom have a comb? What kind of combs do you have at home?". In conclusion, the children wash and bathe the dolls, wipe them, etc.

"Let's treat the dolls with tea"

Target: to acquaint the child with the purpose of dishes, to teach them to perform object-game actions (arranging cups, saucers, laying out spoons).
Equipment: dolls, children's furniture and dishes (two cups, two saucers, two spoons, a teapot).

Game progress: an adult says to the baby: "Dolls came to visit us, they should be seated at the table, treated with tea. Let's arrange the cups and saucers. Now put the spoons in the cups. Pour the tea into the cups. Let our guests drink tea." If the child is having difficulty, show how to act. At the end of the game, the adult sums up: "We poured tea into cups, the dolls drank tea", says a nursery rhyme:

Put the kettle on the table
Saucers, cups we will arrange,
We will welcome guests
Give tea to dolls!

"The doll goes for a walk"

Target: the formation of the child's ideas about clothes, the ability to perform object-game actions.

Equipment: doll.

Game progress: the adult says that the doll is going for a walk: "Let's help the doll get dressed, it's cold outside," invites the child to get clothes from the locker: a hat, jacket, shoes. Then the adult takes each item in turn, shows it to the child, slowly saying:

We put on a jacket, put our hands in the sleeves, fasten the buttons. Here, put on your coat! We put on shoes on the legs, here are the laces, I will help you tie. Here, the shoes are put on the legs. We put a hat on our heads.
There you go, put on your hat. The doll is going for a walk, she can go for a walk. In order to reinforce the child's ideas about clothes, the game is repeated with another doll, the child is given the opportunity to act independently.

"Doing hair"

Purpose: to teach the child to hold a comb in his hand and comb his hair with movements from top to bottom.

Equipment: a mirror, a hairbrush, an elegant doll.

Game progress: an adult shows a doll to a child and draws attention to her hairstyle: "Look, the doll has a beautiful hairstyle: long, even hair, a bow. Beautiful doll! Let's make you a beautiful hairstyle!" The adult combs the child's hair in front of the mirror, then asks the child to try to do it himself: he gives the comb to the child's hands, while helping to hold it, to lead the hand with the comb from top to bottom. At the end of combing, he asks the child to look in the mirror, draws his attention to the fact that he has become as beautiful as a doll.

"Soap Gloves"

Purpose: to teach the child to lather his hands from the outside and inside.

Equipment: baby soap, towel.

The course of the lesson: an adult brings the child to the washbasin, stands behind him, picks up soap and shows circular movements of the hands when soaping. Then he gives the child a piece of soap and asks him to repeat the soaping movements.
Movements must be done until white foam is formed. The attention of the child is drawn to the white pens, the adult says: "Here, what kind of gloves we have - white!" Next, the adult helps the child wash off the foam under running water, while saying one of the nursery rhymes:
For example:

Sweeties, sweeties, wash my sweets with soap,
Clean palms, here's bread for you, and spoons!
Water gurgles in the faucet. Very cool!
Masha Yegorova herself washes her hands
(adult says the name of the child).
We know, we know, yes, yes, yes! Where is the water hiding?

At the end of the game, the adult praises the child, draws attention to his clean hands. If necessary, joint actions of an adult and a child are used.

Volkova Ekaterina Alexandrovna

The structure of the work program of the teacher of the preschool educational institution according to the Federal State Educational Standard

1. Title page (Appendix 1).

2. The structure of the work program. (Appendix 2).

Attachment 1

Sample

Municipal Budgetary Preschool Educational Institution "Child Development Center - Kindergarten "Alenka"

RECEIVED:

Taking into account the opinion of the pedagogical council

Protocol No. __, dated __.__.20__

I approve:

Head of preschool educational institution _______ Surname I.O.

Order No. __, dated __.__.20__

The work program of the joint activities of the teacher

with children _ -_ years, …….. group «…….»

compiled on the basis of the Main General Education Program "MBDOU" CRR - DC "Name"

Program implementation period: 1 academic year, from September 1, 20__ - May 31, 20__

Full name, position

Full name, position

En, 2015

Annex 2

Sample

Sample sections of the work program

1. Title page.

2. Content.

3. Target section:

Explanatory note

The work program for the joint activities of a teacher with children (hereinafter referred to as the Work Program) was developed in accordance with the OOP MBDOU "TsRR - DS" Name ". In accordance with the introduction of the GEF DO.

The work program ensures the versatile development of children aged __ to __ years, taking into account their age and individual characteristics in the main areas - physical, social-communicative, cognitive. Speech and artistic and aesthetic.

Partial programs are used:

- « FROM BIRTH TO SCHOOL. The main general educational program of preschool education by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva; |

- "Young Ecologist" S.N. Nikolaeva;

- …;

- …;

Purpose and objectives (from OOP).

The implemented program is based on the principles and approaches (from the OOP).

The content of psychological and pedagogical work (from the PLO).

Characteristics significant for the development and implementation of the work program.

Features of the organization of the educational process in the group (climatic, demographic, national-cultural and others).

Age and individual characteristics of the contingent of children in the _____ group.

Planned results of the development of the Program (in the form of targets).

4. Content section:

Curriculum for the implementation of OOP DO in a group, in the form of a table.

Main part

Variable part

Partial programs, etc.

Part of the preschool educational institution: features of the organization of the educational process in the group (climatic, demographic, national-cultural, and others).

1) Climatic features: when organizing the educational process, the climatic features of the region, the time of the beginning and end of certain seasonal phenomena (leaf fall, snow melt, etc.) and the intensity of their course are taken into account; composition of flora and fauna; daylight hours; weather conditions, etc.

Based on the climatic features of the region, the schedule of the educational process is drawn up in accordance with the allocation of two periods:

1. cold period: academic year (September-May, a certain daily routine and GCD schedule are drawn up);

2. summer period (June-August, for which a different daily routine is compiled).

2) Demographic features:

An analysis of the social status of families revealed that the group brings up children from complete (___%), single-parent (___%) and large (___%) families. The main composition of parents is middle-class, with higher (___%) and secondary vocational (___%) education.

3) National and cultural features:

The main contingent is children from Russian-speaking families. Training and education in the preschool educational institution is carried out in Russian.

The main contingent of pupils lives in the city (only ___ child in the village).

The implementation of the regional component is carried out through acquaintance with the national and cultural characteristics of the native land. Getting acquainted with the native land, its sights, the child learns to realize himself, living in a certain time period, in certain ethno-cultural conditions. This information is realized through targeted (interactive) walks, conversations, fairy tales, projects in the My City section of the program once a week.

Forms, methods, methods and means of implementing the program in a group (according to the curriculum )

Development directions

Types of children's activities

Chapter

Number of NODs per week

Forms of educational activity

Mandatory part

Communicative activity

Safety

gaming

Elementary labor (no more than 20 minutes (according to SanPin, p. 12.22)

Min.

(__ GCD)

Life safety, game problem situations, conversations, quizzes

Role-playing, didactic, etc.

Assignments, duty, games, conversations, HBT

cognitive development

Construction

Logics

Sensory

FEMP

natural world

Experimenting with materials

Min. (_ gcd)

Construction from paper, natural and other materials

Conversations, didactic games, looking at paintings and illustrations, collecting, implementing projects, quizzes

Didactic and educational games, project implementation, quizzes

Speech development

Communication

Development of sound and intonation culture

Formation of sound analytical and syntactic activity as a prerequisite for literacy training

Vocabulary and grammar

Connected speech

Reading fiction

Min.

(_ gcd

Conversations, quizzes, didactic games, looking at pictures and illustrations

Conversations, listening thin. works, reading, learning poetry,

Productive

Artistic and manual labor

art

modeling

Min.

(_ gcd)

Drawing, modeling, application. Collage. Project. Getting to know the artists. Exhibition.

Musical activities

Music

Listening, improvisation, performance, musical outdoor games, leisure, holidays and entertainment

Theatrical play, theatrical

Physical development

Motor

Physical Culture

Min.

(__ GCD)

Outdoor games, exercises, basic types of movement, general developmental exercises

TOTAL

Part formed by the participants of the educational process

Social and communicative development

Communicative activity

Psycho-gymnastics

Psycho-correctional activity

"Traditions of the Native Kra"

prescribe

cognitive development

Cognitive research

"Unknown near"

prescribe

Speech development

Communication

logorhythmics

"Purple speech"

prescribe

Artistic and aesthetic development

Productive Musical Activities

Theatricalization

"Funny notes"

Leisure activities

prescribe

Physical development

Motor

Minutes of awakening

dynamic hour

Horizontal plastic ballet "Plastic Show"

Wellness breaks "Green light of health"

prescribe

TOTAL

- Approximate annual planning.

- Perspective calendar-thematic planning (GCD and joint activities)

Option 1

_ week (_ - _ month) "subject"

Areas

GCD

Team work

Creation of conditions for independent activity

Planned results

Social and communicative development

Socialization

cognitive development

Construction

FEMP (sensorics)

natural world

Speech development

Speech development

Artistic and aesthetic development

ISO:

modeling

Drawing

Application

Musical (according to the plan of the musical director

Theatricalization (joint plan)

Physical development

Physical culture (according to the plan of the FC instructor)

HLS (OBZH)

Option 2

Detailed calendar-thematic planning of directly educational activities

Month NOVEMBER

Theme Week #_ 9 _ "Our country"

Days of the week / GCD

GCD theme

Target

Planned results

Monday:

socialization

Physical Culture

Tuesday

FEMP

musical culture

Wednesday

Speech development

Physical Culture

Thursday

Drawing

musical culture

Friday

natural world

Physical Culture

5. Organizational section

Design of the subject-spatial environment.

Daily routine, GCD structure (schedule of classes, motor mode, scheme for hardening children.

List of teaching aids (for the implementation of the main part and part of the preschool educational institution).

Day regimen (for the cold and warm period of the year), the structure of the GCD.

List of teaching aids that ensure the implementation of educational activities in the group

Development direction

Teaching aids

Visual and didactic aids

Workbooks

Physical development

cognitive development

Speech development

Social and communicative development

Artistic and aesthetic development

The structure of the work program of the teacher of the preschool educational institution according to the Federal State Educational Standard

1. Title page

The title page is a kind of "visiting card" of the program. Therefore, as in a business card, only the most necessary information should be indicated here:

name of the educational institution;

where, when and by whom this program was approved (in the upper right corner - the head of the preschool educational institution approves (date, signature, order number, in the upper left corner - ACCEPTED by the pedagogical council of the institution, protocol number);

the full name of the program (for example, the Working program of joint activities of a teacher with children 3-4 years old, junior group.);

compiled on the basis of an exemplary program "---------

duration of the program (academic year);

city ​​name;

year of program development.

The content of the work program is written and the pages are indicated.

3. Target section:

1) Explanatory note

Child development work program…. The group was developed in accordance with the OOP "Kindergarten No.", in accordance with the introduction of the Federal State Educational Standard.

The work program for the development of children of the senior group ensures the versatile development of children aged __ to __ years, taking into account their age and individual characteristics in the main areas - physical, social and communicative, cognitive, speech and artistic and aesthetic.

Partial programs are used:

_______________

The implemented program is based on the principle of personality-developing and humanistic nature of interaction between an adult and children.

D This program has been developed in accordance with the following regulations:

Constitution of the Russian Federation, art. 43, 72.

Convention on the Rights of the Child (1989).

Law of the Russian Federation "On Education".

Standard provision on the DOW.

SanPiN 2.4.1.3049-13

DOU charter.

GEF DO.

Goal and tasks the main educational program of the preschool educational institution

Target:

Creation of favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for schooling, ensuring the life safety of a preschooler.

Tasks ( required part):

1. Care for the health, emotional well-being and timely development of each child.

2. Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity.

3. Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process.

4. Creative organization (creativity) of the educational process.

5. The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child.

6. Respect for the results of children's creativity.

7. The unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family.

8. Compliance with continuity in the work of the kindergarten and primary school, excluding mental and physical overload in the content of the education of preschool children, ensuring the absence of pressure on subject education.

Tasks (part of the preschool educational institution):

Principles and approachesin the organization of the educational process:

1. Corresponds to the principle of developmental education, the purpose of which is the development of the child.

2. Combines the principles of scientific validity and practical applicability (corresponds to the main provisions of developmental psychology and preschool pedagogy).

3. Complies with the criteria of completeness, necessity and sufficiency (allows you to solve the set goals and objectives on the necessary and sufficient material, as close as possible to a reasonable "minimum").

4. Ensures the unity of the educational, teaching and developing goals and objectives of the process of educating preschool children, during the implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschoolers.

5. It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of the pupils.

6. Based on the complex-thematic principle of building the educational process.

7. Provides for the solution of program educational tasks in the joint activities of preschoolers, not only within the framework of directly educational activities, but also during regime moments in accordance with the specifics of preschool education.

8. It involves the construction of the educational process on age-appropriate forms of work with children (game)

9. It is built on the principle of cultural conformity. Takes into account national values ​​and traditions in education.

Content psychological and pedagogical work is focused on the versatile development of preschoolers, taking into account their age and individual characteristics in the main areas of development and education of children: social and communicative development, cognitive development, speech development, artistic and aesthetic development, physical development.

Characteristics significant for the development and implementation of the work program.

- Age and individual characteristics of the contingent of children ___ groups

For example , All children of the group are fluent in self-service skills, observe the rules of personal hygiene. Most children have fine motor skills. Children of the group are inquisitive, show high cognitive activity, love to listen to books.

In play activities, children independently distribute roles and build their behavior, adhering to the play role.

Speech continues to improve, including its sound side. In visual activity, objects of a round, oval, rectangular shape can be depicted. 60% of children know colors and shades. Our children master some non-traditional drawing techniques, etc.

- Planned results of the development of the Program(in the form of targets)

At implementation plan

1) Physical development- Motor activity - Forms of educational activity: Outdoor games, game exercises, physical education classes, sports games, sports holidays - Duration and number of GCD - per week 75 min. (3 gcd) .

2) cognitive development- a) Cognitive and research activities - Forms of educational activities: FEMP, FTsKM, conversations, didactic games, viewing paintings and illustrations, collecting, implementing projects, quizzes. - Duration and number of GCD - 40 minutes per week. (2 NOD)

B) Designing - Forms of educational activities: Designing from paper, natural and other materials - Duration and number of GCD - per week 10 min. (0.5 gcd) .

3) Speech development- Development of speech - Forms of educational activities: Conversations, quizzes, didactic games, looking at pictures and illustrations - Duration and number of GCD - per week 20 min. (1 GCD) .

4) Social and communicative development- a) Communicative activity - Forms of educational activity: life safety, game problem situations, conversations, quizzes. - Duration and number of GCD - per week 10 min. (0.5 GCD) .

b) Self-service and elementary household work - Forms of educational activities: assignments, duty, games, conversations, HBT. - Duration and number of NODs - Daily during regime moments, no more than 20 minutes. (according to SanPin, p. 12.22).

c) Game activity - Forms of educational activity: plot-role-playing, didactic, etc. - Duration and number of GCD - in sensitive moments.

5) Artistic and aesthetic development- a) visual activity - Forms of educational activity: Drawing, modeling, application. Collage. Project. Getting to know the artists. Exhibition. - Duration and number of GCD - per week 70 min. (3 gcd) .

b) Perception of fiction and folklore - Forms of educational activities: Conversations, listening to art. works, reading, learning poetry, theatrical game. - Duration and number of GCD - per week 25 min. (1 GCD) .

c) musical activity - Forms of educational activity: Listening, improvisation, performance, musical outdoor games, leisure, holidays and entertainment. - Duration and number of GCD - 50 minutes per week. (2 GCD) .

6) Variable part- partial programs, etc.

H part of the preschool educational institution: Features of the organization of the educational process in the group(climatic, demographic, national - cultural and others)

1) Climatic features:

When organizing the educational process, the climatic features of the region are taken into account. The time of the beginning and end of certain seasonal phenomena (leaf fall, snow melt, etc.) and the intensity of their course; composition of flora and fauna; daylight hours; weather conditions, etc.

The main features of the climate are: cold winters and dry hot summers.

Invigorating gymnastics, exercises for the prevention of flat feet, and breathing exercises are included in the daily routine of the group. In the cold season, the stay of children in the open air is extended. In the warm season, children's activities are mainly organized outdoors.

Based on the climatic features of the region, the schedule of the educational process is drawn up in accordance with the allocation of two periods:

1. cold period: academic year (September-May, a certain daily routine and a schedule of directly educational activities are drawn up;

2. summer period (June-August, for which a different daily routine is compiled.

2) Demographic features:

An analysis of the social status of families revealed that children from complete (___ %, from single-parent (___ %) and large (___ %) families are brought up in a preschool institution. ) education.

3) H national and cultural features:

The ethnic composition of the pupils of the group: Russians, Tatars, but the main contingent is children from Russian-speaking families. Training and education in the preschool educational institution is carried out in Russian.

The main contingent of pupils lives in the city (only ___ child in the village).

The implementation of the regional component is carried out through acquaintance with the national and cultural characteristics of the city of Polevskoy. Getting acquainted with the native land, its sights, the child learns to realize himself, living in a certain time period, in certain ethno-cultural conditions. This information is realized through targeted walks, conversations, projects in the My City Program section once a week.

Before approaching the design and writing of the work program of the educator, it is important to know the basic concepts that exist in preschool education.

1) Approximate basic educational program- developed by methodologists. Preschool institutions take it as a basis for developing their own educational program, taking into account the regional component and local conditions (for example, "From Birth to School" edited by N. E. Veraksa; "Origins", "Rainbow", etc.).

2) Educational program of preschool educational institution- a management document that fixes certain norms, goals, content, technologies and methods, forms and means that are used in each specific preschool institution when organizing the educational process. Developed by the head of the preschool educational institution and the creative team.

3) Teacher's work program- is developed by the teacher on the basis of the educational program of the preschool educational institution. The structure and content of the work program is developed taking into account the requirements and standards approved at the federal level (in our case, in accordance with the Federal State Educational Standard for Preschool Education, which has been in force since 01/01/2014). The work program is a regulatory document and is approved by the head of the preschool institution.

Normative documents regulating the activities of educational institutions and teachers:

Article 2. Basic concepts used in this Federal Law

9) educational program - a set of basic characteristics of education (volume, content, planned results, organizational and pedagogical conditions and, in cases provided for by this Federal Law, certification forms, which is presented in the form of a curriculum, calendar curriculum, work programs of educational subjects, courses , disciplines (modules, other components, as well as assessment and methodological materials;

Article 48. Duties and responsibilities of teaching staff

1. Teaching staff are required:

1) carry out their activities at a high professional level,ensure the full implementation of the taught subject, course, discipline (module) in accordance with the approved work program.

Unified qualification directory of positions of managers, specialists and employeesOctober 31, 2010 Section: Job Responsibilities:

Teacher-speech therapist - Implements educational programs.

Teacher-psychologist - Maintains documentation in the prescribed form, using it for its intended purpose. Participates in the planning and development of developmental and correctional programs of educational activities, taking into account the individual and gender and age characteristics of students, pupils, in ensuring the level of training of students, pupils that meets the requirements of the federal state educational standard, federal state educational requirements.

Educator (including the senior) - Develops a plan (program) of educational work with a group of students, pupils.

GEF preschool education(order dated 10/17/13, valid from 01/01/2014) - contains requirements for the structure of the educational program of preschool education, and therefore the requirements for compiling the work program of the teacher.

Sections of the work program for GEF DO.

1. Title page

3. Target section:

Explanatory note

Purpose and objectives of the main educational program

Principles and approaches in the organization of the educational process

Characteristics significant for the development and implementation of the work program. Features of the organization of the educational process in the group (climatic, demographic, national - cultural and others)

Age and individual characteristics of the contingent of children

Planned results of the development of the Program.

4. Content section:

Curriculum for the implementation of BEP DO in the senior group of MBDOU PGO "Kindergarten No. __". In the form of a table: Directions of development; Types of children's activities; age group; Forms of educational activity

List of teaching aids that ensure the implementation of educational activities in the senior group. In tabular form: Direction of development; methodical manuals; visual - didactic aids; workbooks.

Forms, methods, methods and means of implementing the program in the senior group. In the form of a table: direction of development; forms of program implementation (Joint activities, Independent activities, Interaction with the family); ways; methods and techniques; funds)

Interaction with family and society.

Planning work with children in a group:

Approximate annual planning

Calendar-thematic planning (GCD and joint activities)

A model for organizing joint activities of a teacher with pupils of a preschool educational institution.

Part of the preschool educational institution: Features of the organization of the educational process in the group (climatic, demographic, national - cultural and others)

5. Organization section.

Design of the subject-spatial environment.

Daily routine, GCD structure (schedule of classes, motor mode, scheme for hardening children.

List of teaching aids (for the implementation of the main part and part of the DOW

The structure of the work program of the preschool teacher.

Before approaching the design and writing of the work program of the educator, it is important to know the basic concepts that exist in preschool education.

1) Approximate basic educational program- developed by methodologists. Preschool institutions take it as a basis for developing their own educational program, taking into account the regional component and local conditions (for example, "From Birth to School" edited by N. E. Veraksa; "Origins", "Rainbow", etc.).

2) Educational program of preschool educational institution- a management document that fixes certain norms, goals, content, technologies and methods, forms and means that are used in each specific preschool institution when organizing the educational process. Developed by the head of the preschool educational institution and the creative team.

3) Teacher's work program- is developed by the teacher on the basis of the educational program of the preschool educational institution. The structure and content of the work program is developed taking into account the requirements and standards approved at the federal level (in our case, in accordance with the Federal State Educational Standard for Preschool Education, which has been in force since 01/01/2014). The work program is a regulatory document and is approved by the head of the preschool institution.

Normative documents regulating the activities of educational institutions and teachers:

Article 2. Basic concepts used in this Federal Law

9) educational program - a set of basic characteristics of education (volume, content, planned results, organizational and pedagogical conditions and, in cases provided for by this Federal Law, certification forms, which is presented in the form of a curriculum, calendar curriculum, work programs of educational subjects, courses , disciplines (modules, other components, as well as assessment and methodological materials;

Article 48. Duties and responsibilities of teaching staff

1. Teaching staff are required:

1) carry out their activities at a high professional level, ensure the full implementation of the taught subject, course, discipline (module) in accordance with the approved work program.

Unified qualification directory of positions of managers, specialists and employees October 31, 2010 Section: Job Responsibilities:

Teacher-speech therapist - Implements educational programs.

Teacher-psychologist - Maintains documentation in the prescribed form, using it for its intended purpose. Participates in the planning and development of developmental and correctional programs of educational activities, taking into account the individual and gender and age characteristics of students, pupils, in ensuring the level of training of students, pupils that meets the requirements of the federal state educational standard, federal state educational requirements.

Educator (including the senior) - Develops a plan (program) of educational work with a group of students, pupils.

GEF preschool education(order dated 10/17/13, valid from 01/01/2014) - contains requirements for the structure of the educational program of preschool education, and therefore the requirements for compiling the work program of the teacher.

Sections of the work program for GEF DO.

1. Title page
2. Content:
3. Target section:

Explanatory note

Purpose and objectives of the main educational program

Principles and approaches in the organization of the educational process

Characteristics significant for the development and implementation of the work program. Features of the organization of the educational process in the group (climatic, demographic, national - cultural and others)

Age and individual characteristics of the contingent of children

Planned results of the development of the Program.

1. Content section:

• Curriculum for the implementation of BEP DO in the senior group ... "Kindergarten No. __". In the form of a table: Directions of development; Types of children's activities; age group; Forms of educational activity
• List of teaching aids that ensure the implementation of educational activities in the senior group. In tabular form: Direction of development; methodical manuals; visual - didactic aids; workbooks.
• Forms, methods, methods and means of implementing the program in the senior group. In the form of a table: direction of development; forms of program implementation (Joint activities, Independent activities, Interaction with the family); ways; methods and techniques; funds)
• The content of correctional work (Logopunkt, psychological service; PMPk DOU).
• Interaction with family and society.
• Planning work with children in a group:

Approximate annual planning

Calendar-thematic planning (GCD and joint activities)

• A model for organizing joint activities of a teacher with pupils of a preschool educational institution.
• Part of the preschool educational institution: Features of the organization of the educational process in the group (climatic, demographic, national - cultural and others)

1. Organization section.

• Design of the subject-spatial environment.
• Daily routine, GCD structure (schedule of classes, motor mode, scheme for hardening children.
• List of teaching aids (for the implementation of the main part and part of the preschool educational institution).

Olga Pirozhkova
The structure of the work program of the teacher of the preschool educational institution according to the Federal State Educational Standard (part 1)

Before approaching the design and writing of the teacher's work program, it is important to know the basic concepts that exist in preschool education.

1) Approximate basic educational program- developed by methodologists. Preschool institutions take it as a basis for developing their own educational program, taking into account the regional component and local conditions (for example, "From Birth to School" edited by N. E. Veraksa; "Origins", "Rainbow", etc.).

2) Educational program of preschool educational institution- a management document that fixes certain norms, goals, content, technologies and methods, forms and means that are used in each specific preschool institution when organizing the educational process. Developed by the head of the preschool educational institution and the creative team.

3) Teacher's work program- is developed by the teacher on the basis of the educational program of the preschool educational institution. The structure and content of the work program is developed taking into account the requirements and standards approved at the federal level (in our case, in accordance with the Federal State Educational Standard for Preschool Education, which has been in force since 01/01/2014). The work program is a regulatory document and is approved by the head of the preschool institution.

Normative documents regulating the activities of educational institutions and teachers:

Article 2. Basic concepts used in this Federal Law

9) educational program - a set of basic characteristics of education (volume, content, planned results, organizational and pedagogical conditions and, in cases provided for by this Federal Law, certification forms, which is presented in the form of a curriculum, calendar curriculum, work programs of educational subjects, courses , disciplines (modules, other components, as well as assessment and methodological materials;

Article 48. Duties and responsibilities of teaching staff

1. Teaching staff are required:

1) carry out their activities at a high professional level, ensure the full implementation of the taught subject, course, discipline (module) in accordance with the approved work program.

Unified qualification directory of positions of managers, specialists and employees October 31, 2010 Section: Job Responsibilities:

Teacher-speech therapist - Implements educational programs.

Teacher-psychologist - Maintains documentation in the prescribed form, using it for its intended purpose. Participates in the planning and development of developmental and correctional programs of educational activities, taking into account the individual and gender and age characteristics of students, pupils, in ensuring the level of training of students, pupils that meets the requirements of the federal state educational standard, federal state educational requirements.

Educator (including the senior) - Develops a plan (program) of educational work with a group of students, pupils.

GEF preschool education(order dated 10/17/13, valid from 01/01/2014) - contains requirements for the structure of the educational program of preschool education, and therefore the requirements for compiling the work program of the teacher.

Sections of the work program for GEF DO.

1. Title page

3. Target section:

Explanatory note

Purpose and objectives of the main educational program

Principles and approaches in the organization of the educational process

Characteristics significant for the development and implementation of the work program. Features of the organization of the educational process in the group (climatic, demographic, national - cultural and others)

Age and individual characteristics of the contingent of children

Planned results of the development of the Program.

Curriculum for the implementation of BEP DO in the senior group of MBDOU PGO "Kindergarten No. __". In the form of a table: Directions of development; Types of children's activities; age group; Forms of educational activity

List of teaching aids that ensure the implementation of educational activities in the senior group. In tabular form: Direction of development; methodical manuals; visual - didactic aids; workbooks.

Forms, methods, methods and means of implementing the program in the senior group. In the form of a table: direction of development; forms of program implementation (Joint activities, Independent activities, Interaction with the family); ways; methods and techniques; funds)

Interaction with family and society.

Planning work with children in a group:

Approximate annual planning

Calendar-thematic planning (GCD and joint activities)

A model for organizing joint activities of a teacher with pupils of a preschool educational institution.

Part of the preschool educational institution: Features of the organization of the educational process in the group (climatic, demographic, national - cultural and others)

5. Organization section.

Design of the subject-spatial environment.

Daily routine, GCD structure (schedule of classes, motor mode, scheme for hardening children.

List of teaching aids (for the implementation of the main part and part of the preschool educational institution).