A post that should have been written a long time ago: how to teach Russian to children who come to learn from scratch at preschool age. With adults, everything is clear: there is a RFL methodology, there are RFL textbooks, there are tests. And what to do with young children who have to learn Russian from scratch in the format of a foreign language? We do not have a clear, understandable, step-by-step methodology. Textbooks, in fact, too.

We have an hour a week + homework, at best, and a child who has learned to say hello on the way to class. I will tell you how I see the solution to this problem, and below I will give a comment by Ekaterina Protasova and a very useful quote from her training manual.

RCT for kids?

What can we take from the RFL, a methodology that in its classical form is completely unsuitable for preschoolers?

1.Basic principles of teaching.

For example, information that the teacher must necessarily give a speech model at the beginning of a task or game. Not just “now we will play shop”, but speech models: what the child says, what the adult says. When a new teacher appears in our school who is not familiar with the RFL method, we have to constantly remind about speech models, check their presence at each lesson. We show the task and how it should be done, we say what the child should say.

Reason for lack of progress #1: lack of speech patterns in the teacher.

2.Grammatical, speech formulas

In fact, the language does not consist of words, but of formulas. For example, "I want to buy" is a formula. We change the last word in the formula: I want to buy an apple, I want to buy milk, I want to buy fish, strawberries, yogurt, cheese... And we have a lot of offers. Language is a constructor, we change one word in the formula - a new statement appears, we add the “not” particle - a new statement appears. In the lesson plan and program, we first prescribe what speech formulas we give children, and only then - vocabulary. Formulas, phrases are more important than words. There is no point in learning words outside of formulas, there is no point in learning words out of context.

Reason for No Progress #2: learning words, not formulas. Children often come to us who know a lot of words on topics: animals, fruits, vegetables, home, clothes. But they cannot speak even in the simplest sentences.

3. Order of submission of grammar

Grammar? Preschoolers? Babies? "It's children", what a grammar. We have two problems with our attitude to grammar: grammar is often understood as spelling (from the word “competently”?), grammar is often understood as theory (“the accusative case answers the questions “who, what”, in the feminine gender the ending changes to -u, -yu, exceptions are nouns with a soft sign at the end"). At the same time, grammar is just the structure of the language, its skeleton, without which, again, we will have a pile of words “by topic”.

If you are not familiar with the RFL methodology, then you can simply open the RFL textbook for adults or, for example, the table of contents of Nina Vlasova's RFL textbook for children. Look at the order in which the authors give the cases. This choice is not random, it is determined by the frequency of the use of cases in speech. At the same time, the authors do not take ALL the meanings of cases, but choose the most necessary ones at the elementary level.

For example, in the prepositional case, these are the meanings:

Place: in a bag, on a sofa;

Transport: ride, swim, fly something, etc.

Is it possible to avoid all this grammar, study of cases?

It is possible if you place the child on Wednesday. For example, if you have a Russian-speaking kindergarten. Do we tell the child that
learn the prepositional case? No, of course, the child just plays, performs tasks, learns to speak as part of the study of individual speech formulas.

Reason for lack of progress #3. There could be many reasons for this, actually. Cases should be automated in speech. So that the child, having said somehow “I want to buy milk”, hears himself and understands that something is not right, “they don’t say that”, you need to think more. This automation may be missing. Just "understanding the topic" is not enough. Just saying the right thing a few times is not enough.

There may be a lack of gradual, step-by-step elaboration.

There may not be enough games for practice, or there may not be enough games for using what you have learned in your own statement, in your speech. May lack spaced repetition of previously learned.

The cases in this paragraph are for example. There are a lot of other topics: gender, number, agreement of nouns and adjectives, etc., but the general approach remains the same.

Or maybe not RKI?

Maybe not the RCT, but not instead of the RCT, but along with it. You can take benefits for monolingual children with speech disorders and developmental delays. These are grammar and lexical notebooks by Kosinova, materials for the development of coherent speech for children with OHP Arbekova, etc. You can partially take general developmental materials for babies.

But I have never seen an effective program for non-Russian-speaking children, built only on materials for monolinguals without additions and processing. It's all about the difference in goals. Each manual solves its own tasks, and the authors of speech therapy manuals for monolinguals have completely different tasks than teachers and parents who want their child to learn to speak Russian.

You can peep ideas in the materials of English for kids. There are a lot of ideas there, I myself am subscribed to dozens of blogs of American kindergarten teachers and teachers of English as a second native. But the order of introducing grammar in Russian is still different. They are more about the design of the task, the presentation of the material, the options for games.

Reason for No Progress #4. A "patchwork quilt" of many benefits that helps to spend the lesson time, but does not solve specific problems. There are a lot of some printouts and cards, but there is no single system. If the system is not in the program, then systemic language learning will not work either.

Or maybe just play?

You can experiment. Go to the teaching community and ask how to teach Russian to kids who are learning it from scratch. I'm willing to argue, one of the first comments will be: "Which lessons? Which programm? Toddlers learn by playing, just play. To the store, to the zoo, to the dolls, to the lotto. Here I liked this loto about dishes: link. And you can also sing songs and lead a round dance.

If you spend several hours with your child every day, then just communication and just playing will be a developing and learning environment. Download loto about dishes, memorize songs, take out a toy cash register and start playing. If you have an hour a week, then "just playing" you will just kill a lot of time without achieving anything.

Therefore, we return to a systematic approach: what grammar you work out, what formulas you can derive from it, what vocabulary you will need in the process, what games you can come up with to practice vocabulary and formulas. There are games, they are at the end of the chain. And they work for a specific task. And they do it! We connect songs as a warm-up at the beginning of the lesson, a round dance as a break, loto as an interval repetition of the previous topic (and do not forget to repeat not only the vocabulary, but the vocabulary inside the sentence, inside the formula). Look, everything came in handy, everything found a place inside the system.

Reason for lack of progress #5. Well, you understand, I guess. Games are not built into the program, into the system. And in this case, you can play for 5 years, and the child will not speak even the most elementary Russian. And not because...

"We only have an hour a week"

I write about this very often and continue to write, because an hour a week also makes sense if you have a flexible program, a systematic approach, specific tasks for each lesson and tasks with games that solve these tasks. If you see the rhythms of the students and adapt to them. If you see the potential, the opportunity to step over to a new, more difficult stage, and take advantage of this opportunity. If you're trying to figure out why it doesn't work instead of explaining everything for an hour a week. If you are ready to temporarily take a problem student to individual training, this also often helps to catch up with the group. If both you and your parents understand that you are moving forward in small steps, and it cannot be otherwise with such a volume of work and such short classes. But you are moving on.

About homework

And lastly: what to do with homework. Here is my option. If the child has Russian-speaking family members, they will help to repeat what was learned in the lesson, help to make a couple of worksheets. If there are no Russian speakers in the family, there are songs, baby educational videos on YouTube or short videos specially recorded by you for homework. And so on until the child learns to read. Once learned, we have the opportunity to give tasks for independent implementation. Copy-books, connect the word and the picture, worksheets with elementary tasks and vocabulary familiar to the child. The child grows up, the Russian progresses, homework becomes more difficult.

Elena Lebedeva
Entertaining game tasks in the Russian language

Entertaining Russian language.

1) Game tasks aimed at working out spelling norms.

A game "Vocabular lotto"

Each child receives a card with 8 vocabulary words written on it. The teacher or student takes out cards from the box and reads the words. A child who has such a word on a card covers it with a chip. At the end of the game, we reveal the winner, that is, who was the first of the children to close the words. Then the teacher gives exercise: write off words, perform mutual checks, rate each other.

Cards for the game

fun cucumber

dog vegetables

shop ax

birch harvest

fast cucumber

milk pupil

store teacher

birch car

A game "Smooth landing"

When working on a topic or spelling, this game arouses interest, activating the entire class. Children do not know to whom the ball will fly and what word or question will sound. For example, studying the topic "Spelling of unstressed vowels". The teacher throws the ball and says the word "earthen". The student catches the ball and calls the test word "lands". The one who answered the question correctly can sit down, the one who did not cope with task, continues to stand and tries to correct the situation.

A game "I work as a magician"

Guys get tasks: Turn nouns into singular feminine adjectives.

Table - dining room

Furniture - furniture

Sofa - sofa

This game is played in pairs. At the end of the game, the results are summed up, pairs are revealed - winners - wizards who not only correctly formed words, but also wrote them without errors.

A game "Who quickly?"

Rearrange the syllables. Write down the received words, divide them into syllables.

Swing seagull

Reed mouse

canopy spring

early burrow

Our tire

Pine pump

2) Game tasks aimed at working out orthoepic norms.

A game "Compose the text and voice it"

Students are offered a set of words that may present some difficulty in pronunciation. The words are written on the board. Task students - compose a coherent text in 2-3 minutes (using these words) and read it, observing orthoepic norms. The teacher can appoint experts who must carefully listen to the text and draw a conclusion about the observance of pronunciation norms. Example: words are given - kilometer, driver, centner, nettle, beetroot, centimeter.

A game "Invite a Friend to Dinner"

Students are given a list of lunch menus to which they invite a friend. On the menu, of course. written words: sorrel, pies with cottage cheese, plum or pear compote, meatballs. Children need to turn to friends by reading the menu to them without errors. You can beat the situation of meeting friends.

A game "Competition of announcers".

Students need to read the text, paying attention to the underlined words. “An oversight group should be set up for monitoring and control. It is assumed that it will be formed in the period from the 3rd decade of the current month to the end of the quarter.

3) Game tasks aimed at the development of speech.

For students of grade 1, such games are very useful, because they develop speech, cognitive interest, imagination, hand motor skills.

A game "Let's write a story"

The teacher reads a fairy tale or story to the children (for starters, it is better to have a small one, consisting of 4-5 main episodes, then invite him to retell the text. It's pretty hard: almost all children have difficulties in coherent retelling. Reassure the child and invite him to write down a fairy tale so that he can read it later. And you can write a fairy tale with the help of pictures. Children draw several squares on a piece of paper. Together with the children, we recall what was said at the beginning of the tale. For example, about the girl who left the house. In a square, a girl is drawn near the house. Then they also draw the continuation of the tale. The teacher helps to divide the fairy tale into semantic parts.

As a result, children draw the whole plot in pictures and retell the tale according to their illustrations.

A game "Let's compose!"

Have the children write a story. Determine the topic - come up with fairy tales about bunnies. Then discuss what role will the bunny play in a fairy tale: he can live in the forest and be friends with animals, or maybe a toy that was given to a boy, a bunny can act in a fairy tale as a coward and, conversely, as a brave man. Or maybe come up with a fairy tale about how difficult it is to notice a white bunny in the snow? After a few minutes, the children tell stories, which are discussed and evaluated. The highest score is given to the most consistent, detailed and original tale.

A game "Magical forest"

Each participant in the game receives a sheet of paper and pencils. There are unfinished images on the sheet (see below).

Children need to draw a magical forest, and then tell an interesting story about it. Then you look at the drawings, listen to the stories and note the most complete, original ones.

A game "Complete the word"

The host calls part of the word (books) and throws the ball. The child must catch the ball and complete the word (.ha).

In the role of the leader, the child and the adult can act alternately.

Make up as many words as possible from the given set of letters: a, k, s, o, i, m, p, m m, w, a, n, i, s, d, s

name the words, opposite in meaning: Thin - Sharp - Clean - Loud - Low - Healthy - Victory - etc.

A game "Who is bigger?"

Make up as many words as possible (nouns) of the letters that form a word.

for example: PHOTOGRAPHY - reef, shooting gallery, mountain, bargaining, grotto, draft, count, etc.

Adding other letters is prohibited!

You can use other options:

Proposed root word: table, cat, house, etc. It is necessary to find as many derivative words for it as possible in the shortest possible time. for example: HOUSE - a house, a house, a house, a brownie, a housekeeper, a house, a house, a house, etc.

4) Game tasks aimed at systematizing knowledge about parts of speech.

A game "Domino"(on this topic "Verb")

Each participant in the game receives a card, which is divided into two parts. In one part, the beginning of the rule or the wording of the question is written, on the other, the continuation of the answer. Children must connect all the cards according to the domino principle.

What suffixes do verbs in the past tense have before the suffix -l-? Verb conjugation is the change of verbs in persons and numbers.

What is the most common verb in a sentence? Do verbs come in present, past and future tense?

What is the ending of the second conjugation verbs? In a sentence, the verb is most often the predicate.

A game "Zebra"(on this topic "Noun")

The game can be played in groups. Each group receives strips of white and black paper. Questions on the topic are written on white stripes, and children need to write answers on black stripes. Alternating the strips with each other, the children make up a picture "zebras". The winner is the group that quickly and correctly writes down the answers to the questions.

A game "Harvesting"(on this topic "Adjective")

This game can be played at the end of the lesson or at the end of the study of the topic. The teacher gives the children pictures of apples, pears, plums, cherries, apricots (you can have several pieces for each child, there is a basket on the table. Offers children: "Let's harvest. It is necessary to formulate a rule on the topic "Adjective" and put the picture in the basket. The wording of the rules should not be repeated. Let's see who puts the most fruits and berries in the basket."

A game "Clean Board"

Children love this game very much. To organize it, before explaining the new material, questions are written at different ends of the board, which can be expressed both in the usual form and in the scheme. They should be built on the material of the new topic. The teacher informs that in the course of explaining the material, students will participate in the game: “Look at the board, it is filled with various questions. The answers to them are contained in my explanation. I will ask from time to time if you are ready to answer any question. If you give the correct answer to it, then the question is erased. Task in this game is to have a clean board by the end of the lesson.”

Another variant (when the game is not played for the first time)games may include a small competition: “Which row of students will help remove more questions from the board?” If some questions remain unanswered, then they automatically become home for the guys. task.

5) Lexico-phraseological games.

A game "Collect, explain, prove"

The game can be played both individually and in teams, groups, in pairs. Children are offered a set of words on strips of paper. For a certain time, it is necessary to compose phraseological turns, explain the meaning, give an example from life, or a literary work. for example: HOW, MAKAR, WHISTLES, ON LANGUAGE, WIND, SPIN, IN POCKETS. In mittens, sunk, calves, into the water, did not drive, hedgehogs.

A game "Guess!"

The teacher throws the ball to the child and calls phraseological turns. The students catch the ball and explain the meaning. The one who has never made a mistake wins.

for example: skin and bones - thin; leaky memory - forgetful; on all sails - quickly. Wash the bones - discuss; even blood from the nose is a must; at hand - close; like a fish in water - confidently.

A game "Vice versa"

This game is similar to the previous one, but in reverse. The teacher calls the words to the children, and the guys should replace them with phraseological phrases.

for example: aptly - not in the eyebrow, but in the eye. Unexpectedly - like snow on the head. Closely - there is no place for an apple to fall. It's dark - gouge out your eyes.

A game "Auction"

In this game, the winner is the one who is the last to name a phraseological turn in which the names of animals, birds, insects are found.

for example: buy a pig in a poke, every sandpiper praises his swamp, monkey labor, take the bull by the horns, the mosquito will not undermine the nose.

6) There is another kind of games, the distinguishing feature of which is the external rules. They are called training. These include:

1) board games; (dominoes, loto);

2) games based given algorithm(puzzles, crosswords, charades, puzzles).

Teachers and psychologists have proven that the compilation of interactive games by the children themselves contributes not only to better assimilation of educational material, but also to the development of written speech, systematization of knowledge by topic, develops attention, thinking, the ability to highlight the main thing, develops cognitive activity

In the classroom, you can offer children the solution of crossword puzzles compiled by both the teacher and the children.

On this topic "Noun" 3rd grade

On this topic "Pronoun" 3rd grade

transcript

1 Learning Russian Workbook for children 6 7 years old

2 LEARNING RUSSIAN LANGUAGE Workbook for children aged 6-7 Kazan Tatar book publishing house 2012

3 UDC: *00 LBC Rus I32 Authors-compilers: S. M. Gaffarova, Ch. R. Gaffarova, G. M. Bilalova Reviewer: Z. G. Sharafetdinova, Candidate of Philological Sciences Cover artist Yuliya Schetinkina Artist Vlada Semyonova I32 Learning Russian language: workbook for children 6 7 years old / [ed.-ed.: S. M. Gaffarova, Ch. R. Gaffarova, G. M. Bilalova]. Kazan: Tatar. book. publishing house, p.: ill. The proposed workbook is an annex to the manual for educators "Learning Russian". The notebook is intended for joint work of an adult and a child of 6 7 years. The content of the tasks of the workbook is compiled in accordance with the topics studied in the classroom for teaching children the Russian language. On the practical material of lexical topics, the child accumulates, enriches and consolidates vocabulary, develops coherent speech skills, improves mental operations, and develops coordination of hand and finger movements. UDC: *00 BBK Rus Tatar book publishing house, 2012

4 DEAR TEACHERS TEACHING RUSSIAN TO CHILDREN! The proposed workbook is part of an educational and methodological kit for teaching Russian to preschool children and an annex to the manual for educators "Learning the Russian Language". The notebook is intended for joint work of an adult and a child of 6 7 years. The main purpose of the workbook is to help teachers organize and conduct work on teaching children the Russian language. In the process of working in a notebook, children will be able to master various speech skills and learn to transfer them into free speech communication. The tasks proposed in this notebook are based on the principle of gradual complication. Colorful illustrations help keep the child interested in the activities. Along with the main tasks of teaching Russian to preschoolers, the workbook includes educational and game tasks aimed at developing fine motor skills, graphic skills, and visual perception of children. The tasks for children presented in the workbook are used as part of the lesson (3 4 minutes). Dear teachers! Before starting classes, read all the tasks, be sure to read them before doing the task with the child, so it will be easier for you to orient the children during the lesson. Assignments in the workbook are grouped by topic and arranged in accordance with the sequence of classes. Therefore, when completing tasks, do not break their sequence. Remember that the working capacity of a preschooler is small. If the child's interest in completing the task wanes, interrupt the work and return to it later, in individual work with the child. Don't forget to encourage your child during class. Good luck to you and your children!

5 KINDERGARTEN Task 1 for lesson 2. Look at the picture. How can you, without counting, find out if there are enough scoops for all the children? Draw lines from scoops to children. Who didn't have enough? Give this girl another toy. Tell me what toy did you give her? 4

6 Task 2 for lesson 5. Color the girls' clothes so that they differ in color. Give the girls names. Tell us about the clothes according to the model: “Masha has a yellow T-shirt, and Nastya has a green one,” etc. 5

7 Task 3 for lesson 7. Say what the gnomes do. Color the hats of the dwarfs. Name the colors. 6

8 AUTUMN Task 1 for lesson 1. Look at the picture. Tell me what you see. Color the cloud with seven raindrops. 7

9 Task 2 for lesson 5. Name vegetables and fruits, then color them. Use the arrows to arrange the vegetables in the box, the fruits in the basket. Say what you put in the box, what in the basket. eight

10 Task 3 for lesson 10. Circle the animals on the dots. Tell me who loves what and point with arrows. nine

11 Task 4 for lesson 11. Circle the forest first with your index finger, then with a pencil. Color the trees and grass green, and the tree yellow. Count how many green trees. ten

12 HOUSE AND YARD Task 1 for lesson 4. Look at the picture. Tell me what you see. Where (who) should carry these items? Show with an arrow. eleven

13 Task 2 for lesson 5. Help Tanya and Vanya get dressed. Draw red lines from Tanya to her clothes and blue lines from Vanya to his clothes. Color the children's clothes. Name the colors. Make sentences according to the model: “Tanya has a red jacket”, etc. 12

14 Task 3 for lesson 10. Look at the picture. In which hand does Pinocchio have a comb, in which hand is a toothbrush? Color the towel in Little Red Riding Hood's right hand red and the one in her left hand blue. Tell me which hand holds which towel. thirteen

15 WINTER Task 1 for lesson 1. Help Tanya and Vanya to choose outerwear, shoes, hats. Name them, color them. Draw blue arrows from Vanya to his clothes, red arrows from Tanya to her clothes. Tell me what clothes Tanya has, what Vanya has. fourteen

16 Task 2 for lesson 2. What kind of shoes do you need at different times of the year? Connect with arrows. Color the pictures with the seasons. fifteen

17 Task 3 for lesson 4. Look at the picture. How are these snowmen different? Color the pictures. Tell me about each snowman. sixteen

18 Task 4 for lesson 5. Find and circle the items that you need in winter. Name them and say according to the model: “This is a fur coat. A fur coat is needed in winter, etc. 17

19 Task 5 for lesson 10. Decorate the Christmas tree. Glue balls, cones, toys, an asterisk. Tell us what toys you hung on the Christmas tree. Name them colors. eighteen

20 Task 6 for lesson 11. Look at the picture. Color the boys clothes. Tell us about the clothes of the boy who goes ahead and carries the sled. What clothes does the boy sitting on the sled have? What is the boy behind wearing? nineteen

21 WILD ANIMALS Task 1 for lesson 1. Look at the pictures. Name the animals we saw today in the winter forest. Take them to the forest with arrows. What animals have we not seen in the winter forest? Find them and circle them with a blue pencil. Why didn't we see a bear and a hedgehog in the forest? 20

22 Task 2 for lesson 2. Name the animals that a person takes care of. Circle them in green. Name the animals that live in the forest. Trace them with blue pencil. 21

23 Task 3 for lesson 5. Look at the picture and say what animals you see. How many houses are there? What numbers are drawn on the houses? Solve the puzzles on the cards the animals are holding and help them find their home. 22

24 Task 4 for lesson 8. Name the animals and say where they live. Connect the pictures with arrows. Let the arrow say, "I live here." 23

25 Task 5 for lesson 10. Look at the picture, name the animals. Color the giraffes and the tree. Say the mother giraffe is to the right of the tree or to the left. And his baby? 24

26 CITY AND TRANSPORT Task 1 for lesson 1. Which car drives to the right and which to the left? Circle the pedestrians going to the right with a red pencil and those going to the left with blue. 25

27 Task 2 for lesson 5. Look at the picture and say what you see. Complete the picture: stick a bus, truck, plane, helicopter. Make up sentences according to the model: “The bus is driving along the road”, etc. 26

28 Task 3 for lesson 10. How are clowns different? Color the collar of the clown in the middle green, the clown to his left red, the clown to his right yellow. Tell me which collar. 27

29 SPRING Task 1 for lesson 1. Name the seasons and show pictures depicting them. Glue a snowflake under the picture depicting winter, a green leaf for spring, a red flower for summer, and a yellow leaf for autumn. 28

30 Task 2 for lesson 7. Look at the pictures. Who do you see? What are the children and animals doing? Circle the pictures where the children do the right thing. Tell me in which picture the boy does wrong. Cross it out. 29

31 Task 3 for lesson 10. Name the birds. Connect the line of wintering birds with the feeder, and circle the migratory birds. thirty

32 BACK TO SCHOOL SOON Task 1 for lesson 5. Look at the picture and say what you see. Choose school supplies, use the arrow to “put” them in the briefcase, and toys on the shelf. Explain your choice. 31

33 Educational edition Authors-compilers: Gaffarova Syabilya Mullanurovna Gaffarova Chulpan Rakipovna Bilalova Gulnaz Minnakhmatovna LEARNING RUSSIAN LANGUAGE Workbook for children 6 7 years old Editor Kh. G. Fayzrakhmanova Art editors M. D. Vazieva, L. R. Vafina, R. Kh. Khasanshin Technical editing and computer layout M. I. Danilevskoy Proofreader A. R. Shaidullina Original layout signed for printing Format / 16. Conv. oven l. 3.36 + incl. 0.10. Circulation copies. Order SUE "Tatar book publishing house" Kazan, st. Bauman, 19. Tel./fax: (843) Our books can be purchased at the following addresses: Kazan, st. Dekabristov, 2. Marketing department of the Tatar book publishing house. Tel.: (843) Kazan, st. Bauman, 29/11. Brand store of the Tatar book publishing house. Tel.: (843) Branch of JSC "Tatmedia" printing and publishing complex "Idel-Press" Kazan, st. Decembrists, 2.

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COMPLIES WITH GEF E. A. ULYEVA MATHEMATICS Notebook for children 6 7 years old Second edition, revised MOSCOW VAKO UDC 373 BBK 74.102 U51 The edition is approved for use in the educational process on the basis

M. V. BEDENKO DEVELOPING TASKS LOGIC Notebook for classes with children 5 6 years Fourth edition MOSCOW "VAKO" 2018 UDC 373.2 BBK 74.102 B38 0+ The author expresses gratitude to the honored teacher of the Russian Federation Tatyana

Practical aids for the development of children's speech The grammar of the Russian language is very complex. In a fairly short period of time, children at a practical level must learn a huge number of grammatical categories.

L. I. Mosyagina Workbook on ecology for children of primary preschool age (from 3 to 4 years old) 2016 LBC 74.100.5 M.84 Mosyagina L.I.M.84 Workbook on ecology for children of primary preschool age

COMPLIES WITH GEF E. A. ULEVA LOGIKA Notebook for children 6 7 years old Second edition, revised MOSCOW VAKO UDC 373 BBK 74.102 U51 The edition is approved for use in the educational process on the basis

F i. and EDAGOGY Yu.N. Kislyakova Formation of social orientation skills in children with developmental disorders

N. V. Nishcheva for boys and girls from 4 to 7 years old WE PREPARE A HAND TO LETTER St. Petersburg CHILDHOOD-PRESS 2019 LBC 74.102 N 71 Nishcheva N. V. N 71 Recipes for boys and girls from 4 to 7 years old. Getting the hand ready

State educational institution of the Khanty-Mansiysk Autonomous Okrug-Yugra "Nyagan boarding school for students with disabilities" Agreed on the methodological council Protocol 4

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Dear parents and teachers! The partial program "Learning to count together" is designed to teach the basics of mathematics to preschoolers of all ages, starting from 3 years old. It includes colorful

Lesson 1 1. Development of perception (the integrity of the object). Acquaintance with the concept of "whole", "part", "half". 2. Orientation in space. Acquaintance with the concepts of "high - medium - low", "high low",

O. E. ZHIRENKO E. V. KOLODYAZHNYKH CURRICULUM for preschoolers Notebook for classes with children 6 7 years old MOSCOW "VAKOSHA" 2019 UDC 373.29 LBC 74.102 F73 0+ F73 Zhirenko O.E., Kolodyazhnykh E.V. Instructions for preschoolers:

UDC 372.3/.4 LBC 74.102 G 12 Gavrina S. E. G 12 Big book of preparation for school for children 4 5 years old. Reading, counting, logic, fine motor skills of the hand / S. E. Gavrina, N. L. Kutyavina, I. G. Toporkova, S. V. Shcherbinina;

COMPLIES WITH GEF M. V. BEDENKO DEVELOPING TASKS LOGIC Notebook for classes with children 5 6 years old MOSCOW VAKO UDC 373.2 BBK 74.102 B38 The publication is approved for use in the educational process on the basis

E. A. ULYEVA SPEECH DEVELOPMENT Notebook for classes with children 6 7 years old MOSCOW "VAKO" 2017 UDC 373.2 LBC 74.102 U51 0+ U51 Ul'eva E.A. Speech development: a notebook for classes with children 6 7 years old. M.: VAKO, 2017. 64 p.

N. V. Nishcheva Exercise book for the formation of sound analysis and synthesis skills in children of senior preschool age (from 6 to 7 years old) St. Petersburg CHILDHOOD-PRESS 2018 Dear teachers and parents

S. Yu. Kondratyeva, N. V. Lebedeva MATHEMATICAL GAMES IN PICTURES The development of mathematical abilities in older preschoolers Workbook St. Petersburg CHILDHOOD-PRESS 2017 LBC 74.102 K64 Reviewers:

Mathematics middle group 1. Look at the picture. a) Find two objects and color them green. Find one item and color it blue. b) Connect two objects with the number two. Connect

8th edition, corrected by Mozyr "Belyi Veter" 2 0 1 5 ped. Sciences, Assoc. cafe doshk. Pedagogy and Psychology State Educational Establishment "Academy of Postgraduate Education"

O. A. Chistova Rebuses are a means of speech and cognitive development of preschoolers Workbook for joint activities of adults with children Issue 1 St. Petersburg CHILDHOOD-PRESS 2018 1 LBC 74.100.5 Ch68 Ch68

COMPLIES WITH GEF E. A. ULYEVA WE PREPARE A HAND FOR WRITING A notebook for classes with children 4 5 years old MOSCOW VAKO UDC 373 BBK 74.1 U51 The publication is approved for use in the educational process on the basis of an order

LBC 74.100.5 A94 A94 Afanasyeva I.P., Shklyaruk I.A. Workbook for preschoolers aged 6-7. Issue 2. SPb.: LLC "PUBLISHER" CHILDHOOD-PRESS", 2018. 32 p., color. ill. (Together we learn to count). Dear

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S. Batyaeva My first stories. Album for the development of speech Series "You and your child" Editor-in-chief Editor-in-chief Artists Proofreader Layout T. Shaposhnikova T. Fisher A. Dremova, E. Rubtsova G. Shkatova

M. V. BEDENKO WE DEVELOP LOGIC A notebook for classes with children 6 7 years old MOSCOW "VAKO" 2018 UDC 373.2 LBC 74.102 B38 0+ B38 Bedenko M. V. We develop logic: a notebook for classes with children 6 7 years old. M.: VAKO, 2018.

N. V. Nishcheva Methodological set of the program "Childhood" Workbook for the development of speech and communication skills of children of senior preschool age (from 6 to 7 years old) St. Petersburg CHILDHOOD-PRESS

S. Yu. Kondratyeva, L. V. Fedotova WE ARE PREPARING TO COUNT CORRECTLY The development of mathematical abilities in older preschoolers Workbook St. Petersburg CHILDHOOD-PRESS 2016 LBC 74.102 K64 Reviewers: E.

S. Yu. Kondratieva, E. A. Myshkina, L. V. Fedotova Formation of mathematical representations in preschoolers: Space, time St. Petersburg CHILDHOOD-PRESS 2018 LBC 74. 102 K64 K 64

N. V. Nishcheva Exercise book for the formation of sound analysis and synthesis skills in children of middle preschool age (from 4 to 5 years old) St. Petersburg CHILDHOOD-PRESS 2018 LBC 74.102 N71 N. V. Nishcheva

Municipal Autonomous General Educational Institution Lyceum 17 Khimki WORKBOOK for the course "Psychology of Communication" Surname, name Group

E. A. ULYEVA CREATIVE TASKS SEASONS WINTER Notebook for classes with children 5 6 years old MOSCOW VAKO UDC 373 BBK 74.1 U51 The publication is approved for use in the educational process on the basis of an order

O. E. Litvinova SUBJECT PICTURES FOR WORKING WITH CHILDREN OF EARLY PRESCHOOL AGE St. Petersburg CHILDHOOD-PRESS 2015 LBC 74.100.5 L64 Litvinova O. E. L64

Calendar-thematic planning of the main educational program of preschool education implemented in MBDOU for the 2018-2019 academic year Week Holiday according to the calendar Date 1 junior 2 junior Medium

Methodical set of the partial program "Welcome to ecology!" OA Voronkevich Welcome to ecology! Workbook for children 4 5 years old (middle group) Part 1 St. Petersburg CHILDHOOD-PRESS

MATHEMATICS SPEECH DEVELOPMENT LITERATURE WORLD AROUND Dear parents and teachers! Before you is a notebook with test tasks with which you can assess the level of development of your child, determine

COMPLIES WITH GEF O.A. Shmeleva WORKBOOK FOR CLASSES WITH CHILDREN WAKO UDC 373. LBC 74.0 Sh7 The publication is approved for use in the educational process on the basis of the order of the Ministry of Education

Natalia Lisovets St. Petersburg "BHV-Petersburg" 2014 UDC LBC 372.881.161.1 74.102 L63 L63 Lisovets N.V. Russian language for kids. St. Petersburg: BHV-Peterburg, 2014. 228 p.: ill. ISBN 978-5-9775-0905-3 Collection of games

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N. V. Nishcheva Notebook for teaching literacy to children of preschool age 2 St. Petersburg CHILDHOOD-PRESS 2018 LBC 74.102 N71 Nishcheva N. V. N71 Notebook for teaching literacy to children of preschool age 2. St. Petersburg.

EA ULYEVA WE PREPARE THE HAND FOR WRITING Notebook for classes with children 3 4 years old NEW EDITION WAKO 1 UDC 373.2 BBK 74.1 U51 0+ U51 Ul'eva E.A. Preparing a hand for writing: a notebook for classes with children 3-4 years old. Moscow: VAKO,

Task 1. Look at the pictures. What flowers appear right out of the snow? This happens in the first spring month - March. Show snowdrops. Task 2. Look at the picture. What flowers appear right

BBC 74.113.8 K67 K67 Korneeva, G. A. First steps in mathematics: a workbook for older preschool children / G. A. Korneeva. M. : Ventana-Graf, 2016. 96 p. (Pre-school time). ISBN 978-5-360-07666-7

Petrova Anna Sergeevna, teacher-speech therapist, MADOU, Murmansk 151; Pshuk Elena Nikolaevna, teacher, MADOU, Murmansk VOSKOBOVICH DURING THE FORMATION

N. V. Nishcheva Methodological set of the program "Childhood" Workbook for the development of speech and communication skills of children of senior preschool age (from 5 to 6 years old) St. Petersburg CHILDHOOD-PRESS

N. V. Nishcheva Notebook for teaching literacy to preschool children 1 St. Petersburg CHILDHOOD PRESS 2018 LBC 74.102 N 71 Nishcheva N. V. N 71 Notebook for teaching literacy to preschool children 1. St. Petersburg.

AST Publishing House Moscow UDC 373: 51 LBC 22.1ya71 U34 Textbook For primary education O.V. Uzorova, E.A. Nefyodova QUICK LEARNING TO COUNT Managing editor V. Makagonenko Technical editor

COMPLIES WITH GEF E. A. ULYEVA CREATIVE TASKS SEASONS AUTUMN Notebook for classes with children 5 6 years old MOSCOW VAKO UDC 373 BBK 74.1 U51 The publication is approved for use in the educational process at

Methodological set of the program "Childhood" N. V. Nishcheva Workbook for the development of speech and communication skills of children of primary preschool age (from 3 to 4 years old) St. Petersburg CHILDHOOD-PRESS

O. A. Ivashova E. E. Ostanina I am learning to calculate Numbers 1 20. Tabular addition and subtraction Mathematics workbook for school students Moscow LLC "Cyril and Methodius" 2007 UDC 373.167.1:51 BBK 74.262 I

Manual for teachers of preschool educational institutions Mozyr "Vysnova" 2 0 1 8

Thematic set of educational games Online school "Learn by playing" Autumn Cut out the pictures on the next page and put on the playing field only those that show autumn Pictures for cutting (to

Lesson “How wild animals hibernate” Topic: “How wild animals hibernate” Purpose: to form ideas about how different animals hibernate. Tasks: Educational: getting to know the way of life of some animals

For the development of cognitive and speech activity of young children Didactic game "Dress up the Christmas tree" Equipment: 3 Christmas trees, cardboard Christmas balls (4 each red, blue, yellow, reverse

October September Month, day theme of the week 4 Gifts of autumn (19.09-23.09) 5 Autumn. Wild animals of our forests. (26.09-30.09) 1 I am a person. Body parts. (03.10 07.10) OOD Cognitive development (the world around)

E. A. ULYEVA MATHEMATICS Notebook for classes with children 5 7 years old MOSCOW "VAKOSHA" 2019 UDC 373 BBK 74.102 U51 We thank the staff of the Department of Pedagogy and Methods of Preschool Education of the Moscow Institute