The work program of the “Golden Hands” circle in the senior group (development of fine motor skills and preparing the hand for writing). Work program of the additional education club “Preparing the hand for writing”

Municipal autonomous preschool educational institution

combined kindergarten No. 60

Accepted Approved

At the pedagogical council, Head of kindergarten No. 60

Protocol No. 5

No.____from_______2014 No.____from_______2014

for children of senior preschool age to prepare their hands for writing

Implementation period from 01.09. until 31.05

"Perky sticks and hooks."

Teachers prepared:

Aprelevka 2014

1. Explanatory note

2. Goals and objectives

3. Long-term plan

4. Conditions for the implementation of the circle program

5. Club work schedule

6. Attendance sheet

7. Diagnostics

8. Bibliography

Explanatory note.

The origins of children's abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads-streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child.

Relevance

As a teacher of a senior preschool age group, I see the relevance of this problem at the present stage in preparing preschoolers for writing. At school, at the first stage of learning, children often experience difficulties with writing: their hands quickly get tired, the working line is lost, and letters cannot be written correctly. These difficulties are caused by underdeveloped fine motor skills of the fingers and insufficient hand-eye coordination.

In the process of developing fine motor skills, the following tasks are solved: visual-motor coordination, spatial orientation are improved, and the fine muscles of the fingers are strengthened.

Having studied the experience of working on this problem, I came to the conclusion that work on the development of fine motor skills should be based on an integrated approach - a combination of speech development, physical education, finger exercises and play exercises.

It has been proven that the level of speech development also depends on the degree of development of fine motor skills. They influence each other. Manipulative activities stimulate speech development, and the use of speech material develops articulatory motor skills. Coordination of movements contributes to the development of flexibility, precision of movements, and the development of the eye. All this increases the performance of the cerebral cortex and activates mental activity. Since the main activity of preschoolers is play, the activities are of a playful nature.

I.Preparing to Learn Writing

The process of preparing preschoolers to learn to write should not be a mechanical training of the child’s hand. Writing is first of all a mental process, an analytical-synthetic activity. This should be a system of conscious, creative work of each child (even in the simplest tasks) under the guidance and help of an adult. The proposed system of preparation for learning to write includes four main areas, which are an integral part of classes on the basics of literacy and speech development. Each direction is filled with its own objectives and learning content. Let's introduce them. 1.Develop your hand.

Form the correct grip of the writing instrument. Proper grip of a pencil means that it is held with three fingers: thumb, index and middle (pinch). In this case, the pencil lies on the left side of the middle finger. The thumb supports the pencil on the left, and the index finger on top. The upper end of the pencil is directed towards the shoulder. When gripping a pencil correctly, your index finger should lift easily without the pencil falling. To develop pinchiness, finger games are used (especially for the thumb and index fingers), exercises with a pencil (“Twist the pencil with two (three) fingers”), game exercises such as “Let’s add some salt to the soup,” etc.

Exercise in the correct distribution of muscle load of the arm. Correct distribution of muscle load implies: tension (to hold the writing instrument in the hand) and alternation of forceful tension and relaxation. It is precisely this sequence of changes in the tone of the arm muscles that occurs with correct writing.

The formation of the correct distribution of muscle load of the hand is carried out in games such as “Mosaic”, when working with stamps, in manual labor (for example, working with a needle). Moreover, in all of the listed areas of work, the strength of the hand is simultaneously formed.

Develop fine motor skills of the hands.

Systematically develop fine motor skills of the dominant hand, accompanying movements with poetry, sayings, and stories. Actively include various forms of work in children’s lives to develop fine motor skills (working with pencils and stamps, thread painting and beading, etc.). Finger gymnastics in this case are the simplest exercises based on bending and straightening the fingers, clenching the hand into a fist, and tapping the fingers on the surface of the table. The purpose of such exercises is to strengthen the muscles of the hand, relieve their excessive tension, and eliminate hand tremors. As a result of performing graphic exercises, children learn:

a) freely regulate movements in scope, direction, degree of pressure on the pencil, and rhythm;

b) navigate on a sheet of paper;

c) reproduce lines of various configurations with a continuous hand movement.

2. Start preparing for writing techniques.

Develop spatial orientation.

Depending on age capabilities, the child learns to navigate in space, determine spatial relationships relative to himself, relative to another object, and relative to the person standing opposite.

To develop a sense of rhythm in movement and in images on a plane.

A developed sense of rhythm is one of the prerequisites for children to learn writing techniques. The work begins with a variety of exercises related to clapping rhythmic patterns (by ear, following the example of an adult; based on a schematic drawing). Gradually, children move on to drawing elementary borders, which are based on the rhythmic arrangement of individual elements.

3. Exercise in analytical-synthetic activities. Writing implies the child’s ability to analyze and synthesize graphic images of letters. In older preschool age, the child analyzes and synthesizes graphic conventional images of objects, and then proceeds to similar work with images of letters.

4. Develop basic graphic skills. Conduct exercises to prepare for writing school font elements(exercises such as “Globules”, “Waves”, etc.). It is necessary to widely use shading and tracing the contours of objects. Writing a group of outline images of objects on a line (plums, apples, acorns, etc.) develops the skill of maintaining a line, maintaining the size of a figure, and replicating an image. All this will be necessary at school when writing letters in a notebook. It is important that each graphic exercise has its own name: “Garland for the Christmas tree”, “Pattern of leaves”, “Propellers”, etc. This figurative correlation allows children to see the object behind the line, contour, develops imagination, creativity, and does complex painstaking work on the formation of graphic skills that are interesting and attractive for preschoolers.

Children's age: the program is designed for children of senior preschool age

Conditions for the implementation of the program.

The program is designed for older preschoolers (5-6 years old)

Classes are organized in the form of circle work and complement the content of the main general education program of the MADU.

Classes are conducted in joint activities in subgroups of 10 people, the duration of one lesson in the senior group is 20-25 minutes; Frequency of classes: 2 times a week. Children's work is assessed throughout the entire training period. When assessing them, the individual characteristics of each child are taken into account. The main indicator of the results obtained is the sum of the necessary knowledge, skills and abilities that the child must master in a certain time. The assessment criteria can be games during classes, allowing children to evaluate their own achievements, as well as test tasks at the beginning and end of the school year, which determine the level of their development. Algorithm for the gradual formation of graphic skills.

Promote the development of fine motor skills of the hands for the overall physical and mental development of the child; prepare children to learn to write; to develop interest in performing graphic exercises that prepare the hand for writing.

Program objectives:

1) Develop speech, consolidate some logical concepts, working on the small muscles of the hands.

2) To instill in preschoolers neatness, hard work, diligence and a conscientious attitude to work

3) Improve hand-eye coordination

4) Promote the development of spatial orientation

5) Strengthen the small muscles of the fingers

The main directions of work on preparing a preschooler’s hand for writing

1) Hand massage, finger exercises and finger games

2) Hatching in different directions according to the sample; compliance with the rules of shading: draw a line from top to bottom and from left to right; hatch evenly, without spaces, without going beyond the outline

3) Trace the outline depicted by dots and dotted lines

4) Complete drawings and copy drawings

5) Coloring pictures; compliance with coloring rules

This course is aimed at developing interest in performing graphic exercises that prepare the hand for writing, which is an important task in preparing a child for systematic learning at school.

Explanatory note

The main task of preschool education is to teach children

learn to develop their mental abilities without trying

at the same time to an abundance of knowledge.

V.F. Odoevsky.

The issues of preparing kindergarten students for school are becoming increasingly important. They are especially relevant now, when the content of primary education has changed. The school is committed to ensuring that children entering Year 1 are well prepared for learning. Unfortunately, their level of preparedness does not always meet these requirements.

Preschool age is a time of intensive development in children of the indicative basis of their actions. Full-fledged learning should be based on the child’s sensory experience, on his direct observations of the surrounding reality. Therefore, one of the principles of teaching preschoolers is the principle of visibility. Famous psychologist L.S. Vygotsky believed that learning should go ahead of development and lead it, relying on the “zone of proximal development.” This statement is closely related to the theoretical concept that the child has a special sensitivity to certain types of external influences. In other words, training should begin during the period of formation of the mental functions of a preschooler. By being late in teaching, teachers lose the opportunity to guide children's development along the right path and regulate this process. The most effective use of a child’s rich potential is possible only when the period of special sensitivity to the assimilation of this or that material in his development has not yet passed.

At the first stage of learning, children most often experience difficulties with writing: the hand quickly gets tired, the working line is lost, letters cannot be written correctly, mirror writing is often encountered, the child does not distinguish between the concepts of “left”, “right”, “sheet”, “line” , "page", does not fit into the overall pace of work.

These difficulties are caused by weakness of fine motor skills of the fingers and insufficient development of skills of visual-motor coordination, voluntary attention, analytical perception, and auditory attention.

All this negatively affects children’s assimilation of the first grade curriculum and necessitates the organization of special classes in kindergarten, the purpose of which is to prepare the child’s hand for writing. Such classes combining the training of fine motor skills of the fingers with solving problems of mental development can be organized through circle classes according to the program "Preparing the hand for writing".

The goal of the program is: Formation of components of intellectual and sensory readiness for school through:

Development of fine motor skills of a child's hand.

Development of auditory attention.

Development of graphic reproduction.

To achieve the goal, the following tasks are set:

Educational: Development of finely coordinated hand movements. Development of auditory attention and graphic reproduction.

Developmental: Development of graphic movements, visual perception, hand-eye coordination.

Educational: Developing diligence, accuracy, independence and confidence in one’s skills.

The program is designed for one year (senior preschool age). The lesson is held once a week. 4 times a month. 36 lessons per year. It is organized during children’s free activity, after lunchtime nap.

Thematic lesson plan

Structural elements of classes

Finger gymnastics, working with counting sticks.

Hatching, graphic exercises.

Cutting

Repetition of what has been learned, taking into account learning results.

Syllabus

Number of classes per month
Number of lessons per year

Class structure

Part 1 - Exercises to develop finger coordination:

finger gymnastics, exercises with counting sticks.

Part 2 - Exercises to develop graphic movements and visual perception: shading, finishing.

Part 3 - Exercises to develop hand-eye coordination and orientation on a sheet of paper: work in a notebook, graphic dictations.

Part 1 - Summary.

Lesson duration: Lessons last 25 minutes

Expected result of mastering the program:

By the end of the year, children should know and be able to:


know the hygiene rules of writing	Be able to maintain proper posture and hand position when writing.
Know the correct position of the notebook and pen when writing.	be able to hold a pen or pencil correctly.
Know the rules of hatching.	Be able to navigate on a sheet of paper in a box, in a notebook.
Know the rules for working with a notebook.	Be able to perform shading, following the rules.
Know the rules of working with scissors.	Be able to draw simple elements and shapes on your own.
	Be able to navigate in a notebook, on a line, on a page.
	Know how to hold scissors correctly and work with them.

Drawing by cells based on auditory perception.

This work involves a system of techniques and tasks from simple to complex. Taking into account the age characteristics of older preschoolers, the characteristics of auditory and visual perception, classes are held in notebooks in a large cell. The cage provides great opportunities for the development of fine motor skills and elementary graphic writing skills, since drawing by cells requires small and precise movements, and also develops the ability to navigate in space.

At the first stage, the child gets acquainted with a notebook in a box, then learns to perform tasks in a limited space-cell, improves the ability to measure with a conditional measure-cell.

Subsequently, the tasks will become more complex; we gradually move on to complex auditory dictations after the children have already formed sufficiently clear spatial references and can easily perceive auditory tasks. It is recommended to conduct classes once a week for 25 minutes. Before completing the task, a psychological mood, and after completion - exercises for the hands. Tasks can be completed with various materials: ballpoint pen, felt-tip pen, simple or colored pencils.

Children consolidate all the knowledge and skills acquired in the “Magic Cells” club classes in free activities. For this purpose, notebooks and checkered pieces of paper, pens, pencils, samples of various tasks from the books of the publishing house "Karapuz from the series "Preparing a child's hand for writing", "Checked Mathematics" and others are placed in the corner of educational games.

Children independently redraw pictures by cells and come up with their own different shapes.

Preparing the hand for writing.

Developing correct posture, tilting the notebook on the desk and the ability to hold a pencil and pen when writing and drawing. Preparatory exercises for the development of the eye, hand and small muscles of the fingers: tracing and shading contours, connecting lines and shapes, drawing and coloring patterns and borders with a continuous movement of the hand. Line mastery.

Writing the elements of letters: a straight slanted short stick, a straight slanted long stick, a stick with a rounded bottom, a long stick with a loop, a stick with a rounded top and bottom, a semi-oval and an oval.

Finger gymnastics.

Scientists came to the conclusion that the formation of speech areas is carried out under the influence of kinesthetic impulses from the hands, or rather from the fingers. It is necessary to stimulate the speech development of children by training the movements of the fingers. Performing various exercises with fingers, the child achieves a good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively stimulates speech centers), but also prepares the child for drawing and writing. The hands acquire good mobility, flexibility, stiffness of movements disappears, which will further facilitate the acquisition of writing skills. "Finger games" are very emotional and exciting. They seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During the "finger games" children, repeating the movements of adults, activate the motor skills of the hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate attention on one type of activity.

"Finger games" is a staging of any rhymed stories, fairy tales with the help of fingers. Many games require the participation of both hands, which allows children to navigate in terms of "right", "left", "up", "down", etc.

These games are very important for developing children's creativity. If a child has learned any one "finger game", he will definitely try to come up with a new staging. Children over 5 years old can decorate games with a variety of props - houses, cubes, small objects, etc. It is advisable to start each lesson in preparation for writing with "finger games" in order to stretch the fingers, activate the motor skills of the hands for the children to successfully complete a variety of graphic exercises. Time 3 - 7 minutes.

Graphic exercises. Hatching.

Performing graphic exercises and shading help prepare the hand for writing. The development of fine motor skills is determined not only by the clarity and beauty of the image of the lines, but also by ease and freedom: hand movements should not be constrained, tense. Correctly observing graphic proportions, writing smoothly and symmetrically is important for developing a beautiful and clear handwriting. The child should try not to lift the pen from the paper and not interrupt the lines. When drawing straight lines, the clarity of the handwriting and the confidence of the movement of the hand are clearly visible. The ability to freely draw smooth lines from left to right is important in the formation of handwriting. The ability to write with an inclination from top to bottom and from bottom to top is necessary for the formation of handwriting. Graphic exercises also contribute to the development of accuracy of movements, attention and control over one's own actions.

Hatching is one of the most important exercises. By mastering the mechanism of writing, children develop such confidence in the stroke that when they start writing in notebooks, they will succeed as a person who has written a lot.

Hatching rules:

Hatch only in the specified direction.

Do not go beyond the contours of the figure.

Keep the lines parallel.

Do not bring the strokes closer together; the distance between them should be 0.5 cm.

Performing various exercises in preparation for writing, the child and the teacher must constantly remember and observe the hygienic rules of writing, bringing their implementation to automaticity. Compliance with hygiene rules will help the child to overcome the difficulties of the technical side of writing in the future.

Cutting with scissors.

The teacher pays special attention to mastering the basic techniques of cutting - the skills of cutting in a straight line, the ability to cut various shapes (rectangular, oval, round). The task is to bring children to a generalized understanding of how to cut out any objects. When explaining the task, it is necessary to teach children not only to passively master the process of cutting, but also to encourage them to give a verbal description of the movements of the teacher's hands when showing the methods of cutting. Getting symmetrical shapes when folding paper folded like an accordion, children should learn that they are not cutting out a whole shape, but half of it.

Older preschoolers begin to master silhouette cutting skills without preliminary drawing or preparing a contour line. When teaching silhouette cutting, the technique of tracing the outline of an object in the air is successfully used. The development of the ability to “see” an object in the air is facilitated by systematically played games “Guess what I’m drawing?”, “Guess, I’ll guess” (children or a teacher outline an object in the air and guess). Before you start cutting out the silhouette, you should think about where, from what angle, in which direction of the sheet to direct the scissors, i.e. learn to plan the upcoming action.

The ability to confidently use scissors plays a special role in the development of manual skills. This is difficult for preschoolers and requires coordination of movements. Symmetrical cutting, cutting out various figures from old postcards and magazines is a useful and exciting activity for future first-graders.

Diagnostics

Child's full name	Ability to hold a pen correctly	Ability to navigate in space

Methods of testing knowledge, abilities, skills.

3 points – fully meets the criterion (there is significant evidence that the activities of the preschool educational institution meet this criterion).

2 points - partially meets the criterion (there is some evidence that the activities of the preschool educational institution meet this criterion);

1 point – does not meet the criterion (there is practically no evidence that the activities of the preschool educational institution meet this criterion)

Practical part.

Ascertaining experiment:

Children of the older group participate in this experiment:

A. Sasha, B. Lenya, G. Alina, J. Gosha, M. Lera, N. Vanya, M. Vika, M. Artem, T. Alina, Yu. Andrey.

After the incoming diagnostics, the data I collected can be summarized in the following table:

Table No. 1

Initial indicators

Child's full name	Ability to accurately perform finger exercises	Ability to perform shading, observing all its rules	Ability to correctly perform audio dictation	Ability to govern to hold a pen in hand	Compliance with hygiene rules for writing









Yu. Andrey

Conclusions: As practice shows, children aged five to six years old, unfortunately, have a low level of development of motor skills, which is very clearly manifested in the ability to hold a pen in one’s hand, the ability to correctly perform shading, and other criteria given in Table 1. Development of children’s motor skills special attention should be paid; this need is experienced not only by first-graders, but also by all primary school students. That is why it is necessary to begin work on developing fine motor skills as early as possible - already in preschool age.

Diagram No. 1

Formative experiment:

To improve fine motor skills and prepare the hands of children: A. Sasha, B. Lenya, G. Alina, J. Gosha, M. Lera, N. Vanya, M. Viki, M. Artem, T. Alina, Yu. Andrey to the letter , I have developed and provided for the following exercises and complexes:

Complexes of finger gymnastics (Appendix No. 1).
A complex of graphic dictations performed by ear (Appendix No. 2).
Exercises to develop hatching skills.
Cutting diagrams.

As well as in daily work in a kindergarten group, the following games and activities are provided for the development of children’s fine motor skills:

Sets of small toys for the development of tactile perception (recognition of objects by touch)
Mosaic in increasing difficulty.
Colored balls for rewinding.
Stringing beads, beads, buttons.
Boards with a rolled layer of plasticine for laying out patterns of buttons, pebbles and other small objects.
Plastic and wooden sticks for laying out patterns according to the sample.
Modeling from clay, plasticine and salt dough.
A set of children's expanders (for training the muscles of the hand).
Sets of rings of different sizes for stringing them onto a rod.
All kinds of lacing.
Sets of plastic templates for tracing (wild and domestic animals, insects, vegetables and fruits, etc.).

Control experiment:

After working with children according to my program, an outgoing diagnosis was carried out using the same criteria as the incoming one. The same exercises and techniques were used. As a result of control diagnostics, the data obtained can be presented in the following table.

Table No. 2

Indicators after the exercises and techniques performed.

Child's full name	Ability to accurately perform finger exercises	Ability to perform shading following all its rules	Ability to correctly perform audio dictation	Ability to govern to hold a pen in hand	Ability to navigate in space	Compliance with hygiene rules for writing









Yu. Andrey

Diagram No. 2

Conclusions:

In the motor area of the cerebral cortex, the projection of the hand is huge in relation to the projection of other parts of the body. In addition, it is extremely close to the speech motor area (Broca's area). Once again, I would like to emphasize that training finger movements is a stimulus for the development of a child’s speech, and a powerful tonic for the cerebral cortex as a whole. Exercises allow you to develop memory and imagination, and increase children’s interest in educational activities. The results of an experimental study of the development of fine motor skills in schoolchildren showed that the problem is relevant.

Fine motor skills in life and activity perform many different functions. It activates the necessary and inhibits currently unnecessary psychological processes, promotes the organized and targeted selection of information entering the body in accordance with its current needs, and ensures selective and long-term concentration on one object or activity.

The impairment of fine motor skills inherent in younger schoolchildren prevents them from developing purposefulness in behavior and activity, sharply reduces their performance and thereby significantly complicates the organization of the educational process.

The research work carried out at the ascertaining stage of the experiment showed that in children of the older group, the development of fine motor skills suffers, but not all children are the same. Many children are not able to actively switch attention, while others, on the contrary, have relatively high stability and concentration.

At the formative stage, specially selected exercises were used to develop fine motor skills in children.

The main task of the training exercises was to make all tasks related to the need to use fine motor skills of the hands accessible and easy to complete.

This can be achieved only through the gradual development of manual skill, achieved as a result of the transition from simple to more complex tasks.

Comparing the results of these two stages of the experiment, we saw that they became more focused, independent, and attentive. Their activities acquired a conscious, meaningful and purposeful character. Finger games helped prepare the hand for writing, develop coordination of movements, children communicate freely. With the help of these exercises, the fingers began to tighten tightly, easily relax, stretch in different sides.

All tasks that were given to children in the second experiment were performed much faster and without any effort.

The main task of the kindergarten and family, along with issues of education and upbringing, is the task of preserving the health of children.

The growth and development of a child is influenced by external and internal factors. The environment acts not only as a condition, but also as a source of development of the human body, facilitating the improvement of its hereditary properties and even correcting their undesirable manifestations. You need to start working on developing fine motor skills from a very early age. Already an infant can massage his fingers (finger gymnastics), thereby influencing the active points associated with the cerebral cortex. In early and early preschool age, you need to perform simple exercises, accompanied by a poetic text, and do not forget about developing basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces, etc.

Early diagnosis of the child’s individual physiological profile, precise determination of the nature and degree of function deviation, and in-depth analysis of the environment are the basis for the effectiveness of correctional work. Correction of motor skills and reflex movements of the hand does not exist and cannot be considered separately from the whole organism.

The physical and psychological state of the body also affects the hand. There are widespread sayings among the people that note the close connection between the activity of the hand and the mental state: “Everything falls out of hand,” “hands give up,” etc. Corrective work should be aimed both at changing a specific type of incorrect skill, and at strengthening the child’s health and developing his manual skills. In fact, we are talking about organizing the child’s entire life in such a way that in his daily activities the accuracy of hand movements, finger dexterity, hand strength are developed, i.e. qualities that will later be necessary for successful learning to write.

Caring for loved ones about the child’s health is of great importance for the correct and timely development of hand movements. Carrying out hardening procedures, compliance with hygienic requirements for clothing, the microclimate of the premises where the child spends most of the time, adherence to sleep and wakefulness helps to strengthen the child’s health, is an effective preventive measure against overstrain of the nervous system, provides a good emotional mood, helping to firmly and quickly assimilate new skills and abilities.

Work on the development of the hand and the correction of existing shortcomings should be carried out in close contact with parents, preschool teachers and primary school teachers. This will ensure continuity of control over the formation of the correct motor skill and help you achieve the desired results faster.

Remember! Any exercises will be effective only with regular exercise. You need to exercise daily!

Elena Evseenko
Work program of the additional education club “Preparing the hand for writing”

1. Explanatory note.

Various graphics consisting of lines, strokes and dots, constantly and everywhere surround person at any age.

Since ancient times, graphic communication has been and remains the simplest and most convenient type of communication between people. Specialists predict that in the near future more than 60-70% of all information we receive will be in graphical form.

And of course, every parent would like their child to be able to confidently navigate the modern world, in the sea of graphic information.

For a child to successfully study at school, he must be able to freely navigate in space and master basic spatial concepts. Research by scientists has shown that if spatial representations are not formed in a child or are inaccurate, this directly affects the level of his intellectual development.

Therefore, it is so important to remember that preschool age is the period of emergence, formation and development diverse representations, which then develop into concepts about the surrounding world.

Developed the lesson system contributes not only to the development of fine motor skills of the hand, but also to the development of motor (motor) memory, ability to accurately reproduce sample, perform exercises according to verbal instructions. Thematic classes include working with stencils, cards, templates, exercises for hands and fingers, gymnastics for the eyes. Designed classes can be used not only for additional education but also to use exercises and games during other integrated classes

1.1. Pedagogical expediency:

Focusing attention not only on the content side of the material, but also on the ways of mastering it, on organizing the activities of children in mastering the material, which is important for the development of intellectual abilities. An important condition for full mastery of the skill letters is readiness hands as a direct instrument of graphic activity to perform precise and complex movements.

The teacher’s orientation towards creating conditions for self-realization and successful socialization of children, ensuring satisfaction educational needs of the child’s personality, formation of general intellectual skills, development of cognitive abilities, broadening of horizons, development of fine motor skills. -

Ensuring quality preparing children for school, formation of interest in performing graphic exercises, prevention of violations and difficulties in mastering by letter.

In modern conditions of functioning and development of preschool education, the task of increasing the effectiveness of training and education of the younger generation is more urgent than ever. The task of preschool education is not to maximize the acceleration of the child’s development, nor to manage the timing and pace of his transfer to "rails" school age, and above all in creating conditions for each preschooler for the most complete disclosure and development of the child’s individual capabilities and characteristics of his uniqueness and identity.

The level of development of fine motor skills is one of the indicators of intellectual readiness to schooling. Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed. Children experience great difficulty in distributing attention.

To develop in children a clear, beautiful and fast letter impossible in a short time. This will take a number of years, since the skill letters forms slowly. That's why the work of preparing the hand for writing must begin, long before entering school. In preschool age, it is important to develop the mechanisms necessary for mastering by letter

Relevance programs« Preparing a hand for writing» thing is lack of preparation for writing, insufficient development of speech, fine motor skills, visual perception, attention, can lead to a negative attitude towards learning and an anxious state of the child at school. Therefore, in preschool age it is important to develop the mechanisms necessary for mastering by letter, create conditions for the child to accumulate motor and practical experience and develop manual skills.

Novelty programs consists of using developmental exercises and educational material from various fields of knowledge. Activity mug aimed at the comprehensive development of the child. Methodology programs allows children to study intensively and not get tired due to the constant change of activities and switching of attention. Classes in mug aimed at developing all necessary psychological components child's readiness for school: cognitive processes, communication skills, emotional-volitional sphere and fine motor skills.

Construction principles programs:

1. The principle of the activity approach. Activity is a set of actions aimed at achieving goals (according to S. L. Rubinstein).

2. The principle of individualization and differentiation of the methods, techniques and means used, taking into account the existing experience of children. With a general task, the target settings may coincide, but the methods of accomplishment by each child may be different and the content of the task may be different for individual children, depending on their level of development.

3. The principle of actively involving the nearest social environment to participate in work. The development of fine motor skills in children occurs with the involvement of parents' work which, using games and exercises at home, help to consolidate the skills already acquired.

4. The principle of psychological comfort. Classes should bring joy to children, and the personal relationship between an adult and a child is built on the basis of trust, mutual understanding, and goodwill. A friendly atmosphere and a positive attitude are very important, as a child who is praised and encouraged every time he does something gets additional incentive for further efforts. This is achieved through non-verbal communications: glance, smile, stroking, physical contact.

1.2. Goals and objectives

Target programs: improve children’s ability to navigate in space, develop hand motor skills, promote the development of methods for constructing graphic images geometric shapes.

Tasks programs:

Educational: 5-6 years:

- preparing a child for writing;

Learn to break figures into parts, recreate a figure from parts, transform the shape of figures;

letters

Positive attitude towards letter.

promote the development of cognitive abilities, creative imagination and spatial representations.

Developmental:

Develop fine motor skills of fingers by working with pencil, performing graphic tasks, finger games, shading, etc.;

Develop individual abilities, creativity, independence in preschool children through organization group work;

Develop visual-motor coordination;

Develop cognitive processes: visual and auditory perception, spatial perception, memory, attention, logic, analytical thinking, creativity;

Develop a sense of rhythm through rhythmic patterns;

Develop spatial orientation.

Educational:

Interest in classes pictorial and creative activity;

Organized, persevering and neat in work;

Interest in learning skills letters, the desire to learn to write at school;

Positive attitude towards letter.

1.3. Methods and techniques working with children

Methodological conditions for implementation programs.

Methods based on the way of organization classes:

Verbal:

Explanation,

Reading poems and riddles.

Visual:

- work according to the sample(hatching);

Visual dictation;

Display of illustrations, pictures, letters.

Practical:

Independent children's work in notebooks(hatching).

Finger gymnastics.

Physical exercises.

Types of activities:

Initial familiarization with the material;

Assimilation of new knowledge;

Application of acquired knowledge and skills in practice;

Reinforcement and repetition.

Form of organizing a training session – club lesson.

The form of organizing the activities of students in the classroom is group.

Preparing to Learn Writing- the process is quite complex, since, in addition to developed auditory sensations, the child must have good prepared the motor apparatus, especially the small muscles of the hand; coordination of movements, fine motor skills and processes such as spatial perception, attention, imagination, memory, thinking.

At letter The problem of interaction between visual and motor analyzers arises, since movements of the eye and hand occur simultaneously within the contour of the perceived object.

A significant part of children, when visually perceiving an object, tend to limit themselves to a very cursory examination of the exhibited object, so that what is formed in their consciousness image is very incomplete. This affects playback. images and their elements. Children can successfully visually identify an object, but experience noticeable difficulty in reproducing it. Image letters of various configurations requires a fairly high level of organization of the motor apparatus of the hand, very complete and detailed Images. That's why program offers a carefully thought-out system of exercises for preparation for writing.

Training is based on gaming activities and is practical in nature.

2.1. Performance forecast

The pupil will know:

Rules and various types of shading (vertical, horizontal, oblique, along a decreasing and increasing contour);

Hygiene rules letters(landing, position of hands at letter, position of pen, notebook);

Rules working with a notebook.

The student will be able to:

It is correct to sit at the table during letters;

Correctly position workbook;

Hold a pencil and pen correctly;

Draw different lines (straight, broken, curved);

Draw lines in different directions;

Trace the drawings along the contour, trying not to lift the pencil from the paper;

Find your guide on a sheet of squared paper;

Focus on planes and solve logical problems.

4. References

Programmatically-methodological support

List of literature

I. A. Podrezova. Graphic skills in children 5-7 years old.

Publishing house Gnome 2013

List of benefits

I. A. Podrezova, working notebook on the development of graphic skills.

Explanatory note

The work program for teaching writing for preschoolers was developed on the basis of N. A. Fedosova’s program “Continuity. Preparing children for school”, approved by the Ministry of Defense of the Russian Federation in accordance with the requirements of the Federal State Educational Standard for Primary Education.

30 hours are allotted for studying the course (1 hour per week).

Preparing to teach writing - the process is quite complex, since, in addition to developed auditory sensations, the child must have a well-prepared motor system, especially the small muscles of the arm; coordination of movements, fine motor skills and processes such as spatial perception, attention, imagination, memory, and thinking are developed. If the basis of preparation for learning to read and work on improving oral speech is auditory sensations, then in preparation for learning to write technical actions predominate.
When writing, the problem of interaction between visual and motor analyzers arises, since movements of the eye and hand occur simultaneously within the contour of the perceived object. The image of letters of various configurations requires a fairly high level of organization of the motor apparatus of the hand, a very complete detailed image.

The “My First Copybooks” program involves working according to N. Fedosova’s manual, which complements the “From Word to Letter” program. It is intended to prepare preschool children for writing and for the perception of letter shapes, and contains a carefully thought-out system of exercises for preparing for writing.

Children acquire the skills to work in open and confined spaces, learn to hatch, trace the proposed sample along the intended contour. Tasks in notebooks introduce the child to the configuration of printed and capital letters of the Russian alphabet, develop fine motor skills, coordination of movements, analytical abilities, form the graphic skills of children.

Training is based on play activity and wears practical character. Of particular importance in preparing children for learning their native language are speech games, work on the formation of fine motor skills and the development of coordination of movements.
Thus, the program "From Word to Letter" and the program "My First Recipes" solve the problems of preparing children for learning to read, write and improve their speech.

Purpose of the program: Formation of components of intellectual and sensory readiness for school.

Tasks:

- Formation of ideas about the elementary rules of writing, the correct fit when writing, with the position of the sheet, pencil (pen) when working in a notebook.

Formation of ideas about the main elements of letters, the configuration of printed and capital letters, hatching rules, the contour of objects and its features.

- The development of fine motor skills of the child's hand.

- Development of auditory attention, graphic movements, visual perception, hand-eye coordination (the ability to work in a limited space (on a working line), move the writing hand from below along the line, model and construct objects from elements of letters of various configurations from left to right).

Developing diligence, accuracy, independence and confidence in one’s skills.

Educational and methodological support:

Continuity: a program for preparing children 5-7 years old for school / [N.A. Fedosova, E.V. Kovalenko, I.A. Dyadyunova and others; scientific hands ON THE. Fedosov]. - M.: Education, 2016

Recipes for the future first grader: a guide for children aged 5-7 / N.A. Fedosova. – M.: Education, 2017

Sunny steps. Preparing to write. Part 2. Publisher: VK Dakota, 2017

Finger gymnastics.

The formation of speech areas occurs under the influence of kinesthetic impulses from the hands, or more precisely from the fingers. It is necessary to stimulate children's speech development by training finger movements. By performing various exercises with his fingers, the child achieves good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively excites the speech centers), but also prepares the child for drawing and writing. The hands acquire good mobility and flexibility, and stiffness of movements disappears, which will facilitate the acquisition of writing skills. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”.

Formation of hygienic rules for writing.

Compliance with hygiene rules will help overcome the difficulties of the technical side of writing. Developing correct posture, tilting the notebook on the desk and the ability to hold a pencil and pen when writing and drawing.

Preparing the hand for writing.Graphic exercises. Hatching.

The development of fine motor skills is determined not only by the clarity and beauty of the lines, but also by the ease and freedom of movement. Hands should not be constrained or tense. Graphic exercises and shading contribute to preparing the hand for writing, developing precision of movements, attention and control over one’s own actions.

Preparatory exercises for the development of the eye, hand and small muscles of the fingers: tracing and shading contours, connecting lines and shapes, drawing and coloring patterns and borders with a continuous movement of the hand. Ability to write from top to bottom and bottom to top.

Letter elements letters, letters of the Russian alphabet.

Mastering the stitch. Writing the elements of letters: a straight slanted short stick, a straight slanted long stick, a stick with a rounded bottom, a long stick with a loop, a stick with a rounded top and bottom, a semi-oval and an oval. Letter letters.

Planned results:

Students will have the opportunity to learn:

Observe basic hygienic writing rules.

Focus on the notebook page.

Move the writing hand from below along the line, from left to right, from right to left, etc.

Perform various types of hatching.

Distinguish letters from sounds.

Distinguish between uppercase and lowercase letters.

Know the configuration of block and capital letters. Distinguish between capital letters and printed letters.

Write capital and block letters of the Russian alphabet.

Monitor and evaluate your activities.

Calendar and thematic planning of the course"My first copybooks"

	Lesson topic	Number of hours	Notes
	Introducing the vowel letter “O” and the sound [o]. Writing ovals and semi-ovals. Letter O o.		“Copybook for a future first-grader” p.17 “Sunny steps” p.14
	Introducing the vowel letter “A” and the sound [a]. Letter of elements of letters A, a. Letter letters A, a.		“Copybook for a future first-grader” p.4 “Sunny steps” p.2
	Introducing the vowel letter “U” and the sound [u]. Letter of elements of letters U, u. Letter letters U, u.		“Copybook for a future first-grader” p.22 “Sunny steps” p.3
	Introducing the vowel letter “s” and the sound [s] Writing the elements of the letter s. Letter letter s.		“Sunny steps” p.4
	Introducing the vowel letter “I” and the sound [i]. Letter of elements of letters I, и. Letter letters I, i.		“Copybook for a future first-grader” p.12 “Sunny steps” p.5
	Introducing the vowel letter “E” and sound [e]. Letter elements of letters E, e. Letter letters E, e.		“Copybook for a future first-grader” p.30 “Sunny steps” p.6
	Getting to know the letter “I” and the sounds it represents. Letter elements of letters I, I. Letter letters I, I		“Copybook for a future first-grader” p.32 “Sunny steps” p.7
	Getting to know the letter “U” and the sounds it represents. Letter of elements of letters Yu, yu. Letter letters Yu,yu.		“Copybook for a future first-grader” p.31 “Sunny steps” p.8
	Getting to know the letter “E” and the sounds it represents. Letter of elements of letters E, e. Letter of letters E, e.		“Copybook for a future first-grader” p.9 “Sunny steps” p.9
	Getting to know the letter “Y” and the sounds it represents. Letter of elements of letters Ё, ё. Letter letters Ё, ё.		"Sunny steps" p. 12, 32
	Letter elements letters. Hatching. Training work.		“Sunny steps” p.10-11
	Letter elements letters. Hatching. Diagnostic work.		“Sunny steps” p.17-18
	The letter “L” and the consonants [l] and [l′]. Letter elements of letters L, l. Letter letters L, l.		“Copybook for a future first-grader” p.14 “Sunny steps” p.19
	The letter “M” and the consonants [m] and [m′]. Letter of elements of letters M, m. Letter of letters M, m.		“Copybook for a future first-grader” p.15 “Sunny steps” p.20
	The letter “N” and the consonants [n] and [n′]. Letter of elements of letters N, n. Letter letters N, n.		“Copybook for a future first-grader” p.16 “Sunny steps” p.31
	The letter “P” and the consonants [р] and [р′]. Letter of elements of letters R, r. Letter of letters R, r.		“Copybook for a future first-grader” p.19 "Sunny steps" p. thirty
	Letter elements letters. Diagnostic work.		"Sunny Steps"
	Letters “V” and “F” Consonant sounds [v] and [v′], [f] and [f′]. Signs of pairing. Letter elements letters. Letter letters V, v, F, f.		“Copybook for a future first-grader” pp. 6, 23
	Letters “З” and “С” Consonant sounds [з] and [з′], [с] and [с′]. Signs of pairing. Letter elements letters. Letter letters Z, z, S, s.		“Copybook for a future first-grader” pp. 11, 20.
	Letters “Zh” and “Sh”. Always hard consonant sounds [zh] and [w]. Letter elements letters. Letter letters Zh, zh, sh, sh.		“Copybooks for a future first-grader”
	Letters “B” and “P” Consonant sounds [b] and [b′], [p] and [p′]. Letter elements letters. Letter letters B, b, P, p.		“Copybooks for a future first-grader”
	The letter “D” and the consonants [d] and [d′]. Letter of elements of letters D, d. Letter of letters D, d.		“Copybook for a future first-grader” p.8 “Sunny steps” p.27
	The letter “T” and the consonants [t] and [t′]. Letter of elements of letters T, t. Letter of letters T, t.		“Copybook for a future first-grader” p.21 “Sunny steps” p.21
	The letter “G” and the consonants [g] and [g′]. Letter of elements of letters G, g. Letter of letters G, g.		“Copybook for a future first-grader” p.7 “Sunny steps” p.13
	The letter “K” and the consonants [k] and [k′]. Letter of elements of letters K, k. Letter of letters K, k.		“Copybook for a future first-grader” p.13 “Sunny steps” p.22
	The letter “X” and the consonants [x] and [x′]. The letter "C". The sound [ts] is always hard. Letter elements letters. Letter letters C, c, X, x.		“Copybooks for a future first-grader”
	Letters “Shch, sch, Ch, ch, Y, th” Consonant sounds [ [sch′], [ch′], [th]. Letter elements letters. Letter letters Shch, shch, Ch, ch, th.		“Copybooks for a future first-grader”
	ъ and ь signs. Letter elements letters. Letter letters ъ, ь.		“Copybook for a future first-grader” p.29 "Solar Steps" p.23-24
	Diagnostic work.		"Solar Steps" p.25-26
	Repetition of what has been learned		"Sunny steps" p. 28-29
Total

COURSE PROGRAM

"Preparing the Hand for Writing"

Explanatory note

In the upbringing and education of preschoolers, the development of hands plays an important role. When learning to write, a child experiences enormous difficulties. To successfully master school skills, a child must have well-developed hand motor skills, since a large load on the hand at school can cause a feeling of fatigue, tension and disruption in the formation of handwriting.

Modern schools place great demands on children entering first grade. At the first stage of learning, children most often experience difficulty with writing: the hand quickly gets tired, the working line is lost, and letters cannot be written correctly; The child does not fit into the general pace of work. This is due both to the psychophysiological characteristics of a 6-year-old child, and to the writing process itself. In children of this age, the small muscles of the hand are not sufficiently developed, the coordination of movements is imperfect, the ability to assess spatial differences, on which the quality of writing depends, is not formed.

An important place in working with children in the studio belongs to preparing the hand for writing, strengthening the muscles of the hand responsible for the work of the hand, training the hand and fingers. Writing is a complex process that requires the joint work of the muscles of the hand, the whole arm, and the coordination of the movements of the whole body.

Without the help of adults, it is very difficult to learn how to write, to visually control the direction of the hand when writing, while maintaining the duration and continuity of movements. But we, adults, should not set ourselves the goal of teaching the child to write before school at all costs, our goal is to prepare the hand for writing.

Purpose of the program: promote the overall development of children, form the prerequisites for educational activities, create conditions for the child to accumulate motor and practical experience, manual skill, prepare for the formation of a graphic skill; introduce the basic rules of beautiful writing.

Main objectives of the course.

In training. To teach children to navigate in a notebook (in a line and in cells) and on a sheet of paper. To introduce the basic rules of hatching, coloring, tracing and writing elements of letters.

In development. Prepare your child's hand for writing by training the hand and fingers. To teach children the correct landing when writing, the correct position of the notebook on the desk while writing, the ability to hold a ballpoint pen.

In education. To form aesthetic perception, accuracy, perseverance and independence.

The curriculum of preschool education of the studio of humanitarian and aesthetic development "Malyshok" establishes a 9-month training period. Training lasts from September to May. Classes are held 2 times in two-day training groups per week (72 hours a year), and 1 time in a one-day training group per week (36 hours a year). The duration of one lesson is 30 minutes.

The form of classes is group training of 10–12 students per group.

Expected results.

Before entering school, children should be able to sit correctly at a table while writing, position a workbook, and hold a pencil and pen correctly. Children should have well-developed fine motor skills and hand coordination, and basic writing skills. Children should be able to draw various lines (straight, broken, curved), draw lines in different directions, trace drawings along the contour, trying not to lift the pencil from the paper.

Children must confidently navigate on a sheet of squared and lined paper, write down the elements of letters according to the proposed model, without going beyond the lines and observe the specified slope of the elements, learn to print any letter of the alphabet, syllables and words.

In classes to prepare the hand for writing, the child learns to recognize the shape and color of objects; By tracing objects and figures, coloring and shading them, the child learns one-line drawing, which will help him master correct and accurate writing. Children learn to navigate planes and solve logical problems. These classes develop logical thinking and intelligence, and the ability to listen to the teacher.

Stages of pedagogical controlclasses to prepare your hand for writing.

Which ZUN are controlled?	Types and forms of control	Terms of control
Checking the rules of writing hygiene.	Role-playing game “School of Animals”
Testing the development of visual memory.	Game “At the Cheerful Pencil”. Samodelkin’s tasks.
Checking the eye and coordination of hand movements and the development of fine motor skills	Decorating a New Year's toy.
Testing your knowledge of the letters you have learned.	Game “Which letters were spoiled by the Bookworm beetle?”
Testing your ability to type a short sentence.	"Mother's day"
Testing writing skills.	Journey to the land of words.

Educational O- thematic lesson plan “Preparing the hand for writing.”

Taking into account the requirements - the plan of the pre-school education program developed by the Department of Education and Science of the Krasnodar Territory, classes are built in accordance with modern pedagogical methods and technologies, meeting the criteria of consistency, continuity and efficiency.

When teaching children 5-6 years of age, it is necessary to take into account their psychophysiological characteristics. Therefore, certain requirements must be met. The use of visual and entertaining material in classes, the inclusion of game situations, repeated switching of children’s attention from one type of activity to another and their variety are aimed at relieving stress, preventing fatigue and increasing cognitive interest in learning.

Drawing, shading, coloring, tracing helps to develop the child’s artistic abilities, such as imaginative thinking, creative imagination, visual memory, and observation.

It is advisable to perform all graphic tasks in preparation for writing with a ballpoint pen, and you can color them with colored pencils.

When performing any graphic tasks, it is necessary to teach the child to relax after each movement, unclench and relax his fingers, hand, breathe in and out evenly and deeply, and only then perform the next movement. The main attention should be paid to a differentiated approach and individualization of teaching. During the lessons, the teacher diversifies the types of activities. To avoid overload, each lesson should include minutes of psychological relief and physical exercise, which give children the opportunity to switch their attention and relax. The use of health-saving technologies (psychocorrectional games, finger exercises, eye exercises) is aimed at strengthening musculoskeletal health and developing fine motor skills of the hands. Together with compliance with hygienic requirements for the premises and furniture, the studio creates favorable opportunities for the comprehensive development of individual abilities and personality of students.

When preparing to learn to write, you need to be consistent in improving various types of movements. It is very important to fix your attention on the point from which the movement begins and explain what the arrow indicating the direction of movement means. At this stage it is important to teach the child sit correctly, hold a pen correctly and place a notebook on the desk. You need to constantly monitor the child’s posture, the position of the notebook and the ability to hold the pen correctly.

First, we teach the child to put points on the line from which the movement begins, and to draw arrows indicating where the hand is moving. At the same stage, it is necessary to consolidate the concepts of “top”, “bottom”, “right”, “left”, “side”, “leading my hand to the right”, “tilting to the left”, etc.

The next step is the ability to see parallelism of lines, draw and write parallel lines. This is an important stage in preparing for writing, since it is the parallelism of all strokes that gives the writing clarity and accuracy. Before learning to write letters, it is important to teach the child to write parallel vertical, horizontal and oblique lines. Be sure to show that all vertical and oblique strokes are written top down, horizontal lines – from left to right.

The next stage is writing semi-ovals with different directions of movement: left to right, right to left, bottom to top, top to bottom. Hatching exercises allow you to practice this skill.

The next stage is writing ovals and circles. The main attention should be paid to their differences. At this stage, the following graphic tasks are effective: “unwind the spiral”, “twist the spiral”.

The next stage is mastering the ability to move your hand from left to right along the line of writing. These can be “waves”, “clouds”, “roads with slides”. First, you can invite the children to try to “drive” along a wide road, and then along a narrow path.

The next stage is familiarization with the working line, the upper and lower lines of the working line, and the additional line.

An important stage in preparing for writing is mastering the writing of the elements of written letters. First of all, you need to show children the similarities and differences between printed and written letters, explain what the elements that make up the letters are. During the learning process, it is important to constantly reinforce the correct execution of each element. In this way, we also emphasize incorrect completion of the task.

When learning the elements of letters, the child must master the basic rules of writing.

Rules for beautiful writing

All graphic elements must be the same height.

All graphic elements must be the same width.

If there are elements that extend beyond the top or bottom row, they should end the same distance from the top and bottom rows.

The distance between letter elements must be the same.

All lines when writing must be parallel.

Straight lines when writing should be even.

Basic requirements for writing

during the preparatory period

Sit correctly (correct posture: position of the torso, arms, head, position of the notebook or sheet).

Hold the pen correctly. Write block letters (on a line, maintaining proportions and clear strokes). Be able to write your name and simple words.

Clearly differentiate a line (top, bottom and middle lines), be able to write elements of letters in a line.

Allocate 2/3 above the top line and 2/3 below the bottom line for writing letter elements.

Write the basic elements of letters:

Vertical lines, parallel and oblique lines (right and left);

Curved lines at the bottom and top.

6. Distinguish and write mirror elements.

7. Perform coherent rhythmic movements.

8. Copy complex combinations of winding lines.

Orientation on a plane.

Spatial representations.

Mutual arrangement of objects: above, below (above, below); left, right (left, right); in front of, behind, between, next to.

The shape and color of objects.

Orientation on a sheet of paper.

Outlining familiar shapes.

Familiarization with the rules of shading.

Coloring the figures.

Hatching from left to right.

Hatching from top to bottom.

Hatching with loops and semi-ovals.

Letter elecops letters.

Hatching in different directions.

Familiarization with the working line.

Top and bottom lines of the working line.

Writing with a short slanted stick.

A letter of slanted lines with a curve at the bottom.

Writing with a short slanted stick with a curve at the top.

Basic rules of beautiful writing.

Short and long lines.

A letter with a short slanted line with a curve at the top and bottom.

Stroke drawing. A stroke coming from the center of the circle.

Writing elements of lowercase and capital letters.

Long slanted stick writing with a loop at the top.

Writing with a long slanted stick with a loop at the bottom.

Animal line drawing.

Letter of semi-ovals (ovals with a gap).

Methodological support of the educational program.

Additional educational program “Pre-school preparation”.

Educational and thematic lesson plan “Preparing the hand for writing.”

Calendar-thematic and lesson planning of classes “Preparing the hand for writing.”

Educational literature: N.S. Zhukova “Primer” for preschoolers with teaching recommendations for teachers.

Printed notebooks: S.E. Gavrina, N.L. Kutyavina, I.G. Toporkova, S.V. Shcherbinina “Preparing the hand for writing”, “Learning to write”, “Developing thinking”, “Developing attention”. A series of books “The entire preschool program” for additional work and testing of knowledge; developmental tests for consolidation (by the same authors).

Methodological literature for working with preschoolers on the development of communication skills, culture of behavior, competent speech, vocabulary, memory, thinking, logic, as well as on the basics of life safety and health protection.

Folders with theoretical and practical material: “Educational fairy tales”, “Games for the development of attention, memory, thinking”, “development of open classes and educational activities”, “Conversations for parent meetings”, “Methodological piggy bank”.

Demo material: illustrations from the “Gnome” series, thematic tables and posters, demonstration letters, syllables, illustrations for work on speech development, subject-specific thematic pictures, children’s favorite toys, didactic educational material: didactic material for shading and coloring, educational board games, children's literature by all famous authors, tape of letters, puzzles, riddles, folders on fire safety and traffic rules, Handout: counting sticks, plasticine, alphabets, stencils, additional creative tasks, tests for consolidation.

Bibliography.

Plan – program for pre-school education. Krasnodar 2008

Series "The entire preschool program." Ed. "Rosman" 2009

Workbooks: “Learning to write”, “Preparing the hand for writing”, “Developing attention”, “Developing thinking”. Ed. "Rosman" 2010

O. Uzorova, E. Nefedova “1000 exercises to prepare for school.” Ed. "Astrel" 2002

O. Belyakova “100 best games for preparing for school.” Moscow 2007

A. Gerasimova “Tests for preparing for school.” Moscow 2005

L. Gorkova, L. Obukhova “Scenarios for classes on the integrated development of preschool children.” Moscow 2005

E. Sevostyanova “Classes on developing the intelligence of children 5-7 years old.” Moscow 2010

T. Shorygina “Conversations about the basics of safety with children 5-8 years old.” Moscow 2010

E. Cherenkova “Lessons of etiquette and politeness”. Moscow 2008

S. Avilova, T. Kalinina “Game and rhyming forms of physical exercises.” Ed. "Teacher" 2007

Newspapers “Pedagogical Council”, “Pedagogical Creativity” 2002 – 2003.