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REPUBLIC OF UZBEKISTAN
MINISTRY OF PRE-SCHOOL EDUCATION
"The First Step"
Preschool educational institution
State curriculum
Tashkent - 2018
From the authors: The authors of the program express their sincere gratitude to the International Children's Fund of UNICEF in Uzbekistan and, including, to all the people who provided their opinions and recommendations during the development of this program and supported it:
Anna Golubeva is a UNICEF international consultant
Deepa Shankar is the head of UNICEF's education section
Vazira Nazarova is a UNICEF consultant
Yulia Narolskaya is a UNICEF consultant
Muazzam Ismailova is a UNICEF consultant
Lee Dong Wook is a professor at Puchon University (South Korea).
Authors:
IV Grosheva, LG Yevstafeva, DT Makhmudova, Sh.B. Nabikhanova, SVPak, GEDzhanpeisova
Reviewers:
A. Golubeva is a UNICEF international expert
NNDjamilova, Candidate of Pedagogical Sciences, Associate Professor of the Department of Pre-school Education Methodology of Tashkent State Pedagogical University named after Nizami
LR Mirdjalalova
Candidate of Pedagogical Sciences, Associate Professor of the Department of Pre-school, Primary and Special Education Methodology of the Regional Center for Retraining and Advanced Qualification of Public Education Workers at Tashkent State Pedagogical University named after Nizomiy
MA Ismailova, candidate of medical sciences, associate professor of the neonatology department of the Tashkent Pediatric Medical Institute
E.G. Kayalova is the head of state preschool education institution No. 247 in Tashkent
Limitation of Liability
The views and opinions contained in this document belong only to its authors and cannot be attributed to the United Nations Children's Fund (UNICEF), its affiliated organizations or its governing members, or the countries acting on their behalf.
The program was approved by the decision of the board meeting No. 2018 of the Ministry of Preschool Education of the Republic of Uzbekistan on July 7, 4 and recommended for publication.
Contents
Chapter 1. General rules 4
1.2. Goals and tasks of MTM 4
Chapter 2. Goals and principles of MTM educational process 5
2.1. Objectives of MTM educational process 5
2.2. Principles of organizing the educational process at MTM 5
2. 3. Organization of additional educational services 5
2.4. Educational activities for children with special needs 6
2.5. Cooperation with parents 6
Chapter 3. Competency approach to education of preschool children 6
3.1. General important competences of a child of preschool age (6-7 years old) 7
3.2. Competences in areas of child development 7
3.2.1. Competencies in the field of "Physical development and healthy lifestyle formation" 7
3.2.2. Competencies in the field of "social-emotional development" 8
3.2.3. Competencies in the field of "speech, communication, reading and writing skills" 8
3.2.4. Competencies in the field of "Development of the cognitive process" 8
3.2.5. Competencies in the field of "creative development" 9
Chapter 4. Educational activity 9
4.1. Planning of educational activities 9
Chapter 6. Organization of development environment 12
Chapter 7. Applications 13
Appendix 1 13
Recommendations for creating a MTM educational program 13
Appendix 2 17
Sample agenda of a group where children are present for a full day 17
Sample agenda of short-term groups 18
Appendix 3 19
Appendix 4 23
Annual thematic (thematic) plan 23
Appendix 5 26
Appendix 6 28
Development map of a child from 3 to 7 years old 28
Map of the achievements of a child aged 5 to 7 years by areas of development 42
Appendix 7 57
School readiness card of a 6-7 year old child 57
Chapter 1. General rules
The state curriculum of a preschool educational institution (hereinafter: "MTC state curriculum") is a normative-legal document developed in accordance with the State requirements for the development of children of primary and preschool age of the Republic of Uzbekistan, in which preschool the goals and tasks of the educational institution, the main ideas of educational activities are expressed, as well as the main competencies of the child for the transition to the next stage of education are defined.
The state curriculum is mandatory for use in the following educational institutions located on the territory of the Republic of Uzbekistan:
• state pre-school educational institutions;
• non-governmental institutions providing services in the field of preschool education;
• "Mehribonlik" orphanages with preschool groups;
• governing bodies that control pre-school and primary education.
1.1. Application of the state curriculum in MTM
The state curriculum is a mandatory basic document for the creation of variable educational programs.
Educational institutions have the right to use variable educational programs approved by the Ministry of Preschool Education.
The educational institution has the right to develop its MTM working curriculum based on the State curriculum. The working curriculum of the educational institution is drawn up by the pedagogues of the institution with the involvement of parents and approved in accordance with the current legislation.
1.2. Goals and objectives of MTM
The goals and tasks of MTM are as follows:
• taking into account the individual needs of the child, on the basis of the State requirements for the development of children of primary and preschool age, and in accordance with the State curriculum, creating favorable conditions for his comprehensive and well-rounded development;
• organization and implementation of educational activities of preschool children;
• organization and implementation of providing relevant knowledge to parents and society on the issues of early development of children;
• organization and implementation of interaction with family and society in matters of early development of children.
Chapter 2. Objectives and principles of MTM educational process
2.1. Objectives of MTM educational process
The goal of the educational process is to create appropriate conditions for the formation of general competences and competences in areas of development in children.
2.2. Principles of organizing the educational process at MTM
The principles of the MTM educational process are as follows:
• consideration of children's rights, specific development characteristics and potentials;
• interdependence of all types of development areas in the educational process;
• protecting and strengthening the child's health, meeting his needs, including his mobility needs;
• support the child's creative abilities;
• education and development through games;
• creating a comfortable environment for the child's development and social adaptation;
• providing a safe environment for the child;
• Cooperation of MTM with family, neighborhood and school;
• increasing the value of national cultural traditions and respect for the culture of other nations, taking into account the specific characteristics of the culture of other nations;
Supporting the development of a child in a preschool educational institution is a team effort, and the head of the preschool educational institution is responsible for its implementation.
2. 3. Organization of additional educational services
Additional educational services are organized by the pre-school educational institution in accordance with the needs of children and residents based on the possibilities.
Additional education services are optional and can be organized by volunteers, parents and sponsors.
2.4. Educational activities for children with special needs
Supporting children with special needs in a preschool educational institution is a team effort, and the head of the preschool educational institution is responsible for its implementation.
When necessary, the staff of pedagogues and the management of the pre-school educational institution draw up an individual plan of educational activities for the child (his development), involving specialists of narrow specialization.
2.5. Cooperation with parents
In order to ensure the comprehensive development of the child, the preschool educational institution can organize the following forms of interaction with parents:
• taking into account the opinions of parents regarding the preschool educational institution;
• educating parents on issues of early development;
• involve parents in active participation in the educational process;
• supporting parents' initiatives to participate in the life of the institution.
Chapter 3. Competency approach to education of preschool children
Competency approach to education of preschool children is to prepare a growing child's personality for life, to acquire moral norms and values necessary for solving important life issues, to communicate with other people, to develop the image of "I". provides preparation for the formation of methods of activity related to construction.
Primary important competencies require the holistic development of the child as a subject of activity and morality.
Competence is a set of knowledge, skills, abilities and values of a child. Primary competencies serve as a basis for the formation of a child's personality, regardless of the area of development.
3.1. General important competencies of a child of preschool age (6-7 years old).
Communicative competence is the ability to use communication tools in different situations.
Game competence is a child's creative use of experience, knowledge and skills in the game process and its organization. It is the basis for educational activities.
Social competence is the ability to behave in life situations in accordance with the rules and norms of communication with adults and peers.
Cognitive competence is a conscious perception of the surrounding world and the use of acquired knowledge, skills, competences and values to solve educational and practical tasks.
3.2. Competences in areas of child development
The child's competencies are determined in the following areas of child development:
• physical development and formation of a healthy lifestyle;
• socio-emotional development;
• speech, communication, reading and writing skills;
• development of cognitive process;
• creative development.
3.2.1. Competencies in the field of "Physical development and healthy lifestyle formation".
After the completion of educational activities in the field of "Physical development and formation of a healthy lifestyle", a 6-7-year-old child:
• shows physical activity in accordance with his capabilities and age-related physical development norms;
• knows how to perform various mobility activities harmoniously and purposefully;
• uses fine motor skills in various life and educational situations;
• directs his actions with the help of senses and senses;
• applies personal hygiene skills;
• knows the basics of a healthy lifestyle and nutrition;
• complies with the rules of the basics of safe life activity.
3.2.2. Competencies in the field of "social-emotional development".
After completing educational activities in the field of "social-emotional development", a 6-7-year-old child:
• has an idea about his "I" and the role of other people in the life environment;
• manages his emotions and expresses them in accordance with the situation;
• differentiates the emotions of others and responds accordingly;
• communicates appropriately with adults and peers;
• finds constructive ways out of complex situations.
3.2.3. Competencies in the field of "speech, communication, reading and writing skills".
After completing educational activities in the field of "speech, communication, reading and writing skills", a 6-7-year-old child:
• hears and understands speech;
• uses correct pronunciation, convenient grammatical forms and various sentence constructions in his speech;
• shows interest in learning a second language;
• shows preliminary knowledge of second language acquisition;
• shows interest in works of fiction;
• has an idea about the lexical, syllabic and phonetic structure of the word;
• knows how to compose and pronounce different forms of meaning independently;
• knows how to use basic writing skills and tools.
3.2.4. Competencies in the field of "Development of the cognitive process".
After the completion of educational activities in the field of the development of the cognitive process, a 6-7-year-old child:
• shows an active interest in learning;
• independently finds and uses information for educational and life activities;
• understands simple connections between objects, events and appearances and perceives them as a whole;
• knows numbers, calculation and applies them in life;
• works according to space, form and time;
• performs elementary mathematical calculations;
• observes and studies events and phenomena in the environment;
• shows a careful and caring attitude towards the environment.
3.2.5. Competencies in the field of "creative development".
After the completion of educational activities in the field of "creativity", a 6-7-year-old child:
• shows interest in art and culture;
• values national traditions and perceives them as a part of everyday life;
• independently expresses a preference for a certain type of art;
• uses acquired knowledge and skills to create and implement creative plans in various life situations;
• understands the role of human creativity in changing the world.
Chapter 4. Educational activities
Educational activities are carried out on the basis of "State requirements for the development of primary and school-aged children of the Republic of Uzbekistan".
The preschool educational institution organizes educational and educational activities according to academic years.
The academic year begins on September 2 and lasts until May 31.
From June 1 to August 31, a summer wellness period will be organized at MTM.
4.1. Planning of educational activities
Educational activities are based on the group's daily work schedule, and daily activities planned by the pedagogue, children's games, free time and educational activities are carried out alternately.
Educational activities are carried out in accordance with the curriculum based on the child's age and individual development in order to meet educational and social needs (health, nutrition and safety). Educational activities are combined into a single whole topic that comes from the child's life and the environment around him.
The planning of educational activities is based on the principles of integration, diversity and flexibility depending on the educational conditions.
There are the following types of planning in educational activities:
• annual thematic;
• weekly.
The goals, subject, content and types of activities are expressed in the planning. When choosing the type of activity, not only the general goals of the educational activity are taken into account, but also the integration of goals, content and types of activities in the areas of development.
It is necessary to take into account the agenda in planning. A routine sets the pace and should help the child move easily from one activity to another. It should be remembered that the game is the main activity of preschool children. Daytime sleep, rest time and time for going for a walk are taken into account when making a daily routine.
Annual thematic plan.
The annual thematic plan shows monthly themes and weekly themes for each age group. A preschool educational institution has the right to draw up its annual thematic plan, taking into account the territory or other characteristics. This thematic plan is approved by the Pedagogical Council of the preschool educational institution.
Weekly plan
The weekly plan is based on the annual thematic plan and includes sub-topics of the week, as well as activities held on this topic.
The weekly plan is aimed at setting goals for all areas of development, preparing relevant centers, and distributing training in accordance with the theme of the week. The theme of the week should pass through all free activity centers. In the weekly plan, didactic and action games are planned in the group and during walks. The content and consistency of the work with children, the type of activity (active activity / passive activity; individual activity / in a small group, in a large group; activity under the guidance of an educator / activity under the guidance of a child) and the place of its implementation (room indoor activities / street activities) should be planned taking into account.
The weekly plan should be varied and flexible. In other words, depending on the weather and the child's interest, the planned activity can be changed or the activity time can be scheduled for a little more or less time. For example, if a caregiver plans to go to a spring garden, but the weather turns out to be too rainy, they can change that event to another event that can be held indoors.
A weekly plan is a teacher's workbook and a synopsis of activities. The educator's work journal consists of the following sections:
• title page;
• agenda of the group in warm and cold periods;
• morning physical education complex;
• the planning of the educational process in the group from September to August includes a morning conversation, a walk, and an afternoon;
• weekly work analysis;
• applications.
The objectives, a brief description of the activity, and the necessary equipment are expressed in the course notes. These outlines are only recommended and can be creatively modified by the educator.
Chapter 5. Achievements of the child in areas of development
This program envisages an individual approach to the child's development, respecting his personality, taking into account his interests, needs and level of development, taking care of emotional comfort, striving to create conditions for free creative self-expression. Therefore, in addition to planning, monitoring the child's development is important in the work of a pedagogue. The pedagogue systematically monitors the child's life in order to better understand the child and the reasons for his behavior, to see the child's development, his inner world, to support him, to determine the ways of development, to determine his needs and interests. Based on pedagogical observations, planning of educational activities is developed and improved. In order to monitor the individual development of the child, the areas and sub-areas reflected in the State requirements for the development of elementary and school-age children of the Republic of Uzbekistan and the expected results were obtained (qualifications and skills).
The child's development map covers the period from 3 to 7 years old, it is filled out individually for each child three times a year. When leaving a preschool educational institution, a 6-7-year-old child's readiness for school is filled out (only for graduates of preschool institutions6). Readiness for school means that the child has formed general competencies and competencies in areas of development. This map is filled out for each graduate of the preschool. In accordance with the State program, the expected results in five areas of development (child competencies) are expressed.
The educator is invited to determine the extent to which this or that result is reflected. Five areas of development (child competencies) are summarized and presented to parents in the form of recommendations and suggestions.
Chapter 6. Organization of development environment
When creating a developmental environment in a preschool educational institution, it is important to take into account the age characteristics and needs of children with specific characteristics.
Contents of the development environment:
the content of the demonstrative and developmental environment of the pre-school educational institution is cultural-historical values: national and regional traditions; should be compatible with the characteristics of nature and climate;
the content of the environment should help to form the foundations of the primary worldview and the successful social adaptation of the child.
Chapter 7. Applications
Appendix 1
Recommendations for creating an MTM educational program
Educational program (hereinafter - Program) is an important document that serves to implement the educational process organized in a certain age group based on the State curriculum of MTM, and it should ensure the achievement of the set goals.
The program is an important tool, with the help of which educators (specialists) can find the most optimal and effective forms, methods and ways of organizing the educational process for children of a certain age group in accordance with the State requirements for the development of children of primary and preschool age in the Republic of Uzbekistan. define.
The program consists of a mandatory part and a part formed by the participants of the educational process. Both parts are mutually complementary and necessary from the point of view of implementation of the State requirements for the development of children of primary and preschool age.
A mandatory part of the program is all five areas of education: physical development and formation of a healthy lifestyle; speaking, communication, reading and writing skills; the development of the cognitive process; provides a comprehensive approach to social-emotional development and creative development.
The program should show how the educator (specialist) creates an individual pedagogical model of education, taking into account the specific conditions, needs and characteristics of children's development, based on the State requirements for the development of children of primary and preschool age.
The program covers three main sections:
• targeted - this is a section that includes an explanatory letter and the planned results of the implementation of the program;
• meaningful - this section represents the general content of the Program and ensures the full development of children's personality;
• organizational - this section includes the description of the material and technical support of the Program, the provision of teaching and upbringing with methodical materials and tools, the agenda, as well as events, holidays, and a developmental environment.
The program is discussed in the Pedagogical Council of MTM and approved by the order of the head.
Sample structural elements of the curriculum:
1. Title page
Preschool educational institution name
By the Pedagogical Council
accepted:
Statement No.___ date_______________ Approved:
Head of MTM: №___ "____"
FISH
preschool educational institution No
PROGRAM
Compiler
Surname, first name, first name_________
Category ________________
Pedagogical experience __________
Position ___________________
20___y.
2. The table of contents includes all parts of the Program, paragraphs, titles of sections, list of references and appendices, all headings available in the text, with pages indicated. Their description should fully correspond to the content of the work, be short, clear and consistent, and clearly express its internal logical laws.
3. The target section includes an explanatory letter, and it is important to indicate the regulatory and legal documents that are the basis for the development of the Program, as well as various forms, methods and ways of organizing the educational process.
The following should also be defined:
• age-related, mental and individual characteristics of the students receiving education according to the program;
• purpose of the program;
• tasks of the program;
• duration of program implementation;
• basic principles;
• basic characteristics of the child's personality.
The definition of the target directions of the program should correspond to the State curriculum of the preschool educational institution and the target directions of the State requirements for the development of children of primary and preschool age in the Republic of Uzbekistan.
4. The content section includes the definition of educational activity in accordance with the directions of five educational areas of child development: the tasks of the educational area, the content of educational activity, the results of educational activity, the regional component (component ), forms of organizing educational activities in the field of education.
Comprehensive thematic planning (taking into account the implementation of all five educational areas). The definition of this sub-section envisages an integrative model, and it reveals the theme of the week in various forms and forms of activity together with all participants of the educational process. The component of comprehensive thematic planning expressed in the program can be presented in the form of tables. The comprehensive thematic plan reveals the sequence of study of sections and topics in the program. The distribution of educational activities, forms of working with children and final activities are shown.
5. Organizational section. In this section, the agenda, the structure of the academic year, the schedule of educational activities (in accordance with regulatory documents), the organization of a developmental environment taking into account age, taking into account the age and individual characteristics of pupils, their educational needs and interests A brief description of various forms, methods and means of program implementation is provided. Also, specific psychological and pedagogical features of various activities, types of interaction with the families of the students can be expressed.
6. Program implementation conditions:
• material and technical support;
• educational and methodological support (programs, technologies, training manuals, scientific-methodical and educational-methodical literature, literature intended for children and parents, internet resources, educational CD-disks, didactic material, documents).
7. List of used literature.
8. Applications to the program, in which the following materials can be provided:
• development of exercises, entertainment, holiday scenarios, etc.;
• work program (plan) for the in-depth direction of the educator's work;
• definition of games and playful exercises;
• skill school scripts for pedagogues and parents;
• methodical volumes-packages to be sent as an attachment for each age;
• scenarios for parents of various forms of cooperation with families of children (counseling, roundtable discussions, trainings, workshops, seminars).
Appendix 2
A sample schedule for a full-day group
1 Agenda 3-4 years 4-5 years 5-6 years 6-7 years
2 Reception of children, independent activities, games, morning physical education 7.00 – 8.20 7.00 – 8.25 7.00 – 8.30 7.00 – 8.30
3 Preparation for breakfast, breakfast 8.20 - 8.50 8.25 - 8.50 8.30 - 8.50 8.30 - 8.50
4. Independent activity, games 8.50 – 9.00 8.50 – 9.00 8.50 – 9.00 8.50 – 9.00
5. Game educational activities 9.00-9.40 9.00-9.50 9.00-10.00 9.00-10.50
6. Didactic games, independent activities 9.40-10.00 9.50-10.00 10.00-10.35 ————
7. Preparation for the walk, walk 10.00-12.00 10.00-12.10 10.35-12.25 10.50-12.35
8. Returning from the walk, games 12.00 – 12.20 12.10 – 12.30 12.25 – 12.40 12.35 – 12.45
9. Preparation for lunch, lunch 12.20-12.50 12.30-13.00 12.40-13.10 12.45-13.10
10 Preparation for sleep, daytime sleep 12.50-15.00 13.00-15.00 13.10-15.10 13.10-15.10
11. Refreshing gymnastics, air and water treatments 15.00-15.10 15.00-15.10 15.00-15.10 15.00-15.10
12. Time without sleep Free activity
13.00-15.10 Free activity
13.00-15.10 Free activity
13.00-15.10 Free activity
13.00-15.10
13. Preparation for the second lunch (poldnik), second lunch 15.15-15.30 15.15-15.30 15.20-15.30 15.20-15.30
14. Additional education, reading fiction, independent game activities 15.30-16.30
15.30-16.30
15.30-16.30 15.30-16.30
15. Walk, independent game activity 16.30-17.45 16.30-17.45 16.30-17.45 16.30-17.45
16. Children going home 17.45-18.00 17.45-18.00 17.45-18.00 17.45-18.00
Note: each MTM can develop its own agenda based on the number of hours of children's stay in the institution and in accordance with sanitary and hygienic requirements. It should be remembered that play-educational activities take at least 38% excluding daytime sleep, children's outdoor activities at least 38%, independent play activities at least 24%, forming a healthy lifestyle ( sanitary-hygiene skills) at least 20%, informing parents about child development progress at least 3%.
Sample agenda for short-term groups
8:30-12:00 (3,5 soat)
1st shift
1. Reception, supervision, morning gymnastics 8:00-8:40
2. Morning meeting 8:40-9:00
3. Playful educational activity 9:00-10:30
4. Game, independent training, project activity 10:30-11:00
5. Second breakfast 11:00-11:15
6. Walk, children go home 11:35-12:00
7. Lunch break for teachers 12:00-13:00
8. Preparation of teachers for the second shift 13:00-13:30
13:30-17:00 (3,5 soat)
2st shift
1. Reception, inspection, 13:40-14:00
2. Reception of children 14:00-15:30
3. Playful educational activity 15:30-16:00
4. Game, independent training, project activity 16:00-16:20
5. Second lunch 16:20:16:35
6. Preparation for the walk 16:35-17:00
7. Walk, children go home 17:30-17:40
Note: at least 43% of playful educational activities, 49% of independent communicative activities, being outdoors, forming a healthy lifestyle (sanitary-hygiene skills), parents' development of children is correct. 8% will be reported.
Appendix 3
Estimated number of sessions in groups from 3 to 4 years old
T / r
Name of classes During the academic year During the rehabilitation period
during the week during the month during the academic year during the week during the month during the rehabilitation period
1. Introduction to the surrounding world 1 4 36 1 4 12
experiments - practical experience
2. Introduction to nature 1 4
36
games- quizzes 1 3
3. Fiction
4. Speech development 1 4 36 1 4 12
5. Sensory education 1 4 36
games
1
3
6. Elementary mathematics
7. Drawing 2 8 72 1 4 12
8. Application 1
2 36 in turn
1
4
12
9. Building constructions 2
10. Making plasticine, clay 1 4 36 1 4 12
11. Physical education
(one of which is in the fresh air) 2 8 72 hours 1 3
12. Music 2 8 72 recreation 1 3
Total: 12 48 432 5 24 72
Estimated number of sessions in groups from 4 to 5 years old
T / r
Name of classes During the academic year During the rehabilitation period
during the week during the month during the academic year during the week during the month during the rehabilitation period
1. Acquaintance with the surrounding world 1 4 36 1 4 12
experiments - practical experience
2. Acquaintance with nature 1 4 36 1 4 12
3. Speech development 2 8 72 1 4 12
4. Fiction 1 4 36 quizzes 1 3
5. Elementary mathematics 1 4 36 logic games
1
3
logical thinking
6. Drawing 2 8 72 1 4 12
7. Application 1 alternately 2 36 1 4 12
8. Building constructions 2
9. Making plasticine, clay 1 4 36 1 4 12
10. Physical education
(one of which is in fresh air) 2 8 72 sports games 1 3
11. Music 2 8 72 recreation 1 3
Total: 14 56 504 6 28 84
Estimated number of sessions in groups from 5 to 6 years old
T / r
Name of classes During the academic year During the rehabilitation period
during the week during the month during the school year during the week during the month during the recovery period
1. Acquaintance with the surrounding world 2 8 72 1 4 12
experiments are science
2. Acquaintance with nature 1 4 36 1 4 12
3. Speech development 2
+8 (72)1 4 12 XNUMX XNUMX
4. Fiction 1 4 36 quizzes 1 3
5. Learning a second language 2 4 36 games games games
6. Elementary mathematics 1 4 36 logic games
1 3
logical thinking
7. Drawing 2
+8 (72)1 4 12 XNUMX XNUMX
8. Application 1 alternately 2 36 1 4 12
9. Building constructions 2
10. Making plasticine, clay 1 4 36 1 4 12
11. Physical education
(one of which is in fresh air) 2 8 72 sports games 1 3
12. Music 2 8 72 recreation 1 3
Total: 17 64 576 6 28 84
Estimated number of sessions in groups from 6 to 7 years old
T / r
Name of classes During the academic year During the rehabilitation period
during the week during the month during the academic year during the week during the month during the recovery period
1. Acquaintance with the surrounding world 2 8 72 1 4 12
experiments are science
2. Acquaintance with nature 1 4 36 1 4 12
3. Speech development 1 4 36 1 4 12
4. Teaching literacy 1 4 36 games
1 3
5. Fiction 1 4 36 quizzes 1 3
7. Learning a second language 2 4 36 1 4 12
8. Elementary mathematics 2 8 72 logic games
1 3
logical thinking
9. Drawing 2 8 72 1 4 12
10. Application 1 alternately 2
36 1 4 12
11. Building constructions and manual labor
2
12. Making plasticine, clay 1 4 36 1 4 12
13. Physical education
(one of which is in fresh air) 2 8 72 sports games 1 3
14. Music 2 8 72 recreation 1 3
Total: 18 68 612 7 33 99
Estimated number of short-term group sessions with children
No. Types of activities Transfer periodicity
1. Free, independent activities of children Every day
4. Play activities Every day
5. Image activity Twice a week
6. Educational research activity (understanding of the surrounding world) Twice a week
7. Acquaintance with nature 1 time per week
8. Mathematics Twice a week
9. Music twice a week
10. Physical culture Twice a week
11. Speech development 1 time per week
12. Literacy training 1 time per week
Total 15 hours
Appendix 4
Annual thematic (thematic) plan
Months Monthly theme Weeks of the month Weekly themes
Age groups
Small group Middle group Large group Preparatory group
September Uzbekistan - my Motherland Week 1 Me and Kindergarten Me and Kindergarten My dear Uzbekistan My dear Uzbekistan
Week 2 My city My city - my neighborhood My city - my neighborhood My city - my neighborhood
Week 3 Me and my family Me and my family Me and my family Me and my family
Week 4 Me and my friends Me and my friends Me and my friends Me and my friends
October Autumn colors 1st week Golden autumn Golden autumn Seasonal changes. Migratory birds. Seasonal changes. Migratory birds.
Week 2 Vegetables and fruits Nature's storehouse: vegetables, fruits, berries Nature's storehouse: vegetables, fruits, berries Nature's storehouse: vegetables, fruits, berries
Week 3 Bread for all Bread for all Bread for all Bread for all Bread for all
Week 4 White gold of Uzbekistan White gold of Uzbekistan White gold of Uzbekistan White gold of Uzbekistan
November Transport, traffic rules (KHQ)
Fundamentals of life safety
(HFXA) Week 1 Introduction to Transportation Surface Transportation Air, Water, and Surface Transportation Air, Water, and Surface Transportation
Week 2 Colored traffic light Colored traffic light Safe pedestrian week Safe pedestrian week
Week 3 Ambulance and transfer assistance Urgent (rapid) movement services Urgent (rapid) movement services Urgent (rapid) movement services
Week 4 Our Good Works All Professions Matter Our Good Works Our Good Works
December Winter 1st week Winter Winter. Winter. Constitution Day Winter. Constitution Day
Week 2 Healthy body - healthy soul Healthy body - healthy soul Healthy body - healthy soul Healthy body - healthy soul
Week 3 Clothing Seasonal clothing and footwear Seasonal clothing and footwear Seasonal clothing and footwear
Week 4 What is the New Year? What is the new year? What is the new year? What is the new year?
January Kindergarten Week 1 Winter Fun Winter Fun Winter Fun Winter Fun
2nd week Defender of the Fatherland Day Defender of the Fatherland Day Defender of the Fatherland Day Defender of the Fatherland Day
Week 3 Me and my body Me and my body Me and my body Me and my body
Week 4 Politeness Alphabet Politeness Alphabet Politeness Alphabet Politeness Alphabet
February Strange world week 1 Our beautiful country Our country is a country of friendship and peace Neighboring countries Neighboring countries
Week 2 Let's make friends with animals and birds Let's make friends with animals and birds Countries of the world Countries of the world
Week 3 Let's make friends with plants Let's make friends with plants Great people of Uzbekistan Great people of Uzbekistan
4th week Let's make friends with books Let's make friends with books History of books History of books and people
March Beautiful Spring Week 1 Mother's Day Mother's Day Mother's Day Mother's Day
Week 2 Seasonal changes. Seasonal changes. Seasonal changes. Seasonal changes.
3rd week Navruz holiday Navruz holiday People's sources. Nowruz holiday People's sources. Nowruz holiday
Week 4 Insects Insects Insects Insects
April Planet Earth – our common home Week 1 Blooming Spring Blooming Spring Blooming Spring Blooming Spring
Week 2 Secrets of the Universe Secrets of the Universe Secrets of the Universe Secrets of the Universe
Week 3 Planet Earth Day Bird Yard Planet Earth Day Planet Earth Day
Week 4 Caring for toys Caring for the city Save the planet! Save the planet!
May Tools and equipment Week 1 Me and my house Me and my house Me and my house. Memorial Day Me and My House. Memorial Day
Week 2 Furniture Furniture Furniture Furniture. National craft
Week 3 Dishes Household appliances Dishes. National patterns Dishes. National patterns
Week 4 Our assistants household appliances Our assistants household appliances Our assistants household appliances Our assistants household appliances
Appendix 5
Weekly work plan
Theme message: "Uzbekistan - Moy Kray Rodnoy"
Group Preparation group ___________________ (name)
The theme is MY CITY. MY NEIGHBORHOOD
The period is the 2nd week of September
Goals in areas of development Physical development and formation of a healthy lifestyle Walking in a column one, two, four people
social-emotional (emotional) development Learning to control one's emotions
speech, communication, reading and writing skills Strengthening the child's oral speech according to age
development through knowledge (understanding) strengthening of knowledge about the homeland, neighborhood
creative development, formation of a positive attitude to cooperative activities, education of a sense of rhythm, the virtue of feeling music, rhythmic expressiveness in movements
Development centers Educational activity
Monday Tuesday Wednesday Thursday Friday Resources, comment
Morning circle Talk about how you spent your weekend How did you feel when you arrived? Talk about the weather
Free activity in centers Building and construction center My future house Modern city Neighborhood streets (long-short) Building blocks, lego, constructor
Story-role games and dramatization center "Guest at Grandma's" "Barbershop" Masks, clothing, attributes
Language and speech Conversation on the story picture "My city, my neighborhood" Excursion to city parks (ICT - using slides Story pictures, ICT materials
Center of Science and Nature Features of clay, stone and sand "Whose house is stronger?" Clay, sand, stone, special containers, balls
Art Center
Painting in the open air according to one's opinion
Origami and appliqué on the theme "Prosperous neighborhood".
A-4 paper, colored paper, paints, natural materials
Music and rhythmic center Listening to the song "Shahrisabz" Singing and rhythmic movement to the sounds of the song "Hello, what does it mean" Singing the song "The world is like a colorful pasture" Music center, music discs
Working in large groups
Appendix 6
A map of the development of a child from 3 to 7 years old
In order to complete the child's development map, three cycles of observation are carried out: initial (at the beginning of the school year), intermediate and final.
The initial observation is carried out at the beginning of the academic year (around September). At this stage, the initial capabilities of each child are determined, and his achievements up to this period are determined. The educator also pays attention to existing problems in mastering educational areas, determines what qualities of the child require support, what tasks are relevant for each child. Then, taking into account the age of the child at the same period, a map of his achievements in the areas of development is filled out.
Intermediate monitoring is conducted at the end of the first semester (December, January). The purpose of conducting this monitoring is to determine the correctness of the method chosen for the child, to determine the dynamics of development. According to the results of this observation, the educator, in cooperation with other specialists, can make corrections to the pedagogic process if necessary.
At the end of the school year (usually in May), the teacher conducts a final observation. On the basis of this observation, it is evaluated how the tasks set at the beginning of the year were solved, taking into account the new results expected in the child's development, the goals for the next pedagogical process are determined.
The following principles should be followed during monitoring:
• observation is carried out in the usual conditions for the child and is aimed at helping the child;
• observation is carried out for at least two weeks (or months) in order to create a more objective picture of the child's development;
• the educator can receive information about the child during conversations with parents or other employees of the institution;
• the educator should pay attention to the child's inclinations, interests, communication and learning characteristics.
At the end of the school year, the educator writes a report to the final pedagogic council on the quality level of learning the curriculum by the children, and in it, he points out the items where the children did not achieve the appropriate results and the reasons why they were not fulfilled (some methods are not mastered, there are not enough handouts, literature, the group is not provided with enough equipment, the child is sick and misses classes, parents are not active, etc.). Based on these results, actions to eliminate the causes will be planned and tasks for the next year will be determined for this group.
Later, the pedagogue (educator) fills in the child's achievement map at least 3 times a year and marks the achieved result with the appropriate symbol (✔). Monitoring is carried out in all areas of development. If the indicator "does not work" in this or that field of learning, the pedagogue (educator) should put appropriate marks in the notebook margins. It helps in keeping a diary to monitor the child's development. Based on this diagnosis, the pedagogue (educator), psychologist (psychologist), speech therapist, physical education instructor, etc., distinguishes the child's achievements and also identifies the negative aspects of mastering the fields of education. In accordance with the obtained results, corrections are made to the educational process, as well as individual work is planned and tasks for its implementation are determined. At the end of the academic year (usually in May), a final observation of this map is conducted.
A map of the development of a child from 3 to 5 years old
Surname, first name of the child ________________________________________________
Date of birth ________________________________________________
Date of admission to MTM ________________________________________________
Date of start of observation _________________________________________________
Age at start of follow-up _________________________________________________
Follow-up End Date _________________________________________________
Yoshi
4th year 5th year
3 years 3 months 3 years 6 months 3 years 9 months 4 years 4 years 3 months 4 years 6 months 4 years 9 months 5 years
1 Physical development and formation of a healthy lifestyle
1.1 Gross motor skills
1 Walks in different ways (straight, freely, in the indicated direction)
2 Runs while maintaining balance
3 Jumps in place on two legs
4 Jumps while moving forward
5 Crawls under the arch
6 Returns exercises during physical education
7 He flies on a tricycle
8 Up and down the sports ladder
9 Column can be adjusted to a circle
10 Walks on tiptoe, heel, back, outside of foot and knee high
11 Maintains balance while moving on a rope
12 He runs with his knees raised high
13 He jumps over not very high obstacles
14 He tries to jump through a skipping rope
15 He crawls on his stomach, pulled by his hand on the gymnastic bench
16 Climbs the gymnastic wall
17 Samokat flies
1.2 Fine motor skills
1 Inserts the rope into the loop
2 Mayda puts the objects in a certain order
3 Independently puts toys in a box and takes them out of the box
4 With the help of adults, he threads large beads
5 Places objects from one container to another container
6 Independently puts on and takes off buttons, clothes and shoe hooks
7 Threads small, medium and large beads according to the pattern
8 Lock, opens and closes hinges, uses key
9 Mayda twists and reverses objects (constructor details).
10 Makes various objects from large and small parts of the constructor
11 Draws a straight line and a circle according to the sample
12 Lays paper, cloth, napkins according to the designated lines
13 Cuts the paper along the marked lines with scissors
1.3 Sensorimotorics
1 Rolls large balls for distance with both hands while sitting and standing
2 Throws the object at the designated target
3 Rolls or throws the ball to another child
4 Can distinguish smooth and bumpy texture (structure)
5 Determines taste
6 Launches a cart with dolls
7 He alternately hits the ball with his right and left hand
8 Turns alternately to the right and left
9 Differentiates different structures and surfaces
10 Catches flying, floating small objects with a trap.
11 It releases soap bubbles
1.4 Healthy Lifestyle and Safety
1 He washes his face and hands independently, uses a towel
2 Uses a comb and a tablecloth or napkin
3 Uses a spoon independently while eating, rinses his mouth after eating
4 He collects toys and keeps them in the room
5 Uses the toilet independently
6 He cleans his teeth
7 Knows about the benefits of vitamins and healthy eating
8 He washes his hands before eating
9 Uses a fork correctly
10 Adjusts appearance
11 He takes good care of himself
12 Can ask for help
2 SOCIAL-EMOTIONAL DEVELOPMENT
2.1. Self-concept
4th year 5th year
3 years 3 months 3 years 6 months 3 years 9 months 4 years 4 years 3 months 4 years 6 months 4 years 9 months 5 years
1 He speaks about himself in the first person - "I"
2 He talks about himself (knows his name, surname, age, gender, etc.)
3 He turns to people close to him and asks for their help
4 He chooses a friend and plays with him
5 Shows interest in his family and relatives
6 Expresses his needs
7 Demonstrates growing confidence
8 Expresses his wishes and interests
9 Expresses his feelings and experiences
10 He can take part in games
11 Able to evaluate their actions ("I did it")
12 Fulfills the request (assignment) of adults
13 Able to maintain attention during training
14 Shows a drive towards success
15 Misfortune, sadness from defeat
16 Shows different emotions and moods
2.2 Emotions and their management
1 The heroes of fairy tales, stories and cartoons are sad
2 Understands emotional states such as happiness and sadness
3 Expresses his feelings and concerns ("I like", "I don't like")
4 Expresses another child's feelings in words
5 Shows empathy towards others
6 Participates in role-playing games
7 When talking about his family, he mentions what he likes and dislikes
8 Communicates during game activities
9 Cooperates in the game, assumes a social role
10 During the game, they have a friendly relationship with children and share their toys
11 Greets and says goodbye to adults without warning
12 He evaluates his actions
13 Addresses adults and expresses his opinion
14 He is happy with gifts and holidays
2.3 Socialization, communication with adults and peers
1 Knows family members
2 Imitates the actions of adults
3 Shows determination to achieve results in his actions
4 Plays cooperatively with adults and children
5 Expresses his attitude towards children's negative behavior
6 Participates in team game activities
7 Shows goodwill towards peers
8 He prepares a place for his training
9 Follows group rules (picks up toys, puts on clothes, etc.)
10 Shows a sincere attitude to his family members and follows certain rules related to the house
11 He can tell about his friend
12 Imitates the behavior and behavior of adults
13 Knows how to complete tasks without adult supervision
3 SPEAKING, COMMUNICATION, READING AND WRITING SKILLS
3.1. Speech and language
4th year 5th year
3 years 3 months 3 years 6 months 3 years 9 months 4 years 4 years 3 months 4 years 6 months 4 years 9 months 5 years
1 He performs some of his actions together with words
2 Talk about what you see in the picture
3 Answers various questions of adults
4 Shows activity in communication
5 The familiar hears a passage from the work and says its name
6 He recites a small poem by heart
7 A familiar tale told by adults continues or completes the story
Plays 8 didactic games
9 Able to continue the story that has been started
10 Expresses his opinion and asks questions during the discussion of events
11 Understands the questions and answers them
12 Actively uses verbs and adjectives in conversation
13 Makes simple sentences using nouns and verbs (the doctor treats patients, the seller sells vegetables)
14 Uses words in the sense of "many" and "one".
15 Uses different tones (intonations), facial expressions and gestures in speech
16 Didactic and verbal games are played
3.2 Study skills
1 has an understanding of the book
2 He asks adults to read him a book
3 Considers age-appropriate books
4 Makes connections between the text and pictures in the book
5 Recognizes familiar fairy tale characters by pictures
6 He reacts to the stories he hears and asks questions to adults
7 He can tell the main moments of the story he heard using pictures
8 After listening to an excerpt from a work of art, he says its name
9 He knows by heart a poem suitable for his age
10 He has an obsessive relationship with books
3.3 Fine motor skills of the paw
1 Draws straight lines on the surface of the sheet
2 Creates pictures from 2-3 objects
3 Shows interest in letters, knows and distinguishes the spelling of some letters
4 Strings large beads into a chain
5 Tries to write
6 Takes simple copies of lines, symbols, hooks
7 Draws a picture of objects with a less complicated shape
8 Rotates and paints pictures by contour
9 Crosses out templates
10 Mayda assembles the constructor from the details
11 Strings medium beads on a string
12 Cuts the paper along strictly defined lines
13 Tears the paper according to the specified lines
14 He twists the paper with both hands
4 Development of the cognitive process
4.1 Intellectual-cognitive skills
4th year 5th year
3 years 3 months 3 years 6 months 3 years 9 months 4 years 4 years 3 months 4 years 6 months 4 years 9 months 5 years
1 Sorts items by one character
2 Distinguishes and separates six colors
3 Can choose similar pairs
4 Recognizes objects in pictures and names them
5 Shows interest in living objects
6 Classify the materials from which objects are made (paper, wood, metal)
7 Explores the room and can determine its place in space
8 Shows interest in the surrounding world
9 Compares pictures
10 can divide into groups by 2-3 characters
11 opisivayet i sravnivayet osnanie napokosti jivikh sushestv (jivotnie: pitayutsya, dishat, dvigayutsya i td)
12 Describes the importance of water and air for life
13 Knows the different periods of the day (morning, day, evening, night) and uses them correctly in his speech
14 Knows the description of the seasons
15 Actively interested in news
4.2 Elementary mathematical skills
1 Divides objects into groups by 1-2 characters
2 Finds "one" and "many" in the surrounding environment
3 Arranges objects according to their size
4 Distinguish between geometric figures (circle, rectangle, triangle) and shapes (cube, sphere).
5 Compares plurals
6 Understands the meaning of the concepts of shorter and longer
7 Understands the meaning of the words "morning", "evening", "day", "night".
8 He knows the concepts of "half", "half".
9 Understands accounts and relationships within accounts
10 Counts to 5 mechanically
11 Finds objects with similar geometric shapes
12 Knows geometric figures and shapes
13 Establishes quantitative relationships
14 Knows the quantitative composition of numbers
15 Uses mathematical concepts (more, less, total, as much).
16 Counts in order
17 Compares the concepts of "more", "less", "equal".
18 Can determine his place in space (in front, behind, above, below, near, far)
19 Understands the meaning of the whole and its parts
4.3 Development of awareness-research and effective (practical) activity
1 Participates in experiments together with adults (aging, coloring, sinks - does not sink, etc.)
2 Differentiates individual changes in nature (snow, rain, hail, heat, wind, etc.)
3 Knows and names some insects and birds
4 Correctly names the babies of some animals
5 Creates devices "according to the plot".
6 Plays with water and sand
7 Observes living objects
8 Participates in experiments together with adults (mixing, coloring, heating, boiling, magnetism, etc.)
9 Describes the natural phenomena characteristic of the seasons
10 Knows why you need to eat, breathe, read
11 Knows the functions of some organs in the body
12 Knows the importance of some physical processes
13 Creates constructions, puzzles, mosaics, Lego
5. CREATIVITY
5.1 Artistic perception of the world
4th year 5th year
3 years 3 months 3 years 6 months 3 years 3 months 4 years 4 years 3 months 4 years 6 months 4 years 9 months 5 years
1 Shows emotional sensitivity when perceiving pictures, works of folk art, toys, objects
2 He perceives the beauty of nature scenes, toys, colors in children's clothes
3 Separates familiar songs
4 Listens carefully to sounds and tones
5 Uses elements of fine art
6 Has a basic understanding of decorative arts
7 Has an understanding of some professions related to art (artist, composer, actor).
8 Differentiates some types and genres of art (song, dance, music, poetry, riddle, painting, sculpture)
9 Has an understanding of some architectural devices
10 Distinguish between high and low sounds in melodies and songs
11 Distinguishes the sound of some musical instruments (piano, dutor, cymbals)
12 Can dance to music
5.2 Artistic abilities
1 Knows visual materials and uses them correctly
2 Draws individual objects, simple compositions
3 Chooses and paints colors that match the objects being depicted
4 Children play musical instruments (drums, flutes, wood dust (xylophone)
5 Sings together with a group of children
6 Dances (turns in pairs, dances, moves with objects to music)
7 Makes simple shapes from plasticine
8 Creates images of objects from ready-made figures, decorates them with various decorations made of paper
9 He builds different shapes and pyramids from sand
10 Draws detailed images that clearly represent the shape of objects
11 Draws a picture of the plot, characters and objects
12 Paints shapes using different techniques
13 Makes things from clay, dough or plasticine
14 He fulfills his intention before starting his activity
15 He sings in the choir
Performs 16 national dance moves to music
17 Plays a musical instrument (bell, rattle, metallophone, treugolnik)
18 Participates in the preparation of a finger theater production with the help of adults
A map of the achievements of a child aged 5 to 7 years by areas of development
Age (in months)
6th year 7th year
5 years 3 months 5 years 6 months 5 years 9 months 6 years 6 years 3 months 5 years 6 months 5 years 9 months 7 years
1 Physical development and formation of a healthy lifestyle
1.1 Gross motor skills
1 Walks from heel to toe
2 Avoids or goes around obstacles
3 Balances on the gymnastic bench
Performs 4 different running methods (snake, twisting, shuttle, overcoming obstacles)
5 Jumps in different ways
6 Lying on his stomach, he crawls with his hand
7 They crawl along the gymnastic wall
8 They walk in columns one by one, two by four; walks in a circle, in a sherenga
9 Performs various commands while walking
10 Runs lightly, quickly, over obstacles, maintaining direction and balance
11 He turns while standing and jumps with his legs left and right
12 Jumps in different ways on the ski jump
13 A rope climber climbs a ladder and a rope
1.2 Fine motor skills
1 Draws different lines on the surface (asphalt).
2 Sorts large, medium, and small toys into size-matched boxes
3 Assembles complex structures
4 He can tell by touching the toys in the bag
5 Cuts the paper along the line
6 Shows objects being imitated (flower, bird, butterfly, lock) with hands and fingers
7 Ties various ties from ropes
8 Plays with small toys during play
9 Tears the paper along the marked line
10 Assembles mosaics and puzzles made of small pieces
1.3 Sensorimotorics
1 Throws the ball up and catches it again
2 Catches the extended ball in different ways
3 Spins the ball on the ground with the stick, bypassing the obstacle
4 Throws the sandbag at the target
5 Standing in the main position, passes the ball to another child with both hands at chest height
6 Examines objects using various analyzers (closed eyes, palpation, taste detection)
7 Shoots the ball from below, behind the head
8 Rolls the ball around the ground in the shape of a snake
9 He skis, roller skates, and rides a two-wheeled bicycle
10 Overturns the target with the ball (bowling)
11 He turns the belt (obruch) with his hands, feet, and waist
12 Throws rings at the target
1.4 Healthy Lifestyle and Safety
1 Observes personal hygiene
2 Follows the culture of eating around the table
3 Knows the importance and role of vitamins in nutrition
4 Understands the importance of health care
5 Knows the main parts of the body and their functions
6 Knows basic street traffic rules for pedestrians
7 Understands the importance of drinking water and independently follows a water drinking regimen.
8 Knows and follows safe practices
9 Controls appearance
10 Exercises
11 Takes care of plants and animals in the nature corner
12 Understands and differentiates habits that are harmful to health (smoking, alcohol, playing with fire, etc.)
13 Observes the rules of behavior in kindergarten, kindergarten, and transport
14 Knows the rules of street traffic intended for pedestrians and cyclists
2 SOCIAL-EMOTIONAL DEVELOPMENT
2.1. Self-concept
6th year 7th year
5 years 3 months 5 years 6 months 5 years 9 months 6 years 6 years 3 months 6 years 6 months 6 years 9 months 7 years
1 Accepts and complies with the obligations assigned to him
2 He knows his nationality
3 He clearly expresses his wishes and interests
4 Expresses his feelings
5 Demonstrates self-assessment skills
6 Independently chooses the type of training for himself
7 Offers ideas, shows initiative
8 Sincere and open
9 Expresses his feelings and mood
10 Strives for independence
11 Experiences positive feelings about his gender and family affiliation
12 He knows his nationality, language and culture
13 Accepts responsibilities and can initiate activities
14 Demonstrates the ability to make personal decisions
15 Shows a desire to be a role model for others
2.2 Emotions and their management
1 Understands the causes of basic emotions
2 If he hurts someone, he shows a sense of guilt
3 Able to evaluate good or bad behavior
4 Umiyet knows how to rejoice at the moment of victory in the game
5 They share their feelings and experiences with their friends and loved ones
6 Understands what fear and danger are
7 Hammabop listens to the works with pleasure and expresses his emotional reaction to them
8 Controls the expression of his emotions
9 Expresses his experiences
10 In different social situations, the child shows an emotional reaction
11 Can express his emotional state in words
12 Expresses opinions about the feelings of other people or characters of literary works
13 Empathizes with and comforts those who are feeling down
2.3 Socialization, communication with adults and peers
1 Express your thoughts, feelings and imagination in communication
2 Participates in group and family activities
3 Knows how to convey a request or message to the interlocutor
4 Independent, shows relative independence from adults
5 Willing to help
6 It is easy to start a conversation with familiar people
7 Subject to the rules and norms of social ethics
8 Establishes stable friendly relations with other children
9 Communicates easily with adults and peers
10 Shows his impressions of the behavior of others
11 Shows the ability to rejoice in the success of others
12. Uses a number of methods to resolve conflicts (comforts, gives a toy, says sincere words)
13 Invents games, participates in plot-role games, participates in the staging of various fairy tales
3 SPEAKING, COMMUNICATION, READING AND WRITING SKILLS
3.1. Speech and language
6th year 7th year
5 years 3 months 5 years 6 months 5 years 9 months 6 years 6 years 3 months 6 years 6 months 6 years 9 months 7 years
1 Explains observed events and phenomena
2 Use generalizations correctly (fruits, vegetables, trees, birds, dishes)
3 Describes the position of objects in relation to him (in front of me, on the table)
4 Uses words correctly according to their meaning
5 Uses the main parts of speech according to the content in the speech
6 Forms monosyllabic words (according to the pattern) (cat-cat-cat-cat)
7 Makes simple and compound sentences grammatically
8 Encourages conversation
9 Creates a creative story with the help of adults
10 Pronounces all sounds correctly and clearly
11 Speaks fluently, grammatically correct in mother tongue, uses phrases correctly
12 Finds synonyms and antonyms in sentences and can choose them appropriately according to the given task
13 Understands the different meanings of polysemous words
14 Makes sentences of various forms
15 Independently creates a descriptive story based on the picture
16 Expresses literary works of different genres
17 Participates, listens and engages in group discussions
18 Finds riddles, makes rhymes
3.2 Study skills
1 Recognizes the first sound in a word
2 Examines the book independently
3 Knows the difference between sounds
4 Divide words into syllables
5 Chooses rhymes for words
6 Uses a dialogical form of speech, asks questions
7 He memorizes poems and tells them expressively
8 He knows the names and authors of some literary works, fairy tales, stories
9 Uses intonation means of expression correctly
10 Choose words that match the letters
11 Tells other children what they remember about the contents of the book
12 Create words from syllables using flashcards
13 He has an idea about words, sounds, syllables, sentences
14 Reads Vivesques, titles of books, captions under pictures, etc
15 He knows the names of some literary genres
16 He knows the names of famous children's writers and poets
3.3 Fine motor skills of the paws
1 Draws lines, sticks, sticks
2 Folds a sheet of paper in different ways (origami)
3 Starts typing the printed letters according to the pattern
4 Writes with printed letters
5 Performs various exercises with the help of fingers
6 Exaggerates the patterns to be painted
7 Draws and writes on different surfaces (wet sand, asphalt, wood).
8 He combs his hair
9 Collects mosaics
10 Writes words and short sentences
11 Understands notebook lines
12 Places pictures correctly
13 The dot-to-dot joins the pictures without removing the hand
14 He embroiders pictures on fabric
15 Moves correctly in the direction of movement "towards" and "from itself".
16 Cuts complex patterns from different materials
17 Uses a glue gun
4 Development of the cognitive process
4.1 Intellectual-cognitive skills
6th year 7th year
5 years 3 months 5 years 6 months 5 years 9 months 6 years 6 years 3 months 6 years 6 months 6 years 9 months 7 years
1 Remembers and tells a story based on the picture
2 Draws consistent conclusions, thinks
3 Says the names of the environment in which animals live (fish lives in water, wolf lives in the forest, etc.)
4 Knows geographical concepts
5 Understands simple cause-and-effect relationships (it's raining - cover up)
6 Tries to find solutions to practical tasks through trial and error (a small car needs to be turned with a key to start it)
7 Organizes objects
8 Independently searches for information about the environment
9 Makes generalizations and conclusions based on observations
10 Tells the seasons and events in sequence
11 Draws consistent conclusions about pictures
12 Has an idea about his country and its symbols
13 He knows some national traditions and customs of his people
14 Children can use an encyclopedia
15 Classifies objects according to external and internal signs
4.2 Elementary mathematical skills
1 Knows geometric figures and separates them in objects
2 Compares objects by length, width, thickness, height
3 Compares a group of objects
4 Uses mathematical terminology during communication
5 Performs mathematical operations within the range of numbers from 1 to 10
6 Compares items by number and total amount
7 Determines equality and inequality of groups of objects and compares them
8 Imiyet with an idea about time (morning, evening, day and night)
9 Understands the importance of numbers and numbers in life
10 counts from 1 to 100 in decimal numbers (10,20,30,40,50, XNUMX, XNUMX, XNUMX, XNUMX, etc.)
11 Knows geometric figures and shapes
Performs some mathematical operations within the range of numbers from 12 to 20
13 solves mathematical problems
14 Has an understanding of number order
15 Analyzes the equality and inequality of groups (how many? How few?)
16 Places objects in order by size, height, thickness
17 Measures liquid, dispersible and solid bodies using conditional measurement
4.3 Development of awareness-research and effective (practical) activity
1 Understands that natural phenomena depend on various factors
2 Can explain the cause of changes in nature (eg, melting snow)
3 Understands the impact of people on the surrounding nature (planting, harvesting)
4 Knows how to make different items from natural materials according to the picture, plans work steps
5 It is possible to create models and design independently
6 Distinguish between animate and inanimate world
7 Understands the importance of nature in people's lives
8 Asks questions related to their interests and observations
9 Makes assumptions, explains and makes generalizations about past and present experience
10 Identifies and sets the problem that needs to be solved in the research
11 Expresses and confirms his observations using a variety of resources
12 Understands the importance of participating in improving the environment (eg, collecting garbage, sorting it, planting trees and flowers, saving electricity, water and paper)
5. CREATIVITY
5.1 Artistic perception of the world
6th year 7th year
5 years 3 months 5 years 6 months 5 years 9 months 6 years 6 years 3 months 6 years 6 months 6 years 9 months 7 years
1 Expresses an emotional response to a piece of music
2 Can come up with different movements according to the music
3 Can play the role of heroes of works of art
4 Has basic understanding of applied arts
5 Expresses ideas for creating their own projects
6 He can distinguish musical styles
7 Can come up with small scenarios and create small scenes
8 He makes things from natural materials
9 Can decorate costumes, make bouquets, cook food according to simple recipes
10 Able to read poems expressively
11 Independently narrates familiar works, participates in staging them
12 Expresses an emotional response to poetic and prose works of art
13 Able to determine the mood and character of a piece of music
He knows 14 children's poets and writers in Uzbekistan and their works
15 Differentiates types of visual arts
16 Makes aesthetic judgments
17 Generates creative ideas
5.2 Artistic abilities
1 Draws complex objects and decorates them with decorative patterns (teapot, carpet, handkerchief, plate)
2 Creates a plot from memory or imagination
3 Creates appliqué arrangements from paper and natural materials (postcards, bookmarks)
4 Decorates the environment or own projects
5 Creates small plots by cutting, tearing, and gluing to express the posture, position, and movement of figures.
6 Can create creative games with peers
7 He uses different means of expression in his work
8 Creates compositions from different subjects
9 Can sing songs individually and collectively
10 Able to come up with the appearance of the dance in his own vision, giving beauty to the movements
11 Can play musical instruments alone (solo) or in an orchestra
12 Creates and implements ideas
13 Uses different objects as substitutes to achieve a goal
14 He participates in putting on plays, assuming a role
15 Understands the role of human creativity in changing the world
16 Can suggest ideas for secondary use of items
Appendix 7
School readiness card of a 6-7 year old child
No. Expected outcome of development Performs
always
most of the time
sometimes
Never
1 Physical development and formation of a healthy lifestyle
1.1 shows physical activity in accordance with the standards of physical development related to his capabilities and age
1.2 knows how to perform various mobility activities in a coordinated and purposeful manner
1.3 uses fine motor skills in various life and learning situations
1.4 controls their actions with the help of senses and senses
1.5 applies personal hygiene skills
1.6 complies with the rules of the basics of safe life activity
2 Social-emotional development
2.1 has an idea about his "I" and the role of other people in the life environment
2.2 controls their emotions and expresses them appropriately
2.3 recognizes the emotions of others and responds appropriately to them
2.4 communicates appropriately with adults and peers
2.5 finds practical ways out of difficult situations
3 Speaking, communication, reading and writing skills
3.1 hears and understands speech
3.2 uses correct pronunciation, convenient grammatical forms and a variety of sentence constructions in his speech
3.3 shows interest in learning a second language
3.4 shows preliminary knowledge of second language acquisition
3.5 shows interest in works of fiction
3.6 will have an idea about the lexical, syllabic and phonetic structure of the word
3.7 knows how to independently compose and pronounce different forms of meaning
3.8 knows how to use basic writing skills and tools
4 Development of the learning process
4.1 shows an active interest in learning
4.2 independently finds and uses information for educational and life activities
4.3 understands simple relationships between objects, events and phenomena and perceives them as a whole
4.4 knows numbers, calculation and applies them in life
4.5 works according to space, form and time
4.6 performs elementary mathematical calculations
4.7 observes and investigates events and phenomena in the environment
4.8 shows a careful and caring attitude towards the environment
5 Creativity
5.1 is interested in art and culture
5.2 values national traditions and perceives them as part of everyday life
5.3 values national traditions and perceives them as part of everyday life
5.4 uses acquired knowledge and skills to create and implement creative plans in various life situations
5.5 understands the role of human creativity in changing the world